tisa nichols and amber boren special education information and successful practice

TISA NICHOLS AND AMBER BOREN

Special Education Information and

Successful Practice

Important Terms and Acronyms

IDEA-Individuals with Disabilities Education Act.

ADA-Americans with Disabilities FAPE-Free and Appropriate Public EducationIEP-Individual Education PlanSST-Student Support Team

Important Terms and Acronyms

504 Plan-Section 504 of the Rehabilitation Act of 1973

LRE-Least restrictive environmentChild Find- Responsibility of the LEA to

identify children in need of Special Education services in a timely and legal manner.

IEP Team-no less than a parent, special educator, LEA, regular educator

T

“The more I think, the more confused I get!”

Confused?

Legal documentwritten/revisededucational and ability testing

requireddirect services by a

special educatorpart of IDEA

legal document that may be reviewed

each yearprovides

modifications to the curriculum

requires a medical diagnosis

renders on direct services

IEP 504MODIFICATIONS

It’s a long process(FOR A GOOD REASON)

Over IdentificationCost (average $5,500 per student)No matter what the student is labeled, you

will still teach themModifications, interventions are just “best

practice” and don’t need to be enforced by law.

Eventually, if the student qualifies, you will have to provide modifications/interventions; why not do it without a legal document?

Suggestions for Implementations of Modifications

Note: Most modifications are spelled out by the IEP team for specific implementation. Always follow the IEP requirements if an IEP exists.

• Grading• Modified• Extended Time

• Study Guides• Read Aloud• Separate Setting

IEP meeting Do’s and Don’ts

In Class Resource (ICR)= InclusionIS…

Regular classes with Special Educators expertise in transforming the general on grade curriculum to be accessable for Special Education students

Pace- the pace should be comparable to that of a regular class.

Co-Teaching- Planning time together, both teachers teach so that students view them as equally important.

In Class Resource (ICR)= InclusionIs Not…

A resource class with different curriculum with a slower pace

Regular Ed teacher teaching and Special Ed teacher assisting and monitoring

An extra planning period for either teacher

Special Education Teachers are Part of your Team

Ask Us!Consult with us if you need modification

ideas, intervention suggestions, or have concerns about a student who is or could need Special Education services.

Now what?

Once a student is identified through Special Education services or through the 504 Plan what is your responsibility as that child’s teacher and member of the IEP/504 team? You signed the document, this means you are legally

bound to follow, implement, and keep documentation regarding all pieces of the document!

Know what accommodations and modifications you are required to implement and monitor (this means taking data).

Keep lines of communication open with parents, other general ed. staff, and the Special Ed/504 case manager.

Now what? Continued…

If you do not maintain the integrity of the document (a.k.a. If you don’t do your job, implement accommodations/modifications, collect data, etc.) you may be held liable for Compensatory Services – this means you owe that child instructional time OUTSIDE OF SCHOOL!

If you have questions PLEASE contact the Special Ed/504 case manager~ ignorance is NOT an excuse!

What is SST?

SST or Student Support Team includes teachers, parents, Special Ed teachers, and administration.

Teachers, administration, and/or parents can initiate a SST referral.

A school referral should only take place after two parent conferences, and at least six weeks of scientifically research based interventions have been unsuccessful in supporting the student.

After a referral is made teachers will complete pre-SST paperwork (please make sure it is complete, most of the information requested can be found in the cumulative file.)

When paperwork is returned to SST case manager intervention data must be attached!

Questions??

FA 1/2 Stephanie Smith-

smiths@franklinacademy.org

Michelle Kline- klinem@franklinacademy.org

FA 3 Tisa Nichols-

Nicholst@franklinacademy.org

Amber Boren- Borena@franklinacademy.org

FA4 Robin Hovater-

Hovaterr@franklinacademy.org

Leighann Roblee- Robleel@franklinacademy.org

FA 5 Patricia Pegram-

Pegramp@franklinacademy.org

Rebeckah Ring- Ringr@franklinacademy.org