Special Education for the General Educator Sara Toga Collings Maura Teresa Kilbride Agenda: Welcome to Day 1! 1. Special Education law, as applicable to general education teacher 2. What is.
Download ReportTranscript Special Education for the General Educator Sara Toga Collings Maura Teresa Kilbride Agenda: Welcome to Day 1! 1. Special Education law, as applicable to general education teacher 2. What is.
Slide 1
Special Education
for the
General Educator
Sara Toga Collings
Maura Teresa Kilbride
2011
Slide 2
Agenda:
Welcome to Day 1!
1.
Special Education law, as applicable to general
education teacher
2.
What is Special Education?
3.
Determining Eligibility
4.
Disability Categories
5.
LRE
6.
Annnnd briefly….IEP vs. 504
Slide 3
“I am da Law” – Sylvester Stallone,
Judge Dread
IDEA 2004
Federal Special Education Law
603 CMR 28.00: Special Education
Massachusetts Law
Please excuse the fine print…Sara just realllllly loves the law!
Slide 4
IDEA 2004: As it pertains to the General Educator
Definition of IEP team:
300.321 IEP Team
(a) General. The public agency must ensure that the IEP Team for each child
with a disability includes (1) The parents of the child;
(2) Not less than one regular education teacher of the child (if the
child is, or may be, participating in the regular education
environment
(3) Not less than one special education teacher of the child, or where
appropriate, not less than one one special education provider of the child;
(4) A representative of the public agency who (i) Is qualified to provide, or supervise the provision of, specially
designed instruction to meet the unique needs of children with
disabilities;
(ii) is knowledgeable about the general education curriculum; and
(iii) is knowledgeable about the availability of resources
(5) An individual who can interpret the instructional implications of
evaluation results, who may be a member of the team described in
paragraphs (a)(2) through (a)(6) of this section;
(6) At the discretion of the parent or the agency, other individuals
who have knowledge or special expertise regarding the child,
including related services personnel as appropriate; and
(7) Whenever appropriate, the child with a disability.
Slide 5
IDEA 2004: As it pertains to the General Educator
Eligibility
SLD)
Determination (for children with
300.308
Additional group members. The
determination of whether a child suspected of
having a specific learning disability is a child
with a disability as defined in 300.8, must be
made by the child’s parents and a team of
qualified professionals, which must include(a) (1) The child’s regular teacher
(b) At least one person qualified to
conduct individual
diagnostic examinations of children, such as school
psychologist, speech-language pathologist, or remedial
reading teacher.
Slide 6
IDEA 2004: As it pertains to the General Educator
300.321 IEP Team
(e) IEP Team Attendance
(1)
A member of the IEP Team described in paragraphs
(a)(2) through (a)(5) of this section is not required to
attend an IEP Team meeting, in whole or in part, if the
parent of a child with a disability and the public agency
agree, in writing, that the attendance of the member is
not necessary because the member’s area of the
curriculum or related services is not being modified or
discussed in the meeting.
(2)….may be excused from attending….when the meeting
involves a modification to or discussion of the member’s
area if the curriculum or related services, if (i)
The parent, in writing, and the public agency consent to the excusal;
and
(ii) The member submits, in writing, to the parent and the IEP team,
input into the development of the IEP prior to the meeting.
Slide 7
IDEA 2004: As it pertains to the General Educator
Development
300.324
(3)
of IEP
Development, review and revision of the IEP
Requirements with respect to the regular education
teacher. A regular education teacher of a child with a
disability, as a member of the IEP Team, must, to the
extent appropriate, participate in the development of the
IEP of the child, including the determination of (i)
Appropriate positive behavioral interventions and supports
and other strategies for the child; and
(ii) Supplementary aids and services, programs and
modifications, and support for school personnel consistent
consistent with 300.320 (a)(4)
300.320 (a)(4) ….modifications or supports for school
personnel that will be provided to enable the child(i) To advance appropriately toward attaining the annual goals;
(ii) To be involved in and make progress in general education
curriculum, and to participate in extracurricular and
nonacademic activities;
(iii) To be educated and participate with other children with
disabilities and nondisabled children…
Slide 8
IDEA 2004: As it pertains to the General Educator
300.320
(a)(6)(b)
(3)Review
and Revision of IEP-Requirement
with respect to regular education teacher.
A
regular education teacher of the child, as a
member of the IEP Team, must, consistent with
paragraph (a)(3) of this section, participate in the
review and revision of the IEP of the child.
Slide 9
603 CMR 28.00: Special Education
Massachusetts Law
28.02:
(20)
Definitions
Special education shall mean
specially designed instruction to meet
the unique needs of the eligible student
or related services necessary to access
the general curriculum and shall include
the programs and services set forth in
state and federal special education law
Slide 10
What is “Specially Designed Instruction”?
IDEA
2004. 34 CFR 300.39 Special
Education
(b)
Individual special education terms defined.
Specially designed instruction means adapting,
as appropriate to the needs of an eligible child
under this part, the content, the methodology, or
delivery of instruction-
(3)
(i)
To address the unique needs of the child that
result from the child’s disability; and
(ii) To ensure access of the child to the general
curriculum, so that the child can meet the educational
standards within the jurisdiction of the public agency
that apply to all children
Slide 11
Specially Designed Instruction
Very simply put….
Specially
Designed Instruction is
what the TEACHER does to
instruct, assess, and re-teach the
student….
Teacher
can be the general
education teacher, the special
education teacher (related
service providers), and/or both!!
Slide 12
A Case Study: Spot the SDI!
John, a 6th grader in the general
education social studies classroom, has a
communication
disability,
where
he
requires test directions to be reread or
restated, and always read aloud. When
taking his social studies quizzes/tests,
John’s social studies teacher will read
aloud the test directions to all students,
and have the students highlight the
directions as they read through together.
When John begins his exam, he puts on
headphones and listens to the test read
aloud to him on an mp3 player. He
proceeds
to
answer
questions
independently, and his social studies
teacher checks in with him to make sure
he is tracking items on his test correctly
(writing answers in the correct areas).
What
part of this
description is
specially designed
instruction?
Who
is giving the
specially designed
instruction?
Slide 13
A Case Study: Spot the SDI!
Jane, an 8th grade student with a specific
learning disability in the area of math,
attends the Math II class at WMS. She
works on the warm-up along with her peers,
and takes notes during the lecture portion
of the class. When the class breaks off
into peer groups, she takes part in a small
group instructional review of key concepts,
strategies, and formulas for adding and
subtracting positive and negative integers.
Her peers work on solving one-step
equations with positive and negative
integers. After the review, Jane works on
5 of the 10 assigned equations, which
frequent check-ins from the math teacher
and special ed. Teacher. For homework, she
completes 10 out of 20 equations on the
worksheet, using her reference sheet she
made in the Learning Center.
What
part of
this description
is specially
designed
instruction?
Who
is giving
the specially
designed
instruction?
Slide 14
Who needs “specially-designed instruction”?
This is the heart of determining eligibility!
CFR 300.306 Determination of eligibility.
(b) Special rule for eligibility determination. A child must not be
determined to be a child with a disability under this part
(1) If the determinant factor for the determination is
(i) Lack of appropriate instruction in reading, including the
essential components of reading instruction
(ii) Lack of appropriate instruction in math; or
(iii) Limited English proficiency; and
(2) The child does not otherwise meet the eligibility criteria
of a child with a disability which includes formal assessments,
observations, and specific documentation such as:
1) Data based documentation of repeated assessments of
achievement at reasonable intervals, formal assessments
of student progress during instruction, patterns of
strengths and weaknesses in performance, achievement,
or both, response to scientific, research-based
intervention
Slide 15
Determining Eligibility
YOU
are important to this decision!
YOUR attendance and input is vital in this
decision!
YOU see the student more than anyone
else in the meeting (beside the parent)!
YOUR observations and data are
instrumental in making this very important
decision!
THE TEAM NEEDS YOU!
THE CHILD NEEDS YOU!
Slide 16
Disability Categories: Low Incidence
Severe and Profound
Cognitive Disability,
Medically Fragile, Deaf/Blind
Desirable goals for these
students might be living
independently, participating
in one’s community, securing
employment - these goals
align with general education
curriculum
Functional Members of
Society
According to MA Law,
these disabilities
would fall into this
category:
Autism
Developmental
Intellectual
Delay
Impairment
Sensory Impairment
Neurological
Impairment (TBI)
Physical/Health
Impairment
Slide 17
Disability Categories: High Incidence
These
disabilities are
considered
mild/moderate
These
students are
more commonly found
participating in the
general ed. Classroom
with special ed.
Supports or pullouts
According to MA Law,
these disabilities
would fall into this
category:
Emotional Impairment
Communication
Impairment
Specific Learning
Disability (SLD)
Some Health
Impairments (ex: ADD,
ADHD, diabetes,
epilepsy)
Slide 18
Special Ed. LOVES acronyms,
so here is another…LRE
What
is LRE?
LEAST RESTRICTIVE ENVIRONMENT
IDEA 2004 34 CFR 300.114 LRE Requirements
(a)(2)
(i)
Each public agency must ensure that-
To the maximum extent appropriate, children with
disabilities, including children in public or private institutions
or in other care facilities, are educated with children who are
non-disabled; and
(ii) Special classes, separate schooling, or other removal of
children with disabilities from the regular educational
environment occurs only if the nature or severity of the
disability is such that education in regular classes with the use
of supplementary aids and services cannot be achieved
satisfactorily.
Slide 19
Why is LRE important to Special Ed?
Special
Education is NOT a place!
Students
are supposed to be learning
alongside their non-disabled peers as
much as is appropriate!
Back
in the day, students on IEP’s were
hidden away at schools- the LAW is now
moving towards INCLUSIVE LEARNING
Slide 20
What does LRE mean for you?
Students
can receive accommodations in
the general education classroom with
supports from you and the special
educator!
Learning
Center or Resource Rooms are
NOT a magic band-aid for students on
IEP’s…and in some cases, students would benefit
MORE from an art, physical education, or technology
class as an outlet for their strengths !
Slide 21
One last thing about LRE….
Special
LAW
Education is a CIVIL RIGHTS
By
placing students in the MOST
RESTRICTIVE ENVIRONEMENT (i.e.
Learning Center everyday, multiple pullouts, etc) when it is not appropriate for
their disability, is a VIOLATION of their
CIVIL RIGHTS as a human being
YOU
ARE SO IMPORTANT to the
placement decision for students on IEP’s!!!
We need your input!
Slide 22
IEP vs. 504
504
1.
Student must have a disability
2.
Federal Civil Rights Law
3.
Guarantees student an individualized
education program
4.
- physical
or mental impairment that substantially limits one
or more major life activity (walking, breathing,
seeing hearing, speaking reading learning writing
performing math calculations, performing manual
tasks)
IEP
1.
Student must have disability
2.
Federal Civil Rights Law
3.
Protect against discriminations, does
not guarantee an individualized
education program
Requires a meeting before a
placement change
4.
Does not require a meeting before a
change in placement
5.
IEP is overseen by a special
education teacher/liaison
5.
504 is overseen by guidance or other
NON SPECIAL EDUCATION
personnel
6.
Student REQUIRES specially
designed instruction to access the
curriculum
6.
Student REQUIRES
accommodations to access the
curriculum or life task
Slide 23
Welcome to Day 2!
Agenda:
Accommodations
modifications
vs.
Strategies
for working
with different learning
styles
Role
of Special Ed in
our building
Question
and Answer
Slide 24
Accommodations vs. Modifications
Most
often, you are making
ACCOMMODATIONS for students, not
modifications!
Accommodations
can be made for ANY
student in your class, regardless of an IEP
or 504
Most
accommodations are good teacher
practice, and you probably already utilize
them!
Slide 25
Accommodations are….
Accommodations
are any interventions, strategies,
or tools that help a student to access the
curriculum content and work AT GRADE LEVEL (no
change is made to content)
Accommodations
can be given to students on IEP’s,
on 504’s….BUT most accommodations are good
teaching practice, and might be beneficial to all
your students!
Slide 26
“Typical” Accommodations
Study
guides/reference
sheets
Word
banks
Highlighters
Extended
Read
time
aloud test
directions
Graphic
organizers
Outlines
Preview
readings/concepts
Shorten
i.e.
assignments
student does 10/20
problems, QUALITY
over quantity!
Slide 27
Modifications are…
Changes
made to CURRICULUM CONTENT
that often take a student OFF GRADE
LEVEL
Example:
8th grade math class is studying
solving multi-step equations with positive
and negative integers, utilizing the
backtracking method. Student on IEP
focuses strictly on solving operations with
positive and negative integers.
Slide 28
At WMS….
Students
whose work is being MODIFIED
are primarily placed in our Language Based
program, or one of our other special
education programs (STRIDES, Life Skills,
Transitional program)
Reflect
on your practice…are there any
students in your classroom who require
MODIFIED content? How are you
implementing that?
Slide 29
Strategies for working with different learning styles
Let’s
take a look at a couple of
student summary pages, and their
accommodations….how might we work
with these students?
Do
you have a student in mind that
you would like some help with? Let’s
brainstorm together!
Slide 30
Special Education at WMS…
Many
programs, many
services!
Our
inclusion model….and
a word about inclusion in
general
Our
FYI
district contacts
Slide 31
A PLETHORA of services….
Inclusion
2
Special Ed liaisons per grade level, one inclusion
paraprofessional
Special
Education programs
Language
Based - Missy Cahill, Maureen Noone, Kerry Lombardo
Transitional – Jeanne Cappuccio
M.A.P.S.- Jen Lohmer
STRIDES
Life Skills
Related
services
Speech/Language
Wilson
Counseling – social workers, school psychologists, guidance
ELL - ELL students may or MAY NOT be on IEP’s!
Slide 32
The wonderful, misunderstood world of INCLUSION
THERE
IS NO NATIONAL MODEL FOR
INCLUSION
Inclusion
can look or feel differently from one
school to another- there is no “wrong” way to do it,
per se
LRE
directly relates to an inclusion model, because
it calls for students with disabilities to spend the
maximum appropriate amount of time with their nondisabled peers
Slide 33
Inclusion at WMS…
8th Grade: Marge Malone – Challenger
Sara Toga Collings – Discovery/Challenger
Joan Murphy - Explorer/Challenger
7th Grade: Barbara Crockett- Challenger/Discovery
Carla Lynch- Discovery
Beryl Lynch - Explorer/Discovery
6th Grade: Nicole Ciaramaglia – Challenger/Explorer
Maura Kilbride- Discovery/Explorer
Deb Williams – Explorer
Slide 34
What is the difference between a liaison and a
paraprofessional at WMS?
Liaisons are LICENSED
teachers with
background/Master’s
degrees in Special
Education
Liaisons write and maintain
ALL IEP paperwork
ONLY LIAISONS should
communicate with parents
Para’s have the same daily
schedule as their grade-level
liaison counterparts….unless
they are teaching double
periods of Learning Centers
(students in strings)
Liaisons TEST students on
IEP’s for re-evals/ and initial
testing for eligibility
Liaisons schedule, organize
and chair meetings
Slide 35
WMS’s District Contacts
Mary
Houde – WMS & WHS CTL
Mary
Ellen Lewis – Chairperson,
Jean
Zwicker – Middle School
Language Based & special cases only
Chairperson
Marlaine
Potter –Director, Wilmington
Public School Special Education
Slide 36
Let’s keep the conversation going!
We created a BLOG to help support you!
Check it out! Special Education @ WMS 2011
Join us and feel free to add more to the
conversation!
Slide 37
Last, but not least…..
THANK YOU!!
We appreciate you coming and getting to
know more about special education!
And if you leave with just one thing…remember:
YOU ARE VITAL TO THE PROCESS!!!!
Special Education
for the
General Educator
Sara Toga Collings
Maura Teresa Kilbride
2011
Slide 2
Agenda:
Welcome to Day 1!
1.
Special Education law, as applicable to general
education teacher
2.
What is Special Education?
3.
Determining Eligibility
4.
Disability Categories
5.
LRE
6.
Annnnd briefly….IEP vs. 504
Slide 3
“I am da Law” – Sylvester Stallone,
Judge Dread
IDEA 2004
Federal Special Education Law
603 CMR 28.00: Special Education
Massachusetts Law
Please excuse the fine print…Sara just realllllly loves the law!
Slide 4
IDEA 2004: As it pertains to the General Educator
Definition of IEP team:
300.321 IEP Team
(a) General. The public agency must ensure that the IEP Team for each child
with a disability includes (1) The parents of the child;
(2) Not less than one regular education teacher of the child (if the
child is, or may be, participating in the regular education
environment
(3) Not less than one special education teacher of the child, or where
appropriate, not less than one one special education provider of the child;
(4) A representative of the public agency who (i) Is qualified to provide, or supervise the provision of, specially
designed instruction to meet the unique needs of children with
disabilities;
(ii) is knowledgeable about the general education curriculum; and
(iii) is knowledgeable about the availability of resources
(5) An individual who can interpret the instructional implications of
evaluation results, who may be a member of the team described in
paragraphs (a)(2) through (a)(6) of this section;
(6) At the discretion of the parent or the agency, other individuals
who have knowledge or special expertise regarding the child,
including related services personnel as appropriate; and
(7) Whenever appropriate, the child with a disability.
Slide 5
IDEA 2004: As it pertains to the General Educator
Eligibility
SLD)
Determination (for children with
300.308
Additional group members. The
determination of whether a child suspected of
having a specific learning disability is a child
with a disability as defined in 300.8, must be
made by the child’s parents and a team of
qualified professionals, which must include(a) (1) The child’s regular teacher
(b) At least one person qualified to
conduct individual
diagnostic examinations of children, such as school
psychologist, speech-language pathologist, or remedial
reading teacher.
Slide 6
IDEA 2004: As it pertains to the General Educator
300.321 IEP Team
(e) IEP Team Attendance
(1)
A member of the IEP Team described in paragraphs
(a)(2) through (a)(5) of this section is not required to
attend an IEP Team meeting, in whole or in part, if the
parent of a child with a disability and the public agency
agree, in writing, that the attendance of the member is
not necessary because the member’s area of the
curriculum or related services is not being modified or
discussed in the meeting.
(2)….may be excused from attending….when the meeting
involves a modification to or discussion of the member’s
area if the curriculum or related services, if (i)
The parent, in writing, and the public agency consent to the excusal;
and
(ii) The member submits, in writing, to the parent and the IEP team,
input into the development of the IEP prior to the meeting.
Slide 7
IDEA 2004: As it pertains to the General Educator
Development
300.324
(3)
of IEP
Development, review and revision of the IEP
Requirements with respect to the regular education
teacher. A regular education teacher of a child with a
disability, as a member of the IEP Team, must, to the
extent appropriate, participate in the development of the
IEP of the child, including the determination of (i)
Appropriate positive behavioral interventions and supports
and other strategies for the child; and
(ii) Supplementary aids and services, programs and
modifications, and support for school personnel consistent
consistent with 300.320 (a)(4)
300.320 (a)(4) ….modifications or supports for school
personnel that will be provided to enable the child(i) To advance appropriately toward attaining the annual goals;
(ii) To be involved in and make progress in general education
curriculum, and to participate in extracurricular and
nonacademic activities;
(iii) To be educated and participate with other children with
disabilities and nondisabled children…
Slide 8
IDEA 2004: As it pertains to the General Educator
300.320
(a)(6)(b)
(3)Review
and Revision of IEP-Requirement
with respect to regular education teacher.
A
regular education teacher of the child, as a
member of the IEP Team, must, consistent with
paragraph (a)(3) of this section, participate in the
review and revision of the IEP of the child.
Slide 9
603 CMR 28.00: Special Education
Massachusetts Law
28.02:
(20)
Definitions
Special education shall mean
specially designed instruction to meet
the unique needs of the eligible student
or related services necessary to access
the general curriculum and shall include
the programs and services set forth in
state and federal special education law
Slide 10
What is “Specially Designed Instruction”?
IDEA
2004. 34 CFR 300.39 Special
Education
(b)
Individual special education terms defined.
Specially designed instruction means adapting,
as appropriate to the needs of an eligible child
under this part, the content, the methodology, or
delivery of instruction-
(3)
(i)
To address the unique needs of the child that
result from the child’s disability; and
(ii) To ensure access of the child to the general
curriculum, so that the child can meet the educational
standards within the jurisdiction of the public agency
that apply to all children
Slide 11
Specially Designed Instruction
Very simply put….
Specially
Designed Instruction is
what the TEACHER does to
instruct, assess, and re-teach the
student….
Teacher
can be the general
education teacher, the special
education teacher (related
service providers), and/or both!!
Slide 12
A Case Study: Spot the SDI!
John, a 6th grader in the general
education social studies classroom, has a
communication
disability,
where
he
requires test directions to be reread or
restated, and always read aloud. When
taking his social studies quizzes/tests,
John’s social studies teacher will read
aloud the test directions to all students,
and have the students highlight the
directions as they read through together.
When John begins his exam, he puts on
headphones and listens to the test read
aloud to him on an mp3 player. He
proceeds
to
answer
questions
independently, and his social studies
teacher checks in with him to make sure
he is tracking items on his test correctly
(writing answers in the correct areas).
What
part of this
description is
specially designed
instruction?
Who
is giving the
specially designed
instruction?
Slide 13
A Case Study: Spot the SDI!
Jane, an 8th grade student with a specific
learning disability in the area of math,
attends the Math II class at WMS. She
works on the warm-up along with her peers,
and takes notes during the lecture portion
of the class. When the class breaks off
into peer groups, she takes part in a small
group instructional review of key concepts,
strategies, and formulas for adding and
subtracting positive and negative integers.
Her peers work on solving one-step
equations with positive and negative
integers. After the review, Jane works on
5 of the 10 assigned equations, which
frequent check-ins from the math teacher
and special ed. Teacher. For homework, she
completes 10 out of 20 equations on the
worksheet, using her reference sheet she
made in the Learning Center.
What
part of
this description
is specially
designed
instruction?
Who
is giving
the specially
designed
instruction?
Slide 14
Who needs “specially-designed instruction”?
This is the heart of determining eligibility!
CFR 300.306 Determination of eligibility.
(b) Special rule for eligibility determination. A child must not be
determined to be a child with a disability under this part
(1) If the determinant factor for the determination is
(i) Lack of appropriate instruction in reading, including the
essential components of reading instruction
(ii) Lack of appropriate instruction in math; or
(iii) Limited English proficiency; and
(2) The child does not otherwise meet the eligibility criteria
of a child with a disability which includes formal assessments,
observations, and specific documentation such as:
1) Data based documentation of repeated assessments of
achievement at reasonable intervals, formal assessments
of student progress during instruction, patterns of
strengths and weaknesses in performance, achievement,
or both, response to scientific, research-based
intervention
Slide 15
Determining Eligibility
YOU
are important to this decision!
YOUR attendance and input is vital in this
decision!
YOU see the student more than anyone
else in the meeting (beside the parent)!
YOUR observations and data are
instrumental in making this very important
decision!
THE TEAM NEEDS YOU!
THE CHILD NEEDS YOU!
Slide 16
Disability Categories: Low Incidence
Severe and Profound
Cognitive Disability,
Medically Fragile, Deaf/Blind
Desirable goals for these
students might be living
independently, participating
in one’s community, securing
employment - these goals
align with general education
curriculum
Functional Members of
Society
According to MA Law,
these disabilities
would fall into this
category:
Autism
Developmental
Intellectual
Delay
Impairment
Sensory Impairment
Neurological
Impairment (TBI)
Physical/Health
Impairment
Slide 17
Disability Categories: High Incidence
These
disabilities are
considered
mild/moderate
These
students are
more commonly found
participating in the
general ed. Classroom
with special ed.
Supports or pullouts
According to MA Law,
these disabilities
would fall into this
category:
Emotional Impairment
Communication
Impairment
Specific Learning
Disability (SLD)
Some Health
Impairments (ex: ADD,
ADHD, diabetes,
epilepsy)
Slide 18
Special Ed. LOVES acronyms,
so here is another…LRE
What
is LRE?
LEAST RESTRICTIVE ENVIRONMENT
IDEA 2004 34 CFR 300.114 LRE Requirements
(a)(2)
(i)
Each public agency must ensure that-
To the maximum extent appropriate, children with
disabilities, including children in public or private institutions
or in other care facilities, are educated with children who are
non-disabled; and
(ii) Special classes, separate schooling, or other removal of
children with disabilities from the regular educational
environment occurs only if the nature or severity of the
disability is such that education in regular classes with the use
of supplementary aids and services cannot be achieved
satisfactorily.
Slide 19
Why is LRE important to Special Ed?
Special
Education is NOT a place!
Students
are supposed to be learning
alongside their non-disabled peers as
much as is appropriate!
Back
in the day, students on IEP’s were
hidden away at schools- the LAW is now
moving towards INCLUSIVE LEARNING
Slide 20
What does LRE mean for you?
Students
can receive accommodations in
the general education classroom with
supports from you and the special
educator!
Learning
Center or Resource Rooms are
NOT a magic band-aid for students on
IEP’s…and in some cases, students would benefit
MORE from an art, physical education, or technology
class as an outlet for their strengths !
Slide 21
One last thing about LRE….
Special
LAW
Education is a CIVIL RIGHTS
By
placing students in the MOST
RESTRICTIVE ENVIRONEMENT (i.e.
Learning Center everyday, multiple pullouts, etc) when it is not appropriate for
their disability, is a VIOLATION of their
CIVIL RIGHTS as a human being
YOU
ARE SO IMPORTANT to the
placement decision for students on IEP’s!!!
We need your input!
Slide 22
IEP vs. 504
504
1.
Student must have a disability
2.
Federal Civil Rights Law
3.
Guarantees student an individualized
education program
4.
- physical
or mental impairment that substantially limits one
or more major life activity (walking, breathing,
seeing hearing, speaking reading learning writing
performing math calculations, performing manual
tasks)
IEP
1.
Student must have disability
2.
Federal Civil Rights Law
3.
Protect against discriminations, does
not guarantee an individualized
education program
Requires a meeting before a
placement change
4.
Does not require a meeting before a
change in placement
5.
IEP is overseen by a special
education teacher/liaison
5.
504 is overseen by guidance or other
NON SPECIAL EDUCATION
personnel
6.
Student REQUIRES specially
designed instruction to access the
curriculum
6.
Student REQUIRES
accommodations to access the
curriculum or life task
Slide 23
Welcome to Day 2!
Agenda:
Accommodations
modifications
vs.
Strategies
for working
with different learning
styles
Role
of Special Ed in
our building
Question
and Answer
Slide 24
Accommodations vs. Modifications
Most
often, you are making
ACCOMMODATIONS for students, not
modifications!
Accommodations
can be made for ANY
student in your class, regardless of an IEP
or 504
Most
accommodations are good teacher
practice, and you probably already utilize
them!
Slide 25
Accommodations are….
Accommodations
are any interventions, strategies,
or tools that help a student to access the
curriculum content and work AT GRADE LEVEL (no
change is made to content)
Accommodations
can be given to students on IEP’s,
on 504’s….BUT most accommodations are good
teaching practice, and might be beneficial to all
your students!
Slide 26
“Typical” Accommodations
Study
guides/reference
sheets
Word
banks
Highlighters
Extended
Read
time
aloud test
directions
Graphic
organizers
Outlines
Preview
readings/concepts
Shorten
i.e.
assignments
student does 10/20
problems, QUALITY
over quantity!
Slide 27
Modifications are…
Changes
made to CURRICULUM CONTENT
that often take a student OFF GRADE
LEVEL
Example:
8th grade math class is studying
solving multi-step equations with positive
and negative integers, utilizing the
backtracking method. Student on IEP
focuses strictly on solving operations with
positive and negative integers.
Slide 28
At WMS….
Students
whose work is being MODIFIED
are primarily placed in our Language Based
program, or one of our other special
education programs (STRIDES, Life Skills,
Transitional program)
Reflect
on your practice…are there any
students in your classroom who require
MODIFIED content? How are you
implementing that?
Slide 29
Strategies for working with different learning styles
Let’s
take a look at a couple of
student summary pages, and their
accommodations….how might we work
with these students?
Do
you have a student in mind that
you would like some help with? Let’s
brainstorm together!
Slide 30
Special Education at WMS…
Many
programs, many
services!
Our
inclusion model….and
a word about inclusion in
general
Our
FYI
district contacts
Slide 31
A PLETHORA of services….
Inclusion
2
Special Ed liaisons per grade level, one inclusion
paraprofessional
Special
Education programs
Language
Based - Missy Cahill, Maureen Noone, Kerry Lombardo
Transitional – Jeanne Cappuccio
M.A.P.S.- Jen Lohmer
STRIDES
Life Skills
Related
services
Speech/Language
Wilson
Counseling – social workers, school psychologists, guidance
ELL - ELL students may or MAY NOT be on IEP’s!
Slide 32
The wonderful, misunderstood world of INCLUSION
THERE
IS NO NATIONAL MODEL FOR
INCLUSION
Inclusion
can look or feel differently from one
school to another- there is no “wrong” way to do it,
per se
LRE
directly relates to an inclusion model, because
it calls for students with disabilities to spend the
maximum appropriate amount of time with their nondisabled peers
Slide 33
Inclusion at WMS…
8th Grade: Marge Malone – Challenger
Sara Toga Collings – Discovery/Challenger
Joan Murphy - Explorer/Challenger
7th Grade: Barbara Crockett- Challenger/Discovery
Carla Lynch- Discovery
Beryl Lynch - Explorer/Discovery
6th Grade: Nicole Ciaramaglia – Challenger/Explorer
Maura Kilbride- Discovery/Explorer
Deb Williams – Explorer
Slide 34
What is the difference between a liaison and a
paraprofessional at WMS?
Liaisons are LICENSED
teachers with
background/Master’s
degrees in Special
Education
Liaisons write and maintain
ALL IEP paperwork
ONLY LIAISONS should
communicate with parents
Para’s have the same daily
schedule as their grade-level
liaison counterparts….unless
they are teaching double
periods of Learning Centers
(students in strings)
Liaisons TEST students on
IEP’s for re-evals/ and initial
testing for eligibility
Liaisons schedule, organize
and chair meetings
Slide 35
WMS’s District Contacts
Mary
Houde – WMS & WHS CTL
Mary
Ellen Lewis – Chairperson,
Jean
Zwicker – Middle School
Language Based & special cases only
Chairperson
Marlaine
Potter –Director, Wilmington
Public School Special Education
Slide 36
Let’s keep the conversation going!
We created a BLOG to help support you!
Check it out! Special Education @ WMS 2011
Join us and feel free to add more to the
conversation!
Slide 37
Last, but not least…..
THANK YOU!!
We appreciate you coming and getting to
know more about special education!
And if you leave with just one thing…remember:
YOU ARE VITAL TO THE PROCESS!!!!