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SPECIAL EDUCATION THEME:
Accelerated Path to Excellence: Special Education on the Move
Welcome to the Special Education Newsletter.
We hope you find this information useful and easily accessible! Click on bullets below to find current information about the topics listed.
This page can be printed by clicking the "print view" button at the top right corner of the window. ARCHIVED items are found in the upper right corner link.
NEW For the Week of June 2nd 2008:
* From the Director - Happy Summer
* From the Director - Vision for the future of Special Education
* Special Education Retirements
* Saint Paul Parks Adaptive Recreation Action
* Requested: Resignation Process and Exit Interviews
BE SURE YOU HAVE READ THE PREVIOUS ITEMS FROM THE NEWSLETTER. THERE IS VITAL INFORMATION PERTAINING TO SPECIAL EDUCATION.
Check the Archives section for previous items from the Special Education
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From the Director - Happy SummerVision for the future of Special EducationSpecial Education RetirementsSaint Paul Parks Adaptive RecreationAction Requested: Resignation Process and Exit InterviewsSummer Institute on Assistive Technology and Universal Design for LearningConference for Teens with Brain InjuriesDirector's Corner: Collaborative ConferenceAdolescent Literacy Summer Institute Aug 08PDExpress: Course OfferingsNotice of Evaluation - Health StatementsWhat We BelieveFrom the Director - Happy Summer
WISHING ALL A REFRESHING SUMMER!
Thank you to all special education staff for your
wonderful efforts and willingness to adapt to change during this past school
year. Many new initiatives were developed, along with a new Director of
Special Education, and upcoming restructuring of special education
administration.
I know the work you do is difficult, complex and
tiresome at times. AND it is noble and
important work that is integral to the success of students in Saint Paul Public
Schools. I would like to acknowledge all of you for your accomplishments
this year and acknowledge those that have impacted your already intense work
schedule. I especially want to congratulate you for your new learning in these
areas:
- Expanded Collaboration efforts across the district
- On-line Referral System
- Extended School Year Procedures
- Transition Portfolio for High NASET Standards
- Positive Behavior Supports
- TQE Teachers stepping into new roles across the
district
- ECSE growth and development
In the future I will ask you to continue to take a
leadership role in how we identify and serve students with disabilities, and
how we achieve the goals of the strategic plan. I hope your summer months
will provide you with time to rejuvenate and recharge, so we can continue to work
together to meet challenges in the coming year.
ENJOY!!
Cecelia Dodge – Director of Special Education
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Vision for the future of Special Education
 Today I would
like to announce the New Special Education
Supervisors
The
Special Education Department welcomes the new leadership team, which consists
of six Supervisors. The team members
take their places starting on July 1st. They are:
Nancy
Meyer, Supervisor ECSE
Mary
Garrison, Supervisor Elementary
Mary
Kelly, Supervisor Elementary
Outside
person, to be announced later this week*, Supervisor Middle Grades
Outside
person, to be announced later this week*, Supervisor High School
Barbara
Stilwell, Supervisor Continuous Improvement
More
info to follow on bios, roles, etc.
*This allows time for
these new supervisors to provide proper notice to their employers.
The
new structure is designed to help us to achieve our goals more quickly. The goals of special education are ultimately
about achieving better results for children and youth with disabilities. We take our direction from the Strategic Plan
and from the goals we’ve identified in the Continuous Improvement Monitoring
Process. Here are some things that we
need to focus on next year to achieve the goals (in no particular order, and
this is not an exhaustive list :
- Improve timelines in
identification of ECSE students for special education
- Increase success of students
with disabilities in general curriculum
- Continue with the collaboration
initiative, increasing co-taught classes and working on the entire
continuum of collaboration
- Improve EBD services,
especially at the secondary level
- Improve transition services for
students, especially ages 14-18
My
style is to ask stakeholders to help create the future; and to use transparent,
open, frequent communication. So, there
will be lots of opportunities to come back to this. Thanks for making me feel so welcome! I love it here!
Sincerely,
Cecelia Dodge Return to top
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Special Education Retirements
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Action Requested: Resignation Process and Exit Interviews
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TO:
All Staff
FROM:
Lois Rockney, Chief Business Officer
Teresa Rogers, Executive Director, Human Resources/Human
Relations
RE: Resignation Process and Exit
Interviews
We
are striving to provide a safe, welcoming and respectful work environment for
all Saint Paul Public Schools employees.
In an effort to accelerate such improvements to the work environment, as
well as to address our recruitment and retention efforts, we are encouraging all
departing employees to complete an exit interview form in addition to the
required information noted below.
Required
Action
Please review the attached Resignation Procedures so
that you are familiar with the District’s Resignation Process.
- The Resignation Procedures provide guidelines for
employees and supervisors to follow when providing their resignation notice as
well as detailed exit procedures.
- As a formal written notice of resignation, employees
should complete a Resignation Form, available on the Human Resource
Department’s web site (http://hr.spps.org/New_Hire_Forms2.html),
and submit the completed form to their supervisor for his/her information and
signature. Supervisors must sign the
form and immediately forward it to the Human Resource
Department.
- Supervisors are also expected to schedule a final exit
meeting with the departing employee to collect all property belonging to the
District and to provide an opportunity for the employee to discuss any questions
or concerns related to employment with the District. The Supervisor Checklist for Ending
Employment, available at http://hr.spps.org/Forms_and_Performance_Standards.html
will assist with this process.
Supervisors must complete and sign this form and return it to the Human
Resource Department upon completion of the exit
meeting.
- Employees are asked to complete an Exit Interview
Form, available at http://hr.spps.org/Exit_Interview.html. Although voluntary, all departing employees
are encouraged to complete this form so that the District can continue to
improve the work environment. All
responses will remain confidential.
Questions
If
you have questions about this information or need assistance, please do not
hesitate to call your Workforce Management Specialist or Teresa Rogers at
651-767-8202
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Summer Institute on Assistive Technology and Universal Design for Learning
June 25-26 Northwestern College Roseville, Minnesota
This two-day institute provides intensive and in-depth learning opportunities on assistive technology (AT) and universal design for learning (UDL). Sessions are either full day or 3 hours in length and combine hands-on learning, lecture and discussion. Registration is $25 per day, which includes learning materials, morning and afternoon refreshments and lunch. Featured strands include universal design for learning, severe needs, augmentative and alternative communication, blind/visually impaired, accessible instructional materials and computer hands-on lab sessions. This institute is sponsored by the Minnesota Department of Education. Session and registration information are included below.
Of note is an all day training about test accomodations in which they'll roll out their new training program developed in conjunction with the National Center on Educational Outcomes.
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MDE_Summer_Institute.pdf
MDE Summer Institute
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Conference for Teens with Brain Injuries
CONFERENCE FOR TEENS WITH BRAIN INJURIES AND THEIR PARENTS
The Brain Injury Association of Minnesota is presenting " Consumer and Family Conference" on Saturday, August 9, 2008 in West St Paul at the Thompson Park Dakota Lodge building, a very nice informal, natural setting. The agenda will include an uplifting and inspirational keynote speaker, several sessions with topics such as Relationships: Across the Board, Addictive Behaviors after Brain Injury, Fatigue Issues and News about Brain Repair. Target audience is adults/parents and older transition-age students who have the ability/interest to listen to presentations.Continental breakfast, lunch and break treats are provided. The day will close with a social time. Scholarships are available, but the cost is affordable at $25 per family (any number attending) and $15 per individual. To register call or email Janis Carey Wack, 612-238-3246, janiscw@braininjurymn.org
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Director's Corner: Collaborative Conference
DIRECTOR'S CORNER:
Registration for the Summer Collaboration Conference is now up on PD Express. The conference will be held from July 21-25th at John A. Johnson Elementary School. It is open to elementary and secondary general education, special education, and ELL co-teaching teams. The conference will include large group and break-out sessions focused on the four elements of collaboration (co-teaching, planning , assessment, and reflection) as well as time for the co-teachers to plan together for Fall.
Co-teachers should register individually on PD Express AND fill out the conference flyer (attachment on PD Express) and fax it to 651-293-5411 (ELL Department). The form gives us information to help us design the break-out sessions and to assure that co-teaching teams are registering. Please register early as there is a limit of 50 GE-ELL co-teaching teams and 50 GE-SE co-teaching teams.
If you have any questions, please contact Gail Ghere (contact info below) or Anh Tran at 767-8315
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Adolescent Literacy Summer Institute Aug 08
HERE'S ONE YOU DON'T WANT TO MISS:
August 5 and 6, 2008 - 9:00 a.m. – 3:15 p.m.
May attend Day 1 or Days1 & 2
with renowned author and researcher Donald Deshler, Ph.D.
Director of the University of Kansas Center for Research on Learning
A two-day Institute for school leaders and teachers focused on
improving literacy for all middle level and high school students
See attached:
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Adol_Literacy_Institutef.pdf
Metro ECSU Adolescent Literacy
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PDExpress: Course Offerings
PDExpress: COURSE
OFFERINGS
CLICK THE LINK TO REGISTER ON PDExpress. (Use your
emp# and "staff" as logins to register)
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Notice of Evaluation - Health Statements
 :NOTICE OF EVALUATION - HEALTH STATEMENTS
The template banks for Health on the Notice of Evaluation were temporarily disabled on the last Campus upgrade.
Therefore, you will not be able to access the statements on Campus, so they are below. The statements from previous documents are temprarily disabled as well.
THESE STATEMENTS ARE TAKEN FROM THE CAMPUS TEMPLATE BANKS AND SHOULD BE USED ON THE Notice of Evaluation, Highlight the statement you need, copy and paste into the Campus notice.
Deaf/Hard of Hearing
To assess functioning, the teacher of the Deaf/Hard of Hearing will use skill checklists and classroom observation.
Hearing
To assess functioning, the teacher of the Deaf/Hard of Hearing will use skill checklists and classroom observation.
Sensory Hearing
The audiologist will use standard audiological procedures to determine hearing sensitivity. Amplification will be used on a trial basis.
Sensory Hearing informal
The teacher of the deaf/hard of hearing will use informal assessments and classroom observations to determine the student's auditory functioning.
Vision
To determine the current status of vision and how they relate to this learner's current educational performance, assessment of vision will be completed.
Vision Braille
To determine present level of visual functioning the following measures will be used: parent interview, student observation/interview, assessment to determine needs for close intermediate and distance focal points and need for Braille instruction for students who are legally blind.
Health 3yr Reassess
The School Nurse will complete a health/physical assessment, which will include: a review of current/past health status and records, parent/guardian interview, student interview/observations, and physical assessment measures to identify the health conditions that may impact the student.
Initial Health Assessment
The School Nurse will complete a health/physical assessment, which will include: health history review, parent/guardian interview, medical record review, diagnosis documentation, student interview/observations, physical assessment measures and review of medication and treatment regimes to identify the health conditions that may impact the student.
Physical & Other Health Impaired
To determine how this learner's medical diagnosis is impacting academic and physical functioning in the educational setting, the following procedures will be used: interviews, observations and the Functional Organization and Work Skills worksheet.
Health under 6 years
To determine the learner's health needs relative to Health History the nurse will: Physical Appraisal, Review of Medical Records, Review of Medical Diagnosis.
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What We Believe
WHAT WE BELIEVE
Philosophy:
When students believe that success is possible, they will try. So our first priority in any class is to help students believe in themselves and their ability to learn. We can guarantee students that they will have the best year ever if we ask three things of them and we do the rest: they show up everyday, they come with the attitude that they could and will learn something and they try.
Mission Statement:
The purpose of special education is to assist students in becoming responsible, contributing citizens.
We believe....
All students are members of the educational community.
All students have the potential to learn and grow.
All students should be respected, supported and educated with staff and resources to meet their needs.
Curriculum incorporates all areas of lifelong learning.
Curriculum encompasses diverse instruction for all learners.
All staff share responsibility in assuring that all students receive a free and appropriate public education (FAPE) in the least restrictive environment (LRE).
Special education and community agencies promote students' growth and developmentIn with collaboration among students, families, general education.
Continuous improvement of services is dependent upon evaluation of systems, programs and student progress and the implementation of needed change.
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