The teachers, administrators and staff of TECS share the common mission of maximizing learning for all students within an inclusive environment so that each student will contribute to and benefit from our diverse community. We recognize that children learn in a variety of ways and sometimes need additional help beyond what is offered in the traditional classroom setting. Under the Individuals with Disabilities Education Act (IDEA), children have the right to a public education designed to meet their unique needs and therefore, differentiation is expected for all students.
The staff of TECS is committed to serving the educational needs of each individual student. We believe that it is our duty to search for students who may be having difficulty meeting District grade level standards or who are experiencing social or behavioral issues.
We will adhere to the provisions of the IDEA and California special education laws and regulations to assure that all students with disabilities are accorded a free appropriate public education (“FAPE”). We will also ensure that no student otherwise eligible to enroll in their Charter School will be denied enrollment on the basis of their special education status.
Topanga Elementary Charter School implements the programs and services, including providing related services, required by the IEPs of the students enrolled at the Charter School. Related Services may include Resource Support Program, Speech Therapy, Occupational Therapy, School Counseling, or Adapted Physical Education.
If a parent or teacher has a concern about a student, a Student Success Team Meeting is scheduled.
SST is a function of the general education program. It is a team that uses a problem solving approach to assist students who are experiencing difficulties in the areas of academics, behavior, health, attendance, or other school related issues. The team clarifies problems and concerns, develops strategies and organizes resources to assist students who are “at risk” of not being successful in the general education classroom. SST Meeting are an excellent early intervention strategy. It is not necessary to wait until a student is having extreme problems at school before referring to the SST.
The SST usually consists of a standing committee which includes: the referring teacher, the parent/guardian, an administrator or designee, appropriate staff to review the case. When appropriate the SST may also include the student, school nurse, school psychologist, resource teachers, or other specialists. When several people think about and discuss a problem, they are likely to generate more solutions than those created by a single teacher struggling alone. When SSTs concentrate on children with challenges, successful interventions can be implemented and the likelihood of students’ success increases.
