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High School Selection Overview of the LeGare HS Advocacy Process.

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Presentation on theme: "High School Selection Overview of the LeGare HS Advocacy Process."— Presentation transcript:

1 High School Selection Overview of the LeGare HS Advocacy Process

2 What is HS Selection? All 8 th grade students apply to up to 5 high schools by December 6. English Language Learners (students in ESOL) apply for high schools through a special process called LeGare.

3 What are the High Schools? High Schools cover grades Types in the School District of Philadelphia: Special Admission- 19 Schools with specific admissions criteria Citywide- 8 Schools and Career and Technical Education (CTE) Programs with admissions criteria Neighborhood- 23 Schools

4 What is LeGare? The LeGare Consent Decree (1995) mandates: All students, including English Language Learners and students with a disability, have equal opportunities to participate in high schools and high school programs. Students may not be excluded on the of admission criteria if they can participate successfully, given reasonable accommodations.

5 The LeGare HS Advocacy Process Is for Application to Special Admission, City Wide High Schools & CTE Programs Only LeGare does not cover applications to: Neighborhood High Schools Charter Schools Non Public High Schools

6 Program CodesSchool NameType 8040Arts Academy at Rush 804A*Arts Academy at Rush- ArtSA 804D*Arts Academy at Rush- DanceSA 804M *Arts Academy at Rush- Instrumental MusicSA 804R*Arts Academy at Rush- TheatreSA 804V*Arts Academy at Rush- Vocal MusicSA 1010BartramNS 101A*Commercial Advertising ArtCW 101C*Cinematography Film/Video ProductionCW 101H*Health Related TechnologyCW 101W*Web DesignCW 2670ConstitutionCW

7 LeGare & Special Education All decisions concerning the accommodations and supports needed by a student with disabilities are to be made by a team of knowledgeable persons, based on the school-based Multiple Disciplinary Evaluation (MDE) of the student’s needs and abilities

8 LeGare & ELL All decisions concerning the accommodations and supports needed by an ELL student are to be made by a team of knowledgeable persons, based on the student’s English Language Development (ELD) level

9 School Based LeGare Team

10  Parent  Special Education Point of Contact  Teacher of Record  Special Education Teacher  ESOL Teacher  Principal or Designee

11 What Does Advocacy Look Like?

12 The LeGare High School Advocacy Process  Every eighth grade student applies to High School  Students with an IEP, 504/Chapter 15 Service Agreement and English Language Learners (including students who exited in the past two years) submit a LeGare Advocacy folder because it:  Gives the evaluators at the high schools more information than simply the information on your child’s transcript. It allows them to consider the accommodations of students with disabilities and English Language Learners.

13 Advocacy Folder Contents High School Application Easy IEP at a Glance or 504/Chapter 15 Service Agreement or ELL History Screen (S-21) Copy of Student Data Transcript from 7 th grade Addendum Form that includes waivers Advocacy forms Letters of recommendation Supporting documentation for the waivers Essay

14 Advocacy Waiver The high schools require certain criteria to be accepted to the school, including grades, attendance, punctuality, behavior, and PSSA scores.  If your child does not meet one of the necessary criteria, yet he or she would still be successful in the school with reasonable accommodations and services, you should request a waiver.  Discuss with your child’s school the reason the criteria should be waived, and if it is a valid reason, it will be placed on a form and put in the advocacy folder.  Documentation must accompany the waiver.  A school CANNOT waive everything!

15 Areas of Advocacy: Examples Attendance: student was absent for 30 consecutive days because he/she was hospitalized Punctuality: student is taking a new medication that causes nausea and vomiting. Student comes to school late rather than missing the entire day Grades: student’s reading and/or math grades are not based on accommodations (i.e.: IEP Goals or Can Do Descriptors (ELL)) Behavior: Student was new to country and experienced cultural differences, behavior has now improved. Standardized Test Scores: ELL student’s English language proficiency affected the PSSA reading score Other: Student did not attend school in the US, so please see attached transcript.

16 Student Essay Students should write an essay to each of the high schools they are applying to that explains: Who Am I? What do I Want to Get Out of My High School Experience? What I Can Contribute to the School? Schools that require essays Central (601) Bodine (515) Constitution (262) Palumbo (262) Carver Engineering &Science (403)

17 Letters of Recommendation Encourage your child to ask for recommendations from 7 th and 8 th grade teachers, community and faith based leaders who: Know them Will write positively about the type of person they are and their strengths Can show why the student would be a good fit for the specific school

18 Supplemental Information

19 Statement of Non-Participation  If you and your child decide ONLY to apply to a neighborhood high school, charter school, or non- district high school, you (the parent) must fill out the Statement of Non- Participation of the LeGare Process

20 Interviews & Auditions Some schools require an interview and/or audition as part of their application process. Both parent & school based team should contact each high school to confirm or schedule an audition and/or interview. Please note: For Science Leadership Academy, the parent MUST contact school to schedule interview

21 These schools require auditions and/or interviews: Constitution-interview Dobbins-interview Randolph-interview South Philadelphia- interview Fels- audition for arts program School of the Future- interview Mastbaum- interview Robeson- interview

22 Philadelphia Military Academy- interview Swenson- interviews Rush- auditions CAPA – auditions FLC- auditions SLA - interviews GAMP- auditions Motivation- interviews

23 Parent Duties Attend the High School Fair with your child Explore your high school options, including district, magnet, charter, and private schools. When: Saturday, November 16, 9 am - 5 pm Where: Drexel University's Armory, 33rd and Market Why: Learn about academic and special programs, extracurriculars, admissions criteria, how to apply, and more

24 Parent Duties  Meet with the school team:  for assistance with the HS application process  To ensure report card grades are aligned with your child’s English Language Proficiency level  Discuss possible waivers of criteria  Request oral interpretation and written translation

25 Parent Duties (continued)  Select up to 5 High Schools and/or CTE programs  Fill out school application with school/program names and codes written clearly no later than December 6  Encourage your child to get letters of recommendations

26 Impartial Review  Special Education or English Language Learners are eligible for another review of their application if they have not been accepted to any of the high schools he/she applied to.  The application and advocacy packet will be reviewed by a new team of impartial evaluators at the district office. They will determine if your child will be successful at the high school.  Your child may be accepted into a high school if they qualify and there is space at the school.  This process happens in the spring, and you will be notified by mail of the impartial review decision.

27 Review of application process

28 If student was not accepted into any school, he or she will participate in Impartial Review. Decisions will be mailed home. High Schools review the applications, make a decision, and letters are mailed home indicating that decision in April. Application and Advocacy Packet are completed at current school, then sent to the high schools in December.

29 Points of Contact If you have any questions, contact your LeGare School Based Team. For further help you may

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