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Faculty and Staff Training: Special Education, ELL, Confidentiality, 504, De-Escalation/Restraint and Homeless Education Sharon Murphy Jones, Administrator.

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Presentation on theme: "Faculty and Staff Training: Special Education, ELL, Confidentiality, 504, De-Escalation/Restraint and Homeless Education Sharon Murphy Jones, Administrator."— Presentation transcript:

1 Faculty and Staff Training: Special Education, ELL, Confidentiality, 504, De-Escalation/Restraint and Homeless Education Sharon Murphy Jones, Administrator of Special Education August 2014

2 A Truth A diagnosis does not mean a disability Children can have a diagnosis but it does not mean that the child is disabled

3 What is RTI RTI is Response to Intervention or otherwise known as Response to Instruction Schools are now required to document regular education interventions prior to a possible special education referral: documented tiers of instruction before special education possibly intervenes: up to 1-2 years of documented intervention before a child is referred for special education.

4 Special Education Services are meant to: Supplement NOT supplant educational activities Support regular education teachers Provide additional specialized instruction Provide therapies the child needs in order to access the general curriculum

5 Special Education Eligibility: ALL THREE MUST BE TRUE: Student has one or more disabilities Student is not making effective progress as a result of the disability(ies). Student requires special education services in order to make effective progress, needs support services to access general curriculum

6 Section 504 of Rehabilitation Act of 1973 Under section 504: A person may be considered disabled if he/she has a mental or physical impairment which significantly limits one or more major life function (ie. Walking, speaking, learning, hearing or breathing) Calls for auxiliary aids and accommodations for people with disabilities. All staff members are required to implement the elements of a 504.(ie. teachers,esp,nurses, administration) The principals and guidance are the 504 reps.

7 504 or IEP??? An Individual Education Program is written for a child when they meet all three eligibility requirements and the student requires modifications A 504 is for students with disabilities that require accommodations only Both are legally binding documents and must be followed exactly as written

8 What is an accommodation ? An accommodation does not alter the curriculum standards, but assists the student in ways to access the regular education curriculum:  Books on tape  Enlarged print  Scribe  Read aloud  Preferential seating  FM system  Hearing aide, cochlear implant  Behavioral intervention plan  Oral testing  Extended time  Testing in an alternate setting  Use of a computer

9 Modifications will Modifications may change the curriculum standards  Assignments that are changed for content  Attending less classes  Assignments that are significantly reduced in content and/or presentation  Courses taken as audits

10 12 Disability Classifications Autism Developmental Delay (ages 3-9) Intellectual Impairment Hearing loss Visual Impairment Deaf-Blind Neurological Impairment Emotional Impairment Communication Impairment Physical Impairment Health Impairment Specific Learning Disability

11 What should happen in an IEP meeting? 3 components! The Team must first determine if the student is eligible for special education services, also called Eligibility Determination (only when the child has been evaluated) The Team must then decide what services are warranted Final decision is placement: where will the student receive these services?  In a regular education classroom  In a learning center  In a substantially separate setting  In a separate day or residential placement

12 An Individualized Education Program An IEP is no longer called an EdPlan Is a binding, legal document Must be reviewed at least yearly There must be a regular education teacher at an IEP meeting. Otherwise the IEP is invalid. Is a confidential document Must be read, reviewed and referred to by all service providers, this includes regular education teachers and support staff.

13 Special Education Timelines Upon receipt of a parentally signed permission to test, special education has 30 school days to complete the evaluation and 45 school days to hold a meeting with the parents. If a determination of eligibility is found, the special education department has 10 calendar days to put an IEP in the hands of the parent. The parent has 30 school days to either reject or accept the proposed IEP. Once the IEP is signed the services must begin immediately

14 Restraint Training *Never hold a child in a restraining position unless you have been trained. *The only exception would be if the child is in imminent danger of hurting himself or hurting another child. De-escalation strategies must be used prior to physical restraint Physical Restraint is the last option.

15 Confidentiality Only parents, eligible students and school personnel working directly with the student are allowed access to records without informed written consent by the parent or eligible student. You must lock up all information that is special education or 504 related. If you do not have a lockable file cabinet or drawer, you must contact your building administrator immediately.

16 Confidentiality Continued **PLEASE always remember where you are when you consult on students. The teacher’s room is not a confidential setting for discussions around specific children. You should only be discussing your students with other staff working with the child, administrators, specialists, or co- teachers…AND always in a confidential setting.

17 Bullying The Pioneer Valley Regional School District has formed a comprehensive process protocol. Any incidence of bullying must be reported to the Principal or Assistant Principal. The full document regarding bullying is posted on the school district website.

18 English Language Learners If you think you have a student in your classroom for whom English is not their native language you are required to contact Sharon Jones (the ELL Coordinator) or your building administrator immediately.

19 Homeless Children and Youth in Transition McKinney-Vento Law Students who lack a fixed, regular and adequate residence. If you feel or have identified a student as being homeless. Notify your Principal or Homeless liaison: Sharon Jones

20 Thank you! Have a great year!

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