Student Services - Berkshire Local School District (2024)

ESL is an educational approach in which students/English Language Learners (ELL) whose native or home language is other than English, are instructed in the use of the English Language. Berkshire Local Schools welcomes the opportunity to educate all diversities within the community.

Ohio Department of Education - Teaching English Language Learners

Berkshire Local Schools Inclusion Based Service Model for Serving Students with Exceptional Needs

Inclusive education happens when children with and without exceptional learning needs participate andlearn together in the same classes. Research shows that when a child with exceptional learning needs attendsclasses alongside peers who do not have disabilities, good things happen.

For a long time, children with exceptional learning needs were educated in separate classes or in separateschools. People got used to the idea that “special education” meant separate education. We now know thatwhen children are educated together, positive academic and social outcomes occur for all the childreninvolved. At Berkshire Local Schools we believe in the three guiding principles when including all students;

All children belong.
Inclusive education is based on the simple idea that every child and family is valued equally and deserves thesame opportunities and experiences. Inclusive education is about children with disabilities – whether thedisability is mild or severe, hidden or obvious – participating in everyday activities, just like they would iftheir disability were not present. It’s about building friendships, membership and having opportunities just
like everyone else.

All children learn in different ways.
Inclusion is about providing the help children need to learn and participate in meaningful ways, sometimeshelp from friends or teachers works best. Other times, specially designed materials or technology can help.The key is to give only as much help as needed, teaching a child to problem solve and be independent is ahuge component to success.

It is every child’s right to be included.
Inclusive education is a child’s right, not a privilege. ESSA( Every Student Succeeds Act) clearly states that allchildren with disabilities should be educated with non-disabled children their own age and have access to thegeneral education curriculum.

With every child being included, our intervention staff is with students throughout the day in all classrooms.To keep individuals from being singled out we have the intervention staff not only support exceptionallearners but all individuals in the student body. Their unique expertise is a huge benefit to all students! If yourchild should mention working with another teacher that is different from their homeroom teacher, this staff
member is most likely one of our exceptional staff her to support. Below is a list of staff by building that helpchildren throughout our district succeed and grow.

Berkshire Schools follows the guidelines set forth by the State of Ohio for identifying and serving students who have met the definition of a gifted student. Each year, students are identified through various grade-wide assessment tools, which include MAP tests and Cognitive Tests of Ability (CoGats) . MAP tests are administered three times during the school year to students in grades kindergarten through tenth (10th). CoGats are administered in the spring to all second (2nd) and fourth (4th) grade students.

Test results are reviewed by the Curriculum Director, Director of Pupil Services and School Psychologist to determine which students meet the State of Ohio’s definition of gifted. Once a student is identified as gifted they will retain this status until they graduate from high school. When a student is newly identified, the GIS will send a letter to parent(s) explaining the identification. A Written Education Plan (WEP) is created every year by the GIS, in conjunction with teachers and administrators, and will outline the services being provided for each gifted student.

"Gifted" means students who perform or show potential for performing at remarkably high levels of accomplishment when compared to others of their age, experience, or environment and who are identified under division (A), (B), (C), or (D) of section 3324.03 of the Revised Code.

Ohio Department of Education's Operating Standards for Identifying and Serving Gifted Students

District Policy and Plan for Gifted Students

Berkshire Local SchoolsEarlyKindergarten Entrance

Legislation Governing Early Entrance to Kindergarten and Giftedness

• A parent may request early entrance to kindergarten if the child turns five years of age after theDistrict’s kindergarten entrance date of August 1. Entrance shall be determined through astandardized testing program.
• Children who will not yet be the proper age for entrance to kindergarten by the first day ofJanuary of the school year for which admission is requested shall also be evaluated for possibleearly admittance if referred by an educator within the District, a preschool educator who knowsthe child or pediatrician or psychologist who knows the child.
• Early entrance to kindergarten is a subject typically addressed through gifted education. It iscovered in the State of Ohio’s Model Student Acceleration Policy. According to the Ohio RevisedCode (3324.01), “gifted” means students who perform or show potential for performing atremarkably high levels of accomplishment when compared to others of their age, experience orenvironment and who are identified under Division (A), (B), (C), or (D) of Section 3324.03 of theRevised Code.

Is Early Entrance to Kindergarten the Best Choice for Your Child?

Early entrance should be viewed as a means of meeting a child’s needs. The key to determining whetheror not early entrance is appropriate for a child is his/her developmental readiness. Even though a childmay have a lot of ability, he/she may not be ready for kindergarten. Other important factors to considerare social maturity, personal development and motor development. Early entrance is designed for theexceptional child who is both academically ready as well as developmentally mature when compared toothers his/her chronological age.

Some considerations when determining if early entrance is right for a child

• Is my child capable of working in a classroom setting with children who are one year older thanhe/she?
• Will my child be frustrated by this placement?
• What are the possible long-term impacts as my child progresses through elementary, middle andhigh school (i.e., beginning college at a younger age)?
• Do I understand the expectations for students in kindergarten today?

There is a difference between ability and achievement. Some children may appear exceptional simplybecause of their access to opportunities (i.e., preschool programs, parents working with them on skills oraccess to learning materials). Early entrance is designed for the child who has high ability and easilyachieves when presented with new material. Once the decision has been made for early entrance, thechoice is difficult to reverse. If a child is evaluated as a good candidate for early entrance to kindergarten,it is important that all stakeholders are supportive of the decision.

Below are examples of what to look for in the areas of ability, achievement,aptitude and behavior.

My child seems advanced beyond other children his/her age in these ways:

• understands the meanings and use of words better than other children his/her age;
• is curious about many things and asks questions often;
• is very good at working puzzles or solving problems;
• has a great sense of humor and understands jokes more than other children his/her age;
• has a good memory and remembers details of conversations or stories;
• is interested in difficult concepts such as time and space;
• concentrates on certain activities much longer than other children his/her age;
• reads (and understands text) in picture books or chapter books;
• figures out math-related problems better than other children his/her age.

Expectations of Kindergarten Students

Kindergarten, like many other areas of education, has changed considerably over the past couple ofdecades. Today’s kindergarten students are engaged in a rigorous instructional program. Ohio, along withmany other states across the United States, has adopted Common CORE for the purpose of preparing
Ohioans to meet the demands of the knowledge-based economy and the needs of the 21st Century. Whatare some important school and academic factors? My child:

• enjoys learning new information or skills;
• participates in community-sponsored activities such as sports, dance, gymnastics, library andmuseum programs;
• believes he/she is capable of succeeding at new tasks;
• has the ability to attend, or pay attention, for relatively long periods of instruction;
• he/she can draw and trace basic shapes and cut with scissors.

What are some important developmental factors? My child has the followingdevelopmental characteristics:

• He/she has average fine and large motor coordination (i.e., holding a pencil, skipping);
• He/she is able to use the computer to play games or find information;
• He/she can use the bathroom without adult help;
• He/she can button and zip up shirts and pants, tie or Velcro shoes and put on and take off his/hercoat;
• He/she is able to separate from the parent without being upset.

What are some important interpersonal skills for entering school?

My child:

• thoughtfully considers feedback and criticism and modifies behavior appropriately;
• often behaves in a way that is positive and effective;
• has good interpersonal skills with age-mates, as well as with both older and younger children andwith adults;
• has excellent interpersonal relationships with adults in a teaching role;
• has the ability to follow routines.

What are some important attitudes and supports necessary for success inschool?

• My child is enthusiastic about going to kindergarten.
• As a parent, I understand that a child’s success in school depends on support provided at home. Iam able to give my child additional support to help in his/her transition to a new setting withmuch higher academic demands than he/she encountered in preschool.

Application Process

1. The Berkshire Local School District has established enrolling Kindergarten students must be 5years old on or before August 1st prior to the start of the upcoming school year. This date hasbeen elected in order to ensure a developmentally appropriate Kindergarten program. Adoptingthe August 1st cut-off date allows children to be better prepared socially, academically, andemotionally. This allows them to better handle the rigorous full day every day Kindergartenschedule coupled with the demands of our state mandated Kindergarten curriculum.
2. Complete the onlineapplication form.
3. Schedule your screening from May 1st - June 16th with the Berkshire Local Schools PsychologyDepartment. Ext 2109.
4. Your child will complete the WPSSI III and must receive a 127 or higher. Other assessments/staffmay be utilized in order to measure/assess readiness.

In accordance with the Individuals with Disabilities Education Improvement Act (IDEA) of 2004, the Berkshire Local School District is participating in Child Find efforts to locate, evaluate and identify all children with disabilities, from birth through 21 years of age, who may be entitled to receive special education and related aides and services, regardless of their situations.

A disability, in this instance, means such conditions as autism, deaf/blindness, multiple disabilities, deafness/hearing impairment, orthopedic impairment, visual impairment/blindness, specific learning disabilities, emotional disturbance, cognitive disabilities, speech and language impairments, other health impairments, developmental delay or traumatic brain injury.

Although many school aged children with disabilities are identified and currently being served by the Berkshire Local School District, preschool children ages 3-5 with disabilities may not yet be identified because parents may not be aware that programs and services are available through the public school. If you have a child aged 3-5, our district does offer monthly screenings for parents that have concerns about their toddlers development. We offer an array of preschool services for students that qualify.

Our district is committed to keeping students in their least restrictive environment, whenever possible. We offer programming for students with social/emotional needs Prek-12, low incidence Prek-12, a vocational program and co teaching K-12.

In addition and in accordance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act Amendment of 2008, the Berkshire Local School District is participating in Child Find efforts to locate, evaluate and identify all students with a disability. In this instance, a student with a disability is a student who has a mental or physical impairment that substantially limits a major life activity and who may, because of the disability, need special education, related services or aids or accommodation/modifications.

If you know of a child within the Berkshire School District that has a disability and is not presently attending school or receiving services, please contact Dawn Fleming-Kendall, Director of Pupil Servicesat (440)834-3380, ext. 2108.

Ohio Department of Education - "Whose IDEA Is This" A Parent's Guide to the Individuals with Disabilities Education Improvement Act of 2004 (IDEA)

PR-10 Parental Consent to Share Health Information

Comprehensive Eye Exam Form

Medicaid Parent Notification

Title I is a Federal aid program through which Berkshire Local School District receives funding to provide supplemental instruction for students who qualify. The allocation of these funds for most Ohio school districts is based on a legislative formula dependent upon the distribution of low-income children and state per-pupil expenditures.

The Title I Program at Berkshire Local Schools is conducted during the school day throughout the school year and is dedicated to serving students in the elementary grades at Berkshire Elementary. Students are selected for program participation based on teacher recommendation, parent input, performance on Standardized testing, Title I math/reading testing and economic need. Title I services, which will focus on math and reading intervention, will be directed to students who have met the criteria guidelines. Students will be serviced by either: 1) limited pullout (where students are removed from classrooms for a limited period of time for a more one-on-one instruction; or 2) remain in their regular class and receive extra assistance and time.

Reading is the basis for school success! Parents are encouraged to be actively involved and to provide a strong foundation through encouragement and practice. Participation from parents helps improve their child’s academic achievements.

Note: In accordance with federal legislation’s No Child Left Behind Act (NCLB) school districts receiving Title I federal funds are required to notify parents of their right to request information regarding the professional qualifications of their child’s teacher. This includes degrees and certifications held and whether the teacher is certified in the area in which they are teaching. If you wish this information, please contact your child’s building principal.

Traditional Pre-K Programs Overview

What are the benefits?

• We feature a safe, nurturing, and engaging learning environment taught by qualified and caring staff.
• Emphasis on learning through play, students have access to indoor and outdoor play spaces that encourage exploration, imagination, and hands-on learning.
• Age-appropriate curriculum promotes the development of problem-solving, critical thinking, and social skills.
• Developing an appreciation of diverse learners and abilities as a peer role model
• Allows children to socialize with peers, play cooperatively, and provide opportunities to make new friends.
• Developing the skills needed to build a strong foundation for success in their kindergarten education
• Qualified and Caring Staff who undergo continuous training and development to stay updated wit the latest teaching methodologies and child development practices.

When is the program offered?

This program is five days a week preschool curriculum and follows the Berkshire School Calendar (174 student days*).

What are the program hours?

The Early Childhood Center is offering half-day and full-day hours. Times are:

• Morning Session: 8:00 a.m. – 11:15 a.m.
• Afternoon Session: 11:30 a.m. – 2:40 p.m.
• Full-Day Session: 7:45 a.m. – 2:40p.m.

What is the cost to attend?

• Half-Day Sessions are $15/day
• Full-Day Sessions are $30/day

**There is ayearly registration feeof $50 or $75 for two students.**

What if I need before/after care for my child?

The Early Childhood Center offers a before and after school option.

Hours are:

• 6:30 a.m. – 8:00 a.m.
• 2:40 pm – 6:00 p.m.

The cost is $5/hour per student. Two (2)-hour minimum/day required.

Can you offer daily care for preschool students during holiday breaks and summer sessions?

We can offer care for preschool age students. It would be dependent that we have a minimum of five (5) participating students, daily, in order to provide service. Hours to be determined. Charges will be the same as the before/after care rate.

Visitwww.berkshireschools.org/schools/berkshire-early-childhood-centerfor more information or to register for the program.

*-The B.E.C.C. will follow the Berkshire Local School Districts for inclement weather school closings.

Special Education Services

Our special education PK programs "Badger Explorers" and "Badger Cubs" preschool offerings embody a richly layered approach, fostering immersive and hands-on experiences to optimize the growth and development of students with individualized education plans (IEP). Aligned with the Berkshire calendar and schedule, both programs deliver a curriculum of exceptional quality akin to that received by their peers in our general education preschool population. Moreover, they boast tailored classroom environments and educators equipped with specialized training to cater to diverse learning styles and stages of development.

Badger Explorers' classrooms include daily inclusion with regular education role models while the “Badger Cubs” is a more intense program which will include smaller class sizes, larger staff to student ratios, and planned excursions and educational opportunities that will include interaction with the district’s general education population.

For question on any of the Student Services listed, please contact:

Dawn Fleming-Kendall

Director of Pupil Services

(440)834-3380, ext. 2108

dawn.fleming@berkshireschools.org