|
Exceptional
Children
Debbie Berry,
Director of Exceptional Children
Pam Pack, Department
Secretary
Nancy Whittaker,
Administrative Assistant
Check out our website with information for students, parents and
teachers! Updated regularly!
Exceptional
Children Services
Purpose
The Jefferson County
Schools Exceptional Children Services Department's purpose is to
promote individualized educational services and program for
students with identified special education needs. The
department is committed to ensuring that all students reach
their maximum potential i order to transition successfully into
adulthood.
Beliefs
As Special Education
personnel, we believe the role of our department is to:
-
Identify students with
special needs, create maximum learning opportunities and
foster high expectations
-
Create a collaborative
relationship between parents, teachers, students,
administration, and support staff
-
Promote individualized
instructional techniques and supports for students
-
Access general
education curriculum through inclusion
-
Utilize technology as
an instructional tool for students and teachers
Special
Education Programs & Services
Special
Education Manual - updated
Questions and Answers on Individualized Education Programs (IEPs),
Evaluations, and Reevaluations. (MS Word)
(Jun 17, 2010)
Questions and Answers on
Individualized Education Programs (IEPs), Evaluations, and
Reevaluations. OSERS issues this Q&A document to provide States,
State educational agencies (SEAs), local educational agencies (LEAs),
parents, and other stakeholders with information regarding the
IDEA requirements relating to individualized education programs
(IEPs), evaluations, and reevaluations. (MS Word)
Assessment
The Individuals with Disabilities Education Improvement Act
(IDEA) and NCLB require that all students, including those with
the most severe disabilities, must be included in state-mandated
assessments. The Tennessee Comprehensive Assessment Program (TCAP)
includes several alternative assessments available to students
with disabilities whom participation in the regular state
assessment is inappropriate, even with the use of extensive
accommodations. Included in Tennessee’s alternate assessments
are:
-
TCAP-Alt Portfolio Assessment:
An assessment designed for students with significant
cognitive disabilities (approximately 1%) and is based on
alternative content
standards. TCAP-Alt Portfolio strands measure Content, Choice,
Settings, Supports, and Peer Interactions. The decision
for TCAP-Alt Portfolio
Assessment participation is an IEP team decision based on the
needs of the individual student. All student work
contained in a portfolio
assessment must be performed by the student and in the presence
of a teacher and/or paraprofessional.
2.
TCAP-Modified Academic Achievement Standards (TCAP-MAAS):
An assessment designed to provide a more appropriate means of
measuring the skills of a
student whose disability interferes with performance on large
scale assessments. In Tennessee, the MAAS assessment
for students with
disabilities in grades 3 through 8 is intended to evaluate
individual learning needs and yield results that more accurately
reflect
students’ academic progress
while also guiding instruction based on individual students’
needs. Students’ scores of Proficient or Advanced on
the TCAP-MAAS may be
included in AYP calculations, subject to a cap of 2% of all
students assessed at the state and district levels. The
decision for TCAP-MAAS
participation is an IEP team decision based on the needs of the
individual student.
-
Alternative Performance-Based
Assessments (EOC): Students with disabilities must
participate in the state End of Course (EOC) assessment.
These students must receive appropriate support and
accommodations with the goal of mastering course content and
passing the EOC assessment. However, a student on an active
IEP whose disability interferes with performance on the EOC
assessment may demonstrate mastery of core knowledge and
skills for that course through the approved alternative
performance based assessment. The IEP team must determine
if the disability is likely to have an adverse effect on
performance on the EOC assessment. Discussion of the
potential need for the alternative performance based
assessment may take place at the annual IEP meeting and be
appropriately documented. In the event the student fails to
earn a passing grade for the course, the alternative
performance based rubric will be used to assess the level of
mastery of the course content. The student’s level of
achievement of the core knowledge and skills for each state
end of course test is determined by the teacher of record in
consultation with the IEP team and special education
providers, using the state approved alternative performance
based assessment document. Results of the performance based
assessment will not improve Adequate Yearly Progress
calculations for the school, but will count toward
graduation rate. Students with disabilities who
successfully participate in this process will meet the
course requirement leading to a regular high school diploma.
Additionally, special testing accommodations may be used by
students who are receiving special education services or
services under Section 504 and have the need documented in their
IEP or 504 Service Plan. Accommodations are modifications made
to the test environment or test administration procedures. An
accommodation may be used by a student only when necessary and
when the student is proficient in its use. There are three
types of testing accommodations available for student use:
Allowable Accommodations, Special Accommodations, and English
Language Learner (ELL) Accommodations. The decision for student
participation in any alternate assessment or special
accommodation is an IEP team decision based on the needs of the
individual student.
Contact
Debbie Berry, Director of
Exceptional Children Services
Assistive Technology
Assistive Technology is any device or service that improves or
maintains the functional capabilities of individuals with
disabilities.
Jefferson County Schools Assistive Technology team strives to
enable students with disabilities to achieve by providing them
access to assistive technology devices and/or services needed in
order to progress in their educational programs.
Types of Assistive Technology
*Low Tech Examples (not all inclusive & subject to evaluation)
Electric scissors Magnetic board/letters
Loop scissors Colored acetate
Velcro Adapted utensils
Seating Book stand
Highlighted Keyboard Wrist rest
Highlighters Headpointer
PVC pipe Post-it notes
Pillows Stickers
Writing utensils Chair with arms
Pencil grips Weights
Modified paper Weighted vests
*Mid/High Tech Examples (not all inclusive & subject to
evaluation)
Adapted play equipment Talking calculator
Tape recorder Hand-held note taker
NCR paper Books on tape
Magnifiers Franklin
dictionary/speller
Switches Switch toys
Communication board Schedules
Adapted books Personal FM Systems
Braille writer Slate & stylus
Scooter boards Walkers
Outdoor adaptations Ramps
Lifts Alpha smart
Straps Trays
Seat belts Toilet seats
Big Mac Head phone
*Computers (not all inclusive & subject to evaluation)
Lap tops PC
Adapted keyboard Large monitor
Printer Scanner
Screen magnification Braille embosser
Touch Screen Intellikeys
Track balls Joy stick
Mouse alternatives Keyboard guards
Mounting devices Speech recognition
software
Referral/Evaluation Process
To
refer a student for an Assistive Technology evaluation, contact
one of the team members listed below or call Nancy Whittaker at
(865) 397-3194.
Contacts
Linda Caldwell, Physical
Therapist
Julie Ennis, Occupational
Therapist
Vera Reneau, Speech
Pathologist
Comprehensive
Development Class (CDC)
The
Special Education Department provides a continuum of services to
students with disabilities. We start with the premise that the
general education classroom is the first consideration for all
students. Based on that premise, services intensify depending
upon the IEP developed and the services identified as necessary
to meet the students’ individual needs. The CDC classroom is
one service delivery model on that continuum.
Students enrolled in CDC classrooms have been identified as
needing a small, structured environment where core academic
areas are addressed at the student’s instructional level while
still integrating curriculum standards. Typically students in
this environment have deficits across the curriculum that are
significantly below grade level. These students might have
significant cognitive deficits as well. In addition to
emphasizing academic progress, teachers focus on social skills,
self-help skills, and self-advocacy skills. The advantage of
this model is that students have the opportunity to become
familiar with their peers and their teacher(s) remain consistent
for at least one school year.
The
CDC classroom is available at all schools in Jefferson County
with the exception of Talbott Elementary. The department makes
every effort to maintain a small pupil to teacher ratio in CDC
classes. Classrooms are staffed with instructional assistants.
Students served in these classes still have access to school
resources and activities that are appropriate and beneficial for
them. Placement in a Comprehensive Development Classroom (CDC)
is and IEP team decision.
Contact:
Debbie Berry, Director of
Exceptional Children Services
Nancy Whittaker,
Administrative Assistant
Pam Pack, Department
Secretary
Child Find
Contact:
Nancy Whittaker,
Administrative Assistant
GATE
Contact:
Debbie Estep, Teacher
Inclusion
Contact:
Debbie Berry, Director of
Exceptional Children Services
Occupational/Physical Therapy
Jefferson County Schools
speech and language personnel assess, identify, and plan
programs for students with communication disabilities. Our goal
is to identify student needs, support student education, and
facilitate student development throughout the years.
The speech pathologists of
Jefferson County provide direct contact services for eligible
students in individual, small group, and/or classroom settings.
Jefferson County’s speech/language pathologists utilize the 3:1
Integrated Therapy Model providing direct services for three (3)
weeks. During the one (1) week of integrated therapy, the
therapists will provide inclusion services to the children and
consultative services to the classroom teachers regarding
appropriate classroom modifications, instructional materials,
and techniques/strategies designed to meet the unique
communication needs of each eligible student.
The speech/language
pathologist is responsible for identifying and serving students
and assisting other educators in their efforts to improve
learning. Speech pathologists participate in RTI team meetings
as needed. Screening language, articulation, voice, fluency,
and/or hearing as requested, they provide intervention
strategies and services as indicated prior to completing
comprehensive evaluations. The SLPs participate in Individual
Education Program (IEP) team meetings and assist the IEP team in
determining eligibility for services and in designing an
appropriate IEP. They may serve as Case Manager when
appropriate. They prepare speech and language program services
complimenting the general education curriculum and provide
support for skills impacted by the student’s speech/language
disability.
The speech/language
pathologists review field tests and share information regarding
new diagnostic tests, instructional materials and service
delivery strategies.
Contacts
Vera Reneau, Dandridge
Becky Gray, Dandridge
Anne Wharton, Jefferson
Elementary
Linda Henson, Jefferson
Elementary and Jefferson Middle
Julie Pray, New Market and
JCHS
Anna Woods, Piedmont
Candace Craig, Rush Strong
Nina Payne, Talbott and Maury
Vanessa Green, White Pine
Nancy Whittaker,
Administrative Assistant (whittakern@k12tn.net)
Contacts:
Linda Caldwell, Physical
Therapist
Julie Ennis,
Occupational Therapist
Daphne Lakin,
Preschool Occupational Therapist
Diane
Overhiser, Occupational Therapist
Nancy
Whittaker, Administrative Assistant
Preschool
Jefferson
County Schools currently provides support services for preschool
children with special needs at two sites-Jefferson Elementary
and Dandridge Elementary. Both sites provide a loving, learning
environment with emphasis on language development.
An initial
assessment identifies children appropriate for the classrooms.
Both classrooms provide occupational therapy, physical therapy
and speech/language therapy as needed. Our goal is to equip the
children with the social and academic skills necessary to attend
kindergarten.
Links to Preschool
Websites
Hubbardscupboard.com
(lesson plans/unit ideas)
Abcteach.com
(puzzles/center signs)
123teach.com (lesson
plans/themes)
Dltk.com
(games, crafts, bookmarks, etc.)
Childcareland.com
(file folder games)
Firstschool.com
(abc ideas/ arts and crafts)
Contact:
Nancy Whittaker,
Administrative Assistant
Ann Harrell,
Preschool Teacher
Teresa Marcus,
Preschool Teacher
Psychological Services
Our purpose in
psychological services is to facilitate positive change and
enhance learning and emotional well-being through assessment,
data-driven decision-making, and collaboration with all
stakeholders, enabling students to successfully transition into
adulthood. We believe in the unique potential of our students,
families, and school communities and therefore hold ourselves to
high ethical standards always acting in the best interest of the
student.
Beliefs
As school
assessment specialists we believe our role is to:
- Enhance
learning opportunities of students through communication
regarding strengths and needs
- Work
collaboratively with all stakeholders to develop effective
learning communities within a continuum of services through
data-driven decision-making
- Review and
assess the needs of the student that impact the educational
experience, including motivation, cognitive skills,
emotional state, cultural background, and family and health
factors
- Analyze
and interpret data for the purpose of assisting staff in
developing effective academic programs and positive behavior
interventions
- Foster
positive and cooperative relationships between special
education and general education
- Assist
students to enhance their academic and social/emotional
development
-
Successfully transition students through their academic
career and into adulthood
Contacts
Amanda Doty,
School Psychologist
Emily Fuller, School
Psychologist
Cindy Stelzman,
School Psychologist
Denise Walker, ECS
Consulting Teacher
Office
(865-3974468) Please leave a message if no answer
Informational Links
www.state.tn.us/education/speced/assessment.shtml
www.nasponline.org
www.interventioncentral.com
www.tasponline.org
www.wrightslaw.com
www.nichcy.org
www.jc-schools.net/RTI/
www.schoolpsychology.net
www.psychwatch.com/schoolpage.html
www.indiana.edu/~div16/index.html
Resource
Contact:
Debbie Berry, Director of
Exceptional Children Services
Speech & Language
Jefferson County Schools
speech and language personnel assess, identify, and plan
programs for students with communication disabilities. Our goal
is to identify student needs, support student education, and
facilitate student development throughout the years.
The speech pathologists of
Jefferson County provide direct contact services for eligible
students in individual, small group, and/or classroom settings.
Jefferson County’s speech/language pathologists utilize the 3:1
Integrated Therapy Model providing direct services for three (3)
weeks. During the one (1) week of integrated therapy, the
therapists will provide inclusion services to the children and
consultative services to the classroom teachers regarding
appropriate classroom modifications, instructional materials,
and techniques/strategies designed to meet the unique
communication needs of each eligible student.
The speech/language
pathologist is responsible for identifying and serving students
and assisting other educators in their efforts to improve
learning. Speech pathologists participate in RTI team meetings
as needed. Screening language, articulation, voice, fluency,
and/or hearing as requested, they provide intervention
strategies and services as indicated prior to completing
comprehensive evaluations. The SLPs participate in Individual
Education Program (IEP) team meetings and assist the IEP team in
determining eligibility for services and in designing an
appropriate IEP. They may serve as Case Manager when
appropriate. They prepare speech and language program services
complimenting the general education curriculum and provide
support for skills impacted by the student’s speech/language
disability.
The speech/language
pathologists review field tests and share information regarding
new diagnostic tests, instructional materials and service
delivery strategies.
Contacts:
Debbie Berry, Director of
Exceptional Children Services
Nancy
Whittaker, Administrative Assistant
Pam Pack,
Department Secretary
Speech Pathologist at each school
Transition
Contacts:
Carrie Oakley, JCHS
Sarah McCue,
JCHS
Work Based Learning
Contacts:
Summer Moore, JCHS
Carrie Oakley,
JCHS
Sarah McCue, JCHS
Vision/Hearing
Contacts:
Debbie Berry, Director of
Exceptional Children Services
Nancy
Whittaker, Administrative Assistant
Pam Pack,
Department Secretary
Julie Moody,
District Vision/Hearing Screener
Acronyms used in
Special Education
|
Acronym |
D |
|
ADA |
Americans with Disabilities Act |
|
ADHD |
Attention Deficit Hyperactivity Disorder |
|
AT |
Assistive Technology |
|
AYP |
Adequate Yearly Progress |
|
BIP |
Behavior Intervention Plan |
|
CEC |
Council for Exceptional Children |
|
EOC |
End
of Course high school tests |
|
DD |
Developmental Delay |
|
EIS |
Early Intervening Services |
|
ED |
Emotional Disturbance |
|
EC |
Early Childhood |
|
ESL |
English as a Second Language |
|
ESY |
Extended School Year |
|
FAPE |
Free
Appropriate Public Education |
|
FBA |
Functional Behavior Assessment |
|
FD |
Functional Delay |
|
FERPA |
Family Educational Rights and Privacy Act |
|
HI |
Hearing Impairment |
|
IDEA |
Individuals with Disabilities Act |
|
IEP |
Individual Education Program |
|
IFSP |
Individualized Family Service Plan |
|
ID |
Intellectual Disability |
|
IG |
Intellectually Gifted |
|
LEA |
Local Education Agency (school district) |
|
LRE |
Least Restrictive Environment |
|
MD |
Multiple Disabilities |
|
NCLB |
No
Child Left Behind |
|
OCR |
Office for Civil Rights |
|
OHI |
Other Health Impairment |
|
OI |
Orthopedic Impairment |
|
OSEP |
Office of Special Education Programs (USDOE) |
|
OSERS |
Office of Special Education & Rehabilitative Services |
|
OT |
Occupational Therapy |
|
PT |
Physical Therapy |
|
PLOP |
Present Levels of Performance |
|
RTI |
Response to Intervention |
|
SEA |
State Education Agency |
|
SLD |
Specific Learning Disability |
|
STEP |
Support & Training for Exceptional Parents |
|
TBI |
Traumatic Brain Injury |
|
TCAP |
TN
Comprehensive Assessment Program |
|
TSB |
TN
School for the Blind |
|
TSD |
TN
School for the Deaf |
|
|
|
|
Some of
these links will leave our school district site. Links that leave
our school district site are not under the control of the district,
and the district is not responsible for the contents of any of these
linked sites or any link contained in a linked site, or any changes
or updates to such sites. The district is providing these links to
you only as a convenience, and the inclusion of any link does not
imply endorsement of the site by our district. |
|
Tennessee Department of Special Education |
|
US Department of Education |
|
Board
Policies
