Below is a link to an article from the New York Times by Cammie McGovern from Aug. 31st. It is an EXCELLENT example of the perspective we need to keep as we are working with students with various disabilities. It is the perfect reminder that transition planning truly needs to be student-focused!
Read the entire article HERE
Have a great year, and remember, our whole purpose is to help students become as independent and successful as possible by the time they graduate! So, may we truly listen to them and follow their lead, focused on potential possibilities!
Below is an article from the University of Iowa Center for Disabilities and Development spring newsletter. It has some great information on waiver services in Iowa, as well as, some helpful links. Just wanted to share this. Also, if you want to receive this newsletter via email, send your name and email address to: CenterLines@uiowa.edu
The following excerpt, The Role of the Paraeducator – Job Coach is taken from the School-Based Job Coach Training Manual, which was created by the Nebraska Department of Education – Job Coach Technical Assistance Guide.
It is a basic overview of several components, including: the role of the paraeducator, the code of ethics, the role of the Job Coach, Job Coach Responsibilities, What is Task Analysis, and What is Job Training.
As schools work to increase the vocational skills of their students, especially in the junior/senior years of high school, it is more important to make sure our paraeducators have a strong understanding of the differences between being a classroom paraprofessional and that of a job coach, if they are serving dual roles.
It is critical that the job coach/paraprofessional understand how to do a task analysis of the job(s) that the student is assigned to do, and then to monitor the student’s progress at increasing their time on those tasks. The job coach paraprofessional also needs to do a weekly evaluation of the student’s improvement of skills. Most importantly, the job coach must fade the support that they have been providing as the student masters the job skills to ensure that they become as independent as possible at the job site.
There are a wide variety of evaluation forms that can be used, and may need to be developed in relationship to the specific job. Some examples include:
This information can also be found under the RESOURCES tab: Job Coach Resources
As more information is released, we will keep you updated!
As we focus on student’s IEPs, let’s remember to keep the focus that is highlighted below:
This is a great reminder that EACH of us have our own strengths AND weaknesses…. and we are constantly working to reach our full potential! This is now printed and hanging on my wall as a daily reminder! 🙂
There has been a major change in the B13 Transition File Review process starting this year. In the past, schools had been a part of a 5-year cycle that was followed by the state site visit. The site visit process has been replaced with differentiated accountability. This will now be the method used for the Special education file review. Starting this school year in December, all districts in our AEA serving students of transition age (13 or above) will have IEPs randomly pulled by the Department of Ed. Those districts that had been scheduled for a 2016-17 B13 file review will instead be included in this new file review process. The criteria for review remain the same. BOTTOM LINE: chances are good that the MAJORITY/ALL of our schools will probably have IEPs pulled for review this year!
So, what does that look like? Beginning in the 2016-17 school year, the secondary transition file review will be conducted in a three-year cycle. The first year of the cycle (2016-17), file reviews will be completed for every district across the state. There will be 670 IEPs reviewed this year from each AEA. This data will be used to set the desired threshold levels for universal, targeted and intensive support for the following year(s):
- Districts in the universal level will not need to have IEP file reviews until the next statewide data collection period (3 years, the 2019-20 school year).
- Districts in the targeted and intensive support levels will have file reviews every year until the next statewide data collection period. The resident AEA will be responsible for file review in Years 2 and 3 of the cycle.
- Descriptions of the supports to be provided at each level will be shared later this year.
AEA staff will complete the file reviews during the data collection window beginning December 1, 2016 – June 30, 2017. The IEPs to be reviewed will be randomly assigned and equally distributed across all AEAs. This means that AEAs will be reviewing IEPs from districts outside of their own AEA.