Special Populations. 1. Minority enrollment is encouraged in dual enrollment programs. High school guidance counselor or designee will ensure that minority students are provided information about the dual enrollment program, including the advantages afforded students who register for college courses while in high school.
Special Populations. The School is responsible for identifying, evaluating, and offering a free appropriate public education to all eligible children who are accepted for enrollment in the School.
Special Populations. Subsequent subsections are renumbered. Section 8.1.14.3 is modified to add requirements for special populations. Section 8.1.15 is modified to clarify which DSM edition is referenced. Section 8.1.15.7 is modified to delete the duplicative definition. The term “Court-Ordered Commitment” is defined in Attachment A. Section 8.1.18.1 is modified to require MCO Provider Agreements to comply with Texas Gov't. Code regarding reimbursement of claims based on orders or referrals by supervising providers. Section 8.1.18.5 is modified for clarification, for consistency with Section 1213.005 of the Insurance Code, and to comply with requirements of House Xxxx 15, 83R
Special Populations. The MCO is also required to have a specialized program for targeting, outreach, education and intervention for Members who have excessive utilization patterns that indicate typical DM approaches are not effective. For the purposes of this contract, this group of Members is called "super-utilizers." The MCO must have the following infrastructure in place to address super-utilizers' needs, using, at a minimum, the following criteria.
Special Populations. The Charter School shall offer the plans and programs described in Schedule 13 as to Special Populations and At-Risk Students.
Special Populations. In acknowledgement that special education and ELL Teachers have essential teaching responsibilities, to the extent possible, they will not be pulled from assignments for the purpose of acting as a substitute or covering lunch duty. Special education and ELL teacher assignment will follow Article X. To the extent possible, special education and ELL teachers will be given advance notice of meetings they need to attend. Special educators who administer the MCAS-ALT assessment will attend DESE sponsored trainings and will be provided release time to complete student portfolios. The Director of Special Education will determine the amount of release time provided to staff based on caseloads and number of standards to complete per student. All special education teachers at all levels will receive one (1) additional preparation period per month. To the extent possible, ELL teachers shall be invited to meetings that involve students they teach.
Special Populations. The Operator must ensure protocols are in place for serving individuals with Limited English Proficiency, people with disabilities, sex offenders, persons with contagious diseases, and other populations that may require additional services or assistance.
Special Populations. We consider whether special populations, such as low-income, the elderly, or the unem- ployed are affected, and whether they may have a greater need for assistance. We also consider the effect on Amer- ican Indian and Alaskan Native Tribal populations in the event that there are any unique needs for people in these governmental entities.
Special Populations. Summit Place values each child's unique personality and strengths. Place-Based Education addresses the needs of all students including special populations. All teachers at Summit Place will be trained and understand the provisions set forth in the Individuals with Disabilities Education Act (“IDEA”). As outlined in our Staffing Section, Summit Place will employ special education teachers for elementary students and for middle school students. Special Education teachers and assistants will be assigned to students with an Individualized Education Program (“IEP”). Special Education teachers will work consistently with regular education teachers in PLCs to ensure learning activities incorporate required accommodations in students’ IEPs. The goal is for students in Special Education to participate as much as possible with peers in their regular education classes engaged in Place-Based learning activities. Summit Place will uphold all laws to ensure that students receive a free and appropriate public education (FAPE). Through the Multi-tiered Systems of Support (MTSS) team, Summit Place will also identify interventions for students who have 504 plans, who are English Language Learners (ELL), who are economically disadvantaged, who are identified to be at risk of academic failure, who require special health or disability considerations. Summit Place seeks to provide the least restrictive environment for students with IEPs and for students with other considerations. We are committed to the principle of inclusion as much as possible. The following list outlines Summit Place’s approach for accommodations: General Education with Supports/Consultation – a service pattern in which special educators or related service providers work with the general education classroom teacher to offer specialized teaching techniques, support, and assistance for the student with a disability in the general education classroom. Summit Place intends to provide this service to most, if not all, of students requiring accommodations. Resource Program – a service pattern within the school in which specialized instruction for students with disabilities take place in a pull out type of program. Students will receive instruction directly in a resource classroom for part of their school day. Summit Place intends to provide this level of service only to students who cannot receive required accommodations in the regular education classroom. Home and Hospital Program – a service pattern in which the...
Special Populations. The Contractor must ensure that Enrollees who self- identify as having specialized cultural, ethnic, linguistic, disability, or age related needs have those needs addressed. Referrals for specialty service consultation should be tracked through the treatment plan and progress notes. If a provider identifies a need, but it is deferred by the consumer, the provider must document why they are not addressing it at this time.
