Contact Us

 

 

 

Kara Saldierna
Director of Special Education

Office: (531) 299-9461

Fax: (531) 299-0386
kara.saldierna@ops.org


Supervisor: Connie Coltrane 
(531) 299-9569
connie.coltrane@ops.org

Lead Teacher: Lori Chatfield
(531) 299-9549
laura.chatfield@ops.org

Teacher Resources

Assistive Technology Team:

Assistive Technology is provided to students to improve their access to and participation in the learning process. The team is comprised of special education supervisors and speech/language pathologists. Students are referred to the Assistive Technology Team due to concerns with oral communication, written language or deficits in written output. The referral/evaluation process includes the following:

  • Members of the team complete the evaluation after input is received from school staff and parents.
  • Recommendations are made based on the findings of the team's evaluation.
  • The team assists in the selection, acquisition, and use of an assistive technology device.
  • Team members provide training and support to students and staff to implement the device.

Audiologist: The audiologist assesses the student to determine the amount of hearing loss and the effects of this loss on speech discrimination. The audiologist also provides:

  • direct or consultative services in the areas of language habilitation
  • auditory training
  • speech reading (lip-reading)
  • speech conservation
  • creation and administration of program for prevention of hearing loss
  • the determination of the student's need for group and individual amplification
  • selecting and fitting an appropriate hearing aid
  • evaluating the effectiveness of amplification

Autism Consultation Team: The Autism Consultation Team (ACT) consists of classroom teachers, psychologists, speech/language pathologists and special education supervisors who have undergone extensive training in the implementation of the Structured Teaching model. Referrals come from the building staff to the special education supervisors. The team provides consultation, direct services, and training.

Team activities include:

  • Observing students in the school, home, or childcare setting to assist in determining students needs
  • Developing and demonstrating strategies for staff and parents to use in the classroom and/or home settings
  • Completing formal or informal assessment as needed
  • Working with students to implement recommended strategies
  • Monitoring and adjusting students programs to meet changing needs
  • Providing training to staff on structured teaching through a weeklong summer workshop as well as district inservices and make & take sessions.

Behavior Consultation Team:

Behavior Consultation Teams are assigned to each zone according to the elementary Student Assignment Plan. Each team consists of a special education supervisor, special education school psychologist, and a behavior consultant. Team members can offer building staff assistance in the following:

  • Participating in problem-solving teams for identified concerns
  • Supporting teachers and building staff in completing the Functional Behavior Assessment and Behavior Intervention Plan for students
  • Providing intensive, short-term support for students and on-going consultation with teachers
  • Providing inservices to buildings on management of student behaviors

The building principal makes a referral to the special education supervisor assigned to the building once all buildings level support has been utilized.

Hearing Impaired Resource Teacher:
The hearing impaired resource teacher provides direct and consultative services. The hearing impaired resource teacher works with the classroom teacher(s) to provide the instructional support necessary for students to make academic gains. The hearing impaired resource teacher also assists classroom teachers in the use and monitoring of amplification equipment.

Physical Therapist (P.T.):
The physical therapist evaluates and provides treatment for gross motor control, basic mobility and balance. The P.T. assists students with developing motor skills needed in walking, sitting, positioning for a variety of purposes as well as wheelchair fitting and other gross motor skills.

Occupational Therapist (O.T.):

The occupational therapist evaluates and provides treatment for skills which focus on development of readiness abilities, fine motor control and functional skills. The O. T. assists students with motor skills needed in feeding, handwriting, self help skills, head control, positioning for augmentative equipment as well as other fine motor skills.

Sign Language Interpreter:
The educational sign language interpreter's role is to facilitate communication between signing and non-signing individuals. The interpreter converts the auditory-oral communication into sign language and sign language into auditory-oral communication.

Special Education Supervisor:
A special education supervisor is assigned to each elementary, middle, high school and alternative center to assist teachers, building administrators and staff in the following areas: assessment, behavior intervention plans, classroom management, content standards, direct instruction, federal and state compliance issues, IEP development and implementation, parent involvement and inservice training relating to students with disabilities.

Speech and language Pathologist (SAP):
The SLP provides therapy for students in the disability areas of articulation, language, fluency, and voice. Services are provided in a direct, consultative, or integrative model. Teachers and SLPs work collaboratively to monitor progress on language and communication IEP goals and objectives.

Vision Impaired Itinerant Teacher:


The vision impaired itinerant teacher coordinates instruction for the students and provides the necessary support in the educational environment. Instruction in orientation and mobility is necessary for some students. The teacher can assist students in learning safe and efficient travel in the classroom, the school and out in the community.

Characteristics of Classrooms that Meet Students' Behavioral Needs Effectively
Effective classrooms: 
  •  value the unique strengths of each students
  • teach responsibility and self-efficacy
  • develop high, success-oriented student expectations
  • use proactive instructional strategies
  • provide systematic, data-driven interventions
  • engage parents
  • collaborate with a variety of caregivers
  • utilize a school-wide management plan.

Components of Good Management
The success of a classroom is dependent on sound classroom management and creative behavior intervention plans that meet the unique needs of all students. Once the classroom environment has been structured effectively then a classroom management plan can be implemented. Components of a good management plan include:
  • Utilization of time-out strategies as needed
  • Instruction at students' ability level
  • Active student participation in problem solving
  • Social skills taught regularly
  • Appropriate reinforcers and consequences as needed
  • Students given time limits to comply
  • Consistent follow through with consequences
  • A firm and consistent interactive style
  • Clear limits and expectations for students
  • Rapport and good interpersonal skills being demonstrated
  • Proximity control when necessary
  • Language and communication that is understandable to the students
  • Modifications of curriculum when appropriate
  • Time limits for reinforcement activities
  • Utilization of routines and schedules
  • A calm, firm voice tone displayed when communicating expectations
  • Problem solving skills being taught

Environmental Structure

The classroom can be structured to successfully meet group and individual needs if attention is paid to providing an environment that capitalizes on enhancing interpersonal skills and teaching personal space while providing opportunities for all learning activities.

A conducive environment includes:

  • A mixture of individual and group seating arrangements
  • Predictable routines (Schedule)
  • Post expectations and procedures
  • Samples of student work
  • Space and furniture to meet individual needs (study carrels, comfort reading zone, etc.)
  • Predictable routines for transitions (collecting work, entering & leaving the classroom, special privileges, restroom breaks, etc.)
  • A clean and neat classroom
  • Furniture arrangement according to the needs of the students
  • Freedom from excessive stimulation for students easily distracted
To provide positive experiences for shaping behavior it is often necessary to seat up a reward system that give students continuous and timely feedback on desired behaviors as they are exhibited.
The type of monitoring system utilized is varied, depending on teacher preferences and individual student need. The monitoring system can also provided information for charting and documenting progress toward IEP behavioral goals and objectives.
Effective monitoring systems:
  • Are individualized to reflect the needs of the students
  • May include teacher-made point systems
  • May utilize contracts with students
  • Can have immediate reinforcement
  • Can delay reinforcement until cumulative points are earned
  • Provide more opportunity to earn rather than remove points
  • Are being implemented throughout the school day 
  • Are clear and understandable to the student
  • Have meaningful and appropriate rewards attached to them 
  • Utilize a limited number of target behaviors
  • Provide the student with frequent feedback to targeted behaviors
De-escalating Aggressive Behavior
Some students with behavior disorders may occasionally display behaviors that result in a crisis situation. These behaviors may create a threat of safety to the students and others around him or her. At this time it is important to protect the student and others from harm and lower the activity level of the students.

It may be helpful to identify staff in the building that have the ability and expertise to de-escalate students in a crisis and may intervene if a crisis situation arises.

In addressing students in a crisis:
  • Remain clam. 
  • Keep your voice tone normal
  • Keep a normal distance if the student displays threatening behavior 
  • Get assistance if there is a chance there may be physical involvement. 
  • Refrain from grabbing or using physical intervention unless the student is causing harm to himself/herself or another.
  • Provide a "cool down" area for the student
  • Utilize active listening 
  • Limit the number of adults communicating with the student
  • Discuss the precipitating behaviors/incident and consequences only after the student is calm

Transitions

Students may experience some difficulty with change of routine or participation in less structured activities. Such activities include: assemblies, restroom breaks, passing in hallways, recess, field trips, lunch, movement to and from buses or vans. Transitions can be facilitated with more ease if the following are observed:

  • Provide opportunities for students to practice expected behavior in all transitional settings
  • Escort the students when transitioning
  • Set clear expectations for behavior in all transitional settings
  • Provide students with a pass when out of the classroom
  • Use natural/logical consequences when appropriate (example: difficulty at recess, loses the privilege of recess the next day)
  • Praise students when behaviors are exemplary in transition activities
  • Include transition activities as part of a student's behavior management system
  • Practice and role play unexpected events such as fire and tornado drills in advance of the drill.

Best Practices for Intervention Accommodations

Handwriting, Visual Integration, Math, Written Expression, Daily Organization, Spelling/Grammar/Punctuation, and Reading

A rubric is defined as a tool for assessing instruction and performance according to predetermined expectations and criteria. Rubrics are especially useful because they allow staff to look objectively at the student's development. Another benefit of rubrics is that they allow parents/legal guardians the opportunity to view smaller steps of the progress toward IEP goals and objectives.

Behavior Rubrics are written with 1 being the appropriate behavior and 5 being the failure to perform the behavior. Not all #'s from 1-5 are used in each rubric. Teachers may want to add more clarity in the empty boxes for individual students.

Suggestions for use:

  • development of objectives and goals on the individualized Education Plan after determining the specific area of behavioral concern
  • information for the Present Level of Performance on the IEP once a baseline has been established
  • documentation of progress on IEP goals and objectives for quarterly reporting
  • information gathered for the Functional Behavior Assessment and Behavior Intervention Plan


Sequence of Goals For Rubrics

Work Skills (Organizational/Management)

  • attends to task/increases attention span during group instruction
  • attends to task/increases attention span during one-on-one instruction
  • attends to task/increases attention span during independent work
  • remains in assigned area
  • transitions(changes activity or area)
  • accepts change in routine
  • maintains good academic standing (does not apply to students who need adapted curriculum)
  • completes assignment notebook
  • completes assignments
  • keeps space/materials organized
  • begins work

Self-Advocacy

  • accepts responsibility for own behavior
  • attempts tasks perceived as difficult
  • defends own point of view
  • makes complaints in socially acceptable manner
  • appropriately uses "I" messages
  • asks for help
  • avoids negative situations

Adult Relation (Builds/maintains appropriate relationships with adults)

  • follow directions
  • accepts re-direction or correction
  • accepts consequences of behavior
  • seeks attention in socially acceptable manner
  • refrains from inappropriate sexual language/harassment towards adults
  • respects adults' property
  • respects adults' personal space

Peer Relations (Builds/maintains appropriate relationships with peers)

  • refrains from inappropriate sexual language/harassment towards peers
  • refrains from sexual contact with peers
  • minds own business
  • refrains from teasing
  • refrains form encouraging bad behaviors in others
  • shares with peers
  • accepts outcomes of competition
  • seeks attention in socially acceptable manner
  • participates cooperatively with others
  • respects peer's property
  • respects peer's personal space

Intrapersonal

  • attends to reality
  • tells the truth
  • respects ownership of property
  • set realistic goals
  • maintains eye contact
  • manages bodily functions-define in the rubric blank
        - refrains from wiping nose on clothes, urinating on floor, smearing feces,
  • works without disturbing others-define in the rubric blank
        - refrains from self-talk, self-stim, rocking, etc.

Problem Solving/Decision-Making

  • attends school
  • attends class/mainstreaming
  • makes decision
  • solves problems
  • discusses conflict
  • follows school problem solving plan/code of conduct

Self-Control

  • refrains from verbal aggression
  • refrains from physical aggression
  • refrains from inappropriate ___________  -  define in the rubric bank
       -making racial slurs, inappropriate gestures, staring, mimicking, pouting, etc


A Power Point presentation describing the Homebound Program.

Homebound Program Presentation

Books on Tape and CD

Students with specific learning disabilities in reading decoding and comprehension skills may benefit from auditory reproduction of written textbook information. The Books on Tape program provide cassette tapes so students may listen to the recorded text. Teachers interested in this program can make inquiries to your building supervisor.

To request Books on Tape the teacher will need to complete and submit the forms to the building supervisor. Forms may be found at http://www.rfbd.org/indapp.pdf.



Examples of items purchased by school buildings include:

Furniture/Equipment:

  • Teacher's desk/chair
  • File cabinet
  • Student desks/chairs/tables
  • Classroom computers/stand
  • Bookcase

Materials

  • Student textbooks for district adopted materials
  • Teacher manual/resources kit for district adopted materials

Supplies

  • Paper
  • Pencils
  • Glue
  • Crayons
  • Paint
  • Scissors
  • Pen

 

Examples of items purchased by Special Education include:

Furniture/Equipment:

  • Cube chairs
  • Kidney tables
  • Play center equipment
  • Standers
  • Study carrels
  • Assistive Technology equipment for individuals students
  • Auditory trainers

 Materials

  • Addition teachers' manuals
  • Supplemental curriculum materials (should be ordered as part of the Annual Textbook Order)
  • Manipulatives
  • Toys
  • Computers software (i.e. Wynn, Dragon Naturally Speaking, Co: Writer,  Boardmaker, Inspiration)
  • Books on tape
  • Tests

Supplies

  • Rewards
  • Incentives
  • Latex gloves
  • Groceries (for ACP)
  • Adapted scissors
  • Batteries for auditory trainers

*Special materials and supplies are requested from the program supervisor