SPecial EDition
SWEETWATER UNION HIGH SCHOOL DISTRICT - Special Services
MESSAGE FROM THE DIRECTOR
I hope the 2015-16 school year has started out well for you. We had a successful Extended School Year (ESY) at MOH and OLH this summer for our students with disabilities. We also offered expanded Reading and Math Clinics. ESY is an annual treat for me, as I get the opportunity to be on a school campus and work directly with you. From my observations, both students and staff seemed to enjoy their summer programs! Thanks to those of you that spent the four weeks with us.
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· Erin Brahe, Orientation and Mobility Specialist
· Anarosela McCollough, Speech and Language Pathologist
· Chelsea Johnson, Speech and Language Pathologist
· David Kerr, Moderate Program Resource Teacher
· Valerie Ruiz, Academic Support Team Resource Teacher
· Miguel Ruiz, AT Program Facilitator
· Manuel Lopez, TPP Program Facilitator
· Joaquin Parra, Educational Research Specialist
· Patty Rivas – RDR
· Lizcett Porras - SYH
· Nitza Romero – HM
· Dr. Martha Ingham - ORH
· Diane Santos - SUH
· Nora Santiago– MVA
· Dr. Robert DeCarmo - GJ
· Laura Hulsey – ELH/BVH
· Dr. Nancy Walter – Hawking Charter Schools
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Lastly, East Hills Academy has a new principal. Dr. Yesenia Barnard joins us from the Chula Vista Elementary School District. She is excited to lead an accomplished staff that works with our most challenging student population.
Ron
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CONGRATULATIONS !
Bob McKinney - Special Services - Employee of the Month
Congratulations to Bob McKinney he is our first Employee of the Month for 2015-16. Bob works quietly behind the scenes, but definitely deserves our attention. Bob took the lead in developing a speech pathology procedural manual, is a Board Member of the California Speech Language and Hearing Association, and does an amazing job recruiting new speech pathologists. This year Bob stepped into a more formal role and is now serving as the department's Lead Speech Pathologist. If you know Bob, you know that he has a sincere regard for others and will go out of his way to offer his support as he is able. He is proud of his profession and serves as a model for others to aspire. Bob's commitment to the development of speech pathology is to be commended…which we are doing now!
Congratulations Bob !!!
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AUTISM TEAM
The Autism Team provides support for the educational needs of students diagnosed on the Autism Spectrum
The Autism Team provides support for the educational needs of students diagnosed on the Autism Spectrum
• Support services can be provided at the student, classroom and/or school wide level
• Observations and consultations
• Recommendations regarding appropriate strategies and/or accommodations for use
in regular or special education
• Guided practice and support in implementing strategies
• Training and staff development
• Facilitation of transition
• Sensitivity training for staff and students
• Parent support groups/training
• Dissemination of resources
The Sweetwater Union High School District’s Autism Team is committed to providing training to meet the National Standards of Highly Qualified Staff. We porovide staff with regular ongoing trainings through our district and local SELPA offices. We are also available to provide customized training to meet the specific needs of a student, staff member or school.
Referral Process
The Sweetwater Union High School District’s Autism Team is committed to providing training to meet the National Standards of Highly Qualified Staff. We porovide staff with regular ongoing trainings through our district and local SELPA offices. We are also available to provide customized training to meet the specific needs of a student, staff member or school.
Referral forms and directions can be obtained from the site school psychologist or the autism site on canvas.
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Be A Super Hero
Join Sweetwater Schools district's team in the Race for Autism on March 19, 2016 at Balboa Park.
Contact Lorna McMurray at lorna.mcmurray@sweetwaterschools.org for more information. You can also join the team at NFAR.org
COME RIDE FOR A CAUSE - SATURDAY APRIL 23, 2016
This fundraiser goes to support our autism team in purchasing materials to support students behavior and learning in the classroom
Please contact Colleen Finn at colleen.finn@sweetwaterschools.org for more information
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Autism Dates To Remember
October 21st Behavior Management 6:30 - 8:00 Special Services
December 3rd Visual Strategies 6:30 - 8:00 Special Services
January 14th Brain Based Learning 6:30 - 8:00 Special Services
March 3rd - Part I Executive Functioning 6:30 - 8:00 Special Services
March 10th - Part II Executive Functioning 6:30 - 8:00 Special Services
To register please email Joyce Winterhalder at joyce.winterhalder@sweetwaterschools.org
We are also available to provide customized training to meet the specific needs of a student, staff member or school
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Speech Therapy
Submitted by Bob McKinney
Accents
Adults who learn new languages speak them with an accent. Not only is this normal, it is virtually universal. Children, on the other hand, are able to learn two or more languages without an accent when they are given significant exposure while they are still young. Of course, it’s important to point out that everyone has an accent even in their native language, so when we say that someone speaks a language with an accent, it’s really shorthand for “non-native accent.” Although we don’t know exactly why children are capable of acquiring native accents in new languages while adults are not, this contrast has important implications for how Speech-Language Pathologists work in this area. While adults who voluntarily seek our services fall within our scope of practice, children with accents generally do not. This is because an accent is not a disability − it is a normal variation that we always expect to find. Children who enter our school system speaking a language other than English will generally acquire native or near-native accents depending on the age they begin acquiring English. Some students who enter after puberty may face more significant challenges in speaking clearly and naturally in English, but any accent coaching they receive will come from their ELD teachers and other staff, not the school’s SLP. Even though school-based SLPs may be a good resource for other professionals who work with older non-native students on their accents, it would never be appropriate to place a child in an IEP or provide designated instructional services when there is no speech or language delay in the child’s native language. In contrast, adults with non-native accents often seek out the services of SLPs, and they should be encouraged to do so if they feel that their accent is interfering with their goals in life. Adults who have taken the time to learn another language should always be proud of this achievement, but many non-native speakers are not easily understood, and they may face significant challenges in their personal and professional lives. SLPs and experienced accent trainers can help them become more effective communicators by improving their awareness of the sounds and patterns of American English.
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Teaching Individuals with Moderate to Severe Developmental Disabilities
Submitted by Rosanna Santos
Whether you are a paraprofessional, a DIS provider or teacher for students with moderate to severe developmental disabilities, it not only takes knowledge and patience to teach these students but also a clear understanding of current evidence-based practices. For the last 40 years of Special Education, research on how to teach students with moderate to severe disabilities has evolved rapidly.
The most current research from the CEEDAR Center suggests that when teaching students with moderate to severe disabilities, we must consider How to Teach, What to Teach, and How to Support.
When considering how to teach, educational specialists should use systematic instruction, self- directed learning, peer tutors, and technology.
When considering what to teach, educational specialists should teach academics, daily living skills, job and community skills, self-determination skills, and social and communication skills.
And finally, professionals should provide the following supports for students with moderate to severe developmental disabilities: team planning, assistive technology, peer supports, inclusive settings, paraprofessionals, positive behavior support, and home-school Collaboration.
To read more detailed information about these evidence-based practices, go to CEEDAR Center.
Browder, D. M., Wood, L., Thompson, J., & Ribuffo, C. (2014). Evidence-based practices for students with severe disabilities (Document No. IC-3). Retrieved from University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center website: http://ceedar.education.ufl.edu/tools/innovation-configurations/
California Alternate Assessment Update
The California Alternate Assessment (CAA) Blueprints for English Language Arts and Mathematics for grades three through eight and grade eleven were adopted by the State Board Education. The development of these blueprints, in cooperation with California teachers, provides a clear connection between the grade-level Common Core State Standards (CCSS) and the Essential Understandings that will be assessed via the Core Content Connectors (CCCs). The CCCs, developed by the National Center and State Collaborative (NCSC), make connections between the Learning Progressions Framework indicators and the CCSS. The new blueprints reflect the new CAA test design, standards, and item types. The goal of the blueprint development was to align the new CAA blueprints as closely as possible with the NCSC. The alignment can be observed in the percentages assessed for each domain or group of domains.
The CAA test design will yield a two-stage adaptive assessment. At stage one, each student, within a grade level, will see a set of items at the three levels of complexity. The items delivered at stage two are within one of the three levels of complexity that best represents the student’s true ability based on the student’s performance in stage one.
To view the new CAA blueprints, go to SBE Agenda July 2015. On the agenda page, see Item 04 and click on attachments. Please note that you will need to click on the appropriate grade level on the bottom left side of the page.
To receive updates about the CAA, join the CDE CAASPP e-mail list, send a blank e-mail to subscribe-caaspp@mlist.cde.ca.gov.