Department of Student Services

Exceptional Students ... Exceptional Staff 9.22.16

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Each Building MUST have an ESL Coordinator Assigned

In compliance with the district’s Office of Civil Rights ELL Agreement, each CPS building MUST assign a building-level point person to serve as the ESL Coordinator, regardless of the current number of ELL students. Job responsibilities for the ESL Coordinator would include helping to update building-level staff on ESL service delivery information.


If you are the ESL Coordinator in your buildings, this year you can choose to attend ONE of the TWO upcoming training options:


a. September 29th at 4:15pm for Face-to-Face Training; Mayerson Course #143.16242 OR
b. After September 29th for online training via Schoology (access code: 76CXV-3V9ST); Mayerson Course #143.16243

Office of Second Language Acquisition Collects Universal Screening Measures for all LEP students

During first quarter, the OSLA Team annually collects Universal Screening Measures (DIBELS NEXT for K-6, and AIMSweb for 7-12) in foundational literacy skills for all LEP students. Legally, all school districts are required to monitor the progress of their former and current LEP students throughout the year. We will use these data to develop recommendations for schools on how to best support the needs of their English language learners.

Translated Documents Available via a Search Engine

If you are currently looking for a translated form, you can easily search by language and/or category by going to the following link thanks to funding from the Future CLASS/Straigh A Fund: http://futureclassdocuments.com/#!/.


Included in this search engine, you will find Special Education paperwork, including PR-01, Planning Forms, Consent Forms, Referral for Evaluation, etc. in over multiple languages such as Spanish, Arabic, Swahili, French, Nepali, and Vietnamese. If you do use any of these documents for meetings, please download it from the above site and then upload it to Ed Plan. We are working on getting those forms into the EdPlan system, but until then, we can access them through this site.

Compliance Q & A

Question: May a foster parent provide consent for an initial evaluation even if the biological parent refuses to provide such consent?


Answer: If the biological parent of the child refuses consent for an initial evaluation of the child, and the parental rights of the biological parent have not been terminated in accordance with State law, or a court has not designated a foster parent to make such educational decisions for the child in accordance with State law, a foster parent may not provide consent for an initial evaluation. See 34 CFR 300.30(b)(1).

Occupational and Physical Therapy


Now that we are a month or so into the school year, you may have some questions or concerns about a student and think, "I wonder if OT or PT could help with this?"


Know that your therapists are always willing to help you problem solve and strategize for student success even if they don't have an IEP. Because of that, the OT/PT team has put together resources to help you in the initial phase of intervention. We hope that these tools will help you better serve your students and know when and how to get a therapist involved.


OT/PT Decision Tree

OT checklist

PT checklist

Assistive Technology and AAC

The Assistive Technology/ Augmentative and Alternative Communication Support Team


Julie Bassett, Assistive Technology Intervention Specialist


Welcome to the team, Sabrina McGill, AAC SLP!


What is the difference between AAC and Assistive Technology?

Assistive Technology (AT) is a broad term referring to assistive and adaptive devices and services that includes things like pencil grips, slant boards, and portable word processors. Assistive technology is anything that helps a student perform a task more easily, efficiently, or independently. In the age of Google, there are now many web based Assistive Technologies that can quickly and easily reduce the barrier between students and curriculum.

Augmentative and alternative communication (AAC) refers to methods of communicating that do not involve direct speech from an individual. These methods include gestures, facial expressions, writing, sign language, Morse code, communication aids (charts, informational bracelets, language boards), and electronic devices. AAC is only one component of AT.

Behavioral Consultation Team

CPS is offering consultation services to school teams that need behavioral supports for students. Consultation services may include classroom observations, recommendations for intervention strategies, and development of behavior support plans. Cases may include classwide intervention strategies, help with Tier 2 supports and working with individual students in the IAT or evaluation process with students with disabilities.


Click here for more information.


Click here for a referral form.

Bookshare

Information about and links to some of our most commonly used AT tools:

Bookshare

Request to be added as a sponsor here.

Read & Write


Read&Write for Google Chrome Quick Reference Guide


Sessions on Read&Write for Google will be offered at the District PD days at the following locations:

September 21 @ Aiken

September 21 @ Walnut Hills

October 19 @ Woodward

October 19 @ Shroeder


The session is titled:

Instructional and Assistive Technology - Increase Access to the Curriculum Using Web-Based Supports

Make sure you have your CPS Google account all set up and that you bring a device that can run Google Chrome. We hope to see you there!

Transition Tips

We have added a Transition Folder to the DSS Schoology site. You will find it by clicking on the Resources tab on the left side of your screen.


Inside you will find~1. Monthly 21st Century Curriculum lessons for students on Journey A

2. Tracking documents for Post-Secondary Transition Activities

3. Revised Post-Secondary Transition Plan for 7th through 12th graders


Check it out today!

SLP Corner

Spotlight on Articulation/Speech Sound Production

Articulation is the basic communication area for which Speech-Language Pathologists (SLPs) are most commonly known. Traditionally, articulation refers to speech sound production.


Red Flags for Articulation/Speech Sound Production & Things to Consider

*Student’s speech is very difficult to understand.

*Student’s speech is babyish or immature.

*Student often has to repeat or use gestures to be understood.

*Student’s peers make fun of the student for his/her speech.

*Student refuses to verbally participate in class.

*Certain sound errors are considered normal or “developmentally appropriate” given a student’s age. For example, a perfect “r” is not expected until approximately 8 years of age.

An SLP can conduct a screening to determine if further evaluation is needed. To receive school therapy, the articulation issue must have an adverse academic effect.

Goalbook Training

We will be offering another session for intervention specialists and co-teaching teams who teach English 9. A representative from Goalbook will again facilitate a full day of training on October 20, from 8:00 to 3:00, at Jacobs Center. Talk to your building principal if you are interested!

GOALBOOK WEBINARS

Intervention specialists who want to renew their access to Goalbook this year OR start using Goalbook for the first time must either attend training or participate in a webinar. Goalbook is offering one more webinar in September. Click on the link below for information and registration.


September 28 Webinar


Be on the lookout for more webinars in October!


Contact Chrissy Reeves with any questions~

reevech@cps-k12.org

Progress Reports for Adopted IEPs

If you have a student for whom you adopt an IEP, you may need to use a blank progress report form until there is a new IEP in EdPlan.


Please keep in mind that this is ONLY for adopted IEPs. Once a student's IEP is written in EdPlan, you must use the Progress Report in EdPlan.


Click here for a blank progress report form.

Learning.com Log-in

Trying to figure out how to how to log in to Learning.com (aka EasyTech)? Please remember that the hope is all students in grades two through eight use this site every day.

Click here for detailed instructions to help your students log into learning.com.

What Works Clearinghouse (WWC)

The What Works Clearinghouse (WWC) reviews the existing research on different programs, products, practices, and policies in education. Our goal is to provide educators with the information they need to make evidence-based decisions. We focus on the results from high-quality research to answer the question “What works in education?”


There is a new and improved website with more resources and a redesigned format that makes it much easier to use.


Check it out!

Case Coordinator Meetings

Add these dates to your calendar so you don't miss any important information! Case coordinator meetings are held at Mayerson Academy from 4-6 pm.


October 26, 2016

November 30, 2016

January 11, 2017

February 15, 2017

March 15, 2017

April 19, 2017



See you there!

UDL Roundtables

Looking for ways to meet the needs of an increasingly diverse group of learners? Are you finding it challenging to differentiate and still follow the district pacing guides? If so, consider attending quarterly UDL Roundtable Sessions. Universal Design for Learning (UDL) is a framework for lesson planning that promotes flexible instructional environments that will accommodate a wide range of individual differences by removing barriers to student learning. We will discuss ways to engage learners, present information in multiple formats, and allow students to have a choice in how they demonstrate learning. Specific strategies and activities will be shared at each session.


Sessions will be held at Mayerson Academy (registration will open soon):

10/13/16 4:15-6:15 pm

12/8/16 4:15-6:15 pm

2/9/17 4:15-6:15 pm

4/13/17 4:15-6:15 pm

The Who, the How, and the Why of SDI

Are you looking for ways to help students with disabilities access the general curriculum in a more meaningful way? Do you struggle with providing services to students in inclusive environments? Is it difficult for you to meet the needs of all of the students in self-contained classes? Thoughtful and intentional planning for specially designed instruction can provide a solution. Join us as we explore what effective specially designed instruction looks like in a variety of settings. Examine the roles of the general educator and the intervention specialist in providing instruction. Learn strategies for using formative assessment data, ongoing progress monitoring, and appropriate accommodations and modifications.


Sessions will be held at Mayerson Academy (registration will open soon):

10/6/16 4:15-6:15 pm

11/30/16 4:15-6:15 pm

2/2/17 4:15-6:15 pm

3/16/17 4:15-6:15 pm

Webinar- One Way Teaching is the Wrong Way to Learning

Join Jeff McCormick from OCALI for a webinar on Oct 12, 2016 at 3:30 PM


One of the first things a teacher must do when considering how to teach students is to acknowledge that each student does not learn in the same way. Much of the material used to educate students at grade levels beyond primary school is largely text and lecture based, which have significant limitations and often have barriers to learning. While reading is a very important learning mode, not all students learn effectively from reading. In this webinar, participants will explore some of the barriers in learning content material.


Click here to learn more and to register.

Transition Coordinator Meeting

Tuesday, Sep. 27th 2016 at 4-6pm

2650 Highland Avenue

Cincinnati, OH

Room 111

Please register on the Mayerson Academy website

The Who, the How, and the Why of SDI

Thursday, Oct. 6th 2016 at 4:15-6:15pm

2650 Highland Avenue

Cincinnati, OH

Are you looking for ways to help students with disabilities access the general curriculum in a more meaningful way? Do you struggle with providing services to students in inclusive environments? Is it difficult for you to meet the needs of all of the students in self-contained classes? Thoughtful and intentional planning for specially designed instruction can provide a solution. Join us as we explore what effective specially designed instruction looks like in a variety of settings. Examine the roles of the general educator and the intervention specialist in providing instruction. Learn strategies for using formative assessment data, ongoing progress monitoring, and appropriate accommodations and modifications.

UDL Roundtables

Thursday, Oct. 13th 2016 at 4:15-6:15pm

2650 Highland Avenue

Cincinnati, OH

Looking for ways to meet the needs of an increasingly diverse group of learners? Are you finding it challenging to differentiate and still follow the district pacing guides? If so, consider attending quarterly UDL Roundtable Sessions. Universal Design for Learning (UDL) is a framework for lesson planning that promotes flexible instructional environments that will accommodate a wide range of individual differences by removing barriers to student learning. We will discuss ways to engage learners, present information in multiple formats, and allow students to have a choice in how they demonstrate learning. Specific strategies and activities will be shared at each session.

Intervention Specialist Curriculum Council

Tuesday, Oct. 18th 2016 at 4pm

2650 Highland Avenue

Cincinnati, OH

ESP Curriculum Council

Tuesday, Oct. 18th 2016 at 4pm

2692 Madison Road

Cincinnati, OH

Case Coordinator Meeting

Wednesday, Oct. 26th 2016 at 4-6pm

2650 Highland Avenue

Cincinnati, OH

Banquet Hall