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Los Alamitos Unified School District Level-to-Level Transitions PRESCHOOL THROUGH ADULT TRANSITION WE ARE WITH Los Alamitos Unified School District Level-to-Level Transitions PRESCHOOL THROUGH ADULT TRANSITION WE ARE WITH YOU EVERY STEP OF THE WAY!

Agenda Setting: Least Restrictive Environment Specialized Academic Instruction (SAI) Placement Options Grade Level Transitions Agenda Setting: Least Restrictive Environment Specialized Academic Instruction (SAI) Placement Options Grade Level Transitions PK-K 5 th-6 th 8 th-9 th Parent Information Sessions Q&A

Least Restrictive Environment • Federal Regulations [TITLE I / B / 612 / a Least Restrictive Environment • Federal Regulations [TITLE I / B / 612 / a / 5 / A](A) In general. --To the maximum extent appropriate, children with disabilities…are educated with children who are not disabled, and special classes…or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.

Continuum of Special Education Options when Considering LRE Least Restrictive General Education w/o support Continuum of Special Education Options when Considering LRE Least Restrictive General Education w/o support General education with SAI support General education with pull-out SAI support services Part time special day class (SDC) Full-time SDC Special School (e. g, NPS, County, etc. ) Most Restrictive Homebound/Hospital

Specialized Academic Instruction Indirect Direct Service Models Inclusive Setting Monitor Consultative • On or Specialized Academic Instruction Indirect Direct Service Models Inclusive Setting Monitor Consultative • On or near grade level performance; • Minimal academic support needed; • Requires assistance initiating or completing tasks; • Student performance is monitored; • May require classroom accommodations; • Minimal academic support needed; • Transitional phase as student nears exit; • Minimal testing and classroom accommodations; • Transitional phase as student nears less restrictive setting; Collaboration • Current performance below grade level; • Requires some direct SAI to support progress; • Student able to function independently; • Requires frequent progress monitoring and formative assessment; Separate Setting Co-Teaching • Academic performance below grade level; • Requires SAI throughout the instructional period to access content; • Instruction differentiated to meet student’s unique needs; • May require modified summative assessments and modified grading; • Requires more frequent monitoring and formative assessment; Special Day Class • Academic and/or adaptive skills substantially below grade level; • Requires SAI throughout instructional day to demonstrate progress toward individualized goals; • Requires a focus on alternative achievement and functional behavior skills; • Requires more frequent progress monitoring, formative and summative assessment; Adapted from: Gross, K. (2013)

Levels of Transition Four level-to-level transitions: 1. Preschool to Kindergarten 2. Elementary to Middle Levels of Transition Four level-to-level transitions: 1. Preschool to Kindergarten 2. Elementary to Middle School 3. Middle School to High School 4. *High School to Exit/Graduation 5. *High School to Adult Transition Program Other transitions: 1. Entry into Special Education 2. Exit from Special Education 3. Individualized Transition Plan 4. Age of Majority (18)

Preschool to Elementary School • Transition IEP Meetings in the spring • IEP team Preschool to Elementary School • Transition IEP Meetings in the spring • IEP team recommendations for placement in LRE • Students may transition to: • School of Residence with SAI • Specialized program • Collaborative-Inclusion (K-1 Community of Learners) • Special Day Class • Regional Autism Program Specialized Academic Instruction Indirect Direct Service Models Inclusive Setting Monitor Consultative Collaboration Separate Setting Co-Teaching Special Day Class

Elementary to Middle School • All inclusive setting SAI programs are available at both Elementary to Middle School • All inclusive setting SAI programs are available at both Oak and Mc. Auliffe • IEP team recommendations for placement based on LRE • Middle School: • Gen. Ed. Core (Reading/Language Arts/Math) • Co-Teaching Core • Special Class/Intervention (Core and Academic Lab) • Special Day Class/Life Skills/ABA Specialized Academic Instruction Indirect Direct Service Models Inclusive Setting Monitor Consultative Collaboration Separate Setting Co-Teaching Special Day Class

Program Information Middle School Hand schedules completed by middle school team for every incoming Program Information Middle School Hand schedules completed by middle school team for every incoming 6 th grader IEP services change from minutes of service to class periods Students may have seven classes per day that include: Reading, Language Arts, Math, PE, Elective, Social Studies, Science or Academic Lab PE and Electives are every day and include a choice of: Choir, Band, or Wheel (combo of Art, Drama, Engineering, Music, Keyboarding) If interested, all students have access to After School Programs (e. g. , Homework Club, Clubs, parent funded before and after school day care at Outpost)

Parent Information Middle School Parent School Day Tours: Oak (February 18, Tour 1: 9 Parent Information Middle School Parent School Day Tours: Oak (February 18, Tour 1: 9 am; Tour 2: 1: 30 pm); Mc. Auliffe (February 16, Tour 1: 9 am; Tour 2: 1: 45 pm); 5 th Grade Social for parents and students to familiarize students with the campus: Mc. Auliffe (February 22, 3: 30 -4: 30) Oak (February 23, 3: 30 -4: 30) February 11: 6: 00 -7: 30 - Parent Transition Presentation at District Office: Information night for parents with students on an IEP. August- WEB (Welcome Everybody Back) for entering 6 th grade students and new students only. Students will receive their schedule, locker and combination, walk the campus, purchase PE and yearbooks.

Growing into a Griffin: 8 th to LAHS • All program options available at Growing into a Griffin: 8 th to LAHS • All program options available at LAHS • IEP team recommendations for placement based on LRE • LAHS • Gen. Ed. With Consultation/Collaboration • SAI Co-Teaching • Special Class/Intervention English/Math, Academic Lab • Special Day Class/Life Skills/ABA Specialized Academic Instruction Indirect Direct Service Models Inclusive Setting Monitor Consultative Collaboration Separate Setting Co-Teaching Special Day Class

Continuum of Placement Options: High School General Education + SAI Consultation (a-g/UC) SAI Cluster Continuum of Placement Options: High School General Education + SAI Consultation (a-g/UC) SAI Cluster Support (a-g/UC) SAI Support Class (Need 1 -3 SAI classes) SAI Co-Teaching (a-g/UC) (e. g. , English, Algebra, Science, etc. ) Students are Working to Master Grade Level Standards SAI + General Education (RSP, M/M) SAI Special Class for English/Reading Intervention, Math, and/or Academic Lab Students working toward grade level standards High School Diploma SAI + General Education, when appropriate (SDC) SAI Special Class Majority of School Day SAI + General Education, when appropriate (ABA) SAI Special Class Majority of School Day (ABA)- Academic + Functional + Behavioral Skills with Related Services, Adapted PE, and CBI (Certificate of Completion) Students working on Functional and Core Academics, Community-Based Instruction, and Independent Living Skills Students are Working to Master Individual Learning Standards that are Modified Certificate of Completion

Program Changes from Middle to High School Daily course schedule changes from 7 to Program Changes from Middle to High School Daily course schedule changes from 7 to 6 periods/day English, Math, PE, Elective, Science, Health and Foreign Language Students develop a four-year plan with their School Counselor High School Diploma: Student is required to pass (D and above) all classes and earn 220 credits for graduation Certificate of Completion: Student’s program is individualized to address unique needs and focuses on four areas of independence: education, career, community awareness, and adaptive skills to earn a Certificate of Completion at the age of 22.

Get Connected LAHS Academic Information Night for ALL Parents of Incoming 9 th Graders: Get Connected LAHS Academic Information Night for ALL Parents of Incoming 9 th Graders: February 2 nd, 2016, 7 pm at LAHS PAC April (Date TBA): Grade Parent Night with Administration team and the counselors. Parents will be grouped with their assigned counselor for Q & A. April (Date TBA): Grade Parent Activities and Sports Night with Administrators and Activity Directors. August (Date TBA): Registration: receive your schedule, locker, books, I. D. and walk the campus August (Date TBA): Link Crew Campus Tour for students only. Upperclassmen take the freshman for a day of fun activities around the high school campus

Thank you. Thank you.