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Avon Grove School District Special Education New Teacher Induction

This document provides a comprehensive overview of the Special Education program at Avon Grove School District, outlining the types of support, levels of intervention, and the role of regular education teachers in supporting students with disabilities. It emphasizes the importance of collaboration, communication, and individualized planning to promote student success. Key vocabulary and key roles within the Special Education department are highlighted.

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Avon Grove School District Special Education New Teacher Induction

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  1. Avon Grove School DistrictSpecial Education New Teacher Induction Special Education Overview August 20, 2010

  2. Special Education • Special Education – the delivery of specially designed instruction to students identified with a disability and as being in need of these services. • The identification is made through psychological evaluation conducted by a school psychologist. This evaluation will include standardized assessments, classroom observations, and input from parents and classroom teachers.

  3. Types of Support Types of support provided by the district: • Learning Support • Autistic Support • Emotional Support • Life Skills Support • Speech and Language Support

  4. Types of Support Types of support provided by the Intermediate Unit : • Deaf and Hearing Impaired Support • Blind and Visually Impaired Support • Multiple Disabilities Support

  5. Levels Of Intervention • Itinerant • Supplemental • Full-Time

  6. Role of Regular Education Teacher • Read the complete IEP for every student on your class list(s). These IEP’s will be sent to you electronically in a pdf file . Create a confidential folder to maintain these IEP’s. • Schedule an initial meeting with each identified student’s special education teacher or case manager. • Arrange for ongoing consultation with identified student’s case manager.

  7. Role of Regular Education Teacher • Be aware that a hard copy of each student’s IEP are maintained in the guidance office, special ed. office and with the special education case manager for your reference as well. • Maintain data in relation to the specially designed instruction (which are the most beneficial in your setting, how often test accommodations are needed/used, which homework accommodations are needed, which accommodations are used and work best.)

  8. Role of Regular Education Teacher • Prepare written information at special education teacher’s request for upcoming IEP meetings. • Participate in IEP meetings by verbally providing information about student academic or behavioral performance in your classroom. • Always come to IEP Meetings prepared. (A regular education teacher must be present at all IEP meetings.) Come prepared to IEP meetings with grades, homework assignments, objective data. Share this information with the special education teacher prior to the meeting.

  9. Role of Regular Education Teacher • Communicate with parents as well as special education teacher on a regular basis. -It is imperative to inform special education teacher if and when a student starts to “slip”. -Let special education teacher know a good time to meet with you on a regular basis. -Keep parents informed on a regular basis. Remind parents that building information and special education services can be viewed on the district website. -Keep all written communication objective!

  10. Transition Plan • Lifelong learning is an expectation for students with disabilities. IDEA 2004: “…prepare for future education, employment, and independent living.” • Focus on students preferences and needs. • Coordinated set of activities, goals, and services. • Promotes movement from school based program to community. • Begins at age 14 (IEP requirement).

  11. Basic Information Cynthia Hoover – Special Education Supervisor Marie Mademann – Administrative Assistant Colleen Basilio – Elementary IEP Coordinator Burk Trautman – Secondary Transition & IEP Coordinator The Special Education Office is located in the portable cottage behind the Fred S. Engle Middle School. District IEP Coordinators offices are located in the loft at Avon Grove High School.

  12. There are 4 Speech and Language Therapists • 42 Special Education Teachers in Avon Grove School District. • The district also has contracted services through independent providers.

  13. Key Vocabulary • Special Education Teacher – teacher providing supports and services to special education student • Special Education Case Manager – special education teacher responsible for managing IEP and Related paperwork. • SDI – specially designed instruction

  14. Key Vocabulary • Additional Support for Individual Students - 1:1 aide - PCA – Personal Care Assistant - BSC – Behavior Support Case Manager

  15. Key Vocabulary • Accommodations – offer a way for students to demonstrate what they have learned. Accommodations are changes in how students access information and demonstrate learning. Changes or adjustments to classroom instruction ensure students have equal access to the curriculum and have the opportunity to be successful.

  16. Key Vocabulary • Modifications – refer to a change in what students are expected to learn. The same academic content may not be mastered by some students with disabilities as other students in the same classroom. The changes are made so students have the opportunity to participate actively and productively along with other students in classroom learning experiences. Modifications might include changes in content, instructional level, and/or performance criteria.

  17. “Fairness” does not mean that everyone gets the same thing.“Fairness” means that everyone gets what he or she needs.Richard Lavoi

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