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Individualized Learning Since 2005

wasclogoWASC Accredited
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Education is the Foundation

We commit to providing innovative public education environments for students, their parents and teachers by empowering them to collaboratively create learning opportunities which will develop responsible and contributing members of society.

“Section 504 of the Rehabilitation Act of 1973 (Section 504) is a civil rights statute which prohibits discrimination against individuals with disabilities.” 

Section 504 provides: "No otherwise qualified individual with a disability in the United States . . . shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance . . . ."

“The Section 504 regulations require a school district to provide a "free appropriate public education" (FAPE) to each qualified student with a disability who is in the school district's jurisdiction, regardless of the nature or severity of the disability.”

“Section 504 covers qualified students with disabilities who attend schools receiving Federal financial assistance. To be protected under Section 504, a student must be determined to: (1) have a physical or mental impairment that substantially limits one or more major life activities; or (2) have a record of such an impairment; or (3) be regarded as having such an impairment. Section 504 requires that school districts provide a free appropriate public education (FAPE) to qualified students in their jurisdictions who have a physical or mental impairment that substantially limits one or more major life activities.”

(U.S. Dept of Education: 504 Accommodation plans are a responsibility of the general education program and requires participation from the general education staff. A referral for a 504 evaluation can be made by the student, parent/guardian, teacher or other school staff.

As a public school within California, state law requires our charter school to identify and assist students with academic, physical, and/or social/emotional issues that may impede their school performance.

To assist our parents and staff in identifying and meeting the needs of students with learning challenges, our school utilizes a process called Response to Instruction (RtI) supported by our Student Study Team (SST). Regularly throughout the school year, the Student Study Team meets to identify appropriate curriculum, learning strategies, and resource supports for students experiencing learning challenges in our charter school. The SST consists of the student’s parents, the student’s general education teacher (ES), the SST Coordinator, and other staff, as needed.  The SST enables parents and their general eduation teacher (ES) to meet the needs of learning challenged students by generating an intervention plan to use with the student. A written SST meeting report is generated after meetings to help guide instruction and monitor the student’s progress throughout their journey to success.

It is the goal of the SST process to accelerate learning and close the learning gap, so that students function well within grade level expectations, or at a Tier I level of instruction. Students who struggle academically receive curriculum and instruction more specific to their learning needs. Generally, through the SST process students begin by receiving prescribed strategic instruction, or Tier II instruction. If sufficient growth is noted, during the instructional process, and after a few meetings, students return to Tier I or grade level instruction. If sufficient growth is not noted after a few meetings, the instruction is adjusted and may become more intensive and more specific to meet the learning needs of the student through Tier III instruction. Again, the goal is to accelerate learning to close the learning gap in a reasonable amount of time. A member of the Special Education Department may attend SST meetings for students receiving Tier III instruction, when appropriate. If adequate growth is not documented through work and monitoring progress, students may need to be evaluated to determine their possible eligibility to receive special education support. At this point of a referral, our Special Education Department will assist parents and their students throughout the referral, assessment and identification processes. If students do not qualify for special education services, they return to Tier III instructional support and the charter school will look for other ways to provide support within the general education setting.

To participate in the SST process, please ask your general education teacher (ES) to begin the request.

SST meetings are held via teleconference. Participation in the SST is considered a part of general education.


4535 Missouri Flat Road, Suite 1A  Placerville, CA 95667
Phone 800-979-4436 
Fax 530-295-3583

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