Special Services
2003-2004
December 13, 2004
During the academic year of 2003-2004, Seward Schools provided quality special services to students in need through utilization of Special Education programming, Title One services, and the Seward Alternative Education Center. Within these three programs over 487 students ages birth to 21years received specialized help with their specific academic needs. This number includes students with special needs who attend area parochial schools.
Special Education Programming
Special education staff members provided individualized services to a total of 233 students over this past year. Of those students, 54 were students who moved into our District with previous special education verification. In addition, 74 new referrals for initial special education evaluation were received for student’s ages birth through 21years. 62% of those students that were referred qualified for some form of special education programming. The individual programming that was then designed for each student may have included one or more of the following services: resource instruction, speech therapy, occupational therapy, physical therapy, vision and /or hearing instructor consultation and vocational transition coordination.
Title One
The goal of Title One programming in Seward Schools is to aid students who have difficulties with early primary reading development. Seward utilizes the traditional format for Title One instruction that addresses specific reading curriculum standards through small group instruction, practice and direct coordination with the regular classroom goals.
Funding for Title One services in Seward Schools is based on Free and Reduced School Lunch funds. Of the funds that are then received by the district, part goes to provide special reading instruction to the qualified parochial schools within our district area and our public elementary school. A piece of the funding also goes to a tutoring program for students within any group home setting specifically located within our district boundaries.
During the past year a total of 124 students received specialized reading instruction and 11 students received tutoring through Title One programs. To show adequate yearly progress within Title One at least 62% of our public school fourth grade students needed to achieve proficient or advanced levels on the State Reading STARS Assessments and 65% had to achieve proficient or advanced on the Math STARS Assessments given over the 2002-2003 school year. Seward Public Schools’ proficient and advanced percentage indicated that we continued to meet the expected yearly progress criteria for our Title One services.
Seward Alternative Education Center
Four years ago the Seward Alternative Education Center (SAEC) was developed to help selected students succeed in their goal of completing a high school education. The dedicated staff of SAEC has an encompassing goal of helping each individual student achieve success in self-respect, responsibility, and attaining those skills necessary to be a productive, contributing member of society.
SAEC has served approximately 30 students during the 2003-2004 school year. Of those 30 students, seven have graduated, two have returned to the high school for graduation, five have transferred to another school district to complete their education, one has withdrawn, and six will return to continue their education.
The remaining students, in various situations, are using the PASS Curriculum to complete classes toward graduation credit. SAEC will expect two more graduations at the June School Board meeting. The School District of Seward is looking forward to serving additional students in the AlternativeCenter in the coming years.
High Ability Learner Programming
The High Ability Learner Program Philosophy at Seward Schools is:
“We believe that children learn best when they are challenged and nurtured in methods that are commensurate with the levels of their abilities. It is the responsibility of the school to facilitate and/or provide opportunities to meet the needs of each of our students.”
The District-wide Leadership Team facilitates identification and implementation of the High Ability Learner program for the High Ability Learner. The Leadership Team consists of Elementary, Middle School and High School Teachers and the Special Services Coordinator. The identification process includes multiple criteria in an effort to be inclusive rather than exclusive. The process is based on a combination of standardized instruments and non –standardized means and criteria. Nominations for the High Ability Learner Program are received October 15, January 15, and April 15 of each academic year. Following the receipt of the nominations the Leadership Team reviews all supporting materials for possible identification.
Currently the School district of Seward has 130 identified High Ability Learners in Grades 4-12. Curriculum for identified High Ability Learner students incorporates the core curriculum of the classroom with a differentiated curriculum. The student, parent(s) and teacher(s) for each identified learner, beginning at Grade 4, create an individual education program. Prior to Grade 4, High Ability Learners are nurtured through differentiated curriculum and enrichment activities. The program seeks to achieve excellence by building upon the strengths and the interests of the students and by focusing on the delivery of five major services to the students:
- Identifying student’s academic strengths, interests and learning styles
- Curriculum compacting
- General exploratory activities
- Group activities that develop high level of thinking and affective processes
- Individual and small group investigation of real problems
English Language Learners
English Language Learners (ELL) program strives to meet the following goals:
- Establish that the education of ELL students is the responsibility of every teacher and administrator in the district
- Promote the academic achievement of ELL students
- Enable ELL students to develop academic skills while learning English
- Provide for linguistic, academic, and affective needs of ELL students
- Provide ELL students with instruction necessary to allow them to progress through school at a rate commensurate with their native-English –speaking peers
- Coordinate the ELL program with the regular education program to ensure ELL students receive subject matter content as quickly as possible
During the 2003-2004 school year less than ten students were formally assessed in the areas of speaking, reading, writing, and understanding per Nebraska Department of Education and No Child Left Behind regulations for consideration as an English Language Learners. Those students who qualified for ELL programming were then served in an alternative language program. Progress of those qualified students was assessed during the spring of 2004. Students who performed at a level comparable to non-ELL peers and were able to participate meaningfully in content areas were then exited from the program. Those who were exited will receive monitoring of their academic levels throughout the 2004- 2005 year. Any of the exited students who do not exhibit passing grades each quarter will then be considered for re-entry into the ELL program at that time.
