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Elementary Classroom Teacher Training on Special Education

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Indicate your 'Yes' or 'No' answer to each question on your clicker. ... Born 1894, Poet, Editor, & Biographer. A scholar & teacher at Columbia University, ... – PowerPoint PPT presentation

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Title: Elementary Classroom Teacher Training on Special Education


1
Elementary Classroom Teacher Training on Special
Education
  • August 11, 12, 13, 14, 15 22, 2008

NHCS Great expectations Every school
every child
Betsy Stanwood- bstanwoo_at_nhcs.net Cindy
Szulewski-Booth- cszulews_at_nhcs.net
2
What Do You Know? Activity
  • Directions
  • Indicate your Yes or No answer to each
    question on your clicker.
  • Yes number 1 on your clicker.
  • No number 2 on your clicker.

3
What Do You Know Questions
  • 1. Do you know what we mean by IDEA ?

2. Do you know how to obtain a copy of an
IEP?
3. Do you know what to look for on an IEP?
4. Do you understand the role of the
paraeducator for students with
disabilities?
4
Welcome
  • Bill Trant
  • Special Education Related Services

5
Why Are We Here?
  • To give you information to assist you in
    participating in the instructional planning and
    delivery for special education students
  • To give you a targeted overview of the
    laws/regulations that apply to the special
    education (IEP) process
  • To tell you why special education students must
    be instructed on grade level standards
  • To clarify your role and those of Special
    Education teachers paraeducators

6
Targeted Overview of the Laws Regulations
  • INDIVIDUALS WITH DISABILITIES EDUCATION ACT
  • This is our nations Special Education Law.

7
INDIVIDUALIZED EDUCATION PROGRAM Every public
school child with disabilities receiving IDEA
funded Special Education must have one.
8
Five Basics about an IEP
  • Individualized
  • Written plan for a childs education
  • Written by parents school staff together
  • Lists the Special Education the child will
    receive, more
  • Is both a document a process

9
LRE
LEAST RESTRICTIVE ENVIRONMENT Children with
disabilities are to be educated with children who
do not have disabilities, to the maximum extent
possible.
10
SUPPLEMENTARY AIDS SERVICES
Aids, services other supports that are provided
in regular education classes, other education
related settings, and in extracurricular and
nonacademic settings, that enable children with
disabilities to be educated with nondisabled
children to the maximum extent appropriate.
11
New Hanover County Maximum Services Classes
Their Instructional Focus
  • Intensive Academic Support and Intensive
    Behavioral Support (IAS/IBS)
  • Instructional focus Grade level academics and
    replacement behavior instruction
  • Intensive Academic Support/Social Communication
    (IAS-SC)
  • Instructional focus Grade level academics,
    social skills, daily living, self-help, life
    skills and recreation leisure for success in a
    community environment, replacement behavior
    instruction, sensory skill development and school
    skills
  • Intensive Social/Communication Support (ISCS)
  • Instructional focus practical social skills,
    pragmatic communication skills, organizational
    skills and sensory integration strategies
  • Specially Designed Academics (SDA)
  • Instructional focus Extensions of the NC
    Standard Course of Study, functional academics,
    social skills, daily living, self-help, life
    skills and recreation/leisure for success in a
    community environment

12
  • Bring ideas in and entertain them royally, for
    one may be the king.
  • -Mark Van Doren
  • Born 1894, Poet, Editor, Biographer
  • A scholar teacher at Columbia University,
  • A Pulitzer Prize Winner for writings

13
How Does a General Education Teacher Actively
Participate in the IEP Development
Implementation Process?
  • The Law says
  • NC 1503-5 Development of IEP
  • Requirement with respect to regular education
    teacher. A regular education teacher of a child
    with a disability, as a member of the IEP team,
    must, to the extent appropriate, participate in
    the development of the IEP of the child,
    including the determination of
  • Appropriate positive behavioral interventions and
    supports and other strategies for the child and
  • Supplemental aids and services, program
    modifications, and support for school personnel
    consistent with NC 1503-4.1(a)(4)

14
What Does That Mean?
  • Both the General and Special Education
    teacher are responsible for the students
    progress in the curriculum and should have
  • A discussion prior to school starting in regard
    to students with IEPs in your classroom
  • Keep each other updated regarding the students
    progress throughout the school year.

15
What Should Be The Focus of the Discussion?
  • Reviewing student strengths needs (Present
    Levels)
  • Reviewing the IEP goals objectives
  • Reviewing the classroom modifications
    (Supplementary Aids Services)
  • Discussing progress progress reporting to
    parents
  • Reviewing Services the amount of removal to
    receive services
  • Understanding everyones role

16
What Else Does It Mean?
Individualized Education Program Name Tyler
Neal I. Tylers Strengths Needs are… II.
Tylers Goals Objectives are… III. Tylers
Progress… IV. Tylers Supplementary Aids
Services (Classroom Modifications
Accommodations) V. Tylers Services Removal to
Receive Services
You should be given access to or a copy of the
IEP for students who are in your classroom.
17
What Else Does It Mean?
  • You and the childs Special Education teacher
    should regularly communicate as a proactive step.
  • Student with an IEP
  • Strengths Needs (Present Levels)
  • Goals Objectives
  • Classroom Modifications Accommodations
    (Supplementary Aids Services)
  • Progress Reporting
  • Service Delivery/Removal Schedule

PUT IT ON YOUR CALENDAR FOR THE WHOLE YEAR.
18
What If These Things Dont Happen? What Should I
Do?
  • It is expected that
  • general education teachers have access to or a
    copy of IEPs of students in their classroom.
  • there is regular communication regarding the
    students between the special education and
    regular education teachers
  • If any of the above do not happen
  • Ask who manages the IEP
  • Ask to meet with the Special Education teacher
    who manages the students IEP
  • Ask for a copy of the IEP
  • Check to see if the IEP and the services match

19
What Is the Process for Assuring Communication?
  • Communication begins with
  • Special Education Teacher (s)
  • Related Service Staff
  • School Level Support Staff
  • (i.e. Behavior Support, school psychologist, etc)
  • System Level Support Staff
  • (i.e. Special Education liaison, school wide PBS,
    NHCS mentor, etc.)

20
Where Do I Find It in the IEP? Activity
Directions Write each 1 of the 4 Basic Areas of
an IEP on separate index cards.
Present Levels
Goals Objectives
Supplementary Aids Services
Service Delivery
21
Where Do I Find It in the IEP Questions for
Discussion
Hold up the Index Card that indicates the
appropriate section of the IEP to find the answer
to the question.
1. You want to know how much time Tyler should be
in your classroom?
2. You want to know whether Tylers tests should
be read aloud?
3. You want to know Tylers current Math grade
level?
4. You want to know what Tyler needs to work on
next in reading?
5.You want to know whether Tyler has a Behavioral
Intervention Plan?
6. You want to know if Tyler receives Speech
therapy?
7. You want to know if Tyler has any medical
issues?
8.You want to know what you will be reporting
progress on in conjunction with the Special
education teacher?
9. You want to know if Tyler uses assistive
technology and what it is?
22
  • Alone we can do so little.
  • Together we can do so much.
  • - Helen Keller
  • Born 1880, Author, activist lecturer,
  • First blind person to graduate from
    college

23
How Does a Special Education Paraeducator Fit
Into the Instructional process?
  • Paraeducators may
  • Assist students according to directions given by
    the teacher
  • Provide assistance with individualized
    instruction through various instructional
    strategies
  • Assist teachers with providing instructional
    modifications accommodations for the student
  • Collect data and assist in progress monitoring
  • Deliver lessons designed by a teacher
  • Provide one-on-one help for a student, when
    appropriate
  • Assist the classroom teacher in small group and
    instructional lessons
  • Participate in classroom activities

24
Points to Remember about Paraeducators
  • Paraeducators are there
  • To implement supplementary aids services
  • To assist in teaching independence
  • Also, remember that
  • Staffing or people are not listed on the IEP
  • If additional staff support is needed in order to
    implement an IEP, then the building administrator
    will either reassign staff at the building or
    make a request for additional personnel

25
What Do You Know? Activity
  • Directions
  • Indicate your Yes or No answer to each
    question on your clicker.
  • Yes number one on your clicker.
  • No number two on your clicker.

26
What Do You Know Questions
  • 1. Do you know what we mean by IDEA ?

2. Do you know how to obtain a copy of an
IEP?
3. Do you know what to look for on an IEP?
4. Do you understand the role of the
paraeducator for students with disabilities?
27
  • Democracy is a small hard core of common
    agreement, surrounded by a rich variety of
    individual differences.
  • -James B. Conant
  • Born 1883, Educator and Scientist,
  • Central figure in Organizing
  • American science in WWII,
  • President of Harvard University

28
4-1-1 Activity
  • List 4 things you learned
  • List 1 thing you already knew
  • List 1 thing you will take back and use

29
Questions/Comments
www.nhcs.net/sped
30
Learning is a treasure which follows its owner
everywhere. Chinese Proverb
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