English Language Development Referral
If a student appears to have a language deficiency, the classroom teacher should communicate with the English Language Development (ELD) Coordinator. The student will be interviewed and assessed in English proficiency. If it is determined that the student needs ESL instruction, a learning plan will be suggested for the student. Thereafter, the ELD Coordinator in conjunction with the Resource Coordinator should notify the teacher and parent of any modifications or schedule changes. This information will be passed along to Curriculum Coordinator and Principal for evaluation. All parents must approve any ELD services for students to include financial commitments. The ELD department is overseen by the Resource Coordinator in conjunction with the ELD Coordinator.
Educational Testing Referral
If a student is struggling academically and does not seem to make improvements over a five-week period, the teacher may refer the student to the Resource Coordinator or Principal for assessment. At that point, the student will be observed, interviewed, and possibly received an additional assessment. Within one to two weeks, the classroom teacher will be notified of the results and will be given a recommended plan of action. The plan of action may include a conference with the parents and a list of recommendations and modifications. Once a plan of action is in place, the student will be quarterly monitored to evaluate progress. If a student does not appear to be making progress with the modifications in place, the parents may be referred outside of BIS for additional support. Teaching staff nor administration are permitted to make any form of clinical diagnosis or professional service recommendation of a child given this type of assessment is left to the family and outside professional with certified credentials.
BIS recognizes that each student comes to our school with varying abilities and areas of need. The resource department exists to assist students whose academic needs are greater than those of their peers. Students with academic-based special needs desiring to be admitted to BIS must meet with the resource coordinator prior to acceptance to BIS. In some cases, acceptance at BIS may be contingent upon placement with required support from our resource department. The Resource Coordinator will meet with the classroom teacher, parents, and other approved professionals to discuss accommodations that can be made within the classroom to assist the student academically that also typically aligns with emotional support. The Resource Coordinator will write an accommodations plan for the student, which will be updated as needed and will be used during the transition between grades and placed on record in the student’s confidential file. Acceptance into the resource program is at the discretion of the Resource Coordinator, Principal, and Head of School.
While BIS seeks to serve the needs of families the best of our abilities while making every effort to show all students the love of Christ, we also acknowledge the confines of our programs at times. The resource program offers services with additional associated costs for students in Kindergarten through 12th grade who are able to receive the majority of their education in the general education classroom. BIS typically cannot accommodate students with certain accommodations requiring services in a self-contained classroom or other related necessities.
Resource Direct Services (K-8th grade):
The resource teacher will work with the student in the resource classroom for one to five periods per week lasting 15-45 minutes each. The resource program targets academic instruction areas and works in conjunction with the classroom curriculum rather than employing a separate curriculum. The resource teacher will collaborate with the Principal and Head of School to develop an Individualized Education Plan (IEP). An additional fee for resource services will be assessed by semester.
Learning Support (9-12th grade):
The educational assistant will work with the student in the learning support classroom for one to five periods per week lasting 50-90 minutes each. The learning support program targets academic instruction areas and works in conjunction with the classroom curriculum rather than employing a separate curriculum. The learning support teacher will collaborate with the educational team to develop an Individualized Education Plan (IEP). An additional fee for learning support services will be assessed by semester.
Consult Services (K-12th grade):
The resource teacher will meet with the classroom teacher to discuss accommodations that can be made within the classroom to assist the student academically. The resource teacher will write an accommodations plan for the student, which will be updated as needed and will be used during the transition between grades and placed on record in the student’s file.
BIS has a guidance counselor and resource coordinator who both potentially work with students from preschool through grade 12 to help them work through social and emotional issues. In elementary school, parents or teachers typically request that a student meets with the school guidance counselor and/or resource coordinator when behaviors arise that are of concern. While the school guidance counselor and/or resource coordinator may meet initially with the student for an assessment or an exploratory talk, the counselor/coordinator will require an email from the parent providing consent before regular counseling services can begin. Once consent has been provided, the school counselor/resource coordinator will work with the teacher to set up a time that best fits into the student’s schedule.
Junior high and high school students (grades 6-12) are more likely to request an appointment or drop in to see the counselor; however, referrals can also be made by the teacher or a parent. When a student drops in to see the counselor/resource coordinator, it is important that they seek permission from their teacher ahead of time.
Confidentiality is one of the main ethical considerations for counselors and the while the primary obligation of confidentiality is to the students, this will be balanced against the student’s age and the parents’ or guardians’ rights and responsibility to protect these students and make decisions on their behalf. In addition, the counselor is required to take appropriate action if students engage in behavior that presents a clear and imminent danger to themselves or others. This includes being assessed as a suicide risk, reporting known or suspected child abuse and responding to subpoenas or other proceedings dictated by the courts. Please feel free to contact the school guidance counselor or resource coordinator by phone or email to make an appointment.
BIS believes that every student has the right to be treated with respect and to feel safe within the learning environment. Students who are free from bullying are able to give their education the full attention and effort needed for success. Research indicates that bullying behavior negatively impacts not only the learning environment of a school but can lead to long-term social and emotional problems for all involved.
At BIS, bullying will not be tolerated and we believe that it is everyone’s responsibility to stop bullying behavior within the school community. Schools, in general, have seen a rise in bullying incidences over the last couple of years. BIS, in an attempt to define, identify, and deal with cases of bullying within the school, has formulated a more comprehensive plan to address the issues of bullying. In school-related cases, the school will examine the facts, interview the necessary persons, and work with all parties to provide a safe and secure environment to learn. It is highly suggested that parents model appropriate behaviors and action in solving issues of bullying and harassment.
Bullying includes, but is not limited to: repeated harassing, intimidating, teasing, or threatening. Cyberbullying is bullying using email, instant messages, text messages, or other internet media. The BIS administration, in an attempt to Define, Identify, and Deal (DID) with cases of bullying within the school, has formulated a comprehensive plan to address the issues of bullying.
BIS defines bullying is defined as a student engaging in harmful, persistent behavior by one of greater power to one of less power. Bullying may include: Verbal name-calling, sarcasm, spreading rumors, teasing Emotional excluding, tormenting (i.e. hiding books, threatening gestures), being unfriendly, racial taunts, graffiti, gestures, ‘staring out’. Physical pushing, kicking, hitting, pinching or any use of violence. Property damage would also fall under this category. Sexual unwanted physical contact or abusive comments. Cyberbullying includes inappropriate messaging or photos using electronic communication.
All members of the school community, including teachers and parents, are encouraged to report any acts of bullying that they encounter. The student who believes s/he has been bullied and/or the bystander who has witnessed the bullying are strongly encouraged to report the bullying to the school counselor. Reports of bullying by the bystander will be kept confidential in order to encourage bystanders to come forward and to prevent them from becoming part of the problem. The school counselor will liaise with the relevant parties to establish the nature and extent of the bullying after which the bully will be given an opportunity to make an apology and change his/her behavior. If the bullying continues after this discussion, the school counselor will refer the matter to the appropriate principal after which it will become a disciplinary issue.
Once it has been determined that bullying is indeed happening, the principal, the classroom teacher(s), the school counselor, and the parents of both parties will be made aware of the findings. All matters will be confidential among the involved parties.
The following guidelines may be taken:
A. Observation of students and if needed, temporary to permanent separation.
B. Work with children in classrooms and during pull-out sessions to discuss bullying behavior and consequences.
C. Collaborate with parents in addressing the problem of bullying, especially in the resolution of cases in which action is to be taken by both the school and parents.
D. The offending party may be put on a behavior plan. The parents of each party will be given information regarding plans for the other students on a need to know basis.