Special Services Connect
Issue 7 | March | 2017
IDEA Educational Placement:
In determining the educational placement of a child with a disability, including a
preschool child with a disability, the IDEA requires that each public
agency absolutely must ensure that: The placement decision:
1.) Is made by a group of persons, including the parents and other persons
knowledgeable about the child, the meaning of the evaluation data, and the
placement options; and
2.) Is made in conformity with the LRE provisions, including 34 CFR 300.114-118.
The Child's Placement:
1.) Is determined at least annually
2.) Is based on the child's IEP
3.) Is as close as possible to the child's home
Unless the IEP of a child with a disability requires some other arrangement, the child
is educated in the school that he/she would attend if non-disabled.
In selecting the LRE, consideration is given to any potential harmful effect on
the child or on the quality of services that he/she needs and
A child with a disability is not removed from education in age-appropriate
regular classrooms solely because of needed modifications in the general
The term “placement” in special education does not necessarily mean the precise physical building or location where your student will be educated. Rather, your student’s “placement” refers to the range or continuum of educational settings available in the district to implement her/his IEP and the overall amount of time s/he will spend in the general education setting.
Last month, We began reviewing specific instructional strategies that have shown effectiveness for students with autism. We will continue this month with a few more strategies that improve comprehension for students with autism.
Directly teach the meaning of "Wh" questions
Some students with ASD while seemingly understanding the use of "Wh" questions, e.g., "who is that?" "Where's mom?", may not understand which type of words to answer for which questions. By teaching with a visual support (see example), or prompting the type of answer the teacher is looking for "Who is a person, What is a thing, where is a place, etc., the student may learn more quickly what information to answer.
Directed Reading Thinking Activity (DRTA)
DRTA is a comprehension strategy that encourages asking questions, making predictions and through reading evaluating those predictions. First the teacher directs the students to make a prediction using open ended questions. Next the students read to a predetermined stopping point at which time they evaluate their predictions for accuracy.
Visual maps -Example
Visual maps can be used to ensure the text is easier to understand and may be used in a two different ways. First, they may be used as the text is being read to organize information such as setting, characters, the story problem, and story progression. In addition they may be used at the conclusion of a story as an alternative to retelling the story. Some students with autism may not be able to verbally retell a story but may be able to write or type the story.
Autism Spectrum Disorder Corner:
Instructional Strategies Continued
Curriculum, Instruction, Assessment:
Strategy of the Month:
Somebody Wanted But So Then
UDL 3.2 UDL 6.2
Somebody Wanted But So Then: is a summarizing strategy that uses a series of prompts to name key fictional story elements. Each word in the name of the strategy is used to help students focus on different aspects of a text. After a teacher introduces this strategy, students can independently use these prompts to summarize and monitor their comprehension (e.g., Somebody: Who is the main character? / Wanted: What are they trying to achieve? / But: What issue do they face? / So: How do they attempt to fix it? / Then: What happened in the end?). This can be an effective strategy when introducing problem and solution in texts, or to support students that are demonstrating difficulty keeping track of key story elements across a text.
Summarizing Activity http://wsfcs.k12.nc.us/cms/lib/NC01001395/Centricity/Domain/65/SummarizingUnitwithSomebodyWantedButSo.pdf
Give students Somebody Wanted But So Then bookmarks to promote self-monitoring while reading (e.g., students can use it as a guide or can stop and jot sticky notes as their stories evolve). During a mid-workshop interruption, remind students to use their bookmarks to check for understanding.
Let's Review Standards Based IEP
1.) When presented with a persuasive or narrative writing prompt and a blank pre-made graphic organizer , Jenna will independently complete the organizer correctly in three out of three trials.
(Standard W.6.5 - With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.)
2.) By (date), during a classroom task, (name) will show (2) pre-taught on-task behaviors for the duration of the activity, for (4 out of 5) classroom tasks.
1C.3-5.b Demonstrate skills related to achieving personal and academic goals.
Example on-task behaviors: use Visual behavior poster to teach the skills:
•Face work area.
3.) By (date), when prompted to show (1) pre-taught on-task behavior, after the teacher or a peer buddy models the behavior, (name) will display the on-task behavior for the first (5 minutes) of a preferred task, while the teacher tracks time with a timer, for (4 out of 5) classroom tasks.
SPECIAL SERVICES CELEBRATIONS
Karen Rowe has work very closely with the special education department at Conley. She goes above and beyond for the students to make sure that all their needs are being met. She worked very diligently to get all the PARCC accommodations together for the students and staff.
Claudia Boswell is a very determined and dedicated assistant principal. She is always there when students and staff need her. She has high and achievable expectations for the students and staff at Martin. She has work very hard to make sure all PARCC accommodations have been met.
Amy Johnson is a hard worker. She is compassionate about all of the students. Amy is supportive of her co-workers and often helps out any way that she can. She will volunteer to take on more tasks, even when her plate is full.
Michele Allen is an important part of the team at Leggee. She goes above and beyond to help support her co-workers. Michele is flexible and makes changes so that she is able to help out others.
Shayne Birkmeier is an vital part of the special education program at Chesak. She works closely with the students and staff to mke sure all their needs are beeing met. She is a an important member of the transition team as pre-K students move into Kindergarten.
We all know how building relationships with our community and students is important. Lindsay Sara of the SES program is connecting our students with Junior Achievement USA which is a volunteer-delivered non profit organization that provides programs from kindergarten through 12th grade that foster work-readiness, entrepreneurship and financial literacy skills, and use experiential learning to inspire students to dream big and reach their potential. These presentations and on-site experiences will help our students build their knowledge of work-life in areas of their interests. It allows for opportunities for our students to expand their knowledge beyond the walls of our classrooms. She is expanding this opportunity beyond the SES program to all students to help connect as many students as possible.
Kathy Murphy has been a wonderful addition to Heineman this school year. Kathy brings a wealth of knowledge to the school with her, where she assists several students with various needs, as well as supports staff. Coming in at the mid-year to take over, she has demonstrated the ability to be a team-player, and is excellent in meetings. Keep up the great work Kathy!
A shout out to Andrea Swanson and Pete Claus for taking on the additional students. We are currently splitting another social workers caseload while we try to find a substitute for her as she is out on leave. Pete and Andrea, without hesitation split the students up and are meeting the minutes of the IEP , 504s and evals that come with the students. Way to be team players.
Lisa Franklin has been a great asset in reaching out to related service staff when additional support is needed. She is efficient and does things in a very timely manner. She is able to schedule and make all the deadlines that IEPs have. We value the wealth of knowledge she has and shares professionally with her colleagues.
Valerie Vandello/Physical Therapist
Congratulations and thanks for all your hard work!
Paula Moan always has the approach that students and their needs come first. She is a great advocate for the special education programs at Mackeben. Paula wants to know everything she can about her students. She is involved in all steps of the IEP process, from the IPS to the development of the IEP.
Kirsten Dargis makes her students a priority. She will advocate for her students’ best interest. She is positive, has effective classroom management and has high expectations for achievement.
Grace Jones is a patient and hard working teacher. Her flexibility is evident in and out of the classroom. Grace is kind and compassionate with both staff and students.