1. Helping Your Child in School
Presented at NODCC Regional Meeting
By: Tricia Bressler

2. Teacher, parent, administrator, assessment, doctor
Concern noticed
Teacher, parent, administrator, assessment, doctor
Teacher intervention
Teacher will try support the need within the classroom, look at developmental patterns
Response to Intervention
Before a student can be referred to have further testing they must go through school based specific interventions. Usually small group instruction
Referral to Special Education
Involves psycho-educational testing- speech, OT or PT assessments
Determination of Eligibility for supports
Committee of school representatives will meet to determine if the student qualifies for Special Education
Concern: Is it developmental; how behind are they relative to peers;

3. What does Special Education Look Like?
When do they qualify?
The disability must impact the students ability to benefit from their education.
Where does it occur?
Services must be provided in the least restrictive environment
What is different?
Based on students needs- in class or out of class supports
Least Restrictive Environment (LRE): The placement of a special needs student in a manner promoting the maximum possible interaction with the general school population. Placement options are offered on a continuum including regular classroom with no support services, regular classroom with support services, designated instruction services, special day classes and private special education programs.

4. What if they don’t Qualify
504 Plan Accommodations
Academic Intervention Services
Response to Intervention Services

5. School Jargon IEP- Individualized Education Plan
This is a document that is created once a child is eligible for special education supports that lists the child abilities and their needs. It includes related services, special education programs and testing accommodations and goals to be worked on for the year.
CSE- Committee on Special Education
This a meeting where a team comes together to formulate a specific plan to help a student once they qualify for special education. The team will include a school psychologist, a school representative, teachers, parents and sometimes the student.
Response to Intervention
This is an intervention strategy that is tried in the school district when a student is having struggles. It must be tried before a referral to special education occurs.
Disability
A disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written that may manifest itself in the imperfect ability to listen, speak, read, write, spell or do mathematic equations. They fall into one of thirteen classifications in NY state.

6. FAPE- Free and Appropriate Education
Schools are mandated by the government to provide this to students who have special education needs and qualify for supports.
Section 504 Plan
guarantees that a child with a disability has equal ACCESS to an education and that it is comparable to an education provided to those who do not have a disability. Under 504 plan, usually refers to improving building accessibility, classroom accommodations and curriculum modifications.
Due Process:
Special education term used to describe the process where parents may disagree with the program recommendations of the school district. The notice must be given in writing within 30 days. IDEA provides two methods for resolving disputes, mediation or fair hearing.
Least Restrictive Environment
The placement of a special needs student in a manner promoting the maximum possible interaction with the general school population.

7. Building Level Supports Special Education Supports
Overview
Teacher Supports
Building Level Supports
Special Education Supports

8. What’s the End Game

9. SChool Goals
The Corning-Painted Post Area School District is a diverse, challenging, high performing teaching and learning community that develops inquiring, knowledgeable and caring young people who help create a better and more peaceful world.
Students will be capable of achieving personal success
Students will be prepared to succeed in an ever-changing global society
Students will be lifelong learners
Student success requires family and community involvement
The District will provide a safe and nurturing learning community
The District will foster a culture of productive relationships through effective collaboration and communication
The District will develop appropriate curricula, instruction and assessments through data-driven decisions
The District will provide professional development that will enhance student success

12. Brain Flexibility The brain can learn new ways to achieve.
The brain will make new neural pathways
Repetition
Music
Practice

13. Create a strength and weakness profile
Find things that motivate your child
Develop accommodations and modifications to the curriculum that support your child's strengths
Break down tasks in an analysis of what the task looks like
PB &J

14. Peanut butter and Jelly
Take out bread
Open bread bag
Take out two pieces of bread
Take out peanut butter
Take out jelly
Open peanut butter
Put bread knife in peanut butter
Put peanut butter on knife
Put peanut butter on one side of bread
Open jelly
Put bread knife into jelly
Put jelly on bread knife
Put jelly on top of peanut butter
Put piece of bread on top of jelly
You now have a peanut butter and jelly sandwich.

16. Accommodations- change how a student is taught
Presentation accommodations allow a student to: Listen to audio recordings instead of reading text; Learn content from audiobooks, movies, videos and digital media instead of reading print versions; Work with fewer items per page or line and/or materials in a larger print size; Have a designated reader; Hear instructions orally; Record a lesson, instead of taking notes; Have another student share class notes with him; Be given an outline of a lesson; Use visual presentations of verbal material, such as word webs and visual organizers; Be given a written list of instructions
Response accommodations allow a student to: Give responses in a form (oral or written) that’s easier for him; Dictate answers to a scribe; Capture responses on an audio recorder; Use a spelling dictionary or electronic spell-checker; Use a word processor to type notes or give responses in class; Use a calculator or table of “math facts”
Setting accommodations allow a student to:; Work or take a test in a different setting, such as a quiet room with few distractions; Sit where he learns best (for example, near the teacher); Use special lighting or acoustics; Take a test in small group setting; Use sensory tools such as an exercise band that can be looped around a chair’s legs (so fidgety kids can kick it and quietly get their energy out)
Timing accommodations allow a student to: Take more time to complete a task or a test; Have extra time to process oral information and directions; Take frequent breaks, such as after completing a task
Scheduling accommodations allow a student to:; Take more time to complete a project; Take a test in several timed sessions or over several days; Take sections of a test in a different order; Take a test at a specific time of day
Organization skills accommodations allow a student to: Use an alarm to help with time management; Mark texts with a highlighter; Have help coordinating assignments in a book or planner; Receive study skills instruction
Assignment modifications allow a student to: Complete fewer or different homework problems than peers; Write shorter papers; Answer fewer or different test questions; Create alternate projects or assignments
Curriculum modifications allow a student to: Learn different material (such as continuing to work on multiplication while classmates move on to fractions); Get graded or assessed using a different standard than the one for classmates; Be excused from particular projects

17. Modifications- changes what the student is taught
Allow outlining, instead of writing for an essay or major project
Use of alternative books or materials on the topic being studied
Computerized spell-check support
Word bank of choices for answers to test questions
Provision of calculator and/or number line for math tests
Film or video supplements in place of reading text
Reworded questions in simpler language
Projects instead of written reports
Highlighting important words or phrases in reading assignments
Modified workload or length of assignments/tests
Modified time demands
Pass/no pass option
Modified grades based on IEP
Grading: Modifications • Provide partial grade based on individual progress or effort • Permit a student to rework missed problems for a better grade • Use a pass-fail or an alternate grading system • Average grades out when assignments are reworked or grade on corrected work
Books: Modifications • Provide alternative books with similar concepts but at an easier reading level • Give page numbers to help the student find answers
Curriculum: Modifications • Shorten assignments to focus on mastery of key concepts • Shorten spelling tests to focus on mastering the most functional words
Tests: Modifications • Use recognition tests (true-false, multiple choice, or matching) instead of essays • Grade spelling separately from content • Provide the first letter of the missing word • Allow take-home or open-book tests • Provide a vocabulary list with definitions • Provide possible answers for fill-in-the-blank sections

18. How do we get there Never settle Push, motivate and support
Have high expectations
Remember failure is an opportunity to learn
Don’t be afraid to change and adapt