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IEP/504 Transition Into Middle School February 18, 2016

Welcome

District 181Dr. Kurt Schneider Assistant Superintendent of Learning (Pupil Services)Christine Allen Parent Liaison, Family Resource NetworkMary Lynn Miscimarra Parent Liaison, Family Resource Network

Clarendon Hills Middle SchoolJoni Sherman Assistant PrincipalRachel Chorley Pupil Services AdministratorEle Santini 6th grade Social Worker

Hinsdale Middle SchoolRuben Peña PrincipalSue Waughon Pupil Services Administrator

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Learning Targets

•  Independence

•  Adjusting to Middle School

•  Course Options

•  Placement & Schedule

•  Transition Meetings

•  Continuum of Services

•  Support

Independence: Integrated vs. Segregated Models

“Since (1977) hundreds of rigorous research studies have been undertaken to determine the effectiveness of integrating and including students with severe disabilities. As a result of a comprehensive review of the extant literature by myself and my colleagues, we were unable to identify even a single research article that found that segregated service delivery models are more effective than integrated models for students with severe disabilities.” Mary Falvey, Professor at California State University in Los Angeles, Spring 2004

Students with disabilities who are included:•  Get better grades•  Achieve higher on

standardized tests•  Demonstrate age appropriate

behavior•  Attend more school days

A 1988 study by Affleck et al., spanning fifteen years, found that students with disabilities educated in inclusive settings had an employment rate of 73% while those in segregated programs had an employment rate of 53%. Ferguson and Asch (1989) found that the more time students with disabilities spent in regular classes, the more they achieved as adults in employment and continuing education In its 1997 annual report to Congress, the U. S. Department of Education noted: “…those who spent more time in regular education experienced better results after high school.” 80% of students (with all levels of disabilities) achieved more of their IEP goals in the inclusive setting than in the pull-out or special class model (England, 1996)

(Rea, Mclaughlin, Walther-Thomas; 2002)

Independence: Included Students Achieve

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Ferguson and Asch, 1989

The more time students with

disabilities spent in regular

classes, the more they achieved

as adults in employment and

continuing education

Independence: Students in Regular Classes

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Achievement In its 1997 annual report to Congress, the U. S. Department of Education noted: “…those who spent more time in regular education experienced better results after high school.”80% of students (with all levels of disabilities) achieved more of their IEP goals in the inclusive setting than in the pull-out or special class model (England, 1996)

80% of Students Achieved More of their

IEP Goals in an Inclusive Setting

Pull-OutSpecial Class

Independence: Inclusive Students Achieve More

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Employment Study in 1988, spanning 15 years

0% 10% 20% 30% 40% 50% 60% 70% 80%

Inclusive Segregated

Employment Inclusive Model

Employed

Segregated

Employed

Not Employed

Not Employed

Independence: Employment

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Independence & Expectations: IDEA Federal Requirement

•  IDEA Federal Requirement (Kurt will provide slide)

•  Current Research (Kurt will provide slide)

•  Best Practices/Self Advocacy

•  Individualized Supports & Services (what it will look like)

Least Restrictive Environment is explained in IDEA as follows:To the maximum extent appropriate, children with disabilities . . . are educated with children who are nondisabled; and . . . special classes, separate schooling or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. [§300.114(a)(2)(i)]

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Additional requirements in the law include these:

•  Unless the IEP requires some other arrangement, the child is educated in the school that he or she would attend if nondisabled. [§300.116(c)]

•  When looking at placement options, consideration must be given to any potential harmful effect on the child or on the quality of services that he or she needs. [§300.116(d)]

•  A child with a disability may not be removed from education in age-appropriate regular classrooms just because he or she needs modifications to the general curriculum. [§300.116(e)]

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•  www.parentcenterhub.org•  General Ed Classroom is the first option for placement

–  Since its earliest days, IDEA has included a strong preference for children with disabilities to be educated alongside their peers without disabilities, to the maximum extent appropriate. That’s why a student’s placement in the general education classroom is the first option the placement group should consider (71 Fed. Reg. 46588).

•  A least restrictive environment (LRE) considered yearly–  In sum, then, determining a child’s placement in the LRE must be

done each and every year, basing the placement on the child’s IEP, making the placement as close as possible to the child’s home, and placing the child in the school he or she would normally attend if not disabled (unless, as IDEA states, the child’s IEP requires some other arrangement). These requirements fit within the frame of IDEA’s “strong preference, not a mandate, for educating children with disabilities in regular classes alongside their peers without disabilities” (71 Fed. Reg. 46585).11

Learning Targets

•  Independence






•  Support

Adjusting to Clarendon Hills Middle School

Principal Griffin Sonntag

Assistant Principal Joni Sherman

CHMS 5th Grade Visits

Orientation

•  Lunch at middle school

•  Talk to 6th grade panel

•  Tour of the building

May 12

Musical

March 9

Parent Night

April 28

•  5th Graders attend CHMS musical as a group

Back to School

Day

August

•  Organize locker

•  Practice combination

•  Walk schedule

•  Meet social worker and administrators

•  General information about 6th grade school day

•  Encore choices

•  Placement procedures

•  Student handbook14

Adjusting to Hinsdale Middle School

!

Principal Ruben Peña

Assistant Principal Rocky May

HMS 5th Grade Visits

Orientation




May 27

Orientation

May 26

Back to School

Day

August

•  Organize locker

•  Practice combination

•  Walk schedule

•  Meet social worker and administrators

•  General information about 6th grade school day

•  Encore choices

•  Placement procedures

•  Student handbook

Parent Night

May 26




Learning Targets

•  Independence






•  Support

Course Options

•  Advanced / Accelerated Options

•  Grade Level Classes

•  Math Lab / Reading Lab

•  Academic Strategies

•  Supplanted Classes

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Learning Targets

•  Independence






•  Support

Class Placement Recommendations

•  Assessments–  MAP

•  Teacher Input•  Grades

Assessments• MAP•  IAAT

Teacher Input IEP / 504

Team

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CHMS ScheduleMonday • Thursday • Friday

Advisory (8 min.) • 43 min. classes

Short Advisory: 7:55-8:00

1st Period: 8:03-8:46

2nd Period: 8:49-9:33

3rd Period: 9:36-10:19

4th Period: 10:22-11:06Grade 6 Grade 7 Grade 8

Lunch11:09-11:39

5th Period11:09-11:52

5th Period11:09-11:52

5th Period11:42-12:25 Lunch

11:55-12:256th Period

11:55-12:386th Period12:28-1:11

6th Period

12:28-1:11Lunch

12:41-1:11

7th Period: 1:14-1:58

8th Period: 2:01-2:45

Tuesday • WednesdayAdvisory (25 min.) • 41min. classes

Long Advisory: 7:55-8:20

1st Period: 8:23-9:04

2nd Period: 9:07-9:48

3rd Period: 9:51-10:32


Lunch11:19-11:49

5th Period11:19-12:00

5th Period11:19-12:00


12:03-12:336th Period

12:03-12:446th Period12:36-1:17

6th Period

12:36-1:17Lunch

12:47-1:17

7th Period: 1:20-2:01

8th Period: 2:04-2:45

HMS ScheduleMonday • Thursday • Friday

Advisory (8 min.) • 43 min. classes

Short Advisory: 7:55-8:03

1st Period: 8:06-8:49

2nd Period: 8:52-9:35

3rd Period: 9:38-10:21


Lunch11:10-11:40

5th Period11:10-11:53

5th Period11:10-11:53


11:56-12:266th Period

11:56-12:396th Period12:29-1:12

6th Period

12:29-1:12Lunch

12:42-1:12

7th Period: 1:15-1:58

8th Period: 2:01-2:45

Tuesday • WednesdayAdvisory (25 min.) • 41min. classes

Long Advisory: 7:55-8:20

1st Period: 8:23-9:04

2nd Period: 9:07-9:48

3rd Period: 9:51-10:32


Lunch11:19-11:49

5th Period11:19-12:00

5th Period11:19-12:00


12:03-12:336th Period

12:03-12:446th Period12:36-1:17

6th Period

12:36-1:17Lunch

12:47-1:17

7th Period: 1:20-2:01

8th Period: 2:04-2:45

Schedule: Encore Classes (Alternate Days)

Year Long Classes•  Music Exploratory/Band/Orchestra

Quarter Long Classes•  Middle School Skills•  Art Exploratory•  Applied Technology•  Family and Consumer Science

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Schedule: Middle School Skills

Every 6th grader takes a Middle School Skills class in the first quarterCourse includes:•  Campus Portal•  Organization / Time Management•  Learning Styles•  Study Strategies•  Google Drive•  Strategies to support independent learning

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Schedule: Extra Curricular Activities

Middle school is a time to explore clubs, sports, and to discover your strengths, interests, what you like and don’t like. This is the number one way to connect with peers and make friends.

•  Activities Fair in fall•  Clubs•  Musical•  Intramurals•  Sports -cross country and track

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Learning Targets

•  Independence






•  Support

Team Members

●  Case Manager○  Special Education Teacher○  Social Worker○  Speech & Language

Pathologist●  General Education Teachers●  Social Worker●  Speech & Language

Pathologist●  Occupational Therapist

●  Physical Therapist●  Psychologist●  Hearing Itinerant●  Principal●  Assistant Principal●  Pupil Services Administrator●  Assistive Technologist●  Augmentative Communication

Specialist●  School Nurse●  ELL Teacher

Potential team members determined by identified individual student needs may include:

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Learning Targets

•  Independence






•  Support

Continuum of Services

●  Advanced Courses

●  General Education Classroom

●  Supported General Education Classes

●  Supplanted Language Arts or Math Class (Special Education Classes)

●  Reading Lab, Math Lab, Writing Lab (in addition to general education curriculum)

●  Academic Strategies Class

●  Related Services (i.e. Speech, OT) provided outside of the general education classroom

●  ESY - option based on student need, decided by team

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Learning Targets

•  Independence






•  Support

Supported Classes

What classes are supported?All classes can be supported based on individual student needs.

Who provides the support?IEP Team Members

How can the support be provided?■  Pre-teaching strategies■  Small group work instruction■  Academic, behavioral, emotional supports■  Accommodations and modifications■  Other

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Supplanted Instructional Classes

What are Supplanted Instructional Classes?•  General education curriculum or alternate curriculum

What classes might be supplanted?•  Language Arts•  Math

Who is the instructor for a supplanted class?•  Special Education Teacher

What is the class like?•  Small student to teacher ratio•  Self-contained classroom•  Individualized instruction

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Academic Strategies

What is the purpose?•  Support classes and IEP goals

What does the class cover?•  Organization

–  Locker, assignment notebooks, homework•  Study for tests and quizzes

–  Study guides provided in advance•  Time management

–  Daily homework–  Long term projects–  Studying for multiple tests and quizzes in same week–  Check out daily at first then back off to encourage independence

•  Pre-teaching strategies•  Re-teaching strategies

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Medical 504 Plans

•  Health Updates–  Please make sure to send the nurse any health updates or physician orders your child

has for his/her health condition at the beginning of the school year, and as needed.•  Medication Administration

–  If your child requires medication during the school day (other than an Epi-Pen or inhaler) please be sure to have your physician complete the Authorization Form for Medication Administration (see the nurse for a copy of this form).

•  Epi-Pen–  If your child has an Epi-Pen, he/she will be required to submit a new “Food Allergy

Action Plan” for the new school year. (see the nurse for a copy of this form). This form will also serve as the Medication Authorization Form for your child’s Epi-Pen.

•  Inhalers–  Inhalers may be brought to school in the original prescription box with child’s name,

dose, frequency needed and date of birth. They are allowed to be kept with your student, or in the nurses office.

•  Changes or modifications after the 504 Review–  The school nurse or the district nurse will be in contact with you for your annual 504

review. If you need anything changed or modified before that, please feel free to contact your child’s building nurse.

•  Any questions or concerns–  District Nurse Kristin Katsenes

•  [email protected] •  (630)-861-4412

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Academic 504 Plans

•  Social workers case manage 504 Plans

•  Accommodations may need to be adjusted given different expectations across classes in middle school, i.e. academic class versus encore class

•  Transition meeting with sixth grade team will happen before the end of fifth grade so appropriate accommodations are included in 504 Plan before the start of sixth grade–  Structure of day in middle school may alleviate need for some

accommodations, i.e. natural breaks between classes–  Structure of day in middle school may cause need for additional

accommodations, i.e. check-in with one adult

•  The goal is to build independence and not over reliance on accommodations by teaching the students effective strategies that support their learning

•  Focus on self-advocacy skills

•  Data is collected on the use and effectiveness of accommodations

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How Parents Can Support Their Child in Middle School

Before school begins•  Walk around to find the locker, gym, classes•  Attend theater and sports events, concerts, etc.

Start by being active then gradually pull away •  Encourage independence and self-advocacy•  Provide a successful start

Homework and Routines•  Set up a planner and filing system•  Homework spot, tools, and study times

Infinite Campus:•  Homework/Grades

Understand Middle Schoolers/Adolescence•  Stay connected to learning opportunities at the school and district level

Encourage your child to reach out for support•  Students reach out first (consider help with the conversation or email)•  Students can ask a teacher, case manager, and/or social worker for help

Transitioning into middle school is an adjustment, but learning how to manage this process will be a lifelong skill that students can take with them into high school, college and career

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School Based Support

Go To List•  Teacher è Class Assignments, Grades•  Case Manager è IEP, Accommodations, Goals•  Social Worker è Social Emotional

Upcoming Opportunities•  5th Grade Orientation Day -all students•  Parent Night -all students•  Summer Learning Program’s 6th Grade Boot Camp! -all students•  Special Tour

–  Small group–  Additional experience–  6th grade teacher–  Lunch

•  Back to School Day -all students37

Closing Remarks

Inclusive Schooling = Inclusive Life-‐ Research -‐ Law -‐ College, Career, Military, Employment, Friends, TransportaJon, etc.

Thank you!

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