special education program update january 2010. current teachers and staff rio –theresa wheeler,...
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Special Education Program UpdateJanuary 2010
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
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
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
Current Teachers and Staff
• Plumas Lake Charter School– Theresa Wheeler, Special
Education Teacher
Specialists Contracted with Yuba County Office of Education• Adapted P.E. Services
– Diane Freitas
• Speech and Language Services– Lisa Squires and Teresa
Root
Specialist Contracted with Sutter County Office of Education• Deaf and Hard of Hearing
Teacher (DHH)
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
History• 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• 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
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
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
Current
• 2009-2010– 12/09: 56 students 1/21/10: 61
students receiving PLESD special education services
– 4 Special Education Teachers• 3 Learning Centers providing
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
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
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
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”.
Learning Center Service Model• Challenges
– Scheduling– Collaboration– Communication – Parent/Caregiver concerns– Requires more staff management
skills– Staff Training– Understanding-staff, students
and community
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
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.
Questions
• Any questions that I can answer?
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