BCS Special Education Connection
December 2015
Happy Holidays!
Sarah and MIchelle
Portfolio Check In
Date: 12/17/2015
Time: 2:30-5:00
Where: BCS Central Office
Progress Reports
Related Service Providers need to have their progress reports completed by December 11, 2015 and all case managers should have progress reports completed before leaving for holiday break on December 18. These progress reports will be sent home with report cards when we return from the holidays.
Progress Monitoring in Aimsweb
Progress Monitoring for Students in Special Education
*All students benchmark on grade level
Results of benchmark determine whether the student will be monitored on grade level or off.
*If the student scores Tier 1 or 2, the student will be monitored on grade level in their area of identified exceptionality.
- Gathering data for students scoring in Tier one can be used to determine if the student continues to be eligible for special education
*If the student scores Tier 3, the student will be monitored on their instructional level in their area of identified exceptionality - (this will be completed and noted in aims web) When a student is up for reevaluation, the teacher will complete one probe on grade level in their area of exceptional (this will be completed on paper – as the student’s instructional level is noted within the computer). The school psychologist will use the student’s benchmark and grade level probe to determine the student’s gap.
Flowcharts for Referral to Assistive Technology Team or Requesting an Assistive Technology Assessment
Promethean Board Training Available
Co-Teach Professional Development
Behavior Quick Tip: Selective Attention
Add lots of attention to positive behaviors when they happen (these are the behaviors that you want to see increase and
Subtract attention from inappropriate behaviors (these are the behaviors that you want to see decrease).
**Selective attention is not appropriate for aggression and non-compliance.**
IEP Tips
This month we want to highlight the statement on page 13 which reads
Explain the extent, if any, in which the student will not participate with non-disabled peers in:
1. the regular class
2. extracurricular and non academic activities
3. and/or, his/her LEA Home School
When answering these questions, please be specific as to the amount of time that they will NOT participate with peers in the general education setting.
Example: "Student" will participate in resource instruction for 45 minutes per day to remediate deficits in basic reading skills but will also receive reading instruction within the general education setting. She will participate with her peers all day except for her resource time of 45 minutes per day.
A New Experience!
On the Job
Working!!
Timesaver Tips from Teachers
From Na'Tasha Clark-BLES Preschool
I use the materials in the buckets with the
student¹s names for data collection of course and there are some additional materials. The other boxes with the pictures are hands on task buckets that the students do for table time, small group centers, after morning work, etc as a student centered independent activity.
From Missy Lamar- Rivercrest Functional Skills
To save time throughout the day, each student has a take home folder that contains their newsletter, monthly menu, all flyers from the office, etc. Emergency contacts are written on the inside of the folder. The back of the folder has a section for OT, PT, Speech, Health Care Plans and Behavior Plans. I took Daily Communication Sheets and filled in all services and LAMP classes for each day of the week for each child. I put those together for a week for every child and we run them as a class set. On Mondays, I write the day of the week on each Daily communication Sheet for every day that week and place the week of Daily Communication Sheets in a sheet protector that way, I do not have to add or fill out a sheet for every student every day. At the end of the day, I just check the part about conduct, mark out any places they did not get to go if something was cancelled and then write a short note if needed to the parents.
From Missy Lamar- Rivercrest Functional Skills
Every morning, the students take their folders out and bring them to me. I take out their signed Daily Communication Sheet from the day before as well as lunch money, forms, library books, etc. Then the students put their take home folders in the hanging file holders on the wall. When they go to any related service, they get their own folders and take them with them. When they return, they place them back in the handing file holder. At the end of the day, the students bring their folders to me when called, I slide out the Daily Communication Sheet for the day, fill in the conduct and needed notes, then the students place them in their backpacks and wait for dismissal. There is a plastic folder in each student¹s hanging file holder in which the students place their work as it is completed and recorded to cut down on us having to file it at the end of the day. On Wednesdays, we simply transfer those papers in their take home folders. This has saved me so much time.
TNCore.Org Website Migration
Audience: Instructional Supervisors and Educators
As communicated in the Sept. 23 Commissioner’s Update for Directors (here), the resources on www.TNCore.org will migrate to a new site hosted by the Ayers Institute for Teacher Learning and Innovation at Lipscomb University in early 2016. The new website, www.eduToolbox.org, will be a compilation of resources for all educators from a variety of sources. Please bookmark this site now and share it with your networks.