Student Support Services
Programs and Services
Programs and Services
◦Students with Disabilities
•Limited English Proficient (LEP)
Exceptional students refer to students identified with disabilities and students identified as Gifted or Talented. Child Search activities are conducted for locating students who are suspected of being exceptional. In order to be eligible to receive these services, the individual must first be evaluated by our multi-disciplinary team to determine which services the individual needs and is eligible to receive.
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.
Students with Disabilities
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. These services are determined by the IEP team. 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.
There are several programs available to preschool children ages 3-5 in the Zachary Community School District. The kind of services are determined by the IEP team. They range from services provided in the child's residence, itinerant services outside the home, services within a regular early childhood class and early childhood special education settings.
Hospital/Homebound placement is an option for students enrolled in regular education who are unable to attend regular classes due to physical or mental illness or injury which results in the student’s absence from school for at least 10 days. The inability to attend school must be verified by a licensed physician. Homebound instruction is intended to be temporary. The “temporary” requirement is based on the premise that instruction should take place in the school setting to the fullest extent possible. The goal of homebound services is to facilitate the student’s return to the current classroom setting. The student must be enrolled in public school and is expected to return to school. Hospital/homebound placement is also an alternative setting for the provision of special education services to students with disabilities who, due to the severity or medical condition of their disability, may be served in a hospital or home environment under parental or adult supervision. Request for homebound services begins at the school level through an SBLC or an IEP team meeting.
“504” refers to Section 504 of the Rehabilitation Act of 1973 which covers individuals who meet the definition of qualified "handicapped" person. For example, a child who has or has had a physical or mental impairment that substantially limits a major life activity or is regarded as handicapped by others. (Major life activities include: walking, seeing, hearing, speaking, breathing, learning, working, caring for oneself, and performing manual tasks.) It is not required that an individual need special education through IDEA to qualify for 504 services.
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.
Zachary Community School District provides services to students who are English Language Learners through a content-based Program. This method integrates English as a second language instruction wth subject matter instruction. The goal of this approach is the acquisition of English and grade level academics so that the ELL student can succeed in an English only classroom. Some features of our program are: instruction is done in English; when possible, the student's primary language is used to clarify instruction; English is taught through reading, language arts, math, science and social studies.
When students enroll in school, information is obtained from the parents, screening are conducted and a meeting is hedl with the parents involved to determine eligiblity for the ELL program.
School nursing is a specialized practice of professional nursing that advances the well being, academic success, and life-long achievement of students. To that end, school nurses facilitate positive student responses to normal development; promote health and safety; intervene with actual and potential health problems; provide case management services; and actively collaborate with others to build student and family capacity for adaptation, self-management, self-advocacy, and learning.
Some specific duties of the school nurse include immunization checks, vision/hearing screenings at required grade levels, health care plans, and evaluation follow-up
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.