special education in-service
DESCRIPTION
Special Education In-service. August 9, 2012. Folder Contents. Case Load OT Consent Forms IEP Annual Review Report Compliance Monitoring Form Phys Ed Testing Accommodation Sheet Student Data Preschool Updates (SLP). Case Loads. “Mark It Up” Highlight your name - PowerPoint PPT PresentationTRANSCRIPT
SPECIAL EDUCATION IN-SERVICE
August 9, 2012
FOLDER CONTENTS• Case Load• OT Consent Forms• IEP Annual Review Report• Compliance Monitoring Form• Phys Ed Testing
Accommodation Sheet• Student Data• Preschool Updates (SLP)
CASE LOADS• “Mark It Up”
1. Highlight your name2. Write BIP by those with
behavior plans3. ® by those currently being
retained4. AAA by any not noted5. Note those with OT/PT
OT CONSENT• Send form home in “back to school
packet”• Collect form and return to SSport
at CCBOE• OT Services begin: September 4/5 • BHS-Tuesday Meet in: Gifted Classroom• LHS-Tuesday Meet in: Extra K classroom• HHS-Wednesday Meet in: Elem Counselor
Office• Prescriptions: Send to CCBOE
Attn: Sport
COMPLIANCE MONITORING FORM
• Complete for every IEP• Internal Audit • Folder Organization• Upload documents: FBA, BIP,
Testing forms• Include Progress Monitoring,
Annual Goal Progress Reports, INOW Progress Reports, Conference Notes, documentation of parent contact, etc.
STANDARDS BASED IEPS
• Spring Training: Covington Co Rep• August 16 Training: Register via
STIPD (PD Title #TU687)• Use Data to Drive Instructional
Focus in IEP and related services• Use ARMT+ Blueprints to help
determine areas for focus
SPECIALIZED INSTRUCTION• RTI (Response to Instruction)• TIER III Intervention• First step… identify interferences• Next… design instruction to
target interference• Then… progress monitor to
determine improvement or need instructional change
8
Summary of Interferences to Reading Comprehension
Systemof
Meaning
Systemof
Language
Systemof
Speaking
Comprehending
Writing
Reading
3. The reader lacks the power to say what each word requires. (Accuracy)
4. The reader is cumbersome in word recognition and does not identify words instantly. (Automaticity)
5. The reader fails to read with ease, appropriate speed and phrasing, and, therefore, is unable to devote sufficient attention to building meaning. (Fluency)
1. The reader’s system of meaning does not overlap sufficiently with the author’s system of meaning.
2. The reader’s system of language (i.e., vocabulary, syntax, idioms) does not overlap sufficiently with the author’s expression.
6. The reader does not attend to the degree needed to build meaning. (Attention/Motivation/Disposition)
IMPLICATION: At every stage of reading development, teachers must be able to identify whether the interferences to comprehension stem from the system of print, the system of language, the system of meaning and/or from inattention. Teachers must make certain that students recognize the source(s) of the interference and have the strategies necessary to overcome each type of interference.
SYSTEM OF PRINT
• Phonemic Awareness: Hear sounds, produce sounds, discriminate sounds
• Phonics: Recognize that these letters make these sounds… decoding
• Accuracy, Automaticity, Fluency
SYSTEM OF PRINT…
Each table generate some strategies to use when the System of Print is the interference.
Are we equipped to provide specialized instruction to address the system of print?
SYSTEM OF LANGUAGE
Vocabulary, Syntax, Idioms
How do we address these interferences?
Are we equipped to provide instruction when system of language is interference?
SYSTEM OF MEANINGUsually directly tied to interferences with system of Language and/or Print
What strategies/resources can we use?
Are we equipped to target system of meaning interferences?
SCHEDULE
Schedule should reflect time for specialized instruction
Target those 2 or more grade levels behind in reading and/or math
Target math interferences as well…additive, multiplicative, OGAP training forthcoming to identify interferences and help with strategies to target specific interferences.
Creative scheduling…may not be 5 days/week
Write IEP to minimum…can always do more
WHAT DOES SPECIALIZED
INSTRUCTION LOOK LIKE?
It does not look like …students working on worksheets the entire
time they are with you.
It does require explicit instruction….I do, we do, y’all do, you do
It will require modeling repeatedly until students can complete
similar activities on their own.
Students should be talking, writing, investigating, reading, and
listening (TWIRL)
POINTS TO REMEMBER…
• Profile should tell story of student’s education…where currently placed, when services began, what needs are and how they effect educational performance, student interests, info from parents and teachers, most recent evaluation information
• Maintain integrity of IEP Team: ensure participation of required members
POINTS TO REMEMBER…
• Include teacher of the area of need when possible
• Invite School Administrators to serve as LEA
• Teacher should only sign as LEA as a last resort
• If a student is repeatedly absent, in hall, in time out, in office, receiving CP…they probably need a FBA and a BIP
• Monitor student discipline…no surprises!! Talk to or check with students daily when possible….
POINTS TO REMEMBER…
• You are the “LEAD” Cheerleader for your students• Be a motivational leader… encouragement is KEY• One the greatest gifts a leader
can give to those around them is hope. Never underestimate its POWER.
