South Sanpete School District - Special Education

Resource Staff

Severe Staff

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Resource Chair
Special Ed.Teacher

Ext. 312

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Special Ed. Teacher

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Severe Chair
Special Ed. Teacher

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Mindy Faatz Para-Educator	This email address is being protected from spambots. You need JavaScript enabled to view it. Para-Educator	This email address is being protected from spambots. You need JavaScript enabled to view it. Para-Educator	This email address is being protected from spambots. You need JavaScript enabled to view it. Para-Educator

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South Sanpete School District is proud to be partnered with Sanpete Community Training. Sanpete Community Training provides supports to people who have developmental disabilities. One of the several supports they provide specifically to our high school/post high students is supported employment.

When a student with disabilities turns 16 years old and if their IEP team determines the student is eligible for supported employment services they can begin their job. A job coach that is hired through Sanpete Community Training will transport the student to the work site, assist them with learning the details of the job and transport them back to school/home. Their objectives are:
- Finding jobs to match abilities and goals.
- Learning skills needed to maintain employment.
- Developing natural supports from co-workers, employers, family and friends, to help individuals integrate more successfully in the workplace and the community.
Supported employment is available to the student until they exit the high school whether that be when they take their diploma/certificate of completion or age out (age 22). For more information about the supports provided by Sanpete Community Training and who qualifies please contact them at (435) 283-4718.
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Along with the academics, physical therapy, occupational therapy, speech therapy and social skills that are provided at MHS, students with severe disabilities are also taught work skills through different jobs they perform within the high school and the local community. At the high school they perform jobs such as sweeping floors, wiping down tables and chairs, cleaning white boards, dusting, vacuuming and shredding papers.

At the preschool students help supervise playtime, assist the children with hand washing and help serve snacks.
At Manti Market students push shopping carts and park them in the store.

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Newsletter for April 2021
Theme: Interviewing/Job Skills

Parents,

We are down to the last two months of school with still lots of useful skills we need to learn, so we will be busy at the transition school.

This month we’re focusing on interviewing and job skills. As with anything we teach at school, the students will better generalize what they learn if they are encouraged to do these things at home with their family and while they are out in the community as well. The skills we want students to generalize are:
- Has reasonable idea of jobs available to him/her.
- Knows what minimum wage is.
- Can fill out a standard job application form.
- Can read the want ads & find appropriate leads.
- Can complete a mock interview giving appropriate answers to potential questions.
- Can make an appointment for a job interview.
- Knows appropriate clothing to wear for the interview.
- Can write a resume.
- Has completed a job application/fact sheet to take to job interview.
- Knows how to prepare for and complete a job interview.
- Has a resume.
- Can follow up an interview with a letter.
- Knows the function of and can contact Vocational Rehabilitation.
- Is able to maturely weigh the advantages of one job over another.
Vocabulary Words

Wage – Money paid or received for work or services, by the hour, day or week.

Minimum Wage – the lowest wage payable to employees in general or to designated employees as fixed by law or by union agreement.

Application – a form to be filled out by an applicant.

Want Ads – a classified advertisement in a newspaper for something wanted such as employment.

Interview – a formal meeting in which one or more persons question, consult or evaluate another person.

Appointment – a meeting set for a specific time or place.

Resume – a brief written account of personal. Educational and professional qualifications and experience, as that prepared by an applicant for a job.

Vocational Rehabilitation – a program that helps eligible citizens with disabilities to maintain, regain, or enter competitive employment.

Salary – a fixed compensation periodically paid to a person for work or services.

Hourly – hired to work for wages by the hour.

Benefits – a payment or gift, as one made to help someone or given by an employer, an insurance company or a public agency.

Calendar

Apr. 5th – No Transition School

Apr. 6th – Volunteer at Manti Library

Apr. 7th – Clean @ MHS

Apr. 8th – City building/ Shred, talk about reasonable jobs

Apr. 12th – No CBTC due to teacher training

Apr. 13th – City building/ Knows about minimum wage

Apr. 14th – Clean @ MHS

Apr. 15th – City building/ Shred, fill out job application

Apr. 19th – Volunteer at Manti Library

Apr. 20th – City building/ Want ads

Apr. 21st – Clean @ MHS/ Pro’s & con’s of jobs

Apr. 22nd – City building/ shred, writing a resume

Apr. 26th – Volunteer at Manti Library

Apr. 27th – City building/ mock interview, appropriate clothing

Apr. 28th – Clean @ MHS/ Meet with Nicole Ristine from Workforce Services

Apr. 29th – City building/ shred, meet with Aaron Matthews from Voc Rehab

CBTC Teachers:

MHS BethAnne Chidester

MHS Maria Pearson
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Is your annual IEP coming up? Here are some terms and acronyms that will be useful to know

504………………………………Section 504 of the Rehabilitation Act
ADA……………………………..Americans with Disabilities Act
ASL……………………………...American Sign Language
AT………………………………..Assistive Technology
BIP……………………………...Behavioral Intervention Plan
EI…………………………….….Early Intervention
ELL………………………….….English Language Learner
ESL……………………………..English as a Second Language
ESY………………………..…...Extended School Year
FAPE……………………………Free & Appropriate Public Education
FBA………………………….....Functional Behavioral Assessment
FERPA………………………....Family Educational Rights & Privacy Act
IDEA………………….……..…Individual with Disabilities Education Act
IEP………………..…........…Individual Education Program
LEA………………………..……Local Education Agency
LRE………………..……...……Least Restrictive Environment

Related Services (RS):
HCP…………………………...Health Care Plan
OT………………………………Occupational Therapy
PT……………….……………...Physical Therapy
SLP……………………………...Speech Language Pathologist
VR………………………………..Vocational Rehabilitation

Disabilities:
ADD………………………..Attention Deficit Disorder
ADHD……………..……..Attention-Deficit Hyperactivity Disorder
ASD……………….……….Autism Spectrum Disorder
CF…………………………..Cystic Fibrosis
CP………………………..…Cerebral Palsy
DS…………………………..Down Syndrome
FAS………………….……..Fetal Alcohol Syndrome
HI/D…………………….….Hearing Impairment/Deafness
LD……………………………Learning Disability
MD………………………….Muscular Dystrophy
OCD………………….…...Obsessive-Compulsive Disorder
ODD………………….……Oppositional Defiant Disorder
SB……………………..…..Spina Bifida
TS……………………….….Tourette Syndrome

Disability Classifications (13):
ASD…………………………….Autism Spectrum Disorder
DB………………………….…..Deaf-Blind
DD……………………………...Developmental Delay (ages 3-7 only)
ED………………………..……..Emotional Disturbance
HI/D…………………………….Hearing Impairment/Deafness
ID………………………………..Intellectual Disability
MD………………………….….Multiple Disabilities
OI………………………….…….Orthopedic Impairment
OHI………………………..…...Other Health Impairment (such as asthma, ADD, ADHD, Diabetes, Epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, Tourette syndrome, and some kinds of acquired brain injuries)
SLD……………………………..Specific Learning Disability
SLI………………………….…...Speech-Language Impairment
TBI…………………………..….Traumatic Brain Injury
VI……………………………..….Visual Impairment (including blindness)

To qualify for special education services, a student must meet three criteria:
1. The student has one of the identified disability categories as outlined in the Utah Special Education Rules. (The requirements and methods for determination under each category are extensively defined in the Rules and vary from category to category.)
2. The disability must adversely affect the student’s educational performance. (Remember that educational performance includes all of the school program and not just academics.)
3. The student requires special education and related services.
If the student doesn’t meet the criteria, then the student is not eligible for special education.

If the student requires only accommodations, and not special education (specifically designed instruction), that student is not a student with a disability under IDEA. Such a student may be eligible for an accommodation plan under Section 504 of the Vocational Rehabilitation Act. Additional information is also available on the website of the Utah State Office of Education at www.schools.utah.gov/equity/section504/default.html

For a more detailed comprehensive list visit: parentcenterhub.org/acronyms/
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