Special Services

Volume 3, Issue 5

G U L F P O R T S C H O O L D I S T R I C T

Please visit the Special Services website:

http://gulfportsd.schoolwires.net/domain/103

January 8: End of 2nd Quarter

January 11: Begin 3rd Quarter

January 14: 2nd Quarter Report Cards

January 18: MLK Holiday

February 8-10: Mardi Gras Holiday

Gulfport School District — Procedures for Extended School Year

Extended School Year (ESY) is the provision of special education and related services to

students with disabilities in accordance with their Individualized Education Program (IEP)

beyond the normal school year of the local school district and at no cost to the parents of the

students.

The IEP Committee may begin making ESY decisions NO earlier than January 15th of each

year.

The deadline for all reviews to be completed is no later than April 15th of each year.

Extended School Year MUST be considered on ALL students with IEP’s.

All four criteria for ESY must be considered on all students with documentation presented

at the ESY meeting – Critical Point of Instruction 1 or 2, Regression Recoupment and

Extenuating Circumstances.

There are two required forms that MUST be given at each meeting. I will be emailing those

to Special Education teachers and Speech/Language Pathologists in the next week.

Submitted By: Jennifer Moak

Special Services

Volume 3, Issue 5

G U L F P O R T S C H O O L D I S T R I C T

10 Ways to Create Self-Reliant Learners

By Carolyn Tomlin

Here are 10 ideas on how teachers and staff can make a difference:

1. Encourage children to do for themselves. Offer support and guidance to

children as they solve problems, yet allow them the freedom to make choices and

learn from their mistakes.

2. Begin with small tasks. Divide big tasks into smaller ones. As children

complete small tasks successfully, move on to larger works. Compliment children

when they complete challenging tasks.

3. Plan “free-play” periods throughout the day. Children need time to make their own rules, to pretend, and to establish

boundaries. As the children play, teachers should stay on the perimeter of the group and use the time for observation

of individual children.

4. Schedule daily chores. Using a chart, make a graph of expected chores for each child. Rotate chores daily or weekly. As

the child completes the work, he places a sticker by his name. Include such activities as feeding the fish, watering plants,

returning books to the library shelves, keeping the room neat, and other chores appropriate for each age group.

5. Help children manage their own time. Are there children who can’t seem to find anything to do, even when presented with

several activities? Help children who struggle with time management by structuring their free play and activities.

6. Provide options and choices when possible. Begin by presenting children with two choices; move to three as the child

matures. This develops independent thinkers and learners.

7. Finish what you start. Even small tasks should be completed. Praise children for following directions. Redirect and re-

teach when necessary.

8. Return items to their proper place. Label shelves and containers with pictures and words. These cues will help remind

children where supplies are stored while promoting language and literacy development.

9. Encourage children to ask for assistance when needed. Does your class have children of more than one age grouped

together? If so, appoint older children to serve as mentors to the younger ones; both sets of children will benefit from this

interaction.

10. Promote friendships. By making friends children are able to develop positive self-images and to express empathy and

caring for others. Assigning a new student a “buddy” helps that child establish a place within the group, which fosters a feeling

of success.

____________________________________________________________________________________

Carolyn Ross Tomlin has been a preschool director, taught kindergarten and been associate professor of education at Union

University, Jackson, TN. She writes for numerous education publications.

Submitted by: Summer Morgan

Special Services

Volume 3, Issue 5

G U L F P O R T S C H O O L D I S T R I C T

What Is Dysgraphia? By: National Center for Learning Disabilities (NCLD)

Dysgraphia is a learning disability that affects writing abilities. It can manifest itself as

difficulties with spelling, poor handwriting, and trouble putting thoughts on paper. Because

writing requires a complex set of motor and information processing skills, saying a student has

dysgraphia is not sufficient. A student with disorders in written expression will benefit from

specific accommodations in the learning environment, as well as additional practice learning

the skills required to be an accomplished writer.

What are the warning signs of dysgraphia? Just having bad handwriting doesn't mean a person has dysgraphia. Since dysgraphia is a processing disorder,

difficulties can change throughout a lifetime. However since writing is a developmental process—children learn

the motor skills needed to write, while learning the thinking skills needed to communicate on paper - difficulties

can also overlap.

If a person has trouble in any of the areas below, additional help may be beneficial:

Tight, awkward pencil grip and body position

Illegible handwriting

Avoiding writing or drawing tasks

Tiring quickly while writing

Saying words out loud while writing

Unfinished or omitted words in sentences

Difficulty organizing thoughts on paper

Difficulty with syntax structure and grammar

Large gap between written ideas and understanding demonstrated through speech.

What strategies can help? There are many ways to help a person with dysgraphia achieve success. Generally strategies fall into three

categories:

Accommodations: providing alternatives to written expression

Modifications: changing expectations or tasks to minimize or avoid the area of weakness

Remediation: providing instruction for improving handwriting and writing skills

Each type of strategy should be considered when planning instruction and support. A

person with dysgraphia will benefit from help from both specialists and those who are

closest to the person. Finding the most beneficial type of support is a process of trying

different ideas and openly exchanging thoughts on what works best.

Submitted by: Alicia Bougnanim

Special Services

Volume 3, Issue 5

G U L F P O R T S C H O O L D I S T R I C T

Gulf Coast Speech-Language-Hearing Association

Winter Conference: Friday, January 29, 2016

Using Morphology to Develop Vocabulary & Word Attack Skills Speaker: William Van Cleave

Orange Grove Community Center

14416 Dedeaux Road, Gulfport, MS 39503

228-539-8618

COURSE DESCRIPTION

An understanding of morphology, or the meaning parts that comprise words, is valuable for the development of

vocabulary and word attack skills. In this interactive, hands-on workshop, nationally recognized speaker William

Van Cleave engages participants in a brief overview of the origins of our language and characteristics of the major

languages of influence, an introduction to morphemic awareness, and then a study of both basic and advanced

word study strategies. Participants practice with each concept and learn tools useful for helping students analyze

unfamiliar words. They learn strategies to implement the very next day in their classrooms!

LEARNER OUTCOMES

At the conclusion of this conference, participants will be able to

1. Identify Anglo-Saxon base words and affixes

2. Identify Latin and Greek influences on modern English

3. Apply morphological knowledge in planning lessons to improve students' vocabulary and

word-attack skills

SPEAKER

William Van Cleave is in private practice as an educational consultant whose specialties include morphology and

written expression. A nationally recognized speaker, he has presented on effective teaching practices at

conferences and schools around the country since 1995. While his own background is in language-based learning

difficulties, the strategies William promotes are effective for students of all skill levels and abilities. He has

provided professional development at state education conferences; dyslexia and learning disabilities conferences;

E.L.L. conferences; and private and public schools, both remedial and mainstream.

In 2004 William published the first edition of Everything You Want To Know & Exactly Where To Find It, an

Orton-Gillingham based reference guide. Now in its fourth edition, this manual serves tutors and teachers of

struggling readers and spellers around the country. In the spring of 2012, William completed Writing Matters: Developing Sentence Skills in Students of All Ages. Both public and private schools have adopted his methodology,

and his writing approach is used by language therapists and classroom teachers.

During his career William has tutored; taught literature, writing, and math; and held several administrative posts. He continues to tutor privately in Greenville, South Carolina as well as over Skype. He received his B.A. in English and Women’s Studies from The College of Wooster and earned his M.A. in English from S.U.N.Y, New Paltz.

Special Services

Volume 3, Issue 5

G U L F P O R T S C H O O L D I S T R I C T

Gulf Coast Speech-Language-Hearing Association

Winter Conference: Friday, January 29, 2016

AGENDA

7:30-8:00 Registration

8:00-9:30 Introduction to Morphology

Word Knowledge/Motivation/Terminology

Difference Between Phonological/Morphological Study

Anglo-Saxon, Latin, Greek — Sorting by Orgin

9:30-9:45 BREAK

9:45-11:00 First Level Morphology

Anglo-Saxon Base Words and Affixes

Basic Parts of Speech

Elements of a Lesson

11:00-12:30 LUNCH BREAK

12:30-1:45 Second Level Morphology

Latin & Greek Roots and Affixes

Elements of a Lesson

1:45-2:00 BREAK

2:00-3:00 Suffixes vs. Final Stable Syllables

Latin Template & Connectives

The American Speech-Language-Hearing Association (ASHA) requires disclosures by presenters and planners of

continuing education programs regarding any significant conflict of interest including financial interest(s) or other

affiliation(s) with commercial organizations and any endorsement of products that may have a direct or indirect

interest in the subject matter of the program.

Disclosures: Mr. Van Cleave has studied and has extensive experience in teaching today’s topic, the application of

morphology. Numerous books, articles, and teaching programs are available on the topic of morphology; however, in

today’s presentation, Mr. Van Cleave will present only information based on his studies and teaching experience.

Mr. Van Cleave will receive financial compensation for today’s presentation from the Gulf Coast Speech-Language-

Hearing Association. He is the author or co-author of several resource books for teachers as well as workbooks

for students for which he receives royalties. He has no relevant non-financial relationships to disclose.

The members of the GCSHA planning committee have no financial, non-financial, or conflict of interest

disclosures.

The speaker’s fee and travel/accommodation expenses for today's conference were funded in part by the

following school districts: Bay-Waveland, Biloxi, Gulfport, Hancock, Harrison, Jackson, Jones, Lamar, Long Beach,

Moss Point, Ocean Springs, Pascagoula, Pearl River, Picayune, Poplarville, and Stone.

Participants’ registration fees are used to pay for the handouts, audio-visual services, and refreshments.

The city of Gulfport provides the use of the Orange Grove Community Center for our conferences.

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Volume 3, Issue 5

G U L F P O R T S C H O O L D I S T R I C T

Gulf Coast Speech-Language-Hearing Association

Winter Conference: Friday, January 29, 2016

REGISTRATION

Register by mail (GCSHA, P.O. Box 632, Long Beach, MS 39560) or in person the morning of the conference:

* $20 for employees of a PARTICIPATING school district or agency (SLPs, OTs, teachers, psychologists, etc.)

* $100 for all other professionals NOT employed by a PARTICIPATING school district or agency

* Non-SLPs may earn CEUs through Mississippi State University for an additional fee of $20.

For more information contact

Katherine Feldmeyer 228-860-0044 kfeldmeyer@yahoo.com

or ASHA 1-800-498-2071 www.asha.org

This course is offered for 0.5 ASHA CEUs (Intermediate level, Professional area)

Submitted by: Anita Apperley

New Resource for Behavior Intervention Ideas!

The Intervention Planner for Behavior

This is a great tool to help provide teachers with ideas for specific

behavior issues. The Intervention Planner for Behavior is a free application

that allows teachers, administrators, and other school personnel to browse

a range of strategies to improve student behavior and develop customized

behavior-management plans to individual students, small groups, or even an

entire class.

http://www.interventioncentral.org/tools/behavior-intervention-planner

Submitted by: Vanessa Stennis

Special Services

Volume 3, Issue 5

G U L F P O R T S C H O O L D I S T R I C T

Response to Intervention Resources

General

Mississippi Department of Education Response to Intervention website:

http://www.mde.k12.ms.us/ESE/links/response-to-intervention-teacher-support-team

National Center on Response to Intervention: http://www.RTI4Success.org

This site has a variety of resources including information about universal screeners, progress monitoring, interventions, papers and presentations on RTI topics, and a discussion forum.

Understood.org:

This site includes basic resources on RTI (information about the three tiers, what RTI should and should not include, and questions to ask your school about RTI). It also has a “ Parenting Coach” that gives parents practical ideas for social, emotional, and behavioral challenges based on the child’s issue and grade level.

Identifying and Implementing Educational Practices Supported by Rigorous Evidence: A

User Friendly Guide: http://www.ed.gov/rschstat/research/pubs/rigorousevid/index.html

This site links to a publication that provides educational practitioners with user-friendly tools to distinguish practices supported by rigorous evidence from those that are not.

Response to Intervention Blueprints: School Level: http://goo.gl/oyLLpV

This PDF document is one of three documents that provides concrete guidance and a framework around which the implementation of RTI can be built. This particular document is meant for use at the school level.

Response to Intervention Blueprints: District Level:

http://www.centeroninstruction.org/files/DISTRICT.pdf

This PDF document is one of three documents that provides concrete guidance and a framework around which the implementation of RTI can be build. This particular document is meant for use at the district level.

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Volume 3, Issue 5

G U L F P O R T S C H O O L D I S T R I C T

Response to Intervention Resources — Continued

A Cultural, Linguistic, and Ecological Framework for Response to Intervention with English

Language Learners:

http://www.centeroninstruction.org/files/Framework_for_RTI.pdf

This PDF document discusses the benefits of the RTI process for ELL learners. Promising Practice Network: http://www.promisingpractices.net

This site provides quality evidence-based information about what works to improve the lives of children, families, and communities. A wide variety of programs are reviewed including academic, behavioral, physical and mental development, after school, and mentoring. National Center on Student Progress Monitoring:

http://www.studentprogress.org/chart/chart.asp This site includes a chart detailing the results of the review of progress monitoring tools for General Outcome Measures (GOMs) and Mastery Measures (MMs), as well as supplemental resources on RTI.

National Center for Culturally Sensitive Educational Systems:

http://www.nccrest.org/publications/tools.html This site contains links to the Mississippi Cultural Responsivity Matrix — A Teacher’s Self-Study Guide for Culturally Responsive Teaching Practice in Grades K-6 and Equity in Special Education Placement: A School’s Self-Assessment Guide for Culturally Responsive Practice, as well as other links meant to support equity for all students.

Interventions

Best Evidence Encyclopedia (BEE): http://www.bestevidence.org/ This site includes detailed program overviews and reviews, broken down into categories: Mathematics programs, Reading programs, Science programs, Comprehensive School Reform programs, and Early Childhood programs. In each program category, there are program ratings; you can find top-rated programs for school or district use — these have strong or moderate evidence of effectiveness — as well as limited evidence programs and other programs.

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G U L F P O R T S C H O O L D I S T R I C T

Response to Intervention Resources — Continued

What Works Clearinghouse: http://ies.ed.gov/ncee/wwc/ This site publishes reviews on the research of different programs, products, practices, and policies in education and tries to answer “What works in education?” based on high-quality research. The goal of the site is to provide educators with the information they need to make evidence-based decisions.

Intervention Central: http://www.interventioncentral.org This site includes ideas for both academic and behavioral interventions, as well as information on curriculum-based measures and a Behavior Intervention Planner.

Early Childhood

Frameworks for Response to Intervention in Early Childhood Education: Descriptions and Implications: http://www.naeyc.org/files/naeyc/RTI%20in%20Early%20Childhood.pdf This PDF document defines the frameworks for RTI in Early Childhood Education and was made to promote a broad understanding and discussion topic.

Roadmap to Pre-K in RTI: http://goo.gl/3dTfLN This PDF document details the implementation of RTI in Pre-K classrooms in order to prevent early delays from becoming language, literacy, and academic learning difficulties.

Literacy

Florida Center for Reading Research (FCRR): http://www.fcrr.org/ The FRCC site explores all aspects of reading research — basic research into literacy-related skills for typically developing readers and those who struggle, studies of effective prevention and intervention, and psychometric work on formative assessment.

FCRR Interventions for Struggling Readers: http://www.fcrr.org/interventions/index.shtm This site details progress monitoring to improve reading instruction and interventions for struggling readers.

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G U L F P O R T S C H O O L D I S T R I C T

Response to Intervention Resources — Continued

FCRR Selecting Research-Based Reading Programs: http://www.fcrr.org/profDev/profDevSelectingPrograms.shtm This site is intended to assist educators in choosing reading and professional development programs. The resources can be used at the school and district level.

Early Literacy Resources: http://www.free-reading.net This site contains activities and intervention materials for the following early literacy skills, including: print concepts, phonological awareness, letter sounds, sounding out, word recognition, etc. The site is primarily useful for Tier 1 and Tier 2 interventions.

Improving Adolescent Literacy: Effective Classroom and Intervention Practices

(Grades 4-12): http://ies.ed.gov/ncee/wwc/PracticeGuide.aspx?sid=8 This site links to a PDF document that presents strategies for classroom teachers and specialists to use in increasing the reading ability of adolescent students.

Behavior

Positive Behavioral Interventions and Supports (PBIS) Nation Technical Assistance Center: http://www.pbis.org/ This site is meant to define, develop, implement, and evaluate PBIS frameworks and emphasizes the impact of implementing PBIS on social, emotional, and behavioral outcomes for students with disabilities.

PBIS Videos: http://www.pbis.org/media/videos This page contains several videos that are useful for staff introduction and training on PBIS.

Functional Behavior Assessment: http://cecp.air.org/fba/ This site has resources needed to understand Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs), as well as their impact on addressing students’ problem behaviors.

Reducing Behavior Problems in the Elementary Classroom: http://ies.ed.gov/ncee/wwc/pdf/practiceguides/behavior_pg_092308.pdf This PDF guide is designed for elementary school educators and school and district-level administrators. It offers prevention, implementation, and school-wide strategies that can e used to reduce problem behaviors. Submitted by: Suzy Ladner