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quetions for special ed./reg. ed. teachers
Old 02-05-2018, 03:40 PM
 
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There is a primary special ed. teacher who works with 1 of my students and 2 of my coteacher's students.. He comes in and just sits with them or helps them complete whatever work I have. When he is out the sub comes in with their schedule and says "I'm suppose to be here now" There were no plans--no anything.

I asked for an IEP at the beginning of the year but have no minutes he's supposed to service these kids, whether he pushes in or pulls out. One of the kids has a focusing disability. Most days he's in the door at a minute or two before school starts and out the door shortly after kids leave. I know that many bring work home, but I really don't think that's the case.

I feel like the kids are not getting what they deserve, I don't know how to approach him or what it is he should be doing. We have plenty of reading data that he could look at to tailor lessons for the kids. He's supposed to have them for 50 minutes. This is a combined time with another teacher's two students during our ELA time. I have 3 centers for my reading and he's in there with them for 2 center times and then I do guided reading with them. For part of the time he reads a book with them. One time he watched them listen to a book on tape. I just think the time could be used in such a more productive way. Any advice?


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What I would do
Old 02-05-2018, 04:00 PM
 
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Do you have a folder with each special ed student's name and goals/objectives in each area? I would do that first. If you don't have copies of the IEPs, then ask for copies. He should have data forms that he fills out on each objective. Provide him with a copy of your lesson plans and ask him to assist in modifying assignments per the IEP. He may not have a clue what he's supposed to be doing.
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Old 02-05-2018, 04:28 PM
 
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It's not my job to document or oversee what SpEd does with students on their roster. I'm happy to collaborate, but I'm not SpEd's supervisor.

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Most days he's in the door at a minute or two before school starts and out the door shortly after kids leave. I know that many bring work home, but I really don't think that's the case.
If he is working contract hours, this is irrelevant. And, if he's not working contract hours, that's admin's problem.
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Old 02-05-2018, 04:29 PM
 
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I agree with Spedder.....he sounds like he is just floating and you're right.....the kids are not getting the services they need. It may be awkward, but better late than never. I'd do the folders and try to get him to actually work with modifying your lessons.
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Old 02-05-2018, 05:24 PM
 
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Is this a certified teacher or a SPED paraeducator? What you are describing sounds like what our paras do in some cases to support students with IEPs during their gen ed time.

Is there someone above this person who would have access to the SPED file, IEP and minutes? As the classroom teacher, I would want to know my student's IEP goals so that we could be working together to reach them. In my building, our VP or our shared School Psych would be able to get me that information as well. You can really only control what you are doing for the student, so having the IEP goals will help you with what you need to do. Not to mention, you should have the IEP so that you can be sure you are providing required accommodations.

We have a teacher at our school who is nearing retirement - probably this summer. He has been doing the bare minimum for about 2 years and it enrages pretty much everyone. Ultimately, that is an administrative issue. If you feel compelled to, you could approach this teacher about your student and what is being done for him/her because you are a team working together to help this student. I wouldn't comment on his work with other classrooms, the hours he is keeping, or anything else beyond your specific shared student.


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Are there minutes or no?
Old 02-05-2018, 05:58 PM
 
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either as push in or pull out... If one area says one thing and another place says another, that is an issue.

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I asked for an IEP at the beginning of the year but have no minutes he's supposed to service these kids, whether he pushes in or pulls out....

He's supposed to have them for 50 minutes.
If the IEP is confusing or contradictory, can you use that as an opening? What does he do in the other teacher's room?

Is he new? I would think he should at least be addressing, teaching and documenting the progress of the stated IEP goals. Maybe you could ask for his notes... "Hey, Mr. SpEd, I seem to have misplaced my notes on little Stevie, can you give me your notes for January?
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Old 02-05-2018, 06:26 PM
 
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I am a bit put out that this teacher (not a para) doesn't seem to be servicing the kids. It doesn't matter when he comes to or from school. I was being petty bringing that up. It does matter if the students are getting what they need. It's frustrating. These kids are always going to struggle, but they deserve the services they should be receiving. I just know when the sub comes in they have the schedule and my grade level is slotted for 50 minutes.

I don't know if it is push-in or pull-out services. The IEP he gave me doesn't specify. It just tells their disability and testing as well as room accommodations (alternative work location, wait time, classroom rules, follow directions). It also says they should go up two reading levels but that seems so vague. Should there be yearly or quarterly goals? I would like my student and the other students to have concrete goals to work toward.

The aides seem to do more for the students than him and could easily do what he is doing. He wants to be a buddy to kids and is sometimes disruptive, so I do have other issues with him.
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Old 02-06-2018, 02:40 AM
 
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You should have a copy of each student's IEP at the beginning of the year. You legally need to be aware of accommodations for the students. Have you approached him about any of these issues? I think admin. definitely needs to be made aware of your concerns, as well.
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Old 02-06-2018, 10:54 AM
 
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At the very min (by law in Texas) you have to be given:
1. Their goals
2. Their accommodations and or modifications
3. Their testing accommodations and modifications
4. Behavior improvement plan (if they have one)

I would ask him to sit with you and pull up this information so that you know. Also some special education students are just listed as monitor on the ieps so until you see them its hard to judge.

The students can be listed as:
specialized support - the special education teacher does the lesson (pull out or co teach model)
advance support - the special education teacher front loads vocab or a supplementary aid for the student
support facilitation - special education works with the gen ed teacher to help the student over confusing concepts but spends limited time with the actual student
behavior support - the special education teacher just checks in to make sure the student is behaving and handles any issues that arise. The sped works with both teacher and student to help extinguish behaviors
monitor support - the student has learned to use the modifications and accommodations and no longer needs additional support. The sped teacher monitors the student in case additional help becomes needed

Depending on the needs of the student the IEP monitoring notes are completed by either the sped or gen ed teacher or by both of them.
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Old 02-06-2018, 12:26 PM
 
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It is just possible that this is coming from higher up. I was an ESL specialist teacher last year, and that is exactly how I was expected to function. No program of my own, just be with the kids to do whatever thye were doing in class. I hated it with a passion, and fought back at every opportunity (usually to my detriment) and am very glad to be out of the toxic environment, but is there a possibility this is out of his hands? Or that this is the environment he has come from, and he's just given up the fight?


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