Special Education BLAST

Mantra:

Take Care of Yourself.

• The order window opens Friday, November 8, 2024 and closes Friday, November 22, 2024, by 4:00 p.m. Please adhere to the deadline of November 22nd.
• There is a limit of 2 vendors per person, and the limit is $300.00 this year.
• All order forms and wish lists are to be sent to Ms. Mindi Miller. If you choose to do an Amazon Wishlist, please do not also complete a supply order form for Amazon.
• See below for the 24-25 Materials Order Form and directions to Create an Amazon Wish List. We want all orders delivered by the first week of December.

*This is follow up to email sent by Ms. Rikki Saunders Friday, November 8th and followed up on by Ms. Mindi Miller.

The Present Level has a new section: The Resulting Needs! To identify Resulting Needs, the IEP Team must 1) determine which sections of the IEP the area of need will be addressed and 2) select the corresponding Resulting Needs checkbox(es). For example:

• Student A with a Specific Learning Disability (SLD) with qualifying criteria of Basic Reading has an area of need of Reading with a Subarea of Need of Phonics. The Present Level indicates based on the student's data sources and description of need that they require the accommodation of tests not assessing reading fluency to be read aloud, as well as a goal and objectives and resource room programming for specialized instruction.
• Student B is eligible under Otherwise Health Impairment for ADHD. The student has an area of need of Socio-Emotional/Behavioral and subarea of need of Self-Management. The data sources and description of need indicate that the student requires a Positive Behavior Support Plan (PBSP) and instruction and regular Check In and Check Out throughout the school day with the resource room teacher.

Check your thinking! Which Resulting Needs do Students A and B require? For both students, Resulting Needs to be checked include: 1) Supplemental Aids and Services (SAS); 2) Goals and Objectives; and 3) Programs and Services. As you review the summary of Present Level information, can you draw the connections between the description of need and the resulting needs and areas of the IEP the skill area is to be addressed?

As the school team is preparing for (PRIOR TO) the IEP Team meeting, if there is consideration of potentially adding Specialized Transportation, please communicate with Student Services including Kristin Ghiringhelli, Laura Alsup, Keela Hemphill, and your SE Coordinator. In your communication, please include:

• Student ID or UIC; and
• Rationale of disability-related need the Team is processing to consider the need for Specialized Transportation.

It is also important to verify the student’s address as there are district transportation guidelines that may impact transportation services

Questions to Support Processing Re: Specialized Transportation [PRIOR TO REACHING OUT TO STUDENT SERVICES]:

• Is there a connection between present level area(s) of need with the resulting need of Specialized Transportation? In other words, does the student have a disability-related area of need that necessitates Specialized Transportation?
• Does the student require similar support throughout the school day (e.g. are they able to navigate from place to place and advocate for and communicate their needs)?
• Additionally, prior to considering Specialized Transportation as a related service to support the student's need, the IEP Team would also consider what other supports or accommodations could be provided to support the student to ensure provision of the least restrictive supports and services provided.
• If there is data to support that Specialized Transportation is a resulting disability-related need, this would be evidenced within the Present Level data sources and description of need in the impacted area(s) of need.

• DUE DATE: Supplemental Aid + Service Logs are due by November 22, 2024.

• Process [from SAS Guidance Document]:

• The log has been developed to be able to be utilized either paper/pencil or electronically. Regardless of the format, each staff person must maintain a copy of each log by student. Beginning the 2024-2025, SAS Logs will be submitted in Google Classroom, at a minimum of EVERY trimester (within a calendar week of the trimester finishing.)

• Who is responsible for submission? Designated Case Manager

• What should you submit? Gather/retrieve all SAS documents; remember: you DON’T need to compile onto one sheet, etc.; you are responsible for bundling all documents + submitting

• What is the BEST way to submit?

• Electronic Logs:

• Put all SAS logs into a folder in Google Drive

• Retrieved the shared link of the folder

• Submit the link in the Google Classroom → November SAS Log

• Paper Logs:

• Bundle ALL logs completed, organized by student

• Scan documents from your building printer to your Google Drive

• Put all SAS logs into a folder in Google Drive

• Retrieved the shared link of the folder

• Submit the link in the Google Classroom → November SAS Log

The purpose of Office Hours is to connect with teachers and providers to ensure that you are supported in your roles either 1:1 or in a small group. If you have a need, please sign up by noon on Friday for the following week.

• The Annual IEP Team meeting must take place within 364 days of the most recent IEP.

• The Reevaluation IEP Team meeting must take place within 36 months (1094 days) of the most recent Initial OR Reevaluation. For students who receive special education programs and/or services, eligibility status must be reviewed every three years.

• There are NO extensions or exemptions to Annual or Reevaluation timelines as they are requirements of the Individuals with Disabilities Education Act [IDEA].

• See Volume 6 of the Blast for more about roles and responsibilities and a PowerSchool Special Programs report to ensure timeline compliance.

End of First Trimester: November 15, 2024

• Time to develop Progress Reports:

• High School: Half-day Records days 11/13 & 11/14, Full-day Records day 11/15/2024

• Middle School: Full Day Records Day 11/15/2024

• Elementary School: Full Day Records Day 11/15/2024

• Time to be sent: Within One (1) week: By November 22, 2024

• How are they sent: Via email or Hard copy mail to the student's home. IF support is needed with this, please let Student Services know!

Pause and reflect to ensure that you are on track and progress monitoring in alignment with each IEP goal and objective that you are responsible for. See Volume 6 of the Blast for more details regarding content and key resources.

• IEP Tip Sheet: Measuring Progress Toward Annual Goals.

• Progress Report Development Guidance.

Over the course of the school year, we will share information that will support you in your work with students. It may be:

• New learning;

• A reminder; or

• Might make you pause and reconsider your practice.

Confidentiality Best Practices:

• Always direct questions to the teacher or other school professionals who are part of the student’s support team;

• Only share information with individuals who are part of the student’s support team (in person, via email, in writing, social media, etc.);

• When in public, use general statements + not student specific names and allow your student’s and their families to approach you; and

• Focus on student strengths + be positive.

• Monthly Suspension Team Reports - Due Dates HERE.
• Medicaid completion in PowerSchool Special Programs (PSSP). See below for training information.
• Supplemental Aids and Services completion monthly OR by trimester with submission in KPS: SE Teacher + Ancillary Google Classroom.
• Lesson Plan submission in accordance with building guidance with submission in KPS: SE Teacher + Ancillary Google Classroom.

Shout out to:

• The Woods Lake SE Team (Perconti, Smith, Bernhard, Garcia, Voss, Eaton, Richardson, Hoskin) from Carolin Humphrey Drenth. I am so incredibly grateful for your dedication to our students, willingness to work as a team, and positive energy. I love that we're colleagues and friends! 😁
• Susan Voss from Sharon Oke for her professionalism and dedication to special education!
• Kevin Seale from Jen McLaughlin. Kudos to Kevin for giving me the Cliff's Notes intro to Magic School! What a game changer! Thanks Kevin!!!
• Thank you to the School Psych Team from Michelle Youngs. Thank you for all your hard work, flexibility, and dedication to our KPS students. You willingness to support students, staff, and each other does not go un-noticed. I'm so blessed to be a part of this wonderful group of educators! Dana, we are so glad to add you to our team as well. Welcome to the family! Happy School Psychology Awareness Week, friends!