2013-14 Guide for Academics and Student Life - Tampa Preparatory ...

DISABILITIES POLICYRELEASE FOR COMMUNICATIONS WITH PHYSICIANSometimes, the documentation received from the physicianmay raise questions or be unclear as to the recommendations.For that reason, the parent(s) must sign a Release ofInformation form, permitting the School to contact themedical professional, when necessary. In addition, if thereis any cost associated with the physician’s cooperation (i.e.,to answer a set of questions submitted, etc.), the parent mustagree to bear the cost of such process.ASSESSMENT OF REQUESTOnce the parent’s request and medical documentation hasbeen received by the School, appropriate persons withinthe administration will meet with the parents to clarifyinformation and to discuss whether the School will be ableto implement the accommodation requested. In some cases,the parent may be asked to provide (at the parent’s cost) anyspecial equipment needed, training for the school’s staff,or other associated matters. In addition, the School mayadvise the parent that the School will allow a particularaccommodation, but the full responsibility for doing so willrest with the parent. For example, if the student needs tobe tested or have certain types of medicines administeredduring the day that the School, Division Director, or HealthCoordinator believe are beyond the scope of the School’sresponsibility, the School may allow the parent to makearrangements to visit the campus for the purpose of testingand administering.LIMITATIONS ON REQUESTSPlease understand that the School is not a medical facilityand does not have the personnel, training, or equipment tohandle certain types of medical procedures best left to thestudent, parent, or physician. Examples of accommodationsmade for students include appropriate classroom locations,extended time on tests, use of computers, and/or dispensingwith medication through the Health Coordinator.COMMONLY ASKED QUESTIONSHow does my child apply for accommodations at TampaPrep?Any student with mildly disabling learning conditionsat Tampa Prep is eligible to receive certain academicaccommodations, provided the School has a current,complete psychological evaluation of the student on file thatindicates a need for the accommodations or has receivedapproval for disabilities accommodations from The CollegeBoard Services for Student Disabilities (SSD). Approval fordisabilities accommodations from The College Board alsopermits disabilities accommodations on the PSAT/NMSQT,the SAT, and the AP exams.If my child has accommodations at Tampa Prep, doesthat mean they automatically have accommodations forthe PSAT, SAT, and AP Tests?No. The College Board recommends that SSD Student Eligibility22 | GUIDE FOR ACADEMICS AND STUDENT LIFEForms be submitted at the conclusion of the students’ firstyear in high school. An information and application packetwith an SSD Student Eligibility Form is available from theCollege Counseling Office, the School’s counselor or the UpperSchool Directors. Tampa Prep expects students who requestacademic accommodations to apply for accommodations withThe College Board for PSAT, SAT, and AP testing.Does Tampa Prep accept a student’s IEP or 504 Plan forreceiving accommodations?School plans such as Individualized Education Program (IEP)and 504 Plans are by themselves insufficient documents foraccommodation at Tampa Prep. The student’s documentationfor learning disability accommodation must:1. State the specific disability as diagnosed.2. Be no more than three years old for initialqualification. Thereafter, a new or updated assessmentmay be necessary to determine the current needfor accommodation if the existing documentationis deemed outdated or if the student’s observedperformance indicates that significant changesmay have occurred since the last assessment wasconducted.3. Describe the presenting problem(s), a diagnosticinterview, and relevant educational, developmental,and medical history.4. Include comprehensive testing, the tests’ date(s),and the actual test results with subtest scores frommeasures of intelligence, cognitive ability, currentacademic achievement, and information processing.5. Include an interpretive summary which integratesassessment data, background information,observations of the student during the testingsituation, teacher observations and ratings,evidence that the evaluator has ruled out alternativeexplanations for academic problems, and thecurrent context. The summary also should indicatehow patterns in the student’s cognitive ability,achievement, and information processingreflect the presence of a learning disability anddescribe the student’s functional limitations resultingfrom the disability, as supported by the test results.6. Describe the specific recommended accommodationsand provide a rationale explaining how theaccommodations address the student’s functionallearning limitations.7. Be conducted by a qualified professional and includeinformation about this person’s license or certificationand area of specialization.Who is responsible for helping teachers implement studentaccommodations?The general responsibility for helping teachers implementthe accommodations resides with the Division Directors andthe School Counselor. Teachers of students with learningaccommodations are informed about those students by the