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1. 2 The Purpose of the Special Education Program Profiles Ensure consistency across the district Ensure consistency across the district Help determine.

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Presentation on theme: "1. 2 The Purpose of the Special Education Program Profiles Ensure consistency across the district Ensure consistency across the district Help determine."— Presentation transcript:

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2 2 The Purpose of the Special Education Program Profiles Ensure consistency across the district Ensure consistency across the district Help determine appropriate program Help determine appropriate program Align district with IDEA mandate to increase students in the least restrictive environment (LRE) Align district with IDEA mandate to increase students in the least restrictive environment (LRE) Ensure that students with disabilities will remain in their neighborhood schools with their same age peers whenever possible Ensure that students with disabilities will remain in their neighborhood schools with their same age peers whenever possible

3 3 What Do the Special Education Programs in Your School Look Like? School Name: School Name: Number of Administrators: Number of Administrators: Grade Range: Grade Range: Special Education Programs: Special Education Programs: worksheet worksheet

4 4 Who Makes the Program Decision? Once a child is classified the program decision is made by the IEP Team Once a child is classified the program decision is made by the IEP Team IEP Team: case manager, teacher(s), parent IEP Team: case manager, teacher(s), parent Other participants such as: Other participants such as: student (when appropriate) student (when appropriate) discipline members who evaluated the student discipline members who evaluated the student administrators and/or other school staff involved with the students education administrators and/or other school staff involved with the students education advocates advocates

5 5 How is a Program Chosen for the Student? The IEP Team considers all aspects of the students needs stemming from the students disabling condition in each academic area taking into account: The IEP Team considers all aspects of the students needs stemming from the students disabling condition in each academic area taking into account: strengths strengths weaknesses weaknesses successful strategies successful strategies possible accommodations /modifications / services possible accommodations /modifications / services IDEA mandate for the least restrictive placement IDEA mandate for the least restrictive placement

6 6 All Newarks Special Education Programs Require that assigned students have been classified with one of the 14 disabling conditions delineated in the code Require that assigned students have been classified with one of the 14 disabling conditions delineated in the code Are dictated by each students IEP Are dictated by each students IEP Promote student access to the general education curriculum Promote student access to the general education curriculum Utilize demonstrably effective teaching and learning strategies Utilize demonstrably effective teaching and learning strategies Focus on achieving IEP goals and objectives Focus on achieving IEP goals and objectives Fully integrate assigned teacher aides into program Fully integrate assigned teacher aides into program

7 7 All Newarks Special Education Programs Utilize effective classroom management Utilize effective classroom management Include parental involvement Include parental involvement Require an IEP team review at least once a year and explore movement to a less restrictive environment partially based on the students ability to achieve educational benefit in a general education classroom with supplementary aids and services Require an IEP team review at least once a year and explore movement to a less restrictive environment partially based on the students ability to achieve educational benefit in a general education classroom with supplementary aids and services

8 8 What Determines the Inclusiveness of a Special Education Program? The percentage of time that students with disabilities are educated with their same age peers in a general education class The percentage of time that students with disabilities are educated with their same age peers in a general education class

9 9 Inclusive Special Education Programs General Education with Supplementary Aids and Services General Education with Supplementary Aids and Services Resource Center: In-Class Resource Center: In-Class Support Support

10 10 Program: General Education with Supplementary Aids and Services Be able to benefit educationally not only as it exists but as it can be modified Be able to benefit educationally not only as it exists but as it can be modified Educational benefits can derive from social interactions and high expectations with same age peers Educational benefits can derive from social interactions and high expectations with same age peers Students do not have to learn everything or at the same rate as the typical grade student Students do not have to learn everything or at the same rate as the typical grade student Modifications/accommodations/strategies/services/ Modifications/accommodations/strategies/services/ therapies/consultation/and assistive technology are designed and specified by each students IEP therapies/consultation/and assistive technology are designed and specified by each students IEP Support and/or tutoring can be supplied by general education teachers/staff Support and/or tutoring can be supplied by general education teachers/staff All schools have the ability to supply general education with supplementary supports and services to each student All schools have the ability to supply general education with supplementary supports and services to each student

11 11 Who and/or What are the Resources in Your Building ? Ancillary Personnel such as literacy or math coach, guidance counselor, social worker II, I&RS staff etc. Ancillary Personnel such as literacy or math coach, guidance counselor, social worker II, I&RS staff etc. Programs such as Read 180, Wilson Reading, Reading Recovery, specific grant supported programs, etc. Programs such as Read 180, Wilson Reading, Reading Recovery, specific grant supported programs, etc. worksheet worksheet

12 12 Program: Resource Center in Class Support Determined to be unable to benefit and progress in a general education class with supports and services for a particular subject area Determined to be unable to benefit and progress in a general education class with supports and services for a particular subject area Student has demonstrated significant learning problems in designated academic areas which may be manifested by: Student has demonstrated significant learning problems in designated academic areas which may be manifested by: progress significantly below grade level progress significantly below grade level poor motivation / organizational and/or study skills poor motivation / organizational and/or study skills difficulty recalling, remembering, integrating and or applying learned skills difficulty recalling, remembering, integrating and or applying learned skills short attention span, limited time on task, distractibility and/or hyperactivity short attention span, limited time on task, distractibility and/or hyperactivity challenging behavior challenging behavior In class support services must be supplied by a special education teacher In class support services must be supplied by a special education teacher

13 13 What Determines a Self- Contained Special Education Program? State code only defines program types as number of students in a class and teacher certification State code only defines program types as number of students in a class and teacher certification Self-contained programs are defined by a student with disabilities not being educated with same age peers Self-contained programs are defined by a student with disabilities not being educated with same age peers

14 14 Program: Resource Center Pull Out- Support and/or Replacement Determined to be unable to benefit and progress in a general education class with supports and services for a particular subject area Determined to be unable to benefit and progress in a general education class with supports and services for a particular subject area Beginning of removal from the general education classroom and is considered restrictive by Federal and State guidelines Beginning of removal from the general education classroom and is considered restrictive by Federal and State guidelines Student has demonstrated significant learning problems in designated academic areas which may be manifested by: Student has demonstrated significant learning problems in designated academic areas which may be manifested by: progress significantly below grade level, poor motivation, organizational and/or study skills, difficulty recalling, remembering, integrating and /or applying learned skills, progress significantly below grade level, poor motivation, organizational and/or study skills, difficulty recalling, remembering, integrating and /or applying learned skills, short attention span, limited time on task, distractibility and/or hyperactivity, challenging behavior short attention span, limited time on task, distractibility and/or hyperactivity, challenging behavior Support and/or replacement services must be supplied by a special education teacher Support and/or replacement services must be supplied by a special education teacher

15 15 Program: Learning/Language Disabilities: Mild-Moderate or Severe Can be addressed together or as separate Can be addressed together or as separate programs dealing with learning or language programs dealing with learning or language Similar criteria as resource center programs Similar criteria as resource center programs Program is considered for each subject area Program is considered for each subject area Program is determined by the severity and/or combination of the factors for each student Program is determined by the severity and/or combination of the factors for each student

16 16 Program: Behavioral Disabilities Demonstrate physically and/or verbally aggressive and/or defiant behaviors over a significant period of time with increased intensity and frequency Demonstrate physically and/or verbally aggressive and/or defiant behaviors over a significant period of time with increased intensity and frequency Behavior that violates NPS discipline policy and/or school/classroom rules that interferes with learning Behavior that violates NPS discipline policy and/or school/classroom rules that interferes with learning Functional Behavioral Assessment (FBA) must be conducted leading to a Behavioral Intervention Plan (BIP) in the IEP Functional Behavioral Assessment (FBA) must be conducted leading to a Behavioral Intervention Plan (BIP) in the IEP

17 17 Program: Cognitive Impaired- Mild/Moderate/Severe Demonstrated problems in the quality and rate of learning, adaptive functioning and/or communication skills Demonstrated problems in the quality and rate of learning, adaptive functioning and/or communication skills Difficulty using symbols for the interpretation of information and solution of problems Difficulty using symbols for the interpretation of information and solution of problems Significant academic problems Significant academic problems Placement would be determined by the severity and/or combination of factors for each student Placement would be determined by the severity and/or combination of factors for each student

18 18 Program: Multiple Disabilities Demonstrate significant problems in two or more areas which have a negative impact on learning Demonstrate significant problems in two or more areas which have a negative impact on learning Delayed cognitive development Delayed cognitive development Physical problems with mobility, vision, or hearing Physical problems with mobility, vision, or hearing Significant ongoing medical issues Significant ongoing medical issues

19 19 Program: Autism Demonstrate one or more characteristics: Demonstrate one or more characteristics: severe communication deficits severe communication deficits significant problems with social interaction significant problems with social interaction and/or adaptive skills, severe repetitive and/or adaptive skills, severe repetitive activities and/or stereotypical movements activities and/or stereotypical movements extreme resistance to environmental extreme resistance to environmental changes and/or changes in daily routine changes and/or changes in daily routine unusual and/or lack of response to unusual and/or lack of response to sensory experiences sensory experiences Functional Behavioral Assessment (FBA) must be conducted leading to a Behavioral Intervention Plan (BIP) in the IEP Functional Behavioral Assessment (FBA) must be conducted leading to a Behavioral Intervention Plan (BIP) in the IEP Program requires a teacher and a program aide Program requires a teacher and a program aide

20 20 Program: Preschool Disabilities Functioning significantly below age expectations in Functioning significantly below age expectations in one or more areas: New criteria is 25% deficit in two areas or 33% deficit in one. one or more areas: New criteria is 25% deficit in two areas or 33% deficit in one. academic skills academic skills speech speech language language cognitive performance cognitive performance gross motor skills gross motor skills fine motor skills fine motor skills socialization socialization emotional development emotional development self help skills self help skills Program requires a teacher and a program aide Program requires a teacher and a program aide

21 21 Program: Auditory Impairments Experiencing significant problems understanding and using verbal information and/or cues manifesting in one or more areas: Experiencing significant problems understanding and using verbal information and/or cues manifesting in one or more areas: academic difficulties academic difficulties significant communication problem that significant communication problem that requires learning a visual language for requires learning a visual language for direct communication with teachers and direct communication with teachers and peers peers insufficient skills in sign language to insufficient skills in sign language to successfully utilize interpreting services successfully utilize interpreting services limited incidental knowledge limited incidental knowledge

22 22 Program: Visual Impairments Demonstrates significant problems understanding and using visual information and/or cues manifesting in one or more areas: Demonstrates significant problems understanding and using visual information and/or cues manifesting in one or more areas: significant academic skills significant academic skills adaptive skills in school, home and adaptive skills in school, home and community community ability to access printed material ability to access printed material Requires alternative methods such as: Requires alternative methods such as: Braille services Braille services mobility training mobility training various Assistive Technology services and devices various Assistive Technology services and devices NPS collaborates with the services of the NJ Commission for the Blind and Visually Impaired NPS collaborates with the services of the NJ Commission for the Blind and Visually Impaired ex

23 23 Contact Information For more information on NPSs Program Profiles consult with your Child Study Team, Ose Supervisors, RTCS or contact OSEs Professional Development Center (PDC) For more information on NPSs Program Profiles consult with your Child Study Team, Ose Supervisors, RTCS or contact OSEs Professional Development Center (PDC) Mitchel Gerry Mary Hart Sakinah Springs Alexandra (Sandy) Bruno


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