ESE Weekly Update

Week of September 1, 2015

In this week's ESE Weekly Update...

Learning the Acronyms of ESE
Basic Education Teacher Role in a TIEP Meeting
Case Manager Update and Accommodations
Classroom Strategies to Help ESE Students
Professional Learning Corner
Reminder: Who's Who in ESE at RHS

What do these acronyms mean?

  • School Based Intervention Team
  • We may hold an SBIT meeting to examine student data and plan interventions to help the student. After the interventions have been implemented, a follow up meeting will be held to review the student's data again. If the student did not favorably respond the interventions, an In School Staffing may be held to discuss formal evaluation for ESE services.
  • The members of an SBIT are an Administrator, the student's School Counselor, Social Worker, Student Services Support (Psychologist and Speech Language Pathologist), basic education teachers, and possibly the Behavior Specialist.

  • In School Staffing
  • The following individuals will be invited to an ISS meeting: Administrator, Student Services Support (Psychologist and Speech Language Pathologist), the parent, ESE teacher, basic education teachers, and may include the Compliance Teacher
  • An ISS may be scheduled for one of the following reasons
  1. ESE Out of State Transfer Student-We hold an ISS for these students to validate the exceptionality and services provided by another state according to Florida guidelines
  2. Parent Request for Evaluation- Parents may request that their student be evaluated for ESE services. The ISS is held to examine student data to make a determination if we should proceed with formal evaluation. Parents should contact the student's cohort School Counselor to begin this process.
  3. Teacher Request- If you have a concern about a student and you think he/she may be eligible for ESE services, please contact the School Counselor for the student's cohort. Please be advised that a sufficient amount of time must pass to collect the appropriate data for the team to make a decision to proceed with formal evaluation.

What is my role as the Basic Education Teacher in a TIEP meeting? How can I prepare for the meeting?

  • Bring student performance data from classroom assessments and the class average for the assessments (to compare the student to the rest of the class)
  • Engage in discussion regarding student attendance and behavior
  • Be ready to engage in discussion regarding the effectiveness of accommodations and present data regarding accommodation effectiveness or ineffectiveness.
  • Help to provide solutions to help the student overcome barriers
  • Sign paperwork for any changes or updates to the TIEP

Case Manager Update and Classroom Accommodations

Case Managers have been assigned to ESE students. If you have questions about the accommodations an ESE student receives, please contact the Case Manager for that student or your Co-Teacher or Support Facilitator. You can obtain information regarding the assigned Case Manager by contacting any ESE Teacher, Mrs. Leary, Mrs. Anfuso, or Mrs. Olen.

Please remember that it is your legal obligation to provide these accommodations. If you have not picked up your accommodations sheets from Mrs. Olen/Mrs. Anfuso in the Front Office, please do so ASAP.

Classroom Strategies to Help ESE Students

If you have students with the following challenges, here are some teaching strategies that may help:
1) Processing Disabilities:
  • demonstrate during verbal explanations
  • supplement lessons with manipulatives and/or visual cues
  • reduce oral directions (provide written directions)
  • avoid having students listen and write simultaneously
  • encourage students to visualize steps
  • give wait time
  • use headphones to reduce noise
  • gain student's attention prior to giving instructions or important information

2) Reading Comprehension

  • use keywords that will help them to recall a central idea in the text
  • create mental pictures, visualize
  • build background knowledge prior to reading text
  • teacher think alouds
  • student annonates texts while reading

3) Oral Expression

  • provide ample time for processing and opportunities for conferencing, problem solving, sharing, and brainstorming
  • increase wait time when posing questions
  • provide organizational strategies to assist students for oral presentations
  • cue and prompt (visual and verbal)
  • provide the student opportunities to express himself/herself on a topic he/she is comfortable with

4) Reading and Decoding

  • provide books on tape
  • ask questions like "Does that look right?" "Does that sound right?"
  • break words apart into base words, prefixes, and suffixes
  • teach students to skip unkown words and then use clues to decipher the unknown text

5) Visual Processing

  • keep instructions brief and uncomplicated
  • present in visual format
  • use more than one way to explain or demonstrate
  • face the class when speaking
  • provide review and study sheets
  • provide notes or note-taker/scribe
  • give verbal descriptions or visual aids
  • diagrams and charts can be presented in a tactile form
  • large print
  • provide better lighting

*Teaching strategies provided by Florida Diagnostic & Learning Resources System (FDLRS)

Professional Learning Corner

Please visit this link to learn more about different types of learning disabilities.

Just a Reminder...Who's Who in ESE at RHS