Special Education SPOTLIGHT
Quarter 3
Quarter 3 Update
Spotlight on Staff
Marie Foster, Director of Special Education
Welcome to our first edition of our Special Education Newsletter. We plan to send newsletters quarterly throughout the school year to keep you updated on all things Special Education in the Byron School District. We will provide you with new topics each quarter to help educate families on special education services and programming. Some of you may be new to special education and some may have lots of experience. If you have topics you like us to focus on, please let us know using the link provided.
Thank you for the warm welcome to my new role as the Director of Special Education. Some of you I have been fortunate to work with over the years when I was a special education teacher for the district. I’ve always enjoyed the relationships I have with my students and families and getting to meet more students and families in this new role has been very rewarding for me.
I began my professional career working with children in the Bay Area as a behavior therapist back in 2008. I worked with youth in foster care and group homes at-risk of recidivism to higher levels of psychiatric care. I realized my passion was special education and that led me to pursue my Master’s degree back in Minnesota to be closer to family. I worked as a teacher for 5 years and then decided to get my administrative license. This is my 5th year in the Byron School District and it is truly a place I call home. My own 2 kids go to school here as well. On the weekends you might see us out bowling, walking our dog, or make runs to Target. I look forward to getting to know all of you better as the years go on. Reach out any time. I’m just a phone call or email away.
Breaking Down an IEP
Whether you are new to the world of Special Education, or a veteran parent, the ins and outs of an IEP can be overwhelming. So lets break it down for you, one portion at a time.
Federal Settings
Students in special education are served in federal settings. The federal setting number indicates how much of the school day a student spends receiving special education services.
Federal Setting 1
Student spends between 0-21% of their school day receiving special education services
Federal Setting 2
Student spends between 21-60% of their school day receiving special education services
Federal Setting 3
Student spends 60% or more of their school day receiving special educational services
Federal Setting 4
Student receives all of their education in special education off site.
Acronyms
Commonly used acronyms in Special Education
IEP - Individualized Education Program
A written statement for each child with a disability that is developed, reviewed and revised in a meeting including a statement of the child's present levels of academic achievement, measurable annual goals, progress reports, and a statement of the special education and related services and supplementary aids and services provided to the student.
IDEA - Individuals with Disabilities Education Act
The Individuals with Disabilities Education Act (IDEA) is a law that makes available a free appropriate public education to eligible children with disabilities throughout the nation and ensures special education and related services to those children. The IDEA governs how states and public agencies provide early intervention, special education, and related services to more than 7.5 million (as of school year 2020-2021) eligible infants, toddlers, children, and youth with disabilities.
FAPE - Free and Appropriate Public Education
The cornerstone of the Individuals with Disabilities Education Act (IDEA) is the entitlement of each eligible child with a disability to a free appropriate public education (FAPE) that emphasized especial education and related services designed to meet the child's unique needs. The primary vehicle for providing FAPE is through an appropriately developed individualized education program (IEP) that is based on the individual needs of the child. This policy letter clarifies that IEPs for children with disabilities must be aligned with state academic content standards for the grade in which the child is enrolled.
LRE - Least Restrictive Environment
To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled, and special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.
Services that are provided to a student with a disability beyond the regular school year in accordance with his/her IEP. Needs are determined annually.
Help Me Grow!
An early intervention for children birth to kindergarten entrance is Help Me Grow. Follow the QR code or the link below to refer a child.
Come see us shine!
Good luck Rochester Raiders! The adaptive athletic team plays Anoka at 5pm on Friday March 17th in the 2023 State Adaptive Floor Hockey Tournament.