Special Education for the General Educator Sara Toga Collings Maura Teresa Kilbride 2011 Sara Toga...

Special Education for the

General Educator

Special Education for the

General Educator

Sara Toga Collings

Maura Teresa Kilbride2011

Sara Toga Collings

Maura Teresa Kilbride2011

Welcome to Day 1!Welcome to Day 1!Agenda:

1. Special Education law, as applicable to general education teacher

2. What is Special Education?

3. Determining Eligibility

4. Disability Categories

5. LRE

6. Annnnd briefly….IEP vs. 504

Agenda:

1. Special Education law, as applicable to general education teacher

2. What is Special Education?

3. Determining Eligibility

4. Disability Categories

5. LRE

6. Annnnd briefly….IEP vs. 504

“I am da Law” – Sylvester Stallone, Judge Dread

“I am da Law” – Sylvester Stallone, Judge Dread

IDEA 2004Federal Special Education Law

603 CMR 28.00: Special EducationMassachusetts Law

IDEA 2004Federal Special Education Law


Please excuse the fine print…Sara just realllllly loves the law!

IDEA 2004: As it pertains to the General EducatorIDEA 2004: As it pertains to the General Educator

Definition of IEP team: 300.321 IEP Team

(a) General. The public agency must ensure that the IEP Team for each child with a disability includes-

(1) The parents of the child; (2) Not less than one regular education teacher of the child (if

the child is, or may be, participating in the regular education environment

(3) Not less than one special education teacher of the child, or where appropriate, not less than one one special education provider of the child;

(4) A representative of the public agency who- (i) Is qualified to provide, or supervise the provision of, specially

designed instruction to meet the unique needs of children with disabilities;

(ii) is knowledgeable about the general education curriculum; and (iii) is knowledgeable about the availability of resources(5) An individual who can interpret the instructional implications of

evaluation results, who may be a member of the team described in paragraphs (a)(2) through (a)(6) of this section;

(6) At the discretion of the parent or the agency, other individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate; and

(7) Whenever appropriate, the child with a disability.

Definition of IEP team: 300.321 IEP Team

(a) General. The public agency must ensure that the IEP Team for each child with a disability includes-

(1) The parents of the child; (2) Not less than one regular education teacher of the child (if

the child is, or may be, participating in the regular education environment

(3) Not less than one special education teacher of the child, or where appropriate, not less than one one special education provider of the child;

(4) A representative of the public agency who- (i) Is qualified to provide, or supervise the provision of, specially

designed instruction to meet the unique needs of children with disabilities;

(ii) is knowledgeable about the general education curriculum; and (iii) is knowledgeable about the availability of resources(5) An individual who can interpret the instructional implications of

evaluation results, who may be a member of the team described in paragraphs (a)(2) through (a)(6) of this section;

(6) At the discretion of the parent or the agency, other individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate; and

(7) Whenever appropriate, the child with a disability.


Eligibility Determination (for children with SLD) 300.308 Additional group members. The

determination of whether a child suspected of having a specific learning disability is a child with a disability as defined in 300.8, must be made by the child’s parents and a team of qualified professionals, which must include-

(a) (1) The child’s regular teacher (b) At least one person qualified to conduct

individual diagnostic examinations of children, such as school psychologist, speech-language pathologist, or remedial reading teacher.

Eligibility Determination (for children with SLD) 300.308 Additional group members. The

determination of whether a child suspected of having a specific learning disability is a child with a disability as defined in 300.8, must be made by the child’s parents and a team of qualified professionals, which must include-

(a) (1) The child’s regular teacher (b) At least one person qualified to conduct

individual diagnostic examinations of children, such as school psychologist, speech-language pathologist, or remedial reading teacher.


300.321 IEP Team (e) IEP Team Attendance

(1) A member of the IEP Team described in paragraphs (a)(2) through (a)(5) of this section is not required to attend an IEP Team meeting, in whole or in part, if the parent of a child with a disability and the public agency agree, in writing, that the attendance of the member is not necessary because the member’s area of the curriculum or related services is not being modified or discussed in the meeting.

(2)….may be excused from attending….when the meeting involves a modification to or discussion of the member’s area if the curriculum or related services, if-

(i) The parent, in writing, and the public agency consent to the excusal; and (ii) The member submits, in writing, to the parent and the IEP team, input

into the development of the IEP prior to the meeting.

300.321 IEP Team (e) IEP Team Attendance

(1) A member of the IEP Team described in paragraphs (a)(2) through (a)(5) of this section is not required to attend an IEP Team meeting, in whole or in part, if the parent of a child with a disability and the public agency agree, in writing, that the attendance of the member is not necessary because the member’s area of the curriculum or related services is not being modified or discussed in the meeting.

(2)….may be excused from attending….when the meeting involves a modification to or discussion of the member’s area if the curriculum or related services, if-

(i) The parent, in writing, and the public agency consent to the excusal; and (ii) The member submits, in writing, to the parent and the IEP team, input

into the development of the IEP prior to the meeting.


Development of IEP 300.324 Development, review and revision of the IEP

(3) Requirements with respect to the regular education teacher. A regular education teacher of a child with a disability, as a member of the IEP Team, must, to the extent appropriate, participate in the development of the IEP of the child, including the determination of-

(i) Appropriate positive behavioral interventions and supports and other strategies for the child; and

(ii) Supplementary aids and services, programs and modifications, and support for school personnel consistent consistent with 300.320 (a)(4)

300.320 (a)(4) ….modifications or supports for school personnel that will be provided to enable the child-(i) To advance appropriately toward attaining the annual goals;(ii) To be involved in and make progress in general education curriculum, and to participate in extracurricular and nonacademic activities;(iii) To be educated and participate with other children with disabilities and nondisabled children…

Development of IEP 300.324 Development, review and revision of the IEP

(3) Requirements with respect to the regular education teacher. A regular education teacher of a child with a disability, as a member of the IEP Team, must, to the extent appropriate, participate in the development of the IEP of the child, including the determination of-

(i) Appropriate positive behavioral interventions and supports and other strategies for the child; and

(ii) Supplementary aids and services, programs and modifications, and support for school personnel consistent consistent with 300.320 (a)(4)

300.320 (a)(4) ….modifications or supports for school personnel that will be provided to enable the child-(i) To advance appropriately toward attaining the annual goals;(ii) To be involved in and make progress in general education curriculum, and to participate in extracurricular and nonacademic activities;(iii) To be educated and participate with other children with disabilities and nondisabled children…


300.320 (a)(6)(b) (3)Review and Revision of IEP-Requirement

with respect to regular education teacher. A regular education teacher of the child, as a

member of the IEP Team, must, consistent with paragraph (a)(3) of this section, participate in the review and revision of the IEP of the child.

300.320 (a)(6)(b) (3)Review and Revision of IEP-Requirement

with respect to regular education teacher. A regular education teacher of the child, as a

member of the IEP Team, must, consistent with paragraph (a)(3) of this section, participate in the review and revision of the IEP of the child.



28.02: Definitions (20) Special education shall mean

specially designed instruction to meet the unique needs of the eligible student or related services necessary to access the general curriculum and shall include the programs and services set forth in state and federal special education law

28.02: Definitions (20) Special education shall mean

specially designed instruction to meet the unique needs of the eligible student or related services necessary to access the general curriculum and shall include the programs and services set forth in state and federal special education law

What is “Specially Designed Instruction”?

What is “Specially Designed Instruction”?

IDEA 2004. 34 CFR 300.39 Special Education (b) Individual special education terms defined.

(3) Specially designed instruction means adapting, as appropriate to the needs of an eligible child under this part, the content, the methodology, or delivery of instruction-

(i) To address the unique needs of the child that result from the child’s disability; and

(ii) To ensure access of the child to the general curriculum, so that the child can meet the educational standards within the jurisdiction of the public agency that apply to all children

IDEA 2004. 34 CFR 300.39 Special Education (b) Individual special education terms defined.

(3) Specially designed instruction means adapting, as appropriate to the needs of an eligible child under this part, the content, the methodology, or delivery of instruction-

(i) To address the unique needs of the child that result from the child’s disability; and

(ii) To ensure access of the child to the general curriculum, so that the child can meet the educational standards within the jurisdiction of the public agency that apply to all children

Specially Designed Instruction

Specially Designed Instruction

Very simply put….

Specially Designed Instruction is what the TEACHER does to instruct, assess, and re-teach the student….

Teacher can be the general education teacher, the special education teacher (related service providers), and/or both!!

Very simply put….

Specially Designed Instruction is what the TEACHER does to instruct, assess, and re-teach the student….

Teacher can be the general education teacher, the special education teacher (related service providers), and/or both!!

A Case Study: Spot the SDI!A Case Study: Spot the SDI!

John, a 6th grader in the general education social studies classroom, has a communication disability, where he requires test directions to be reread or restated, and always read aloud. When taking his social studies quizzes/tests, John’s social studies teacher will read aloud the test directions to all students, and have the students highlight the directions as they read through together. When John begins his exam, he puts on headphones and listens to the test read aloud to him on an mp3 player. He proceeds to answer questions independently, and his social studies teacher checks in with him to make sure he is tracking items on his test correctly (writing answers in the

correct areas).

John, a 6th grader in the general education social studies classroom, has a communication disability, where he requires test directions to be reread or restated, and always read aloud. When taking his social studies quizzes/tests, John’s social studies teacher will read aloud the test directions to all students, and have the students highlight the directions as they read through together. When John begins his exam, he puts on headphones and listens to the test read aloud to him on an mp3 player. He proceeds to answer questions independently, and his social studies teacher checks in with him to make sure he is tracking items on his test correctly (writing answers in the

correct areas).

What part of this description is specially designed instruction?

Who is giving the specially designed instruction?



A Case Study: Spot the SDI!A Case Study: Spot the SDI!

Jane, an 8th grade student with a specific learning disability in the area of math, attends the Math II class at WMS. She works on the warm-up along with her peers, and takes notes during the lecture portion of the class. When the class breaks off into peer groups, she takes part in a small group instructional review of key concepts, strategies, and formulas for adding and subtracting positive and negative integers. Her peers work on solving one-step equations with positive and negative integers. After the review, Jane works on 5 of the 10 assigned equations, which frequent check-ins from the math teacher and special ed. Teacher. For homework, she completes 10 out of 20 equations on the worksheet, using her reference sheet she made in the Learning Center.

Jane, an 8th grade student with a specific learning disability in the area of math, attends the Math II class at WMS. She works on the warm-up along with her peers, and takes notes during the lecture portion of the class. When the class breaks off into peer groups, she takes part in a small group instructional review of key concepts, strategies, and formulas for adding and subtracting positive and negative integers. Her peers work on solving one-step equations with positive and negative integers. After the review, Jane works on 5 of the 10 assigned equations, which frequent check-ins from the math teacher and special ed. Teacher. For homework, she completes 10 out of 20 equations on the worksheet, using her reference sheet she made in the Learning Center.





Who needs “specially-designed instruction”?

Who needs “specially-designed instruction”?

This is the heart of determining eligibility! CFR 300.306 Determination of eligibility.

(b) Special rule for eligibility determination. A child must not be determined to be a child with a disability under this part- (1) If the determinant factor for the determination is-

(i) Lack of appropriate instruction in reading, including the essential components of reading instruction

(ii) Lack of appropriate instruction in math; or (iii) Limited English proficiency; and (2) The child does not otherwise meet the eligibility criteria of a

child with a disability which includes formal assessments, observations, and specific documentation such as:

1) Data based documentation of repeated assessments of achievement at reasonable intervals, formal assessments of student progress during instruction, patterns of strengths and weaknesses in performance, achievement, or both, response to scientific, research-based intervention

This is the heart of determining eligibility! CFR 300.306 Determination of eligibility.

(b) Special rule for eligibility determination. A child must not be determined to be a child with a disability under this part- (1) If the determinant factor for the determination is-

(i) Lack of appropriate instruction in reading, including the essential components of reading instruction

(ii) Lack of appropriate instruction in math; or (iii) Limited English proficiency; and (2) The child does not otherwise meet the eligibility criteria of a

child with a disability which includes formal assessments, observations, and specific documentation such as:

1) Data based documentation of repeated assessments of achievement at reasonable intervals, formal assessments of student progress during instruction, patterns of strengths and weaknesses in performance, achievement, or both, response to scientific, research-based intervention

Determining EligibilityDetermining Eligibility

YOU are important to this decision! YOUR attendance and input is vital in

this decision! YOU see the student more than anyone

else in the meeting (beside the parent)! YOUR observations and data are

instrumental in making this very important decision!

THE TEAM NEEDS YOU! THE CHILD NEEDS YOU!

YOU are important to this decision! YOUR attendance and input is vital in

this decision! YOU see the student more than anyone

else in the meeting (beside the parent)! YOUR observations and data are

instrumental in making this very important decision!

THE TEAM NEEDS YOU! THE CHILD NEEDS YOU!

Disability Categories: Low IncidenceDisability Categories: Low Incidence

Severe and Profound Cognitive Disability, Medically Fragile, Deaf/Blind

Desirable goals for these students might be living independently, participating in one’s community, securing employment - these goals align with general education curriculum

Functional Members of Society

Severe and Profound Cognitive Disability, Medically Fragile, Deaf/Blind

Desirable goals for these students might be living independently, participating in one’s community, securing employment - these goals align with general education curriculum

Functional Members of Society

According to MA Law, these disabilities would fall into this category:

Autism Developmental Delay Intellectual Impairment Sensory Impairment Neurological

Impairment (TBI) Physical/Health

Impairment


Autism Developmental Delay Intellectual Impairment Sensory Impairment Neurological

Impairment (TBI) Physical/Health

Impairment

Disability Categories: High IncidenceDisability Categories: High Incidence

These disabilities are considered mild/moderate

These students are more commonly found participating in the general ed. Classroom with special ed. Supports or pullouts

These disabilities are considered mild/moderate

These students are more commonly found participating in the general ed. Classroom with special ed. Supports or pullouts


Emotional Impairment Communication

Impairment Specific Learning

Disability (SLD) Some Health

Impairments (ex: ADD, ADHD, diabetes, epilepsy)


Emotional Impairment Communication

Impairment Specific Learning

Disability (SLD) Some Health

Impairments (ex: ADD, ADHD, diabetes, epilepsy)

Special Ed. LOVES acronyms, so here is another…LRE

Special Ed. LOVES acronyms, so here is another…LRE

What is LRE? LEAST RESTRICTIVE ENVIRONMENT IDEA 2004 34 CFR 300.114 LRE Requirements

(a)(2) Each public agency must ensure that- (i) To the maximum extent appropriate, children with

disabilities, including children in public or private institutions or in other care facilities, are educated with children who are non-disabled; and

(ii) Special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.

What is LRE? LEAST RESTRICTIVE ENVIRONMENT IDEA 2004 34 CFR 300.114 LRE Requirements

(a)(2) Each public agency must ensure that- (i) To the maximum extent appropriate, children with

disabilities, including children in public or private institutions or in other care facilities, are educated with children who are non-disabled; and

(ii) Special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.

Why is LRE important to Special Ed?Why is LRE important to Special Ed?

Special Education is NOT a place!

Students are supposed to be learning alongside their non-disabled peers as much as is appropriate!

Back in the day, students on IEP’s were hidden away at schools- the LAW is now moving towards INCLUSIVE LEARNING

Special Education is NOT a place!

Students are supposed to be learning alongside their non-disabled peers as much as is appropriate!

Back in the day, students on IEP’s were hidden away at schools- the LAW is now moving towards INCLUSIVE LEARNING

What does LRE mean for you?

What does LRE mean for you?

Students can receive accommodations in the general education classroom with supports from you and the special educator!

Learning Center or Resource Rooms are NOT a magic band-aid for students on IEP’s…and in some cases, students would benefit MORE from an art, physical education, or technology class as an outlet for their

strengths !

Students can receive accommodations in the general education classroom with supports from you and the special educator!

Learning Center or Resource Rooms are NOT a magic band-aid for students on IEP’s…and in some cases, students would benefit MORE from an art, physical education, or technology class as an outlet for their

strengths !

One last thing about LRE….One last thing about LRE….

Special Education is a CIVIL RIGHTS LAW By placing students in the MOST

RESTRICTIVE ENVIRONEMENT (i.e. Learning Center everyday, multiple pull-outs, etc) when it is not appropriate for their disability, is a VIOLATION of their CIVIL RIGHTS as a human being

YOU ARE SO IMPORTANT to the placement decision for students on

IEP’s!!! We need your input!

Special Education is a CIVIL RIGHTS LAW By placing students in the MOST

RESTRICTIVE ENVIRONEMENT (i.e. Learning Center everyday, multiple pull-outs, etc) when it is not appropriate for their disability, is a VIOLATION of their CIVIL RIGHTS as a human being

YOU ARE SO IMPORTANT to the placement decision for students on

IEP’s!!! We need your input!

IEP vs. 504IEP

• Student must have a disability

• Federal Civil Rights Law

• Guarantees student an individualized education program

• Requires a meeting before a placement change

• IEP is overseen by a special education teacher/liaison

• Student REQUIRES specially designed instruction to access the

curriculum

5041. Student must have disability - physical or

mental impairment that substantially limits one or more major life activity (walking, breathing, seeing hearing, speaking reading learning writing performing math calculations, performing manual tasks)

2. Federal Civil Rights Law

3. Protect against discriminations, does not guarantee an individualized education program

4. Does not require a meeting before a change in placement

5. 504 is overseen by guidance or other NON SPECIAL EDUCATION personnel

6. Student REQUIRES accommodations to access the curriculum or life task

Welcome to Day 2!Welcome to Day 2!

Agenda:

Accommodations vs. modifications

Strategies for working with different learning styles

Role of Special Ed in our building

Question and Answer

Agenda:

Accommodations vs. modifications


Role of Special Ed in our building

Question and Answer

Accommodations vs. ModificationsAccommodations vs. Modifications

Most often, you are making ACCOMMODATIONS for students, not modifications!

Accommodations can be made for ANY student in your class, regardless of an IEP or 504

Most accommodations are good teacher practice, and you probably already utilize them!

Most often, you are making ACCOMMODATIONS for students, not modifications!

Accommodations can be made for ANY student in your class, regardless of an IEP or 504

Most accommodations are good teacher practice, and you probably already utilize them!

Accommodations are….Accommodations are….

Accommodations are any interventions, strategies, or tools that help a student to access the curriculum content and work AT GRADE LEVEL (no change is made to content)

Accommodations can be given to students on IEP’s, on 504’s….BUT most accommodations are good teaching practice, and might be beneficial to all your students!

Accommodations are any interventions, strategies, or tools that help a student to access the curriculum content and work AT GRADE LEVEL (no change is made to content)

Accommodations can be given to students on IEP’s, on 504’s….BUT most accommodations are good teaching practice, and might be beneficial to all your students!

“Typical” Accommodations“Typical” Accommodations Study guides/referen

ce sheets

Word banks

Highlighters

Extended time

Read aloud test directions

Study guides/reference sheets

Word banks

Highlighters

Extended time

Read aloud test directions

Graphic organizers

Outlines

Preview readings/concepts

Shorten assignments i.e. student does

10/20 problems, QUALITY over quantity!

Graphic organizers

Outlines

Preview readings/concepts

Shorten assignments i.e. student does

10/20 problems, QUALITY over quantity!

http://saratogacollings.files.wordpress.com/2011/01/math-reference-sheet-calculating-tip.pdf




http://saratogacollings.files.wordpress.com/2011/01/sample-vocab-word-map.pdf

http://saratogacollings.files.wordpress.com/2011/01/tell-tale-heart-essay-outline.pdf

http://saratogacollings.files.wordpress.com/2011/01/sample-vocab-word-map.pdf

http://saratogacollings.files.wordpress.com/2011/01/tell-tale-heart-essay-outline.pdf

Modifications are…Modifications are…

Changes made to CURRICULUM CONTENT that often take a student OFF GRADE LEVEL

Example: 8th grade math class is studying solving multi-step equations with positive and negative integers, utilizing the backtracking method. Student on IEP focuses strictly on solving operations with positive and negative integers.

Changes made to CURRICULUM CONTENT that often take a student OFF GRADE LEVEL

Example: 8th grade math class is studying solving multi-step equations with positive and negative integers, utilizing the backtracking method. Student on IEP focuses strictly on solving operations with positive and negative integers.

At WMS….At WMS….

Students whose work is being MODIFIED are primarily placed in our Language Based program, or one of our other special education programs (STRIDES, Life Skills, Transitional program)

Reflect on your practice…are there any students in your classroom who require MODIFIED content? How are you implementing that?

Students whose work is being MODIFIED are primarily placed in our Language Based program, or one of our other special education programs (STRIDES, Life Skills, Transitional program)

Reflect on your practice…are there any students in your classroom who require MODIFIED content? How are you implementing that?



Let’s take a look at a couple of student summary pages, and their accommodations….how might we work with these students?

Do you have a student in mind that you would like some help with? Let’s brainstorm together!

Let’s take a look at a couple of student summary pages, and their accommodations….how might we work with these students?

Do you have a student in mind that you would like some help with? Let’s brainstorm together!

Special Education at WMS…Special Education at WMS…

Many programs, many services!

Our inclusion model….and a word about inclusion in general

Our district contacts FYI

Many programs, many services!

Our inclusion model….and a word about inclusion in general

Our district contacts FYI

A PLETHORA of services….A PLETHORA of services….

Inclusion 2 Special Ed liaisons per grade level, one inclusion

paraprofessional

Special Education programs Language Based - Missy Cahill, Maureen Noone, Kerry

Lombardo Transitional – Jeanne Cappuccio M.A.P.S.- Jen Lohmer STRIDES Life Skills

Related services Speech/Language Wilson Counseling – social workers, school psychologists, guidance ELL - ELL students may or MAY NOT be on IEP’s!

Inclusion 2 Special Ed liaisons per grade level, one inclusion

paraprofessional

Special Education programs Language Based - Missy Cahill, Maureen Noone, Kerry

Lombardo Transitional – Jeanne Cappuccio M.A.P.S.- Jen Lohmer STRIDES Life Skills

Related services Speech/Language Wilson Counseling – social workers, school psychologists, guidance ELL - ELL students may or MAY NOT be on IEP’s!

The wonderful, misunderstood world of INCLUSION

The wonderful, misunderstood world of INCLUSION

THERE IS NO NATIONAL MODEL FOR INCLUSION

Inclusion can look or feel differently from one school to another- there is no “wrong” way to do it, per se

LRE directly relates to an inclusion model, because it calls for students with disabilities to spend the maximum appropriate amount of time with their non-disabled peers

THERE IS NO NATIONAL MODEL FOR INCLUSION

Inclusion can look or feel differently from one school to another- there is no “wrong” way to do it, per se

LRE directly relates to an inclusion model, because it calls for students with disabilities to spend the maximum appropriate amount of time with their non-disabled peers

Inclusion at WMS…Inclusion at WMS…

8th Grade: Marge Malone – Challenger Sara Toga Collings –

Discovery/Challenger Joan Murphy - Explorer/Challenger

7th Grade: Barbara Crockett- Challenger/Discovery Carla Lynch- Discovery Beryl Lynch - Explorer/Discovery

6th Grade: Nicole Ciaramaglia – Challenger/Explorer Maura Kilbride- Discovery/Explorer

Deb Williams – Explorer

8th Grade: Marge Malone – Challenger Sara Toga Collings –

Discovery/Challenger Joan Murphy - Explorer/Challenger

7th Grade: Barbara Crockett- Challenger/Discovery Carla Lynch- Discovery Beryl Lynch - Explorer/Discovery

6th Grade: Nicole Ciaramaglia – Challenger/Explorer Maura Kilbride- Discovery/Explorer

Deb Williams – Explorer

What is the difference between a liaison and a paraprofessional at WMS?

What is the difference between a liaison and a paraprofessional at WMS?

Liaisons are LICENSED teachers with background/Master’s degrees in Special Education

Liaisons write and maintain ALL IEP paperwork

ONLY LIAISONS should communicate with parents

Liaisons are LICENSED teachers with background/Master’s degrees in Special Education

Liaisons write and maintain ALL IEP paperwork

ONLY LIAISONS should communicate with parents

Para’s have the same daily schedule as their grade-level liaison counterparts….unless they are teaching double periods of Learning Centers (students in strings)

Liaisons TEST students on IEP’s for re-evals/ and initial testing for eligibility

Liaisons schedule, organize and chair meetings

Para’s have the same daily schedule as their grade-level liaison counterparts….unless they are teaching double periods of Learning Centers (students in strings)

Liaisons TEST students on IEP’s for re-evals/ and initial testing for eligibility

Liaisons schedule, organize and chair meetings

WMS’s District Contacts WMS’s District Contacts

Mary Houde – WMS & WHS CTL

Mary Ellen Lewis – Chairperson, Language Based & special cases only

Jean Zwicker – Middle School Chairperson

Marlaine Potter –Director, Wilmington Public School Special Education

Mary Houde – WMS & WHS CTL

Mary Ellen Lewis – Chairperson, Language Based & special cases only

Jean Zwicker – Middle School Chairperson

Marlaine Potter –Director, Wilmington Public School Special Education

Let’s keep the conversation going!

Let’s keep the conversation going!

We created a BLOG to help support you!

Check it out! Special Education @ WMS 2011

Join us and feel free to add more to the conversation!

We created a BLOG to help support you!

Check it out! Special Education @ WMS 2011

Join us and feel free to add more to the conversation!

http://specialeducationwms2011.wordpress.com/

http://specialeducationwms2011.wordpress.com/

Last, but not least…..Last, but not least…..

THANK YOU!!

We appreciate you coming and getting to know more about special education!

And if you leave with just one thing…remember:

YOU ARE VITAL TO THE PROCESS!!!!

THANK YOU!!

We appreciate you coming and getting to know more about special education!

And if you leave with just one thing…remember:

YOU ARE VITAL TO THE PROCESS!!!!

Special Education for the General Educator Sara Toga Collings Maura Teresa Kilbride 2011 Sara Toga...

Documents

Transcript of Special Education for the General Educator Sara Toga Collings Maura Teresa Kilbride 2011 Sara Toga...