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Student Academic Services

Vision of PCA Student Academic Services

Our program endeavors to educate, equip, and empower our students to achieve their God-given destinies in line with the mission of our school. We provide programs to diagnosed learning challenges and then to meet the needs of students. Accommodations are offered in the classroom to meet these needs as PCA has the staff and ability. We know, based on God’s Word, that our students are not “disabled,” but instead able to do all things. PCA offers Assessment and Education Plans (AEP) for our students; we are not obligated to follow plans written by public schools.

School Vision

  • To discover and develop the God-given gifts and abilities of each student so that he/she may impact the world for Christ.
  • To assist each student in fulfilling their God-given destiny.

Biblical Foundation

As Jeremiah 29:11 states, we believe that God has a plan and destiny for every child.  We believe that every student should be able to fulfill his/her God given destiny regardless of his or her learning modality.  

Our Commitment

  • Each student with assessed needs will be assisted through an Assessment and Education Plan (AEP), which will include follow up and tracking of progress.
  • Students needing academic adaptations will receive those that promote scholastic growth and self-directed learning skills, within the mainstream classroom.
  • Teachers, staff, and parents will meet to discuss the implementation of strategies.
  • Strategies and accommodations to help students meet educational standards will be developed.
  • We will strive to combine the “heart “of our calling to educate with the “head” of knowledge that must meet standards and criteria.

Students with a 504 plan or an existing IEP will be placed in the PCA SAS program once we determine our ability to serve them and they are officially accepted. Students lacking an assessment may be assessed through Federal Way Public Schools. An Assessment and Education Plan will be determined by the staff of PCA.

Definitions

SAS Eligible Student

Any student observed and assessed to have learning needs not met by the regular academic methods utilized in the school.

Accommodations

Adjustments made in methods, quantity of work, testing conditions, seating arrangement, etc… and tutoring, that allow a student to meet the curricular learning objectives.  When accommodations are made, a note is made in the academic record.

Modifications

Adjustments made for a student which change the learning objectives required for the student. (Example: 6th-grade student studying 3rd-grade math due to inability to function at grade level). When modifications are made, a note is made in the academic record. 

An Assessment and Education Plan Will Be Considered:

  • When a student is not learning in the traditional classroom under the instruction being provided.
  • When retention is being considered.
  • When a student returns to school after a serious injury or illness.
  • When a student exhibits a chronic health condition.
  • When a student is identified as “at risk” or exhibits the potential for dropping out of school

Model for Working with SAS Students

PCA has adopted The Building Blocks of Learning as a model of assessment and instructional support.

The Building Blocks model was developed, in part, through many years of consulting, teaching, and counseling children and their families. The first requirement for helping a student is to form a clear understanding of his or her unique characteristics by evaluating his or her strengths and weaknesses. The next step is to determine the types of educational and behavioral intervention needed and to develop meaningful, realistic educational goals. A student’s strength and weaknesses in these 12 blocks can affect multiple areas of learning.

For children with academic challenges, learning is hard work.   For their parents and teachers, instruction is very hard work and requires extensive training and ability to support the student. At PCA, children who struggle in school will receive instruction from caring, sympathetic teachers who understand learning, behavioral, and temperamental differences and know when and how to intervene to help support each student in his/her growth and development.

Procedure for Identifying Students who need Academic Support

  1. Teachers who notice a student is not performing academically to grade level or who is showing signs of need in any area of the Conceptual Model will complete the Building Blocks Questionnaire and submit it to their principal/supervisor.
  2. The Dean of Academics will review and submit the questionnaire to the SAS staff for evaluation.
  3. A meeting between the principal, SAS staff and teacher will be held to determine the next steps. A request for testing with FWPS may be recommended.
  4. The school may request information from a physician or counselor/therapist.
  5. Parents will be contacted by SAS staff, the concerns shared, and a request for testing made.
  6. The Dean of Academics, SAS staff, and teachers will determine the accommodations and/or modifications needed to meet the student’s needs, based on what PCA is able to offer.
  7. When the testing results are available, parents will be invited to a conference.   After discussion of the best strategies for student success, parents may be asked to approve and/or provide for therapy, tutoring, or whatever might be recommended to meet the needs of the student.
  8. An Assessment and Education Plan (AEP) will be written and signed appropriately.
  9. All teachers who interact with the student, as appropriate, will be informed of the AEP.