Fall Inservice 2014

Coweta County School System
Special Education Department
Fall 2014 In-Service
Welcome
Melissa Casablanca – Director of Special Education
Dr. Steve Barker - Superintendent
Central Office Organization
Vickie Shepherd – Administrative Assistant to the Director
FTE, Class Counts, Transportation, ESY
[email protected]
770-254-2800 ext. 2030
Sherri Adcox– Bookkeeper
Budget, Purchase Orders, Personnel
[email protected]
770-254-2800 ext. 2038
Erika Hamburg-Brown - Administrative Assistant
Receptionist, Records, Special Olympics
[email protected]
770-254-2800 ext. 2032
Julie Schexnayder – Administrative Assistant
Evaluations, GOIEP
[email protected]
770-254-2800 ext. 2041
Renea Walton– Administrative Assistant
Medicaid, PreSchool
[email protected]
770-254-2800 ext. 2034
Mary Cousins– Juvenile Court Liaison
[email protected]
770-254-2800 ext. 2036
678-776-7955 (cellular)
Chrissy Dement– Compliance Specialist
GOIEP, Website, Student Record, FTE
[email protected]
770-254-2800 ext. 2095
404-925-7707 (cellular)
Kelly Abercrombie
Recreational Therapy, Special Olympics
[email protected]
770-254-2825 ext. 214
770-315-5664(cellular)
East Coweta Cluster
Denise Milam– Program Specialist
East Coweta High School
[email protected]
770-254-2800 ext. 2031
404-925-6042 (cellular)
Darrell Hynson– Support Specialist
East Coweta Middle, Eastside, Poplar Road, Welch
[email protected]
770-254-2800 ext. 2019
678-776-7963 (cellular)
Danielle Flournoy– Support Specialist
Lee Middle, Newnan Crossing, Willis Road
danielle,[email protected]
770-254-2800 ext. 2026
404-597-3134 (cellular)
Program Areas:
Autism, Behavior, ESY, Middle School Self-Contained, Parent Mentor
Newnan Cluster
Stacey Barnett – Program Specialist
Newnan High School
[email protected]
770-254-2800 ext. 2094
678-849-6941(cellular)
Melissa Greene– Support Specialist
Arnco-Sargent, Atkinson, Ruth Hill, Western
[email protected]
770-254-2800 ext. 2028
***-***-**** (cellular)
Andrea Evers– Support Specialist
Elm, Evans Middle, Glanton, Moreland
[email protected]
770-254-2800 ext. 2096
404-925-7803 (cellular)
Program Areas:
Goodwill Program, Hearing Impaired, High School Self-Contained, Preschool, Speech
Northgate Cluster
Terri Baggarly – Program Specialist
Northgate High School
[email protected]
770-254-2800 ext. 2011
678-776-6915 (cellular)
Nathalie Roark – Support Specialist
Arbor Springs, Arnall, Brooks, Northside, White Oak
[email protected]
770-254-2800 ext. 2091
404-925-7698 (cellular)
Jonah Barnhill – Support Specialist
Canongate, Jefferson Parkway, Madras, Thomas Crossroads
[email protected]
770-254-2800 ext. 2040
678-633-7963 (cellular)
Program Areas:
Assistive Technology, Collaboration, Elementary Self-Contained, Reading and Math Remediation,
Vision Impaired
Behavior Support Paras
Karen O’Neill
Candice Sears
Robert Thompson
Contact Denise Milam for Program Support in this Area.
Program Areas of Shared Responsibility
GAA
FTE
Maggie Brown
WDA
GNETS
Refer to base school program specialist for
assistance in these areas.
Beginning of the Year Reminders
Preview the website. Familiarize yourself with all the valuable information that you
will find there.
Familiarize yourself with the students on your caseload by completing a thorough file
review.
Strengths/Weaknesses
Goals/Objectives
Eligibility Due Dates
Classroom/Testing Accommodations
Medical Concerns
Special Education Services/oRelated Services
Special Transportation
Amendments
EVERYTHING MUST MATCH!!
Communicate with regular education teachers on a regular basis.
Contact parents of students on your caseload within the first ten days of school.
Maintain communication with the parents and students on your caseload to establish
and build rapport.
How to View an IEP in SLDS
• Any student’s IEP that is/was completed in GOIEP can be viewed in
SLDS
• General Education Teachers do not have access to GOIEP. However,
they can view the IEP in SLDS.
• Teachers can only access and view IEPs for students they teach.
• Log in to Infinite Campus
• Click on SLDS
• At bottom of screen - enter students’ GTID number /or/school,
grade, choose name
• Select GO
• In top left corner of screen you will see “Access Student IEP”, click
on this
• If a student has a finalized IEP in GOIEP, it will appear as a PDF
Casemanager Duties and
Responsibilities
Follow Case Manager Duties/Responsibilities
Checklist found on Special Education Website
• Go to the CCSS website
• Click on Departments, Special Education
• Login Using your System ID and Password (Bottom
Left Corner)
• Click on ISC/Case Manager Information
• Click on Case Manager Duties/Responsibilities
Checklist
FTE
• Full Time Equivalency which is basically the way services
are funded in special education.
• FTE always affects funding and it always will.
• It is the process of counting the number of students in
Special Education and the number of hours of services each
student receives.
• It is sorted out by exceptionality, grade, age and number of
hours in regular vs. special education.
• ALL students are counted in a FTE count, but regular
education students are pretty much grouped by age and
grade.
• It is critical that services on the IEP match the students’
schedules so that an accurate count is achieved and
potential earnings are maximized.
FTE Count Days
• FTE Cycle One – Tuesday, October 7th 2014
• FTE Cycle Three – Thursday, March 5th, 2015
• FTE Count Day - Data collected on the count day
can be thought of as a “picture” of the scheduled
instructional services provided for the students by
the school system on that specific date.
• FTE reviews will be conducted with the ISC and
program/support specialist for each school
• FTE Instructions will be sent via email and posted to
the website under ISC/Case Manager Information
Records Procedures
• Registration at Central Registration Center
• Records that parent/guardian brings are scanned and
uploaded to the documents tab in GOIEP and an email
notification is sent to the ISC, Program Specialist, and
Support Specialist for the receiving school
• Request for records signed by parent/guardian and faxed to
former school
• Records received from former school are scanned and
uploaded to the documents tab in GOIEP and an email
notification is sent to the ISC, Program Specialist, and
Support Specialist for the receiving school
• Records will include: current IEP, current eligibility, most
recent psychological
Amendment Procedures
During pre-planning:
• Check student schedule with IEP to verify that student is
scheduled appropriately
• If changes are required, contact parent and either get
permission to proceed with amendment or schedule meeting
to amend IEP
• Indicate the purpose of the amendment in the MINUTES
section of the IEP
• All amendments must be entered and finalized by August
29th
• On Tuesday, September 2nd Central Office Staff will spot
check completion status of amendments
Reevaluation Procedures
• During pre-planning review students on caseload
• Document any student that is due for reevaluation during
the 2014-15 school year and provide this information to
the ISC on the caseload verification form
• If a partial or full reevaluation is being considered, get
consent to evaluation signed and complete the
hearing/vision screening
• Please refer to the Reevaluation Procedures posted on the
website and review eligibility category checklists
Progress Monitoring Procedures
•To guide instruction by assisting teachers in making data informed
decisions
•To provide a systematic approach to data collection
•To provide documentation of student progress in response to Tier 4
interventions
•Progress Updates for IEP Goals/Objectives
•Information for IEP Present Levels of Academic and Functional
Performance
•Documentation for Re-evaluation
•Documentation for ESY eligibility
•To provide longitudinal data on student progress over time
•Rubrics will be used to determine if the notebooks and related
data/documentation meet Tier 4 requirement
•October 20 – November 7 – 1st review by Program/Support Specialists
Extended School Year
• Elementary Program – Ruth Hill
• Middle School Math Remediation – Lee Middle and
Smokey Road Middle
• High School Writing – Northgate High School
• High School Math Remediation – Northgate High
School
Remember: You should be collecting data beginning
day one to use as follow-up from summer ESY and
also in decision making for future ESY opportunities.
Occupational Therapy/Physical Therapy
• To make a referral:
▫ OT/PT Referral Request form and additional documents indicated on
the form must be submitted to Program/Support Specialist for OT/PT
referral
▫ Referral procedures and forms are on the special education website
under IEP on the left menu, under related services – OT/PT
• Prior to referral:
▫ IEP meeting must be held to review the student’s needs, goals,
accommodations, etc prior to referral for OT/PT
▫ Two interventions in the area of concern MUST be documented prior to
referral and submitted on Pre-Referral Intervention Data form
• Parent Requests for OT/PT Evaluation:
▫ The system does not have to automatically complete an evaluation per
parent request for OT/PT related services. If a parent makes a request,
follow the same procedures for any other OT/PT concern – convene the
IEP team, review the IEP (document meeting purpose in minutes) to
determine need, implement strategies if not already implemented,
submit referral when appropriate.
Behavior Needs
•
•
•
•
•
•
Referral forms
Behavior paraprofessionals
Psychological Services
Community Resources
Social Workers
Juvenile Court
Mindset
• The purpose of this training program is to facilitate
insight, raise awareness, enhance skills, and ultimately
certify professionals in a system of preventing and
managing aggressive behavior. The principles introduced
in this training program will be the cornerstones for
establishing and maintaining a safe environment, both
physically and emotionally, for everyone involved.
• Three teams of trainers.
• Initial certification (2 day program) offered six times a
year.
• Recertification (1 day program) offered six times a year.
• Certification verified on consent tab in Infinite Campus
Alternative School
Mr. Kevin Jones, Principal, Winston Dowdell Academy
Ms. Wendy Arnold, In-School Coordinator
Mr. Derek Pitts, Principal, Maggie Brown
Ms. Cherry Stanard, In-School Coordinator
Follow discipline procedures and student support
services referral procedures found on the Special
Education Website.
Assistive Technology
• Contact Jonah Barnhill or Sherri Adcox
• Inventory on Website
▫
▫
▫
▫
▫
Navigate by going to CCSS website
Special Education
Sign In
IEP Procedures
AT Procedures
Assessment
•
2014-15 State Testing Calendar - at http://www.gadoe.org/Curriculum-Instruction-andAssessment/Assessment/Pages/Information-For-Educators.aspx.
•
The updated 2014-2015 calendar now incorporates the name and several dates relative to
Georgia’s new assessment system, Georgia Milestones.
•
Current End of Course Tests (EOCT) remain on the testing calendar during the months of August
– November 2014 for the final administrations of the EOCT Mid-Month and Retests.
•
CRCT-M is no longer on the calendar due to the discontinuance of the program at the conclusion
of the current summer retest administration.
•
The Grade 3, Grade 5, and Grade 8 Writing Assessments have been removed from the 2014-2015
calendar given that writing will now be assessed in each grade (3-8) through Georgia Milestones.
•
Georgia High School Writing Test (GHSWT) remains a diploma requirement in 2014-2015.
•
The Georgia High School Graduation Test (GHSGT) continues to have its fall retest, winter retest,
and spring retest windows in 2014-2015. However, there will not be a summer retest
administration for the GHSGT in 2015.
Georgia Alternate Assessment (GAA)
Fall 2014 Training:
•The Georgia Alternate Assessment (GAA) will continue in its current form during 2014-2015. The one
new aspect for the 2014-2015 administration of the GAA program will be that, given the CCGPS
transition in high school mathematics, identified standards from Coordinate Algebra and Analytic
Geometry will be assessed beginning next year for all students assessed for the first time in high
school through the GAA.
•Pre-assessment training will be provided online, via Blackboard Collaborate
.
•A variety of topics will be addressed during eight broadcasts held on four dates. Each webinar will last
approximately an hour and thirty minutes and will allow time for questions and answers. The topics
selected were identified based upon an analysis of 2013-2014 GAA results, the transition of mathematics
standards in the high school, the high school retest option, and feedback from school and system
personnel.
•New this year will be live sessions to address questions from the online audience. Please refer to the
table below for a list of topics, dates and times.
•The fact that each session will be available through both a live delivery and a recording (that can be
viewed at any time) will allow systems to schedule the viewing of each session as local schedules may
require.
Dates
Sessions and Times
Topics
Wednesday
8/13/2014
Session 1
1:00-2:15
High School Retest
Session 2
2:30-4:00
The Basics of the GAA
Session 3
1:00-2:15
Looking ahead to the 2014-15 Administration
Session 4
2:30-4:00
Alignment
Session 5
1:00-2:15
Overview of High School Mathematics in 2014-15 - Part 1
Session 6
2:30-3:45
Overview of High School Mathematics in 2014-15 - Part 2
Session 7
1:00-2:15
Question & Answers Session
• Covering items from Sessions 1 - 4
Session 8
2:30-4:00
Question & Answers Session for HS Math
• Covering items from Sessions 5 - 6
Thursday
8/14/2014
Thursday
8/21/2014
Wednesday
8/27/2014
Accommodations for Classroom and
State Mandated Testing
• MUST be directly related to the disability
• Not a smorgasbord
• Must be taught and implemented in routine classroom
instruction
• Must be implemented across disciplines (including
electives/connections/specials)
• IEP must be finalized so that teachers can view the most
recent accommodations
College and Career Readiness Performance Index
and Students with Disabilities Requiring an
Alternate Assessment
• All students with disabilities who also require an alternate assessment (GAA) must have completed
two career-related assessments.
• These two career-related assessments can also be used as transition assessments on a student with
disabilities’ transition plan.
• Special Education case managers will maintain the documentation to ensure compliance when asked.
8th Grade Career Related Assessments/Inventories
• This activity is mandatory.
• The performance rate for middle school indicator #10 is dependent on data within this activity coupled
with data entered in Student Record (SR) regarding Individual Graduation Plans.
• Career assessments/inventories have been reported in Student Record for two years. Therefore, using data
from SR 2013 and SR 2014, some students are prechecked in this activity as having completed the
required two assessments/inventories by the end of 8th grade. You should pay close attention to the
prechecks, which are based on SR data as of June 16, 2014.
• Career assessments/inventories were not coded in SR for the 6th grade year for the current 8th graders.
Therefore, this activity provides the opportunity to capture those data from 2012 if necessary. You may
check students for whom you have documentation that they have completed two or more career
assessments/inventories.
• It should also be noted that all students should have an Individual
Graduation Plan.
• Because the IGP is the foundation for the student’s high school program, the IGP
should be written before the IEP.
• The IEP team will then use the IGP to determine the special education supports
and services that will be needed in addition to the necessary coursework.
• For those students on an alternate assessment, the counselor (or the designee in
the school) and the caseload manager should work together to develop the IGP.
• The IEP when coupled with the IGP represents a joint plan for better post
secondary outcomes.
TKES/Contributing Professionals
• It is what you have done all along…good
teaching.
• Opportunity to get credit for those special
education specific duties of your job.
• http://video.doe.k12.ga.us/doemedia/doe72920
13/
Student Growth Percentiles and the
Student Growth Model
• SGPs are one of multiple measures used to
provide an indication of teacher and leader
effectiveness in the Teacher and Leader Keys
Effectiveness Systems (TKES and LKES).
www.youtube.com/watch?v=dyArv7184ZY
Website
• From Coweta County School System Website
▫ Click “Departments” on top menu
▫ Choose “Special Education”
• Login in on the bottom of the left menu using:
▫ Your system/email login and password
▫ This allows you access to the teacher protected menu items
• Remove bookmarks or favorites of the old special
education website
▫ To add as a favorite or bookmark:
 Once you have the site open
 Click Favorites on your top menu
 Click Add to Favorites or Favorites Bar – bar under menu for quick
access to favorites
GOIEP Update
• Logging In – Log in to Infinite Campus, Click SLDS on left menu, Once
SLDS opens, click IEP, you should see your caseload that has been
assigned
▫ New Teachers Only – must log in to GOIEP and click user profile on top
menu and complete your user profile and save before roles can be assigned.
 Email [email protected] once you have set up your profile.
• Help Document – Instructions on compliance and navigating GOIEP
▫ Once in GOIEP – click “Help” yellow link on the top menu
• Student Search – only admins can search for students in their school or
district. Teachers are taken to their caseload when entering GOIEP.
▫ Active Students – if clicked when searching you will only see active students
with a case manager. If you do not select active students or exited students you
will see all students in your school when searching.
• Assigning Case managers – Only ISCs can assign case managers.
▫ Transfer Case Load - Entire caseloads can be transferred from one person
to another by using the transfer case load item at the top. ISC must complete
this step.
•
•
•
•
Reports - Teachers have access to reports for their caseload
Contact Log – Log parent contacts in the log section under contact log
Exiting Students – Only Central Office Staff should exit students in GOIEP.
Change in Status Form – MUST be completed and submitted so we will know
to exit students in GOIEP and to update data in IC for state data reporting.
• Submit the Change in Status form for the following:
▫ No Shows – submit forms all no shows by Friday, August 15th 2014 – use
withdrawal reason and last day of school as withdrawal date. Indicate on the
form “no show”. Be sure the student is a “no show” and doesn’t return the first
few days.
▫ Withdrawals – submit for any student that withdrawals
▫ Dismissed – submit for students determined no longer eligible for special
education. This includes revoked consent.
▫ Eligibility changes – submit when eligibility changes as a result of
redetermination meeting or reevaluation meeting
▫ Initial placement – submit for any initial placement after the eligibility
meeting
▫ Graduation – submit for any student that graduated
▫ Program Changes – submit for any placement/program change (i.e. to EBD,
S/C, etc)
Caseload
• Be sure each student on your case load is assigned to you in GOIEP
• Inform ISC of any students on your case load that should not be so they
can be reassigned
Team Members and Profile Sections for Students
• Be sure to update team members that will need access to the student this
school year (SLP, OT, PT, Sped teachers, etc)
IEP and Eligibility Sections
• Be sure that the IEP and eligibility has been finalized and is current for
this school year
• Be sure all Notices of Meetings have a status of completed
IEP and Eligibility Due Dates
•
Run reports to check IEP and Eligibility Due Dates for your case load
•
Be sure to hold all meetings on time to remain in compliance
• Eligibility
▫ Initial eligibility – the link to start the initial eligibility report
for an initial referral
▫ Redetermination – the link to start the redetermination form
to determine if reevaluation is needed or if the student continues
to meet eligibility based on the available data, or the student no
longer meets eligibility
▫ Re-eligibility – the link to start the eligibility report for a
student that has been reevaluated and the redetermination has
already been completed indicating reevaluation was needed
• Start IEP annual review or Start
Redetermination from Timelines Tab
▫ If eligibility is coming due within the school year, click start
redetermination to complete redetermination form
▫ You can select annual review on the notice of meeting if annual
review is due and will be held as well.
• Notice of Meetings
▫ Be sure to select appropriate purpose for meeting - annual
review, redetermination
▫ If you select annual review as the purpose, an IEP will open and
will need completed
▫ If Notice of Meeting is opened in error, close the meeting on the
meeting notice tab
▫ Select transition plan if a transition plan needs to be
addressed or it will not be accessible when completing the IEP.
• Documents Section
▫ Central Office is scanning and uploading any documents received
for a student that are not in GOIEP and attaching in the
document section (i.e., transfer students)
▫ Schools may scan and upload documents related to the student’s
file to the documents section in GOIEP (OT/PT reports, etc)
Elementary – Skills Time: Why it is
important…
• CCRPI-LRE requirement
• Maximizes personnel and instructional
time
• Offers targeted, small group intervention
Elementary Skills Time – What it is…
• Designated time throughout the day to
accelerate and remediate students with
disabilities without removing them from
valuable grade level instruction in the general
education classroom
• A time to provide intensive specialized
instruction at the student’s ability level and
target specific weaknesses and IEP
goals/objectives
• A perfect opportunity for progress monitoring
Master Schedule
2014 - 2015
Time
8:00-8:10
8:10-8:20
8:20-8:30
8:30-8:40
8:40-8:50
8:50-9:00
9:00-9:10
9:10-9:20
9:20-9:30
9:30-9:40
9:40-9:50
9:50-10:00
10:00-10:10
10:10-10:20
10:20-10:30
10:30-10:40
10:40-10:50
10:50-11:00
11:00-11:10
11:10-11:20
11:20-11:30
11:30-11:40
11:40-11:50
11:50-12:00
12:10-12:20
12:20-12:30
12:30-12:40
12:40-12:50
12:50-1:00
1:00-1:10
1:10-1:20
1:20-1:30
1:30-1:40
1:40-1:50
1:50-2:00
2:00-2:10
2:10-2:20
2:20-2:30
K
Homeroom
8:15-9:00
EIP
1st
Homeroom
8:10 - 9:00
Reading
2nd
Homeroom
8:15 - 9:00
Block 1
9:00 - 10:00
ELA
9:00 - 9:45
Block 2
10:00 - 10:45
Math
9:45 - 10:00
Block 3
10:00 - 10:45
Skills
3rd
Homeroom
8:10-8:45
Skills
L. Arts a nd Ma th
4th
Homeroom
8:00 - 8:30
HRoom/Lang
8:30 - 9:30
Block 1
5th
Homeroom
8:15-9:00
Skills
8:45-9:30
9:00-9:45
Math
9:45-11:00
L. Arts
Specials
9:00 - 9:50
Rea di ng
9:30-10:45
Block 1
9:30-10:15
Specials
10:15 - 11:15
Block 2
10:45 - 11:30
Skills
11:05-11:40
Lunch
11:35-12:15
Lunch
11:50-12:35
Specials
12:35-1:15
Science/SS
1:15-1:40
Recess
1:40 - 2:20
Skills
Dismissal
12:15-12:40
Science/SS/
Health
12:40-1:25
Specials
1:25-1:45
I nd. Rea di ng
10:45 - 11:20
Block 3
10:45 - 11:50
Block 2
11:20-12:00
Lunch
12:00-12:30
Recess
12:30-1:00
Reading/S/SS
1:00-1:30
Xtra math/BA
Tests
1:30-2:15
Specials
Dismissal
11:00-11:50
Math
11:15 - 12:00
HRoom/Lang
11:50-12:26
Lunch
12:20-12:56
Recess/
XtraMath
11:50 - 12:10
12:00 - 12:40
Lunch
12:40 - 1:30
Block 3
1:10 - 2:20
Block 3
1:45-2:15
Recess
Dismissal
9:50 - 10:15
ELA
10:15-11:00
Specials
Dismissal
Xtra Ma th
12:16 - 12:50
Lunch
12:50-1:10
Recess
1:10 - 1:40
ELA
1:30 - 1:50
Recess
1:50-2:25
Skills
1:40 - 2:30
Science/
Social Studies
Dismissal
Dismissal
MASTER SCHEDULE
Time
8:00-8:05
8:05-8:10
8:10-8:15
8:15-8:20
8:20-8:25
8:25-8:30
8:30-8:35
8:35-8:40
8:40-8:45
8:45-8:50
8:50-8:55
8:55-9:00
9:00-9:05
9:05-9:10
9:10-9:15
9:15-9:20
9:20-9:25
9:25-9:30
9:30-9:35
9:35-9:40
9:40-9:45
9:45-9:50
9:50-9:55
9:55-10:00
10:00-10:05
10:05-10:10
10:10-10:15
10:15-10:20
10:20-10:25
10:25-10:30
10:30-10:35
10:35-10:40
10:40-10:45
10:45-10:50
10:50-10:55
10:55-11:00
11:00-11:05
11:05-11:10
11:10-11:15
11:15-11:20
11:20-11:25
11:25-11:30
11:30-11:35
11:35-11:40
11:40-11:45
11:45-11:50
11:50-11:55
11:55-12:00
12:00-12:05
12:05-12:10
12:10-12:15
12:15-12:20
12:20-12:25
12:25-12:30
12:30-12:35
12:35-12:40
12:40-12:45
12:45-12:50
12:50-12:55
12:55-1:00
1:00-1:05
1:05-1:10
1:10-1:15
1:15-1:20
1:20-1:25
1:25-1:30
1:30-1:35
1:35-1:40
1:40-1:45
1:45-1:50
1:50-1:55
1:55-2:00
2:00-2:05
2:05-2:10
2:10-2:15
2:15-2:20
2:20-2:25
2:25-2:30
2:30
K
1
2
3
4
5
Academic 1
S PECIALS
8:15-9:00
Math
8:00-9
Reading/ELA
8:15-9:25
S ocial S t.
8:15-8:55
Math
8:15-9:25
transition
transition
Reading/ELA
9:05-11:20
S PECIALS
9:05-9:50
Reading/ELA
8:55-10:25
S ocial S t.
9:25-9:55
Reading/ELA
9:25-10:55
transition
Reading/ELA
9:55-11:55
LUNCH
10-10:30
S PECIALS
9:55-10:40
transition
RE CE SS
10:30- 10:45
transition
LUNCH
10:30-11
transition
S kills
10:45-11:20
Math
10:50-11:20
transition
RE CE SS
11- 11:15
Lunch
11-11:30
transition
transition
transition
S pecials
11:25-12:10
S kills
11:25-11:55
Math
11:20-12:20
LUNCH
11:30-12
RE CE SS
11:30- 11:45
transition
transition
transition
LUNCH
12-12:30
S kills
11:55-12:25
S kills
11:50-12:20
transition
S cience
12:05-12:45
Academic 2
transition
transition
Math
12:35-1:30
S PECIALS
12:25-1:10
LUNCH
12:30-1
Math
12:45-2
S ci/S S
12:55-1:30
RE CE SS
1- 1:15
transition
S kills
1:30-2:00
Re c e s s
1:30- 1:45
S ci/S S
1:45-2:20
S cience
1:15-1:50
S ci/S S
1:20-1:50
S PECIALS
1:30-2:15
S ci/S S
1:50-2:20
RE CE SS
2- 2:15
S kills
1:50-2:20
transition
Dismissal
Dismissal
S ci/S S
12:20-12:55
Dismissal
Dismissal
transition
Dismissal
Dismissal
SPED SCHEDULE
Time
7:55- 8:05
8 :0 5 -8 :1 0
8 :1 0 -8 :1 5
8 :1 5 -8 :2 0
8 :2 0 -8 :2 5
8 :2 5 -8 :3 0
8 :3 0 -8 :3 5
8 :3 5 -8 :4 0
8 :4 0 -8 :4 5
8 :4 5 -8 :5 0
8 :5 0 -8 :5 5
8 :5 5 -9 :0 0
9 :0 0 -9 :0 5
9 :0 5 -9 :1 0
9 :1 0 -9 :1 5
9 :1 5 -9 :2 0
9 :2 0 -9 :2 5
9 :2 5 -9 :3 0
9 :3 0 -9 :3 5
9 :3 5 -9 :4 0
9 :4 0 -9 :4 5
9 :4 5 -9 :5 0
9 :5 0 -9 :5 5
9 :5 5 -1 0 :0 0
1 0 :0 0 -1 0 :0 5
1 0 :0 5 -1 0 :1 0
1 0 :1 0 -1 0 :1 5
1 0 :1 5 -1 0 :2 0
1 0 :2 0 -1 0 :2 5
1 0 :2 5 -1 0 :3 0
1 0 :3 0 -1 0 :3 5
1 0 :3 5 -1 0 :4 0
1 0 :4 0 -1 0 :4 5
1 0 :4 5 -1 0 :5 0
1 0 :5 0 -1 0 :5 5
1 0 :5 5 -1 1 :0 0
1 1 :0 0 -1 1 :0 5
1 1 :0 5 -1 1 :1 0
1 1 :1 0 -1 1 :1 5
1 1 :1 5 -1 1 :2 0
1 1 :2 0 -1 1 :2 5
1 1 :2 5 -1 1 :3 0
1 1 :3 0 -1 1 :3 5
1 1 :3 5 -1 1 :4 0
1 1 :4 0 -1 1 :4 5
1 1 :4 5 -1 1 :5 0
1 1 :5 0 -1 1 :5 5
1 1 :5 5 -1 2 :0 0
1 2 :0 0 -1 2 :0 5
1 2 :0 5 -1 2 :1 0
1 2 :1 0 -1 2 :1 5
1 2 :1 5 -1 2 :2 0
1 2 :2 0 -1 2 :2 5
1 2 :2 5 -1 2 :3 0
1 2 :3 0 -1 2 :3 5
1 2 :3 5 -1 2 :4 0
1 2 :4 0 -1 2 :4 5
1 2 :4 5 -1 2 :5 0
1 2 :5 0 -1 2 :5 5
1 2 :5 5 -1 :0 0
1 :0 0 -1 :0 5
1 :0 5 -1 :1 0
1 :1 0 -1 :1 5
1 :1 5 -1 :2 0
1 :2 0 -1 :2 5
1 :2 5 -1 :3 0
1 :3 0 -1 :3 5
1 :3 5 -1 :4 0
1 :4 0 -1 :4 5
1 :4 5 -1 :5 0
1 :5 0 -1 :5 5
1 :5 5 -2 :0 0
2 :0 0 -2 :0 5
2 :0 5 -2 :1 0
2 :1 0 -2 :1 5
2 :1 5 -2 :2 0
2 :2 0 -2 :2 5
2 :2 5 -2 :3 0
2 :3 0
8 :0 5 -9 :3 0
3 rd
Rdg/ELA
sep. class
9 :3 0 -1 0 :3 0
4 th
Reading
Collab
8 :0 5 -9 :2 5
5 th
Math
Collab
8 :0 5 -8 :5 5
4 th
S . S tudies
8 :0 5 -9 :0 0
2 nd
Math
8 :5 5 -9 :5 5
3 rd
Rdg/ELA
w/ W ilcox
9 :0 0 -1 0
1 st
Rdg/ELA
9 :2 5 -1 0 :3 0
5 th
Rdg/ELA
Collab
9 :5 5 -1 0 :1 0
Escort student
to specials
1 0 :0 0 -1 2
2 nd
Rdg/ELA
1 0 :2 0 -1 0 :5 0
LUNCH
1 0 :3 0 -1 1 :2 0
Planning/
Consult
1 0 :3 0 -1 1 :1 5
Planning or
Lunch or
Consult or
IS C duties
1 0 :5 0 -1 1 :2 0
3 rd
S . S tudies
1 1 :2 0 -1 2 :2 0
4 th
Math
Collab
1 1 :1 5 -1 1 :4 5
1 st
S kills
1 1 :2 0 -1 1 :4 5
Kindergarten
1 1 :4 5 -1 2 :1 5
5 th
S kills
1 1 :4 5 -1 2 :1 5
2 nd
S kills
1 2 :0 0 -1 2 :3 0
LUNCH
1 2 :2 0 -1 2 :4 5
LUNCH
1 2 :1 5 -1 :5 0
Planning or
Lunch or
Consult or
IS C duties
1 2 :4 5 -2 :0 0
3 rd
Math
Collab
1 2 :1 5 -1 2 :5 5
5 th
S ci or S S
1 2 :3 0 -1 :3 0
1 st
Math
1 2 :5 5 -1 :2 0
5 th
S ci or S S
1 :2 0 -1 :5 0
4 th
S cience
2 :0 0 -2 :2 5
Planning
1 :5 0 -2 :2 5
3 rd/4 th
S kills
1 :3 0 -2 :2 5
2 nd
sci/ss
1 :5 0 -2 :2 5
4 th
S ocial S tudies
Duty-tbd
Duty-tbd
Transition: From the plan to the
outcome
• Individual Graduation Plan and Career Pathways
• Resources for Writing Transition Plans
• Transition Fair - OCTOBER 7 - Meeting with Agencies
and Contacts
• Appreciation to All:
▫ 100% Compliant Transition Plans
▫ Dual Enrollment Program
▫ Special Education Work Base Learning
▫ Goodwill Program
▫ Vocational Rehabilitation Referrals
Common Areas of Due Process
• Parents should be given a copy of the Parental
Rights at the beginning of every annual IEP meeting
• If there’s a BIP, follow it
• Don’t predetermine eligibility or placement
• Consider LRE first
• Goals should be measurable and progress should be
monitored and shared with parents every 9 weeks
• Accommodations must be followed both in the
classroom and for state assessments
• Reconvene the IEP team when performance
indicates the need
https://www.youtube.com/watch?feature=pl
ayer_embedded&v=6yPkbhFQIfw