|
Introducing a new High School Activities Program
It is our great pleasure to announce the start of a new activities program at Weston High School called Best Buddies.
Best Buddies International (BBI) is a 501©(3) non-profit organization that was founded in 1989 by Anthony K. Shriver. Its mission is to enhance the lives of people with intellectual disabilities by providing opportunities for one-to-one friendships and integrated employment. BBI currently has more than 1,400 middle school, high school, and college chapters worldwide. Their programs engage participants in each of the 50 United States and in 34 foreign countries.
Best Buddies matches high school students with intellectual disabilities and other high school students to foster one-to-one friendships between them. By introducing Best Buddies to our high school, we are crossing the invisible line that too often separates those with disabilities from those without. This program enhances the social experiences that are a common component for high school students and that can be easily missed by students with intellectual disabilities.
To find out more and how your child can get involved, please contact the program advisors, Mr. Sean O’Donnell, high school special education teacher and Ms. Claire Schomp, high school English teacher. They can be reached via school email or their high school phone extensions.
The program will host its first meeting in October. Please have your child look for notices as to the date, time and location of this wonderful program.
Terms used in the Special Education Program Review
IEP – Individual Education Program – This is a legal document stipulating all of the special education services a student will receive and documentation from several sources that support the services in the IEP and identify the goals and objectives for the student.
Special Education Teacher Administrative Responsibilities – There are a host of legal administrative responsibilities that special education teachers must implement. For example, they are responsible for the direct oversight of Tutors working with students on their case load, writing the IEP, coordinating the IEP meeting with all Team members, chairing the IEP meeting, consulting with other Team members to ensure that the student’s IEP is being implemented appropriately, administering academic learning assessments of students and writing the corresponding report, writing quarterly progress notes, coordinating other relevant evaluations of students in the reevaluation cycle of their IEP, and communicating with parents, advocates, and any independent evaluators of a student.
Direct Service – These are services provided directly to the student by the Special Education Teacher, Therapist, and/or Tutor. This differs from
Consultative Service – A collaboration among 2 or more professionals about a student.
Related Service Providers – Services provided by the Occupational Therapist, Physical Therapist, Behavior Specialist, Adaptive Physical Education Teacher, School Adjustment Counselor, Guidance Counselor, School Nurse, and Speech/Language Teacher.
SST – Student Support Team – This is a Team of both Special and General Education faculty to whom teachers can request support regarding academic, behavioral, social, or emotional concerns they may have for a student in their classroom. Each school has an SST.
Moderate Special Needs – Students requiring a minimal to modest amount of special education services such as academic support in the classroom and/or Learning Center.
Severe Special Needs (often referred to as Intensive Special Needs) – Students requiring comprehensive special education services such as extensive direct services and related services. Often times students diagnosed with severe special needs have a 1:1 tutor.
Inclusion – Students with disabilities have the right to be included with children who do not have disabilities and to be educated in their community. Weston Public Schools works to provide the supports needed so that all students with disabilities can access the curriculum and be educated in their community.
Tutors – Support staffs who work directly with students to implement accommodations and/or modifications in and out of the classroom. They may also provide students with direct academic support in small groups or one-to-one in the classroom or in the Learning Center. Most Weston Tutors are Special Education and/or General Education certified teachers or in Master programs to obtain certification.
Autism – A developmental disability significantly affecting verbal and nonverbal communication and social interaction.
Emotional Impairment – An inability to learn that cannot be explained by intellectual, sensory, or health factors. The student must exhibit characteristics over a long period of time and to a marked degree. Classification should not be made solely based on behavior or social maladjustment.
Intellectual Impairment - The permanent capacity for performing cognitive tasks is significantly limited or impaired. This term includes students with mental retardation.
Guidance Counselor versus School Adjustment Counselor – At the High School level Guidance Counselors are school professionals who specialize in helping students make decisions about their personal and educational needs while providing information about colleges and other life choices. Middle School counselors must address the social/emotional issues that arise among this age group, such as peer pressure, bullying, depression and academic challenges. Also, the Middle School counselor usually spends time on vocational exploration and assessment with seventh and eighth grade students as they prepare for high school.
At the elementary level, a role of the School Adjustment Counselor is to provide social and emotional support to students as they develop in these areas. Students meet individually or in small groups with the School Adjustment Counselor, though services may include meetings or consultations with parents, teachers, administrators, or community health providers to address concerns that may potentially affect a student’s success in school.
FTEs – Full Time Equivalents – This term is used to describe the contractual hours school faculty work. For example, this can be broken down many ways:
1.0 FTE = Full time employee (40 hours/wk)
0.5 FTE = 50% (20 hours/wk)
0.2 FTE= 20% (8 hours per week)
Making a Referral for Evaluation
How do parents make a referral for a special education evaluation?
You, your child’s teacher or other professionals can make a referral for a special education evaluation. You can contact your school Principal or your child’s school adjustment counselor/guidance counselor to discuss your concerns and the referral process. Within five school days of receiving a referral, your written consent for the evaluations will be requested before any assessments can be conducted
What should parents do if their child is having problems in school?
The first step would be to discuss your concerns with your child’s teacher. Each school has an SST, or Student Support Team, that provides teachers with classroom strategies to help children who may be having problems in school. If the concerns continue, you and/or your child’s teacher may consider making a referral to SST for evaluations to determine if your child may be eligible for special education services.
Whom do I contact and why?
Woodland Integrated Preschool:
Chris Thurston - Preschool Coordinator
Lanie Hunt - Preschool Teacher
Nellie O'Malley - Preschool Teacher
Heather Spicer - Physical Therapist
Maxine Haron - Occupational Therapist
Debra Stein - Speech/Language Therapist
Country Integrated Preschool:
Chris Thurston - Preschool Coordinator
Amanda Cincotti - Preschool Teacher
Jennifer Goerge - Preschool Teacher
Beth Harrington - Physical Therapist
Aneesa Donahue - Occupational Therapist
Ellen Carlisle - Speech/Language Therapist/Audiologist
If you are considering preschool for your child, Chris Thurston would be your initial contact for students turning the age of 3.
Woodland Elementary School:
Carrie Dyball – School Adjustment Counselor
Contact Carrie with questions regarding referrals for special education services, community support services available, and social/emotional/behavioral questions or concerns. Carrie may also be an IEP Chairperson or a 504 Chairperson. You would contact her if she is your child’s IEP or 504 Chairperson and you have questions or comments regarding the plans.
Paula Rozantes – Learning Center Special Education Teacher
Jessica McKinney – Learning Center Special Education Teacher
Mary Lou McDonough – Inclusion Specialist
Jennifer Swan - Inclusion Specialist
Paula, Jessica, Jennifer and Mary Lou are IEP Chairpersons for many students within WoodlandElementary School. You would contact them if they are your child’s IEP Chairperson and you have questions or comments regarding the IEP.
Country Elementary School:
Amy Black – School Adjustment Counselor
Contact Amy with questions regarding referrals for special education services, community support services available, and social/emotional/behavioral questions or concerns. Amy may also be an IEP Chairperson or a 504 Chairperson. You would contact her if she is your child’s IEP or 504 Chairperson and you have questions or comments regarding the plans.
Rowena Abadi – Learning Center Special Education Teacher
Lucey Sullivan – Learning Center Special Education Teacher
Jennifer Swan- Inclusion Specialist
Rowena, Lucey and Jennifer are IEP Chairpersons for many students within Country Elementary School. You would contact them if they are your child’s IEP Chairperson and you have questions or comments regarding the IEP.
Field School:
Janine Halloran - School Adjustment Counselor
Contact Janine with questions regarding referrals for special education services, community support services available, and social/emotional/behavioral questions or concerns. Janine may also be an IEP Chairperson or a 504 Chairperson. You would contact her if she is your child’s IEP or 504 Chairperson and you have questions or comments regarding the plans.
Sheryl Simoes - Learning Center Special Education Teacher
Beth Steebe - Learning Center Special Education Teacher
Rose Narciso - Learning Center Special Educaiton Teacher
Mary Lou McDonough – Inclusion Specialist
Jennifer Swan - Inclusion Specialist
Sheryl, Beth, Rose, Jennifer and Mary Lou are IEP Chairpersons for many students within Field Elementary School. You would contact them if they are your child’s IEP Chairperson and you have questions or comments regarding the IEP.
Weston Middle School:
Jane Clayton-Mathews - Grade 8 School Guidance Counselor
Kimberly Rosloneck - Grade 7 School Guidance Counselor
Kari Anne Wye - Grade 6 School Guidance Counselor
Contact the Guidance Counselor for your child's grade level with questions regarding referrals for special education services, community support services available, and social/emotional/behavioral questions or concerns. They may also be a 504 Chairperson. You would contact them if they are your child’s 504 Chairperson and you have questions or comments regarding the 504 plan.
Belinda Davenport - Grade 6 Special Education Teacher
Janet McGrath - Grade 7 Special Education Teacher and Inclusion Specialist
Susan Contente - Grade 8 Special Education Teacher
Tori Dennis - Grades 6-8 Special Education Teacher - GOAL Program Lead Teacher
Belinda, Janet, Tori and Susan are IEP Chairpersons for many students within the Middle School. You would contact them if they are your child’s IEP Chairperson and you have questions or comments regarding the IEP.
Weston High School:
Richard Escobar - Director of Guidance
Gretchen Gugliotta - Guidance Counselor
Maryann Shea - Guidance Counselor
Maria Schay - Guidance Counselor
Bob Desaulniers - Part time Guidance Counselor
Contact your child's Guidance Counselor with questions regarding referrals for special education services, community support services available, and social/emotional/behavioral questions or concerns. They may also be a 504 Chairperson. You would contact them if they are your child’s 504 Chairperson and you have questions or comments regarding the 504 plan.
Nancy Yellin - Grades 10 Special Education Teacher
Patrick Kelly - Grades 12 Special Education Teacher
Sean O'Donnell - Grades 11 Special Education Teacher
Adam Katz - Grades 9 Special Education Teacher
Catherine Klein - Grades 9-12 Special Education Teacher - GOAL Program Lead Teacher
Nancy, Patrick, Sean, Adam and Catherine are IEP Chairpersons for many students within the High School. You would contact them if they are your child’s IEP Chairperson and you have questions or comments regarding the IEP.
Your primary contact should always be your child’s classroom teacher if you have concerns regarding curriculum, behavior, social situations, etc.
What should I expect as part of the evaluation process?
The evaluation tools used will be based on the areas of concern presented (i.e. academic, language, cognitive, physical, etc.). The evaluation process must be completed within 30 school days of the school’s receipt of parental permission to evaluate. A meeting to discuss the evaluation results determine eligibility, and complete an IEP for an eligible student must be convened within 45 school days of the school’s receipt of parental permission to evaluate.
What is an IEP?
An IEP is an Individualized Education Program. A student must be determined eligible through an evaluation process in order for an IEP to be developed. The IEP outlines the services that a student needs to make progress in the general curriculum.
What role do parents play in the special education process?
Parents work in collaboration with the school throughout the entire process. The school team values your input, as you know your child best. You will be consulted throughout the entire process. Should your child be found eligible for special education services, your consent is required before any services can be initiated.
|
