special education services lynne adams, director of special education shelby thibodeau, assistant...
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Common Acronyms in Special Education RTI- Response to Intervention LRE-Least Restrictive Environment SDI-Specially Designed Instruction IEP-Individual Education PlanTRANSCRIPT
Special Education Services
Lynne Adams, Director of Special EducationShelby Thibodeau, Assistant Director of Special Education
School Board Presentation, November 2014
Student Support as of October 1, 2014
Total number of students in district = 2159 students.
31 Special Education Professional Staff (includes-
teachers, occupational therapists, speech and language therapists)
49 Paraprofessional staff (Ed Techs)
Contracted services for physical therapy, deaf education, and
psychological evaluation services.
Number of students receiving special education services =
383
17% of the total student population receives special education
services.
Staff
Common Acronyms in Special Education
RTI- Response to Intervention
LRE-Least Restrictive Environment
SDI-Specially Designed Instruction
IEP-Individual Education Plan
Response to Intervention
Three Prongs for Special Education Eligibility
IEPProng 3Prong 2 One of the
13 Educational Disabilities
Prong 1
Screen shot page 1 IEP
Eligibility
Three Prongs for Special EducationEligibility
IEPProng 3Adverse
Effect
Prong 2 One of the
13 Educational Disabilities
Prong 1
Adverse Effect Definition
Adverse effect/Adversely effects:
The word “adverse” commonly means: “harmful, impeding, obstructing, or detrimental.”
To “ adversely effect” means:to have a negative impact that is more than a minor or transient hindrance,evidenced by findings and observations based on data sources and objectiveassessments with replicable results.
An adverse effect on educational performance does not include a developmentally appropriate characteristic of age/grade peers in the general population.
Three Prongs for Special EducationEligibility
IEPNeed for Specially Designed
Instruction
Prong 3Adverse
Effect
Prong 2 One of the
13 Educational Disabilities
Prong 1
SDI
Specially designed instruction is required when there is evidence of a measurable and persistent gap in a student’s educational / functional
performance that cannot be addressed through services or
accommodations available through the general education program.
Three Prongs for Special EducationEligibility
If meets all 3 prongs,
IEP is then developed
by the team.
IEPNeed for Specially Designed
Instruction
Prong 3Adverse
Effect
Prong 2 One of the
13 Educational Disabilities
Prong 1
IEP TEAM
MEMBERS
REQUIRED: Parent Administrator Special Education representative
Teacher, speech and language therapist General Education teacher
Additional members: Student Guidance counselor Project Pride Title 1 provider Any other support personnel
Continuum of Services
Resource Room Support Services
One in each of the four elementary schoolsOne for seventh gradeOne for eighth grade
Three programs for grades 9-12
The Resource Room services provide academic support for students-often with a learning disability or other health impairment that is impacting their
academic performance.
District Wide Programs
Behavioral Support:
Farrington K-2, 3-6Gilbert K-2, 3-6
Cony 7/8 Cony 9-12 (2 programs)
Functional Skills Support:Farrington K-2, 3-6
Lincoln K-2Cony 7/8
Cony 9-12 (2 Programs)
Autism Support:Lincoln K-2, 3-6
Related ServicesSpeech and language
services
1 Speech and language service provider in each
of the 5 buildings
Stand alone service or a related services
Occupational therapy services
2 providers for the district
Can only be a related service
Physical therapy services
Contracted provider
Can only be a related service
