2.  What is special education?  How does a student qualify for services?

3.  Check with your district to see if they have their own SAT forms and process  www.esu2.org website www.esu2.org › Listed under “Professional Development” › “Student Assistance Teams” › On left, click on arrow “SAT Forms” › “General SAT Forms”

4.  Student need is recognized  Student Assistance Team (SAT) referral › Contact SAT chair  Refer to school’s individual SAT or Problem Solving Team process  Record interventions attempted before referral  If interventions are not successful, then refer for further evaluation

5.  What is an MDT? › Multidisciplinary Team  What is an IEP? › Individualized Education Program  What is an IFSP? › Individualized Family Service Plan

6.  Individual Family Service Plan (IFSP) › Birth up to age 3  to address family needs › Meet at least 2 times per year › Year-round services › Transition to an IEP at age 3 without a break in services

7.  Individualized Education Program  3-21 years of age  Meet at least 1 time per year  A Regular Education teacher must be in attendance  Discuss the educational needs of the student

8.  Am I required to attend MDTs, IEPs or IFSPs?  If invited, do I have to attend?  Who attends MDTs, IEPs, or IFSPs?

9. Make every effort to attend meetings of your students, as you are their role model and it does make a difference if they know you care. IEP Team Teachers/ Administrator/ Providers Parents/ Guardians Student

10.  What is my role at an MDT, IEP & IFSP?  How long does an MDT, IEP & IFSP meeting last?  How long is the document good for?  How can I be prepared for the meeting? › Information I should bring

11. Positive, positive, positive! Students and parents already know there are learning difficulties so try to put a positive outlook on what you are thinking. Always have several strengths Parents need to hear positive about their child Strengths Thinking of the student's educational needs, address them in a caring format Needs/Areas of Concern What do you want the student to be able to accomplish in your class? Accommodations/Modifications Possible Goals

12.  How do I know who has an IEP?  What if I am unable to attend the meeting? What are my responsibilities?

13. There are ways that you are able to participate if you are physically unable to attend a meeting. In Person PhoneSKYPE

14.  How do I know what the goals are of the student?  How do I know what accommodations & modifications I can give?  How can I include special education students in my classroom?

15.  If I have a new student who has an IEP in my class, how can I find out the student’s needs?  What should I do if accommodations or modifications are not working?  What do I need to do if I have concerns with a student who is not verified with a disability?

16. Our goal with ALL students should be to make them as independent as possible. Student is doing well Contiue accommodations & modifications Work with Sped teacher & possibly begin making the student more independent Student is struggling Talk with Sped teacher & try new strategies. Possibly incorporate tech tools or build on the student's strengths May need to reconvene the IEP if accommodations &/or modifications are not working

17.  Reasons why I need to keep parents informed:  What are the different verified disability verifications?

18. 1. Autism (AU) 2. Behavioral Disorder (BD) 3. Deaf-Blindness (DB) 4. Developmental Delay (DD) 5. Hearing Impairment (HI) 6. Mental Handicap (MH) 7. Multiple Impairments (MI) 8. Orthopedic Impairment (OI) 9. Other Health Impairment (OHI) 10. Specific Learning Disability (SLD) 11. Speech-Language Impairment (SLI) 12. Traumatic Brain Injury (TBI) 13. Visual Impairment including Blindness (VI)

19. HOW: Change HOW: Information is presented Student demonstrates learning DO NOT change the content or level of the lesson

20.  Instructional strategies ~ Time/Scheduling ~ Equipment  Presentation and/or response format  How a student accesses information & demonstrates learning  Supports or services that are provided to help a student access the general curriculum & demonstrate learning.

21.  These changes should assist access for the students but NOT lower the standard or the requirements of the course  DO NOT change or alter what is being measured  Accommodations do not reduce learning expectations, they provide access  Provide equal access to learning and an equal opportunity to show what a students knows and can do  Must meet same grading standards as non-disabled peers

23. Changes Made to Curriculum & Activities Amount to LearnDifficultyContent of Skills DO change the content and/or level of the lesson.

24.  Instructional level ~ Content ~ Performance Criteria  Modifications are changes in what a student is expected to learn  Practices that change, lower, or reduce learning expectations  Alter what is being measured  Substantial changes in the way assignments & tests are given or taken  Are changes made to provide opportunities to participate meaningfully and productively  Do require a student to learn less material  Do reduce assignments & assessment expectations

26.  Only find out information about students in your classes  Avoid talking about students with/around:  Other students  Parents  Substitute/volunteers  Other staff  Don’t discuss students in public places –even with the parents  Maintain files securely  Be care with e-mail and what you write  Do NOT share information with others

27. Protect information about student’s:  Diagnosis  Supports and services  Assessments  Medical History  Progress and achievement  Behavior  Family

28. My contact information is: Kristi Arlt Student Services at ESU #2 karlt@esu2.org 402-721-7710 ext 236