Special Education Teacher Tool Kit

OUR UNCEASING COMMITMENT

Welcome to the FCPS team!

We are so excited to have you.

In this handbook, you will find many resources useful to you in your first year in Fayette County.

We are always striving to improve and grow our resources toolbox, so please subscribe to get notifications of any changes made or additional items added.

WHERE DO I START? Special Education

The first few weeks of school goes by fast! Between getting to know all the new faces, helping students getting acclimated to their new schedules, and collecting baseline data and the first progress monitoring data points, it can be easy to get behind. So how do you organize and prioritize things to do before the first day of school?

Contact Your ACC

The Academic Achievement and Compliance Coach assigned to your building will assign you to your caseload on infinite campus. Afterwards, you will have access to all of your student IEPs including information regarding upcoming annual reviews and reevaluations.

Review Your Student IEPs

Before you can plan what you will teach and how you will teach it, you must review the student goals and how they were monitored. Consider things like: What program will you use? Does it match the Specially Designed Instruction (SDI) listed on the IEP? Progress monitoring? How much time will you need to deliver instruction?

Planning for Instruction

Your schedule may already be created for you. If not, you will need to look at the Building Wide Schedule and the service minutes listed on your IEPs to develop your schedule and organize your resource groups.

Instructional Materials

Once you determine WHAT you need to teach, you can explore materials and resources available for HOW you will teach it. Refer to page 6 to explore programming available to you. You will also need to set up your raw data collection and weekly progress monitoring procedures.

Technology

At the elementary level, the digital platform we use for virtual learning, NTI days, and digital engagement is Google Classroom. You can view this tutorial on how to set up your classroom here. Determine how your synchronous learning will be delivered (Zoom/ Google Meet) during NTI days.

Share IEP information

The IEP must be shared with all staff members working with your student this school year (homeroom teachers, special area teachers, paraprofessionals). Examples of how you share information: IEP snapshots, accommodations spreadsheet, etc.

Connect and Build Rapport

Before the first day o school, it is recommended that you make contact with your students and families. You may want to send an Interest Inventory home to gather information about your students.

Additional Resources

Beginning of the Year Checklist

Interest Inventory

What Do I Teach? Special Education

In Fayette County, we have many resources intended for the resource classroom room. Click on the following links to view what is available in our district. Each table gives you a snapshot of the programs in that content area, and when you might use them.

Reading Programs Math Programs

Writing Programs

Social Emotional Learning

Additional Teaching Resources

AUTISM Special Education

The next few pages provides information on determining appropriate supports based on the different areas of our Foundational Five Rubric. This Rubric is essential to teaching our learners with Autism. Please review these considerations carefully.

You can also reference the links provided here.

Foundational 5 Rubric

Foundational 5 and Evidence based Practices

AFIRM

Autism Google Classroom

Autism Google Site for Teachers

Autism Google Site for Families

Action Planning Tool

Sample Action Plan

Behavior Supports

1. Frequency count shows higher number of positive statements than redirects/reprimand across 2 settings

2. Target behaviors have been identified in observable, measurable terms and baseline data has been collected.

3. Functional behavior (ABC) data has been collected and analyzed.

4. Appropriate reinforcement schedule has been developed and is implemented across 2 settings

5. Data is collected and analyzed at least weekly

Additional Considerations:

• Preference Assessments, Observations, Interviews, Interactions, and Thinking Outside the Box

• Use Differential Reinforcement: The harder the task, the bigger the deal

• Delivery must be immediate.

• Make sure the amount of effort required is attainable

• Know the function so you don’t reinforce inappropriate behaviors

Behavior Resources

The ABC’s of Behavior

Communication Supports

1. Functional and/or social communication skills have been evaluated and baseline data has been obtained

2. Functional and/or social communication skills are addressed in the IEP

3. Appropriate devices/ programs/ strategies are used to address communication deficits

4. Learners are given opportunities to use their communication devices/programs/strategies across 2 settings and provided feedback

5. Data is collected and analyzed at least weekly

Communication Resources Instructional Practices

1. Baseline data has been collected on all academic goals and strategies/programs implemented are connected to specific skill deficits.

2. The teacher implements prompting and fading procedures with fidelity

3. Teacher collaborates with general education staff to ensure appropriate modification of materials

4. Learner is provided with opportunities to respond equal to peers across 2 settings

5. Data is collected and analyzed at least weekly

Instructional Practices

Prompting and Fading Procedures

is anything that helps the learner respond correctly.

is the

with skills taught.

of prompts and is essential for

GESTURAL MODEL

PHYSICAL FULL PHYSICAL

MOST TO LEAST PROMPTING

Learning

Delay and Simultaneous

are examples

when teaching new skills

effective for young

learners with autism, and learners with significant cognitive disabilities

fade

LEAST TO MOST PROMPTING

•Usually used with students with higher skill sets

attention

instruction, wait 5-7 seconds for independent response

instruction again when presenting next level prompt

fade

Social Skills Instruction

1. Social skills measures and baseline data have been established to identify targeted skills within the IEP

2. Instruction utilizing EBPs occurs a minimum of once a week

3. Lessons focus on targeted skill and learners can identify skill

4. Learners are given opportunities to practice skill(s) across 2 settings and provided feedback

5. Data is collected and analyzed at least weekly

Social Skills Resources

Visual Schedules and Structured Work Systems

1. Visual schedule and/or structured work system is appropriate level for learner.

2. All materials prepared in advance.

3. Teacher uses system of least prompts to teach the learner the schedule or work system.

4. Learner requires minimal prompts and uses the schedule and or work system across 2 settings.

5. Data is collected and analyzed at least weekly.

Visual Supports Resources

Materials and Task Organization

-Structure, Predictability, Routine

-Clear Beginning and End

Work Systems

and Timers

MSD Special Education

About MSD

Students who receive MSD programming have deficits in the areas of communication, adaptive skills, and cognition. Some students have physical disabilities and other specific health care needs. Students in MSD classrooms require extensive direct instruction and content to be modified beyond what can be done in the general education setting across all academic areas.

Students receive supports in daily living skills (toileting, hygiene, and feeding). Teachers address communication needs of the student, and the goal is to have a functional communication system in place prior to the student exiting elementary. Students in MSD classroom have a variety of eligibility areas; autism, multiple disabilities, hearing and/or vision impairments, neurological disabilities, and various chromosomal deletions.

Considerations

There are a number of factors to review before considering MSD placement.

• Contact a resource specialist (Tanya Sturgill, Kim Cooper, Sumyr Elkins) to complete a program review. The program review will consist of reviewing skill deficits, LRE, SDI, Foundational 5, and programs used to address deficits.

• Contact MSD resource Specialist (Natalie Hoehler) and complete longitudinal data form.

• Collect work samples; reading, writing, math, and possibly science and social studies. Work samples should include an example of what general education students are completing, what a typical LBD student is completing, and what the student of concern is completing. Document the accommodations AND modifications provided for the student to complete each work sample.

• Schedule a team meeting. The team should consist of the case manager, the school psychologist, and the resource specialist to review information.

• Lastly, send the integrated report and longitudinal data to the Associate Director of Special Education assigned to your building.

Additional Resources

MSD Programming Considerations Checklist

Longitudinal Data Summary

EXAMPLE Longitudinal Data Summary

Work Sample Comparison Cover Sheet

Example Evidence of Interventions

BEHAVIOR BASICS

Special Education

Have a Behavior Intervention Plan?

Whether your student currently has an active Behavior Intervention Plan (BIP) or you suspect they made need one, this section holds resources to support you with writing and implementing a BIP.

What is a BIP?

The goal of a behavior plan is to address and prevent negative behaviors. A BIP is a written, individualized plan that teaches replacement behaviors in order to decrease a student’s unwanted behaviors.

Who gets a BIP?

Not every child who acts up in the classroom needs a BIP. These plans are for students with severe behavior issues that interfere with the learning process in some way.

Students don’t need to be in a special education program to get a BIP. Any student who’s failing to be successful in the classroom due to their behavior may benefit from behavior intervention. (PBIS)

So, how do I know when my student needs a BIP?

When is a BIP Needed?

According to the Guidance Document for Individual Education Program (IEP)

Development, 2018, a BIP is needed if the students’ behavior impedes his or her learning or that of others. (pg. 36 Guiding Questions)

The ARC must:

develop strategies that are positive behavioral interventions -use data to hypothesize a function of behavior and/or consider a formal assessment rather than an analysis -consider under all eligibilities, if statement is marked yes consider development of behavior contracts

develop social skills instruction

Additional Behavior Resources

CKEC Behavior Resources

CCBD Training Opportunities

Extinction ABC ABC Log Example of ABC Planned Ignoring Types of Data Collection

PLEP: Social and Emotional

IEP Handbook (pg. 24-32)

Preference Assessments

Learning Style Interview

Premack Theory (First/Then) Replacement Behaviors

Time Out

BIP Template

BIP

FBA

and Strategies

IEP DEVELOPMENT

Special Education

Resources

sheet of the Required

for the PLEP

Helpful Resources

Resources for Progress

Extended School Year (ESY)

FCPS ESY Policy

IEP Guidance Document, pgs. 64-65

Google Drive for Data

Timelines

Behavior

Probe

soon!)

ESY services is based on student’s progress data - regression WITHOUT recoupment. The ARC determines eligibility, goals to address, and extent of services to be provided.

Paraeducator Support Expectations

Para Fade Plan

Daily Schedule & Lesson Plan Template

Effective Communication Protocols

TEACHER RESOURCE CENTER

Hours

7:00-5:30 Monday-Thursday

7:00-3:30 Fridays

TRC Team Contact Information:

Margaret Roberts (859) 381-3888

Adele Conder x24705 Nancy Ward x24467

TRC Virtual Tour

In-Person Services

To schedule an in person visit to use TRC resources, use Calendly to schedule a session. Note: The limit is eight people per session. Don’t forget to check out their freebie room!

TRC in-person usage guidelines

Remote Services

The TRC offers a remote service to print posters and copies (with the option to laminate) when dropped off or sent via courier. You can request remote services through an Incident IQ help ticket, and then pick up the materials or have them delivered via courier.

TRC remote usage guidelines

PROFESSIONAL DEVELOPMENT Special Education

Our team provides a variety of professional learning opportunities throughout the year. Some offerings rotate on a yearly basis. On the following page, you will see a full list of the professional learning opportunities we offer with descriptors.

If the offering says Virtual, you can click on the training title to get to the module. If the training says in person or Zoom, you will need to visit Frontline to register.

Check back often, as our professional learning opportunities are updated regularly.

The mission of our special education professional learning community is to learn and grow from one another by communicating, collaborating, and asking for help when needed so we can implement what we learn from one another to create positive learning environments for our students.

New Teacher

In Person

The responsibilities of teachers span far and wide. Sometimes it's hard to know if you know enough. Whether you're a brand-new educator or just new to the district, participants will leave ready to step into the classroom on day 1 and help your students succeed! During this two day training, participants will gain an understanding of district processes and procedures, receive a New Teacher Toolkit along with other helpful resources, and leave ready to implement IEPs, BIPs, Autism Supports, and more!

Fayette County IEP CAP Training

Virtual 3 hour Self Paced Module

This training was developed to provide information to the Fayette County special education staff related to the findings from the KDE Spring 2022 Special Education Monitoring Visit.

TouchMath

In Person

Moving with Math

Virtual 1 hour Self Paced Module

Connections targets Pre K, K, and 1st . Math by Topic targets grades 1 4. Teachers will learn the different components of the program and take a deeper dive into the materials, lessons, and the online resources.

Language for Learning

In-Person

Explicit Instruction

In Person

Professional Learning Network

Virtual Reoccurring Monthly

Touch Base Tuesdays

Virtual – Reoccurring Zoom every Tuesday

Teachers can sign-up for a 1:1 coaching session with their resource specialist through Calendly.

Elkins’ Calendly Cooper’s Calendly

Progress Monitoring of the IEP In-Person

Writing a Behavior Intervention Plan In Person

Reading Milestones In Person

Multi-Sensory Approach to Reading In-Person Edmark In Person Reading Mastery In Person

Corrective Reading In-Person

ZONES of Regulation

Virtual 3 hour Self Paced Module

Uncertain about how to help your students who struggle with emotional regulation and problem solving skills? In this session, participants will leave ready to implement The Zones of Regulation program across large groups, small groups, or in a 1:1 setting. All participants will receive the book at the training!

Using Evidence Based Practices to Teach Social Skills In Person

Intro to Autism

Virtual - Self-Paced Module

Mindfulness

In-Person

Unique Learning System

Virtual Zoom

Thinking Maps

In-Person

Thinking Maps is a set of 8 visual patterns that correlate to specific cognitive processes. They benefit students by providing a consistent thinking process, vocabulary, and visual language through interactive engaging student activities allowing them to interact with content in literacy and math using any curriculum or supplemental materials. Furthermore, Thinking Maps assists students in organizing their ideas on paper or by computer, and as a result teaches them to read, write, problem solve and think better.

Navigating TMLC

In-Person

Participants will learn Map Builder tools, tips, and tricks in the Thinking Maps Learning Community. We will explore the TMLC, navigating its different features. Participants will need to bring a device they can log into their TMLC account.

Note: Participants must have been trained in Thinking Maps Foundations in order to attend.

Write from the Beginning...and Beyond (WFBB) - Setting the Stage In Person

WFBB STS is a comprehensive writing program that leverages Thinking Maps to build a strong foundation for writing across all genres and content areas. It can be used as a stand alone writing program and helps students develop their ideas and organize their thinking prior to writing. It also helps students develop critical and creative thinking skills that are foundational to good writing and prepares students for effective written response for both literary and informational text. Each module includes genre specific goals and expectations for each grade, classroom ready mini lessons and activities, modeling strategies, and analytic rubrics.

Note: This is only for participants who have attended the Thinking Maps Foundations training this past year and is a prerequisite for the next module of WFBB Narrative Writing.

Engaging Learning with IEPs in Distance Learning

Virtual 1 hour Self Paced Module

Continuous Classroom Improvement (CCI) In Person

RESOURCES

Our promise to you ...

The mission of Fayette County Public Schools is to create a collaborative community that ensures all students achieve at high levels and graduate prepared to excel in a global society.

FAYETTE COUNTY PUBLIC SCHOOLS