Our Thermalito Programs
Riverbend Virtual Academy | Universal PRE-Kindergarden | After-School Program | Homeless Liason | Special Education Service
Our Programs
Riverbend Virtual Academy (Independent Study Program)
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Questionnaire:
Is Riverbend Virtual Academy Right For You?
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Welcome to Riverbend Virtual Academy
Riverbend Virtual Academy provides a virtual educational experience for students in grades 4 through 8. As an online program, we provide weekly or biweekly one-on-one check-in meetings with students and families to ensure they stay on track with their learning.
As part of the Thermalito Union Elementary School District (TUESD), Riverbend students have the opportunity to participate in sports, clubs, grade-level field trips, dances, and environmental camps at their home schools. These activities help us create a well-rounded school experience.
Riverbend Virtual Academy is TUESD’s enhanced Independent Study program, designed for families who wish to take a more active role in their child's education. In this model, parents act as the primary Learning Coach, providing direct supervision and monitoring their child’s progress.
Our online curriculum, Bright Thinker, covers all core subjects and is tailored to meet the needs of our students.
Riverbend Virtual Academy is free for students in grades 4–8 who reside within the Thermalito Union Elementary School District. We are located at 2075 Poplar Street, Oroville, CA 95965. For more information, please call us at (530) 534-7843.
What is a Learning Coach?
A Learning Coach is a parent, family member, or another adult who is at home with the student while the student is going through their courses.
The role of the Learning Coach is to:
– Guide the student through the lessons as needed
– Discuss the concepts being taught
– Assist with interactive tools and games
– Oversee assignments
– Help facilitate hands-on learning that may be in the course
– Check for understanding of assignments & monitor progress
– Keep the student on schedule and pace
– Ensure all course components are being done with fidelity (independent reading, novel studies, practice activities, etc.)
Universal PreKindergarten
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After-School Program
The Thermalito Union Elementary School District (TUESD) partners with the Butte County Office of Education (BCOE) to provide daily after-school programs to students at Nelson Avenue, Plumas Avenue, Poplar Avenue, Sierra Avenue, and Siskiyou Avenue (grades TK-8). The program starts when the final school bell rings and remains open until approximately 6:00 PM. Please note that this includes minimum days. The program is open every day that school is in session. Students receive homework assistance and participate in a variety of engaging enrichment activities. Enrollment applications are available in the school office or by contacting the appropriate Site Coordinator. You can also find more information on the BCOE Expanded Learning Programs website.
Plumas Avenue
Meng Hang (Site Coordinator)
(530) 370-7110; email address: mhang@bcoe.org
Poplar Avenue
Elnora (Nora) Hendricks (Site Coordinator)
(530) 370-9091; email address: ehendricks@bcoe.org
Siskiyou Avenue
(Students attend the Poplar Avenue After School Program)
Elnora (Nora) Hendricks (Site Coordinator)
(530) 370-9091; email address: ehendricks@bcoe.org
Sierra Avenue
Emilly Jones (Site Coordinator)
(530) 370-7381; email address: ejones@bcoe.org
Nelson Avenue
Jennifer Becker (Site Coordinator)
(530) 990-6410; email address: jbecker@bcoe.org
*These phone number only works when the Afterschool Programs are in session.
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Thermalito District Homeless Liaison
Thermalito District Homeless Liaison
Lisa Shaw, Director of Student Services
Thermalito Union Elementary School District
400 Grand Avenue, Oroville, CA 95965
Contact: (530) 538-2900, lshaw@thermalito.org
BCOE Homeless Education Resources
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Special Education Service
Pre-Referral
When a child exhibits learning or behavior difficulties, teachers first try to determine whether systematic changes to instruction or other aspects of the learning environment are sufficient to address them. This is referred to as the pre-referral process, a team-based approach many schools use to help classroom teachers implement interventions for students with academic or behavioral problems. For some students, these minor changes are enough, and no further interventions are required. For others, though, the pre-referral process leads to a formal referral to be evaluated for special education services.
Referral:
The student is referred for a formal evaluation, usually by school personnel or her parents. The student’s parents must give written, informed consent. That is, they must understand that they are allowing their child to be evaluated to determine whether she has a disability that affects educational performance.
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Evaluation:
Timeline:
The evaluation must be conducted within 60 days of receiving parental
consent or within state established timelines.
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This initial comprehensive, individualized assessment of the student is conducted in all areas of concern, including both academic and functional performance. The data collected during this step form the foundation upon which the IEP will be developed. As such, its importance cannot be overstated.
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Eligibility Determination:
At this point, the student’s evaluation results are reviewed with an eye toward answering a pair of key questions:
1. Does the student have a disability?
2. Does that disability affect the student’s academic and/or functional performance to such an extent that she requires special education services?
If the answer to both these questions is “yes,” the student is considered eligible for special education services.
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IEP Development:
Timeline: The meeting must be conducted within 30 days of the eligibility determination.
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When a student meets the eligibility criteria, the IEP team develops the IEP. The IEP team determines and documents:
– The student’s academic and/or functional needs, as identified in the evaluation
– Measurable annual goals that are reasonably calculated to enable the student to make meaningful progress
– The services and supports the student will receive, and:
- Which education professional(s) will provide them
- The frequency and duration of services
- The setting(s) in which the services will be delivered, sometimes referred to as placement
– The method and timeframe for monitoring the student’s progress
– The mode and frequency for communicating the student’s progress to her parents
For more information about the required members of the IEP team, view this handout: IEP Team Members
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IEP Implementation
Timeline: The implementation must take place as soon as possible after the IEP is developed.
Education professionals provide the special education supports and services to the student as outlined in the IEP. If the student does not make appropriate progress, the IEP team meets to determine possible reasons for her lack of progress, and makes adjustments accordingly.
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Annual Review
Timeline: The annual review must occur within 12 months following the development of the previous IEP.
The student’s progress toward meeting her IEP goals is to be evaluated annually, unless the IEP team and the student’s parents agree otherwise. At this time, the student’s current performance, progress, needs, and placement are revisited and her IEP updated accordingly.
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Re-evaluation
Timeline: The re-evaluation must occur at least once every three years.
The student must be re-evaluated every three years, unless the IEP team members and the student’s parents agree otherwise. The purpose of the re-evaluation is to determine whether she is still eligible for and requires special education services. This usually entails another comprehensive, individualized evaluation (see Evaluation Step).
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– Assembly Bill No. 1466, Chapter 582 - relating to pupil discipline
– CA Department of Education Restraint and Seclusion Data
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