Glasgow Special Education Design2012
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1) The school is reforming its special education program to comply with federal laws requiring free appropriate public education in the least restrictive environment. 2) The school will implement a full inclusion model with pull-out services based on student need. 3) Special education roles are changing to better communicate student needs to teachers and ensure IEP compliance.
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This document discusses the roles of various stakeholders in curriculum innovation. It defines curriculum innovation as improving education through adapting teaching methods. Teachers play a key role in planning, creating, and delivering curricula. Principals oversee curriculum implementation and ensure teachers teach the curriculum. Other stakeholders like students, parents, community members, and professional organizations also shape curricula. Highly effective teachers and principals display habits like taking responsibility for student success, understanding motivation, and continually improving instruction.
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EDU 216, Chapter 12, Reform Efforts and the Professional Educator, 2015sp, CCC, cdb, ebert and culyer
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Noel summation
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Similar to Glasgow Special Education Design2012 (20)
Module 4_VEX_PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS
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Critical role and habits of effective curriculum implementoor
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Integrating the Leader in Me with Positive Behavior
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Glasgow Special Education Design2012
- 1. Darin Knicely Amy Lowe August 21, 2012
- 2. Federal Requirements • Free Appropriate Public Education – Must have access to public education without fee(s) for educational need – Appropriate, not most extensive – The ability to exist with non-disabled peers • Least Restrictive Environment – Best placement to facilitate learning based on identified need and present level – Must prove why the student cannot receive services in each level of learning – Not most convenient or parent directed
- 3. 3 Take-home points • Here are 3 big things I want you, as teachers, to walk away with from this session… – We have to reform special education in our building to comply with federal law – Full inclusion model with pull out services based on level of student need – Roles of special education personnel in the building are changing to better facilitate communication of special education student needs with teachers and to ensure IEP compliance
- 4. Why the change? • We need to prove why we can’t have students in the general education environment with accommodations • Need data to determine if we have to modify the curriculum for a student or place them in a modified environment • Will require a great deal of time and effort but it’s necessary to move us in the right direction and, more importantly, to move students in the right direction
- 5. What will the settings look like? • Let’s review the continuum of special education services handout • Pull-out services include related services (speech/OT/PT) and supplemental instruction (Read 180, Systems 44, Literacy Seminar, etc..) • Need to have scaffolds to move students across spectrum and take away services • Setting and staff within each setting reflects need to maximize support in Least Restrictive Environment for students
- 6. Roles and communication of IEP needs in the classroom • ED’s: – Peggie Faulkner • get accommodations and student needs into teacher’s hands • monitor implementation of accommodations and ensure that they are appropriate for that student – Sharon Hill (or other part-time ED) • IEP compliance monitor • Can consult and support case managers but will not be solely writing IEPs
- 7. Additional Support • Case managers – 5-8 students per open block – Write student IEPs with assistance from ED and supporting agencies where needed • Inclusion teachers – Co-teaching (training session on Thursday) – May need to push into Plato or ISA - 1-on-1, 1-on-4 or whatever level of support the environment calls for • School Psychologist(s) – Amy Lowe (full-time) / Lindsay Ambriz (part-time)
- 8. IEP 9th-12th Accommodations, C Compliance Evaluation and oaching and 504s Advocacy E.D.: Sharon Hill Psych: Amy Lowe E.D.: Peg Faulkner & Lindsay Ambriz Case Managers PT/OT/Speech Case Managers; Co-Teachers FLOW CHART OF RESPONSIBILITY
- 9. Case Managers • Case managers write goals in their area; collaborate with teacher to write outside of their area • Case managers ensure educational program is being implemented and monitored • Case managers are first contact for parents – Schedule IEP meetings – Address parent concerns/questions – Communicate with teachers of students on his/her caseload
- 10. Take-home messages – We have to reform special education in our building to comply with federal law – Full inclusion model with pull out services based on level of student need – Roles of special education personnel in the building are changing to better communicate special education needs of students with you as teachers and to ensure IEP compliance
- 11. Access = Equality We need to provide correct access to our special education students so that the students feel more equal