CES Weekly Buzz April 18, 2016
From the Desk of Mrs. Proskey
The VARSITY SHOP IS NOW ONLINE!!!!!
Message from the TOWN COUNCIL....
Here is a message received from Ginny Munroe last week. She is the president of the Culver Town Council. Her, town manager Jonathon Leist and Shelly Schrimsher have worked on the proposal for this and it was approved last week at their meeting!
"Good news. We are buying for around the school (the 20 large ones) and we are buying banners to put through town. Council approved tonight! We are rolling out the banner contest soon, too. So, you can count on the 20 larger banners and you'll get to see a Cavs banner throughout the town. :) "
YAY! So exciting. #CulverPride
Culver Stellar Community Banner Design Contest Announcement
The Culver Town Council is pleased to announce a Stellar Community banner design contest for Culver area youth and adults! The goal of this contest is to engage Culver area youth and adults to design themed banners for the light poles in the town’s commercial district. The contest will have three banner categories as well as three distinct age groups for entries. One of the winning banners will also be designated Culver’s Stellar Community banner, which will be on display during Culver’s Stellar Community site visit in July. A total of nine cash prizes will be awarded to the winning entrants. Three designs from each of the three age groups will be selected as finalists. The top three of those nine designs will be the grand prize winners who will get to see their banners on display on Culver’s 50 light poles in the commercial districts of town. The Town of Culver will be purchasing the banners, and the prize money is being donated by local civic organizations and businesses. Additional details are listed below.
Theme - People, Places or Things focusing on what makes Culver, Indiana a Stellar Community. We want to tell visitors about what makes Culver special!
Categories – 1. General
3. Christmas Holiday
Finalists – 1 per category per age group (total of 9)
Winners – 1 per category (3 total)
Entries – maximum 3 per person
Schools/School Districts – Culver Community Schools and Culver Academies.
Age Groups – 1. Elementary school
2. Junior and senior high school
Entries should be submitted to Culver Town Hall, c/o Banner Design Contest, by Friday May 20th at 4:00 p.m. Entries will be in accepted in a paper and/or digital format (high resolution JPEG with 150 dpi), and should be convertible to printing on an 18” wide by 36” tall banner. Entrants must also include contact information for each entry stating the entrant’s name, age category, banner category, phone number, and home address in order to be eligible for prizes.
To be eligible for one of the prizes, entries will be limited to individuals who are residents of Culver or Union Township, who work full-time in Culver or Union Township, or who attend school at Culver Community Schools or Culver Academies.
Grand Prize – $200 per Grand Prize Winner
Runners up – $100 per Runner Up.
Third place -- $50 per finalist
Judges – The president (or designated representative) from each sponsoring civic organization (no more than 7 total).
Sponsoring – Asking a minimum of $300 per organization but can contribute any amount. Every dollar raised in sponsorship will be given away as prize money.
For more information, contact Jonathan Leist, town manager at 574-842-3140 or by email at email@example.com .
Dates to Remember...
- 4/18- 12:40 O.D. (RR) Proskey, Schwenk, Jefferies, Kelly, Teri
- 4/18- 7:00pm School Board Meeting
- 4/19- 7:30am TALK Team Meeting in Conference Room
- 4/20- 8:20am J.J. (RR) Schwenk, Proskey, Stevens
- 4/20- 3:15 Staff Meeting in DLL
- 4/21- 3:15 Textbook Adoption Meeting in DLL
- 4/21- MCRC Banquet
- 4/22- 8:15 K.F. (ACR) Proskey, Keyser, Thompson, Schwenk
- 4/22- Birthday Carry-IN
ISTEP Testing Schedule-----------April 18th Through May 2nd
Proctors please be aware of where you need to be and what time your lunch is scheduled for. Other staff be aware of what you may be covering whether it may be a recess/ lunch or specials class. Please check Jamie, Doris, and Jill's schedules to see if your name is listed. If there is an issue, please let me or the office know immediately. Thank you!!!
4/18 Mon--- Math 3 tests
4/19 Tues-- English 3 tests
4/20 Wed-- Science 2 tests
4/20 Wed-- Math 2 tests
4/21 Thurs- Math 1 test/ English 2 tests
4/22 Fri----- English 1 test/ Soc Studies 2 tests
4/25 Mon-- Math 3 tests
4/26 Tues- English 3 tests
4/27 Wed- Science 2 tests & E/LA 1 test (Book 2)
4/28 Thurs- Math 3 tests
4/29 Fri----- English 2 tests
5/2 Mon-- English 1 test
This Week's Menu...
- Breakfast-Mini Waffles/ Cereal with Cracker
- Lunch- Chicken Nuggets w/ Mashed Potatoes/ Z-Rib Sandwich
- Breakfast- Eggstravaganza w/toast/ Cereal with Cracker
- Lunch- Quesadilla w/ Broccoli / Chicken Salad on Bread w/ String Cheese & Broccoli
- Breakfast- Breakfast Pizza/ Cereal with Cracker
- Lunch- Popcorn Chicken w/Mashed Potatoes/ Sloppy Joe Sandwich
- Breakfast- Breakfast Cavalier Bowl/ Cereal with Cracker
- Lunch- French Toast w/ Sausage Links/ Salad Bar
- Breakfast- Mini Pancakes/ Cereal with Cracker
- Lunch- Pizza w/ Green Beans/ Fish Sandwich
This Week's Sporting Events...
Culver Max Move Free Event
Saturday, April 23rd, 10am-12pm
Culver Academy Naval Building
Please register at: Dana.firstname.lastname@example.org
Blessings in a Backpack Needs Packing Volunteers!!!
If you would like to help volunteer packing Blessings Backpacks, please see times and dates below.... (it usually takes about an hour)
Please mark or update your calendars to reflect the following times and change of time:
Wednesday, May 11 set up @ 4:30
Thursday, May 12 packing @ 4:30 pm
All set up and packing is done at Culver Bible Church, 718 S. Main Street in Culver.
Dianne, Stephanie and Tracy
Blessings in a Backpack Coordinators
CES Community Volunteer Program
CES Loves it's Volunteers!!!!
What's New in Education...
National Center on Intensive Intervention -Updated Progress Monitoring and Intervention Tools Chart with New Functionality & Design
Compare Tools, Filter, Scroll: Updated Tools Chart Includes New Functionality and Design
NCII is excited to announce the release of updates to the design and function of our tools charts. The newly released charts have:
- More prominent distinctions between the available tabs. The displayed tab will be highlighted in orange and you can easily navigate between tabs by clicking Next Tab or Previous Tab or by clicking the standard name of one of the tabs.
- Easy filtering to narrow results. You can choose to narrow your selection on the academic intervention and progress monitoring charts by filtering by grade level or subject matter (reading, mathematics, and writing).
- The ability to compare tools. Review a subset of tools by checking the box next to the name of the tools and select Compare Tools. This action will limit the tools you are viewing to just those that you have selected. To revert back to the full chart, select Reset Chart.
- Disaggregated data available by grade level. The academic progress monitoring tools chart provides ratings separately for each grade level targeted by the tool. Each row represents a single grade level, and tools targeting more than one grade have multiple rows. Technical data often vary by grade level, and this chart allows you to clearly see these variations which may help you make more informed decisions.
- Sticky headers. You can now scroll down the chart without losing access to the headers that identify the standards being reviewed in each column.
- Access to a print friendly version. Click the Print Chart button to find a print friendly version of the chart that you can print on legal size paper
In addition, this release includes new tools and updated ratings for tools on the academic and behavioral progress monitoring charts.
View the updated charts at the following links.
- Academic Progress Monitoring
- Academic Intervention
- Behavioral Progress Monitoring
- Behavioral Intervention
Do you have questions about the charts? Click here to learn more and find additional resources.
The Difference Between IEP's and 504 Plans
- A blueprint or plan for a child’s special education experience at school.
- A blueprint or plan for how a child will have access to learning at school.
What It Does
- Provides individualized special education and related services to meet the unique needs of the child.
- These services are provided at no cost to parents.
- Provides services and changes to the learning environment to meet the needs of the child as adequately as other students.
- As with IEPs, a 504 plan is provided at no cost to parents.
What Law Applies
- The Individuals with Disabilities Education Act (IDEA)
- This is a federal special education law for children with disabilities.
- Section 504 of the Rehabilitation Act of 1973
- This is a federal civil rights law to stop discrimination against people with disabilities.
Who Is Eligible
- To get an IEP, there are two requirements:
- A child has one or more of the 13 specific disabilities listed in IDEA. Learning and attention issues may qualify.
- The disability must affect the child’s educational performance and/or ability to learn and benefit from the general education curriculum.
- To get a 504 plan, there are two requirements:
- A child has any disability, which can include many learning or attention issues.
- The disability must interfere with the child’s ability to learn in a general education classroom. Section 504 has a broader definition of a disability than IDEA. That’s why a child who doesn’t qualify for an IEP might still be able to get a 504 plan.
Independent Educational Evaluation
- Parents can ask the school district to pay for an independent educational evaluation (IEE) by an outside expert. The district doesn’t have to agree.
- Parents can always pay for an outside evaluation themselves, but the district may not give it much weight.
- Doesn’t allow parents to ask for an IEE. As with an IEP evaluation, parents can always pay for an outside evaluation themselves.
Who Creates the Program/Plan
- There are strict legal requirements about who participates. An IEP is created by an IEP team that must include:
- The child’s parent
- At least one of the child’s general education teachers
- At least one special education teacher
- School psychologist or other specialist who can interpret evaluation results
- A district representative with authority over special education services
- With a few exceptions, the entire team must be present for IEP meetings.
- The rules about who’s on the 504 team are less specific than they are for an IEP.
- A 504 plan is created by a team of people who are familiar with the child and who understand the evaluation data and special services options. This might include:
- The child’s parent
- General and special education teachers
- The school principal
What's in the Program/Plan
- The IEP sets learning goals for a child and describes the services the school will give her. It’s a written document.
Here are some of the most important things the IEP must include:
- The child’s present levels of academic and functional performance—how she is currently doing in school
- Annual education goals for the child and how the school will track her progress
- The services the child will get—this may include special education, related, supplementary and extended school year services
- The timing of services—when they start, how often they occur and how long they last
- Any accommodations—changes to the child’s learning environment
- Any modifications—changes to what the child is expected to learn or know
- How the child will participate in standardized tests
- How the child will be included in general education classes and school activities
- There is no standard 504 plan. Unlike an IEP, a 504 plan doesn’t have to be a written document.
A 504 plan generally includes the following:
- Specific accommodations, supports or services for the child
- Names of who will provide each service
- Name of the person responsible for ensuring the plan is implemented
- When the school wants to change a child’s services or placement, it has to tell parents in writing before the change. This is called prior written notice. Notice is also required for any IEP meetings and evaluations.
- Parents also have “stay put” rights to keep services in place while there’s a dispute.
- The school must notify parents about evaluation or a “significant change” in placement.
- Notice doesn’t have to be in writing, but most schools do so anyway.
- A parent must consent in writing for the school to evaluate a child. Parents must also consent in writing before the school can provide services in an IEP.
- A parent’s consent is required for the school district to evaluate a child.
How Often It’s Reviewed and Revised
- The IEP team must review the IEP at least once a year.
- The student must be reevaluated every three years to determine whether services are still needed.
- The rules vary by state. Generally, a 504 plan is reviewed each year and a reevaluation is done every three years or when needed.
How to Resolve Disputes
- IDEA gives parents several specific ways to resolve disputes (usually in this order):
- Due process complaint
- Resolution session
- Civil lawsuit
- State complaint
- Section 504 gives parents several options for resolving disagreements with the school:
- Alternative dispute resolution
- Impartial hearing
- Complaint to the Office of Civil Rights (OCR)
- Students receive these services at no charge.
- States receive additional funding for eligible students.
- Students receive these services at no charge.
- States do not receive extra funding for eligible students. But the federal government can take funding away from programs (including schools) that don’t comply.
- IDEA funds can’t be used to serve students with 504 plans.
Knowing which laws do what is a big part of understanding the difference between an IEP and a 504 plan. Explore more details about your child’s legal rights. And if you need help navigating special education law in your state, consider reaching out to your local Parent Training and Information Center. The people there can answer questions and give practical advice on issues specific to your area.
Accommodations and Modifications and How They are Different
If your child has an Individualized Education Program (IEP) or 504 plan, you’ll likely hear the terms “accommodation” and “modification” from the IEP or 504 team. While they sound similar, they serve different purposes. Accommodations change how a student learns the material. A modification changes what a student is taught or expected to learn. Here are examples to help explain the differences between them.
Accommodations can help kids learn the same material and meet the same expectations as their classmates. If a student has reading issues, for example, she might listen to an audio recording of a text. There are different types of classroom accommodations, including presentation (like listening to an audio recording of a text) and setting (like where a student sits).
Kids who are far behind their peers may need changes, or modifications, to the curriculum. For example, a student could be assigned shorter or easier reading assignments. Kids who receive modifications are not expected to learn the same material as their classmates.
Testing accommodations can be different from those used for instruction. For example, using a spell-checker might help a student with writing difficulties take notes during class but wouldn’t be appropriate during a weekly spelling test. However, this student might benefit from extra time to complete the spelling test or using typing technology if the physical act of writing is difficult.
Modifications in testing often involve requiring a student to cover less material or material that is less complex. For example, in the case of the spelling test, if the class was given 20 words to study, the student with modifications might only have to study 10 of them. Or she might have a completely different list of words.
Statewide assessments allow certain accommodations like extra time or taking a computerized exam. Ideally these are the same accommodations a child uses to take class tests.
Some students take an “alternate assessment” of their statewide test, which includes modifications to the regular test. The questions in this type of alternate assessment might not cover the same materials as the standard exams. Also, the results would be interpreted differently. Before you agree to an alternate assessment, find out how the results will be interpreted and what (if any) implications there will be for your child.
Gym, music and art class
Accommodations for “special” classes like gym, music and art can be helpful. These are similar to accommodations for classroom instruction. Kids might get extra time to complete assignments or be allowed to complete them in a different format.
If the school believes that an assignment within a class like gym, music or art is unreasonable for your child, modifications to that assignment are made. The gym teacher might modify the number of laps a student needs to run; the music teacher might not require a child to participate in the final performance. In some cases, students are even excused from certain classes in order to make time for one-on-one time with a specialist.
Keep in mind that accommodations don’t always have to be formalized through an IEP or 504 plan. Sometimes teachers can provide informal accommodations. If your child doesn’t have an IEP or 504 plan, here are some examples of informal supports you can request.