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IXL for students: Getting started for grades Pre-K to 2

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IXL for students: Getting started for grades Pre-K to 2

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Sight Words to Study
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Sight Words for Beginning Reading | Kindergarten Sight Words Level 1 |  Beginning Reading Skills

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Dolch Pre- Primer Sight Words (Preschool - Kindergarten) Sight Word Flashcards 40 words

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Think of them as the building blocks of literacy instruction.

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True of False:  Dyslexia is not recognized as Specific Learning Disability (SLD). ?????

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True of False:  Dyslexia is not recognized as Specific Learning Disability (SLD). ?????

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Myth: Is that Dyslexia is not recognized as a part of the Specific Learning Disability (SLD) category to qualify for Individualized Education Program (IEP) in Kentucky.
Truth: Dyslexia is specifically listed under the Specific Learning Disability (SLD) definition in the Kentucky Administrative Regulations (KAR)

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Myth: Is that Dyslexia is not recognized as a part of the Specific Learning Disability (SLD) category to qualify for Individualized Education Program (IEP) in Kentucky.

Truth: Dyslexia is specifically listed under the Specific Learning Disability (SLD) definition in the Kentucky Administrative Regulations (KAR):

KAR 3:303. (59) "Specific learning disability" or "LD" means a disorder that adversely affects the ability to acquire, comprehend, or apply reading, mathematical, writing, reasoning, listening, or speaking skills to the extent that specially designed instruction is required to benefit from education. The specific learning disability (LD) may include dyslexia, dyscalculia, dysgraphia, developmental aphasia, and perceptual/motor disabilities. The term does not include deficits that are the result of other primary determinant or disabling factors such as vision, hearing, motor Legislative Research Commission PDF Version impairment, mental disability, emotional-behavioral disability, environmental or economic disadvantaged, cultural factors, limited English proficiency, or lack of relevant research-based instruction in the deficit area. ( http://www.lrc.ky.gov/kar/707/001/002.pdf)

Kentucky Administrative Regulation regarding SLD eligibility in 707 KAR 1:310. Determination of eligibility ( http://www.lrc.ky.gov/kar/707/001/310.pdf)

Kentucky Department of Education (KDE): Specific Learning Disability Guidance Document. The purpose of this document is to assist schools in conducting appropriate and comprehensive educational evaluations for students suspected of having a specific learning disability (SLD).

KDE: Reference tables used to determine student eligibility under the Specific Learning Disability category. The information is supported by the regulation 707 KAR 1:310 Determination of eligibility.

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KY-SPIN's Myth Busters: Specific Learning Disability (SLD) - KY-SPIN

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Myth: Is that Dyslexia is not recognized as a part of the Specific Learning Disability (SLD) category to qualify for Individualized Education Program (IEP) in Kentucky. Truth: Dyslexia is specifically listed under the Specific Learning Disability (SLD) definition in the Kentucky Administrative Regulations (KAR): KAR 3:303.

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Parent/Educator Resource Guide to Section 504

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Parent/Educator Resource Guide to Section 504

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Welcome:

The Parent Involvement Initiative is part of the Kentucky Department of Education's State Personnel Development Grant (SPDG), funded by the Office of Special Education Programs and managed by the University of Kentucky. It is designed to promote stakeholder engagement in Kentucky Department of Education initiatives (e.g. State Performance Plan and State Systemic Improvement Plan).

What is happening with Parent Involvement?

Parent Handbook
The Kentucky Parent Guide for Special Education [PDF] was developed to provide parents and other stakeholders with information regarding the special education process and services provided to students throughout the state. Click on the link above for answers to questions regarding the special education process.

Parent Resources

Parent Involvement Video Series- Developed to provide information from The Kentucky Parent Guide for Special Education. Videos range in length from 10-26 minutes each and can be viewed by an individual or a group. The videos are designed with flexibility in mind, so parents can view them in order, or as specific needs arise.

RESOURCES FOR TEACHERS AND SERVICE PROVIDERS

Kentucky Guide to Special Education Due Process [PDF] was developed to provide school staff and other service providers with information regarding the special education process and services provided to students identified with disabilities. This guide can be used by school staff as a handy desk reference for procedural questions.

School personnel are also encouraged to use any of the resources available on this webpage as needs arise.

Suggested uses for Parent Involvement Materials:

New Staff Training- the Parent Handbook, Due Process Guide and the Fact Sheets can be used effectively with new teachers to provide information on the special education process. Additionally, the Parent Involvement Video Series can be used by schools and districts to provide staff training or refreshers, as needed.

Teachers can provide parents with the Handbook and Fact Sheets in preparation for ARC meetings or evaluations.

Surrogate Parent Training provided at the district level can be supplemented by use of the Parent Involvement Video Series and Fact Sheets.

Purpose and Goals of the Parent Involvement Project:

Help parents and other stakeholders increase their understanding of the SPDG
Provide a liaison to work between the KY SPDG and community, school, parent and student groups statewide. Information is made available to increase stakeholder understanding of Kentucky Department of Education initiatives and how they impact students identified with disabilities.

Provide feedback to KDE leadership
Provide parent and stakeholder feedback regarding SPDG initiatives and activities to KDE leadership. This provides a mechanism for stakeholder input into school improvement planning.

Provide activities designed to enhance parent involvement with the SPDG and SPP
Disseminate information and training regarding parent involvement goals and objectives, resources and services including a parent handbook. Create opportunities to increase parents' understanding of SPDG initiatives in order to engage with schools more effectively in the decision-making process regarding school improvement (SPP and SSIP).

Program evaluation
Project coordinator along with SPDG evaluators, assess the needs of parents to evaluate the effectiveness of parent involvement programs. The analysis of annual surveys is used to identify parent needs and successful approaches to increase parent involvement.

Contact:

Susan Burgan, Parent Involvement Coordinator, susan.burgan@uky.edu

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The Parent Involvement Initiative is part of the Kentucky Department of Education's State Personnel Development Grant (SPDG), funded by the Office of Special Education Programs and managed by the University of Kentucky. It is designed to promote stakeholder engagement in Kentucky Department of Education initiatives (e.g. State Performance Plan and State Systemic Improvement Plan).

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​Admissions & Release Committee Guide to Free Appropriate Public Education & Compensatory Education

COVID-19 Considerations for Reopening Schools - October 16, 2020

What is Special Education?

Special education is instruction that is specially designed and uniquely tailored to meet the needs of children with disabilities. Public schools must provide special education and related services (e.g. Occupational Therapy, Physical Therapy, Speech) to eligible students with disabilities at no cost to the parents. The Individuals with Disabilities Education Act (IDEA) is the law that gives qualified children with disabilities the right to receive special and related services in public schools. The IDEA applies to children from ages three to 21.

Additional Resources:

Is my child able to receive special education services?

Many parents wonder if their child might have a disability and if they would be eligible for special education services. The Admissions and Release Committee (ARC) follows a process to determine if a student qualifies for special education services. This process involves several steps and may look different depending on the individual child.

In Kentucky, an ARC may determine that a student qualifies for special education and related services in one or more categories.

Deaf-Blindness (DB)

Developmental Delay (DD) three through age eight

Emotional-Behavioral Disability (EBD)

Functional Mental Disability (FMD)

Speech-Language Impairment (SLI)

Specific Learning Disability (SLD)

Traumatic Brain Injury (TBI)

Mild Mental Disability (MMD)

Multiple Disabilities (MD)

Visual Impairment (VI)

Orthopedic Impairment (OI)

Hearing Impairment (HI)

Other Health Impairment (OHI)

What is an Individual Education Program (IEP)?

An IEP is a written, individualized program that outlines the services and supports the school and district will provide to students who qualify for special education and related services. IEPs help ensure students can access the general education curriculum. The Admissions and Release Committee (ARC) is the team responsible for developing a student's IEP. Parents are a vital member of their child's ARC. The ARC will review the student's IEP at least once a year to be sure it continues to meet the unique educational needs of the student.

Additional resources:

What is the Admissions and Release Committee (ARC)?

The ARC is a specialized team that works together to ensure students with Individualized Education Programs (IEPs) have equitable access to curriculum, instruction and other school-based services. The ARC has several duties including, but not limited to, designing an IEP that meets the student's disability-specific needs and allows the student to make progress in the general education curriculum.

(a) The parents or legal guardians of the child;

(b) Not less than one (1) regular education teacher;

(c) Not less than one (1) special education teacher;

(d) A representative of the school/district who is qualified to provide or supervise special education services and has knowledge of available resources;

(e) An individual who can understand and explain the results of evaluations;

(f) Other individuals (invited by the parent/guardian or school) with knowledge and expertise of the child;

(g) Related services providers (e.g. Speech, Occupational Therapy, Physical Therapy);

(h) The child (if appropriate); and

(i) (For transition-aged students) With parental consent, the school must also invite representatives from any other agencies that are likely to be responsible for paying for or providing transition services.

Families are not only essential partners in the education and schooling of their child but full members of an ARC team. The Individuals with Disabilities Education Act (IDEA) and the 2008 Kentucky Administrative Regulations (KAR) on Special Education Programs outline the roles and responsibilities of parents and school districts regarding ARC meetings and IEP development.

Additional Resources:

Preparing for the ARC: This document helps parents and families think through questions or concerns they may have when preparing to attend an ARC meeting. It can be printed out and taken to the ARC.

IEP Team: This document provides information on the ARC from the Center for Parent Involvement and Resources (CPIR)

Parents on the IEP Team (English) andMás Sobre el Equipo del IEP (Spanish) from CPIR

What do all these letters mean?

Acronyms seem to be everywhere in the world of Special Education. Sometimes school staff will use acronyms in conversation. Every so often they forget that these acronyms are unfamiliar to parents and families. The resources below provide information on what the acronyms mean so families can have a better understanding of the terms used. Keep in mind that this is often an unintended mistake, so parents should feel comfortable asking the speaker to clarify acronyms at any time.

Additional Resources:

What if my child has a disability but does not qualify for an IEP?

Additional Resources:

What training and support opportunities are available for parents and families?

Kentucky has many groups, councils and agencies that work with and provide support to families, including families of children with disabilities. Many of these groups host a variety of virtual and in-person events and training during the year. These events offer opportunities for parents and families of children to grow in their knowledge and understanding as well as actively engage in a community among families of children with disabilities. To find out more about upcoming events, click on the links below.

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Parent and Family Resources - Kentucky Department of Education

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Music-based learning at it's best!. Check us out: www.hiphop-edu.com

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The Adding by 1 Song (Math Facts) - Addition Song for Kids | Silly School Songs