Student Support Services

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Student Support Plan Eligbility: Incoming Grade 9 & Transfer Students

To be eligible for review for a Student Support Plan (SSP) prospective families with students who have diagnosed learning differences should follow the below process at the time of application for admission to CCC:

Disclose the student’s learning difference and provide the below two items of documentation:

(1) Diagnostic Evaluation to include the following features:

- Signature by an applicably licensed clinician or physician from either an outside agency or from an educational institution.
- Description of the substantial limitations resulting from the impairment
- Recommendations for learning related accommodations addressing the substantial limitations
- Inclusion of comprehensive assessments which lead to the noted diagnosis
For mental health related diagnostic reports (ADHD, OCD, Anxiety, Depression etc) greater than 3 years old, inclusion of documentation of continued care is necessary. This can be in the form of a psychiatrist, therapist or primary care physician note.

AND

(2) A copy of the Student Support Plan (SSP), 504 or IEP

- Incoming Grade 9 Students: the plan of support must be from middle school
- Transfer students: the plan of support must be from the year prior to the one being applied for at CCC (e.g. - Applicant for 10^th grade would submit their plan of support from 9^th grade)

Once all the documentation pieces are provided, our Student Support Plan Coordinator and our Academic Support Coordinator will work together to conduct a thorough review. The team will also dialogue with the student and their family. Upon admission to CCC, these diagnostic and supportive documents will be utilized to create a Student Support Plan at CCC.

Important note: Some supports and accommodations that are recommended and/or requested, or which were provided by previous educational institutions, may not be available at CCC, due to personnel and/or program limitations. Some examples (not exhaustive) of what would not be possible at CCC are as follows: modified content of curriculum, modified content of assessments, specially designed instruction, 1:1 testing, behavior related modifications.

Supporting Our Current Marauders

During the admissions process CCC carefully reviews all applicants’ documented disability-related needs, to ensure that appropriate and reasonable supports, within our reach, can be extended to those who are accepted. CCC is committed to maintaining a balance that allows it to adequately support each student with diagnosed learning needs, while taking into consideration the needs of the whole student body, and therefore only a limited number of students with disabilities can be admitted each year.

Please recall that if at the time of your admission to CCC, you selected "no" as relates to your student having a diagnosis. Disclosure of a diagnosis after admissions and the request for accommodations necessitates that your student’s continued acceptance and enrollment at CCC may be re-evaluated, as new information is presented.

Additionally, disclosure after admission and enrollment does not guarantee that accommodations or additional supports will be available, as CCC’s ability to provide such services is determined during the admissions review process.

That said, if after admissions, a currently enrolled CCC student receives a diagnosis from a medical/mental health professional and there is concern regarding the student's academic success at CCC, parents should:

Contact their current School Counselor to denote the academic-based concerns & provide a signed copy of the full diagnostic report. Data in the form of standardized test history and in-class academic achievement to-date will be reviewed and discussed.

Student Support Plans are designed to support students with disabilities, when those disabilities are substantially limiting a student's academic success in the classroom. Educationally relevant and data-driven accommodations are put into place to support the student across classroom settings, not solely during standardized tests such as the PSAT, SAT, ACT, CLT or any other in-kind.

Mrs. Elizabeth Ryczek - School Counselor & SSP Coordinator

Elizabeth earned her Master’s degree in Mental Health Counseling from New York University. She has over a decade of experience as both a Certified Professional School Counselor and Licensed Mental Health Counselor for the State of Florida. As part of CCC's School Counseling Department, Elizabeth works with all students on Student Support Plans. Student/s should expect to connect with her throughout their time at CCC as relates to academic scheduling and post-secondary plans, as well as relates to their emotional and mental health needs. Elizabeth will also be overseeing SSP annual review and re-evaluation meetings. In her free time, Elizabeth enjoys spending time with her husband and two children - they can often be found camping, kayaking and gardening.

[email protected]

Ms. Caitlin Drake - Academic Support Coordinator

Caitlin's educational experience includes a Bachelor of Arts from John Carroll University and a Master of Education degree from the University of Notre Dame. Her background as an ESE Services Coordinator and Resource Teacher supports her work in the Success Lab. Caitlin works with all CCC students, but most closely with those who have SSPs and demonstrate a continued need for support related to their learning difference. Caitlin works with students in skill building related to executive functioning, writing, study-habits and self-support/advocacy. When she is not actively working with students at CCC, Caitlin can often be found with friends at the beach watching the sunset, at concerts and sports games.

[email protected]