S PECIAL E DUCATION /504 AND B IG P ICTURE : I NTEGRATING S PECIAL E DUCATION /504 AND B IG P ICTURE P RACTICE AND F ACILITATING C OLLEGE S UCCESS AND A CCESS By: Donna Pilkington, Education Specialist

B IG P ICTURE AND S PECIAL E DUCATION /504: C UT F ROM THE S AME C LOTH One student at a time. Each student has an individualized learning plan. Work towards each student’s strengths to build weaknesses. Small classes. More interaction with teachers. Allowing flexibility in demonstration of proficiency. One student at a time. Each student has an individualized education plan. Utilizes each student’s strengths to meet IEP goals. Small group instruction. Many teachers and service providers working with the student. Accommodations and modifications to help the student access the curriculum. Big Picture model Special Education/504 model

S UPPORTS Co-teaching model Note taking support Questions asked and answered Small group/one on one support Assignment trackers Organization sessions Time management Independent Work Time support In ClassSupplemental

Keys: Informing the students about their Individualized Education Plan (IEP) or 504 Plan. Making sure the students understand and are able to communicate their needs. Utilizing the Disability Support Program for Students (DSPS) at Mesa College. Making contact and sending the appropriate paperwork to the seniors’ colleges of attendance.

Starting in 9 th grade. Questionnaire to find out how much the student knows about their IEP/504 Plan. Person Centered Planning Community

Goal of the Individualized Education Program and Specialized Academic Instruction: To provide for each student’s needs To make accommodations and/or modifications necessary for all students to access the curriculum, as well as provide those afforded in class, to be received on standardized tests such as the CAHSEE, SAT, PSAT, and ACT. To work with each student with an IEP so they are able to: Know what an IEP is and why they have one Know what accommodations/modifications they need/receive and why Know the goals stated in the IEP Advocate for themselves Ask their teachers for support that is appropriate to them Lead their IEP meetings Gain skills to cope with academic difficulties

Begin learning about your IEP Read through it Think of/ask questions about it Remember, you have a say in the development of the document In participation and development of your IEP, talk to and with your teachers and case manager, not at. Put in your best efforts in class. Ask for help/seek help when needed. When help is offered, utilize it. (during, before, and/or after school) When assigned to tutoring, attend the session. Let your teachers and case manager know when you are having trouble, falling behind, or don’t understand something. If you need extra time, say something before the due date. Also, provide how much time you will need. This shows your teachers you have made plans to work on the task; it also gives them a gauge of when to expect the work to be turned in. Return all paperwork your case manager has given you in a timely and prompt manner. To ensure receipt of extra time on standardized tests, support in college classes, or to have an accurately developed IEP, the paperwork received must be returned as soon as possible. Let your case manager know when your schedule has changed. Monitor your grades, through Snapgrades, at least weekly.

Students’ first experience with having to communicate their IEP/504 Plan and needs. Students who take college courses are able to get support in those classes. Students must advocate for themselves.

Once the senior students have been accepted to a college which they intend on attending, I: Gather information about the disability support programs that school has to offer so the students familiarize themselves. Contact the disability support program for the necessary requirements for acceptance for support. Send the according paperwork that school needs. Supply copies of all the paperwork to the students. Review the student’s needs with the student.