Special Services Program - Services Provided
Below is a description of the services currently offered through the Special Services Program at Longview Christian School. It is important to understand that the availability of these services for your child will vary depending on specific individual needs. The cost of services differs based on the student’s grade level and the service level selected by the parents. The services include:
1. ASSESSMENT - LCS does not currently employ a diagnostician on staff.
Kindergarten – 5th Grade: For students in Kindergarten through Fifth Grade, the Special Services Program Coordinator is licensed through the Slingerland Institute and may conduct assessments specifically for indicators of dyslexia. However, this screening is limited in scope and does not constitute a full diagnostic evaluation. Parents seeking a comprehensive evaluation may do so through the school district in which the child resides; or Longview ISD, where LCS is geographically located. Parents should contact the special education department of the appropriate public school district directly to request testing under the Child Find provisions of the Individuals with Disabilities Education Act (IDEA).
6th – 12th Grade: For students in Sixth through Twelfth Grade, a full diagnostic evaluation must also be obtained through the public school system where the student resides or through Longview ISD. LCS can provide guidance on this process but does not conduct comprehensive evaluations in-house. While LCS does have limited access to online assessment tools, these are not substitutes for full psychoeducational testing. If parents choose not to pursue evaluation through the public school district, the Special Services Program Coordinator may provide guidance and recommend outside professionals or agencies qualified to perform diagnostic assessments when necessary.
2. INDIVIDUALIZED LEARNING PLAN
Every student enrolled in the Special Services Program will receive an Individualized Learning Plan developed by the Special Services Program Coordinator, with input from parents and classroom teachers. This Plan will identify the individual disability(ies) or other related challenges of the student necessitating participation in the Program and outline specific accommodations and modifications that LCS will provide to support the student’s academic success. Each teacher who works with the student will receive a copy of the plan. Ongoing communication between the teacher and the Program Coordinator will identify possible obstacles with the accommodations. This collaborative approach is intended to ensure a positive and supportive experience for the student, the teacher, and the family.
3. ACCOMMODATIONS AND MODIFICATIONS - Accommodations and modifications are supports provided to help students succeed, but they differ in methodology.
Accommodations – Change how a student learns or demonstrates knowledge without altering the actual learning expectations or curriculum. Not all accommodations apply to every student or are available in every situation or at all grade levels. In some cases, technology or tools required to implement certain accommodations must be purchased or provided by the parent. Below is a list of example accommodations available through the Special Services Program at LCS:
- Extended time on tests or assignments;
- No penalization for spelling errors or use of spell-check tools (on non-spelling assignments);
- No penalization for handwriting difficulties related to a diagnosis;
- Purposeful classroom seating;
- Advance notice before requiring a student to read aloud in class;
- Access to a designated “safe” space or “safe” person when feeling overwhelmed;
- Advanced notice of changes in routine, substitutes, fire drills, etc.;
- One-on-one clarification of instructions for assignments;
- Speech-to-Text allowance for assignments;
- Use of Audiobook;
- Phone usage for photographing notes from board, slides, or teacher notes as the teacher directs (5th-12th only)
- Oral presentation of assignments or assessments;
- Tests read aloud by a teacher or aide;
- Visit to the special services lab for assistance on assignments during class time. (Note: This is not one-on-one tutoring.)
Modifications – Change what a student is expected to learn, altering the academic standards or curriculum. These may be appropriate for students working below grade level or with specific learning challenges. Not all modifications apply to every student or are available in every situation or at all grade levels. In some cases, technology or tools required to implement certain modifications must be purchased or provided by the parent. Below is a list of common modifications offered at LCS.
- Instruction in a specific subject at a lower grade level using the Special Services Lab;
- Computer programs to accommodate for working at a different grade level;
- Shortened assignments and tests;
- Simplified or reduced academic content in specific subjects;
- Program personnel may modify study materials to support assignment or test preparation .
- Program personnel may modify assignments or assessments for the student at the request of the teacher.
4. ADDITIONAL PROGRAM SUPPORTS
Individualized and Small-Group Setting - Depending on the student’s needs and availability, support may be provided through individualized one-on-one instruction or in a small-group setting. Some students benefit most from focused, personalized instruction, while others thrive in a group environment with peer interaction. The appropriate setting is determined based on what will best support the student’s learning and development.
Remediation, Tools, and Strategies
- In grades Kindergarten through fourth, the primary emphasis is on remediation—addressing foundational academic challenges through evidence-based methods, including strategies from the Slingerland Literacy Institute and other approaches selected by the Program Coordinator.
- In grades fifth through twelfth, the focus shifts to equipping students with tools and strategies to meet academic demands independently. These may include:
- Study skills and time management;
- Organizational strategies;
- Instruction in the effective use of both low-tech and high-tech learning tools;
- Continued reading support or optional therapy programs for ongoing remediation.
Students with Complex Needs – In rare circumstances, we may accept a student whose significant challenges make it difficult—or at times impossible—to function successfully in a traditional classroom setting. These students may receive part or all of their academic instruction at home or may receive some of their academic instruction from Special Services Program personnel. When appropriate, students meeting this description may participate with their peers in elective or co-curricular classes, outdoor recess, lunch, and special events. In most cases, they will also receive supplemental support from external sources, such as therapies from the public school district or private service providers. Enrollment for students with complex needs is extremely limited and is determined on a case-by-case basis. The decision depends on multiple factors, but primarily is dependent upon the student’s specific abilities, behavioral needs, desired outcomes, and the level of partnership and expectations shared by the parents and the school.