Special Education. Janet Skulina, EdD Director Kathy Alaniz, MS Program Administrator Kristine Gornto, MS Program Administrator

Transcription

1 Special Education Janet Skulina, EdD Director Kathy Alaniz, MS Program Administrator Kristine Gornto, MS Program Administrator Laura Blanchard-Behavior Specialist Jeanne Neunkirch-Secretary to Director of Special Education Aida Jauregui-Assistant to the Director of Special Education Anita Ivaschenko-Special Education Clerk II

2 SPECIAL NEEDS STUDENT ISSUES TRACY UNIFIED SCHOOL DISTRICT Office of Special Education General education teachers are required by law to attend and participate in the special education student s IEP meeting. General education teachers have the primary responsibility for educating the special needs student while the student is in the regular classroom. Referrals to Special Education may be initiated only after general education interventions and PSP procedures have been implemented. SUPPORT SERVICES FOR SPECIAL NEEDS STUDENTS RSP consultation and collaboration LSH (speech therapist) consultation and collaboration Psychologist consultation and collaboration Administrative support Intervention resources PSP/SST (Problem Solving Process/Student Study Team) 504 process and accommodations Special education referral Special education support services 167

3 Special Education Pre/Post Test TTIP 1. IDEA refers to (circle all that apply) A. A legal mandate B. General Education teachers C. Individuals with Disabilities Education Act D. A thought 2. IDEA mandates that a general education teacher must attend the IEP meeting for the special education student. TRUE FALSE 3. Individual Education Program (IEP) Teams must document why the child cannot be placed in the general education classroom. TRUE FALSE 4. If the general education teacher does not attend the IEP meeting, he/she will not be held responsible for any accommodations or modifications written into the IEP. TRUE FALSE 5. List three accommodations you might make for a student who reads two years below grade level and has a short attention span: 6. Students whose cases are brought to the Student Success Team will automatically be tested for special education. TRUE FALSE 7. Students with ADHD (Attention Deficit Hyperactivity Disorder) automatically qualify for special education services. TRUE FALSE 8. Who fills out the SST referral? 9. Students who are in special education don t participate in state wide testing. TRUE FALSE 10. Name one special education teacher at your site._ 168

4 TRACY UNIFIED SCHOOL DISTRICT 1875 W. Lowell Avenue Tracy, CA /ADAAA PLAN DATE: _ NAME: DATE OF BIRTH: GRADE: SCHOOL: TEACHER(S): PARENTS: PHONE: ADDRESS: In accordance with Section 504 of the Rehabilitation Act of 1973 and the Americans With Disabilities Act Amendment Act of 2009, the 504 Team has determined that this student requires regular education or special education and related aids or services in order for his/her educational needs to be met as adequately as those of non-disabled peers. A copy of this plan is to be provided to all district personnel who work with this student and to the student s parent(s.) Specify the mental or physical impairment (see Eligibility Form) Major Life Actives may include but are NOT LIMITED TO one or more of the following: Caring for One s Self Eating Lifting Thinking Brain Function Performing Manuel Sleeping Bending Endocrine Function Digestive Function Tasks Seeing Walking Speaking Respiratory Function Other Hearing Standing Breathing Circulatory Function Other Functions of Immune Bowel Function Learning Communicating System Normal Cell Growth Bladder Function Reading Working Reproductive Function Neurological Function Concentrating Other (specify): Review Date Case Manager Site 504 Coordinator

5 504/ADAA Plan: Necessary general or special education and related aids or services Individuals Responsible for Implementation Location, duration and frequency SPECIAL CONSIDERATIONS Student has a current health plan (please attach) Inservice teachers on child's disability Monitor student closely on field trip Notify /in-service bus driver Other MEDICATION Name of Physician Phone

6 Medication(s) Schedule Schedule Student: _ OTHER CONSIDERATIONS/COMMENTS: The following participants agree to the above 504/ADA plan and have received a copy: Name: Title: Date: Parent signature _ Date I received 504/ADA Procedural Safeguards Notice (Parent Initial) Student Signature Date Dissenting Opinion:

7 K-8 Pre-SST PROBLEM SOLVING PLAN (PSP) School: Teacher: Grade: Date: Problem Solving Plan (PSP) Process: 1. Complete information on this page and turn over to complete the Problem Solving Plan columns 1-6. Please consult with the RSP Teacher or PSP coordinator for more ideas. If the student is a second language learner, you must fill out the additional Culturally, Linguistically Diverse (CLD) Form. 2. Review your PSP with the RSP Teacher or PSP coordinator, and obtain his or her signature. 3. AFTER reviewing your plan with the RSP Teacher/PSP coordinator, contact the parents and explain your proposed interventions. 4. your proposed plan to other teachers of the student as needed. 4. Implement your action plan for 4-6 weeks. If you have difficulties, please consult with the RSP Teacher or PSP coordinator for additional suggestions. Next Step: 4-6 weeks LATER: 1. Review PSP and complete Results of Action Plan on the back of this page. Put a copy of completed PSP in the RSP Teacher s box. a.) Concern resolved: Maintain accommodations and/or modifications that are effective. b.) Concern not resolved: Ask RSP Teacher for an SST meeting. When an SST meeting is scheduled, it is YOUR responsibility to contact the parents and make sure the meeting time works for them. Student Information: Name: Birthdate: Address: Phone: Parents: Is the student in foster care? Retained: Yes No If yes, what grade? Current Information: Reading level: Writing level: Health & Development: Hearing: Vision: Existing physical conditions: History of developmental delays: Other health issues: Translator needed: Yes No If yes, what language? ExCEL group level: Math level: Programs/Services: ELD COUNSELING SPEECH/LANGUAGE OTHER: Has the student ever been tested for special education,? YES NO If so, did they qualify and when did they exit? Home/School Language (if not English, you must fill out CLD form See Attached) : CELDT Scores/Level-Current: Past Scores: Current attendance: Good Fair Poor Absences: Previous year attendance: Good Fair Poor Absences: Tardies: Tardies: Statewide Assessments (include date given, score, and range) : District Math: District Writing: District Reading: Other Concerns:

8 Student: Teacher: Grade: Date: K-8 Pre-SST PROBLEM SOLVING PLAN (PSP) 1 Positive Attributes: 2 Concerns: (3 main concerns you have about the student). 3 Classroom 4 Goals: Accommodations and/or (Specific, measurable, Behavior Modifications: attainable. Determine (Focus on 1-2 Meaningful interventions that collect). the data you need to must be directly related to concerns). 5 Teacher Action 6 Results of Action Plan: Plan: (How did it go? What (Specific plan for a worked? What didn t teacher to help the work? Results should student get from Point be data driven.) A-concern, to Point B- the goal.) Concerns Resolved Yes Date Action Plan No, Request SST started: Concern 1 Concern 2 Concern 3 RSP Teacher Signature: Date: Parent Contact Log Date: Comments: Comments: Date:

9 Referred by: High School Pre-SST PROBLEM SOLVING PLAN (PSP) School: Teacher: Grade: Date: Problem Solving Plan (PSP) Process: 2. Complete information on this page and turn over to complete the Problem Solving Plan columns 1-5 There are useful intervention suggestions at If you don t find any useful ideas in those places, please consult with the counselor or school psychologist for more ideas. If the student is a second language learner, you must fill out the additional Culturally, Linguistically Diverse (CLD) Form. 2. Review your PSP with the counselor, and obtain his or her signature. 3. AFTER reviewing your plan with the school counselor, contact the parents and explain your proposed interventions. 4. your proposed plan to other teachers of the student as needed. 4. Implement your action plan for 4-6 weeks. If you have difficulties, please consult with the counselor or school psychologist for additional suggestions. Next Step: 4-6 weeks LATER: 2. Review PSP and complete Results of Action Plan on the back of this page. Put a copy of completed PSP in the counselor s box. a.) Concern resolved: Maintain accommodations and/or modifications that are effective. b.) Concern not resolved: Ask counselor for an SST meeting. When an SST meeting is scheduled, the counselor will contact the parents and make sure the meeting time works for them. Student Information: Name: Birthdate: Address: Phone: Parents: Is the student in foster care? Retained: Yes No If yes, what grade? Health & Development: Hearing: Vision: Existing physical conditions: History of developmental delays: Other health issues: Translator needed: Yes No If yes, what language? Current Information: Subject: Subject: PLC/Data Team Target Student: Yes No Subject: Programs/Services: ELD OTHER Home/School Language (if not English, you must fill out CLD form See Attached) : CELDT Scores/Level-Current: Past Scores: Current attendance: Good Fair Poor Absences: Previous year attendance: Good Fair Poor Absences: Tardies: Tardies: Homework completion: Good Fair Poor CST Scores (include date given, score, and range) : Other Concerns:

10 Student: Teacher: Grade: Date: HIGH SCHOOL Pre-SST PROBLEM SOLVING PLAN (PSP) 1 Positive Attributes: 2 Concerns: (3 main concerns you have about the student). 3 Classroom 4 Student Action Plan: Accommodations and/or (What will the student Behavior Modifications: need to do?) (Focus on 1-2 Meaningful interventions that must be directly related to concerns). 5 Teacher Action 6 Results of Action Plan: Plan: (How did it go? What (Specific plan for a worked? What didn t teacher to help the work? Results should student get from Point be data driven.) A-concern, to Point B- the goal.) Concerns Resolved Yes Date Action Plan No, Request SST started: Concern 1 Concern 2 Concern 3 Counselor Signature: Date: Parent Contact Log Date: Date: Date: Comments: Comments: Comments:

11 MODIFICATIONS/ACCOMMODATIONS Modifications/Accommodations Can Be Considered In A Variety of Environments Environmental Strategies Provide a structured learning environment. Adjust class schedules. Provide classroom aides and note takers. Modify nonacademic times such as lunch room and recess. Modify physical education. Change student seating. Provide use of a study carrel. Alter location of personal classroom supplies for easier access or to minimize distraction. Organizational Strategies Modify test delivery. Use tape recorders, computer-aided instruction, and other audiovisual equipment. Select modified textbooks or workbooks. Tailor homework assignments. Use of one-to-one tutoring. Provide peer tutoring. Set time expectations for assignments. Provide cues such a clock faces indicating beginning and ending times. Provide tests in segments so that student finishes one segment before receiving the next part. Highlight main ideas and supporting details in the book. Behavior Strategies Use behavioral management techniques. Implement behavioral academic contracts. Utilize positive reinforcements (rewards). Utilize negative reinforcements (consequences). Confer with the student s parents (and student as appropriate). Confer with the student s other teachers. Establish a home/school communication system for behavior monitoring. Post rules and consequences for classroom behavior. Write a contract for student behavior. Offer social reinforcers (i.e., praise, winks) for appropriate behavior. Establish daily/weekly progress report for the student. Implement self-recording of behaviors. 175

12 Presentation Strategies Tape lessons so the student can listen to them again. Provide photocopied material for extra practice (i.e., outlines, study guides). Require fewer drill and practice activities. Give both oral and visual instructions for assignments. Vary the method of lesson presentation: a. Lecture b. Small groups c. Large groups d. Use audio visuals (i.e., filmstrips, study prints) e. Peer tutors or cross-age tutors (i.e., take notes, monitor assignments, read aloud, listen) f. Demonstrations g. Experiments h. Simulations i. Games j. 1-to-1 instruction with other adult Provide for oral testing. Ask student to repeat directions/assignments to insure understanding. Arrange for a mentor to work with student in his or her interest area or area of greatest strength. Methodology Strategies Repeat and simplify instructions about in-class and homework assignments. Supplement oral instructions with visual instructions. Change instructional pace. Change instructional methods. Curriculum Strategies Change instructional materials. Utilize supplementary materials. Assess whether student has the necessary pre-requisite skills. Determine whether materials are appropriate to the student s current interest and functional levels. Implement study skill strategies (survey, read, recite, review). Introduce a definition of new terms/vocabulary and review to check for understanding. Limit amount of material presented on a single page. Provide a sample or practice test. Be aware of student s preferred learning style and provide appropriate instruction/materials. 176

13 PSP/SST PROCESS Documentation Sheet Please date and write a brief summary each time an intervention or modification is used. Please be specific. This will be used during the PSP/SST. Please do the interventions for at least three weeks prior to evaluating if child needs an SST. Alternative forms of documentation of interventions are acceptable, but should include the specific interventions utilized as well as the frequency, duration and affect of those interventions Child s Name Grade Age Teacher Date Intervention used: Amount of time: Summary: Child s Name Grade Age Teacher Date Intervention used: Amount of time: Summary: Child s Name Grade Age Teacher Date Intervention used: Amount of time: Summary: Child s Name Grade Age Teacher Date Intervention used: Amount of time: Summary: 177

14 PRE-REFERRAL DATA COLLECTION FOR SST: FOR CULTURALLY, LINGUISTICALLY DIVERSE STUDENTS (CLD) Date of Referral: School: This form is to be completed by the referral person prior to the referral to the SST for a student whose HLS indicated home language other than English. it It is to accompany the SST referral form Student Name: Age: DOB: Grade Retained: Referring Person: CURRENT LANGUATE OF INSTRUCTION: PRIMARY LANGUAGE SUPPORT SERVICES: CURRENT ENGLISH SUPPORT SERVICES: REASON FOR REFERRAL What questions do I want answered?/what are my concerns?:_ What do you want the outcome of the SST to be? What are the parent(s) concerns? What do you know about the child?: What language is used at home? What is the child s primary language? What is the child s second language? What is the child s dominant language? How did you find out this information? CELDT test results:_ Date:_ Speaking Reading Listening Writing What do you know about the child s language interactions?: What language does the child use at home? What language do the parents use in talking with each other? What language does the mother use in talking with the child? What language does the father use in talking with the child? What language do the siblings use in talking with the child? If there are others living in the home, what language do they use with the child? Are primary language and English intermixed (code switching) at home? What language does the child use with peers at home? 178

15 Are the parents able to read in their primary language? Yes ( ) No ( ) Don t Know ( ) Are the parents able to write in their primary language? Yes ( ) No ( ) Don t Know ( ) Are the parents able to read English? Yes ( ) No ( ) Don t Know ( ) Are the parents able to write English? Yes ( ) No ( ) Don t Know ( ) What is the students history of academic instruction? Grade Language of Instruction School Location Year Days Absent K How long has the child been in the United States? At what age or grade did the child start learning English? At what age or grade did the child start using English? What supports/programs has the child received to assist him/her in learning English? (eg. Migrant ed, Title I, etc.) 179

16 Tracy Unified School District 1875 W. Lowell Avenue Special Education Services NOTIFICATION OF TEACHER RESPONSIBILITY FOR ACCOMODATIONS OR MODIFICATIONS FOR SPECIAL EDUCATION STUDENT Date of Notice: Student: Subject/Class:_ Subject/Class:_ Case Manager on site:_ Grade:_ Teacher:_ Teacher:_ Subject/Class:_ Subject/Class:_ Teacher:_ Teacher:_ IN YOUR CLASS, THIS STUDENT CAN BE EXPECTED TO: (CHECK ONE) ( ) Complete all course requirements, with specific accommodations that do not fundamentally alter or lower the standard or expectation of the course/standards/tests. The accommodations specified below are to afford this student an equal opportunity to achieve the same result, or gain the same benefit as their non-disabled peers. These accommodations should facilitate the student demonstrating content mastery; e.g., a student with a writing disability might demonstrate mastery of a course on world history by dictation his/her responses to an essay question. Accommodations do not guarantee that the student will achieve at a certain level. ( ) Complete some course requirements with specific modifications that do fundamentally alter or lower the standard or expectations of the course/standard/tests. These modifications allow access for this student to participate in the general education setting with non-disabled peers. The purpose of these modifications is to provide access, participation and benefit from your course. Parent and staff understand that student will no receive high school diploma credit with these modifications. Accommodations for this student, which you are required to implement, are as follows: Time Allocations: Setting: Presentation: Increased time to complete (circle all that apply): homework in-class assignments Other Allow student to complete work in an alternate setting Allow student to take test in an alternate setting Provide special seating arrangement_ Other Read and/or simplify directions to student Fewer items on a page (total number of items not reduced) Shorten assignments (which do not alter content) Provide additional examples Provide copy of teacher overhead/note 180 tests

17 Student:_ Provide copy of peer notes Utilize books on tape Provide large print materials Allow student to tape record lectures Utilize cooperative learning List assignments on the board Ask for clarification of instructions Accommodation from Page 2 Other Response: Allow use of Alpha Pro Smart or a computer Allow use of spell checker Allow use of calculator All use of arithmetic tables_ Allow for alternative responses (circle one) assignments tests (SPECIFY: oral, visuals, projects) Other: Check and initial student agenda (circle one) daily weekly Provide progress report (circle one) daily weekly bi-weekly monthly Provide on task/focusing prompts Chunk assignments Modifications for this student, which you are required to implement, are as follows: Quantity of work (i.e. fewer items to complete) Difficulty (i.e. adding single digit figures while others are doing triple digit)_ Substitute curriculum (i.e..provide different instruction or material which may approximate the curriculum) Alternate outcome (i.e. same curriculum, different performance expectation) 181

18 Other ADHD CLASSROOM INTERVENTIONS (Sam Goldstein, Ph.D. and Michael Goldstein, M.D.) Effective classrooms for inattentive children should be organized and structured. Structure should include clear rules, a predictable schedule and separate desks. Rewards should be consistent and frequent. A response cost reinforcement programs should be an integral part of the classroom. Teacher feedback should be frequent and immediate. Minor disruptions are best ignored. Academic materials should be matched to the child s ability. Cognitive strategies to facilitate self-monitoring, as well as improve on-tasks behavior should be taught. Tasks should vary but generally be interesting to the child. Transition times, as well as recess and special assemblies, should be closely supervised. Teacher and parents should also be in close communication. Teachers must also be aware of the negative reinforcing quality of their behavior. Expectations should be adjusted to meet the child s skill level and changes should be prepared for. Teachers must understand the issue of incompetence versus noncompliance and learn to discriminate between these type types of problems. A repertoire of interventions to effectively manage the ADHD child s classroom environment must be developed. These minimize the negative impact of the child s temperament. A second set of interventions must also be developed to educate and remediate the ADHD child s skill deficiencies. IDEAS FOR CLASSROOM INTERVENTIONS There are a variety of specific interventions the classroom teacher can implement to help the ADHD child adjust more successfully in the classroom. 1. Provide a great deal of structure and constancy (e.g., consistent seating arrangement, daily schedule clearly defined rules, expectations and consequences). 2. Place him next to students who won t provoke him and close to the teacher s desk, on the outer edge of the class. 3. Give much encouragement, praise and affection as these children are easily discouraged. Giving them responsibilities that they can successfully carry out will help them feel needed and worthwhile. Begin with simple tasks first and gradually build toward more complex ones. 4. Provide a nonstressful climate with adequate emotional warmth and physical contact from the teacher and, when possible, from the peer group. 5. Avoid intentionally embarrassing or putting down 6. Provide small group learning and social opportunities. Many ADHD children do much better academically, behaviorally, and and socially in a small group situation as opposed to a large group. 7. Communicate with parents. They often know what works with their child. 182

19 8. Pace the work. Twelve five-minute assignments achieve more than two one-half hour assignments. Also, changing the pace or task frequently will eliminate the focusing on their inability to sustain effort, and this will be helpful to their perception of themselves. 9. Allow opportunities for controlled movement, such as a trip to the office or a chance to sharpen a pencil, take a note to a teacher, water the plants or feed the hamster. 10. Adjust your expectations to take into account the ADHD child s deficits and disabilities. For example, if the student has a short attention span, don t expect him to concentrate on one task for a long period of time. 11. Reward effort, persistence and desired behavior. 12. Provide ongoing social skills training. Frequent feedback on how his behavior impacts himself and others will be helpful. 13. Provide frequent teacher/student contacts. This will provide additional control for the ADHD child, help him to get and stay on task, give him meaningful, additional help and allow for frequent reinforcing or desired behaviors. 14. Set firm clear-cut limits; provide no harsh discipline and regular feedback with some helpful, concrete suggestions for appropriate behavior. 15. Be sure that directions are clear, simply stated and given one at a time, with a minimum of classroom distractions. 16. Offer a screened corner to your class as an earned privilege during scheduled times rather than as a punishment. This avoids segregating the ADHD child who may need the screened corner to reduce distractions. 17. Develop a repertoire of physical activities for the entire class, such as stretch breaks or isometrics. 18. Set predictable intervals of no-work periods which the child may earn as a reward for effort. This will help increase his attention span and impulse control through a gradual training process. 19. Notice whether or not the ADHD child withdraws during noisy, stimulating recreational situations. This may signal coordination or auditory processing difficulties that may require additional intervention. 20. Prepare the ADHD child for new situations in advance. He is especially sensitive to his limitations and can easily become frightened and discouraged. 21. Develop varied sensory approaches (sound, vision, touch) for successful teaching ideas for the ADHD student. However, when new experiences involve a myriad of sensations (such as multiple sounds, movements, emotions or colors), the ADHD student will probably need extra time to complete tasks. 22. Recognize your tolerance limits and vary the ADHD child s program only to the degree to which you feel comfortable. You will be resentful and feel frustrated if you do more than you really want to do. 23. Stay in close communication with your school s psychologist or social worker. This person is the best liaison between the school, parents, and physician. 183