Special Services :: Springfield Local School District

Springfield District

Individuals with Disabilities Education Act (IDEA)
P.L.- 105-17, authorized July 1997

The Individuals with Disabilities Education Act, currently in place, is a revision of the original law form 1975 known as P.L. 94- 142 the Education of all Handicapped Children Act.

Public Law 94-142, Education of all Handicapped Children Act was the first federal mandate requiring education of all students. There were six major principles from P.L. 94-142 which are still part of Individuals with Disabilities Education Act (IDEA) and are as follows:
Zero Reject- also known as Free, Appropriate Public Education Clause
Non-Discriminatory Assessment- also known as Multi-Factored Evaluation
Least Restrictive Environment- also known as Least Restrictive Alternative
Individual Education Plan
Procedural Due Process
Parental Participation

The first re-authorization in 1990 amended P.L. 94-142 and became Individual with Disabilities Education Act. the term of "handicapped" was changed to reflect the current term "disabled". This also added two disabling conditions, autism and traumatic brain surgery, to the previous eleven conditions. it also added the requirement of transition for all disabled students starting with age 16.

The current re-authorization in 1997 of IDEA reflect a stronger emphasis on family involvement, interagency coordination and where a child is educated.

Springfield District

Individualized Education Plan/ Least Restrictive Environment

Once eligibility for special services is determined, an Individualized Education Plan must be written to discuss goals, objectives, services and least restrictive environment. The IEP must be in force before special education services may be given. IEPs must be reviewed annually but may be reviewed more than that if the team determines it to be necessary.

There is no unilateral decision making in the IEP process. Parents, teachers, service providers, principals must come to a consensus on how best to serve a child with a disability.

Least restrictive environment is considered a continuum of service available depending on the need of the child. From least restrictive to more restrictive is listed as follows:

least restrictive
all regular classes with the support in the regular classroom
tutoring
resource room
self-contained classroom
separate school
institution

most restrictive
home bound instruction

Related services which may be considered for students with a disability include speech/language therapy, occupational therapy, physical therapy, adaptive physical education, special transportation, attendant services, aide services, mobility services, interpreter services, assistive technology, counseling services and nursing services.

Springfield District

Multi-Factored Evaluation

In order to determine eligibility for special education services, an initial multi-factored evaluation must be conducted by a team of qualified individuals. The MFE team, including the parents, gathers information to determine if the student qualifies as a student with a disability. The current disability categories include:?
1. Multiple disabilities (MH)
2. Deaf-blind disability
3. Hearing Impaired
4. Visually Impaired
5. Speech Impaired
6. Orthopedically Impaired
7. Other Health Impaired
8. Severe Emotional Disturbance
9. Mental Retardation
10. Specific Learning Disability
11. Preschooler with a Disability
12. Autism
13. Traumatic Brain Surgery

Eligibility criteria is spelled out in the state of Ohio Model Policies and Procedures and in the Rules and Regulations for the Education of Handicapped Children of 1984.

An additional requirement of Multi-Factored Evaluations is that eligibility must be re-established every three years. Parents must also give written permission to conduct a re-evaluation. After the initial multi-factored evaluation, the team must determine a re-evaluation plan and conduct the assessments every three years. In order to continue with special education services, eligibility must be met.

Springfield District

Guide to Springfield Local Schools- Section 504

What is Section 504?
Section 504 is the section of the Rehabilitation Act of 1973, now known as the Americans with Disabilities Act, which applies to persons with disabilities. Basically it is a civil rights act which protects the civil and constitutional rights of persons with disabilities. Section 504 prohibits organizations which receive federal finds from discriminating against otherwise qualified individuals solely on the basis of handicap.
Section 504, like the Individuals with Disabilities Education Act (IDEA), requires schools to provide children with disabilities a free appropriate public education consisting of regular or special education and related aids and services, all designed to meet the individuals student's needs- and subject to adequate evaluation, placement and procedural safeguards comparable to those prescribed under the (IDEA). Section 504 is enforced by the U.S. Department of Education, Office for Civil Rights (OCR).
The Section 504 standard of what is appropriate differs from the IDEA "appropriate" standard which requires the district to design a program reasonably calculated to confer educational benefit. Section 504 requires that handicapped persons be provided aids, benefits, or services that are as effective as those provided non-handicapped persons.

How does Section 504 define handicap?
A person is considered "handicapped" if he/she has a physical or mental impairment which substantially limits one or more major life activities. Impairments may include but are not limited to: speech, vision, orthopedic, mental retardation, emotional illness, learning disabilities, autism, heart? disease, traumatic brain injury, cerebral palsy, epilepsy, diabetes, chronic asthma, severe allergies, attention deficit disorder, multiple sclerosis, blood-born diseases and other health impairments.

What does "reasonable accommodation" mean?
A recipient of federal funds shall make reasonable accommodation to the known physical or mental limitations of an otherwise qualified person unless the recipient (school district) can demonstrate that the accommodation would impose undue hardship on the operation of its program. Courts have required accommodations which achieve "meaningful equal opportunity". Accommodations need to take into account both the functional limitations of the individual and alternative methods of performing tasks or activities which would permit people of varying abilities to participate without jeopardizing outcomes. Some examples of reasonable accommodations for a school include (but not limited to) the following: modified homework requirements, provision of readers, provision of taped textbooks, changes in the way tests are given or preferential seating.

Does Section 504 require an IEP?
Section 504 requires a written plan to determine the accommodations which will be provided. Decisions must be based upon information drawn from a variety of sources and all information must be documented and considered. A written plan for a student with a 504 is not as stringent as a plan for a student with an IEP. However, the decisions need to be made by a group of persons knowledgeable about the child.

Who should I contact if I believe my child requires a 504 accommodation plan?
Please contact the building principal to express your concern for your child. A 504 accommodation plan will require documentation from your child's physician in order for the team to best determine services needed.
Records are considered confidential and are maintained by the Department of Special Services. If you have a specific question regarding Section 504, please contact the Director of Special Services at 330.798.1111

Springfield District

Confidentiality/Procedural Safeguards

This section of IDEA provides the opportunity for the parents of a child with a disability to examine all records relating to that child and to participate in all the meetings with respect to the identification, evaluation, and education placement of the child. The concept of free, appropriate public education and the right to an independent educational evaluation of the child is detailed in this section.

Previous written notice (parent handbook "Whose IDEA is This?") must be given prior to evaluations and changes in placement to parents of a child with a disability. Parents must give permission in writing to proceed with evaluations and placement of a child with a disability. If a disagreement between? parents and the evaluation or IEP team exists, procedures are in place for mediation.

Springfield District

Responsibilities of the Special Services Department

The Department of Special Services in the Springfield Local School District is responsible for many aspects of day-to-day operations of the schools. Some of the services that are supervised by our department include: special education classrooms, special education tutors, developmental preschool programs, school psychology, speech/language therapy, occupational therapy, physical therapy, nursing, work-study and counselors. Some additional duties include overseeing students placed in out-of-district placements, alternative school placements, home instruction, home schooling, the chemical dependency unit at Edwin Shaw Hospital , and the juvenile court system.

This department is also accountable for maintaining compliance with federal laws for the Individuals with??Disabilities Education Act (IDEA), Americans with Disabilities Act and state of Ohio Rules and Regulations for the Education of Students with Disabilities.

Springfield District

Diane Taylor-Slick, Director	[ email ]
Pat Stone, Secretary	[ email ]

Special Notes - Fall 2006

Special Notes - Winter 2006

Special Notes - Fall 2005

Special Notes - Spring 2005
Special Notes - Winter 2005

Welcome
With the start of the new school year, we wish to welcome the new staff. They are as follows:
Dawn Wander – High School Cross Categorical classroom
Lori Morgan – High School Multiple Disabilities classroom
Becky Wilde – High School Resource Room
Jennifer Barnett – High School Resource Room (back from Spring Hill)
Tina Saley – High School Resource Room
Christina Marias – High School Tutor
Leona Cable – High School Tutor
Jackie Tennant – High School Tutor
Tonya Gunias – Spring Hill Tutor

We hope you have a successful and productive school year students, parents and staff.

MEASURING ACHIEVEMENT: WHAT YOU NEED TO KNOW ABOUT MODIFIED ACADEMIC ACHIEVEMENT STANDARDS
The U.S. Department of Education has released final regulations under the No Child Left Behind Act (NCLB) and the Individuals with Disabilities Education Act (IDEA) providing additional flexibility to state to more appropriately measure the achievement of certain students with disabilities. These regulations allow states to develop modified academic achievement standards that are challenging for eligible students and measure a student’s mastery of grade level content, but are less difficult than grade level achievement standards. The new regulations are part of an ongoing effort to ensure that all students, including those with disabilities, fully participate in a state’s accountability system and are assessed in an appropriate and accurate manner. Modified achievement standards are intended for a small group of students whose disability has prevented them from achieving grade-level proficiency and who likely will not reach grade-level achievement in the same timeframe as other students. Currently, these students must take either the grade-level assessment, which is often too difficult, or an alternate assessment for students with the most significant cognitive disabilities, which is too easy. Neither of these options provides an accurate assessment of what these students know and can demonstrate. Alternate assessments based on modified academic achievement will provide a more appropriate measure of these students’ achievement of grade-level content, and give teachers and parents information that can be used to better inform instruction. For this group of students, Ohio is planning on developing alternate assessments based on modified academic achievement standards. This will be in addition to the Ohio Achievement Test or Ohio Graduation Test and the alternate assessment. Plans for this additional test are currently in production but it will be at least three years before the test will be offered. Ohio may count the proficient and advanced scores on those new assessments when measuring adequate yearly progress (AYP) under NCLB, as long as the number of those scores does not exceed 2.0% of all students assessed. Ohio must develop guidelines for IEP Teams to ensure that they appropriately identify students to be assessed based on modified academic achievement standards. A student’s Individualized Education Plan (IEP) Team, which includes student’s parents, will determine whether the student will be assessed based on modified academic achievement standards. The regulations include several safeguards to ensure that students are not inappropriately assessed based on modified academic achievement standards, including not choosing such an assessment solely because of a particular disability; considering the student’s performance on multiple items of objective evidence over time; and evaluating annually whether it is appropriate to continue using such assessments. IEP goals that are based on grade-level content standards must be included in the IEPs of students who are assessed based on modified academic achievement standards. This will help ensure that these students receive instruction in grade-level content so that they can make progress toward meeting grade-level achievement. IEP goals that are based on grade-level content standards focus the teacher, student and parents on grade-level content and on providing the education supports and services that a student needs to reach those standards. With the addition of the final regulations on modified academic achievement standards under NCLB, students with disabilities may be assessed in the following ways (unless otherwise noted, the proficient and advanced scores for all students being appropriately assessed may be counted for AYP):

• General state assessment
• General state assessment with appropriate accommodations
• Alternate assessment based on grade-level academic achievement standards
• Alternate assessment based on modified academic achievement standards (up to 2% of all proficient and advanced scores may count towards AYP)
• Alternate assessment based on alternate academic achievement
standards (up to 1% of all proficient and advanced scores may count toward AYP.

IMPROVING COMMUNICATION SKILLS FOR IEP TEAMS
Communication skills go hand in hand with making the best of an IEP team meeting. All participants would benefit from the following tips in order to provide the most productive atmosphere in which to educate all students. The tips are as follows:
• Be self-aware. Do you have preconceived ideas about the student? Are you aware of your own and others’ perspectives and perceptions? Do you tend to judge others?
• Recognize your communication attitude. Are you passive, aggressive, angry, receptive, friendly, assertive? People respond to your attitude as much as to what you say.
• Listen more than you speak. Communication is a two-way process. Other people may have valuable information and insights that you need to hear.
• Ask questions. Direct your questions to the person most likely to have the information or expertise you need.
• Be clear and honest. Don’t blame. Focus on solutions instead. Limit criticism. Give positive feedback and praise as often as possible. Focus on specifics, not generalities.
• Be proactive. Set up a meeting before a problem becomes a crisis. You will be making a difference in the life of a child by working for a solution before the situation becomes critical.

ADA ONLINE COURSE
A free on-line course on the Americans with Disabilities Act (ADA) can be found at www.adabasics.org The ADA Basics Course, developed by regional Disability and Business Technical Assistance Centers, is designed to provide the basic principles and core concepts of the Americans with Disabilities Act of 1990. The 12 topic course may be accessed at any time using a computer or mobile device with an Internet connection. Each topic contains relative information and real-life examples to help increase your understanding of the ADA and includes:
* Multiple choice self-tests to “Apply Your Knowledge”
* Relevant court cases and additional “Tell Me More” resources
* A Glossary of frequently-used terms and resources for further reference.

Springfield District

Diane Taylor-Slick, Director	[ email ]
Pat Stone, Secretary	[ email ]

Special Notes - Winter 2006

Special Notes - Fall 2005

Special Notes - Spring 2005
Special Notes - Winter 2005

IDEIA Federal Regulations Become Effective
The IDEA 2004 federal regulations became effective on October 13, 2006. These regulations, issued by the U.S. Department of Education, provide the rules for implementing the part of the new law which governs Part B, or sections which control provision of services for all students with disabilities, ages 3 through 21 years, attending elementary and secondary schools in the United States. These regulations must follow the law passed by Congress and signed by President Bush on December 3, 2004.
According to Alexa Posny, the current director of the Office of Special Education Programs in Washington DC, the text of the regulations comprises 25% of the document, while approximately 70% is a preamble which summarizes the major changes to the law. Model forms for the IEP, as well as prior written notice forms, are included in the appendices. Taken all together, these regulations provide clarification on several issues, she said.
One new issue in these regulations is the eligibility for specific learning disabilities through a response to intervention model, although an I.Q. discrepancy model still can be used. Response to intervention is also connected to the 15% early intervening dollars which must come from the same dollars appropriated for providing services to students with disabilities.
The standards developed for training special education teaches under these new regulations require that they be no less than that for general education teachers to meet the “highly qualified teacher” standard of No Child Left Behind, the federal elementary and secondary education act, as amended.
Under these regulations, local education agencies (public schools) must find, identify and evaluate students attending private schools located in the district.
Most states have not yet changed their state rules to comply with these new regulations. States can have a higher standard. Basically, state education agencies can require local school districts to do more than the federal law requires, but not less. The Ohio Department of Education (ODE) has begun an internal process of rewriting the Operating Standards for Ohio Schools Serving Students with Disabilities, effective since July 2002. These rules are still in effect except where they conflict with federal law IDEIA 2004.
The ODE expects that the new Ohio standards will be completed prior to July 1, 2008, the expected effective date. The interim director of ODE’s Office of Exceptional Children, Thomas Scheid, has stated that there will be plenty of time for discussion prior to the effective date. The State Board of Education will hold public hearings on the standards prior to adoption.
It is not know at this time when Congress will begin the next re-authorization process for this federal special education law. The last cycle was seven years (from 1997 – 2004). The federal share of the cost has not yet reached 20% and in fact appears to be decreasing in an effort to urge state legislatures to fund a greater portion. In Ohio, all school funding has been determined to be unconstitutional.

LEARNING DISABILITY FACTS

To understand the impact learning disabilities have on children and young adults in the United States, it is helpful to look at some of the statistics. This brief fact sheet helps illustrate some of the figures.
Nearly 2.9 million students are currently receiving special education services for learning disabilities in the U. S. 50% of all students receiving special education services through the public schools are identified as having learning disabilities. (Source: 24th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2002).
The majority of all individuals with learning disabilities have difficulties in the area of reading. (Source: President’s Commission on Excellence in Special Education, 2002).
Two-thirds of secondary students with learning disabilities are reading three or more grade levels behind. Twenty percent are reading five or more grade levels behind. (Source: The Achievements of Youth with Disabilities during Secondary School, National Longitudinal Transition Study – 2, 2003).
44% of parents who noticed their child exhibiting signs of difficulty with learning waited a year or more before acknowledging their child might have a serious problem. (Source: Roper Starch Poll: Measuring Progress in Public and Parental Understanding of Learning Disabilities, 2000).
More than 27% of children with learning disabilities drop out of high school, compared to 11% or the general student population. (Source: 24th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2002).
Two-thirds of high school graduates with learning disabilities were rated “not qualified” to enter a four-year college, compared to 37% of non-disabled graduates. (Source: Students with Disabilities in Postsecondary Education - A Profile of Preparation, Participation, and Outcomes, NCES, 1999).
Only 13% of students with learning disabilities (compared to 53% of students in general population) have attended a four year post-secondary school program within two years of leaving high school. (Source: National Longitudinal Transition Study, 1994).
There is no causal link between learning disabilities and substance abuse, however the risk factors for adolescent substance abuse are very similar to the behavioral effects of learning disabilities, such as reduced self-esteem and academic difficulty. (Source: National Center for Addiction and Substance Abuse, 1999).
46% of all students with disabilities enrolled at post-secondary education institutions reported having learning disabilities. In public two-year institutions, 38% of all students with disabilities have learning disabilities. At public four-year institutions, 51% of students with disabilities have learning disabilities. (Source: National Center for Education Statistics, 1999).
Since 1992, the percentage of students with learning disabilities who spend more than 80% of their instructional time in general education has more than doubled, from 21% to 45%. (Source: 24th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2002).

SKILLS TUTOR
Skills tutor is an on-line service offered through Springfield Local Schools to help all students upgrade basic skills in the content areas. The Department of Special Services is using 15% of its Part B (IDEA) funds to assist intervention in the schools by helping to fund Skills Tutor. This computer program permits practice in reading, writing, math, social studies and science. Please check with your child’s teacher to determine passwords and offerings available. Skills Tutor is on the portal page and is easily accessible from any computer.

Springfield District

Diane Taylor-Slick, Director	[ email ]
Pat Stone, Secretary	[ email ]

Special Notes - Winter 2006

Special Notes - Fall 2005

Special Notes - Spring 2005
Special Notes - Winter 2005

PARENTS’ CORNER
With IEPs and graduation right around the corner, it is a good time to update parents of children with disabilities about transitioning students from school to a post school environment. Since the reauthorization of IDEA in 1990, transition has become a necessary and critical component of the law. The law describes Transition Services to be “a coordinated set of activities for a student with a disability that is designed within an outcome oriented process that promotes movement from school to post-school activities, including postsecondary education, vocational training, integrated employment (including supported employment), continuing adult education, adult services, independent living or community participation (which are addressed as part of the IEP).” (IDEIA 2004)

The law further requires school districts to connect a student’s annual IEP goals to the desired adult outcomes of the student through a course of study that focuses on what the student will need to help in attaining his/her post-school goals.

It is important to note that in Ohio, the student must be invited to his/her IEP meeting by age 14 if transition is to be discussed. Even if a student does not attend the meeting, the student’s input is essential in that his/her needs; interests and preferences must be considered when planning the course of study.

Over the past several years, the U.S. Department of Education and Ohio’s Department of Education have been giving more attention to the area of Transition Services due to poor post-school outcomes of graduates who had received special education services while in school.

Data from one study, The National Longitudinal Transition Study (NLTS) and the Ohio Longitudinal Transition Study indicate that though some gains have been made, students with disabilities still face significant challenges in achieving post-school goals in the area of living, employment and post-secondary education. The data show that a critical factor in improving success for students is a stronger connection between desired outcomes and annual goals for students

In other words, IEP goals should directly connect with what students need to know each year in order for them to be more likely to attain their desired adult outcomes. A clear connection between desired adult outcomes and annual goals is necessary to ensure that what is being worked on now is relevant to where a student wants to be later in life. Not only does this connection contribute to the likelihood of future success, it can also help students to see the relevance in what they are doing now – it may help motivate them and give them a reason to continue their education.

SPECIAL EDUCATION LAW UPDATE
With the re-authorization of IDEA completed in December 2004 and the rules in effect as of July 1, 2005, the state of Ohio is still awaiting the rules and regulations from the federal government in order re-write the rules and regulations for the state of Ohio. It is anticipated that there will be limited changes. As the rules and regulations are released, we will keep you informed of any changes which impact the education of students with disabilities.

ANNUAL REVIEWS OF INDIVIDUALIZED EDUCATION PLANS
In May, all buildings will be holding their annual IEP conferences. Please mark your schedule for the following dates:
Tuesday, April 25, 2006 – Portage Lakes Career Center
Wednesday, April 26, 2006 – Portage Lakes Career Center
Monday, May 1, 2006 – Roosevelt Elementary
Tuesday, May 2, 2006 – Schrop Elementary
Thursday, May 4, 2006 – Schrop Elementary
Friday, May 5, 2006 – Lakemore Elementary
Monday, May 8, 2006 – Young Elementary
Tuesday, May 9, 2006 – Spring Hill Junior High
Thursday, May 11, 2006 – Spring Hill Junior High
Friday, May 12, 2006 – Young Elementary
Monday, May 15, 2006 – High School
Tuesday, May 16, 2005 – High School
Thursday, May 18, 2006 – Boyer Kindergarten Center
Friday, May 19, 2006 – Developmental Preschool
Monday, May 22, 2006 – LEAP alternative school
Tuesday, May 23, 2006 – LEAP alternative school
Thursday, May 25, 2006 – Phoenix alternative school

VOLUNTEER ANYONE?
The Parent Advisory Council from Mid Eastern Ohio Special Education Regional Resource Center (MEO SERRC) is looking for parent volunteers. In order to be eligible, you must have a child with a disability and be willing to attend quarterly meetings held in the morning. If you would like more information, please contact this department.

DEVELOPMENTAL PRESCHOOL UPDATE
At the March 14, 2006 meeting of the Board of Education, a resolution was passed which now permits typically developing peers to attend our developmental preschool during the 2006 – 2007 school year for a fee of $800.00 each year.

Guidelines and applications will be available by calling Mrs. Christie Hubert at Young Elementary. The phone number is 330-798-1008 extension 5813.

Springfield District

Diane Taylor-Slick, Director	[ email ]
Pat Stone, Secretary	[ email ]

Special Notes - Fall 2005

Special Notes - Spring 2005
Special Notes - Winter 2005

WELCOME NEW STAFF
With the start of the 2005 － 2006 school year, the Department of Special Services would like to introduce our new staff members. They are:
Mr. Tom Hoza - high school resource room
Ms. Jenna Raber - high school resource room
Mr. Christopher Oryl - high school tutor
Mrs. Tina Saley - high school tutor
Mrs. Jennifer Marks - Spring Hill resource room
Mr. Matt Schlarb - Spring Hill resource room
Mr. Greg Jurica - Spring Hill resource room
Mrs. Melanie Smethers - Spring Hill resource room
Ms. Becky Briggs - Spring Hill tutor
Ms. Chani Cowling - Lakemore resource room
Mr. Christopher Gruska - Schrop tutor

GOODBYE AND GOOD LUCK TO RETIRING VETERAN STAFF
We had several retirements of veteran special education staff members in July 2005. We will miss them and all the hard work they did for the students of Springfield Local. They are:
Mr. Gary Slick - 32 years of experience
Mrs. Nancy Willett - 30 1/2 years of experience
Mrs. Clarajean Knepp - 30 years of experience

STAFF MEMBER DEPLOYED TO IRAQ
One of our staff members from the high school, Amy Casey, is on military leave and will be deployed to Iraq. Our thoughts are with her and warm wishes for a safe and speedy return.

PARENTS’ CORNER
In our continuing series of articles on Attention Deficit Disorder and Attention Deficit Hyperactivity Disorder (please see Fall 2004, Winter 2005 and Spring 2005), some recent research indicates that a specific fat is essential for the brain to run properly. This fat is found in fish oils - omega 3 fish oils to be specific. According to the research, over the last fifty years the fish oil (omega 3 fat) in our daily diet, has been replaced by corn oil (omega 5 fat). The omega 5 fat found in corn oil does not have the necessary nutritional components to allow the brain to function to the best of its ability. Omega 3 found in fish oil has been found to be more beneficial to the brain and the total nervous system. The research indicates supplementing the diet with fish oil omega 3 capsules. For more information, please go to the website for Dr. Mercola, a physician and holistic practitioner at mercola.com. His website has numerous articles to help students who have been diagnosed with ADD or ADHD.

SPECIAL EDUCATION LAW UPDATE
With the re-authorization of IDEA completed in December 2004 and the rules in effect as of July 1, 2005, the state of Ohio is completing the rules and regulations to be in compliance with Individuals with Disabilities Improvement Act. It is anticipated that there will be limited changes. As the rules and regulations are released, we will keep you informed of any changes which impact the education of students with disabilities.

Springfield District

Diane Taylor-Slick, Director	[ email ]
Pat Stone, Secretary	[ email ]

Special Notes - Spring 2005
Special Notes - Winter 2005

CLASSROOM HAPPENINGS
The Work-Study Program of Springfield High School is making stromboli and selling it. These frozen or pre-cooked treats make a delicious quick dinner when paired with a salad. If you are interested in purchasing the stromboli, please contact 330 -798-1111 extension 5192

Mrs. Maas' students at Spring Hill are once again making Easter candy and stepping stones for spring gardens. If you are interested in these items, please contact Spring Hill at 330- 798 - 1111 extension 5316.

PARENTING CORNER
In our last issue you found information regarding Attention Deficit Disorder and Attention Deficit Hyperactivity Disorder and ways to treat this concern in a natural manner. One of the suggestions is more time out in the sun for children with this condition. However because sunlight is very limited in Ohio, especially during the fall and winter months, a substitute light source is needed in order to provide this necessary sunlight. There are several lights on the market which simulate natural sunlight. One is called an Ott light - and it is available at office stores and JoAnn Fabrics. Artists use this type of light on cloudy days in their studios. It best reproduces natural light. There are several other types of lights available on the market with different price ranges. The GE Reveal light bulb may also be used in your own lamp as a substitute, if the price for an Ott light is not in your budget. The experts recommend approximately _ hour to an hour spent under this light during fall and winter months. This could be during homework time so you do not have to add more time to the child's schedule.

Is getting your child to complete tasks a struggle? Parents often complain that their child can not complete tasks without constant reminders. Parents also need to consider several things before assigning tasks. Some of the things to consider include:
1. Age of the child - the younger the child, use brief precise words in a one step direction task - avoid using contractions like don't (kids hear do) use ?do not? instead. Example - ?Get your shoes?
2. Avoid global statements - Example ?clean up your room? Kids do not know where to start and what you want them to accomplish. Instead say ?Pick up your toys and put them away.? After he/she accomplishes this task then ?Pick up all your dirty clothes and put them in the hamper? after this task then ?Make your bed? and so on.
3. Think of your child's learning strengths - some children do better with written directions. Use a checklist - or picture cues - visual cues do aid memory. Do not rely solely on verbal instructions.
4. Have the child repeat the verbal instructions back to you. When you want to know if a child has understood the directions, ask them to repeat what you said. You may be surprised what the child actually heard.
5. Teach the task you want completed. Children may not know what you want them to do or how to do it and they may need a demonstration (or two or three).
6. Use a reward system for tasks completed and a consequence system for non-compliance.

Taking the time to make sure your child not only understands what you would like them to do helps ensure that you will have a more pleasant experience when you need them to complete tasks.

SPECIAL EDUCATION LAW UPDATE
IDEIA (Individuals with Disabilities Education Improvement Act) passed in December 2004. Full compliance will be in effect on July 1, 2005. There were relatively few changes to the law. More details will be forthcoming once trainings are provided by the state of Ohio.

IEP time is right around the corner. Parent invitations with conference times will be mailed in April 2005. The Springfield Local Schools complete annual review Individualized Education Plans in May for all students currently enrolled. Please plan on attending this conference to give input for your child educational program for the 2005 - 2006 school year.

Springfield District

Diane Taylor-Slick, Director	[ email ]
Pat Stone, Secretary	[ email ]

Special Notes - Winter 2004

Classroom Happenings
The Work-Study Program of Springfield High School is hard at work on new wood working projects as well as cooking projects. They are currently building pine, oak and maple rocking horses for children as well as selling muffins and Christmas cookies. If you are interested in purchasing any of the items for sale in the Work-Study Program, please call 330-798-1111 extension 5192.
With the 2004 - 2005 school year, opportunities for inclusion have been expanded at the high school, Spring Hill and Schrop. These programs seem to be off to a good start but we are constantly monitoring the procedures in order to provide the most successful setting for all students. Ongoing training is being offered to all teachers to further support inclusion for students with special needs.
Students who require home instruction now have the opportunity to take advantage of the virtual learning academy through a contract between Springfield Local Schools and Jefferson County Educational Service Center. The program currently has ten students enrolled in it. In order to eligible for this service, the student must have access to a computer and the Internet in order to be eligible. Their physician must also state that the student requires home instruction due to on-going medical needs
The Developmental Preschool classrooms were moved over the summer due to a lack of space at Boyer Kindergarten Center with the addition of all day kindergarten. One classroom is now located at Lakemore Elementary with Nancy Marable as the teacher. The other classroom is now located at Young Elementary with Christie Hubert as the teacher. After much work by the preschool staff, the new classrooms look great. The playgrounds at both schools are being upgraded to accommodate preschool children from ages three to five.

PARENTS CORNER
As a new feature in this newsletter, we would like to use this column to discuss common parent concerns for the mental, social/emotional and physical development of children. One of the most common questions that parents will ask this department is what should they do with a child with ADD (Attention Deficit Disorder) or ADHD (Attention Deficit with Hyperactivity Disorder) to help them both at school and at home.
ADD or ADHD is becoming much more prevalent in the past few years than previously seen. The school is not able to make a diagnosis of ADD or ADHD because it is a medical diagnosis. But the school can give input to help your child's physician to diagnose this concern. There are diagnostic instruments available which the classroom teacher and the parent complete and the school psychologist can score which give vital information to the doctor. Diagnostic criteria includes the following:
a) Inattention (must demonstrate at least three of the following)
1. often fails to finish things he or she starts
2. often does not seem to listen
3. easily distracted
4. has difficulty concentrating on schoolwork or other tasks requiring sustained attention
5. has difficulty sticking to a play activity
b) Impulsivity (must demonstrate at least three of the following)
1. often acts before thinking
2. shifts excessively from one activity to another
3. has difficulty organizing work
4. needs a lot of supervision
5. frequently calls out in class
6. has difficulty awaiting turn in games or group situations
c) Hyperactivity (must demonstrate at least three of the following)
1. runs about or climbs on things excessively
2. has difficulty sitting still or fidgets excessively
3. has difficulty staying seated
4. moves about excessively during sleep
5. is always ?on the go? or acts as if ?driven by a motor?
d) Onset before the age of seven
e) Duration of at least six months
f) Special note - criterion is met only if the behavior is considerably more frequent than that of most people of the same mental age.

If the physician does give a diagnosis of ADD or ADHD, another common question is do you as a parent have any other alternatives to help your child other than medication? The answer is yes. ADD or ADHD is basically an overloading of the neurological system that impacts how the child receives and uses sensory information. There are techniques that may help your child to be calmer and more attentive. Recent research indicates that watching television needs to be curtailed significantly. The television waves and the constantly changing visual image has shown to have a negative effect on all people but especially children. Have your child play outside in the sun; recent research indicates that children with ADD/ADHD who have more physical activity in sunshine tend to have fewer symptoms. Do not ask your child to do homework the minute he/she comes home from school. The child has spent the last six hours in a classroom and he/she needs to have a break. Sensory integration techniques have proven very useful for allowing students to become more calm and alert. Have your child do some more strenuous physical activities. Go outside and climb play equipment, ride a bike, walk, run, do jumping jacks, do push-ups. Put a backpack filled with books on the child and have them walk upstairs. Have them carry a basket of laundry up the stairs. Have them hold heavier cans of food in each hand. These techniques help realign the neurological system to create a feeling of well being in a child with ADD/ADHD. Once you do have them do homework, have the child chew gum when they are doing it. Give them frequent breaks and have them do a physical activity as a break. Play calming music on the stereo (especially Mozart). You and your child will find that doing homework will be a much more pleasant situation. Next issue we will further discuss techniques for getting children to complete tasks without constant reminders.

SPECIAL EDUCATION LAW UPDATE
Is a child with ADD/ADHD eligible for services under IDEA (Individuals with Disabilities Education Act)? Congress did not add a category specifically for ADD/ADHD to the reauthorization of IDEA in 1997 and it is not expected that they will do so with the reauthorization that is currently pending. If a student has a medical diagnosis of ADD/ADHD and this condition is impacting his school achievement, the Intervention Assistance Team can request a multi-factored evaluation. If the testing demonstrates an adverse effect on the child, the team can consider the child eligible under the category of Other Health Impaired, Minor. This category is defined under the Ohio Operating Standards for Students with Disabilities as ?having limited strength, vitality or alertness due to a chronic health problem?. Services under IDEA would then be provided to the child.
If the child does not qualify under IDEA, the child may qualify under Section 504 of the Rehabilitation Act of 1973. This act was reauthorized as Americans with Disabilities Act in 1991. A student receiving services under Section 504 would be given accommodations in the regular classroom setting.

Springfield District

Diane Taylor-Slick, Director	[ email ]
Pat Stone, Secretary	[ email ]

Special Notes - September 2004

Classroom Happenings

Welcome to the 2004 - 2005 school year. Many wonderful things are happening in all our classrooms. Here are just a few noteworthy examples:
The PAWES Program (Pairing Animals with Exceptional Students) is starting its third year at the high school. New puppies are now in the classroom as well as some veteran dogs. Basically, students are assigned a puppy to train and this training helps the students in many areas. Most notable areas of improvement have been seen in behavior, attendance and academics. This program recently received statewide publicity when the program was written up in the Ohio School Boards Association Journal for August 2004 edition.
Three teachers of special education and the speech/language pathologist at Young Elementary received a grant from the Civitan Group for $400.00. Rena Belacic, Margie Skyrm, Irene Webster and Brett Zimmerman requested a digital camera in order to aid communication skills in students in need of intervention. Congratulations for your hard work in receiving this grant!
Each year the Mid-Eastern Ohio Regional Resource Center awards grants of up to $300.00 to special education teachers in our area. Last school year several Springfield Local teachers received separate awards. The teachers include Stacy Pendergast, Boyer Kindergarten, Pam McGill, Lakemore Elementary and Christie Hubert, Boyer Kindergarten.
Inclusion in regular classroom settings for students with disabilities continues to be expanded throughout the Springfield Local Schools. With the start of the 2004 - 2005 school year, new opportunities exist at both Springfield High School and at Schrop Intermediate School. We anticipate greater success for students with disabilities as they receive special education support within the regular classroom setting.
Students with disabilities who require home instruction will have expanded opportunities to stay current in their coursework through the use of technology. A contract with Jefferson County Educational Service Center was approved by the Board of Education at the July meeting. Virtual Learning training for the staff is currently underway.

NEW STAFF
With the start of the 2004 - 2005 school year, the Department of Special Services would like to introduce our new staff members. They are:

Ms. Cassie Schlauch - high school resource room
Mrs. Mackenzie Wagner - Spring Hill resource room
Ms. Tricia Law - Spring Hill resource room
Ms. Martha Parke - Roosevelt resource room
Mr. Matt Kersten - high school tutor
Mr. John Luse - Spring Hill tutor
Mrs. Melanie Smethers - Spring Hill tutor
Ms. Abby Watson - Spring Hill tutor
Ms. Melissa Bereider - Schrop tutor
Mrs. Dawn Wander - Schrop tutor
Ms. Rebecca Dolwick - Lakemore tutor

Special Education Law Update
Congress is still hearing debates on the reauthorization of IDEA (Individuals with Disabilities Education Act). We anticipate relatively few changes to the current law but some ideas still under debate include:
1. use of positive interventions for students with behavior concerns
2. change from an annual IEP review to a three year IEP review for students ages 18 - 21
3. reduce paperwork by requiring less procedural safeguard notification
4. elimination of short term objectives and benchmarks
5. two year limit on time frame for filing complaints
6. more mediation and less ability to file lawsuits
The major principles of IDEA which have been in place since 1975 include:
1. Zero reject or FAPE (Free Appropriate Public Education)
2. Non discriminatory testing (Multi-factored Evaluation)
3. Least Restrictive Environment
4. Individualized Education Plan
5. Procedural Due Process
6. Parental participation
One section of IDEA discusses the concept of CHILD FIND in order to locate all children living in our district who may require special education in order to be successful in school. If you know a child who may be in need of special education is between the ages of 3 and 21 years of age and resides in our district, please contact the Department of Special Services at 330-798 - 1111 or email diane.slick@springfieldspartans.org

A SPECIAL THANK YOU
A special thank you goes to Pat Stone, administrative assistant, for all her hard work over the summer so that students were able to start school smoothly with few (if any) problems. Teachers received their materials, supplies and rosters in a timely fashion and were better prepared for the students' arrival. This has been one of the best school openings in many years. Well done, Pat!

Springfield District

Diane Taylor-Slick, Director	[ email ]
Pat Stone, Secretary	[ email ]

Special Notes - November 2003

Classroom Happenings
Springfield Local Schools have many exceptional opportunities for students to be successful in their planned program. Some of the few noteworthy programs currently in operation during the 2003 ? 2004 school year are as follows:

The PAWES Program
(Pairing Animals with Exceptional Students)
This program was initiated in October 2002 as an experimental venture to measure the effect of animals in the classroom upon students? behavior. Six Labrador Retriever puppies were introduced into a Springfield High School resource room for students with severe emotional disturbances. Each student was assigned a dog for which he was responsible. The students lead their dog through obedience training classes and animal health care activities. The dogs were placed in cages in the classroom during academic class time. The students earned points for individual training time with their animal. The program was such a success it continues this school year after receiving numerous awards. Three students, three dogs, Mrs. Smith and Ms. Edinger were invited to the Ohio School Board Association Conference in early November to discuss this outstanding program. Congratulations to Renee Smith, teacher and Kristin Edinger, school psychologist for initiating this exceptional program.

Job Training Corps
The Job Training Corps is a recent addition to the Springfield High School cross-categorical resource room for students with moderate to intensive needs. This job-training program is an intensive work adjustment program for students to learn appropriate job skills and social skills in order to be successful in the world of work. The students are learning skills in housekeeping, laundry, custodial, stocking, bagging, bussing and dish washing which can be used in many competitive job situations. The students are also placed in various job sites on campus to further their opportunities to work with different adults. Once the students? skills improve, they may be placed in the community at a competitive job with a one to one job coach paid for by Bureau of Vocational Rehabilitation funding. The teachers for this program are Amanda Gostlin, Gary Slick, Cory Sutton and teaching assistant, Mary Errington. A special thanks to the staff and to the student teacher from Kent State University, Paul Milligan, for starting this Job Training Program! We are sure that many new employees will be hired due to the efforts of these teachers

Collaboration at Young
Three teachers from Young Elementary have combined forces this school year to help integrate students with moderate to intensive needs in activities with more typically developing peers. This program is the result of much hard work by Rena Belacic, Margie Skyrm and Brett Zimmerman. Weekly activities are planned to permit many different students to interact and assist students with severe disabilities. Many thanks for all the hard work and efforts of all involved in this worthwhile project.

Inclusion at Spring Hill
Spring Hill Junior High is now in its second year of a program which uses an inclusion model for servicing students with special needs. Regular classroom teachers and special education teachers co-teach the regular classroom curriculum in the areas of language arts, reading, math, social studies and science based upon the needs of the student as determined by the IEP team. All students? benefit by having two teachers to permit more individual teaching and modifications are more easily adapted for each student?s learning strengths. The special education staff participating in this inclusion model is Charlene Michel, Josh Klein, Stacia Kaschak, Jeanette Ritzman, Stacy Kaufman and Jim Gannon. Great job everyone!

Special Education Law Update
The United States Senate is currently considering IDEA (Individuals with Disabilities Education Act) for reauthorization. We anticipate very few changes to current law but some of the items under consideration are as follows:
1) Include positive interventions for students with behavior problems
2) Changes from annual IEP to three year IEP for students ages 18 ? 21
3) Reduces number of times procedural safeguards are required
4) Eliminates short-term objectives and benchmarks
5) Two year limit for filing complaints
6) Extends the time frame for special education personnel to be considered highly qualified teachers under No Child Left Behind due to the extreme shortage of special education teachers
7) Transitional services are required from age 14
8) Mentions autism as a disorder.
The major principles of IDEA which have been in place since PL 94 ?142 The Education of All Handicapped Act of 1975 include:
1) Zero Reject or FAPE or Free Appropriate Public Education
2) Non-discriminatory Assessment or Multi-Factored Evaluation
3) Least Restrictive Environment
4) Individualized Education Plan
5) Procedural Due Process
6) Parental Participation
One section of IDEA discusses the concept of child find in order to locate all children in a district who may require special education services in order to be successful in school. If you know of a child who may be in need of special education services and are between the ages of 3 and 21 years of age, please contact the special services department at 330 ? 798 ? 1111.

Individualized Education Plan Progress Reports
The first report cards of the 2003 ? 2004 school year were recently sent home. Parents of children with disabilities should also receive with their child?s report card an IEP progress report, which grades the progress on each goal and objective, determined by the IEP team. If you did not receive an IEP progress report, please contact your child?s special education teacher.

State Standards
Did you know that state standards for typically developing students should also be used when determining needs, goals and objectives for a student with an individualized education plan? IDEA specifically discusses access to the regular class curriculum for all students on an IEP. The student may need a standard based on a lower grade level than their current grade level, but state standards must now be included on any IEP. With the newly adopted Operating Standards for Students with Disabilities from the state of Ohio and the newly adopted Ohio Model Policies and Procedures, the Individualized Education Plan format is changed to include a section to state the specific standard used for the goal/objective. During the 2003- 2004 school year, the Springfield Local Schools will be using the newly adopted forms after additional training for staff members.

New Staff
With the start of the 2003 ?2004 school year, the Department of Special Services would like to introduce our new staff members. They are as follows:
Mrs. Amy Ventura ? high school resource
Ms. Nicole Rosenberger ? Lakemore tutor
Mr. Cory Sutton ? high school resource
Mr. Matt Samaco ? Roosevelt resource
Ms. Jennifer Barnett ? high school tutor
Ms. Sheila Wright ? Roosevelt resource
Ms. Amy Madden ? high school tutor
Mrs. Melissa Galloway ? Roosevelt tutor
Mr. Mark Patti ? high school tutor
Mrs. Kelly Howiler-Stone ? Schrop tutor
Mrs. Stacia Kaschak ? Spring Hill resource
Mr. Brett Zimmerman ? Young resource
Mrs. Angela Callaway ? Spring Hill tutor
Mrs. Sonya Cunningham ?Young tutor
Mrs. Andrea Riffle ? Spring Hill counselor
Mr. Matthew Schlarb ? Young tutor

Springfield District

Special Notes - February 2004

Special Education Law Update
Individuals with Disabilities Education Act (IDEA) Reauthorization
As reported in the November 2003 newsletter, IDEA is up for reauthorization. However both the Senate and the House of Representatives have stalled this important piece of legislation due to debates over several key topics. The areas of concern include discipline of students with disabilities and funding issues. It is anticipated that IDEA will be tabled until after the presidential election in November 2004.

Individuals with Disabilities Education Act (IDEA) and Least Restrictive Environment (LRE)
One of the main concepts of IDEA which has been in place since the 1975 Education of All Handicapped Students (PL 94 ? 142) discusses least restrictive environment (LRE). Least restrictive environment refers to where a student with a disability is educated. Under LRE, a continuum of services must be in place in order to serve all students in an appropriate manner. The Individualized Education Plan team is responsible for making educational decisions on least restrictive environment for each student with a disability. Typically the continuum contains the following services (listed from least restricted to most restricted).
- Regular classroom with support
- Regular classroom with tutoring
- Resource room
- Self-contained special education classroom
- Separate school facility
- Separate residential institution
- Homebound services
Each year (or more often, if requested) the IEP team must determine goals, objectives and least restrictive environment for each student with a disability.

Manifestation Determination under Individuals with Disabilities Education Act (IDEA)
Students with disabilities who have been suspended for ten days during a school year must have a team meeting set up to reconvene their Individualized Education Plan. This process, called a manifestation determination, must be conducted to determine if the student?s behavior is a result of their disability. A manifestation determination/IEP team looks at the behavior subject to disciplinary action, the disability, the services listed on the IEP, the multi-factored evaluation and if services have been provided in an appropriate manner. If the manifestation determination/ IEP team determines that all services are appropriate and the behavior is not a part of the student?s disability, then the student can be disciplined like any student in the regular classroom settings. If the manifestation determination/IEP team determines that the behavior is a part of the student?s disability, a positive behavior plan must be put into place and the student is not subject to further disciplinary action. In either case, special education services, as listed on the Individualized Education Plan, must be continued with no break in services.

State of Ohio Special Education Operating Standards Require Interventions Prior to MFE
With the Ohio operating standards for special education being revised to align more closely with Individuals with Disabilities Act (IDEA), appropriate interventions must be conducted and documented prior to a multi-factored evaluation for any student. These appropriate interventions (accommodations and/or modifications) must be conducted in both the regular classroom setting prior to involvement by the IAT as well as by the Intervention Assistance Team after the referral has been received. The Intervention Assistance Team must consider all appropriate interventions and keep detailed documentation prior to referring a child for a multi-factored evaluation. Parents can no longer circumvent the Intervention Assistance Team by immediately requesting a multi-factored evaluation for their child and having it completed.

Extended School Year Services
With Individualized Education Plan (IEP) annual review season rapidly approaching, one of the special factors, which must be considered for each student with a disability, is Extended School Year Service. It is expected that children who have disabilities will receive a free/appropriate public education by being provided special education and/or related services during the regular school year, which a school district provides for all students. For some children who have disabilities, this typical school year is not sufficient for them to receive a free/appropriate public education and they may be eligible for extended school year. The IEP team responding to a number of required questions makes the determination of eligibility. The questions are as follows:
1. The student is failing, or is likely to fail, to achieve short-term instructional objectives on the IEP due to interruption of instruction between school years. The following data was considered to make this decision
2. The student failed to achieve short-term instructional objectives during the school year. The IEP team met on the following date _______________ and (circle one) modified the IEP or determined the IEP was appropriate as written.
3. The severity of the student?s disability would impact on independence as an adult without the provision of Extended School Year services.
If the answer to any of the above questions is yes, the student may be eligible for Extended School Year services and the IEP team will determine appropriate services as applicable.

Welcome to Mackenzie Mangan!
Please join us in welcoming Mackenzie Mangan to our staff at Spring Hill. Mackenzie is replacing a special education teacher who is retiring. Mackenzie is a recent graduate of The University of Akron receiving her Bachelor?s degree in special education in December 2003. Ms. Mangan completed two student teaching placements in the Springfield Local Schools. She student taught in the High School Work-Study Program with Mrs. Amanda Gostlin and at Spring Hill with Ms. Charlene Michael. The special education staff is pleased that she decided to take a position in our district.

Special Education Staff Inservices
The special education staff has been kept busy receiving training in the New Model Policies and Procedures for Special Education. All day workshop training in the new IEP program and the computer software have been conducted. Other opportunities have included using regular curriculum standards in special education, writing appropriate goals/objectives, diagnostic/prescriptive teaching, working with students with autism, and much more. Future offerings in Nonviolent Crisis Intervention are being pursued.

Springfield District

Diane Taylor-Slick, Director	[ email ]
Pat Stone, Secretary	[ email ]

Special Notes - Winter 2004
Special Notes - February 2004
Special Notes - November 2003

Special Education Law Update
The Ohio Department of Education (ODE) has recently begun a new type of monitoring of school districts to ensure that students with disabilities are receiving educational services, which will allow them to achieve to higher standards. This method is called focused monitoring. The focused monitoring will be data driven and will look at results for students. A group of stakeholders have been meeting for over a year to determine the criteria for these monitoring visits. In the past, paperwork compliance was the central issue for a state review. While appropriate IEP goals and objectives are still necessary, focused monitoring will look at the success of students in meeting academic content standards. Some of the data which maybe reviewed includes: fourth and sixth grade proficiency test data, number of students with disabilities who drop out of school, suspensions and expulsion information and numbers of graduates.

Frequently asked questions regarding focused monitoring
1. What are grade or academic content standards? They are general statements of what all students should know and be able to do at certain grade levels.
2. How can my child be expected to learn in a 5th grade classroom when he is only reading at the 3rd grade level? The way they will be taught will be at the level where they are currently assessed. Accommodations are adjustments in the way materials are presented or in the way students respond to the materials can be used to help students reach the standard. Other students may need modifications, which reduce the quantity or the complexity of the work.
3. Does this mean that all students will be in regular classes all the time? The Individualized Education Plan team makes the decisions on where the child will learn best. This is also called Least Restrictive Environment or LRE.
4. Why am I hearing so much about access to the general curriculum and content standards now? The No Child Left Behind Act, IDEA and Ohio?s Senate Bill 1 all combine to make this happen: No Child Left Behind requires accountability through assessment and students to make ?adequate yearly progress?, IDEA requires that students with disabilities have access to the general curriculum, and Senate Bill 1 requires standards, model curricula and assessments.
5. What are Grade Level Indicators? They are statements of what all children should know at each grade level.
6. What are Present Levels of Performance? They state where the student is and how it will affect their involvement and progress in the general curriculum. The IEP Team needs to consider the student?s strengths, interests, skills and Achievement levels and how they relate to the content standards.
7. What is a Benchmark? It is a statement of what a student should know and be able to do. Benchmarks are used to measure a student?s progress towards an IEP goal.
8. What are short-term objectives? They are statements on the IEP which break each goal into smaller steps. They are measurable, intermediate steps between the present level of performance and annual goal. Objectives include the behavior (student action) we expect, the criteria for acceptable completion of the objective and the evaluation procedure.
9. What is an annual goal? Annual goals are written, measurable targets set for the student to reach in one year. They are developed for each area of need that has been identified as a priority. They are a plan for bridging the gap between where a student is and where he needs to be.
10. My child has more needs that the IEP has goals. Why? A student?s needs are looked at and the most important ones are set as goals. The end result is for the student to make progress and choosing the most important goals insures that they will receive adequate instruction to make that progress.

IEP Annual Reviews Set for May 2004
Please mark your calendars for the following building?s IEP dates, which will be held during the month of May. Your child?s teacher will be contacting you as to the specific time for the IEP conference. You will also be receiving in the mail a rough draft copy of the IEP goals and objectives proposed for the next school year. Please try to attend your child?s IEP meeting and give your input into the goals, objectives and services you feel would be necessary for your child.

Monday, April 26, 2004 ? Portage Lakes Career Center
Monday, May 3, 2004 ? Roosevelt Elementary
Tuesday, May 4, 2004 ? Schrop Intermediate
Wednesday, May 5, 2004 ? Schrop Intermediate
Friday, May 7, 2004 ? Lakemore Elementary
Monday, May 10, 2004 ? Young Elementary
Tuesday, May 11, 2004 ? Young Elementary
Thursday, May 13, 2004 ? Spring Hill Junior High
Friday, May 14, 2004 ? Spring Hill Junior High
Monday, May 17, 2004 ? High School
Tuesday, May 18, 2004 ? High School
Thursday, May 20, 2004 ? Boyer Kindergarten Center
Friday, May 21, 2004 ? Developmental Preschool at Boyer
Monday, May 24, 2004 ? Phoenix Alternative School
Tuesday, May 25, 2004 ? LEAP Alternative School
Friday, May 28, 2004 ? Developmental Preschool at Boyer
Tuesday, June 1, 2004 ? Calico Center at Weaver School

PLANNING FOR 2004 ? 2005 SCHOOL YEAR WELL UNDERWAY
All Day Kindergarten at Boyer Kindergarten Center
If you have a child who will be five years old on or before August 1st, please go to Boyer Kindergarten Center to pick up a packet for enrollment. You will need the following information in order to enroll your child:
1. social security card for the child
2. birth certificate for the child
3. immunization record for the child
4. proof of custody, if any
5. two proofs of residency

If your child will not be five years old on or before August 1st but you feel your child is ready to start Kindergarten, you may request an early entrance to kindergarten testing. This testing is completed by a school psychologist during the month of June and a written request packet is available from this office or Boyer Kindergarten Center.

Developmental Preschool to be Relocated
Due to the addition of all day kindergarten at Boyer Kindergarten Center, we must relocate the two developmental preschool programs currently in Boyer. Ms. Nancy Marable?s class will relocate to the first floor of Lakemore Elementary and Mrs. Christie Hubert?s class will relocate to the first hallway at Young Elementary. Mrs. Jennifer Radosevic and Mrs. Pam McGill will still provide speech and language services. As more decisions are made, more information will be forthcoming.