Serving all of Louisiana

Exceptional Student Services (ESS)

Mission:

At LFNO, we meet the needs of ALL diverse learners by supporting and empowering students to work toward rigorous and meaningful goals to ensure equitable access in a French immersion setting.

Definitions

What is RTI?

RTI (Response to Intervention) is… support for students in the general education setting in an attempt to get them back on level. This is done through tiered interventions.

What is 504?

Section 504 is… provision of accommodations to students with disabilities to bring them to the same starting point as their non-disabled peers. This is done through an IAP (Individual Accommodation Plan).

What is SAT/SBLC?

SAT (Student Assistance Team) / SBLC (School Building Level Committee) is… a data-driven, student-focused decision-making team consisting of teachers, interventionists, leaders, parents, deans, counselors, and any other party with valuable information and knowledge of the student.

What is Special Education?

Special education is… instruction, at no cost to parents, that is specially designed to meet the unique needs of a child with a disability and can include a variety of related services in and out of the classroom (Bulletin 1508).  Education is individually developed to address a child’s specific needs that result from his or her exceptionality. Special Education falls under the Individuals with Disabilities Education Act (IDEA) is a law that makes available a free appropriate public education to eligible children with disabilities throughout the nation and ensures special education and related services to those children.

To learn more about IDEA, please click here.

Range of Services

The continuum (above) maps out the range of services and options that can be provided to students, from the least restrictive environment (LRE) to the most restrictive environment (MRE). All RTI and 504 decisions are made within the red box, which designates the general education environment.

Tiered interventions

Students move through the tiers based on data collected during interventions and the collaboration of the SAT/SBLC. Interventions conducted at each level should be monitored with fidelity for a period of 6-9 weeks before any decisions to continue, discontinue, adjust, or increase RTI plans are made by the team.

 

LFNO Response to Intervention Handbook | DOWNLOAD
Intervention Referral Flow Chart | DOWNLOAD

What is 504?

Section 504 (of the Rehabilitation Act of 1973) states: “No otherwise qualified individual with a disability… shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance[.]”

Section 504 accommodations are provided to students through an IAP (Individual Accommodation Plan) in order to bring them to the same starting point as a non-disabled student. A student with a disability that does not affect educational performance in a negative way may qualify for an IAP while not qualifying for Special Education services.

The SAT/SBLC team will use a variety of data points and screening measures to determine if a child qualifies for a 504 plan. A student qualifies if the team determines the physical or mental impairment “substantially limits one or more major life activities.”

LFNO 504 Handbook | DOWNLOAD

Referral and Evaluation Process

If a student is suspected of having a disability, the SAT can recommend a comprehensive initial evaluation based on Response to Intervention data, test results, interviews, observations and other relevant functional and developmental information.  Documentation must demonstrate that a student’s rate of progress relative to their peers is not adequate unless the student is suspected of having a disability. Evaluations are conducted with 60 days of receipt of parental consent; extensions are permitted if both the parents and school agree in writing.  Once a determination of exceptionality is made after the evaluation is completed, an Individualized Education Program (IEP) is written within 30 calendar days.

LFNO Pupil Appraisal Handbook | DOWNLOAD

If a parent or guardian seeks a private evaluation for their child, it is strongly recommended they ensure the evaluators are trained on 1508 guidelines before proceeding. Please see the LFNO Private Evaluation Policy for more information. | DOWNLOAD 

Individualized Education Program

An IEP is a written educational plan and a commitment to provide FAPE.  It serves as a commitment to resources for students to receive special education and related services, an opportunity for parent and staff collaboration, a compliance monitoring document to ensure students are receiving FAPE in the LRE and a tool to determine students’ progress toward projected outcomes.  The IEP is reviewed annually to discuss progress in the general education setting and achievement of goals; all components are updated to address current needs and services.

The IEP Team is comprised of at least one general education teacher, special education teacher, an officially designated representative and other individuals deemed appropriate, including the student.  All team members are expected to attend unless it is agreed upon by the family and school, in writing, that attendance by certain members are not needed or their discipline will not be addressed. Each member of the IEP team has roles and responsibilities in the preparation and implementation of the IEP.  

The IEP has several components including general student information, consideration of special factors, instructional plans, accommodations and modifications and program services.  These components together create a holistic picture of the student’s strengths, needs, goals and supports for achieving those goals in the LRE.

LFNO IEP Handbook | DOWNLOAD

Overview of Services

IDEA and Bulletin 1706 require that students with exceptionalities are offered a free appropriate public education (FAPE), provided through an Individualized Education Program (IEP) in the Least Restrictive Environment (LRE).

At Lycee Francais, academic, behavioral and related services are provided within the general education setting and in small group and individual pull-out sessions.  Within general and special education settings, students receive accommodations and modifications as indicated on their IEP to support their access of the general education curriculum.  Students also receive targeted support to achieve their IEP goals.

Academic services are individualized and aligned to a student’s specific needs and goals to better increase access in the general education classroom.  Behavioral supports are implemented by a student’s IEP team, which can include goals, accommodations and a Behavior Intervention Plan (BIP). Related services include Speech & Language Therapy, Occupational Therapy, Physical Therapy, Adaptive Physical Education and Counseling.

Extended School Year (ESY) Services

ESY is a provision of special education and related services beyond the school year.  The primary purpose of ESY is to extend instruction to maintain FAPE and prevent students from losing basic skills over the summer.  ESY is not a program to address all deficits, but rather focus on specific, targeted skills. ESY eligibility decisions are made between January 1 and the onset of ESY.  These decisions are determined by analyzing data on the student’s performance and progress toward goals during the school year. ESY does not apply to students who are Gifted and/or Talented or students on Services Plans.

 

LFNO ESY Handbook | DOWNLOAD

Gifted and Talented Services

At LFNO, the Gifted and Talented curriculum emphasizes: enrichment, accelerated higher level thinking skills (both critical and abstract), multi-disciplinary content, cooperative learning, self awareness and a higher degree of complexity than the regular classroom.  Students participate in independent and group units of study of varying lengths that are assessed using a teacher-devised rubric. In the Gifted Department, we believe in moving our gifted students out of their comfort zone into areas where they are challenged to grow academically, personally and socially.  We provide small-group bi-weekly instruction in French using hands-on, experiential lessons and projects that increase motivation and self-awareness in order to prepare our students for the 21st century digital age.

You can submit a referral via the Gifted and Talented Referral Google Form or complete a hard copy from, found in the front office of each campus, and return to the mailbox of the Director of Special Education.

For more information regarding the Gifted and Talented Referral, Screening and Evaluation processes, please click the relevant links below.

GIFTED

Info Session Slideshow

FAQs

If a parent or guardian seeks a private evaluation for their child, it is strongly recommended they ensure the evaluators are trained on 1508 guidelines before proceeding. Please see the LFNO Private Evaluation Policy for more information. | DOWNLOAD

19 – 20 Gifted Parent Referral Form (Hard Copy Version)
NOTE:
You may complete the Gifted & Talented Referral form via the Google form or the hard copy form.  You will need a Google account if you choose to complete the form electronically.  You can print the hard copy form or pick one up in the front office of each campus and return to Mandi Lehnherr’s mailbox. 

 

TALENTED

19 – 20 Talented in Arts – Visual Arts Screening Process

19 – 20 -Talented in Music & Theatre Process 

Last Updated: Sept. 21, 2018

Resources

Title 28 Education Part 1 (Bulletin 1508)

LFNO Special Education Program Description | DOWNLOAD

SpED Parent FAQs | DOWNLOAD

LADOE – 504/IAP Document | Download

Lycée 504 Notification of Parent and Student Rights | Download

For information regarding the Early Resolution Process, Formal Complaints, Mediation and Due Process, please see the Louisiana Department of Education’s Dispute Resolution website or the Louisiana’s Rights of Children with Disabilities handbook.