Day 2 custom curriculum PACTA PIL specialized curriculum Administration Conveyance, IEP Usage and Understudy Accomplishm.


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Specialized curriculum staff to case oversee, compose IEPs, give direct backing to understudies and staff ... the instruction of understudies with uncommon needs taking into account an independently ...
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Day 2 Special Education PACTA PIL Special Education Service Delivery, IEP Implementation and Student Achievement Brenda Kauffman, Special Education Consultant Donna S. Weldon, Esq. September 17, 2010

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Agenda Scenarios Keys to Success for Students with IEPs in CTE Special Education Service Delivery Models Transition Supplemental Supports and Services - SDI IEPs Roles Responsibilities Activities and Planning

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GOAL: To guarantee each understudy accomplishes capability by 2014. To accomplish this objective, it is essential that the profession specialized focuses and the sending school locale coordinate courses and scholarly backings.

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Scenarios

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Scenarios Continued

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At the end of today\'s session, You ought to be proficient about a custom curriculum at all prohibitive environment and IEP forms with the goal that you can give administration and oversight in your schools. You will have the capacity to peruse IEPs and figure out whether your school can convey the backings and administrations that are recorded You will comprehend what you have to do if an understudy is not gaining ground, is fizzling and/or you are experiencing difficulty conveying the IEP You will have drawn your school\'s specialized curriculum authoritative graph You will have drawn your IEP stream outline You will have admittance to instruments that backing the move procedure and in addition the planning for the requests of vocation specialized training You will access to a device that can be utilized to profile a class and afterward used to indicate suitable backings and administrations for individual understudies. You will have assets that will give data and rules with respect to a specialized curriculum issues. You will have an arrangement for how to push ahead with the segments of a specialized curriculum conveyance to bolster understudy accomplishment in your school.

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Activation Strategy: So, where are we??? What are we doing admirably? Moments of clarity from 9-16 Special Education Student What are we not doing? What improve What is the direness?

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Key to Achievement for Students with IEPs Special training administration conveyance model implanted in general compelling, proof based vocation specialized instruction framework Special training staff to case oversee, compose IEPs, give direct backing to understudies and staff CTE staff that comprehend their parts and duties in regards to serving understudies with IEPs in the general profession specialized preparing programs Training for alluding groups about the open doors and requests of CTE Collaboration/Communication between the alluding school and CTC and in addition between the scholastic and the profession specialized projects Knowledgeable members at IEP meeting Systematic utilization of apparatuses like Skills Alignment Charts by alluding schools and CTC to get ready understudies for the requests of the vocation specialized preparing program and to decide objectives and pinpoint SDI Full IEP usage Progress Monitoring and Instruction Revision as required

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What is Special Education? … the free and suitable pubic instruction (FAPE) of understudies with extraordinary needs that depends on and addresses the one of a kind individual contrasts and needs of every understudy … the training of understudies with handicaps at all prohibitive situations (LRE) to the most extreme degree conceivable with the utilization of supplementary guides and administrations. … the training of understudies with uncommon needs in view of an exclusively created and efficiently observed arrangement of yearly instructive objectives, showing methods, intercessions, exceptionally composed guideline (SDI), backings and administrations (the IEP ).

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Federal and Commonwealth Commitment: LRE Least Restrictive Environment Recognizing that the arrangement choice is an Individualized Education Program (IEP) group choice, our objective for every youngster is to guarantee IEP groups start with the general instruction setting with the utilization of Supplementary Aids and Services before considering a more prohibitive environment.

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Student situation choices start with a thought of the general training classroom with the utilization of a wide exhibit of supplementary guides and administrations , bringing about general class arrangement for understudies illustrative of the full scope of handicaps for significant segments of the school day. Every single general instructor expect that they will have understudies with inabilities in their classrooms and welcome them as individuals. Understudy Placement & LRE

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What does Special Education Look Like in a CTE Fair, Equal Outcomes High Expectations Supports and Services It is not a spot or a class; it is an administration. It is comprehensive instruction… The understudies with incapacities in your class are completely incorporated into the general vocation specialized training program with for the most part the same desires as all understudies yet with supplementary guides and administration that give backing to the understudy and to you. Full consideration implies elevated standards for understudies and exclusive standards for staff.

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Who are the understudies 29% to 60% of the understudies selected in CTE schools are understudies with IEPs (Jobs for the Future) PSSA The extent of vocation and specialized instruction understudies taking the 11 th grade PSSA that have IEPs is twofold the extent of all understudies taking the 11 th grade PSSA that have IEPs – 26.6% versus 13.6%. AYP Graduates/Completers NOCTI Transition to vocation Transition to post optional preparing

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Why are the understudies with IEPs coming to LCCTC CTE has a past filled with giving brilliant instruction, preparing and backing to this populace CTE gives thorough and applicable programming CTE gives profession preparing prompting work abilities and/linkages to post auxiliary preparing CTE is the cornerstone of the move gets ready for some understudy with IEPs CTE is drop out counteractive action for a few understudies

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Head Swimming???

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Special Education Service Delivery Models

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Special Education in LCCTC: One CTE Special Education Service Delivery Model Cross System Service Delivery Model with accentuation on cooperation LCCTC 16 Referring Districts IU 13 Heavy accentuation on adjusting the preferral and application forms with the move arranging procedure to build the quantity of understudies who re-are set in projects that meet their vocation advantages, capacities and aptitudes (Skills Alignment Charts) Heavy accentuation on appearances, direction and the application/confirmations process

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Cross System Service Delivery Model with accentuation on coordinated effort Heavy accentuation on adjusting the pre-referral and application forms with the move arranging procedure to expand the quantity of understudies who are set in projects that meet their profession advantages, capacities and aptitudes (Skills Alignment Charts) Heavy accentuation on appearances, direction and the application/affirmations process Special instruction staff to understudy proportion Collaborative IEP process with areas, CTC and IU Special Educators at mtgs IEPs for entire day understudies composed by your specialized curriculum staff for your project and explored with you ahead of schedule in the school year Array of a custom curriculum bolster administrations accessible for you and for the understudies every day/according to plan CTE instructor conveys IEP with backing from IU extraordinary instructor and group and also with backing from CTE organization and IU custom curriculum group CTE screens progress/works with IU specialized curriculum educator to screen progress CTE instructor actualizes conduct arranges with backing of a custom curriculum group CTE instructor imparts understudy execution issues worries to guardians, specialized curriculum bolster instructor, CTC organization and/or RtII bunches Special Education Staff LCCTC/IU13/16 locale Special Education Service Delivery Model Fee for Service Special instruction staff to understudy proportion taking after Chapter 14 Guidelines Array of a custom curriculum bolster administrations alloted just to you and accessible for you and for the understudies day by day/according to timetable Itinerant Learning Support Teachers for Full Day Students Learning Facilitators for Half Day Students Special Education Consultants Psychologist Social Worker Supervisor

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Training, Collaboration and Communication LCCTC/IU13/16 region Special Education Service Delivery Model Training for CTE staff Training for region alluding groups Training for Special Education direct administration staff Time for effort and joint effort with alluding regions Collaboration and correspondence with occupation alike gatherings Checks and adjusts in regards to referrals Informal and formal systems of correspondence concentrating on large scale and also singular issues identified with a specialized curriculum administration conveyance and specialized curriculum understudy concerns

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IEP PROCESS LCCTC/IU13/16 region Special Education Service Delivery Model Collaborative IEP process with regions. Negligibly, CTC Guidance and IU Special Educators at gatherings IEP plan created by CTC direction and IU group IEPs for entire day understudies composed by your specialized curriculum staff for your system and explored with you right on time in the school year IEPs for Cluster understudies are composed by areas yet with contribution from LFer and your Guidance staff and after that audited with you ahead of schedule in the school year CTE instructor conveys IEP with backing from IU uncommon teacher and group and additionally with backing from CTE organization and IU custom curriculum group

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Next Steps for 2010/2011 SY Continued cooperation between elements IEP usage in CTE classes with accentuation on the part of the CTE educator Implementation of IEP objectives that are particular to every tyke and to each CTE program Progress observing and documentation Request for expanded CTE educator association in the IEP procedure Assessment and refinement of administration conveyance

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Activity: Your Special Education Organizational Chart/Service Delivery Model Make a gra

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