Special Services

Review You should be actively engaged

with:

Simultaneously working on your unit plan and 10 lesson plans. I have posted templates on my wiki.

Future Conversations

Behavior Management PBIS Tribes Love & Logic Other considerations for your “tool box”

Assessments Grading Communication Professional Goal Setting and OASYS

Types of Students

Health Care Plans 504 Plans Special Education ELL At-Risk Everyone Else (FLUs)

Rhetorical ?

What is fair?

What is equal?

Good teaching is measured by student learning…..

“Chelsea” Stay positive; seek her out to finish it at lunch

Proximity; then requiring Chelsea to stay during study hall/after school

Classroom discussion about using time wisely

Pairing up Chelsea with a “role model”

Honest discussion about Chelsea’s work habits

Don’t say it is homework; require it be finished prior to leaving the class“EXIT SLIP”

Discuss: you cannot make a student do something that they do not want to do…you must convince them.

Health Care Plans (HCP)

Insures any child with a health concern receives appropriate health care while in school. Asthma Diabetes(Side note: many students take meds at

school; all dispersed by the school office. NEVER provide a student with any type of medication, including headache medicine or throat lozenges.)

504 Plans

The "504" in refers to Section 504 of the Rehabilitation Act and the Americans with Disabilities Act, which specifies that no one with a disability can be excluded from participating in federally funded programs or activities, including elementary, secondary or postsecondary schooling.

How does a 504 plan differ from an IEP?

A 504 plan, which falls under civil-rights law, is an attempt to remove barriers and allow students with disabilities to participate freely; like the Americans With Disabilities Act, it seeks to level the playing field so that those students can safely pursue the same opportunities as everyone else.

An IEP, which falls under the Individuals with Disabilities Education Act, is much more concerned with actually providing educational services. Students eligible for an IEP, or Individualized Education Plan, represent a small subset of all students with disabilities. They generally require more than a level playing field -- they require significant remediation and assistance, and are more likely to work on their own level at their own pace even in an inclusive classroom.

Only certain classifications of disability are eligible for an IEP, and students who do not meet those classifications but still require some assistance to be able to participate fully in school would be candidates for a 504 plan.

Individuals with Disabilities Act Came from grassroots movement by parents

1975 - Education for All Handicapped Children Act (EHA)

Later changed to Individuals with Disabilities Act (IDEA) Several revisions, most recent December 2010

IDEA entitles every student to a free and appropriate public education (FAPE) in the least restrictive environment (LRE).

New revision of IDEA beginning in 2015, in effect 2016.

Environments(from least restrictive to most restrictive)

General Education Classroom – no support

General Education Classroom – supported Special Services (Speech, Social Skills,

OT, PT) Small group – assignments/tests read

aloud Small group setting for tests

Traditional “Pull Out” – small group setting

One – one instruction Out of school placement – various

locations

Individual Educational Plans Legal document – involves numerous

sections Most align with school policies

Adjust how information is presented May change how individual is assessed Meant to provide “equal access to education”

General education teachers are required to follow accommodations and modifications Modification: environment or equipment; ▪ adjust gen ed homework

Accommodation: change in curriculum

Special Education Process

Student struggling General education teachers provide additional

assistance – RtI Tier 1 Response to Intervention

Researched-based methods, approval before implementation

RtI Tier 2 – small group RtI Tier 3 - individual

Referral to Special Education Permission to test – testing begins (60 days) Meets criteria – parental consent for sped IEP meeting – meet annually (minimal) Re-evaluations occur every 3 years

IEP Meetings Attendees:

LEA (local education authority)▪ Principal, Director of Pupil Services, school counselor

Special Education Teacher Related Services ▪ School psychologist, autism consultant, speech & language

Parents Parent advocates (invited by parents) You – be prepared to attend by bringing:▪ Recent grade report▪ Work samples▪ Any other documentation you have collected, eg. Behavior

notes

IDEA Categories Autism (Aut) Behavior/Emotional Disorder (BD) Deaf/Blindness (D/B) Deafness (DF) Hearing Impaired (HI) Mental Impairment (MI) Multiple Impairment (MD) Other Health Impairment (OHI) Physical Impairment (PI) Specific Learning Disabilities (SLD) Speech/Language Impairment (S/L) Traumatic Brain Injury (TBI) Visual Impairment (VI) Developmental Delay (DD): One or more of the above

listed disabilities for ages 3 -5 years old.

Cognitive Disability (CD) (Mentally Retarded)

http://www.frihost.com/forums/vt-43283.html

Specific Learning Disability (SLD or LD)

concordspedpac.orgResponse to Intervention Results

Emotional Behavioral Disability (EBD)In other states:

Conduct Disorder (CD) or Behavioral Disorder (BD)

Emotional behavioral disability, means social, emotional or behavioral functioning that so departs from generally accepted, age appropriate ethnic or cultural norms that it adversely affects a child's academic progress, social relationships, personal adjustment, classroom adjustment, self-care or vocational skills.

The IEP team may identify a child as having an emotional behavioral disability if the child meets the definition under par. (a), and meets all of the following: The child demonstrates severe, chronic and frequent behavior that is not the result of situational

anxiety, stress or conflict. The child's behavior described under par. (a) occurs in school and in at least one other setting. The child displays any of the following:

▪ Inability to develop or maintain satisfactory interpersonal relationships. ▪ Inappropriate affective or behavior response to a normal situation. ▪ Pervasive unhappiness, depression or anxiety. ▪ Physical symptoms, pains or fears associated with personal or school problems. ▪ Inability to learn that cannot be explained by intellectual, sensory or health factors.▪ Extreme withdrawal from social interactions. ▪ Extreme aggressiveness for a long period of time. ▪ Other inappropriate behaviors that are so different from children of similar age, ability,

educational experiences and opportunities that the child or other children in a regular or special education program are negatively affected.

Symptoms must occur in two of three settings: home, school, community

Additional Common Categories Speech and Language Autism

Medical Educational

Other Health Impairment Any medical concern that impacts a student’s ability to

learn▪ ADHD/ADD▪ Diabetes

Modifications/Accommodations Differentiated Learning

We will do this next class or we will be here all night

English Language Learners - ELL(English as a Second Language – ESL)

Requires specific teaching licensure

www.dpi.state.wi.us/oea/ells.html

At-Risk

Struggling students Special classrooms, often grouped

with sped Alternative schools

We need to spend more time on this…..

Mid-Term Test

Comprehensive.

I will email it to you.

I don’t care if you cheat…talk about it.

Use anything to help you.

Email it back to me via Word