Special Services

1. Special Services

2. Review • You should be actively engaged with: • Simultaneously working on your unit plan and 10 lesson plans. I have posted templates on my wiki.

3. Future Conversations • Behavior Management • PBIS • Tribes • Love & Logic • Other considerations for your “tool box” • Assessments • Grading • Communication • Professional Goal Setting and OASYS

4. Types of Students • Health Care Plans • 504 Plans • Special Education • ELL • At-Risk • Everyone Else (FLUs)

5. Rhetorical ? • What is fair? • What is equal?

6. Good teaching is measured by student learning….. “Chelsea” • Stay positive; seek her out to finish it at lunch • Proximity; then requiring Chelsea to stay during study hall/after school • Classroom discussion about using time wisely • Pairing up Chelsea with a “role model” • Honest discussion about Chelsea’s work habits • Don’t say it is homework; require it be finished prior to leaving the class “EXIT SLIP” Discuss: you cannot make a student do something that they do not want to do…you must convince them.

7. Health Care Plans (HCP) • Insures any child with a health concern receives appropriate health care while in school. • Asthma • Diabetes (Side note: many students take meds at school; all dispersed by the school office. NEVER provide a student with any type of medication, including headache medicine or throat lozenges.)

9. 504 Plans • The "504" in refers to Section 504 of the Rehabilitation Act and the Americans with Disabilities Act, which specifies that no one with a disability can be excluded from participating in federally funded programs or activities, including elementary, secondary or postsecondary schooling.

10. How does a 504 plan differ from an IEP? A 504 plan, which falls under civil-rights law, is an attempt to remove barriers and allow students with disabilities to participate freely; like the Americans With Disabilities Act, it seeks to level the playing field so that those students can safely pursue the same opportunities as everyone else. An IEP, which falls under the Individuals with Disabilities Education Act, is much more concerned with actually providing educational services. Students eligible for an IEP, or Individualized Education Plan, represent a small subset of all students with disabilities. They generally require more than a level playing field -- they require significant remediation and assistance, and are more likely to work on their own level at their own pace even in an inclusive classroom. Only certain classifications of disability are eligible for an IEP, and students who do not meet those classifications but still require some assistance to be able to participate fully in school would be candidates for a 504 plan.

11. Individuals with Disabilities Act • Came from grassroots movement by parents • 1975 - Education for All Handicapped Children Act (EHA) • Later changed to Individuals with Disabilities Act (IDEA) • Several revisions, most recent December 2010 • IDEA entitles every student to a free and appropriate public education (FAPE) in the least restrictive environment (LRE). • New revision of IDEA beginning in 2015, in effect 2016.

12. Environments(from least restrictive to most restrictive) • General Education Classroom – no support • General Education Classroom – supported • Special Services (Speech, Social Skills, OT, PT) • Small group – assignments/tests read aloud • Small group setting for tests • Traditional “Pull Out” – small group setting • One – one instruction • Out of school placement – various locations

13. Individual Educational Plans • Legal document – involves numerous sections • Most align with school policies • Adjust how information is presented • May change how individual is assessed • Meant to provide “equal access to education” • General education teachers are required to follow accommodations and modifications • Modification: environment or equipment; • adjust gen ed homework • Accommodation: change in curriculum

14. Special Education Process • Student struggling • General education teachers provide additional assistance – RtI Tier 1 • Response to Intervention • Researched-based methods, approval before implementation • RtI Tier 2 – small group • RtI Tier 3 - individual • Referral to Special Education • Permission to test – testing begins (60 days) • Meets criteria – parental consent for sped • IEP meeting – meet annually (minimal) • Re-evaluations occur every 3 years

15. IEP Meetings • Attendees: • LEA (local education authority) • Principal, Director of Pupil Services, school counselor • Special Education Teacher • Related Services • School psychologist, autism consultant, speech & language • Parents • Parent advocates (invited by parents) • You – be prepared to attend by bringing: • Recent grade report • Work samples • Any other documentation you have collected, eg. Behavior notes

16. IDEA Categories • Autism (Aut) • Behavior/Emotional Disorder (BD) • Deaf/Blindness (D/B) • Deafness (DF) • Hearing Impaired (HI) • Mental Impairment (MI) • Multiple Impairment (MD) • Other Health Impairment (OHI) • Physical Impairment (PI) • Specific Learning Disabilities (SLD) • Speech/Language Impairment (S/L) • Traumatic Brain Injury (TBI) • Visual Impairment (VI) • Developmental Delay (DD): One or more of the above listed disabilities for ages 3 -5 years old.

17. Cognitive Disability (CD) (Mentally Retarded) http://www.frihost.com/forums/vt-43283.html

18. Specific Learning Disability (SLD or LD) Response to Intervention Results concordspedpac.org

19. Emotional Behavioral Disability (EBD) In other states: Conduct Disorder (CD) or Behavioral Disorder (BD) • Emotional behavioral disability, means social, emotional or behavioral functioning that so departs from generally accepted, age appropriate ethnic or cultural norms that it adversely affects a child's academic progress, social relationships, personal adjustment, classroom adjustment, self-care or vocational skills. • The IEP team may identify a child as having an emotional behavioral disability if the child meets the definition under par. (a), and meets all of the following: • The child demonstrates severe, chronic and frequent behavior that is not the result of situational anxiety, stress or conflict. • The child's behavior described under par. (a) occurs in school and in at least one other setting. • The child displays any of the following: • Inability to develop or maintain satisfactory interpersonal relationships. • Inappropriate affective or behavior response to a normal situation. • Pervasive unhappiness, depression or anxiety. • Physical symptoms, pains or fears associated with personal or school problems. • Inability to learn that cannot be explained by intellectual, sensory or health factors. • Extreme withdrawal from social interactions. • Extreme aggressiveness for a long period of time. • Other inappropriate behaviors that are so different from children of similar age, ability, educational experiences and opportunities that the child or other children in a regular or special education program are negatively affected. Symptoms must occur in two of three settings: home, school, community

20. Additional Common Categories • Speech and Language • Autism • Medical • Educational • Other Health Impairment • Any medical concern that impacts a student’s ability to learn • ADHD/ADD • Diabetes

21. Modifications/Accommodations • Differentiated Learning • We will do this next class or we will be here all night

22. English Language Learners - ELL(English as a Second Language – ESL) • Requires specific teaching licensure • www.dpi.state.wi.us/oea/ells.html

23. At-Risk • Struggling students • Special classrooms, often grouped with sped • Alternative schools • We need to spend more time on this…..

24. Mid-Term Test • Comprehensive. • I will email it to you. • I don’t care if you cheat…talk about it. • Use anything to help you. • Email it back to me via Word