Special Education Program Update

1. Special Education Program Update January 2010

2. Current Teachers and Staff • Rio • Theresa Wheeler, Special Education Teacher • Jennifer Garcia, Special Education Teacher • Shana Kinsman, Special Education Paraprofessional • Diane Rosellini, Special Education Paraprofessional • Rupi Rai, Special Education Paraprofessional • Janeen Marquez, Special Education Paraprofessional

3. Current Teachers and Staff • Cobblestone • Tara Worthington, Special Education Teacher • Alles Reis, Special Education Paraprofessional • Juli Watri, Special Education Paraprofessional • Teresa Drake, Special Education Paraprofessional

4. Current Teachers and Staff • Riverside Meadows • Paige Milgate, Special Education Teacher • Debbie Delaney, Special Education Paraprofessional • Marci Cuff, Special Education Paraprofessional • Rhonda Ledford, Special Education Paraprofessional • Ellen Foley, Special Education Paraprofessional

5. Current Teachers and Staff • Plumas Lake Charter School • Theresa Wheeler, Special Education Teacher

6. Specialists Contracted with Yuba County Office of Education • Adapted P.E. Services • Diane Freitas • Speech and Language Services • Lisa Squires and Teresa Root

7. Specialist Contracted with Sutter County Office of Education • Deaf and Hard of Hearing Teacher (DHH)

8. Specialists Contracted by PLESD • Steps Therapy Inc. • Tara Delaney, Jesus Carrillo and Rebekah Fox • Occupational Therapy • Together Behavior Services • Eve and Danny Dineen • Behavior Support Plans, Behavior System Development, Social Skills and Interaction support

9. Before 2004 All Services were provided by the Yuba County Office of Education 12/2002: three students with IEP’s 12/2003: five students 2004-2005 1 special education teacher All other services provided by the Yuba County Office of Education 12/2004: 29 students with IEP’s 12/2005: 51 students with IEP’s History

10. History • 2006-2007 • 12/06: 64 students with IEP’s • 4 Special Education Teachers-special education services and intervention support • 2 Special Day Classrooms • 2 Resource Specialists • Special Education Paraprofessionals-special education services and intervention support

11. History • 2007-2008 • 12/07: 70 students with IEP’s • 4 Special Education Teachers-special education services and intervention support • 2 Special Day Classrooms • 2 Resource Specialists *mid year transitioning to Learning Center Model Special Education Paraprofessionals -special education services and intervention support

12. History • 2008-2009 • 12/08 61 students with IEP’s. • 4 Special Education Teachers • 3 Learning Centers-serving a variety of student needs and continuing to have an Special Day Classroom structure if needed and intervention support • 1 Special Day Classroom, focus on serving students with Autism and Severe Speech and Language Impairments • Special Education Paraprofessionals-special education services and intervention support

13. Current • 2009-2010 • 12/09: 56 students 1/21/10: 61 students receiving PLESD special education services • 4 Special Education Teachers • 3 Learning Centersproviding Special Education Services and intervention support • 1 Special Day Classroom, focus on serving students with Autism and Severe Speech and Language Impairments • Special Education Paraprofessionals-special education services and intervention support

14. Learning Center Service Model • Idea began in 2000 with the introduction of collaborative models of instruction • Learning Centers started to be put in to place in school around 2004 • Part of a tiered system of instruction • Support in the core classroom • Support/instruction in the learning center • Instruction in a special education classroom only

15. Learning Center Service Model • Pros • Allows students to spend the most time possible in their classroom with core instruction • Students are part of the school population • They have a homeroom classroom • Allows students the most amount of time possible with nondisabled peers • Allows for flexible grouping based on student needs • More support or less • Specific explicit instruction in a skill area

16. Learning Center Service Model Pros cont. • Allows for ongoing progress monitoring by two teachers or more • Creates an environment where all students feel welcome not just those who receive special education services and begins to dissolve the social stigma attached to “being a special education student”.

17. Learning Center Service Model • Challenges • Scheduling • Collaboration • Communication • Parent/Caregiver concerns • Requires more staff management skills • Staff Training • Understanding-staff, students and community

18. Goals for the Future • That the services PLESD is able to offer continue to grow. (Long Term) • 2 Learning Centers per site • Expanded levels of student and teacher support • Ability provide Speech and Language Services • The County does a spectacular job but there are limits to how we can integrate their staff into our support schedules. • Increase support for students on the Autism Spectrum • Support at each school site

19. Goals for the Future • Increased training for teachers and paraprofessional (Short Term) • That staff and the community will have a greater understanding of what Special Education Services are and how they affect students. (Short Term) • They are not Special Education Students. • They are PLUMAS LAKE ELEMENTARY SCHOOL DISTRICT STUDENTS who receive special education services.

20. Questions • Any questions that I can answer?