Monday, March 28, 2011
AEPS updates
By now you should have received a contract for 2 extra days of pay to attend the AEPS training sponsored by the DE. Please sign those contracts and return to Ginger Hoffman asap. Remember to contact your secretary/ZC and move the contract dates of May 19 & 20 to your summer calendar. You will need to apply for agency directed leave through the AEA manager. We are making arrangements for motels and will inform you as soon as possible. More information will be coming - regarding car pools, etc!
Scholastic News
You have probably been receiving information from Scholastic News to renew your Parent/Child magazine subscription. The past 2 years the Parent Educator Connection have purchased several copies for each home teacher to share with parents. If you want to renew the magazine, please submit it through your zone budget. Some people have indicated that they are not interested in getting the magazine, so we will not be ordering it through the PEC for next year.
TQ Money
I am sending you 3 Young Exceptional Children articles recommended by Gloria Frolek Clark to help us in our understanding and implementation of the use of progress monitoring and mastery monitoring. The articles are entitled, Improving Child Outcomes with Data-Based Decision Making: Collecting Data, Using Individual Growth and Development Indicators to Assess Child and Program Outcomes, and Improving Outcomes for Young Children by Assessing Intervention Integrity and Monitoring Progress: Am I Doing it Right and Is it Working? I'd suggest you read the articles outside of work time and submit the 7.5 hours to TQ time sheet for an extra day of pay! Refer to March 18 Friday News for instructions on how to access the TQ forms/timesheets. These articles will also be a great resource as you complete the Child Find Training this week or next - important information for you to know!
Monday, March 14, 2011
CSEFL PBIS Preschool Modules train the trainers
The Positive Behavior Intervention and Supports (PBIS) Preschool Modules are being offered in 2 locations: (registration attached)
Council Bluffs: May 5 & 6 and June 22 & 23
Cedar Falls: May 9 & 10 and June 27 & 28
If you have not attended the PBIS preschool modules, the training is valuable. Many of our district preschool teachers have attended training and will likely expect your support in the use of it. PBIS is one of the few approved general education initiatives that special education dollars can be used to support. So you may attend the training with blessings!!!
Council Bluffs: May 5 & 6 and June 22 & 23
Cedar Falls: May 9 & 10 and June 27 & 28
If you have not attended the PBIS preschool modules, the training is valuable. Many of our district preschool teachers have attended training and will likely expect your support in the use of it. PBIS is one of the few approved general education initiatives that special education dollars can be used to support. So you may attend the training with blessings!!!
Vision camera
Someone recently asked me if the vision cameras were still being operated by our audiologist for screening purposes. After doing some checking, I found out that the Ft. Dodge camera is broken, the Storm Lake camera works, but he isn't able to find the film to re-order, and the Spencer camera hasn't been used since 2009 and thus the film has expired as well.
It's probable that the cameras are outdated and at this time they will not be replaced. Please use the vision checklist and make referrals to the I -See program, local optometrist, or opthamologist as appropriate.
It's probable that the cameras are outdated and at this time they will not be replaced. Please use the vision checklist and make referrals to the I -See program, local optometrist, or opthamologist as appropriate.
Accomodations
A question? and response from Theresa Golden.
1) If an IEP student is at head start and in addition, goes to a preschool for 4 afternoons a week is that considered full time?
2) Should there be a box on page F for behavior issues if the student gets above and beyond behavior support while at head start? and if so, would it be listed as support for school personnel or supplementary aids and services, or is it SDI? The extra time is done one-on-one with the head start staff; its above and beyond what all head start kids get.
The student would be considered full time as it appears the programs are shared (HeadStart and ECSE). Since the behavior support is supplied by Head Start staff this would NOT be listed as SDI or supplementary aides and services nor support for school personnel. It should be listed under Accommodations as the head start personnel have to provide additional behavior support to this student while in that classroom.
1) If an IEP student is at head start and in addition, goes to a preschool for 4 afternoons a week is that considered full time?
2) Should there be a box on page F for behavior issues if the student gets above and beyond behavior support while at head start? and if so, would it be listed as support for school personnel or supplementary aids and services, or is it SDI? The extra time is done one-on-one with the head start staff; its above and beyond what all head start kids get.
The student would be considered full time as it appears the programs are shared (HeadStart and ECSE). Since the behavior support is supplied by Head Start staff this would NOT be listed as SDI or supplementary aides and services nor support for school personnel. It should be listed under Accommodations as the head start personnel have to provide additional behavior support to this student while in that classroom.
Sunday, March 6, 2011
Page F questions and clarifications
From the desk of Theresa Golden, following questions from our department meeting:
In response to your questions...typically social would go under behavior. We are NOT required to do a FBA/BIP although it's oftentimes best practice especially when there are significant behaviors which are causing safety/classroom disruption concerns. Adaptive behavior may also provide some links to social development, and as you mention especially with non-verbal students. Typically however when behavior is checked that also implies exploration of social-emotional development that may impact learning.
There is a lot of confusion about supplementary aides and services and support to school personnel. I have a question about this currently into our procedure committee when we meet again. The differences that are outlined in the current documentation guide are this: 'Supplementary Aides and Services' refers to the need of the student of an aide in order to ACCESS their education in the learning environment. Typically this then is for a 1:1 for a student with physical/visual/motor/behavioral concerns who without the aide would not be able to literally be in school due to safety concerns, physical needs etc... The 'Support to School Personnel' is just that aide assistance to the special education/general education teacher to assist with instructional/behavioral needs the student would have in the LRE environment. Examples of this are: pre-teaching concepts, re-teaching, verbal prompting, small group work to provide additional modifications, accommodations. These are things that assist the teacher as they can't be everywhere and need support to insure that work is differentiated for the IEP student.
Finally, students can/will qualify for an IEP only needing IH or IVision support and like speech only or OT only they would have a support only IEP with no weighting. If there are additional instructional supports required through a district special education teacher or additional assistive technology devices the student will garner a weighting.
In response to your questions...typically social would go under behavior. We are NOT required to do a FBA/BIP although it's oftentimes best practice especially when there are significant behaviors which are causing safety/classroom disruption concerns. Adaptive behavior may also provide some links to social development, and as you mention especially with non-verbal students. Typically however when behavior is checked that also implies exploration of social-emotional development that may impact learning.
There is a lot of confusion about supplementary aides and services and support to school personnel. I have a question about this currently into our procedure committee when we meet again. The differences that are outlined in the current documentation guide are this: 'Supplementary Aides and Services' refers to the need of the student of an aide in order to ACCESS their education in the learning environment. Typically this then is for a 1:1 for a student with physical/visual/motor/behavioral concerns who without the aide would not be able to literally be in school due to safety concerns, physical needs etc... The 'Support to School Personnel' is just that aide assistance to the special education/general education teacher to assist with instructional/behavioral needs the student would have in the LRE environment. Examples of this are: pre-teaching concepts, re-teaching, verbal prompting, small group work to provide additional modifications, accommodations. These are things that assist the teacher as they can't be everywhere and need support to insure that work is differentiated for the IEP student.
Finally, students can/will qualify for an IEP only needing IH or IVision support and like speech only or OT only they would have a support only IEP with no weighting. If there are additional instructional supports required through a district special education teacher or additional assistive technology devices the student will garner a weighting.
Extended School Year Services
March is here - it is time to have those discussions about extended school year services, if they haven't already occurred. Decisions need to be made in time for teams to be able to make plans and commit resources.
I have attached some resources that Sue Baker, state autism consultant recently shared with me. She states, "I would only add that my lending library has Velcro books for young kids, toy units, and sensory materials that can be borrowed to facilitate skill use (generalization) across different materials. They require someone, such as EYS provider or parent, to structure interactions with the materials. The inventory lists are attached."
Our speech communication paras can assist with children on the autism spectrum to provide additional hours/consistency in the home. Of course, if the child is 3 and on an IEP, the district would need to make arrangements to pay the para during the EYS.
I have attached some resources that Sue Baker, state autism consultant recently shared with me. She states, "I would only add that my lending library has Velcro books for young kids, toy units, and sensory materials that can be borrowed to facilitate skill use (generalization) across different materials. They require someone, such as EYS provider or parent, to structure interactions with the materials. The inventory lists are attached."
Our speech communication paras can assist with children on the autism spectrum to provide additional hours/consistency in the home. Of course, if the child is 3 and on an IEP, the district would need to make arrangements to pay the para during the EYS.
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