Student Support Services

Math Resource Center (MRC)

Students may receive math assistance Monday-Friday during 5th period study hall with Miss Golka in Room 106. A pass to visit the MRC may be obtained from the student’s 5th period teacher.

Writing Resource Center (WRC)

One-on-one help and constructive feedback on writing assignments is available 5th period study hall by scheduling an appointment. Sign up using the appointment book outside of Room 166. If you have any questions, please contact Mrs. Sander.

Pius X High School is committed to the implementation of inclusive practices which recognizes the student at the center of the decision making processes. We are committed to ensuring that students with additional learning needs are given opportunities that are challenging, stimulating and achievable. We also recognize that learning models for students with additional learning needs must be sustainable. To the best of our ability, Pius X High School uses the resources we have to ensure all students maximize their God given potential.

  • Academic Coordinator who supports teachers and students with additional learning needs by maintaining an appropriate academic plan of support.
  • Guidance Department who assist with scheduling and graduation credits
  • Committed school administration
  • Dedicated classroom teachers
  • Support staff
  • Leveled classes
  • Community resources
  • Lincoln Public School Special Education Services

When enrolling a student who did not graduate from a Lincoln Catholic grade school please contact the Academic Success Coordinator. The Academic Success Coordinator is in the best position to provide you with additional information about the academic services and resources available.

Raina Volkmer Academic Success Coordinator #402-488-0931 ext. 56156

What is a Student Assistance Team (SAT)?

The SAT is a school team, which includes the parent and, when appropriate, the student, in a positive, problem solving, intervention process. It assists students by ensuring that the school and community are doing everything possible to make the student’s school life successful. Based on this shared responsibility, the SAT meets to explore possibilities and strategies that will best meet the educational needs of the students, as well as support teachers and parents.

How does the SAT Process Work?

Students are typically referred by the classroom teacher, but any member of the school staff and/or parent may request support from the SAT for a student whose learning, behavior or emotional needs are not being met under existing circumstances. Prior to the first SAT meeting, teachers would have implemented some classroom accommodations that try to enhance learning for students. Parents will have been notified.

An accommodation may be as simple as a change in seating location, a daily assignment sheet, or an increase in the use of visual teaching aids. Sometimes a simple change can make a big difference for a student.

Any accommodation that has been tried or is currently in place will be discussed with a parent at the SAT meeting. Using this information, the team can suggest further steps to help the student.

What happens at a SAT Meeting?

The student (when appropriate) and parents meet with a group of teachers and the Academic Success Coordinator.

The Academic Success Coordinator leads the group through a process. The team discusses the student’s strengths, concerns, gathers pertinent history and information and discusses present interventions and outcomes.

The team brainstorms additional interventions and chooses actions to complete an academic plan for student success.
At the end of the meeting, a follow-up date will be scheduled to review progress.

Additional testing through Special Education (Lincoln Public School) may be recommended. This recommendation comes from the members of the SAT only after accommodations and suggestions have not proven to be successful

Return to Learn Protocol (RTLP) Procedure

Rest is the best “medicine” for healing concussions or other head injuries. The concussed brain is affected in many functional aspects as a result of the injury. Memory, attention span, concentration and speed of processing significantly impacts learning. Further, exposing the concussed student to the stimulating school environment may delay the resolution of symptoms needed for recovery. Accordingly, consideration of the cognitive effects in returning to the classroom is also an important part of the treatment of concussions and head injuries. Please contact the Academic Success Coordinator if your child has a diagnosed concussion.

  1. Concussion occurs.
    Academic Success Coordinator is notified who will then make teachers aware of the situation.
  2. Medical confirmation of concussion is obtained either from the Pius X athletic trainer or a physician.
  3. Concussion Management Team (CMT) proceeds with a plan. Resources on concussions are offered to parents.
  4. Concussion Management Team documents cognitive, academic, behavioral and emotional symptoms of concussion and works through the SAT process with the Academic Success Coordinator to coordinate academic accommodation during recovery following the Return to Academics Progression chart.
  5. The team continues to gather and track data and consulting with teachers to monitor student progress and symptoms during recovery.
  6. Family tracks and regularly reports progress on physical, cognitive and emotional symptoms to the Academic Success Coordinator.
  7. When the student is symptom free they may start Return to Play under the guidance of the Pius X athletic trainer or his/her designee to participate in athletics and/or physical education class.
  8. If symptoms reappear, return to previous appropriate steps in concussion management plan; notify parent and health care professional.
  9. When the student has been medically cleared they may resume athletics and/or physical education class.

Section 504

Guidelines for the Implementation of Section 504 of the Rehabilitation Act of 1973

Background Information

The Rehabilitation Act of 1973 required that federal fund recipients make their programs and activities available to all individuals with disabilities. Section 504 of the Act protects persons from discrimination based on their disability status. A person is disabled within the definition of Section 504 if he or she:

  • Has a mental or physical impairment which substantially limits one or more of such person’s major life activities.
  • Has a record of such impairments
  • Is regarded as having such impairment.

“Major life activities include functions such as caring for one ’s self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning and working.” When a condition does not substantially limit a major life activity, the individual does not qualify under Section 504.

Points to Consider

  1. Services that are provided under Section 504 are to occur within the regular classroom setting.
  2. Students that are suspected of having a disability that falls under Section 504 will need to be evaluated.
  3. A group of educators (preferably a Student Assistance Team or group of educators that is familiar with the student) must review the nature of the disability and how it affects the student’s education.
  4. All decisions about Section 504 eligibility and services must be documented in the student’s file and reviewed periodically.
  5. Although Section 504 does not require an IEP with annual goals and objectives, it is recommended that the school document the services and/or accommodations for each eligible Section 504 student as provided. Section 504 requires appropriate accommodations for student assistance and success.
  6. Procedures that have been outlined for the verification of students suspected of having a verified disability (the Student Assistance Process) may also be used to evaluate students that are suspected of qualifying for services under Section 504. It is important to remember that special education and Section 504 programs are not combined, since the 504 accommodations are provided in the regular classroom setting.

Special Education Services

The Academic Success Coordinator at Pius X High School works in collaboration with Lincoln Public Schools if a Pius X student is recommended for evaluation to receive special education services through LPS. All LPS services that are provided are through pull-out sessions with designated Lincoln Public School special education teachers and support personnel on the Pius X campus.

What are some differences between IDEA (IEP) and Section 504 Plans?

Issue

Section 504

Special Education (IEP)

Purpose

A Civil Rights Act that gives individuals with disabilities the opportunity to fully participate with their peers to the greatest extent possible.

An Education Act, that provides a Free Appropriate Public Education (FAPE) to children who qualify under one or more of the 14 broad categories

Responsibility

General Education

Special Education

Funding

Provides no additional funding

Provides additional federal funding to states and school districts

Covers

All persons with disabilities

Ages 3-21

Administration

Section 504 Coordinator

Special Education Director

Service Plan

Accommodation Plan

Individualized Education Program

Disabilities

Any disability, if eligible

14 qualifying categories

Parents

Should be involved in all team meetings

Must be involved in all team meetings

Procedural Safeguards

Notice of consent of parents is required

Parent consent and notice required for initial evaluation, placement, and reevaluation

Evaluation and Eligibility

An evaluation is necessary before it can be determined if a child is eligible under Section 504. Documentation can be gathered from a variety of sources instead of completing a formal school evaluation.

Evaluation draws on information from a variety sources in the area of concern. A group decision (including parents) is made with persons knowledgeable about the student, evaluation data and placement options. Written parental consent is not required to evaluate, however prior notice must be provided.