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Special Education for the General Educator Sara Toga Collings Maura Teresa Kilbride 2011 Sara Toga Collings Maura Teresa Kilbride 2011.

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Presentation on theme: "Special Education for the General Educator Sara Toga Collings Maura Teresa Kilbride 2011 Sara Toga Collings Maura Teresa Kilbride 2011."— Presentation transcript:

1 Special Education for the General Educator Sara Toga Collings Maura Teresa Kilbride 2011 Sara Toga Collings Maura Teresa Kilbride 2011

2 Welcome to Day 1! Agenda: 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 Agenda: 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

3 “I am da Law” – Sylvester Stallone, Judge Dread IDEA 2004 Federal Special Education Law 603 CMR 28.00: Special Education Massachusetts Law 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!

4 IDEA 2004: As it pertains to the General Educator / Definition of IEP team: / 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. / Definition of IEP team: / 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.

5 IDEA 2004: As it pertains to the General Educator / Eligibility Determination (for children with SLD) / 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. / Eligibility Determination (for children with SLD) / 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.

6 IDEA 2004: As it pertains to the General Educator / 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. / 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.

7 IDEA 2004: As it pertains to the General Educator / Development of IEP / Development, review and revision of the IEP / (3) 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 (a)(4) (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… / Development of IEP / Development, review and revision of the IEP / (3) 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 (a)(4) (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…

8 IDEA 2004: As it pertains to the General Educator / (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. / (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.

9 603 CMR 28.00: Special Education Massachusetts Law / 28.02: Definitions / (20) 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 /2/28.02: Definitions /(/(20) 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

10 What is “Specially Designed Instruction”? / IDEA CFR Special Education / (b) Individual special education terms defined. / (3) 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- / (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 /I/IDEA CFR Special Education /(/(b) Individual special education terms defined. /(/(3) 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- /(/(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

11 Specially Designed Instruction 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!! 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!!

12 A Case Study: Spot the SDI! 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?

13 A Case Study: Spot the SDI! 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?

14 Who needs “specially-designed instruction”? Who needs “specially-designed instruction”? This is the heart of determining eligibility! / CFR 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 This is the heart of determining eligibility! / CFR 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

15 Determining Eligibility 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!data THE TEAM NEEDS YOU! THE CHILD NEEDS YOU! /Y/YOU are important to this decision! /Y/YOUR attendance and input is vital in this decision! /Y/YOU see the student more than anyone else in the meeting (beside the parent)! /Y/YOUR observations and data are instrumental in making this very important decision! THE TEAM NEEDS YOU! THE CHILD NEEDS YOU!

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 / 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 Delay / Intellectual Impairment / Sensory Impairment / Neurological Impairment (TBI) / Physical/Health Impairment

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 / 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)

18 Special Ed. LOVES acronyms, so here is another…LRE Special Ed. LOVES acronyms, so here is another…LRE / What is LRE? / LEAST RESTRICTIVE ENVIRONMENT / IDEA CFR LRE Requirements / (a)(2) Each public agency must ensure that- / (i) 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. / What is LRE? / LEAST RESTRICTIVE ENVIRONMENT / IDEA CFR LRE Requirements / (a)(2) Each public agency must ensure that- / (i) 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.

19 Why is LRE important to Special Ed? 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 / 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

20 What does LRE mean for you? 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 ! /S/Students can receive accommodations in the general education classroom with supports from you and the special educator! /L/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 !

21 One last thing about LRE…. / Special Education is a CIVIL RIGHTS LAW / By placing students in the MOST RESTRICTIVE ENVIRONEMENT (i.e. Learning Center everyday, multiple pull- outs, 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! / Special Education is a CIVIL RIGHTS LAW / By placing students in the MOST RESTRICTIVE ENVIRONEMENT (i.e. Learning Center everyday, multiple pull- outs, 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!

22 IEP vs. 504 IEP 1.Student must have a disability 2.Federal Civil Rights Law 3.Guarantees student an individualized education program 4.Requires a meeting before a placement change 5.IEP is overseen by a special education teacher/liaison 6.Student REQUIRES specially designed instruction to access the curriculum Student must have disability - 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) 2.Federal Civil Rights Law 3.Protect against discriminations, does not guarantee an individualized education program 4.Does not require a meeting before a change in placement is overseen by guidance or other NON SPECIAL EDUCATION personnel 6.Student REQUIRES accommodations to access the curriculum or life task

23 Welcome to Day 2! Welcome to Day 2! Agenda: / Accommodations vs. modifications / Strategies for working with different learning styles / Role of Special Ed in our building / Question and Answer Agenda: / Accommodations vs. modifications / Strategies for working with different learning styles / Role of Special Ed in our building / Question and Answer

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! / 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!

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! / 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!

26 “Typical” Accommodations / Study guides/reference sheets Study guides/reference sheets / Word banks / Highlighters / Extended time / Read aloud test directions / Study guides/reference sheets Study guides/reference sheets / Word banks / Highlighters / Extended time / Read aloud test directions / Graphic organizers Graphic organizers / Outlines Outlines / Preview readings/concepts / Shorten assignments / i.e. student does 10/20 problems, QUALITY over quantity!

27 Modifications are… / Changes made to CURRICULUM CONTENT that often take a student OFF GRADE LEVEL / Example: 8 th 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. / Changes made to CURRICULUM CONTENT that often take a student OFF GRADE LEVEL / Example: 8 th 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.

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? / 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?

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! / 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!

30 Special Education at WMS… Special Education at WMS… / Many programs, many services! / Our inclusion model….and a word about inclusion in general / Our district contacts FYI / Many programs, many services! / Our inclusion model….and a word about inclusion in general / Our district contacts FYI

31 A PLETHORA of services…. 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! / 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!

32 The wonderful, misunderstood world of INCLUSION 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 non- disabled peers / 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 non- disabled peers

33 Inclusion at WMS… 8 th Grade: Marge Malone – Challenger Sara Toga Collings – Discovery/Challenger Joan Murphy - Explorer/Challenger 7 th Grade: Barbara Crockett- Challenger/Discovery Carla Lynch- Discovery Beryl Lynch - Explorer/Discovery 6 th Grade: Nicole Ciaramaglia – Challenger/Explorer Maura Kilbride- Discovery/Explorer Deb Williams – Explorer 8 th Grade: Marge Malone – Challenger Sara Toga Collings – Discovery/Challenger Joan Murphy - Explorer/Challenger 7 th Grade: Barbara Crockett- Challenger/Discovery Carla Lynch- Discovery Beryl Lynch - Explorer/Discovery 6 th Grade: Nicole Ciaramaglia – Challenger/Explorer Maura Kilbride- Discovery/Explorer Deb Williams – Explorer

34 What is the difference between a liaison and a paraprofessional at WMS? 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 / 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

35 WMS’s District Contacts WMS’s District Contacts / Mary Houde – WMS & WHS CTL / Mary Ellen Lewis – Chairperson, Language Based & special cases only / Jean Zwicker – Middle School Chairperson / Marlaine Potter –Director, Wilmington Public School Special Education / Mary Houde – WMS & WHS CTL / Mary Ellen Lewis – Chairperson, Language Based & special cases only / Jean Zwicker – Middle School Chairperson / Marlaine Potter –Director, Wilmington Public School Special Education

36 Let’s keep the conversation going! Let’s keep the conversation going! We created a BLOG to help support you! Check it out! Special WMS 2011Special WMS 2011 Join us and feel free to add more to the conversation! We created a BLOG to help support you! Check it out! Special WMS 2011Special WMS 2011 Join us and feel free to add more to the conversation!

37 Last, but not least….. 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!!!! 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!!!!


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