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FAQ's
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Adaptive P.E. |
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Advisory Committee |
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The function of the ESE Advisory Council is to serve in an advisory capacity to the District ESE Department and plays an integral role in the development of the long range strategic planning. Activities include examination of programs, recommendations for budgetary utilization and programmatic needs and dissemination of information to the general public.
Parents, teachers, therapists and others who work with and care about students in ESE programs are encouraged to attend a Council meeting. Your insights are needed and welcome.
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Alternate Assessment |
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An Alternate Assessment measures an ESE student’s level of achievement and mastery of the Florida ESE Sunshine State Standards. The decision for an ESE student to participate in Alternate Assessment is made by the IEP committee. There are specific criteria that a student must meet in order to be considered for Alternate Assessment. The student must be unable to master the grade-level Sunshine State Standards, even with appropriate and allowable course accommodations. The student’s demonstrated cognitive ability must be the primary reason for the inability to master grade-level standards. The ESE student must be participating in a modified or functional curriculum based on the competencies in the Sunshine State Standards for Special Diploma for all academic areas. The student must also require extensive direct instruction in functional academics and vocational competencies as well as domestic, community living and leisure activities. Additionally, the student must have deficits in adaptive behavior, as demonstrated by the inability to function effectively and independently in everyday living skills across a variety of settings.
If an ESE student’s intellectual ability, independent functioning level and educational setting match ALL of the criteria areas identified and described above, then he/she may be considered/recommended for Alternate Assessment by the IEP committee. |
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Alternative Programs |
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Charter Schools
Alternate high school 4-year progression for ESE students
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Attention Deficit Disorder |
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Child Find |
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The program is designed to serve students 3 to 22 years with the main focus on children 3 to 5 yrs. of age who are not involved in public schools programs and who may need and benefit from ESE programs and services.
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Extended School Year |
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Extended School Year (ESY) refers to specially designed instruction and related services that are provided to a student with a disability beyond the normal school year. Extended School Year services are provided when the student’s IEP team determines, on an individual basis, that the services are necessary for the provision of FAPE to the student.
Criteria used to determine whether a student requires ESY may include, but are not limited to, the following:
*Data indicates the student has significant regression or delay in recoupment of critical skill areas as evidenced by past performance.
*The student has a critical need for continuity to maintain current performance in critical life skills: self help, motor, communication, social and/or vocational.
*The student has a critical need for a highly structured program to maintain established behavioral controls, and reduce serious, interfering behavior.
*The student is at a critical point of instruction.
*Special circumstances as determined by the IEP team.
The Extended School Year (ESY) consideration should be viewed as an instructional effort to insure continuity, consistency, and accountability for meeting the student’s unique educational and/or social-emotional needs.
The measurement process used to determine severe regression and slow / delayed recoupment of critical skills should be an inherent component of the on-going instructional program. Formal and Informal assessment should be utilized to determine the extent of regression and recoupment of critical skills identified on the IEP. The documentation of student performance will assist teachers and administrators in making recommendations for ESY services.
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Facilities Accessibility |
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Behavior/ Discipline Issues |
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Amanda Mann is a Board Certified Behavior Analyst for the Escambia County School District. Her job is to provide support to the teachers and parents of exceptional education students who are experiencing disruptive or problematic behaviors in the school setting. |
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IEPs |
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contact: Program Specialist for the child's disability
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An IEP is an Individual Education Plan written on a yearly basis for each student eligible for Exceptional Student Education. The IEP committee is composed of the parents of the child, a representative of the local education agency, a general education teacher and a special education representative from each of the ESE programs for which the child is eligible. Others may attend as appropriate. The strengths and needs of the child are discussed and documented so that annual goals and objectives can be developed for the student. The type and frequency of special education services are also discussed and documented on the IEP |
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Inclusion |
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Interpreters |
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Medicaid |
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School Medicaid - Coordinates the billing for services provided students in the district. Oversees training, Random Sample forms, and medicaid eligibility.
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Other Health Impaired |
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Parent Liasons |
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Parent Liaisons - Serve as a source of support and information for parents and educators of students in any exceptional student education program by fostering communciations between families, educators, and the community on issues related to special education.
Parent Liaisons
Who We Are and What Do We Do
We are a group of parents of children with special needs. All of our children are enrolled in various exceptional student programs in Escambia County so chances are, we have been where you are, we've gone where you are going and we are here to help.
Our goal is the same as yours - we want to help each child get the best educational support available for that child's needs. Therefore, our goal is to ensure that families know what is available and how to access the programs their child needs and, to tell families that they don't have to handle this alone - they can call on us for support.
In addition, the Parent Liaisons want to help families:
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connect with opportunities to learn more about the exceptional student education system and procedures
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connect with information about which ESE programs will best serve their child's needs
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connect with answers, support and an outlet when they feel frustrated or alone
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connect with someone who can help them prepare for and accompany them to IEP meetings.
When you have a question and you don't know whom to call - that is when we want you to call your Parent Liaison. If your child is just now being evaluated for possible involvement in the ESE program, or if your child has been in the program for years, and you have questions, call us at: (850) 469-5318.
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Preschool |
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Reevaluations |
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contact the program specialist for your child's specific area of disability. See "STAFF"/
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Social Worker |
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One social worker is employed at the district level. Her primary responsibilites include Child Find, Surrogate Parents and working with district level initiatives. She is available to work on school-based cases by referral from a school principal, guidance counselor, intervention specialist or ESE district staff. Classroom teachers may call with questions about the appropriateness of a referral. |
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Gifted |
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Traumatic Brain Injured |
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Core Content software for Middle Schools |
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Start-to-Finish® Core Content — the newest considerate reading solution in the Start-to-Finish Publishing product line. Addressing the needs of striving readers, Start-to-Finish Core Content gives students a complete picture of a topic and successful expository reading experience, compared to the incomplete information and summaries they receive with traditional textbooks . The goal of the software "...is to provide all students who are several years behind their peers with a successful, engaging experience in the content areas."
Class sets of Core Content will be distributed to each of the middle school science and social studies teachers in our district who participate in the two-day summer training by ECATT.
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Dealing with Differences |
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contact: Lyn Harris Lyn Harris
This two-day training for educators is offered several times throughout the year. Everyone is encouraged to attend. After completion of the workshop, participants will be able to:
- Identify individual student needs
- Differentiate between accommodations and modifications
- Select and design appropriate accommodations
- Implement and monitor accommodations, and
- Evaluate the effectiveness of the accommodations to increase success in the general education curriculum for individual learners.
Particiants will implement accommodations in their classroom and report on their effectiveness as a requirement of the workshop. Substitutes will be paid for Escambia County participants by the ESE Department for general and ESE teachers. Educators can sign up for the workshop on the FDLRS website. |
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Fast ForWord |
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Fast ForWord is an auditory processing remediation program available in 16 of the Escambia County schools. It takes about 12 weeks to complete and consists of a series of"sound exercises" that must be completed five days a week for fifty minutes a day.
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FASTT Math |
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This math intervention software program uses research-validated methods to help struggling students develop fluency with basic math facts in addition, subtraction, multiplication, and division. Using the FASTT system (Fluency and Automaticity through Systematic Teaching with Technology), the software provides a continuously adaptive program that efficiently increases math fact fluency in customized, 10-minute daily sessions. Developing automatic recall of basic math facts enables students to focus on higher-order math skills such as advanced computation, problem solving, and algebra. FASTT Math also includes prescribed print activities for those students who need additional instruction in the conceptual foundation of numbers and operations.
Secondary teachers in our county participated in a successful year-long pilot of the software during the '05-'06 year. Those participating schools received further copies of the software during the '06-'07 year. In addition, several of those schools piloted the follow-up math program, GO SOLVE, which trains students in the engaging software program which teaches students to recognize mathematical situations in word problems, comprehend problems with the aid of graphic organizers, and plan solutions with addition, subtraction, multiplication, and division. |
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Sunshine State Standards |
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Literacy Links |
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Literacy Links is a year long professional development training designed for teachers in grades K-3. The purpose of this project is to provide participants with a deeper understanding of the five areas of early reading instruction and to “link” that instruction to the effective use of technology to reinforce reading skills. In addition to being provided with the most current research information on early literacy instruction for struggling readers, participants in Literacy Links also receive literacy center materials including technology tools and software to use in their classrooms. Literacy Links is offered once each school year and acceptance into the training is granted through an application process.
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