Lois Healey

SEPAC  of Scottsdale is pleased to announce that Dr.Gary Catalani, SUSD Superintendent will be speaking at our April 28, 2010 meeting.  He will be available for Questions from 6:30 pm – 7:00pm.  Following our Question and Answer session with Dr. Catalani,  SEPAC of Scottsdale will also be hosting a dinner to honor Lois Healey, SUSD Special Education Administrator, for her untiring service to our SPED students. Please come for an engaging chat with our superintendent and an enjoyable time celebrating afterwards.  

Date:  Wednesday, April 28, 2010

Time:  6:30pm – 8:30pm 

Place:  Mohave District Annex,  Kachina Room

               8505 E. Valley View Road

               Scottsdale, AZ 85250              

Where does Special Education stand in terms of the weakening economy, state wide budget cuts to education and the rising cost of services?  It sounds overwhelming! 

      Throughout this whole process our focus will remain on the individual student.  IEP teams are still obligated to plan for access to the general curriculum in a manner that will enable the student to make progress.  This will not change. 

      We will, however, make certain that our resources are wisely appropriated.

We will have to make certain that our classes are filled before opening new classrooms

• • We will have to make certain that our classes are filled before opening new classrooms

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  • We will have to be certain all assistive technology is appropriate for a student

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  • We will have to share materials with colleagues and we will have to make certain that services are provided in a fair and consistent manner

   What can parents do in support of special education services and education overall at this point in time? 

   Our Arizona Legislators are now in the process of making budget decisions for 2009 – 2010.  This could include a 24 million dollar cut to education in SUSD alone.  It is important to voice concerns regarding these cuts.  You can contact your state senators and representatives through this web site.  www.azleg.gov

     Your SEPACS Board is represented on the Scottsdale Parent Council.  This gives all of us very credible visibility and a voice.  Please watch for current updates and opportunities to participate in this organization’s projects and initiatives. 

   Another way to voice concerns/opinions is to contact your senators and representatives in Washington, DC.  They had the ability to vote for a stimulus package that would come to Arizona, address education funding and in particular, funding for special education (IDEA).  Access to this communication can be found at www.congress.org 
 

   Also, last but certainly not least, please let your local school board know how much we appreciate their support.  Our Board members have been very supportive of special education; they have spent time visiting classrooms, learning about specific disabilities and understanding the resources needed to meet the needs of our students. 

   If we all address this budget crisis with reliable information, positive suggestions for solutions and a willingness to work collaboratively, we will succeed in maintaining a quality program that we have worked together to provide. 

       Misunderstandings often occur if IEP team members do not understand the intent of individual accommodations and how to incorporate them into a student’s program.  This roadblock can be overcome when we all use the same language and hold a similar vision of how accommodations are intended to support a student in their learning progress.

       An accommodation can be thought of as an extension ladder that a student needs to make progress in the general curriculum.  By definition, an accommodation is a set of supports and/or services that do not change the curriculum.  Many times the question arises that challenges the “fairness” of using an accommodation.  The answer to this is simple.  An accommodation can be compared to a pair of eyeglasses or a hearing aid that both give access to sight or sound without changing the sight or sound.  Accommodations may include changes in the way teachers “input” information or the manner in which students “output” information.  Accommodations also include assistive technology or “content enhancement” techniques.

       When accommodations are being considered by an IEP team thought should be given as to how the accommodation will help the student meet the learning objective.  The accommodation should also take into consideration the student’s social ability, it should meet the student’s learning preferences and goals and it must be “doable”.  The accommodation must be something within reason that a teacher will have time to do and that resources are available for implementation.

       Keeping these thoughts in mind, a rich discussion during an IEP meeting can develop the most appropriate accommodations needed for a student.  During subsequent blog articles I will share many examples of accommodations and how they may fit into a plan.

       A resource for additional information on this topic can be found at www.ade.az.gov.  Type in keyword “accommodations”. 

The idea of beginning a new school year is exciting for students, teachers and families. This excitement can be upheld when adequate transition planning is coordinated among all stakeholders. Transition may mean joining a new class in the same school, moving to a new class in a new school or moving on to post secondary experiences. Whatever the situation, it is important that careful planning take place, communication is open and timely, and decisions are made based on input from all IEP team members.

The following ideas are provided as guidelines when preparing for transitions:

• Request a meeting after winter break to begin to gather information. Ask the school psychologist to attend the complex meeting to bring information about appropriate available programs.
• Request a visit to the program determined to be most appropriate by the IEP team. It is most helpful if the school psychologist or special education coordinator accompany parents during their visit. This makes it possible to have questions answered without disturbing the teacher and the class during the visit.
• Schedule a “transition” IEP meeting before the end of the school year. Request that at least one team member from the receiving “new class” or school attend the meeting.
• Prepare a list of questions before the transition meeting. Ask how the school will assist with the transition. Will there be a student “walk-thru” or practice for students to learn about their new schedules? Is there a buddy-system? Would the teacher like a brief description of “what works” with your child? What are your child’s strengths? What should the teacher know before day one about your child?
• When possible, take your child to the new class or school before the first day of school. This may mean multiple visits to the playground during the summer or a walk to the classroom before school begins. Some parents have asked to take pictures of the new class at the end of the school year and have used these photos to build familiarity during the summer.

The Parent Information Network (PINS) found at the Arizona Department of Education website is very useful in helping families prepare for school transitions. pins@azed.gov

Transitions should be seamless and the student who is being transitioned should take an active role. By responding to the questions and concerns of the student, many facets of a transition are brought into focus and the student is provided a positive and stress free experience. Communication is a key ingredient to any successful transition among all stakeholders.