Oklahoma City Public Schools Special Services Quarterly In-Service August 21, 2012

1. Oklahoma City Public SchoolsSpecial ServicesQuarterly In-Service August 21, 2012 Jose Munoz, Translation Request Erin Trussell, Least Restrictive Environment Rae Lynn Lovelace, ½ Day Placement in Schools Tiffany Barnett, LEAPs program Sara Berry, EXCEED Tracy Hayes, Special Services Webpage Jeff Newton, DDSD Michele Miller-Hayes, Everyday Math Curriculum

2. Introductions to Special Services Staff Michele Miller-Hayes, Director of Special Education Jose Munoz, Bilingual Specialist Melissa Eldridge, Bilingual Specialist Erin Trussell, Child Find/Private School Tiffany Barnett, Instructional Supervisor-Elementary Rae Lynn Lovelace, Instructional Supervisor-Elementary Sara Berry, Instructional Supervisor-High School/EES Tracy Hayes, Instructional Supervisor-Middle School/Homebound Jeff Newton, Transition Specialist

3. Translation Request • 1- Go to main Special Service Web Site • At the bottom of the screen you’ll find the “Translation Request Form” link, under ”NEW FORM” • Click on it (see ARROW picture)and this will take you to screen # 2 • 2- Instructions are very simple. • Fill in the blank spaces, Name, Tile… etc. • Click Submit (see 2nd ARROW picture)and the request will be send to Translator(José Muñoz) • NOTES • The translation frame time is 30 days after been submitted and or depending document size. • The translated form will be mailed to the parents and posted on exceed for school staff records • Translations marked as urgent must have justification.

4. Least Restrictive Environment (LRE) The Least Restrictive Environment (LRE) is the educational setting where a student with a disability can receive a FAPE (Free Appropriate Public Education) designed to meet the student's unique needs, while being educated with peers without disabilities in the general educational environment, to the maximum extent appropriate. If such a setting is not appropriate, the student is to receive his or her education in a setting with the least amount of segregation from the student’s nondisabled peers, as possible.

5. Least Restrictive Environment (LRE) Continuum of Alternative Placements Inside the regular class 80% or more of the day Consultation/Monitoring/Team Teaching/Co-Teaching/Inclusion Inside the regular class 40% to 79% of the day Inside the regular class less than 40% of the day Public/Private Separate Day School Facility Public/Private Residential Facility Hospital/Institution/Homebound

6. Least Restrictive Environment (LRE) In determining appropriate placement, the IEP must consider: Placement in the neighborhood school—unless the IEP requires otherwise, students with disabilities should be educated in their neighborhood school Interests of peers without disabilities—the non-academic benefits to the student with a disability when interacting with students who are not served in special education Goals and objectives of the IEP based on the student’s individual needs. This includes any instructional accommodations or modifications that the student may require. The supplementary aids and services, program modifications and supports that can be provided to the students in the general education setting. The student cannot be removed from the general classroom solely due to needed modifications to the classroom IEP team must document justification as to why removal is appropriate

7. Least Restrictive Environment (LRE) Placement decisions cannot be solely based on: Category of the student’s disability Significance of the student’s disability Language and communication needs Needed modifications in the general curriculum Availability of space of educational or related services Administrative convenience

8. Half-Day Placement Procedures • A student should not begin or end a school year on half-day placement. • Half-day placement should be part of a plan to increase time back into the student’s school day. • Within two weeks of half-day placement, the teacher should start increasing the students time back in the classroom by an hour.

9. Half-Day Placement Cont… • Continue to make small increments to the student’s schedule until they are back to a full day schedule. • All half-day placements and special transportation arrangements have to be approved by Special Services • *Remember these are IndividualizedEducation Programs, and not all cases will be the same.

10. Half-Day Placement Cont… • For any other half-day placement questions, please refer to your quick reference page 86.

11. Leaps Leaps is a resource for educators, administration, students and families. Leaps provides educators with the ability to assess student social, emotional, and behavioral needs, and then provides the educators with the content and processes to address those needs. Leaps lessons must be documented in your lesson plans and referenced within the BIP. Leaps is used in elementary, middle, high and alternative schools across the country.

12. Leaps New User Sign Up To get your user name and password go to www.goleaps.com/okcity Fill out the required information Please remember your email address will become your LEAPS login Existing User Leaps website www.goleaps.com Click on Sign In Go to LEAPS curriculum Select desired area Choose specific behavior concern Choose level of lesson and activity for the individual and/or group

13. Leaps www.goleaps.com/preview

14. Leaps www.goleaps.com/preview

15. Exceed

16. Special Services Webpage • Special Services • Portal

17. Developmental Disabilities Services Division (DDSD) • Jeff Newton OKCPS Transition Specialist jwnewton@okcps.org

18. Classroom Curricular Expectation • District Adopted Textbooks • Supplemental materials that support curriculum scope and sequence • Voyager: Passport Reading, V-Math

19. Everyday Math • Each teacher that has attended training has immediate access to all grade level materials Everyday Math online technology • Each building received a hard copy of the 3rd grade TE and Manipulatives

20. Everyday Math (Cont’d) • Once John receives a budget he will order additional product. In the meantime I am collecting data on programs • Questions go to John @ jrdivelbiss@okcps.org