1. 2016-2017

2.  Special education is tailored to meet the needs of students with disabilities. It’s all about individualization.  What’s important is giving kids the resources they need to make progress in school to the best of their ability and in the least restrictive environment.

3.  Students who have a documented disability that is covered by IDEA AND  Need special education in order to access the general curriculum.

4.  Co-Teaching: Students are in general education classes and are supported by a special education teacher.  Resource: Offered 6th-8th for ELA, reading and math. Students are in a smaller class, taught by a special education teacher.  PASS: Positive Approach to Student Success- supports students with emotional disturbances or high-functioning autism.  SEEC: This program is for students with autism who need a higher level of support.  CM Tutorials: Students who receive Special Education or 504 services may attend tutorials before or after school in CM.

5.  Individual or small group pull-outs  Planning support  Modification/ accommodation assistance Teresa Davis Paula Stephenson Sherryl Dickey Sarah Peltier

6.  Math 6 th -8 th grade  Samantha Martinez  English 6 th -7 th grade  Sarah Peltier  Reading 6 th -8 th grade, English 8 th grade  Paula Stephenson

7.  P.A.S.S.  Lead Teacher- Amy Thornton  Behavior Interventionist- Cedric Carter  EAs-  Miriam Morales  Lori Blizzard  S.E.E.C.  Lead teacher- Donna Pound  EAs  Trisha Burke  Lori Blizzard

8. P.A.S.S.

9.  PASS is built on the belief that children with emotional and behavioral issues benefit academically from participation in the general curriculum and behaviorally from educational experiences with typical peers.  PASS helps school staff serve students with serious emotional disturbances in the general education setting, using individualized programming that incorporates best practices.

10.  Programming combines targeted, intensive instruction with behavior monitoring and coaching support for the student and the teacher. The program aims to assist the student in developing self-management skills and relies on data to drive decisions regarding student programming.

11.  Oral Administration of tests  Teachers will be responsible for recording tests/quizzes  Collaborate with your team or co-teacher!  Link tests to your webpage  Review students’ accommodations carefully  Please see any SpEd teacher with questions/ concerns.  Continually monitor which accommodations students NEED.  CM Tutorials  8:00-8:30 & 4:00-4:30 daily  Modification/ accommodation assistance from any SpEd teacher.

12.  Consult the student’s other teachers. Are they struggling in all classes?  Document:  Parent contact  Work Samples/ tutorial sessions  Attempted interventions- see SpEd staff for ideas, if needed!  Care team process:  See Mrs. Bloom for a care team packet. Each teacher must filled out the questionnaire.  Appropriate supports must be implemented by the teachers and the student’s progress monitored.

13.  Consult the student’s other teachers. Are they struggling in all classes?  Document:  Parent contact  Types/ frequency of behavior (Skyward FYI referrals!)  Attempted interventions  Student Behavior Response Team:  Kathryn Humer  Michaela Blackmon  Mary Terry  Ann Newhouse  Amy Thornton  Cedric Carter  Stephanie Maupin  Gina Bergman

14.  Teacher ARD reports (sample) https://goo.gl/forms/ACODt7Z3dcP97w kJ3  Accommodations:  Sent in an email  Call CM for password  Send Read receipt!

16. Is it true that Special Education students cannot fail?  NO! Students in special education must master the curriculum to the best of their ability. If a student is receiving all of their accommodations and is still struggling to succeed in your class, please contact their case manager. Is 504 and/or LEP part of Special Education?  NO. While 504 and LEP students receive accommodations, they are separate entities. 504 is overseen by Jackie Bloom. LEP is overseen by Ann Newhouse. Please make sure to review all students’ accommodations individually. See www.understood.org for more information. www.understood.org

17.  http://www.researchautism.org/ http://www.researchautism.org/  https://www.autismspeaks.org/family-services/tool- kits/school-community-tool-kit https://www.autismspeaks.org/family-services/tool- kits/school-community-tool-kit  http://www4.esc13.net/autism/workshops/online-workshops/ http://www4.esc13.net/autism/workshops/online-workshops/  http://autismnow.org/in-the-classroom/ http://autismnow.org/in-the-classroom/

18. Evidence Based Interventions for the General Education Classroom

20.  Every behavior serves a function; to meet a need.  Attention  Escape  Avoidance  Power/Control  Many students have developed maladaptive behaviors to meet their needs. How can we teach them to get their needs met appropriately?

23.  Proximity  Choices  Behavior Contract  Point Sheets  Visual Supports  Private Conversations regarding behavior

24.  Power Struggles  Sarcasm  Condescending tone  Public Reprimands

25.  S: STOP.  T: TAKE A BREATH.  O: OBSERVE HOW YOU ARE FEELING.  P: PROCEED.

26.  http://www.crisisprevention.com/Blog/September-2010/Top- 10-Positive-Behavior-Support-Online-Resources http://www.crisisprevention.com/Blog/September-2010/Top- 10-Positive-Behavior-Support-Online-Resources  https://www.pbis.org/resource/363/online-academy-positive- behavior-support-modules https://www.pbis.org/resource/363/online-academy-positive- behavior-support-modules  http://www.txbehaviorsupport.org/default.aspx?name=TBSI.tr ain http://www.txbehaviorsupport.org/default.aspx?name=TBSI.tr ain

27.  Student Behavior Response Team Distribution List  PASS team: Amy Thornton & Cedric Carter  Administrators  Counselors  Heads of Departments