1. No category

The Exceptional Times
February 2015
Inside This Issue

EC Teachers of Year

Behavior Support / AU Team

Physical Therapy / Asst. Tech. 5

Preschool / Audiology / OCS
6

Professional Development
7

PBIS
8
1-3
4

Process
9
A publication for Exceptional Children’s personnel in

Easy IEP
10
Winston-Salem Forsyth County Schools

From the Director…..
11
Congratulations EC Teachers of the Year !
Fifteen Exceptional Children teachers have been selected to represent their schools as Teachers of the
Year (TOY) and will now compete for the title of 2015 Winston-Salem/Forsyth County TOY. The district
winner will vie for the regional and then the state title, and a National TOY will be selected by a National Selection Committee representing the major national education organizations. We congratulate all
the EC winners. We are inspired and impressed by their accomplishments
Lisa Bailey, Northwest Middle (EC Cross-Categorical) is an exceptional instructor who works with her
students in and outside of the classroom. Her principal says that “she teaches our students with passion and pride.” Each year she organizes an Author’s Tea event where her resource students share
books they have written, illustrated and edited over the year. She also coordinates events for the retiring teachers at her school.
Brandie Bailey, Rural Hall Elementary (EC Core II) is a caring teacher who works hard to ensure that
her students make progress. Her principal says “she is a teacher that takes her profession and the education of all students seriously.” She leads the hospitality committee at her school as well as participates in multiple grade level Professional Learning Teams in order to plan and jointly learn how to meet
diverse needs of students.
Royzetta Cokley, Reynolds High (EC OCS) is an inspiring teacher who goes the extra mile every day for
her students and colleagues. A district level administrator says “teaching is a calling for Royzetta.
Royzetta does not work or serve for awards or accolades but simply to inspire and impact all those she
comes in contact with each day. This year she organized a district wide event at her church for WS/FCS
OCS students to learn interviewing skills and earn hours toward graduation. Nearly every high school in
the district participated along with a number of local agencies and businesses.
Dorothy Cornatzer, East Forsyth High (EC OCS) is an innovative high school EC teacher. Program Manager, Carol Fish says “Dottie is a true advocate for her students and teaches them how to advocate for
themselves.” She and her students have developed an arts theme in their school based enterprise and
sell pottery and Christmas wreaths among other things. 100% of Dottie’s seniors graduated with a diploma in 2014.
2014-2015 Classified Employee Nominee– Heather Surratt!
Congratulations to our very own Heather Surratt for being selected as one of the TOP 10 Classified
Employees of the Year! Interviews are being held on January 30th. You have our vote Heather!
February 2015 / 1
Teachers of the Year Continued….
Chris Dobbins, Southwest Elementary (EC K-1 Readiness) is a dedicated teacher with over 35 years of
experience in special education. She states that she is “passionate about reading and making learning
fun for children”. Outside of school, she enjoys spending time with her family reading, cooking, and volunteering.
Lisa Fearrington, Carter High (EC Functional Secondary) is an “unfailing, unflinching advocate for young
people, whether they are her students or not” according to her principal. Her students are challenged to
meet the high expectations she sets for them every day. Although she teaches students with significant
barriers to learning, she has great success in teaching foundational skills that allow them to be successful
in the classroom and in the community. She coordinates an after-school intramurals program that is
available for any student at Carter. She is also the school level PBIS coordinator.
Cynthia Hall, Hospital Homebound (EC Assistive Technology) is an Energetic and creative professional.
She travels around the district teaching students how to access the curriculum through the use of high
and low technology. She works with teachers and administrators to find technology solutions to eliminate
barriers to learning. She recently co-authored a Winston-Salem Foundation grant to build an inventory of
assistive technology devices for the district. Cindy has also established a unique continuum of Assistive
Technology available for communication, reading, and writing for students from preschool through high
school.
Betty Jo Judy, Sherwood Forest (EC Core) is an outstanding EC teacher at Sherwood Forest Elementary.
She has a wonderful style of pushing students to their full potential but yet making sure they feel nurtured and loved.
Natasha Kimbrough, Petree Elementary (EC Preschool) is an inspiring teacher. As a graduate of Parkland
High School, she was awarded the first Winston-Salem/Forsyth County Schools UNCF/College Fund
Scholarship. The first in her family to attend college, she earned a degree from Bennett College and is
working toward her Master’s in Education from Grand Canyon. She is known as a collaborator and works
diligently to meet the academic and social needs of her students.
Tamara Levi, The Children's Center (EC Preschool) is a valued teacher leader at the Children's Center. Her
classroom is diverse and dynamic. She fosters positive relationships with her students, their parents, and
her professional peers. Among her activities at the Children's Center over the last 12 years, she led a
workshop on Natural Playground Systems for her team while establishing a new playground for the students, and assisted in PLT instruction for the CC staff when it was first introduced to the school system.
In 2012, Tamara won the WS/FCS Teacher of PROMISE award for first year teachers. Also in 2012, she
won an Excellence in Early Education award from Smart Start.
Herbert (Mark) Lunsford, Mineral Springs Middle (EC Resource) is a veteran educator. His principal calls
him a “rare find.” He serves as a STAR 3 Teacher Leader at his school, helping all teachers with formative
assessments. He has worked extensively with the math teachers at MSM to help them with test data
analysis and personalizing their teaching for each student. He is National Board Certified and a NC DPI
trainer for Math Foundations. He knows how to teach children and teaches them not only to do math but
to love it!
February 2015 / 2
Teachers of the Year Continued….
Daniel Monroe, Bolton Elementary (K-3 Social/Behavioral Support) is dedicated EC teacher. His career
began when he joined the US Peace Corps in 1986. He taught math in a middle school in Serowe, Botswana. He received a Peace Corps Fellowship to attend Teachers College, Columbia University and
earned a MA in Behavior Disorders. He choose special education after volunteering at a group home for
children with intellectual disabilities and seeing how little the staff knew about teaching daily living skills
and social skills.
Harry Morley, Wiley Middle (EC Resource) is a creative and innovative EC teacher with over 23 years of
teaching experience. He holds a Master’s in Education and is a National Board Certified teacher. Harry’s
classroom is an exciting place to be. He teaches nearly all the core middle subjects, but it is clear that
science is a favorite subject. Harry clearly believes in this statement from his school web page “"It boils
down to this, practice; experience, real world application and reflection make better readers and writers."
Harry’s students can always be found reasoning and writing after some exciting practical application of
the core content. He is a strong supporter of Wiley Middle school and represented EC on his schools “SIT”
Committee & “STAR 3” Committee.
Penny Shackelford, Old Richmond Elementary (EC Resource) is a passionate and enthusiastic teacher.
Her principal says, “Mrs. Shackleford loves all of her students, desiring for each of them to reach his or
her full potential.” She has taught at Old Richmond for 14 years. Her classroom is focused on learning
and she teaches through building a rapport with each student. She is often seen in the community supporting her students at sporting events and other extracurricular activities. She is an ardent supporter of
her school and her colleagues.
Lauren Timmons, Sedge Garden Elementary (EC teacher in MAP/Core) She graduated from Appalachian
State University in 2010 with a degree in Special Education, Adapted Curriculum K-12. She graduated
from Salem College with a Master's Degree in Special Education, General Curriculum K-12 in 2013. She
began her career at Petree Elementary School in 2010 as an EC Pre-K Teacher. She has been at Sedge
Garden Elementary since 2012 and currently teaches a Map-Core III/IV class of 7 students (K-5th grade).
She recently got married in August of 2014. Lauren and her husband Ian enjoy traveling, hiking, and disk
golfing with their dog, Max.
The teacher of the year should be an exemplary educator who demonstrates professionalism,
leadership, excellent communication skills and an outstanding and measureable commitment to
student achievement and to the teacher profession. All of these teachers hit the mark!
Congratulations to you all!
February 2015 / 3
Behavior Support Team: The Art of Setting Limits
Setting limits is one of the most powerful tools with which an educator can be equipped with in order to
promote positive behaviors in the classroom. Limits should not be threatening in nature but should offer
choices with consequences. An example of setting a limit is: “once you finish your class work, begin reading
silently at your seat.” There are many ways to set limits but here are three main concepts to keep in mind:
1. Setting a limit is not the same as issuing an ultimatum.
2. The purpose of limits is to teach, not to punish.
3. Setting limits is more about listening than talking.
Go to: http://www.crisisprevention.com/media/CPI/resources/The-Art-of-Setting-Limits/Info-Capsule-ART
if you would like to learn more about setting limits in your classroom.
Submitted by the Amanda White Behavior Support Team
Utilization of individualized visual schedules is a best practice approach for students with exceptional needs and in
particular, students on the autism spectrum. Teaching a student with autism to use a visual schedule promotes independence and provides students with visual cues to facilitate transitions which can be stressful. Students who cannot
discriminate pictures may need to begin with an object schedule. Other students, who are independent readers, can
use a written schedule. A first-then visual card provides students with a visual cue of which activity needs to be
completed before a positive reinforcement is given. The idea is for students to complete a less desirable activity (i.e.,
work) before moving to a desired activity or ‘reinforcer’. The teacher can place an icon of the work activity on the
“First” side of the card, and the student can choose a picture of the reward and place it on the “Then” side of the
card. Another visual support which can support the listening comprehension skills of students with Autism is picture
cues with basic directions. These cues can be worn by classroom staff in the form of a lanyard or be on a ring and
carried in a pocket. Common pictures cues may include “quiet,” “line up,” “sit down,” “clean up,” “good work,” and
“check schedule.” A best practice teaching approach is to pair the verbal direction with the picture cue or to follow
verbal directions with picture cues and gestural or physical prompts when warranted. When providing directions,
clear, direct and purposeful language is the most meaningful for all students. (First-Then and Visual Cue lanyard cards
can be found on Boardmaker Share under WSFCS EC).
Submitted by Christine Pomper AU Team
February 2015 / 4
School Based Physical Therapy
EC Airport
Physical Therapy is one of the many related services under Part
B of The Individuals with Disabilities Education Act (IDEA 108446). Physical Therapy is provided to support the student goals
established in his/her Individualized Education Program (IEP).
Students receive physical therapy services when the IEP team
determines that the service is required to meet the established
IEP goals. The primary role of the School Based Physical Therapist is to assist students in accessing their school environment,
participate throughout the school day & benefit from their educational program. This approach is fundamentally different from
the Clinical Based Physical Therapy practice which addresses
medical conditions and their impairments. School Based Physical
Therapists work with students directly on motor and safety skills
to improve their mobility and independence within the school
setting. They consult with the educational and administrative
staff, facility planning, transition planning and transportation to
facilitate the student’s participation in class and school activities.
The physical therapy team also works to identify and address architectural barriers, plan for modifications and new construction,
problem solve and train with transportation, consult on recreational areas, develop and train on safety programs such as lifting
and transferring and serve as a resource for task forces and
teams. School Based Physical Therapy is determined by whether
the service is educationally relevant and necessary in order for
the student to benefit from the IEP. If you have any questions
regarding school based physical therapy services please feel free
to contact Vivian Smith, PT Lead Physical Therapist.
Project
Submitted by Vivian Smith
To the best of our knowledge, all
EC Classrooms should now have
internet/wifi access. If you do not
have access, please let me know
so we can follow up. Thank you!
Laurie Lytton
[email protected]
Assistive Technology
The WSFCS EC Assistive Technology
(AT) team has been invited to participate
in the NC DPI EC advisory council for Assistive Technology to guide AT programs
and services in NC LEAs. We will be represented on a twenty member council lead
by William Hussey, Director of NC DPI
Exceptional Children's Division. Our Assistive Technology team has been identified
as a potentially valuable contributor toward addressing statewide assistive technology needs with the goal of providing sustainable statewide support to all
LEAs. Cindy Hall will attend the initial
council meeting on March 9, 2015. We
are excited about this opportunity!
Submitted by Cindy Hall
February 2015 / 5
EC= Exceptional Cookbook
Preschool Support
Professional Development
In 2013, the EC Division created the “Exceptional Cookbook” containing their favorite recipes as well as recipes submitted by the EC Case
Managers at all the schools. The cookbook was put together with fond
memories of meals and potlucks shared. It was received very favorably
and sold for $5 a book. Over $400 was raised which benefited the holiday family chosen by the EC Division that year. We took a year hiatus
but are raring to go again. More recipes are being submitted even as
this article is being typed. The 2015 “Exceptional Cookbook” should be
completed and ready for sale by November. All proceeds will again go
toward the holiday family sponsored by the division.
EC Staff~ If you’d like to participate, please type or attach a recipe
and send to Heather Surratt: [email protected]
On the first Thursday of each month from
4:15-5:30 at Special Services Center, EC
Preschool teachers meet for professional
development and support. This month, we
will continue our conversations about social-emotional development and developmentally appropriate classroom strategies
to support challenging behaviors. Specifically, we will focus on social emotional teaching strategies and the meaning of challenging behaviors. Come join our conversation
and leave with great ideas!
Include:
1) Your Name
2) School
3) Position
4) Recipe
Congrats OCS Teachers!
(
Welcome Dr. Jackie Haywood!
The EC Division would like to officially
welcome our new audiologist, Jackie Hay-
wood, AuD. While she has been with us
since August, she assumed the lead role
of educational audiologist in December.
She has her Doctor of Audiology from
UNC-Chapel Hill, public school experience from Wake County and private audiological/medical experience from Pinehurst, NC. We are very excited to have
Dr. Jackie with us!
We are extremely proud and excited to
honor two of our OCS Teachers as the
Teachers of the Year! We have so many
dedicated and hardworking teachers in
OCS, but rarely do we see two of our
own chosen as teacher of the year by their
peers at their schools. This year Dottie
Cornatzer from East Forsyth High School
and Royzetta Cokley from Reynolds High
School have won Teacher of the Year.
These ladies represent the heart of the
OCS teacher. They work hard to ensure
that they are providing the best education
and training for their students. Their goal is
to teach their students to be independent
post-secondary. Congratulations on a job
well done ladies!
February 2015 / 6
Reading Foundations
Reading Foundations @ The Gathering Place from
8:30-3:30. Attendance at ALL 5 SESSIONS
required for credit!
Day 1– Feb. 13th
Day 2– Feb. 27th
Day 3– March 13th
Day 4– March 27th
Day 5– April 10th
Magnificant Math App!
Here is a link to a free math site that will help teachers
engage their students in the classroom. If you have an
Ipad you can download free apps such as the Number
Line to help engage students in the development of
Numbers.
Submitted by Alandous Hawkins
Math Foundations
Math Foundations @ The Gathering Place 8:30-3:30.
Attendance at ALL 5 SESSIONS required for credit!
Day 1– Feb. 6th
Day 2– Feb. 20th
Day 3– March 6th
Day 4– March 19th
Day 5– March 20th
http://catalog.mathlearningcenter.org/free
BOOK ROOM Update
CORE & NKT Assessment Training
Feb. 10th at Special Services Center Comp. Lab
2:00-4:00
Our EC Materials Bookroom will be open every
Wednesday from 2:00-4:00. Please remember
to bring:
1)
Material Order Form already filled out
(This can be found on the EC– Professional Development Website)
2) Placement Test / Mastery Test Information
Click to register
Click HERE for directions to the SSC
Leveling Your Classroom Library With Your Phone!
Looking for a great FREE resource to help you level books? Start with the Book Wizard app from Scholastic! The app allows you to manually search (by typing the name
of a tittle, author, or keyword). Most importantly, the app has a scanner that allows
you to simply scan the bar code to quickly search the database for book information!
A brief synopsis of the book is included on the “Book Info” screen as well as title,
author, and book level information.
Submitted by Doria Sullivan
February 2015 / 7
What is P.B.I.S. ?
Submitted by Valerie Hicks

PBIS is a national initiative that is a proactive and positive approach to student behavior.

PBIS is an educational approach to student behavior. Social and behavioral competence and character are learned in the home, school and community.

PBIS is a program to assist schools in developing, implementing and maintaining systems that create a positive and effective learning climate for all students while maximizing school safety.
How does it work?
Why Implement PBIS ?




We can no longer assume that students know the rules/expectations and appropriate ways to behave.
We can no longer assume that all students will learn appropriate behaviors quickly and effectively
without consistent modeling/practice.
We MUST assume that students will require different curricula, instructional modalities, etc. to
learn appropriate behavior.
We MUST assume that we need to teach appropriate behaviors/expectations and rules as effectively as we teach academic skills.
What Does Research say?

If you raise achievement, behavior decreases

If you decrease behavior, academics improve
SO…… Why Not Implement PBIS?!
February 2015 / 8
Process: Under the Microscope!
Present Level of Academic Achievement and Functional Performance
(PLAAFP) of the IEP
Basic components of the PLAAF:

Data-based student specific information related to current academic achievement and functional performance

Strengths – reflects specific skills the student has mastered

Needs – critical skills for the student to learn in order to be able to participate and make progress in the general
curriculum.

Effects of the disability on involvement and progress in the general education curriculum …..describe
how the disability impacts the student’s involvement in the general curriculum. Convey the unique challenges or barriers that exist for the student due to the disability. Describe the current level of independence (or lack of) and need
for assistance.
The PLAAFP must be…….

Current---Relevant---Objective---Measurable

Understandable by Team including the parent---Jargon-free

Data-Based Student Information

Written in objective measurable terms

Scores, if used, should be self-explanatory or an explanation must be included
The Bottom Line……..
The present level of performance is the cornerstone of the IEP. It is the source that drives other
IEP components. It is the statement that links all components of the IEP together.
(Information provided by NCDPI Module Ten Power point. These EC power points can be found on the WS/FCS
webportal – EC Process/Folder J. – NCDPI Training Modules)
If you have a general procedural question that you would like to be addressed in the EC Times, please email Donna
Weisner at [email protected].
February 2015 / 9
EasyIEP Updates and Reminders
Submitted by Ginger Haynes


All teachers and therapists should now see dropdown menus when they log
into EasyIEP and into an individual student’s record
When a parent is added to an EC Student’s record, you will have to select
“Student Lives Here”. The default check has been removed.


You can now Batch Print under each student’s Documents tab.You should be
receiving EasyFax Alerts if the DEC 5 has not been faxed in after 10 days of finalizing.
For any meeting invitation, you need to check the box “Person who can Interpret Evaluation Results”. Even if you are just holding an Annual or Addendum.

There is now a dropdown for Referral Source Position on the DEC 1.

Accommodations for Final Exams must be on the finalized IEP for students to
receive those accommodations for Spring testing. If they aren’t on the current
finalized IEP, you must hold an Addendum or an Annual Review and add the final exam(s) and accommodations.

Almost time for Phase I for April Child Count. Make sure you are finalizing all
documents for each meeting in a timely manner, preferably within 2-4 days after the meeting has been held. Also let us know if there are students who
need to be withdrawn.
February 2015 / 10
The Director’s Perspective...
Welcome back to the Second Semester! There are lots of exciting things happening in the world of EC! As we all know, none of us ever have a dull day.
The software we use is a constant topic . Some of you have been here long
enough to see the many versions of software we have been through. We
started in 1999 and became the first large school system in the country to
have full electronic IEPs. It was a long slow process in which we learned a
lot. We were always trying to make the process more efficient, shorten meetings, and free up instruction time. Meanwhile the Fed and the State were
adding more forms and requirements to lengthen the process. Remember
when the State changed the IEP from 4 pages to 10? Sometimes we have had
little control and have had to scramble to keep up. During that time we
have been through SETS, Forms, Encore, Exceed, and now Easy IEP.
Through it all we have been leaders in pioneering the use of software for
managing the EC process.
This past year our Data and Process Teams have been working with PCG on
the further expansion of the Ed Plan software. Currently, with good support
from many of you, we have been able to make a good transition from Exceed to Easy IEP over the past year. We have also been working with the
PCG Company and the lead WS/FCS staff in LEP, RTI, AIG, and 504 to find
ways to improve the process and automate the paperwork in other areas. In
the fall we finished the Easy LEP plan, turned it on, and the LEP staff has
now been trained. This spring we expect to see the rollout of the Easy RTI
forms. Training should start next month. This one we hope will be really
helpful since when fully in place the Easy RTI will replace the PEP forms for
teachers. Work is also moving along rapidly on the Easy AIG forms for late
spring. And by next school year we expect to see the Easy 504 in place.
We could never have accomplished so much without the feedback, suggestions, and support from so many of you. Thanks for all you have done to
make the software better and to serve our children with disabilities!
…….Sam Dempsey
February 2015 / 11