Student Accessibility Services

Bishop McGuinness Catholic High School is committed to supporting diverse learners through a three-tiered system of accessibility services. Each tier provides increasing levels of structure, academic support, and instructional accommodations—ranging from the least restrictive learning environment (Tier 1) to the most intensive support (Tier 3). Our goal is to ensure that every student has access to the tools, strategies, and learning conditions they need to thrive.

For additional questions or more information about our SAS programs, please contact Samantha Watson, Student Accessibility Services Coordinator

Tier 1: Accommodation Services Program

The Accommodation Services Program provides individualized accommodations that allow students to fully participate in the general education curriculum. Support at this tier is designed to help students demonstrate their learning without altering academic expectations.

Key Features

Key Features

Tier 2: REACH (Realizing Excellence Achieving Competency in High School) Program

The REACH Program offers a more structured level of support for students who benefit from daily academic assistance, skill-building, and consistent progress monitoring. Students in Tier 2 receive more targeted assistance while continuing to participate in the general education curriculum.

Tier 2 balances independence with structured, consistent support to help students strengthen academic habits and maintain a forward trajectory in their other courses.

Key Features

Key Features

Testing accommodations such as extended time and separate testing location
Classroom accommodations, as outlined in the Student Service Plan
A dedicated 55-minute REACH class period built into the school day
Daily access to REACH instructors for academic support
Optional before/after school and study hall tutorials
Assignments geared toward developing academic skills, executive functioning skills, and self-advocacy
Targeted intervention in the areas of math and reading, as needed
Weekly grade monitoring, with tutorials required for any grade below 70%

Tier 3: Blessed Stanley Rother Program

The Rother Program is designed for students with significant learning needs who require a highly individualized and supported educational experience. This inclusive program combines peer mentorship, modified curriculum, functional life skills instruction, and personalized academic pathways.

Tier 3 provides the highest level of individualized support while promoting inclusion, independence, and readiness for life beyond high school.

Key Features

Key Features

Full inclusion in the general education classroom supported by trained peer mentors
Curriculum accommodations and modifications tailored to each student’s performance and mastery
Daily Functional Life Skills class period
Close collaboration between program instructors and classroom teachers to design and adjust curriculum
Tri-annual assessments of reading and math progress
Ongoing progress monitoring across academic and functional domains
Eligibility for a Bishop McGuinness Certificate of Completion upon graduation
Certificate aligns with requirements for college-based post-secondary transition programs (e.g., Sooner Works, Opportunity Orange, RiverHawks Scholar)

NEWS & RESOURCES

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ALL THINGS ACT

ALL THINGS SAT AND COLLEGE BOARD (AP)

TRANSITIONING TO COLLEGE

Executive Functioning Resources

Oklahoma Department of Rehabilitation Services

Program Eligibility, Placement, and Annual Review

In addition to the three-tier structure described above, all Student Accessibility Services (SAS) programs share a consistent process for eligibility, placement, and ongoing review to ensure students are receiving the level of support that best meets their needs.

Eligibility for SAS Programs (Accommodation Services, REACH, and Rother)
Annual Review & Continued Placement

Eligibility for SAS Programs (Accommodation Services, REACH, and Rother)

Current psychological or psychoeducational testing (within the past three years) from a qualified examiner, including:
- Measures of intellectual ability
- Academic achievement
- Documentation of a learning disability or other qualifying condition
Incoming freshmen - Two reference contacts (e.g., current teachers and/or service providers)
A meeting with the Student Accessibility Services team to determine eligibility and program placement

Annual Review & Continued Placement

A student’s progress and suitability for program placement is reviewed in the Spring semester of each academic year
Students who are not demonstrating satisfactory progress may be placed on a plan of improvement with clearly defined goals and expectations
The Student Accessibility Services Coordinator reserves the right to adjust a student’s level of support or discontinue their participation in a program if they are not meeting the guidelines and responsibilities required