Special Education

Transition from 6th grade (Rushmore) to 7th grade (Middle School)

Brittany Woznick & Lindsey Porcello

PURPOSE
The purpose of this initiative is to provide special education students with
Individualized Education Plans that best meet their needs during the
transition year from sixth grade to seventh grade.

Providing these students with the proper individualized plan will help set
them up for academic, social, and emotional success during this crucial
time period in their educational lives.
GOAL
Both 6th and 7th grade special education teachers will become more
familiar with the supports for special education students at each grade
level.
Both 6th and 7th grade special education teachers will better understand
the varying challenges of the Rushmore-Middle School transition for
students with special needs.
Ultimately, we will be able to provide the appropriate programs, goals,
modifications, and accommodations for each special needs student, that
will “fit” the new setting.
 OBJECTIVES
1. To construct IEP goals that are
appropriated for the middle school setting
for English, Social Studies, Mathematics
and Science classes with a focus on What I need to know…
common language, criteria, method,
● Appropriate grade level goals that are
responsibility and schedule that all needs
aligned with the Next Generation Learning
to be followed, and is aligned with the
standards that can be implemented in
middle school setting and structure.
Social Studies, English Language Arts,
Goals will be tailored to fit the appropriate Mathematics, and Science classrooms at
settings, such as inclusion, self-contained the secondary level.
and resource classes. This will display
clear information on what students should
be working towards based on their
individual strengths and improvements.
OBJECTIVES continued
2. To create a framework of the incorporation of 3. To distinguish the program modifications and
related services such as student counseling, accommodations that the 7th grade team of
occupational therapy, physical therapy, speech, special education teachers can support, is
content support class, resource room, and appropriate and can be implemented at the
reading services that are provided at the middle middle school level. Language and formatting of
school level and how they are incorporated into the Individualized Education Plan (IEP) will be
each individual student’s schedule. This will able to be executed, so that middle school
provide consistency in the scheduling of special education teachers can perform the
students at the middle school level based on the necessary modifications and accommodations
structure for each type of program and setting without having to make amendments to the
that is offered at the secondary level. documents at the start of the school year.
Comparison between the two buildings will be
identified and will show the similarities and
differences between transitioning from
elementary to middle school.
Projected Timeline for 2019-2020 School Year
January February March April May June

-Brainstorm -Outreach to -Meeting with -Conference -Meeting with -Conference

-Draft -Rushmore Chairperson for via Zoom to middle school with colleague
-Meeting with teachers Special Education make Assistant to finalize
Special -Meeting with 7-12 adjustments Principal resource to be
Education 7-12 Rushmore -Meeting with due to Survey middle shared with the
Chairperson teachers Assistant COVID-19 school teachers district special
-Approval -Gather, compile, Superintendent -Meeting with -Meeting with education
-Establish key analyze, Professional Chairperson of middle school teachers for the
components breakdown development for Special special following school
-Goals and information 7-12 staff Education to education year
objectives finalize remote teachers -Meeting with
-Designate roles project ideas/ Special
Education
Chairperson

*Changes from April-June were conducted online due to COVID-19.

 Projected Timeline for 2020-2021 School Year
September October November December January February March April May June

408s are Begin 1st meeting Meet with 6th Begin 2nd meeting Annual Annual Reviews Annual Preview
created to gain introducing with with 6th grade special implementation with 6th and Reviews Reviews meeting for
a “snapshot” of the idea for and 7th grade education of ideas for 3 7th grade Begin for Checkpoint 21-22
students’ IEPs. the need to special teachers to objectives into special Middle meeting with Continue to school year
creating education discuss 3 IEPs for education School Chairperson of reflect and
Initial effective teachers to objectives: 2021-2022 teachers to Special make Teacher
Department IEPs for introduce school year share out Make Education; necessary Survey
Special special transition 1) created ideas for necessary reflect on changes
Education education needs at appropriate IEP objectives changes to implementation;
meeting students middle school goals IEPs make necessary
by transitioning level changes
building level from 6th to 2) related
7th grade Introduce key services
elements of
Next 3) program
Generation modifications
Learning and
Standards for accommodations
all subject
areas
Next Generation Learning Standards
 10 Key Ideas of The Next Generation Learning Standards
1. "Next Generation Learning Standards" - what students are expected to know and be able to do at
various grade levels

2. The revamped and renamed standards

3. Some learning standards were thrown out; others were merged; some standards were moved to
different grade levels.

4. Issued a set of pre-K–2 recommendations, such as incorporating "play" as an instructional

strategy

5. Commissioner MaryEllen Elia, who served on the Common Core Task Force, launched SED's
extensive review and vowed that changes would not be rushed through like last time

https://www.nysut.org/news/nysut-united/issues/2017/june-2017/10-things-you-need-to-know
 10 Key Ideas of The Next Generation Learning Standards con’t.
6. Change to the ELA standards includes encouraging a more healthy balance
of informational reading and literary texts to ensure students read both
full-length texts and shorter pieces, as well as to encourage reading for pleasure

7. To provide more time for students to develop deep levels of understanding of

math content, the review committees suggested major grade movements in
statistics and probability at the middle level and in algebra at the high school
level. Some changes are semantic. For example, the new standard calls for
"exploring" a concept without the expectation of mastering the concept at that
grade level.

https://www.nysut.org/news/nysut-united/issues/2017/june-2017/10-things-you-need-to-know
 10 Key Ideas of Next Generation Learning Standards con’t.
8. The full text of the revised standards are available at
www.nysed.gov/aimhighny. NYSED is accepting public comment on the revised
standards through June 2. It is expected the Regents will vote on adopting the
standards at the June 12–13 meeting.
9. Once the Regents approve the new standards, the State Education
Department will work with district superintendents, the Staff and Curriculum
Development Network and teacher centers to develop and provide guidance on
professional development for teachers to implement the new standards.
Additional resources will include clear communications for parents; resources
for English language learners and students with disabilities; a glossary of terms;
and crosswalks to show the main differences between the new standards and
the 2011 standards.
https://www.nysut.org/news/nysut-united/issues/2017/june-2017/10-things-you-need-to-know
 Next Generation Learning Standards
English Language Arts

http://www.nysed.gov/common/nysed/files/68elastandardsglance.pdf
Next Generation Learning Standards
Social Studies

http://www.nysed.gov/common/nysed/files/sslearn.pdf
 Next Generation Learning Standards
7th Grade Mathematics

http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction/nys-next-generation-mathematics-p-12-standards.pdf
 Next Generation Learning Standards
Middle School Science

http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction/ms-science-learning-standards.pdf
Sample Reading Goals for 7th Grade English
When presented with a list of 20 unknown and multiple-meaning words and phrases, selected by the teacher,
Student will define the words and phrases.

When presented with narrative and/or informational text Student will cite pieces of textual evidence to support
analysis of what the text says and inferences drawn from the text.

When presented with narrative and/or informational text Student will determine the meanings of words and
phrases as they are used in the text.

Student will determine the main idea, setting and characters to provide an understanding of a reading
comprehension assignment.

Student will identify unfamiliar words and increase his/her reading decoding skills.

When presented with literature text and/or specific informational text from Student’s content area subjects, Student
will read fluently with accuracy and appropriate rate.
Sample Writing Goals for 7th Grade English
When presented with a list multiple-meaning words and phrases selected by the teacher from reading
literature and content area subjects, Student will use them in sentences.

When given a writing assignment, Student will utilize correct conventions of standard written English
including punctuation, capitalization and grammar.

Student will write a formal explanatory/argument, of up to 4 paragraphs, with evidence and reasons to
support his/her claim, using credible sources and a concluding statement that supports the argument.

When given a writing assignment, Student will use the writing process of planning and revising in
assessing if audience and purpose have been adequately addressed.

Student will write a paragraph using a sufficient number of details to describe details, actions and thoughts
pertaining to the assignment.
Sample Goals for 7th grade Mathematics
Given two ratios and a coordinate plane, Student will be able to recognize and represent proportional
relationships.

Student will be able to solve mathematical problems involving the four operations with rational numbers.

Given real-world problems, Student will be able to create and solve one-step equations.

Given real-world problems, Student will be able to create, solve, and represent one-step inequalities.

Student will be able to solve mathematical problems involving two-dimensional and three-dimensional
objects composed of triangles and trapezoids.

When presented with multi-step mathematics word problems, Student will identify key information and
apply previously learned skills in order to properly answer the given questions.
 Tips for Goal Writing - Transition Year
★ *NO TRIALS
★ Special education teacher will track goal over entire grading period,
usually each marking period, report card, progress report
★ Percentages
★ Work samples - gathered by classroom special education teacher & IEP
responsible teacher
★ Observations
 ● Speech
○ Pull out or push in by Carle Place
speech pathologist
○ Rotation, support or lunch period
○ Pull out or push in
● Occupational Therapy
○ Outside agency
○ Scheduled by individual

Support Services
○ Pull out or push in
● Physical Therapy
○ Outside agency
○ Scheduled by individual
○ Pull out or push in
Middle School Level ● Literary Support
○ Pull out by Carle Place reading
*IEP responsible teacher maintains contact with each member specialist
providing support services ○ Rotation, support or lunch period
● Counseling
○ Group or individual
○ Pull out by Carle Place psychologist
○ Rotation, support or lunch period
IEP Program Modifications
ICT Classroom Self Contained Classroom

● Check for understanding ● Check for understanding

● Refocus/redirection ● Refocus/redirection
● Directions explained/restated ● Directions explained/restated
● Use of computer ● Use of computer
● Preferred seating ● Preferred seating
● Copy of class notes ● Copy of class notes
● Extra set of books ● Extra set of books
● 1:1 aide ● 1:1 aide
● Modified curriculum
● Modified classwork
● Modified homework
IEP Testing Accommodations
ICT Classroom Self Contained Classroom

● Separate location ● Separate location

● Extended time ● Extended time
● Directions explained/restated ● Directions explained/restated
● On task focusing prompts ● On task focusing prompts
● Less items per page ● Less items per page
● Use of computer ● Use of computer
● Speech to text/text to speech access ● Speech to text/text to speech access
● Waive spelling ● Waive spelling
● Modified tests
Testing Center
➔ AM & PM aides
➔ Locations - upstairs, library work rooms, cafeteria (if necessary)
➔ Test read in separate room
➔ Tests remain until complete, then returned to teacher
➔ Other students permitted to use space to finish exams
➔ Testing information must be signed off on by a teacher
➔ Remains open during lunch and extra help sessions
Aides
● 1:1 - stay with student for entire school day
○ May be for 504 students as well
○ May change from morning to afternoon based on staffing
○ May change when testing is taking place
○ May be hourly based on staffing and IEP indications

● Classroom/Push ins
○ Changes as per aides schedule
○ Time allotted and teacher classroom
○ Works with different teachers throughout school day
Scheduling Comparison
Resource Room
Scheduling Comparison
Self-Contained
Scheduling Comparison
Inclusion/Integrated Co-Teaching
Questions?
Thank you!