Special Services Connect
Staff must open up a domain for the service(s) that you are dismissing for, including related services.
IEP Quality Website: use this link a guide for writing compliant IEPs.
Testing accommodations should be listed in the State & District Wide Assessment Page, not the IEP accommodation page
Program Aide for self-contained classrooms is listed on accommodation page and additional notes page-Not as a related service. A 1:1 paraprofessional is listed under related service
Dates on placement page: start date is the date of the meeting minus one day WWhttps://iepq.education.illinois.edu/public/abouthttps://iepq.education.illinois.edu/public/about
Issue 2 | October | 2016
DATES & REMINDERS:
Co-Teaching Pilot Group Meeting: 11/1 & 11/2
STAR Training: 11/10 & 11/11
Parent Network Committee: District Office 11/3 4:30-6:00pm, Topic: Outside Resources for families
Special Services Workload Committee: 11/22
SNAP/BRIDGE: Teacher Training on TEACCH Method 11/30
Issue 2 | October | 2016
Visual Strategies for Supporting Behavior and Social Situations
Social stories are stories written with visual supports to share accurate information between parents or professionals and people with Autism about a social situation in a specific format.
They can be used to teach basic social skills such as turn taking or waiting in line or teach a person with Autism what to expect in a new situation such as getting a haircut or taking a flight.
Social Story Fact Sheet
Carol Gray Social Stories
Comic Strip Conversations
Comic strip conversations are a type of social story that is a conversation written in a comic book style using two or more characters.
Comic strip conversations can be used to teach students social skills, problem solving skills, classroom rules, etc.
Comic Strip Conversation Fact Sheet
Power Card Strategy
A power card is a strategy that pairs a short story script with a visual reminder
Power cards can be used to teach expectations, cause and effect, to aid in generalization, etc.
Power Card Fact Sheet
Power Card video
Autism Spectrum Disorder Corner:
Issue 2 | October | 2016
Curriculum, Instruction, Assessment:
2016-2017 Illinois ISBE Assessment Window: DLM/PARCC
Strategy of the Month:
Vocabulary Concept Map: The Frayer Model
The Frayer model is a graphic organizer that is composed of a four cell box with the target vocabulary word or concept in the center. The Frayer model supports students in building a comprehensive understanding of the core vocabulary and key concepts.
The Frayer model contains:
1) The definition of the word (upper left corner) 2) Facts/characteristics (upper right corner) 3) Examples (lower left corner) 4) Non-examples of the word (lower right corner)
The Frayer model helps students to activate prior knowledge, build a connection with the essential characteristics of the concept and develop an in-depth understanding of the word or concept. The Frayer model can be used in whole group discussion, small group, or independently as part of vocabulary development.
Lesson Plan: Mathematics
Appropriate Words to Choose
Standards-Aligned Goals and Objectives
Both IDEA 2004 and ESSA require that students with IEPs participate in state standardized assessments designed to measure progress in the general education curriculum that is aligned to the state’s Academic Standards. Students must also, therefore, have access to instruction that is based on the general education curriculum. Since special education instruction should focus on the achievement of a student’s IEP goals on his or her IEP, it makes sense that these goals be aligned to the Academic Standards.
Aligning IEP goals to Academic Standards means that:
The standards must be considered by the IEP team . However, standards should NOT be used as goal statements. (Use of a standard as a goal is HIGHLY discouraged since most standards are neither individualized nor specific enough to serve as annual goals on an IEP).Academic Standards of highest priority to be addressed are identified prior to writing an IEP goal. The IEP team should not write an IEP goal and then "flip through the standards" to try to find those that match the goal.The skills addressed in the Academic Standards for a student’s enrolled grade level are used to align the annual goals. An exact match between goals and grade-level standard skills may not be possible. However, the process of review and consideration of grade-level standards is required.
Common Core 7 step process to goal writing
Jenna's IEP Sample Goal Page from IEPQ
SEL Goal:s When in a situation where there is a conflict with peer, Whitney will use the “Pause, Plan and Propose” strategy or walk away from situation for three consecutive observed incidents.(ISELS 2D: Demonstrate an ability to prevent, manage, and resolve interpersonal conflicts in constructive ways).
Given at least 5 opportunities for social interaction during a leisure recreation activity with peers (swim class, lunch, free reading time)(no prompt), Winnie will demonstrate appropriate social proximity to peers on 80-100% of observed intervals on 3 consecutive weekly observations.(ISELS 2C: Use communication and social skills to interact effectively with others AND Standard SL.4.1b - Follow agreed-upon rules for discussions and carry out assigned roles.).
Standards Based IEP Goals
SPECIAL SERVICES CELEBRATIONS
Kim Hoffmann: Huntley High School Special Services Department would like to recognize Kim Hoffmann for being a team player through her willingness to case manage multiple initial evaluation cases so early in the school year.
Melissa Foley/Michelle Allen: We would also like to recognize our psychologists for their dedication and hard work to balance the plethora of re-evaluations as well as the unexpected requests for evaluations. With their flexible and dedicated approach, the students receive a thorough evaluation that allow them to receive the appropriate services.
Suzanne Schwantje: When thinking of an educator who will truly go above and beyond for the students, Suzanne is someone who definitely demonstrates this quality. Having the daunting task of being a school social worker in a middle school setting, Suzanne keeps social emotional needs at the forefront of her daily work. From being available for any student at any time, to spending the time needed to work with students who have unique needs, she excels in her position. Suzanne has also been a key player in assisting with teachers of new programs here at Heineman. We are very lucky to have Mrs. Schwantje as a member of our Heineman team.
Alicia Parker for her excellent work in creating goals that are not AIMSWEB based. She goes above and beyond and is willing to share that information with her colleagues to help those that need it. Alicia has also done a great job in IEP meetings making sure that they run smoothly and efficiently.
Cynthia Fitzgerald for her flexibility and hard work with the self contained students at Marlowe. No matter what the situation, Cynthia has the students best interest at heart and is always trying to make sure the students are able to meet the expectations. She helps out wherever and whenever she is needed. Marlowe Staff appreciates the expertise she can bring to the table for the students that she works with.
Erin Pawelko for taking the time to not only set up additional Aimsweb training for the special education teachers, but for being a team leader that everyone can count on. Erin is able to provide help and support to teachers in goal writing, scheduling, modifications, and much more. She makes herself available to her teammates. All staff appreciates that.
Maureen Raclawski is a team player. She always has great suggestion for student needs and is always willing to help in meetings and in classrooms. She is able to see the long term goals in her students and provide them with the tools they need to be successful.
Shannon Hill has done a great job working with students and parents. The students are receptive to her and she does a great job teaching the students to use their strategies so they can be successful.
Molly is willing to be flexible to work with all students. She takes a collaborative approach when working with staff and will help out when needed.
Sam has shown patience when working with her class. Sam works hard to make sure that all of her students are learning and successful. She works collaboratively as a team and always maintains a positive attitude.
Katricia Boskey has done an excellent collecting, analyzing data and relaying that data to staff. She has been a great rapport with the students and staff at Martin.
Gail Grist took it upon herself to collaborate with the teachers to find the best schedule for her students needs. She also helped to find additional support for her students in the general education classroom.
Jennifer Miller Jen creates lessons that are creative to encourage student learning. She does an excellent job redirecting her students back to the task to keep them engaged. Jen will often collaborate with her peers to educate her students.
Carrie Jones does a great job working with the team to come up with strategies for students throughout the building. Carrie works hard everyday with the students in the regular education setting and small group settings.
Debbie Rubinger created the PLAAFP/GOAL Graphic Organizer related to speech and aligned it with the State Standards. She dedicated her time to complete the graphic organizer and was positive discussing the information.
Abbie Mason: School Psychologist for Chesak/Martin is our Gold Star Staff Member for the month of September! Congrats to all who received recognition in September!
Linda makes sure that she knows her students. She goes above and beyond when it comes to student planning and success, including researching ideas, conducting home visits, and meeting with staff and families.
Kendra does an excellent job with juggling her students’ needs. She has a structured classroom and will make sure that her students are constantly learning.
Allison Arnold continues to be an excellent contribute to the team. She wants to be involved in the students learning as much as possible. She works well with the team, giving meaningful suggestions and strategies.
Lisa Pontious is a team leader, she values the staff and students. She is always looking out for the best interest in the students at Mackeben.