The Zachary Community School District offers a Gifted Program for students who are identified as academically gifted. This program provides a challenging and rigorous curriculum to engage, motivate, and inspire students to become lifelong scholars. It includes acceleration, compacting and enrichment while incorporating technology and the arts through all subject areas. Students are given opportunities to extend their classroom learning by visiting museums, science research centers, and historical sites, as well as interviewing and interacting with content experts who visit the classrooms. Students are active participants in the learning process as they construct meaning through hands-on and rich educational experiences. The goal of this program is to inspire, challenge and motivate students to become critical, creative thinkers and independent lifelong learners.
The Zachary Community School District offers a Talented Arts Program for kindergarten through 12th grade students who are identified as talented in music, theatre, and/or visual arts. This exemplary program challenges students as they are encouraged to use their imagination as they create original works of art through enriching and meaningful artistic endeavors. The students work with highly qualified instructors who have acquired their Masters in Fine Arts degree or Artists in Residence.
The term, "a child with a disability," is defined as a child who has been evaluated by a district’s pupil appraisal services (SASSY) and identified as having mental retardation, a hearing impairment (including deafness), a speech or language impairment, a visual impairment (including blindness), serious emotional disturbance, an orthopedic impairment, autism, traumatic brain injury, other health impairment, a specific learning disability, deaf-blindness, or multiple disabilities, and who, by reason thereof, needs special education and related services. If it is determined that a child has one of the disabilities identified above but only needs a related service and not special education, the child is not a child with a disability. If the related service required by such a child is considered special education rather than a related service under state standards, the child would be determined to be a child with a disability.
A wide range of special education services are available to elementary and secondary school-aged children. The programs utilize various organizational structures, including regular classes with supplementary aide and services, self-contained classes, resource rooms, combination self-contained/resource room, inclusion settings, and itinerant services.
SASSY (Student Assessment and Support Services for Youth) Team – The SASSY Team is comprised of school support personnel who serve as child advocates and are qualified to diagnose exceptionalities and provide supplemental support services to students, parents and teachers. SASSY services are accessed through the SBLC at the schools, or for non-school aged children by directly contacting the SASSY Team.
The SASSY team, referred to from the state as Pupil Appraisal Services, is an integral part of the Zachary Community School District’s total instructional program. Services includes child search activities; assistance to school personnel in the initial screening of children; prevention and intervention activities and if needed referral of children suspected of needing special education services; the education assessment program; evaluation; parent conferences; inservice training; consultation to students, parents and teachers; and the identification of those children qualifying for special education services.
A comprehensive multi-disciplinary evaluation is conducted by qualified examiners according to referral needs. These examiners include, but are not limited to educational diagnosticians, school psychologists, school social workers, speech pathologists, occupational therapists, physical therapists, and adapted physical education teachers, who are all certified by the State Department of Education.
Links: DEIA
Bulletin 1508 (pdf)
Pupil Appraisal – LA Department of Education
Students identified as being at risk for dyslexia are provided services using multi-sensory structured language programming and/or recommended accommodations in the classroom. Services needed for a student identified as at risk for dyslexia are defined on their IAP (Individual Accommodation Plan). In order to be eligible, a student must be referred to the school counselor for assessment.