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Xavier University- Ateneo de Cagayan
In Fulfillment of the Requirements in
SPED 42
Duay, Sean Renee
Somonod, Fahriva
Yucada, Angelica
EDC
October 2012
SPEDSPEDSPED
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FAS ChristianSchool, SJ
VISION:
The school is a Christian-academic institution which believes in the principle that
the pupils acquire skills and understanding by doing with support from teachers andparents. It is committed in providing quality education that will cater the individual needs
of each student. The school is dedicated in the formation of students competitively at all
aspectsacademically, physically, emotionally, socially and spiritually.
As a Christian institution, the school strives to enliven the Christian values to the
pupils and to have a deep personal connection with God.
As an academic institution, the school endeavors to provide a place where
children see of self is constructed from experience from other people and objects. The
students will be able to master not just the basic skills but also the other skills that would
enable them to be efficient individuals. The school also provides
The school also aims to adapt and assist not only the typical learners in the schoolcommunity but also those kids who need special attention and provide quality education
that will cater the individual needs of each student.
Mission:
The school wanted to develop students at their utmost potential. To achieve this,
the school aims to provide an environment wherein students are motivated to learn through
giving activities that enables the students to be an observer, explorer and experimenter anda child-centered atmosphere.
The school intends to create programs that will let the students to apply all their learnings
on the real setting. It incorporates Christian values by letting the students to reflect the
concept learned in their affective domain.
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Guidelines and Policies for Personnel Recruitment
Overview of Recrui tment procedure
It is the policy of the School to establish and follow to the standard recruitment
procedures. This guide is a brief summary of the key points to conduct a successful search. It
compensates all recruitment of vacant jobs: teaching and non-teaching staff. It is the schools
policy that recruitment for available positions, both full and part-time, mirrors a balanced
commitment to equal employment opportunity, affirmative action, good personnel management
practices, and the mission and goals of the institution. This policy promotes and supports good
practice for those with responsibility for recruitment.
I nterviewing and Selection:
Screening: The hiring department will conduct preliminary screening on resumes and/or
applications to identify the most qualified applicants as showed in the advertisement,
and in accordance with the job description.
Interviewing: The hiring department will interview select applicants. Preliminary interviews may be conducted through the telephone or cellular phone to
limit the pool of applicants, who may be invited to campus, for the on-campus
interview.
Reference checking:
Reference checking will be limited to the top selected applicants, and be conductedafter interviews are complete.
References may be checked through the telephone or via letter.
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Offer: The hiring department will identify the most qualified candidate. A letter of appointment will be sent confirming the employment of the applicant. The new employee will be instructed to report to School for an initial orientation
during the first three days of work.
Closing the search: Candidates who were interviewed, but not hired should be notified as soon as possible
by the hiring department when the position has been filled.
Applicants not interviewed will be notified by the School.
Principal Requirements:
Graduate Degree in Educational Administration A Ph. D degree holder of either in education, Principalship or educational administration,
and obtain a state Principalship license, certificate or endorsement
Experience teacher with more than 10 years in teaching field. Must have a minimum of 2 years previous administrative experience.
Teacher (SPED/ GenED) Requirements:
LET Board Passer Flexible Extremely organized Good communication skills Excellent writing and grammar skills Proficiency in MS Excel, MS Word, and Outlook, including experience using them in a
professional capacity
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At least have 2 years of experience in the field of EducationAdditional requirements for SPED teachers:
Highly skilled in working with students, including perceiving and dealing with theirfunctions
Able to transfer or restrain students physically Substantial knowledge of sign languages (SEE, PSE, and/or ASL) Graduate of Special Education (for SPED majors) Comprehensive knowledge of maintaining exact and timely records to support special
needs students Individual Educational Plan
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Guidelines and Policies for Personnel Welfare and Development
Purpose
The purpose of the personnel welfare and development aims to support and assistindividual staff to enhance their skills and talents, therefore enhancing the schools
performance.
It is the schools commitment in increasing the knowledge, skills, and abilities of theschools teaching and non-teaching staff. The school pursuit for excellence and higher
learning, and such can provide the students top notch and excellent learning
opportunities.
Programs for Staff Development
Programs will be offered by the school, to help maximize and enhance the staffsknowledge, skills and performance and enhance the performance of staff members.
Seminars Workshops
Administration and Supervision
School Admini strator
It is the responsibility of the administrator:
To provide support and assistance to general and special education teachersimplementing inclusive education practices.
To promote a positive attitude and actively lead the school system in a focused effort todevelop and implement an inclusive education program.
To assist the schools in problem solving, and ensure that support and resources areavailable to the schools to implement inclusion.
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To provide in-service training that addresses the identified needs of schools and teachers. To provide teachers the opportunity to attend workshops and conferences so that they
continue to grow and gain the necessary skills to implement inclusion successfully in
their schools.
To provide opportunities for teachers and Para-educators from different schools to visitother schools to share experiences and find solutions to mutual challenges.
To participate in the hiring of teachers, special educators and professional staff. To serve as a liaison among building principals, teachers, and staff representatives. To supervise teachers, coordinating that supervision with processes building principals
have in place.
To handle reports, grants, requisitions, and plan budgets. To help teachers understand district policy and procedure. To sit in on Individual Education Plan (IEP) meetings, take notes and give input as
needed. To attend problem IEP meetings, facilitate due process or go to court when
necessary.
To coordinate with agencies that participates in student IEP meetings (e.g.,developmental disability case managers).
To correspond with other districts and individuals requesting information about programsor desiring tours.
Teacher (GenEd or SPED)
The role of the Special Education Teacher encompasses a broad range of responsibilities,extending from the individual student, to the classroom, to the school as a faculty
member, to the central office, and into the community at large.
1) Developing and Maintaining IEPs
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Follow procedures in Section 4 for writing IEPs Review IEPs on an on-going basis Report progress on annual goals at the end of each grading period Maintain a current IEP for each child on teachers caseload
2) Maintaining Student Records/Reporting Student Data
Maintain student records in a uniform order . Report student data as requested by the School Coordinator or Special Education
Director.
Provide a Caseload Report as directed to the School Coordinator or Special EducationDirector
3) Documenting Parent/Guardian/Surrogate Contacts
Contacts with parent(s)/guardian(s)/surrogate(s) for due process meetings should bedocumented in the IEP .
Other contacts with parent(s)/guardian(s)/surrogate(s) should be recorded in Infinite4) Evaluating Student Progress
Uses progress monitoring to report progress on the students IEP goals. Reports progress on IEP goals when Report Cards are issued (i.e., typically every 9
weeks).
5) Completing Referrals for Re-evaluation
Teachers are responsible for gathering the needed referral information for all studentsreported on their Caseload Reports.
6) Attending Due Process Meetings
Attendance is required at all IEP Meetings for students on your caseload Work with the School Coordinator to schedule IEP Meetings
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7) Beginning of Every School Term
Inform general education teachers of the accommodations and modifications necessaryfor the disabled students in their classroom and secure signatures on Receipt of
Modifications and/or Behavior Intervention Plan.
Inform other school personnel, such as bus drivers, of Modifications/Accommodationsand/or Behavior Intervention Plan when necessary to meet the needs of the student.
In addition, general education teachers must be informed of their responsibilities relatedto the IEP and has access to the students IEP.
Provide information to new teachers when the students schedule changes.8) Attending Special Education Meetings
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SCHOOL LOGO Heraldic Description
The seal consists of:
Hands- these handssignify that the school
reaches out to the community regardless of
status and abilities. These represent the
persons involved in the school who is
prepared enough to make a change for the
good of the community.
At the centre of the seal is a:
Book- which stands for learning.
Cross- which is at the centre of the seal
which denotes that the school is also Christ-
centred.
Phillipines- which signifies the origin of the
school.
At the upper part of the seal the;
Kids- represents the targeted learners of the
school.
LIRA- is the Latin word of learning.
The Two semi-circle scrolls: FAS,
Christian School, SJ/ CDO 2012 Philippines
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Special Education Programs
Social Skills Training Program:
The Social Skills Program aims for the development of the childs communication
skills, problem-solving skills, decision making skills, self-management skills, and peer relations
abilities that allow one to initiate, build, and maintain positive social relationships with others.
This social skills program also aims to develop the Social competence of each student.
Organization of Classes
A 2 hour session which is individually designed depending upon the needs of eachchild.
Have 3 classrooms, 4 students each, 3 teachers and 4 educational assistants.
A conducive environment to promote independence and social awareness. Indoor and outdoor activities that promote communication and social activities. School field trips to promote interaction with the community.
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Early Intervention Program for Autism
The Early Intervention Program aims to provide, restorative and accommodating
amenities to children with autism and their families. The school strongly emphasizes the need to
involve family members and caregivers to the treatment of children with autism.
The goal of the program is to primarily let the students:
Sit and attend Imitate
Begin functional play
Attend in a small group of students Follow individual instructions given by a teacher in a small group Develop essential self-help skills (toileting, dressing and feeding)
Organization of Classes
The Early Intervention Program is a 2 hour therapy program which is individuallydesigned for children with autism.
It provides a comprehensive service to patients, ages 2 - 5 years, and their families. The classes have 5 students, 2:3 students staff ratio. Employs ABA, TEACCH, SI and Behavior Modification Strategies 1 teacher, part time
assistants.
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Occupational Therapy
Our Occupational therapy program has treatments that focuses on helping people
achieves independence in all areas of their lives. Some people may think that OT is only for
adults. Children after all, do not have occupations. But a childs main job is playing and learning
and an occupational therapist can evaluate a childs skills for play activities social performance
and activities of daily living and compare them to what is developmentally appropriate for an age
group.
Areas which has services:
Fine motor skills Cognition and problem solving Psychosocial skills Visual motor skills
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Functional Skills Training Program
Our school is committed in enhancing parents and caregivers active involvement in the
habilitation program of their children to attain their fullest potential. We believe that fostering
the social-emotional behavior of the child opens a big chance of learning in almost areas of
communication, social-adaptive skills, play, activities of daily living skills and community
integration skills.
The program focuses on:
Intensive behavioral management Sensory integration Activities of daily living Functional communication Community integration
Organization of Classes
Functional Skills Training Program has a 1:1 student/teacher ratio. One (1) hour of Intervention for 4 days (frequency will be based on initial evaluation of
the doctor).
One (1) day Combined Activity for community integration. Individualized educational and Habilitation Program. Program will be handled by Sped teachers, OTs, Psychologists
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School Plant and Facilities
The school is complete with the facilities that aid the needs of the students. Each of the
facilities is handled by professionals and highly qualified staff.
School play ground complete with all amenities. Resource room Air-conditioned Classrooms Bathroom and toilet Dining Room Activity area Clinic Library Enrichment Classroom Computer Lab Music Room Art Room Activity room Quadrangle Canteen Audio-Visual Room
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Campus Mao
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School Location
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REFRENCES:
Childrens Developmental and Intervention Center of Lipa,www.cdicvlm.com/cdic.
http://www.ware.k12.ga.us/departments/SPED/Gold%20Book-%20Revision-Revision-%206-8-11.pdf
http://www.cdicvlm.com/cdichttp://www.cdicvlm.com/cdichttp://www.ware.k12.ga.us/departments/SPED/Gold%20Book-%20Revision-Revision-%206-8-11.pdfhttp://www.ware.k12.ga.us/departments/SPED/Gold%20Book-%20Revision-Revision-%206-8-11.pdfhttp://www.ware.k12.ga.us/departments/SPED/Gold%20Book-%20Revision-Revision-%206-8-11.pdfhttp://www.ware.k12.ga.us/departments/SPED/Gold%20Book-%20Revision-Revision-%206-8-11.pdfhttp://www.ware.k12.ga.us/departments/SPED/Gold%20Book-%20Revision-Revision-%206-8-11.pdfhttp://www.ware.k12.ga.us/departments/SPED/Gold%20Book-%20Revision-Revision-%206-8-11.pdfhttp://www.cdicvlm.com/cdic8/14/2019 FAS christian school.docx
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FAS SCHOOL HYMN
Our school most beloved,
Our hearts we pledged to thee.
Our l earni ng reinforced,
Thy hope our futur e blessed.
So, as we sing this song of grace,
We raise our hearts to God.
We thank You for thy love and care,
Our needs are catered.
FAS, beloved, FAS
We thy students promise, our love and loyalty