• To provide qualified, trained teachers and staff.
• To maintain a low pupil-teacher ratio during classroom instructional work periods of approximately 2:1 in the Preschool and the Autism Spectrum Module (modified ABA class); 3:1 in the Pre-K, Primary class, Developmental Module and Functional Academic Modules; and 4:1 or 5:1 in the Upper School Functional Academic programs. Opportunities for students to gain practice skills and independence are provided through larger group activities (such as PE/Gross Motor time, music & art therapy period), community based instruction times, lunch, etc. where larger student to staff ratios are maintained.
• To use appropriate teaching methods and material geared to meet goals stated in your child’s Individualized Educational Program (IEP).
• To keep parents informed of child’s progress.
• To maintain a structured environment conducive to learning.
• To provide support for parents and families.
• To communicate at least weekly (through classroom notes).

• To have your child to school on time and to be promptly picked up at dismissal time.
• To support your child’s teachers and therapists in order to provide a united front with the school for your child.
• To attend scheduled parent/teacher conferences.
• To attend scheduled parent meetings.
• To assist in fundraising projects and other school activities.
• To be financially responsible by prompt payment of tuition and fees.
• To refrain from gossip or talking negatively with parents about the school or its staff.
• To be supportive of school policies, procedures, and mission.
• To be actively engaged in a collaborative partnership with The Joseph Sams School.

Parents who have concerns or disagreements about any classroom or school policy, events, personnel, etc. are expected to discuss their concerns with the appropriate IST, therapist, or administrator and refrain from gossip or discussing negative feelings or concerns with parents or other staff members not directly involved. Parents who consistently stir up dissension or gossip may be asked to withdraw their child/children from the school. Please see “Communication” on page 10 for more details. (Adapted from Trinity Christian School – Parent/Staff Handbook, p. 9)

Please do not send your child to school if he/she has had any of the following symptoms within the last 24 hours:

• a fever
• coughing or wheezing
• runny nose or colored discharge
• vomiting or diarrhea
• conjunctivitis (pink eye)
• unusual skin rashes or skin infections
• lice

Please Keep In Mind The Following: 

Please remember that many of our students, due to their disability and/or medical condition, are very susceptible to infections and illnesses. We asked parents to diligently follow this policy as to not expose other children to possible infections.

• If your child becomes sick at school, you will be contacted to pick up your child immediately. In such an event, your child will be kept in the office away from the other students until you arrive. This is to ensure the health of the other students and staff.
• If medications need to be administered at school, a medical information and permission to administer form must be on file in the office. It is the parents’ responsibility to update your child’s medical form as medications and dosages change.
• Prescription medications will be administered by the School’s Assistant Principal who keeps a daily medication log; non-prescription medications may be administered by the Administrative Assistant, Principal, and Instructional Support Teacher or a previously designated staff member.
• Non-prescription medications must also be listed and permission given by you to administer these.

Goals are written on the IEP in the areas of cognition, social and self/help, fine motor, language and communication and gross motor skills. Data is recorded daily on tasks being taught to each student. All objectives and lessons, taught to each child, are task analyzed on an individual basis.

A percentage for mastery is set for specific objectives outlined in the IEP. The percent for mastery depends upon the child’s abilities and his/her specific objectives. When a student reaches criterion on a task, that task is mastered and reviewed periodically or a new more difficult step or task is added to the objective.

If a student is receiving special education services through his/her county program, an Individualized Educational Program is also written annually by the receiving school system.

For first year students, a conference is held approximately six weeks after program entry for the current year and in May to review the current IEP. The new IEP for the following school year is developed at the May (or end-year) conference or after the student has attended the school for the equivalent of one school year. Nine week assessments are conducted by the child’s IST to document progress. Progress reports based upon 9-week assessments are sent home throughout the school year.

Informal parent conferences are held at the request of the parent or teacher. When a student leaves The Joseph Sams School to attend a public school, a representative(s) from The Joseph Sams School staff would be glad to attend the meetings at the invitation of the school or by invitation of the family.

Concerns regarding a student’s progress, curriculum, or behavior should first be addressed directly with the appropriate Instructional Support Teacher (IST) or therapist. Direct contact with the teacher and/or therapist often alleviates concerns that might otherwise escalate. Directly contacting the Principal or Assistant Principal is the next step if conversations with the appropriate teacher or therapist do not reach resolution. Speaking with the Executive Director is the next step in the process should resolution not be secured. IST and administration are always willing to speak with parents as needed.
Information at JSS often travels quickly, and it is important for everyone involved that it be as accurate as possible and that it be kept in perspective.

The administration makes every effort to communicate as clearly and as thoroughly as it can about matters affecting the school and the community.

Please be considerate and respectful by not telephoning staff on their phones. Instead, use their school voicemails/or e-mails unless there is an emergency situation.