Special Education Services
- CLIMBS Program
- Glossary of Terms
- IEP vs. 504
- Special Class Placements
- Response to Intervention and Multi-Tiered System of Supports
- Transition Services
- Utah Registry of Autism and Developmental Disabilities
- TCSD Services and Documents
- Specifically Designed Instruction
- Staff
- Videos
- ADA Accessible Documents
CLIMBS Program
Tooele County School District in Partnership with the University of Utah Behavioral Supports
What is the CLIMBS Program?
The CLIMBS Program provides multi-tiered academic and behavioral supports. Our U of U team consists of licensed psychologists, board certified behavior analysts, licensed clinical social workers, graduate student behavior consultants, special education teachers, paraprofessionals.
What types of support does the U of U provide Tooele County School District?
- Classwide and small groups support
- Individualized positive behavioral interventions
- Support staff training and professional development
- Social Emotional Learning (SEL) group lessons (including coping skills and building relationships)
- Collaboration and consultation with the CLIMBS teachers, school team, and community resources
- Completion of functional behavioral analysis and creation of behavior intervention programs
Student SEB Handbook
The University of Utah will support our Social Emotional Behavioral (SEB) Classroom Phase System and assist with data collection through our universal trackers.
Students will be given the opportunity within our SEB classrooms to develop skills that will enable them to progress and access the general education setting.
CLIMBS Consent to Participate
We have created a consent to participate document that all of our families need to review and sign prior to implementation of classwide and small group support.
These are direct services that can be included in students' IEPs.
Glossary of Terms
IEP vs. 504
Aspect |
IEPs |
504 Plans |
|---|---|---|
| Purpose | Specialized instruction for students with disabilities. | Accommodations to remove barriers for students with disabilities. |
| Legal Basis | Covered by the Individuals with Disabilities Education Act (IDEA). | Covered by Section 504 of the Rehabilitation Act of 1973. |
| Written Plan | Formal written plan with specific details. | Often informal; doesn’t require a written document. |
| Services | Includes specially designed instruction and related services. | Doesn’t include specialized instruction. |
| Accommodations | Yes, along with modifications and assistive technology. | Yes, changes to the learning environment and assistive tools. |
| Progress Tracking | Must track progress with measurable goals. | Typically doesn’t track progress or set annual goals. |
| Qualification Criteria | Student must meet specific disability categories under IDEA. | Student must have a disability impacting major life activities. |
| Plan Creation Team | Specific team including parents, teachers, and specialists. | Less specific team composition. |
| Applicability | K–12 students (and college level for IEPs). | K–12 students (and college level for 504 plans). |
IEP vs 504 |
Individualized Education Plan (IEP) |
Section 504 Plan |
|---|---|---|
| Type of Law | Special Education- Individuals with Disabilities Act (IDEA) | Civil Rights- Rehabilitation Act of 1973 |
| Department | Department of Education | Office of Civil Rights |
| Requirements for Eligibility |
Has a disability that: |
Has a disability that significantly impacts a major life function. |
| What is included? | Specialized education services, accommodations, related services. | Accommodations, modifications. |
| Age Limits | IEP offered through 12th grade. | No age limits with a 504 plan. |
| Where is the plan used? | Educationally, through the 12th grade. Does not transfer to college. |
School, work, and college. 504 Plans will transfer to college. |
| Discipline | A Manifestation Determination meeting must be held to determine if the offense is a manifestation of the disability by the 10th day of suspension. Services are required during long-term suspension. |
A Manifestation Determination meeting must be held to determine if the offense is a manifestation of the disability by the 10th day of suspension. May require reevaluation. |
For 504s, please contact Heather Castagno, Director of Student Services.
Special Class Placements
Within Tooele County School District we offer a variety of special class placements which include:
- LIFE SKILLS CLASSROOM
- SOCIAL EMOTIONAL BEHAVIORAL (SEB) CLASSOOM
- MODERATE CLASSROOM
- DEVELOPMENTAL PRESCHOOL CLASSROOM
Note: Participation in a special classroom is determined through the LRE and IEP team process.
What is a special class placement?
USBE RULES
Each LEA must ensure that:
to the maximum extent appropriate, students with disabilities, including students in public or private institutions or other care facilities are educated with similar aged students who are non-disabled; and special classes separate schooling or other removal of students with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.
What is considered when looking at a special class placement?
USBE Guidance Regarding Placement
How can you exit a special class placement?
The student’s placement is determined annually through the evaluation of progress on the IEP and classroom based data.
School teams will utilize classroom handbooks to guide placement decisions based on student proficiency, progress, and systems that have been created to build student skills and proficiency.
Additionally teams will review eligibility classification data to determine qualification as outlined by IDEA and USBE rules.
Who should attend a change of placement meeting?
Placement decisions are made by an IEP team. If the resource has been opened the IEP Team, (parents, teachers, administrators, & persons knowledgeable about the student). will meet to determine the appropriate placement for the individual child. Based on data and the four factors listed below. Placement is determined annually and is based on the students IEP.
What information should be discussed at a change of placement meeting?
Teams should review present levels, evaluate student data, & discuss the following 4 factors:
- How is the student accommodated in the regular classroom, and has the team considered the continuum of placement and support services within the district?
- The team has compared the academic benefits that the child will receive within general education with those in the special education classroom.
- Team should review the overall experience in regular education, including on-academic benefits.
- The team will consider the impact on the regular classroom regarding the individual child’s presence.
Response to Intervention and Multi-Tiered System of Supports
Tooele County School District has developed the following documents to support educators in implementing academic and social-emotional/behavioral supports in an RtI2/MTSS model.
We're happy to share, but please contact us first if you wish to revise or use our materials.
Form A Fillable Initial Review and Student Profile
Form A Initial Review and Student Profile
Form B Fillable Intervention Plan
Form C Fillable Intervention Report
Form D Fillable Behavior Analysis
TCSD StAT Fillable Student History Form
TCSD StAT Student History Form
Fillable Form D6 Inappropriate Interactions
Fillable Form D5 Drops to Ground
Fillable Form D12 Physical Aggression
Fillable Form D8 Minor Fine Motor Annoyances
Fillable Form D9 Non Compliance
Fillable Form D7 Inappropriate Personal Touching
Transition Services
Transition services is a coordinated set of activities for a student with a disability that:
Is designed to be provided within a results-oriented process that is focused on improving the academic and functional achievement of student with a disability, to facilitate the student's movement from school to post-school activities, including post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation.
Individualized transition plans are part of our students IEP's beginning at the age of 14. Transition plans are student and assessment driven. Transition Plans allow our district to indicate efforts within a multi-tiered system of supports, that assist our students in achieving their post-secondary measurable goals.
Transition Plans will include post-secondary measurable goals along with skills necessary to accomplish the post-secondary measurable goal. The transition plan will include school activities, IEP goals, coursework, and support agencies necessary for post-school success.
Contact:
Kristen Linares
Tooele County School District
435-830-6686
VIDEO LIBRARY
Majority of Rights/Guardianship
USOR Welcome Video for Teens
Additional Resources:
Social Security Administration (SSI/SSDI)
Utah Independent Living Center
Utah Parent Center
Utah Parent Center Transition Resources
Division of Services for People with Disabilities (DSPD)/ Eligibility and Intake Packets
Utah State Office of Rehabilitation/ Vocational RehabilitatioN Application
Utah Work Incentive Planning Services (UWIPS)
Warning: Once you click on any one of the following links, you will leave this website. Please note that we are not responsible for any content posted on these websites or the design of these websites.
Utah Registry of Autism and Developmental Disabilities
UTAH REGISTRY OF AUTISM AND DEVELOPMENTAL DISABILITIES (URADD) NOTIFICATION
This notice is to inform you of your child’s potential inclusion in the Utah Registry of Autism and Developmental Disabilities (URADD) and the Centers of Disease Control and Prevention’s (CDC’s) Utah Autism and Developmental Disabilities Monitoring Network (UT-ADDM). Your student’s data are not, and never will be shared, with non-URADD employees or the CDC.
As a parent of a child who is eligible to receive special education services, you have a right to opt your child out of the URADD and UT-ADDM education databases at any time. If you would like to request that your student’s data are not shared, please notify your LEA’s special education director within 30 days of receiving this notice. If, at a later date, you would like to have your student’s data deleted, contact your LEA’s special education director.
More information about the ADDM Network, can be found on the CDC website (https://www.cdc.gov/ncbddd/autism/addm.html).
More information about URADD, can be found on the University of Utah School of Medicine website https://medicine.utah.edu/psychiatry/research/labs/uradd/
Contact the following individuals with any questions.
Director of Special Education
Marissa Lowry, malowry@tooeleschools.org
Assistant Directors of Special Education
Mikalene Anderson, mianderson@tooeleschools.org
Kristen Linares, klinares@tooeleschools.org
TCSD Services and Documents
Services for Students with Disabilities
Tooele County School District offers a full range of educational services for students with disabilities who live within Tooele County boundaries. This includes children (birth through 21 years of age) who are in public schools, private schools, are being home schooled, are preschoolers (birth to five years) and are in need of an evaluation for possible special education or early intervention services, regardless of the severity of the disability. Early identification and intervention may be essential to your child’s development.
Young children, ages three-to-five, with severe delays in language, motor, cognitive, or adaptive development can receive a free and appropriate education in our preschool program.
Services, which include assessment, instruction, and evaluation, are also provided for students who qualify under federal and state guidelines, ages five to twenty-two (and have not graduated from high school).
A student whose disability does not need specialized instruction to benefit from education, but could appropriately utilize specific interventions could possibly qualify for accommodations under the Americans with Disabilities Act, Section 504. These services are provided in all our district schools and are available for anyone who resides within our district boundaries.
If your child is having significant difficulty with vision, hearing, speech, behavior, is experiencing slow development typical for his/her age, physical development or learning difficulty, he/she may be a child with a disability that requires specialized instruction through special education.
If you suspect that your school age child may have a disability, please contact your neighborhood school principal or special education department at 435-833-1900.
If your child’s age is birth to three years or three to five years, contact your neighborhood school principal, or Christy Opeta copeta@tooeleschools.org for information.
The collection and use of data to meet the requirements of this section are subject to the confidentiality of information provisions under the Utah State Board of Education Special Education Rules.
Utah State Tax Commission Dependent with a Disability Exemption for the tax year
Special Education Laws, State Rules and Regulations
Utah Participation and Accommodations Policy
Carson Smith Scholarship (For students on an IEP)
Procedural Safeguards
TCSD Policy & Procedure Manual
Specifically Designed Instruction
What is the definition under IDEA?
Adapting as appropriate the content, methodology or delivery of instruction (i) to address the unique needs of a child that result from the child's disability; and (ii) to ensure access of the child to the general curriculum so that the child can meet the same educational standards within the Jurisdiction of the public agency that apply to all children. -IDEA, C.F.R. 34 §300.39
What are the elements of SDI?
| Content (WHAT) |
Methodology (HOW) |
Delivery (WHEN, WHERE, WHY) |
|
Curriculum that is based on state standards. |
The research-based or best practice instructional design of content that is an overall approach to instruction and the techniques to deliver it. |
The way in which instruction is offered in order to meet the needs of individual students with disabilities. |
|
The adjustments to teaching made based on teachers' answers to the questions below capture the specially designed instruction for the student determined by the specific needs resulting from the disability as described in the IEP and applied to classroom content. |
||
|
How can curriculum be adjusted so that students with disabilities are equitably provided with the same access as their nondisabled peers to rigorous standards and grade-level content? |
Which instructional approach is most successful in fostering student learning? Note that direct, explicit instruction generally is considered the approach most likely to accomplish this. What techniques are necessary to use that instructional approach? |
When and where is instruction delivered so as to maximize student learning (e.g., special education setting or general education setting; individually, small group, whole- group; daily, three times/week)? |
How does it align with the instructional framework and explicit instruction?
|
Instructional Framework |
Explicit Instruction |
Specially Designed Instruction |
|
Core Instruction |
1 Focused Critical Content 2 Sequenced Logically I DO |
IEP Goal Tied to Core Content Accommodations that address student deficits |
|
Lesson Plan |
4 Organized Focused Lesson |
Tied back to student IEP |
|
Presentation Skills |
8 Clear and Concise Language |
Presentation takes into consideration modalities that benefit the student. |
|
DAO Desired Academic Outcome |
5 Clear Goals and Expectations |
IEP Goal |
|
Bell Ringer |
6 Review of Prior Skills |
Present Levels of Student have been considered. |
|
Guided Core Instruction |
7 Step by Step Instruction WE DO |
Explicit Instruction Accommodations Small Group |
|
Classroom Management Student Engagement |
11 Frequent Response |
Explicit Instruction |
|
Checks for Understanding |
9 Examples & Non-Examples YOU DO |
IEP Progress reports |
|
Teacher Disposition Environment |
Positive 13 Immediate Reinforcement Feedback |
Accommodations provided |
|
Teaching Philosophy |
Research Based Effective and Efficient Teaching |
Skillful deliberate instruction for student with disabilities |
Staff
Jennifer Flagg
Titles:
Preschool SPED Specialist, DDI Transitions, Child Find, Move-Ins for Special Education
Email: