Academics » Additional Services for Students

Additional Services for Students

Arundel School provides a variety of instructional support programs for meeting the needs of all children and approaches student support with a Multi-Tiered System of Support (MTSS). 

Student are provided with personalized support based on individual need as determined by the Student Study Team (SST) and the Individualized Education Program (IEP) process. We deliver programs including special day class (SDC), resource specialist program (RSP), speech and language, adaptive physical education (APE), occupational therapy (OT), and other designated instructional services.

The SST may include parents, students, teachers, administrators, and special education staff. This team discusses interventions, accommodations, and/or modifications to regular classroom instruction for with the goal of driving student success. Students with exceptional needs receive the majority of their instruction in the regular classroom setting. If more than 50 percent of the student’s day requires modification, that student will be assigned to a special day class which may be on another school campus.

Our school can accommodate several options for the flexible grouping of students, such as the collaboration of special and regular education services within the regular classroom, pullout programs, and district and county SDC classes.

Read more about the special support programs at Arundel.
Resource Specialist Program

Qualifying students who have been identified through the IEP team process are provided instruction through a pull out program or in the regular classroom based on the student’s needs. Our Educational Specialist and assistants provide instruction to students individually or in small group settings.

Literacy Support

Students are selected for this program through teacher referral. Qualified reading teachers work with small groups of students 4-5 times a week for thirty-minute periods.

The teachers use the reading program Leveled Literacy Intervention (LLI) by Fountas & Pinnel. LLI is designed to support students who need to build their skills in any of the following areas:
  • Phonics
  • Word attack skills
  • Fluency in reading text
  • Comprehension
  • Predictions
  • Inferences
The goal of the Literacy Support program is to build confidence and provide reading strategies for each child so that they can transition out of the program when they successfully achieve grade level proficiency.

This literacy support program is made possible with San Carlos Educational Foundation (SCEF) funding.

Occupational Therapy (OT)

The need for school-based OT is determined by whether the student is able to to meet educational goals that are established at the IEP.

A therapist will evaluate students, participate in program planning, and provide OT services directly or through consultation. The therapist’s objective is to improve the functional skills that are required in a school setting. A student’s visual perception skills, motor control, sensory motor processing, activity analysis, self-help skills and handwriting will all be evaluated to determine whether assistance is needed to achieve success in school.

Indicators for an occupational therapy referral include:
  • Poor hand use (writing and use of tools used at school)
  • Notable overreaction or under-reaction to sensory stimuli
  • Difficulty accomplishing tasks without the use of adaptive equipment, environmental modifications and assistive technology
  • Deficits in self-help skills as it relates to the educational setting
  • Poor organization and sequencing of tasks
  • Difficulty with motor planning skills
English Learner Support 

Economic Impact Aid (EIA) dollars are allocated at a district level to provide additional support in teaching Limited-English Proficient (LEP) and Non-English Proficient (NEP) students within the regular classroom. Students receive individualized instruction regularly to improve their proficiency of the English language either through classroom instruction or with an instructional aide. Students are assessed upon arrival into California schools based on their Home Language Survey. The Initial ELPAC test given to any student with a language other than English spoken at home provides educators with the data needed to support language acquisition in the classroom. For additional information about the ELPAC, please visit this helpful resource. Language acquisition is monitored for progress three times per year and assessed with the summative ELPAC every year. 

Speech and Language

Qualifying students who have been identified through the IEP team process are provided weekly instruction to correct articulation errors and to develop age-appropriate language skills.

School Counselor

Our School Counselor is shared between another school and is assigned to Arundel 2-3 days per week. The counselor teaches some special units of the Second Step curriculum (social and emotional learning lessons) to each class, provides conflict resolution between students, coordinates our Peacemaker program and consults with teachers, staff and families on any other issues involving students at Arundel. Learn more about the services the school counselor provides and check out the resources at SCSD Counselor's Website.

School Psychologist

The school psychologist is on campus at Arundel School two to three days each week to test students for initial placement in Special Education programs and to re-test students before their third year in the program. The psychologist will often attend IEP and SST meetings and may provide advice and support to teachers, students, or parents.

School Nurse

There are two district nurses that rotate between the seven schools in the district. Our nurse will assist with medications for students, in the development of 504 plans for students with medical needs, and present information to students both in class and during assemblies. Our school nurses also monitor immunizations, test for hearing and vision and are available “on call” as needed.