Greetings from Student Services!

Student Services is excited to announce that we have transitioned to a new IEP system called Enrich. A description from the company summarizes the highlights: "Enrich IEP provides a guided process, embedded best practices and progress monitoring, not forms to complete. The solution streamlines and organizes all of your case management processes, includ-ing medical information, transportation scheduling, discipline records, and state child-count reporting. And, a built-in interactive calendar based reminder system helps users keep track of meetings, deadlines, and com-munication with parents and providers." This program is aligned with the state IEP and is much more intui-tive, process driven and user friendly. Student Services provided training to staff this fall in several stages. That said, with any implementation of new technology, there are bound to be a few technical glitches, some mistakes and heightened anxiety as staff begin using it 'for real'. Student Services and Special Ed staff at our district schools appreciate your pa-tience as we grow accustomed to our new program.

Enrich Help Line (case sensitive) https://bit.ly/YmR7Mg

We would like to introduce you to our Enrich Support Team:

Student Services News

N E W S L E T T E R

March 2013

Special Education

Inside:

• Student Services

News pgs. 1/2

• LSA & Swap Articles

pg. 3

• School Safety

pgs. 4/5

• CoALT pgs. 6/7

“We’re here to We’re here to We’re here to We’re here to help children help children help children help children succeed. It’s succeed. It’s succeed. It’s succeed. It’s that simple.”that simple.”that simple.”that simple.” ---- Elaine CollinsElaine CollinsElaine CollinsElaine Collins

Erica Bowman was a special education teacher in TX and

CO for eight years and an elementary school principal in

Longmont for six years prior to joining Student Services

Administration. She is currently a special education coordina-

tor who works with the Skyline feeder schools, Lyons

schools, TPCA and Flagstaff charter schools. Department

responsibilities include motor team supervision, state report-

ing and audits, oversight of Enrich implementation, and IEP

quality and compliance.

Page 2

Special Education

Martha Bustillos, a former Preschool/

Kindergarten Teacher, has been working in

Student Services since 2009. In addition to

being part of the Enrich Helpline tech sup-

port team, she checks the compliance of all

received special education records before they

go into the students files and occasionally

serves as a Spanish translator/interpreter .

Trude Burnett, M.A.Ed. - In the 25th year of

working in special education, Trude started as a

paraeducator in a Day Treatment facility in Los

Angeles. After working as a special education

teacher in inner-city Los Angeles for 17 years she

came home to Longmont. After a couple of years

as a special ed. teacher and Building Team Leader

she is living her dream of teaching teachers! As

part of the Enrich Technical Help Team she de-

signs and facilitates the trainings for all teachers

as well as maintaining the Enrich Help-Line

Google Website.

Kelly Preston has worked in this department

for the past three years. His duties include the

end of year report, end of year discipline re-

port, and the December report for CDE. This

year he has been asked to take charge of licens-

ing and materials for the Scholastic interven-

tion programs such as R180 and S44 as well as

working with Excent regarding the conversion

to Enrich which replaced Encore as our prima-

ry means of staying compliant with federal

regulations. Once the program launched in

January he assumed the responsibilities of ini-

tial phone support, user maintenance, and all

technical aspects of Enrich to ensure our users

a stable and reliable work platform.

Melissa Thompson, M.S., Ed.S. - District

School Psychologist. Melissa has been a school

psychologist for 11 years and is in her 5th year

working in St. Vrain. Prior to working at Student

Services, Melissa was a Building Team Leader

and School Psychologist in the district. Her cur-

rent role is to mentor Building Team Leaders and

clinically supervise School Psychologist Interns.

She also completes cognitive evaluations

throughout the district and the specialized read-

ing evaluations for students who have been re-

ferred to an Intensive Reading Program. Melissa

serves as a support to Building Team Leaders in

all areas of the job, including Enrich.

Page 3

Special Education

LIFE SKILLS ACE NEWS

Life Skills ACE (Alternative Cooperative Education) is a transition program for students 18-21 with

disabilities. We have 5 different levels of students ranging from Level 1 for students with more signifi-

cant disabilities to Level 5 where students are more independent. We focus on career/vocational skills,

independent living skills, functional academics, social skills, and community based instruction. This

year we submitted a request for program approval to Career/Technical Education which covers the ACE

program. This program will help provide our students with some additional resources and opportuni-

ties. We just found out that our program has been approved for the next 5 years. As part of this pro-

gram, we have established an advisory committee which consists of 51% business members and a stu-

dent organization to help our students learn some leadership skills. Graduation for current students

who have completed the program will be on May 22nd.

We will be hosting an Open House on Wednesday, March 20th from 4:00—6:30 pm at the Main

Street School building, 820 Main St. You will have a chance to meet with the teachers and visit our

classrooms. Refreshments will be provided. Childcare will not be available. There will be a Spanish

interpreter available as well. Registration packets will be available for students attending LSA for 2013

-14. Parents of our current students are welcome to attend as well. Please use the Handicap entrance at

the S.W. corner of building. For additional information, call 303-776-8674.

Nadine VanAlstine

Coordinator

Career and Job Fair

Be Ready!Be Ready!Be Ready!Be Ready!

• Bring your Resume

• Apply for a Job

• Bring your Social Security #

• Bring your Desire to Work

Professional Attire

Recommended

Questions?

Workforce Boulder

County

303-651-1510

For Youth and Young Adults—Ages 14-21

Thursday, March 28, 3:00—6:00 p.m.

Boulder County Fairgrounds

9595 Nelson Rd., Longmont

Brought to you by Work-

force Boulder County, the

Colo. Division of Vocational

Rehab., the City of Long-

mont, the Governors Sum-

mer Job Hunt, the Colo.

Dept. of Labor and Employ-

ment and St. Vrain Valley

School-Business Partnership.

High profile acts of violence,

particularly in schools, can con-

fuse and frighten children who

may feel in danger or worry that

their friends or loved ones are at

risk. They will look to adults for

information and guidance on how

to react. Parents and school per-

sonnel can help children feel safe

by establishing a sense of normal-

cy and security and talking with

them about their fears.

1. Reassure children that they

are safe. Emphasize that schools

are very safe. Validate their feel-

ings. Explain that all feelings are

okay when a tragedy occurs. Let

children talk about their feelings,

help put them into perspective,

and assist them in expressing

these feelings appropriately.

2. Make time to talk. Let their

questions be your guide as to how

much information to provide. Be

patient; children and youth do not

always talk about their feelings

readily. Watch for clues that they

may want to talk, such as hover-

ing around while you do the dish-

es or yard work. Some children

prefer writing, playing music, or

doing an art project as an outlet.

Young children may need con-

crete activities (such as drawing,

looking at picture books, or imag-

inative play) to help them identify

and express their feelings.

3. Keep your explanations de-

velopmentally appropriate.

• Early elementary school chil-

dren need brief, simple infor-

mation that should be balanced

with reassurances that their school

and homes are safe and that adults

are there to protect them. Give simple

examples of school safety like re-

minding children about exterior doors

being locked, child monitoring efforts

on the playground, and emergency

drills practiced during the school day.

• Upper elementary and early middle

school children will be more vocal in

asking questions about whether they

truly are safe and what is being done

at their school. They may need assis-

tance separating reality from fantasy.

Discuss efforts of school and commu-

nity leaders to provide safe schools.

• Upper middle school and high

school students will have strong and

varying opinions about the causes of

violence in schools and society. They

will share concrete suggestions about

how to make school safer and how to

prevent tragedies in society. Empha-

size the role that students have in

maintaining safe schools by following

school safety guidelines (e.g., not

providing building access to

strangers, reporting strangers on cam-

pus, reporting threats to the school

safety made by students or communi-

ty members, etc.), communicating

any personal safety concerns to

school administrators, and accessing

support for emotional needs.

4. Review safety procedures. This

should include procedures and safe-

guards at school and at home. Help

children identify at least one adult at

school and in the community to

whom they go if they feel threatened

or at risk.

5. Observe children’s emotional

state. Some children may not express

their concerns verbally. Changes in

behavior, appetite, and

sleep patterns can also indicate a

child’s level of anxiety or dis-

comfort. In most children, these

symptoms will ease with reassur-

ance and time. However, some

children may be at risk for more

intense reactions. Children who

have had a past traumatic experi-

ence or personal loss, suffer from

depression or other mental ill-

ness, or with special needs may

be at greater risk for severe reac-

tions than others. Seek the help of

mental health professional if you

are at all concerned.

6. Limit television viewing of

these events. Limit television

viewing and be aware if the tele-

vision is on in common areas.

Developmentally inappropriate

information can cause anxiety or

confusion, particularly in young

children. Adults also need to be

mindful of the content of conver-

sations that they have with each

other in front of children, even

teenagers, and limit their expo-

sure to vengeful, hateful, and

angry comments that might be

misunderstood.

7. Maintain a normal routine.

Keeping to a regular schedule can

be reassuring and promote physi-

cal health. Ensure that children

get plenty of sleep, regular meals,

and exercise. Encourage them to

keep up with their schoolwork

and extracurricular activities but

don’t push them if they seem

overwhelmed.

cont’d

“Emphasize

that schools

are very

safe. Vali-

date their

feelings”

Page 4

CRISIS AND SCHOOL SAFETY

Talking to Children About Violence: Information for Parents and EducatorsTalking to Children About Violence: Information for Parents and EducatorsTalking to Children About Violence: Information for Parents and EducatorsTalking to Children About Violence: Information for Parents and Educators

• Schools are safe places.

School staff works with par-

ents and public safety provid-

ers (local police and fire

departments, emergency

responders, hospitals, etc.) to

keep you safe.

• The school building is safe

because … (cite specific

school procedures).

• We all play a role in the

school safety. Be observant

and let an adult know if you

see or hear something that

makes you feel uncomforta-

ble, nervous or frightened.

• There is a difference between

reporting, tattling or gossip-

ing. You can provide im-

portant information that may

prevent harm either directly

or anonymously by telling a

trusted adult what you know

or hear.

• Although there is no absolute

guarantee that something bad

http://

www.stvrain.k12.

co.us/

departments/

studentServices/

specialEducation

Page 5

will never happen, it is im-

portant to understand the

difference between the possi-

bility of something happening

and probability that it will

affect you (our school com-

munity).

• Senseless violence is hard

for everyone to understand.

Doing things that you enjoy,

sticking to your normal rou-

tine, and being with friends

and family help make us feel

better and keep us from wor-

rying about the event.

• Sometimes people do bad

things that hurt others. They

may be unable to handle their

anger, under the influence of

drugs or alcohol, or suffering

from mental illness. Adults

(parents, teachers, police

officers, doctors, faith lead-

ers) work very hard to get

those people help and keep

them from hurting others. It

is important for all of us to

know how to get help if we

feel really upset or angry and to

stay away from drugs and alco-

hol.

• Stay away from guns and

other weapons. Tell an adult if

you know someone has a gun.

Access to guns is one of the

leading risk factors for deadly

violence.

• Violence is never a solution to

personal problems. Students can

be part of the positive solution

by participating in antiviolence

programs at school, learning

conflict mediation skills, and

seeking help from an adult if

they or a peer is struggling with

anger, depression, or other emo-

tions they cannot control.

NASP has additional infor-

mation for parents and educa-

tors on school safety, violence

prevention, children’s trauma

reactions, and crisis response at

www.nasponline.org. © 2007,

National Association of School

Psychologists, 4340

CRISIS AND SCHOOL SAFETY CONT’D

Suggested Points to Emphasize When Talking to ChildrenSuggested Points to Emphasize When Talking to ChildrenSuggested Points to Emphasize When Talking to ChildrenSuggested Points to Emphasize When Talking to Children

Parents Encouraging Parents (PEP) Conferences

PEP Conferences are family-centered events designed to offer support, information and education

to both parents and professionals who work with children with disabilities across Colorado.

Conferences will be held:

May 2-4, 2013 (Location to be determined)

For more information, please visit http://www.cde.state.co.us/cdesped/PEP.asp

Page 6Page 6Page 6Page 6

N E W S L E T T E R

Overview of the CoAlt

The CoAlt is a standards based assessment designed specifically for students with significant cognitive disabilities and is

meant to provide a picture of student performance relative to the Expanded Benchmarks. Students are assessed in reading,

writing and mathematics in grades 3 -10 and science in grades 5, 8 and 10.

The Primary purpose of the CoAlt assessment is to determine the level at which Colorado students are meeting the Expanded

Benchmarks.

CoAlt is administered to students individually. The assessment should be administered to the student by the teacher who

knows the student best. This practice is to help the student perform his or her best and to ensure that the appropriate expanded

accommodations are in place.

The test examiner on the CoAlt rates each student’s response on two data points. The first data point collected is how the stu-

dent responded to an item (correct, incorrect, other, or no response). The second data point gathered is the student’s level of

independence. Both data points provide information that can help guide instruction and IEP decisions.

Eligibility for the CoAlt CoAlt eligibility is determined by the IEP team. Students must meet all of the following criteria in order to qualify:

1. The student must have an IEP.

AND

2. The student must have a significant cognitive disability as determined through empirical evidence.

AND

3. The student must have commensurate abilities in the content areas and adaptive behavior impairments.

AND

4. The student is working toward alternate standards that are aligned with the Colorado Model Content Standards.

AND

5. The IEP team must review annually the student's eligibility for each content area.

Colorado Department of Education

Links Expanded Benchmarks:

http://cde.state.co.us/cdesped/checklists.asp

Colorado Accommodations Manual:

http://www.cde.state.co.us/cdesped/download/pdf/Accommodations_Manual.pdf

The Colorado Alternate Assessment:

http://www.cde.state.co.us/cdeassess/index_CoAlt.html

Colorado Alternate Assessment (CoAlt)

Grades 3-10 (Reading, Writing & Math), Grades 5, 8 and 10 (Science)

Page 7Page 7Page 7Page 7

N E W S L E T T E R

Overview of the CoAlt

Frequently Asked Questions

Why does my child have to take an assessment anyway?

IDEA, ESEA and Colorado state laws require that all students enrolled in public schools participate in state assessments.

Your child’s IEP determines how your student will participate in state assessments. Remember, the CoAlt is designed

specifically for students with significant cognitive disabilities.

How does participation in CoAlt help my child?

The CoAlt provides important information regarding your child’s progress in the areas of reading, writing, mathematics

and science. This information is helpful in developing your child’s educational program.

Will my child not be able to participate in general education classes if they take the CoAlt rather than the TCAP?

Students who take the CoAlt are not penalized in any way. The CoAlt provides important information regarding your

child’s academic progress.

Will I receive my child’s assessment results?

Yes, you will receive a student report that shows your child’s performance in each content area. This report has infor-

mation about your child’s level of independence and content knowledge combined by content area. Your student’s teacher

or school principal will be able to help you interpret the student report.

Expanded Benchmarks

The Expanded Benchmarks are alternate standards linked to the Colorado Model Content Standards at the most founda-

tional level. These standards provide a framework for students with significant cognitive disabilities to access the general

curriculum, and are used in developing CoAlt test items.

Teachers use the Expanded Benchmarks to guide them in addressing the instructional needs of each student and in devel-

oping IEP goals and objectives.

Expanded Accommodations

Expanded Accommodations are used to provide greater access to instruction and assessment to facilitate student respons-

es. For CoAlt many accommodations are built into the assessment; for example the assessment is administered individual-

ly and can be done over several days. However, in order for some students to access the assessment, teachers may need to

make changes to the student materials. For example, a teacher may need to provide a student with real objects or enlarge

the picture symbols.

Colorado Alternate Assessment (CoAlt) cont’d