A.T.P.E.S.E (Action Team in Partnership for

Exceptional Special Education)

Newsletter

Community Survey Highlights

Inclusion of Special Educa-tion students in all school activities

Encourage inclusion with RCOE County Classrooms with Alvord classes.

Clear communication be-tween service providers and parents

More information about options after graduation, school activities and scholar-ships

Tutoring for parents to assist students at home

Improved parent notification for students who are failing; and providing support op-tions sooner

Respecting our differences—non-identified vs identified with exceptional needs.

Updates from all school sites through school newsletters.

Classified staff training fo-cused on teaching and ad-dressing the needs of our exceptional student popula-tion.

Student Transportation—Transporting students with exceptional needs; two-way complaint form.

Director’s Dialog By Paulina Nwuba, Director III, Alvord Special Education Department

We are pleased to present our first newsletter for parents and supporters of students

with exceptional needs. This is one of the ways we hope to build communication and a

stronger partnership within our community to better serve our students.

Look for a newsletter each quarter with articles and information regarding Alvord’s ex-

ceptional students and staff.

Please feel free to reach out to me with suggestions and concerns through email at

Paulina.nwuba@alvordschools.org or phone at (951) 509-5159.

We hope you find this newsletter informative and an excellent resource.

A.T.P.E.S.E. Collaborative Update The A.T.P.E.S.E. Collaborative recently met to discuss activities and events for the rest of

the 2018-2019 school year. This group was formed with district administration, staff and

parents to improve communication and delivery of services to our students with excep-

tional needs.

A parent survey was developed and put on the Alvord web site in October 2018 to get

input from you, the parents. We hope you had an opportunity to participate in this sur-

vey. If not, don’t fret, you are welcome to give input on Alvord’s special education pro-

grams through your site or the special education office.

The results of the survey will be used to guide the information provided in this newsletter

and future trainings for Alvord staff.

The Collaborative is also planning a presentation during the March 14, 2019 Alvord

School Board Meeting. Please mark your calendars to join us that night for special recog-

nitions.

JANUARY 2019 Volume 1, Issue 1

COMMITTEE MEMBERS: Carolyn Wilson, Francesca Alvarez, Zully Amparano, Francisca Arrocha, Sandi Blaylock , Jess Block-Nerren, Beth Burt , Maria De La Torre, Lorena Diaz, Angela Gallardo-Hopkins, Rita Hannawi, Ruth Heger , Gabriela Ibarra, Patricia Ike, Pauline Kawahara, Crystal Langfitt,, Michiko Morales, Janet Murguia, Paulina Nwuba, Glenny Ortiz, Janeth Ramos, Mayra Ramos, Ardythe Rodriguez, Luisa Tassan

There are two preschool programs at Foothill Elementary school. Both programs have peer models that are utilized as PMII model (Peer-mediated Instruction and intervention). Our peer models in our classroom are trained to engage with their peers to have meaningful and positive social interactions. Learning in my programs are hands on with music, movement, dramatic play, art, fine motor and language. Our morning program learns their letters and handwriting through HWOT (Handwriting without tears). We build letters with gross motor movements and take it to fine motor on our table tops. Numbers and Math concepts are learned through Touch Math. This is a hands on approach for number recognition, counting and opportunities to share materials with peers. Our afternoon program uses the N2Y curriculum. This is a hands on curriculum where we learn with our hands and are able to interact with peers and learning materials. This program has a huge sensory input where stu-dents are able to explore different textures, materials and a light-box. Technology is used in both programs where students have the opportunities to explore the smartboard, iPads and the desktop computers. Both classes have visuals and Positive Reinforcement is used for classroom management. Class dojo is used in both programs to share pictures, messages and milestones with all parents. Everyone leaves with a smile and enjoys coming to school. Preschool at Foothill is the place to be! By: Erika Willenborg Preschool Teacher

School SPOT LIGHT: Foothill Elementary Preschool

Inclusion: What’s the Plan?

Foothill Elementary Preschool Programs

Our District, as all California districts, must abide

with The Individuals with Disabilities Act (IDEA),

which builds upon two key legal concepts based on

the Equal Protection Clause of the 14th Amend-

ment—free appropriate public education (FAPE)

and Least Restrictive Environment (LRE). LRE place-

ment of students with disabilities (SWDs) in the

general education classroom, with typically develop-

ing peers, is the main option.

In order to continue providing a full continuum of

program options that meet state-required LRE tar-

gets, our district is in the process of enhancing pro-

gram supports and services to students with

disabilities (SWDs) and their families, consistent

with changes in special education law.

The Alvord Unified School District has long main-

tained a practice of providing services to the most

challenging school-aged SWDs and is committed to

creating and enhancing programs, services, and

placement options that, through the Individual Edu-

cation Plan (IEP), most appropriately meet the spe-

cific needs of each student - pre-school through

adult age.

While it is possible to create, build, and enhance, it

cannot happen overnight. The district, however, is

determined to continue enhancing and developing,

with fidelity, processes and services that focus on

the most appropriate LRE placements of SWDs in

order to build a Culture of Inclusion.

The district has a districtwide early intervention

strategy plan that leads, manages, and monitors, as

a general education function, the Student Study

Team (SST) processes. This team creates, enhances,

and implements, consistently and with fidelity, gen-

eral education interventions, accommodations, and/

or modifications that fit the specific needs of stu-

dents at each school site.

Through our quest for continuous improvement,

Alvord Unified School District now has a core team

of district professionals that are currently develop-

ing the district’s framework for a multi-tiered sys-

tem of support that would address the academic

and socio-emotional supports for ALL students in

our schools.

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Community Advisory Committee

Community Advisory Committee

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