Parent Consultant Special Education

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  • 1. SPECIAL EDUCATION INFORMATION FROM THE OFFICE OF EXCEPTIONAL STUDENT SUPPORT SERVICES Parent Mentor/Parent Consultant Presentation November 13 & 15, 2012
  • 2. DEPARTMENTOFEXCEPTIONALCHILDREN Supervisors Phone: 5211 Fax: 8657 Records Phone: 5226 Fax: 8680 IDEA/Compliance IEP Anywhere Phone: 5207 or 5794 Fax: 6718 Department Of Exceptional Student Support Services Amy Dennis, Director 365-5206  Jackie Zieber, Supervisor, Pre-school & Visually Impaired, REACH Program  Drew Milligan, Supervisor, MD Placements, Transition Services, APE, Project Search, Summer Care  Marie Tooker, Supervisor, High Incidence Placements, Tutors, SPED Hiring, 211 Process  Sheila Saunders, Supervisor, ED Placements, Juvenile Detention, Maryhaven, JDC, Home Instruction  Tina Siddle, Supervisor, IDEA/Compliance, Non- Publics, IEP Anywhere, H.S. Department Chairs  Robyn Floyd, Supervisor, Psychological Services, Medicaid
  • 3. SPECIAL EDUCATION COORDINATORS  Momoh-Jimoh Ikharo  Walnut Ridge, Johnson Park, Sherwood, Leawood, Olde Orchard, Shady Lane, Woodcrest  Georgia Morgan  Independence, Girls Prep, Yorktown, Easthaven, Liberty, Maybury, Oakmont  Choi Thomas  Africentric, Monroe, Broadleigh, Fairmoor, Oakland Park, Scottwood, Trevitt  Gina Baughman  Northland, Woodward Park, Alpine, Avalon, Devonshire, Forest Park, Northtowne, Valley Forge  Kathy Dain  Mifflin H.S., Global, Mifflin M.S., Arlington Park, Cassady, East Columbus, East Linden, Innis  Laura Wolfe  Beechcroft, Medina, Huy, Colerain, Maize, Parkmoor
  • 4. SPECIAL EDUCATION COORDINATORS  Kim Burke  Linden McKinley, Hamilton, Linden, South Mifflin, Windsor  Sue Hardesty  Ft. Hayes, AIMS, Clinton, Como, Duxberry Park, North Linden  Carrie Metzker  Whetstone, CAHS, Dominion, Indianola K-8, Indian Springs, Salem, Wienland Park  Michelle Osmond  Centennial, Brookhaven, Ridgeview, Cranbrook, Gables, Winterset  Phil Tierney  Eastmoor Academy, Spanish Immersion, Ecole Kenwood, Fifth Avenue, JDC, Maryhaven, St. Vincent  Barb Anderson  Briggs, Hilltonia, Wedgewood, Binns, Eakin, Georgian Heights, Sullivant
  • 5. SPECIAL EDUCATION COORDINATORS  Beth Motika  West H.S., Westmoor, Dana, Hi ghland, Valleyview, West Broad, Westgate  Mike Zaborowski  International H.S., Starling, Avondale, Burroughs, Lindbergh, We st Mound  Chastidy Sours  South, Lincoln Park, Ohio, Siebert, South wood, Stewart  Laura Mannarino  Downtown H.S., Marion Franklin, Buckeye, Cedar wood, Moler, Parsons, Wa tkins  Beth Mueninghoff  East H.S., Boys Prep, Champion, Berwick, Eastgate, Fairwood, Livin gston
  • 6. WHAT IS AN IEP?  An IEP is an individual education plan, which is part of the special education laws of the IDEA laws or educational benefit laws. IDEA allows for additional services and protections for disabled children not offered to other children such as accommodations, modifications, related and special education services to allow the child to be successful in school.
  • 7. HOW ARE STUDENTS IDENTIFIED FOR SPECIAL EDUCATION?  The first step in identifying a student for special education services is referral. A parent or school personnel my submit a request.  The second step is evaluation and eligibility. To determine eligibility for special education services, special education laws require the child to have an initial evaluation in the areas of concern. An evaluation is a careful look at a child's abilities, strengths and weaknesses, by a team including the child's parents, teachers and specialists. An evaluation is based on a review of assessment data, information from parents, observations by teachers, classroom-based, local and State assessments. This is to determine whether a child has a disability and requires special education instruction and related services.  The evaluation may include individual assessments, observations, and an interview with the child. The evaluation also guides the IEP team in identifying the disability, developing an IEP and determining the nature and extent of the special education and related services that your child may need.  Remember, the disability needs to have an educational impact.
  • 8. WHO IS ELIGIBLE FOR AN IEP?  A child becomes eligible for special education when the IEP team identifies the child as having a disability and in need of specially designed instruction. The disability must have educational impact.  Students, aged 3 to 21, are eligible to receive special education, and must be evaluated and determined eligible based upon one of the following categories under IDEA:  Autism  Hearing Impairment, including deafness  Deaf-Blindness  Developmental Delay  Emotional Disturbance  Hearing Impairment  Intellectual Disability  Mental Retardation  Orthopedic Impairment  Other Health Impairment  Specific Learning Disability  Speech or Language Impairment  Traumatic Brain Injury  Visual Impairment  Multiple Disability  A disability category does not determine the amount or type of service. This is determined by the IEP team, including the parents, and is based on the unique individualized strengths and needs of the child.
  • 9. WHO IS A PART OF THE IEP TEAM?  A parent must give consent in writing before the school conducts assessment procedures. All decisions about special education are made through the IEP team process. The IEP team includes:  The parent(s)  Not less than one special education teacher.  Not less than one general education teacher.  A representative of the local school or local school system.  An individual who can interpret evaluation results.  Other individuals, at the discretion of the parent or local school system, who have knowledge or expertise.  The student, if appropriate.
  • 10. HIGH INCIDENCE CLASSROOMS  Placements come from Marie Tooker’s office  Intervention Specialists serve no more than:  16 students on a roster at elementary & middle levels  24 students on a roster at high school level  The age range shall not exceed 60 months within any one instructional period
  • 11. EMOTIONAL DISTURBANCES CLASSROOMS  Placements come from Sheila Saunders’ office  Intervention Specialists serve no more than:  12 students on a roster at all levels  The age range shall not exceed 48 months within any one instructional period  Must be a plan on file and in operation in the district to provide appropriate classroom management and crisis intervention support  One full-time paraprofessional in each class
  • 12. MULTIPLE DISABILITIES CLASSROOMS  Placements come from Drew Milligan’s office  Intervention Specialists serve no more than:  8 children on roster at all levels  The age range shall not exceed 60 months within any one instructional period.  Law states at least one full-time paraprofessional in each special education class for children with multiple disabilities, however Columbus operates with two aides per classroom. CPI required for these rooms as well.
  • 13. CLASSROOMS & SERVICES PROVIDED  An intervention specialist may serve multiple categories of children with disabilities.  The ratio shall not exceed the maximum number of students on the least restrictive environment outlined in the IEP. (ex. A high incidence roster of 16 students at the elementary & middle level or no more than 24 at the high school level.  The age range shall not exceed 60 months within any one instructional period.  Indirect and direct services shall be provided in accordance with each child’s IEP.
  • 14. INCLUSION & MAINSTREAMING  Mainstreaming Generally, mainstreaming has been used to refer to the selective placement of special education students in one or more "regular" education classes. The regular education teacher collaborates with the special education teacher to provide modifications and accommodations within the mainstreamed class.  Inclusion Inclusion is a term which expresses commitment to educate each child, to the maximum extent appropriate, in the school and classroom he or she would otherwise attend. It involves bringing the support services to the child (rather than moving the child to the services). The special education teacher and the regular education teacher work cooperatively on lesson plans and implementation of lessons through differentiation of instruction.
  • 15. INCLUSION & NUMBERS  How many special education students can be mainstreamed or included into one classroom?  There is currently no legislation which dictates this. However, if the placement is appropriate and the special education students do not interfere with each other's accommodations, there should not be a problem.
  • 16. INCLUSION & GRADING  Mainstreamed or inclusion students should receive grades according to the work completed in conjunction with the accommodations and/or modifications outlined in the IEP. The teacher of record has the “final” say in determining the student grade based on providing of accommodations listed in the IEP. It is reasonable to expect inclusion teachers to work cooperatively and collaboratively in assigning grades.  Alternative or supplemental ways of evaluating and reporting student progress could include the use of other measurement devices:  Class interaction and discussion  Class projects  Verbal reports  Modified tests- verbal, performance, shortened
  • 17. EDCLASSROOMS The Role of the Instructional Assistant in the Classroom  Must be CPI certified  Assist in supervision of students during school hours, including, but not limited to: bus, playground, lunch, or unified arts as appropriate and necessary based on student needs.  Implementing and Monitoring IEP Goals and Objectives.  Leading small or large group instruction for short periods of time. (Teacher’s responsibility for planning)  Implementing behavior plans as written by the IEP team.  Assisting teacher with data keeping. (Teacher’s responsibility to inform of method)  Allowed ½ hour lunch period and two 15 minute breaks per work day.
  • 18. MDCLASSROOMS The Role of the Instructional Assistant in the Classroom  Must be CPI Certified  Duties along same lines as ED with one major difference:  Bathrooming Students  Assist in implementing bathroom programs as determined by staff, facilities, grade level and each student’s needs (i.e. diapering, escorting individuals or groups to the restrooms, sending a student independently at appropriate times, etc.)  Also includes assisting with related skills such as fastening clothing, flushing the toilet, washing hands, assisting with feeding, etc.
  • 19. IEP TIPS AND TRICKS  IEP Anywhere is a web-based program, so it can be accessed from anywhere. (www.samegoal.com)  Teachers request a username & password  Give Tina Siddle (secretary is Connie), school location and students on caseload through email and students will be “released” to the appropriate teacher – call 5794 with questions.  When working on IEP there is literally a “tips” button in the upper right hand corner of each page to assist
  • 20. HOW PARENT CONSULTANTS CAN HELP… • Amy Dennis, Director • Tina Siddle, Supervisor