Policy
As a Christian school, we are committed to nurturing the spiritual, academic, and personal growth of each student entrusted to our care. While we strive to support a variety of learning styles and needs, we are limited in the scope of special services we can provide.
At this time, our faculty and staff are not equipped to accommodate students with significant learning, behavioral, or developmental needs that require specialized instruction, therapies, or interventions beyond the general classroom environment. This includes, but is not limited to, students with Individualized Education Programs (IEPs), 504 Behavior Modification Plans, or other intensive support plans. Of course, there may be exceptions to this policy based on individual situations.
With prayerful consideration and out of a desire to serve each child well, we may not be able to accept applicants whose needs exceed the resources and services we are able to offer. We understand this may be disappointing, and we are happy to provide guidance or referrals to programs better suited to meet such needs.
Our heart remains to partner with families in a Christ-centered education wherever possible, and we are grateful for your understanding.
Scope and Overview
Each student’s unique background, needs, and learning abilities are very important to the faculty and staff at CCA. Beyond the demographic, behavioral, and educational records kept in each student’s file, our faculty and staff regularly meet to discuss any particular concerns and collaborate to identify best practices for a student’s individual needs. CCA holds that each student is intrinsically valuable and, as such, works to differentiate educational and character development. Should academic or emotional concerns be raised by faculty or parents, appropriate staff will meet with teachers and families to identify the optimal path. Assessment of progress occurs in Administrative Team meetings and Faculty conversations several times every quarter. CCA offers support for special learning circumstances on an individualized basis under the guidance of our Academic Dean and Special Education Coordinator.
When necessary, the Special Education Coordinator will provide:
- Individualized Support: Develop and implement comprehensive ISPs that provide tailored academic, behavioral, and social-emotional support, ensuring students have equal educational opportunities.
- Team Collaboration: Work closely with teachers, educational aides, counselors, and administrators to ensure a coordinated whole-child approach to supporting students with diverse needs. Work with the Concord School District to set up special education meetings for testing.
- Curriculum Adaptations: Collaborate with teachers to modify curriculum and instructional materials to meet the needs of students with diverse abilities, while maintaining the school’s Christian and educational standards.
Learning Support Services may include:
- Coordinator for Student Support Services
- NILD Therapy - National Institute for Learning Differences (additional cost)
- English Language Arts (ELA) Support Services (additional cost)
- Math Tutoring and Support Services (additional cost)
- Counseling and Guidance Support Services
- Testing and placement for the purposes of an Individualized Support Plan
Referral and Protocol
If a teacher suspects that a student may be struggling and could benefit from academic accommodations or modifications, the following steps must be taken to initiate the ISP (Individualized Support Plan)/504 process:
- Communication with Parents
Communication with parents is always the first step in this process. Parents should receive an email/phone call when a teacher suspects a learning difficulty/challenge.
- Document Observations and Work Samples
Begin collecting relevant student work and taking detailed notes on specific concerns. Be sure to document observable behaviors, academic performance, and patterns over time.
- Implement Classroom Strategies
Try a variety of instructional or environmental strategies within the classroom to support the student. Record which strategies were used and whether they were effective.
- Consult with Support Personnel
This step in the process may come with additional strategies to try in the classroom before moving forward with a referral.
- Notify the Dean of Academics
If academic issues are significant or ongoing, inform the Dean of Academics to ensure coordinated support and proper documentation.
- Teacher Completes the Pre-Referral Form
Obtain the form, fill it out thoroughly, and return it. Inform parents that the referral process is beginning to determine if an ISP/504 is needed. CCA will contact the Concord school district to start the referral process.
- Schedule a Pre-Referral Meeting
An internal meeting will be scheduled to determine the appropriate next steps, which will include:- A recommendation for outside testing
- And may also include:
- Classroom observation
- In-house assessments or tutoring
- These next steps depend on formal testing completed by the Concord School District. If testing indicates a learning disability, cognitive disability, etc., then steps 8-11 are followed.
- Distribute Parent and Teacher Input Forms
- A Google Form to parents
- A Google Form & Jot Form to teachers and/or tutors.
These forms collect essential feedback for the ISP process.
- Draft the ISP
After all input and assessment data are reviewed, the learning support team will draft an Individualized Support Plan tailored to the student’s needs. The ISP will be based on testing data, recommendations from formal evaluations, and input from the school team and parents.
- Hold an ISP Review Meeting
A brief meeting with parents and relevant teachers will be held to review the draft ISP and clarify any questions or expectations. The ISP is signed by all parties involved and will stay in place for 1 year.
- Activate and Maintain the ISP
Once finalized, the ISP will go into effect. It will be reviewed and updated annually to ensure ongoing effectiveness and support for the student. Updates will occur throughout the school year to ensure the new teacher has a clear understanding of the child before providing input for the next ISP.
Annual ISP Review Process
The goal of the ISP annual review process is to ensure continuity of support while giving the next year’s teacher time to understand the student’s needs. ISPs are structured to run from October/November to October/November each academic year. This allows the new teacher to observe the student for a period of time before contributing to the updated plan.
Annual Review Steps
- Continued Implementation of Current ISP
At the start of the school year, the previous year's ISP accommodations remain in effect while the current teacher gets to know the student and assesses classroom needs.
- Parent and Teacher Input
In early October/November, we will send:- Google Form to parents
- Google Form & Jot Form for current teachers and tutors
These forms are used to gather updated input on the student’s progress and support needs.
- Drafting the Updated ISP
The learning support coordinator reviews all input and drafts a revised ISP that reflects the student’s current strengths, challenges, and required accommodations.
- Review Meeting
A brief meeting is scheduled with parents and relevant teachers to review the updated ISP. This provides an opportunity to clarify, collaborate, and agree on the plan.
- New ISP
Goes Into Effect After the meeting, the new ISP is finalized and implemented. It remains active through the following October/November review cycle.