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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

FAS Christian School, 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 and parents. 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 aspects academically, 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 school community 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 and a 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.

Guidelines and Policies for Personnel Recruitment Overview of Recruitment 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. Interviewing 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 conducted after interviews are complete. References may be checked through the telephone or via letter.

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

At least have 2 years of experience in the field of Education

Additional requirements for SPED teachers:

Highly skilled in working with students, including perceiving and dealing with their functions

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

Guidelines and Policies for Personnel Welfare and Development Purpose

The purpose of the personnel welfare and development aims to support and assist individual 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 the schools 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 staffs knowledge, skills and performance and enhance the performance of staff members. Seminars Workshops Administration and Supervision School Administrator It is the responsibility of the administrator: To provide support and assistance to general and special education teachers implementing inclusive education practices. To promote a positive attitude and actively lead the school system in a focused effort to develop and implement an inclusive education program. To assist the schools in problem solving, and ensure that support and resources are available to the schools to implement inclusion.

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 visit other 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 programs or 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

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 Director. Provide a Caseload Report as directed to the School Coordinator or Special Education Director 3) Documenting Parent/Guardian/Surrogate Contacts Contacts with parent(s)/guardian(s)/surrogate(s) for due process meetings should be documented in the IEP . Other contacts with parent(s)/guardian(s)/surrogate(s) should be recorded in Infinite Education

4) 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 students reported 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

7) Beginning of Every School Term Inform general education teachers of the accommodations and modifications necessary for 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/Accommodations and/or Behavior Intervention Plan when necessary to meet the needs of the student. In addition, general education teachers must be informed of their responsibilities related to the IEP and has access to the students IEP. Provide information to new teachers when the students schedule changes.

8) Attending Special Education Meetings

SCHOOL LOGO

Heraldic Description

The seal consists of: Hands- these hands signify 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 Christcentred. 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

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 each child. 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.

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 individually designed 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.

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

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

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

Campus Mao

School Location

REFRENCES: Childrens Developmental and Intervention Center of Lipa,

www.cdicvlm.com/cdic. http://www.ware.k12.ga.us/departments/SPED/Gold%20Book-%20RevisionRevision-%206-8-11.pdf

FAS SCHOOL HYMN

Our school most beloved, Our hearts we pledged to thee. Our learning reinforced, Thy hope our future 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