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Introducing the Kennedy High School
Special Education DepartmentOctober 16, 2019
Special Education Teachers Aim to:
❏ Assume best intentions.❏ Stay engaged with the goal of making things better.❏ Explore and consider multiple perspectives when solving problems.❏ Commit to regular and clear communication.
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❏ Autism Resource Services❏ Learning and Academic Disabilities❏ Learning for Independence❏ School Community Based
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OUR PROGRAMS:
Autism Resource Services (ARS)❏ The Autism Resource Services (ARS) classes are a combination of self-contained and co-taught
general education classrooms. Students served by this model have a diagnosis of an Autism Spectrum Disorder and need significant learning and social supports as a result of their disability. The curriculum is modified as appropriate to support student strengths and needs. There is a continuing emphasis on the development of language, social skills, and student independence. In addition, the students are provided with community-based vocational tasks in order to prepare them their eventual transition to adult services.
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Ms. Eriel Jeffery
9th Grade Case Management
Mr. Juan VegaE-mail:[email protected]
Course(s):❏ Connections (social skills)❏ Career Awareness
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10th Grade Case Management
Mrs. Claire HanaeeE-mail:[email protected]
Course(s):❏ Transition❏ English 10❏ Reading❏ Resource (academic
remediation)
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11th Grade Case Management
Ms. Carla GarayE-mail: [email protected]
Course(s):❏ English 11❏ Resource (academic
remediation)
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12th Grade Case Management
Ms. Eriel JefferyE-mail: [email protected]
Course(s):❏ Transition❏ Resource (academic
remediation)❏ Algebra 1
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Learning and Academic Disabilities (LAD)
❏ Learning and Academic Disabilities (LAD) services are provided in a continuum of settings that may include components of self-contained classes, co-taught general education classes, and other opportunities for participation with non-disabled peers.
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Mr. David Yarbrough
Learning for Independence (LFI)School Community Based (SCB)
❏ Learning for Independence (LFI) services are designed for students with complex learning and cognitive needs, including mild to moderate intellectual disabilities. Services support the implementation of Alternate Academic Learning Outcomes.
❏ School Community-based Program (SCB) services are designed for students with severe or profound intellectual disabilities and/or multiple disabilities. SCB services include the following components: age-appropriate classes, heterogeneous groups, peer interactions, individualized instruction, community based instruction, and transition.
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Mrs. Melissa Schneider
Role of School PsychologistSchool Psychologist Roles:
❏ Foster positive social emotional learning through BeWell 365❏ Consult with staff in building healthy relationships with students❏ Promote appropriate coping strategies and mindset shifts for students❏ Assess and reassess for mental health and/or learning concerns within the school environment❏ Consult with staff to design & implement intervention plans❏ Help to create safe & supportive learning environments
When do students need a school Psychologist?
❏ Mental health concerns❏ Behavior concerns❏ Attention problems❏ Interpersonal relations problems❏ Coping with crisis, trauma, and life changing events❏ Advocacy of their learning & mental health needs
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Role of Transition Support TeacherTransition Support Teacher works to address:
❏ Engagement of families in the secondary transition planning process.❏ Collaboration with special educators, school counselors, paraeducators and other key staff
members to establish a team approach to the delivery of transition services.❏ Maintain student’s transition portfolios, which profile strengths, needs, preferences, resume of
work/volunteer experiences and summary data.❏ Make student referrals with the consent of parent/guardian to Division of Rehabilitation Services
(DORS) and/or Developmental Disabilities Administration (DDA), if applicable.❏ Communication with parents/guardians, as needed.
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Role of EMT CoordinatorPurpose:
❏ The purpose of the EMT is to assure that interventions address students’ needs and decisions are informed by data. The EMT convenes and reviews existing data, and determines whether additional data is necessary to plan a more intensive intervention.
❏ When interventions implemented through collaborative problem solving are not successful, the teacher, counselor, or parent may make a referral to the Educational Management Team (EMT) to get additional support.
❏ Coordinate EMT and 504 meetings
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Place your screenshot here
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IEP vs. 504 Plan
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Role of Counselor❏ Assist with transition from middle school to high school ❏ Provide emotional and academic support❏ Collaborate with case managers on appropriate academic course placements❏ Monitor performance of students to make sure they are on track for graduation
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Department Staff
❏ Area Supervisor: ❏ Department Administrator: ❏ School Psychologist: ❏ Counselor: ❏ Ninth Grade Counselors: ❏ Transition Support Teacher: ❏ ARS Transition Support Teacher: ❏ Speech Pathologists: ❏ EMT Coordinator: ❏ Occupational Therapist: ❏ Physical Therapist: ❏ InterACT: ❏ D/HOH:
Dr. Claudette SmithRyan HarriganKimberly BattenDonniel Gamble (ARS, LFI, SCB)Shawn Guthrie & Crystal SmallRenee Boddie-JacksonMelissa TeagueLauren Polovoy & Maya RubinMaria LitherlandShoshana MalkaPaul PotterChristina RoysterJerry Turner
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The Collaborative Premise
If you bring the appropriate people together in constructive ways with good information, they will createauthentic visions and strategies for addressing the shared concerns of the organization and community.
-David Chrislip
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