St. John the Baptist Resource
The Resource Program at St. John the Baptist is dedicated to meeting students where they are and helping them succeed -- in partnerships with families. Resource services may be delivered in the classroom or in small groups outside the classroom setting.
Overview: Mrs. Lisa Case, the resource director, works with classroom teachers, part-time resource aides and volunteer tutors, and resource specialists from Montgomery County Public Schools. In grades K-4, resource services are primarily in Language Arts or Math. Mrs. Case works with ELL director Laura Pifer to coordinate resource help for students in Kindergarten through 2nd grade. In the upper grades, selected students take a study skills course three times a week in lieu of Spanish. Study Skills is often led by a middle school classroom teacher or Mrs. Case. During Study Skills, academic content, weekly organization and research-based study strategies are taught and reinforced.
Educational Plans: Any plan to help a student overcome a particular challenge must involve the primary educators of the student: the child's parents. Parents are full partners at SJB.
SCIP: If a teacher has a particular concern about a student, the teacher brings the concern to the resource director, who checks to see if the teacher has tried basic interventions such as asking the child's parents, checking for vision and hearing issues, moving the child's seat. If the concern persists, the resource director invites the student's teachers to a Student of Concern Intervention Plan (SCIP) meeting. At a scheduled "working lunch," the lead teacher summarizes the concern.
In a SCIP meeting, teachers discuss student concerns, brainstorm solutions, and agreeing to the following:
- a goal or objective for the student
- 1 or 2 interventions and designation of teachers and staff members responsible for implementation
- methods and benchmarks of success measurement
- dates in 6-8 weeks for assessment of interventions, communication to parents, and a follow-up SCIP meeting
Accommodations and Modifications:
If learning challenges persist, even after the SCIP process, the resource director begins the process of developing an accommodation plan or individual learning plan.
Mrs. Case works with teachers and parents to develop Catholic Accommodation Plans (CAPs) or Individualized Catholic Education Plans (ICEPs) for students identified with specific learning needs. The CAP and/or ICEP plans are developed after students have undergone private testing or testing through the public school system. This testing process is recommended when parents and/or school staff suspect a child may benefit from special education or speech/language services.
Testing is done only with the support of the parents. In a referral meeting, the principal and resource director meet with parents to talk about many issues: the testing process, cost, time frame, educational options for the child in the future.
Parents might ask if their child will be "labeled" once the child is tested. Or, they might suspect that the teachers only want to medicate the child to keep the classroom docile. The principal and resource director will answer all of the parents' questions and address all of their concerns, guiding the parents through the process step by step, assuring them that the child will benefit from the quantity and depth of an evaluation by a licensed child psychologist that a psycho-educational evaluation will provide.
In grades 5-8, specific educational plans with supporting documentation are required in order for the teachers to deliver the accommodations or modifications the student needs in the classroom.
Our Catholic School Commitment:
Our Catholic identity permeates the process of helping the child.
Effective communication is paramount.
Parents are an integral part of the process.
Terminology is clear and professionally accurate. Paperwork is minimal.
Resources on Various Learning Needs
Lots of kids have a hard time concentrating on a single task for a long time. Lots of kids get antsy in their seats after a while.
When should a parent or a teacher worry that a child is zoning out too much? At what point is a child's impulsive behavior more than typical?
In many cases, there's no easy answer, especially when a child is on the border of attention deficit hyperactivity disorder (ADHD).
If the hyperactivity, or the inattention, affects all aspects of the child's life and the child has at least six symptoms, the child may be considered ADHD, according to CHADD (Children and Adults with Attention-Deficit/Hyperactivity Disorder).
Here are the possible symptoms of the inattentive and hyperactive forms of ADHD:
ADHD predominantly inattentive presentation
- Fails to give close attention to details or makes careless mistakes
- Has difficulty sustaining attention
- Does not appear to listen
- Struggles to follow through with instructions
- Has difficulty with organization
- Avoids or dislikes tasks requiring sustained mental effort
- Loses things
- Is easily distracted
- Is forgetful in daily activities
ADHD predominantly hyperactive-impulsive presentation
- Fidgets with hands or feet or squirms in chair
- Has difficulty remaining seated
- Runs about or climbs excessively in children; extreme restlessness in adults
- Difficulty engaging in activities quietly
- Acts as if driven by a motor; adults will often feel inside as if they are driven by a motor
- Talks excessively
- Blurts out answers before questions have been completed
- Difficulty waiting or taking turns Interrupts or intrudes upon others
ADHD combined presentation
- The individual meets the criteria for both inattention and hyperactive-impulsive ADHD presentations.
If you believe that your child is ADHD, you are not alone. There is a wealth of information on ADHD. You might start with this page for parents.
In coordination with SJB, parents may ask their local public school for an evaluation of their child. Documentation will be required.
Here are some other options for having your child tested: