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. 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 Dean of Special Education Compliance, Marissa Russo, 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 Success Team (SST): 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 SST plan will be distributed to all stakeholders for immediate implementation. A follow-up SST meeting to evaluate how the SST plan is working and to make any additions or changes to the plan will be scheduled. The SST 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. 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 California English Language Test (CELDT), unless previously administered. 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.)