Special Services Connect
Issue 3 | November | 2016
ISBE regulations (23 Ill.Adm.Code 226.220) continue to provide that an IEP must be in effect within 10 calendar days after prior written notice is provided
parents/guardians waiving, in writing, the 10 school attendance day waiting period.
3 year re-evaluation dates: Always 3 years to the date
Write it for 3 years: 6/1/2016-6/1/2019
Do not minus a day:
Parents must be granted access to observe their child and the child’s educational program, or to observe a placement or program “proposed” for the child. Note: The Act is silent regarding the meaning of “proposed program or placement.” Is it the program or placement recommended by the IEP team or by the parents’ private providers?
Please go through your coordinator or AP for any observations. It must be approved by the AP/Coordinator and building administrator first.
A school district may suspend a special education student for 10 school days in any given school year if the student violates school rules. During days 1 through 10, school districts are not required to provide educational services, conduct a manifestation determination (relatedness) review, or draft a behavior intervention plan for the student.
DATES & REMINDERS:
Teacher Institute Day: January 3, 2017
Co-Teaching Pilot Group Meeting: 1/3 & 1/4
Parent Network Committee: District Office 12/1/16 8:00-9:30am, Topic: Autism Overview and supports for home
Positive Reinforcement and Token Economy
The presentation of a reinforcer after a learner uses a target behavior
Used to increase a target behavior
No one reinforcer should be used all of the time
Types of reinforcers
Natural-a good grade for studying, a snack when requested, a push on a swing when requested, enjoyment from playing with friends
Social-Facial expressions, words and phrases, high fives and fist bumps, etc.
Tangible-toys, computer, ipad, books, stickers, etc.
Edible- popcorn, fruit, juice, crackers
Type of positive reinforcement strategy
After a certain number of tokens are earned they may be exchanged for positive reinforcers
Reinforcement WILL NOT be successful unless the learner is highly motivated by the reinforcers
Use reinforcer checklist with the staff, student and parents to determine what may be reinforcing
Conduct a reinforcer assessment to determine the students reinforcer hierarchy
present two or more reinforcer at the same time and allow the learner to choose one
Trainings, Workshops and Conferences
.MyInfinitec.org is accessible to all staff of district158. There are many webinars on autism as well as assistive technology, core vocabulary, sensory integration, etc.
Thursday, Dec 8 at 12 p.m. Central Time Neuropsychological Evaluation and Intervention Strategies for Children with Autism Spectrum Disorder (ASD) recording will be available
Autism Spectrum Disorder Corner:
Curriculum, Instruction, Assessment:
Strategy of the Month:
UDL 3.3 UDL 8.2
Chunking is strategy in which content is grouped into smaller units in order to make information easier to retain and recall. Because short-term memory can only hold a limited amount of data at a time, chunking helps the brain quickly and easily process information in order to transfer it into long-term memory. Chunking can be used to support learning in any content area. Teachers can chunk content into smaller parts, such as assigning one paragraph at a time versus an entire chapter. Higher-order thinking and complex tasks can also be chunked. For example, students might begin by focusing on one particular skill (e.g., only identifying variables in math problems); then after demonstrating mastery, focus on a different skill using the same text or problem (e.g., solving for x).
Identify students who will benefit from chunking through classroom observations. Some indicators that a student might need more support in this area include when a student appears to consistently be daydreaming, inattentive, or not listening to directions. If these indicators are present, teachers should consider the possibility that a poor working memory is making it difficult for the student to attend to multiple, simultaneous sources of information (e.g., peers talking, taking notes, listening to teacher lecture).
CDriscoll, M. (2000). Psychology of learning for instruction. Needham Heights, MA: Allyn & Bacon.
Miller, G. A. (1956). The magical number, seven, plus or minus two: Some limits on our capacity for processing information. In G. A. Miller (1967). Psychological Review, 63, 81-97.
Curriculum, Instruction, Assessment:
Chunking Strategy Videos
MATH Present Level of Academic Achievement and Functional Performance:
Sally, a fourth-grader, is able to add and subtract two-digit numbers without regrouping which are beginning second-grade level computation skills. Fourth-graders are expected to do multi-digit multiplication with and without regrouping and double digit division. She is able to perform at grade level on concepts such as time, money, basic geometry and word problems. This year, the focus of Sally’s specially designed instruction will include multi-digit addition, subtraction with regrouping and multiplication without regrouping which are 3rd grade level computation skills. When given a third-grade probe of mixed math operations (+, -, x), Sally answered six out of 20 problems correctly. Sally’s working memory weaknesses interfere with her fluency in math facts as well as memorizing steps in the procedures. However, she is a hard worker and continues to show interest in learning math. Any connection that can be made to real life applications and models are motivating to her. Her mother reports Sally enjoys cooking and tries to apply various math operations during cooking time. She has shown improvement and shows evidence of using a variety of learning strategies to assist her computation. These include use of math models and written checklists of process steps. These should always be made available to her during math instruction. She will also need extended time to learn new facts and processes, requiring repeated practice opportunities. She is allowed to use a calculator when being asked to demonstrate knowledge of concepts and applications.
By May, 2017, given a third-grade level mixed math operations worksheet, Sally will write the correct answer 16 out of 20 problems, as measured by weekly tests given.
Standards Based IEP Goals
DO NOT use the student’s eligibility to explain how the disability affects involvement/progress in the general curriculum! o Example of what NOT to write: Marcus’ learning disability affects his progress in the general curriculum. o Example of what to write: Marcus’ weakness in applying strategies, such as making inferences and making complex predictions, affect his progress
Reminders on PLAAFP:
Present Levels are aligned to the general curriculum standards
Present Levels are data driven
Present Levels are relevant to current information
Present Levels are measurable
Present Levels are meaningful
What prerequisite skills/knowledge does the student need to close the gap between his present levels of academic achievement and the grade-level standards?
Caitlin [student] will read [action] to locate specific information in two daily newspapers [what/how] within the Senior 1 ELA class [where] with 95 percent accuracy [by what criteria] by June [when].
Caitlin will improve her reading for academic purposes
SPECIAL SERVICES CELEBRATIONS
Our social worker team demonstrates the meaning of going over and beyond. Each day is met with a student-first attitude to ensure the success of our student body. Through their creativity and collaboration, they go to great lengths to find ways to support students that face obstacles that seem insurmountable.
Structured Education Settings present their own challenges, but when you have dedicated professionals like Mary Robbins, those challenges are minimized. Mary is an awesome individual who has dedicated her life to helping students who have unique learning needs. From promoting social emotional learning to building the necessary academic skills, Mary always has a student-first mindset. On top of the items related to being a teacher, Mary has also assisted in mentoring a colleague who is in their first year of being in the Structured Education Program. Mary continues to do an outstanding job on a daily basis, and is a tremendous asset to our Heineman team.
Marlowe Administration would like to thank Julie Gates for all her hard work with the students at Marlowe. She has also gone above and beyond during our IEP meetings for all of our case managers (including herself) asking to be the note taker in meetings. She graciously takes meticulous meeting notes for everyone. She has made IEP meetings less stressful for us all.
Marlowe Administration wants to recognize Linda Roesner for all her hard work with her students. Linda goes above and beyond everyday for the students she works with. She has lacked some of the support that she needs within the classroom yet she still comes to work with a smile on her face ready to brighten the lives of the students she sees. Linda helps other members of the team with the knowledge she has about SNAP students. She is also constantly searching to find knew resources in order to ensure the success of her students.
Marlowe Administration wants to thank Sara Brugioni for her dedication to the Marlowe students and parents. Sara is always there to lend a hand and make sure the emotional needs of the students are being met. She goes above and beyond making sure that she is in constant communication with the case managers, parents, and administration about the students that she works with.
Candice is a dedicated teacher who always has her students best interest. She is a great representative for Conley Special education. Candice is willing to take on additional resources to best meet the needs of her students.
Karen has worked very hard in the SES program to get her students to where they are today and taking in new students with open arms. She continues to have students be successful and prepared for their classes.
Kelly is passionate about her students. She is a hard worker that makes sure that all of her students are successful. She takes pride in her work and strives for excellence from her students.
Mr. Ross is a flexible member of the team. He is willing to go above and beyond to help his students improve in academics and functional skills. Mr. Ross was recognized in a parent group from one of his student’s parents for his dedication.
Katie continues to be a leader for Martin, not only special education, but the entire building. Katie is part of many staff developments and continues to reach out to learn new things. She always has the students best interest in mind.
Jen works diligently to think outside of the box and make sure that her students are successful. She will create lessons or incentive programs so that her students are motivated to learn.
Catherine is a new teacher and is striving. She continues to seek out ways to improve and help the team. She is dedicated to the students and is a vital member at Chesak.
Bonnie goes above and beyond to make sure that her students are successful. She has a warm and caring demeanor that is evident with students, parents and her co-workers.
Is a special education teacher at Mackeben Elementary who is on the co-teaching pilot committee this year. She is collaborative and always positive. She is a team leader, and she values the staff and students. She is always looking out for the best interest of the students at Mackeben.
Meg will volunteer to help out when she is needed. She works diligently to make sure that her students are making progress. Meg teaches and trains new staff.
Jodi does a great job working with all of her students’ needs. She balances the teaching of academics and functional skills, while helping her students learn social skills.
Martha continues to be a great teacher and go out of her way for her students. She works collaboratively with the team to support all student in all settings.