Directions for the Inclusion Process at SJE School:
1. The STEP team is a school team that consists of the parents/guardians, the classroom or homeroom teacher, the school administrator or STEP team coordinator, other school personnel as needed, and the student when appropriate.
2. The STEP team gathers information and data regarding the student from a variety of sources, including grade reports, standardized testing results, samples of class work, discipline records, questionnaires, interviews, psycho-educational reports, etc.
3. The STEP team holds the meeting. The team follows an agenda to determine student strengths, analyze gathered data, prioritize concerns about the student’s progress, create strategies for classroom, school, and home, and generate an action plan. The action plan or Support Team Education Plan (STEP) process requires the team to prioritize the identified support strategies, identify the person who will be responsible for implementing each strategy, and develop a timeline for implementation and evaluation. The team must record the STEP plan and schedule dates for follow-up meetings to monitor student progress and results.
4. Each team member uses the STEP Plan Progress Log to implement his/her part of the STEP plan strategies and minor adjustments and to monitor student progress and the affect of the various strategies.
5. The STEP team reconvenes on the scheduled review meeting date. If the student has shown progress after implementation of the STEP plan, the team continues the strategies as needed. If the student does not show progress within the timelines delineated within the STEP plan, the STEP team makes adjustments to the plan.
6. If the student continues to struggle after implementation of the STEP plan and after adjustments to the plan have not met with success, the parent may wish to submit a request to the local public school for special education assessment. The administrator can provide the parent with the Department of Catholic Schools brochure titled Catholic Schools and Students with Disabilities to provide guidance through this process.
Please note: A public school may generate documents such as an IEP or a Section 504 plan that reflect what the public school will do for the student if he/she goes to the public school. A public school may generate an ISP (Individual Services Plan) to reflect what the public school will do for a student who remains in a private school. While these documents can be helpful in gathering information about the student, they reflect what the public school promises to do for the student, and do not create a duty or require action by the private school.
7. Filing/storing documents: STEP and MAP documents are not a part of the student’s cumulative file.
2. The STEP team gathers information and data regarding the student from a variety of sources, including grade reports, standardized testing results, samples of class work, discipline records, questionnaires, interviews, psycho-educational reports, etc.
3. The STEP team holds the meeting. The team follows an agenda to determine student strengths, analyze gathered data, prioritize concerns about the student’s progress, create strategies for classroom, school, and home, and generate an action plan. The action plan or Support Team Education Plan (STEP) process requires the team to prioritize the identified support strategies, identify the person who will be responsible for implementing each strategy, and develop a timeline for implementation and evaluation. The team must record the STEP plan and schedule dates for follow-up meetings to monitor student progress and results.
4. Each team member uses the STEP Plan Progress Log to implement his/her part of the STEP plan strategies and minor adjustments and to monitor student progress and the affect of the various strategies.
5. The STEP team reconvenes on the scheduled review meeting date. If the student has shown progress after implementation of the STEP plan, the team continues the strategies as needed. If the student does not show progress within the timelines delineated within the STEP plan, the STEP team makes adjustments to the plan.
6. If the student continues to struggle after implementation of the STEP plan and after adjustments to the plan have not met with success, the parent may wish to submit a request to the local public school for special education assessment. The administrator can provide the parent with the Department of Catholic Schools brochure titled Catholic Schools and Students with Disabilities to provide guidance through this process.
Please note: A public school may generate documents such as an IEP or a Section 504 plan that reflect what the public school will do for the student if he/she goes to the public school. A public school may generate an ISP (Individual Services Plan) to reflect what the public school will do for a student who remains in a private school. While these documents can be helpful in gathering information about the student, they reflect what the public school promises to do for the student, and do not create a duty or require action by the private school.
7. Filing/storing documents: STEP and MAP documents are not a part of the student’s cumulative file.