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Special Education Teacher Training

Special Education Teacher Training. Amherst Central Schools. Special Education Teacher Training. Introductions & Manual District Office Staff & School Psychologists Roles of Special Education Teachers in Amherst Continuum of Services Role of Co-teachers.

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Special Education Teacher Training

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  1. Special Education Teacher Training Amherst Central Schools

  2. Special Education Teacher Training • Introductions & Manual • District Office Staff & School Psychologists • Roles of Special Education Teachers in Amherst • Continuum of Services • Role of Co-teachers

  3. Special Education Teacher Training Philosophy of Co-teaching & Integration True co-teaching reflects the shared responsibility and intentional co-planning, co-teaching, and co-evaluation of students between a special education and general education teacher. Combining the resources and expertise of general and special education teachers leads to enhanced strategies, expert content, and individualized opportunities for all students. • Professional reading on co-teaching

  4. Special Education Teacher Training • Special Education Resources • Referral/Evaluation Processes Overview (pg. 37) • Educational Evaluations (pg. 39) • Initials, Transfers, Re-evaluations • IEP Writing & Development (pg. 43) • Amendments (pg. 65) • Role in developing FBA/BIP’s (pg. 70)

  5. Special Education Teacher Training • Special Education Teacher role in completing Educational Evaluations (pg. 37) • Consent • Consultation w/School Psychologist • Evaluation using WJ-III Tests of Achievement • Review/interpret results • Evaluation Report • Enter results in draft IEP

  6. Writing your Evaluation Reports • Identifying Information, Type of Referral, & Assessment Techniques • Include standardized, formative, & RTI Assessments • Classroom & Testing Observations • Test Results • Be sure to enter child’s name • Report standard scores & percentiles

  7. Writing your Evaluation Reports • Interpretation • Standard Scores • WJ-III print-out • Discrepancies • Multiple sources of documentation • Need to cite educationally relevant information beyond standardized testing to document progress within the curriculum • Response to Intervention techniques/pre-referral strategies

  8. Writing your Evaluation Reports • Summary • Summarize test & classroom performance • Comment on useful strategies/techniques • Continued need • Needs-based approach • Not legal to include formal recommendations for a specific placement or service level (i.e. can NOT recommend 2x/week/ind., Consultant Teacher program, 8:1:1 class, etc.)

  9. Special Education Teacher Training • IEP Writing & Development • Refer to “Details for IEP Development 2012-2013” (pg. 43) • When do I have to write an IEP? • Annual Reviews • Anniversary Date IEP’s philosophy – Why does it make good sense? • Re-evaluations • Transfer Students • Amendments

  10. Special Education Teacher Training • IEP Writing & Development • Refer to “Details for IEP Development 2012-2013” (pg. 43) • What do I write or update? • Refer to “…fields related to IEP Direct you need to be concerned with.” (pg. 43) • Refer to blank IEP for note taking.

  11. Special Education Teacher Training • Basic Demographic Info. • Special Alerts • Committee Recommendations • Evaluations/Reports • Standardized Test Results • Refer to pgs. 43 & 44 for complete details

  12. Special Education Teacher Training • Evaluations: • Initial or most recent individual evaluation • Classroom assessments, progress monitoring • State and district assessments • Observations • Functional Behavioral Assessment (FBA) • Work Samples • The students, parents, past teachers • Factors related to the disability • Transcripts, credits earned, exams taken • Four PLP Areas PLP Information Comes From

  13. I. Academic Achievement, Functional Performance, and Learning Characteristics

  14. II. Social Development

  15. III. Physical Development

  16. IV. Management Needs • Nature and degree to which the following are required to enable the student to benefit from instruction

  17. PLPs Should: Special Education Teacher Training • Use language that is clear and understandable to all • avoid jargon • avoid vague terms such as “misbehaves” • Identify supports and accommodations that have been used successfully in the past. • Be specific and use data: • Without data, the PLP is only an opinion!

  18. PLP Components Must: Special Education Teacher Training • Identify parent concerns for the education of the child. • Identify the student’s current functioning, including their unique needs, strengths, preferences and interests. • Address how the student’s disability impacts access to participation and progress in the general curriculum. • Identify any needed environmental, human or material resources. • Refer to Quality Indicators (pg. 54)

  19. Special Education Teacher Training • Effect of Student Needs • Student Needs Related to Special Factors • Refer to pg. 46 for details

  20. Measurable Annual Goals: Special Education Teacher Training A statement that identifies what knowledge, skills or behaviors a student is expected to be able to demonstrate by the end of the year • Focus on knowledge, skills, behaviors and strategies to address the student's needs as identified in the PLP. • Not a restatement of the general ed. curriculum or a list of curricular content

  21. Annual Goals: Special Education Teacher Training • Should be reasonable in number • based on student’s present abilities and rate of progress, what is it reasonable to address in one year? • address priority needs • Goals must be written in observable and measurable terms • Avoid vague language and jargon • Conditions for behavior are identified

  22. Annual Goals: Special Education Teacher Training • Criteria • Your measure of success (i.e. 4 out of 5 trials) • Criteria Period • How long will it take to reach the goal? • When will overall progress be evaluated? • Method • How will progress be measured? • Schedule • How frequently will we measure or take samples? • Responsibility • Who will primarily collect data and assess progress? • Refer to Quality Indicators (pg. 53).

  23. Measurable Post-Secondary GoalsBased on age appropriate assessment datarelated to strengths, preferences, and interests Identifies the student’s long-term goals in: Training and/or Education Employment Independent living skills Transition needs Courses of study Null Statements Special Education Teacher Training 23

  24. Training & Education: What training and/or education will be required to achieve the student’s post-secondary goal? Be specific – i.e. college, training program in specified field Special Education Teacher Training 24

  25. Employment: In what field will the student be employed? List field in area of interest or specific vocation. Special Education Teacher Training 25

  26. Independent Living Skills: Will the student be able to live independently? If so, “Considered, not needed.” What skills does the student require to live independently? Special Education Teacher Training 26

  27. Course of Study: The high school curriculum that will prepare the student to meet his/her post secondary goals Considers diploma options required to achieve their MPSG’s For example; “Regents coursework required for regents diploma and/or sequence of courses in a career and technical education field related to the student's post-secondary goals” Special Education Teacher Training 28

  28. Student with a Learning Disability - age 16 29 Education/Training: “Mary will attend a two year college to take courses in animal care.” Employment: “Mary will work as a dog groomer as she participates in veterinary science course work.” Independent Living Skills: “Considered, not needed.” Transition Needs: “Mary will need to further develop reading comprehension and math calculation skills to enable her to be successful in college.” Courses of Study: “Mary will take courses that are necessary for completion of a regents diploma and electives that are consistent with her interest in the area of animal care and veterinary science.”

  29. Special Education Teacher Training • Programs • Related Services • Only RSP’s complete this section • Supplementary Aids & Services • Assistive Technology Devices and/or Services • Supports for School Personnel • Testing Accommodations • Refer to pgs. 47-49 for details

  30. Coordinated Set of Transition Activities Identifies the activities required for transition: Instruction Related Services Community Experiences Development of Employment and Other Post-school Adult Living Objectives Acquisition of Daily Living Skills Functional Vocational Assessment Refer to Quality Indicators (pg. 52) Special Education Teacher Training 31

  31. Special Education Teacher Training • Participation with Students Without Disabilities • Special Transportation • Refer to pg. 50

  32. Steps for Writing and Implementing an IEP 7.Review and Revise 6.Monitor Student Progress 5.Implement IEP 4.Programs, Services Determine in LRE 2.Measurable Post Secondary and Annual Goals, Objectives / Benchmarks (if needed) 3. Modifications & Accommodations & Supports *Transition Services & Activities • Present Level Of Performance 33

  33. Special Education Teacher Training • Questions???

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