Academics
Student Support Services
At Elsie Whitlow Stokes Community Freedom Public Charter School, we use a Multi-Tiered System of Supports and Services (MTSSS) approach to ensure every student receives personalized care and resources to thrive. MTSS is a framework that provides different levels of support based on students' academic, social, emotional, and behavioral needs. Through this approach, parents, community members, teachers, specialists, and service providers collaborate to support students holistically—academically, physically, and emotionally. By focusing on the whole child and partnering with their families, we aim to create a strong and inclusive school community where every student can succeed.
Support For Students Acquiring English (ELL)
English Learner (EL) services are specialized supports for students whose primary language is not English and who need assistance in developing proficiency in listening, speaking, reading, and writing in English. These services are designed for students identified as English Learners through language assessments and aim to help them succeed academically while mastering the English language. The goal of EL services is to provide equitable access to the curriculum, support language development, and help students achieve academic success in all subjects while building their English proficiency. Teachers facilitate language learning from explicit skill instruction, content-based instruction, and task-based instruction and data is used to help make plans to adequately meet student language needs.
Student Support Services (SST)
Student Support Services (SST) are designed to assist students who face challenges such as academic difficulties, social, emotional, behavioral, or attendance issues that impact their success in school. The SST, composed of staff members and family, collaborates to review data and identify interventions tailored to the student’s needs. The goal of SST is to improve the student’s school success by implementing targeted strategies and support for a six-week period. Afterward, the team reconvenes to assess the effectiveness of the interventions and determine next steps, which may include continuing the plan, adjusting strategies, or exploring additional supports such as referrals for special education evaluation or other services or ending the plan altogether if it is no longer needed. Referrals for Student Support Services can be directed to the SST Coordinators at each campus. Parents can also send a written request to their child’s teacher or a school administrator.
504 Plan
A 504 Plan is a legal document developed under Section 504 of the Rehabilitation Act of 1973 that ensures students with disabilities receive the necessary accommodations to access education on an equal footing with their peers. It is designed for students with a physical or mental impairment that significantly limits one or more major life activities, such as learning, walking, or concentrating. Eligibility is determined through an evaluation process that considers medical documentation, teacher input, parent input and academic performance. Unlike an Individualized Education Program (IEP), a 504 Plan does not require specialized instruction but focuses on accommodations like extended time on tests, preferential seating, or modified classroom materials to support the student’s success. Referrals for 504 Plan evaluations can be directed to the Student Support Coordinators at each campus or the Director of Special Services. Parents can also send a verbal or written request to their child’s teacher or a school administrator.
Special Education Program
Special education services provide individualized instruction and support for students with disabilities under the Individuals with Disabilities Education Act (IDEA). These services are designed to meet the unique educational needs of students who qualify for an Individualized Education Program (IEP). Special education often includes specialized instruction, related services like speech or occupational therapy, and specific goals tailored to help the student progress academically and functionally. In contrast, 504 services under Section 504 of the Rehabilitation Act focus on accommodations to provide equal access to education but do not include specialized instruction. While both support students with disabilities, special education addresses more intensive needs through personalized instruction and goals, whereas 504 services remove barriers to access in a general education setting. Referrals for Special Education evaluations can be directed to the Student Support Coordinators at each campus or the Director of Special Services. Parents can also send a verbal or written request to their child’s teacher or a school administrator.
