Learning Strategies
IEP - (Individualized Education Plan) - A written plan for students with disabilities in education settings (required by IDEA 34 C.F.R. 300.340). Students with this classification have a formal IEP. The public school system in which Saint Joseph High School is located is within the South Bend Community School Corporation. The SBCSC is required by law to provide services to students who chose to attend Saint Joseph High School. Each student at Saint Joe with an IEP has been offered FAPE (Free and Appropriate Public Education). Each IEP student at Saint Joe chooses to turn down the special education services offered within the SBCSC.

ALP (Alternative Learning Plan) - A section 504 plan is in place to protect the rights of individual students who, because of a medical condition, has difficulty with major life functions. In school-aged individuals, this can include an impact on their learning.

At-Risk -
At-Risk students are students who show a significant risk of not graduating from Saint Joseph High School. We focus most of our attention on 9th graders who may have difficulty transitioning to high school. There may be 10th graders who would benefit from these services as well. We encourage the juniors and seniors to test for specific disabilities when this seems appropriate. One negative consequence of keeping At-Risk students in the Basic Skills classes is that they will not receive the same assistance in college without an IEP or Section 504 Plan.

(Generalized Education Intervention) - The team is set up to utilize a wide variety of education professionals and their experiences to help struggling or frustrated students improve performance. Strategies will be attempted and monitored in order to deal with the students' difficulties. If the team feels that the data recommends testing, the student and parents will be notified and directed accordingly. There are formal and informal G.E.I.'s. Formal has all of the paperwork, informal means we meet individually with a student and try to recommend specific strategies to specific problems.

(Response to Intervention) - is a method of academic intervention used in the United States designed to provide early, effective assistance to children who are having difficulty learning. Response to intervention was also designed to function as a data-based process of diagnosing learning disabilities. This method can be used at the group and individual level. The RTI method has been developed by researchers as an alternative to identifying learning disabilities with the ability-achievement discrepancy model, which requires children to exhibit a severe discrepancy between their IQ and academic achievement as measured by standardized tests. Further, the RTI process brings more clarity to the Specific Learning Disability (SLD) category of the Individuals with Disabilities Education Improvement Act (IDEA 2004), which has been referred to as a residual category for children with moderate learning problems.

Basic Skills Classes -
This is a student-centered program. The goal is for each student to improve his/her performance as a student.  This is a multidisciplinary course which provides students with continuing opportunities to develop the basic skills including: (1) Reading, (2) Writing, (3) Listening, (4) Speaking, (5) Mathematical Computation, (6) Note taking, (7) Study and Organizational Skills, and (8) Problem-Solving Skills that are essential for high school course work success. Determination of the skills to be emphasized in this course is based on the Indiana State proficiencies, individual school corporation general curriculum plans, and student Individualized Education Programs (IEP) or Alternative Learning Plans (ALP). Emphasis on those skills selected will help provide students with the ability to continue to learn in a range of different life situations.

Consultation - Consultation services means there will be an individualized learning plan in place for the student, but the student will not be enrolled in direct special education instruction or the Basic Skills classes. All accommodations and modifications are in place and the student becomes the main facilitator for seeking out these services. Ideally our older or more mature students will be in this group. This form of service works best for the students who have strong self-advocacy skills. Self-advocacy is the ability to communicate strengths and weaknesses to adults, specifically general education teachers.

(Annual Case Conference) - Law Requires that a student's special education services be reviewed each year. A review involves an update of the student's progress and planning his/her IEP for the coming year.

LD - (Learning Disabilities
) - a disorder in which a person has difficulty learning in a typical manner, usually caused by an unknown factor or factors. Learning disability is not indicative of intelligence level.

(Attention Deficit Hyperactivity Disorder/Attention Deficit Disorder) - is primarily characterized by "the co-existence of attentional problems and hyperactivity, with each behavior occurring infrequently alone. While symptoms may appear to be innocent and merely annoying nuisances to observers, "if left untreated, the persistent and pervasive effects of ADHD symptoms can insidiously and severely interfere with one's ability to get the most out of education, fulfill one's potential in the workplace, establish and maintain interpersonal relationships, and maintain a generally positive sense of self.

OI -
(Orthopedic Impairment) - students may have been born with or may at some time have acquired problems with their bones, joints and/or muscles. Orthopedic problems may result from deformities, diseases, injuries, or surgeries. Afflictions such as cerebral palsy, Osteoporosis Imperfecta, joint deformities, or muscular dystrophy may be present at birth. On the other hand, injuries or surgeries may result in the loss of a bone and/or muscle tissue and may include the amputation of a limb. Additionally, burns and broken bones can also result in damage to both bones and muscles.

OHI - (Other Health Impairment) - having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, or Tourette's Syndrome and adversely affects a child’s educational performance.

Self-Advocacy - Speaking or acting on behalf of self to protect one's own rights and needs.