minneapolis education line office beth tepper education specialist 2001 killebrew drive #122...
TRANSCRIPT
Minneapolis Education Line Office
Beth TepperEducation Specialist
2001 Killebrew Drive #122Bloomington, MN 55337
Minneapolis Education Line Office Schools
located in five states
Schools Participating in CAU
JKL Bahweting Anishnabe School, Sault St. Marie, MI
Bug-O-Nay-Ge-Shig School, Bena, MNCircle of Life School, White Earth, MNHannahville Indian School, Wilson, MILac Courte Oreilles Ojibwa School, Hayward, WIMenominee Tribal School, Neopit, WIMeskwaki Settlement School, Tama, IANay Ah Shing School, Onamia, MNOneida Nation School, Oneida, WI
Contract Agreement
A formal written arrangement with the school and the Education Line Office, Education Specialist to assist in the provision of services of students with disabilities.
Scope of DutyTechnical Assistance
Training
Reports
Monitoring
Fiscal Review
Accountability
Data Collection
Collaboration
IDEA Compliance Regulation
Individuals with Disabilities Education Act
IDEA Compliance
Review of Special Education Files
NASIS Special Education Module
Corrective Action Plan Assistance
On-site Monitoring
SCHOOL DISTRICTS MUST PROVIDE ACCESS TO GENERAL EDUCATION AND SPECIALIZED
EDUCATIONAL SERVICES. CHILDREN WITH DISABILITIES MUST ALSO RECEIVE SUPPORT FREE OF CHARGE AS IS PROVIDED TO NON-
DISABLED STUDENTS.
Free Appropriate Public EducationFAPE
Individualized Education Plan
Team meeting
Parent Participation
Consent
Present LevelsGoals
Services
Related Services
Supp. Services
Progress Accomm.
Modifcations
Assistive Technolog
y
TransitionServices
Behavior Problems
Limited English
Proficiency
Blind or Visually Impaired
Deaf or Hearing Impaired
Communication
Problems
Special IEP Factors
Functional Behavior Assessment
Identify behavior that needs to be changed
Collect Data on behavior
Explore reason for behavior
Intervention
Collect data on intervention
Use data to evaluate effectiveness of intervention
Limited English Proficiency
If a child does not read, write, or speak English well, IEP team must determine language needs.
Will the child receive education in English, or his/her native language?
Will SPED and related services be provided in his/her native language?
Will the child need tutoring in English as a service in the IEP?
Test AccommodationsSpeech Language
servicesInterpreter needed so
student, parent(s) can participate in the IEP
Blind or Visually Impaired
Each child with a visual impairment has different needs
Print materials
Tactual sense
Braille
Eyeglasses
Hearing aides
Child can use school purchased assistive technology devices at home or in other settings if IEP determines it is necessary for FAPE
Deaf or Hearing Impaired
Psych/Ed. Evaluation
Academic level
Communication needs
Assistive technology needs
IEP goals must match child’s communcation needs
Parent input on communication in home setting
Communication Problems
Comprehensive Assessment
Nonverbal
Social Skills
Assistive Technology
Communication Strategies
Assistive Technology
“For people without disabilities, technology makes things easier. For people with disabilities technology makes things possible
-Dr. Katherine Seelman
Any device that helps compensate for any deficit
Includes ServicesHigh Tech/Low TechCommunication devicesVisual aidsPencil gripsText to speech (reading)Word Prediction (writing)Graphic organizersAudio enhancement
Transition
Assessments
Services
Transition Plan measura
ble goals
Age of Majori
ty
High SchoolGraduation
Self Advoca
cy
