Special Education Department
Educating Students Academically, Socially and Behaviorally
September 23, 2016 Volume 4 Issue 7
September
Children's Good Manners Month
International Literacy Month
National Hispanic Heritage Month
National Preparedness Month
Library Card Sign-Up Month
9/26 IEP Direct Training for new special education teachers
9/27 Hess Back to School Night
Hess Paraprofessionals -PD w/ Mike Draper starting at 1:30 in the computer room
9/28 Hess Back to School Night
Hess Paraprofessionals - PD starting at 1:30- Various locations
-Preschool paras w/ Colleen Bretones
-Autism 3-5 paras w/ Lindsay Laielli
-Bernard paras w/ Lori Bernard, Anne Nelson
-All other paras can work in their classrooms on teacher assigned tasks and/or technology (review IEPs, email, google calendar, google drive)
Looking ahead to October
Week of Respect – The Anti-Bullying Bill of Rights Act (P.L.2010, c.122) requires that the week beginning with the first Monday in October of each year (October 3-7 in 2016) be designated as the Week of Respect in New Jersey. To recognize the importance of character education, school districts, charter schools and Renaissance school projects are required to observe the week by providing age-appropriate instruction focusing on preventing HIB. Approved private schools for students with disabilities are encouraged, but not required, to observe this week. To facilitate planning, online resources at http://www.state.nj.us/education/students/safety/sandp/climate/.
World Mental Health Day- October 10
School Violence Awareness Week – N.J.S.A. 18A:36-5.1 requires that the week beginning with the third Monday in October of each year (October 17-21 in 2016) be designated as School Violence Awareness Week in New Jersey.
The Faces 4 Autism Super Hero Walk for Autism is scheduled for Saturday, October 29th in Ventnor. More details to follow.
News
Sad News
Barb Hensyl recently lost her father. Our thoughts are with her at this most difficult time.
Substitutes:
We are always looking for teacher, nurse and paraprofessional substitutes. If you know anyone who is interested, please have that person call the personnel office at 476-6247.
Mental Health
A letter from the NJDOE regarding Suicide Prevention Awareness and Education
Wednesday, September 28th let's have dinner and a movie while reflecting on how to provide a less stressful environment for our students. (Note: This will not be an option for those Hess staff members who are required to attend Back to School Night on 9/28.)
Learning Ally
NEW video from Learning Ally- "Watch our video about how audiobooks give access to grade-level content and support comprehension." Learning Ally Audiobooks in the Classroom: Helping Students Learn and Succeed
NEW Learning Ally Link is an educational reading app, designed for students who learn through listening.
IEPs
All teachers are legally responsible for reading and following IEPs and 504 Plans. Refer to your class lists in Genesis. If a student has a file folder icon, the student has an IEP. Click on the icon to take you to the IEP. If a student has a bubble/crystal ball icon, the student has a 504 Plan. Click on the icon to take you to the 504 Plan. Please contact a Child Study Team member or a guidance counselor if you have any difficulties. Thank you!
Blog Post:
Preventing Conflict During the IEP Process: Julie Weatherly, Esq.
Straight from the Code
In order to provide both general and special education teachers with more knowledge of special education, there will be an excerpt from the code each week to help clarify our processes. http://www.state.nj.us/education/code/current/title6a/chap14.pdf
Over the next few weeks, information will be shared relative to IEPs. Please be sure you have read and are implementing the IEPs for your students.
6A:14-3.7 Individualized education program
(c) When developing the IEP, the IEP team shall:
1. Consider the strengths of the student and the concerns of the parents for enhancing the education of their child;
2. Consider the academic, developmental and functional needs of the student;
3. Consider the results of the initial evaluation or most recent evaluation of the student and, as appropriate, the student's performance on any general State or districtwide assessment;
4. Consider the consistency of the location of the services for students who are prone to regression due to frequent changes in location;
5. In the case of a student whose behavior impedes his or her learning or that of others, consider, when appropriate, strategies, including positive behavioral interventions and supports to address that behavior;
6. In the case of a student with limited English proficiency, consider the language needs of the student as related to the IEP;
7. In the case of a student who is blind or visually impaired, provide for instruction in Braille and the use of Braille unless the IEP team determines, after an evaluation of the student's reading and writing skills, and current and projected needs for instruction in Braille that such instruction is not appropriate;
8. Consider the communication needs of the student;
9. In the case of a student who is deaf or hard of hearing consider the student's language and communication needs, opportunities for direct communication with peers and professional personnel in the student's language and communication mode, academic level, and full range of opportunities for direct instruction in the student's language and communication mode;
10. Consider whether the student requires assistive technology devices and services.
i. The district board of education shall ensure that assistive technology devices or assistive technology services, or both, as defined in the IDEA, are made available to a student with a disability if required as part of the student's special education, related services or supplementary aids and services.
ii. On a case-by-case basis, the use of school-purchased assistive technology devices in a student's home or in other settings is required if the IEP team determines that the student needs access to those devices in order to receive a free, appropriate public education;
11. Beginning at age 14, or younger if determined appropriate by the IEP team, consider the need for consultation from the Division of Vocational Rehabilitation Services, Department of Labor and Workforce Development and other agencies providing services for individuals with disabilities; and
12. Review the preschool day to determine what accommodations and modifications may be required to allow the child to participate in the general education classroom and activities.
Grants, Contests and Free Stuff!
Thank America’s Teachers and Farmers Insurance Grants
Inspired by the great work teachers do in classrooms every day, Farmers wants to say thank you for their tireless dedication. Through Thank America’s Teachers, Farmers Insurance is giving away more than $1 million in two separate grant opportunities again in 2016. The $2,500 grant program addresses teachers’ day-to-day classroom needs and the $100,000 Dream Big Teacher Challenge empowers teachers’ educational visions for their schools and the community at large. The deadline is September 29, 2016.
GreenWorks! Environmental Education Grant
Project Learning Tree offers grants up to $1,000 to schools and youth organizations for environmental service-learning projects that link classroom learning to the real world. Students implement an action project they help design to green their school or to improve an aspect of their neighborhood’s environment. The projects partner students with their whole school, local businesses and/or community organizations, and provide opportunities for student leadership. The deadline is September 30, 2016.
Dash Back-to-School Pinterest Contest
Create a board. Name it “Handwriting Without Tears®Dash Back to School Contest." Pin everything from helpful teaching tips, classroom activities, or downloads. Have a the chance to win $200 WORTH of back-to-school gift cards! The deadline is October 14, 2016.
Healthy Playground Makeover Sweepstakes
Enter once a day, every day for more chances to win! The contest goes until March 24, 2017.
Share Your Ed-Tech Innovation and You Could Be a Grand Prize Winner!
Procedures for Professional Development Requests
We reviewed the procedures for professional development requests at the administrator meeting yesterday. Please see below. These are the same procedures that have been in place since last school year. Unfortunately, professional development that involves a cost will not be able to be processed in less than 45 days unless there is an unusual and imperative circumstance.
FREE Professional Development
*Tip- If there is a webinar you are interested in but you are unavailable at the time listed, register anyway as the company will generally send a link to the recorded webinar after the event.
Free Webinars:
Music, Books and Puppet Connections for all Classrooms
Thursday, September 29, 2016 @ 3:00 pm - 4:00 pm
What Every Educator Should Know About Special Education Law
Monday, November 7, 2016 @ 3:00 pm - 4:00 pm
NJ Coalition for Inclusive Education (NJCIE) recorded webinars
Student Services Snippets
Critical Information for ALL staff is contained in these short screencasts. They run from 4.5 to 8 minutes. Please refer to them as needed.
Working with Paraprofessionals
Critical Information for Paraprofessionals
If there is other information you feel it would be helpful for us to share via screencast, please let us know.
Special Education Department
Email: stecherm@hamiltonschools.org
Website: http://www.hamiltonschools.org/cst.html
Phone: (609)476-6314
Facebook: facebook.com/HTSDspecialed
Twitter: @HTSDspecialed