Academics » Special Programs

Special Programs

Intervention Program
Ivy Academia makes a concerted effort to provide support and help for students when they experience academic problems. To this end, we are aggressively pursuing a plan for intervention at Ivy Academia. We will do everything we can to have your child succeed in school.
The school conducts extensive assessment of students to assure proper placement in intervention programs.
Students with Special Needs
Charter schools are public schools that are an enrollment option for all students, including students with disabilities. If you have questions or concerns regarding the enrollment or admissions practices at this or any charter school, please call LAUSD’s Innovation and Charter School Division at 213-241-2487.
The Special Education Coordinator, Jess Comer, is responsible for assisting Ivy Academia in meeting the needs of Students with Individual Education Plans (IEPs) and Students with 504 Plans.
Students with Individual Education Plans: Upon initial enrollment, parents must submit a copy of their student’s most recent IEP. The IEP will be examined prior to the start of the school year. It must be implemented to the best of Ivy’s ability with existing resources. If it is determined that changes need to be made to the IEP to better meet the needs of the student, an IEP will be arranged within 30 days of enrollment. Ivy is a member of the LAUSD Special Education Local Plan Area (SELPA) and is subject to its policies and procedures.
Students with Section 504 Plans: Upon initial enrollment, parents must submit a recent copy of their child’s Section 504 plan to be distributed to the teachers. It is a legal requirement of teachers and administrators to make sure that students receive all educational accommodations as indicated in the 504 plan. 504 plans are to be reviewed and updated at least every three years or as is needed. The Special Education Department at each campus is responsible for monitoring this process.
Student Support and Progress Team (SSPT): When a child is struggling, his/her teacher may schedule a meeting with the parent, teachers, student (if appropriate), site administrator, and all who are familiar with the student. The purpose of the meeting is to identify the student’s strengths and challenges, to ask and answer questions related to the student’s performance, to determine what has worked and what more can be done by whom and when. Copies of the SSPT plan will be distributed to all stakeholders for immediate implementation. A follow-up SSPT meeting to evaluate how the SST plan is working and to make any additions or changes to the plan will be scheduled. The SSPT process is an essential step in assessing whether or not a student requires further assessment for possible special education support.
Ivy Academia has two English Language Coordinators: Sandra Ramirez and Pamela Moye. Maria Gennaro is the ELPAC Testing Coordinator. Please contact them if you have any questions.
English Language Learners (ELL): In keeping with California Department of Education requirements, students for whom English is a second language must receive the English Lanugage Proficiency Asssessments for California (ELPAC) initailly (within 30 days of enrollment for students who have annually. Students determined to be Limited Language Proficient (LEP) will be given special consideration and educational support as they become more proficient with the English language. These students will be tested at the beginning of each school year until they can be reclassified as Fluent English Proficient (FEP). Upon reclassification, the students will be monitored for four years following the reclassification date.Ivy Academia strives to achieve the following goals:
  • Ensure that English learners acquire full proficiency in English as rapidly and effectively as possible and attain parity with native speakers of English.
  • Ensure that English learners, within a reasonable period of time, achieve the same rigorous grade-level academic standards that are expected of all students.

Meeting these two goals will help close the achievement gap that separates English learners from their native English-speaking peers. In order to accomplish these goals, all English learners are provided with English language development (ELD) instruction targeted to their English proficiency level and appropriate academic instruction in one of two settings:

  • Structured English Immersion (SEI)—A classroom setting where English learners who have not yet acquired reasonable fluency in English, as defined by the school district, receive instruction through an English language acquisition process, in which nearly all classroom instruction is in English but with a curriculum and presentation designed for children who are learning the language.
  • English Language Mainstream (ELM)—A classroom setting for English learners who have acquired reasonable fluency in English, as defined by the school district. In addition to ELD instruction, English learners continue to receive additional and appropriate educational services in order to recoup any academic deficits that may have been incurred in other areas of the core curriculum as a result of language barriers.