As director of Cadet Services, I work with teachers, families, and cadets to determine what services are most beneficial for the cadet. Before development of an Individualized Education Program (IEP), students are referred for evaluation. Evaluation results are provided and determination is made. Once it is determined that an IEP is necessary for the academic growth of a cadet, I am in direct contact with teachers to gather data to support goals and needs of the cadet. Measurable and attainable goals are written in attempt for cadets to bridge gaps in education from where they currently are to where they need to be. Accommodations and modifications are written as part of the Individualized Education Program to make goals more achievable. Teachers are made aware of all accommodations and modifications and help to track and report progress. Consistent communication with families, teachers, service providers, and cadets ensures academic success.
David, a 9th grade student, is a slow reader. His parents are worried about his ability to keep up with his classmates.
Ms. Thomas, a high school teacher, needs information on what changes should be made in her classroom to accommodate a new student with learning disabilities.
Susan, a high school student, has a history of failure. She needs to be evaluated to determine her academic strengths and weaknesses.