IEPs and English Language Learners

Paul provides specialized instruction, classroom/testing accommodations, and related services to meet our scholars unique needs based on their IEPs. Paul also provides a free and appropriate public education (FAPE) to each scholar with a disability, ages 3 to 22, who resides in, or is a ward of the District, as outlined in their IEP.

Additionally, we have FAPE programming for qualified students who have a physical or mental impairment that substantially limits one or more major life activities, regardless of the nature or severity of the disability, based on their 504 Plans. Paul provides accommodations that will remove the barriers to learning to give scholars equal access to the learning environment. We also offer Homework Support, an afterschool program that provides scholars additional help with skills and concepts taught in our four content areas, English, Math, History and Science.

Learn more about our Student Support Services here at Paul – Click Here

Academic Interventions – stay on a straight path to graduation! 🧭

📕 Read 180 Reading Intervention Program that supports scholars who read at least two years below grade level

📗 System 44 System 44 is an adaptive program designed to help our most challenged readers master the foundational reading skills required for success. The “44” in System 44 represents the 44 sounds that the alphabet can make. They are the foundation for being a successful reader.

📘 Math 180 Math Intervention Program that supports struggling mathematicians build confidence and and competence in mathematics.

📙 NTN Math Math instructional strategies that help build mathematical concepts and build on mathematical connections.

English Language Learners are welcome here! 🌎

Paul provides quality instructional language assistance to students who are identified as English Learners (EL). Our program model meets individual student needs and ensures that ELs are held to the same standards as all students.

The EL teacher and the general education teacher collaboratively plan instruction based on students’ strengths and needs. Academic content and English language skills are learned simultaneously. This model is designed for newly arrived students and supports them in acquiring beginning English language skills along with core academic skills.