Assistive technology is any tool or device that can improve the independence of a student with a disability. The WWS Assistive Technology team's mission is to provide meaningful assistive technology support through collaboration, so that our students have optimal access to the curriculum, and participate and develop independence to the fullest extent.

Contact information:

-Anne Sommer, Assistive Technology Coordinator
-Angie Wall, AAC Specialist

WWS has a Teacher for the Visually Impaired (TVI) who provides support for students who qualify for special education services as having a visual impairment. Blind and Low Vision is an eligibility category in special education. According to Indiana’s Special Education Law, Article 7: “Blind or low vision, which may be referred to as a visual impairment, means a disability that even with best correction affects the student’s ability to use vision for learning, which adversely affects the student’s educational performance” (511 IAC 7-41-2). If a student qualifies for services, it may be a student’s primary eligibility or a related service. 

The TVI may provide direct or indirect services to students, based on the individual student’s needs. Common areas of service include instruction and support in self-advocacy skills, use of assistive technology, braille skills, and visual efficiency. The TVI also supports skills related to the Expanded Core Curriculum, which is a set of standards that are specific to students with visual impairments. These areas include: assistive technology, career education, compensatory skills, independent living skills, orientation and mobility skills, recreation and leisure skills, self determination, sensory efficiency, and social interaction skills. 

Here are links to some parent resources:

• American Printing House for the Blind's Family Connect Page: Resources for Parents of Children with Visual Impairments
• Activities, Ideas, and Resources for Developing ECC Skills: What Parents Need to Know
• Little Bear Sees: Parent Resource on Cortical Visual Impairment

Contact information: Anne Sommer

Westfield Washington Schools provides special education services to deaf and hard of hearing students within the district who are eligible for these services as determined by Indiana’s Article 7.  For students who qualify to receive services under the special education category of deaf and hard of hearing, services are provided via an itinerant teacher for the deaf and hard of hearing who travels between schools within the district to provide these services. A student’s services are determined by specific needs and goals as outlined in his or her IEP (Individualized Education Plan).  Services are also provided based on a student’s specific communication mode (listening and spoken language, ASL, total communication, etc).  Depending on a student’s needs, services may be direct and include the teacher for the d/hh working with the student on specific IEP goals.  Services may also be consultative and include monitoring a student’s progress in the general education setting and working with classroom teachers to ensure that classroom accommodations are being provided.  Common areas of service include instruction on self advocacy skills, listening and language skills, and use of hearing assistive technology. The teacher for the deaf and hard of hearing also provides training to school staff in regards to needed accommodations, hearing assistive technology (FM/DM systems, cochlear implants, hearing aids), and the specific communication mode of the student.

Here are some helpful parent resources:

• Center for Deaf and Hard of Hearing Education
• Hear Indiana

Contact information: Laura Bolender

Occupational Therapists in WWS provide support for students to help them meet their academic goals. Some of the many areas Occupational Therapy may support include fine motor skills, visual motor skills, handwriting, sensory, assistive technology, self help skills, and access to school environments. Occupational Therapy is a "related service" in the school environment so students receiving services must have an IEP or 504, and all services provided must support a student's academic goals.

Contact information: Jill Esterle

Physical therapy is considered a related service in the Individuals with Disabilities Education Act of 2004 (IDEA 04). Related services are provided to children with IEPs in special education, and are primarily to ensure that the child is able to participate in the learning tasks (e.g., help with safety issues related to walking and mobility, getting to class and participating in learning activities).

Contact information: 

• Sarah Holmes
• Renee Miracle

Speech and Language Therapists in WWS provide support for students who qualify for special education services with either a speech or language impairment. Some of the many areas they may support include: functional communication through the use of Assistive technology, sign language, Core Vocabulary boards, voice output devices with dynamic displays or other multi-modal means of communication, or gestures, articulation, language, voice and fluency therapy, and social communication skills. 

Speech and Language Therapy is not a "related service" in the school environment.  For students needing speech/ language services only, the Speech Language Pathologist ( SLP) functions as the student’s Teacher of Record (TOR). The SLP is also often part of a multidisciplinary team for students who have one or more areas of disability rather than just communication deficits.  

Contact information: Carla Butorac

Westfield provides Transition services and resources for students in special education from ages 14-22. Our goal is to provide an individualized plan for each student based on their Skills, Preferences, Interests and Needs to prepare them for success after they exit from Westfield High School.

Shamrock Connections is a Transition Program designed to support young adults with disabilities between the ages of 18-22 as they transition to adulthood. Following the completion of high school, Shamrock Connections provides the instruction, support, and experiences necessary to further develop employability and independent living skills of the interns. The goal of the program is to immerse students in an off-campus site balanced with instruction, community involvement, career exploration, and on the job training/support prior to their transition to adulthood and support by adult providers. The program provides a tiered level of structure and support to meet the specific needs of each student within the program. Community partnerships offer various volunteer and/or employment opportunities for the students.

Links:

• Waiver Information
• Guardianship Information

Contact Information:

• Tara Stone
• Lynn Newsome

SEPAC Infographic

What is Special Education

Do You Suspect Your Child Has a Disability?

WWS Schools Child Find procedure: 
If your child is age 2 ½ through 21, attends any school within the Westfield Washington Schools boundaries or you live in our community and you suspect your child may have a disability, please contact us.
 
Here is a list of disability categories, along with a description of each category.
If your child is at least 2 1/2, but not yet age-eligible for kindergarten, please contact the Early Childhood Coordinator, Nora Bentivoglio bentivoglion@wws.k12.in.us 
If your child is eligible for kindergarten or is through age 21, please contact your child’s teacher, school counselor, or school administrator to discuss your concerns and the process/next steps to be taken. If your child is not enrolled in public school, please contact the counselor or school administrator in the building your child would attend if enrolled. 

Multi Tiered System of Supports and Services (MTSS) and Response to Intervention (RTI):

Westfield Washington Schools uses a preventative approach of screening students who might have learning and/or behavioral gaps to provide intervention for students as early as possible when they begin to fall behind.  Students are screened with district and state assessments including early literacy screeners for dyslexia in grades K-2.  Students falling behind in general education (Tier 1) may be provided with additional high quality, research-based interventions in a three-tiered model.  The interventions can be individualized and adjusted as needed and may be increased from a supplemental (Tier 2) level to an intensive (Tier 3) level of service delivery.  The progress these students make is closely monitored with well-designed measurement and data systems to determine whether their rate of improvement with the interventions will enable them to close any gaps and get back on track.  Students who make good progress with these supports will likely not require special education services.  If students do not demonstrate a sufficient, positive response to our most powerful interventions at the Tier 3 level, they may be referred by the school or the parent/guardian for an educational evaluation to explore possible eligibility for special education.  Data gathered in the MTSS/RTI process is crucial in helping to determine special education eligibility.  Parents may contact their child’s school to find out more about intervention services for their child. 

Overview of Referral and Evaluation Process:
Westfield Washington Schools’ policies and procedures regarding the identification and evaluation of a student in need of educational services are derived from Article 7, which is Indiana’s Special Education Law.  A referral for evaluation can be initiated by either the parent or school, and requires parental consent.  During the referral process, the area of suspected disability is determined, which is based on the primary area(s) of concern.  Each area of suspected disability requires different assessments to be included in the evaluation report (these are outlined in Article 7).  The evaluation is completed by a school psychologist, in addition to any other necessary licensed school personnel identified as part of the multidisciplinary team.

Once the evaluation has been completed, the case conference committee must meet to determine if the student is eligible for special education services. If the child is determined to be eligible, the team must agree upon services that meet the educational needs of the student.  Article 7 provides eligibility criteria for each area of suspected disability for the case conference committee to follow during the decision making process.  
 

Continuum of Services

Westfield Washington Schools is committed to providing a full continuum of quality educational services for students with disabilities ages 3-22 in accordance with the Individuals with Disabilities of Act (IDEA/Article 7). Our general and special education teachers work collaboratively to provide an appropriate, individualized education in the least restrictive environment for all students. Special education supports and services are provided to ensure academic, social, emotional, behavioral, adaptive, and physical needs of all students with disabilities are met. These supports and services are created within the framework of a student’s Individual Education Program Plan (IEP).
Priority is placed on serving students with disabilities in the general education setting, being taught alongside their general education peers. We strive to provide the least restrictive environment for each student. The majority of our students are served in their home schools/general education classrooms. In some cases, the IEP team may determine that alternative instruction or an alternative placement may be required to best meet the needs of the individual student. The student’s parent or guardian is an essential member of that team.

For students who are age-eligible for kindergarten through age 21, WWS offers a continuum of placement options that includes, but is not limited to: 
 

• Special education services and supports being provided in the general education classroom (this may be referred to as “push in” support or “inclusion”)
• General education classroom placement, with support services provided out of the general education classroom (often called “resource services”) 
• Separate classroom environments that provide instruction in functional academics (FAP), life skills, or address behavioral challenges. (This placement may or may not be in addition to the student’s participation in one or more general education settings or classes.) These classrooms may or may not be housed at the student’s home school. 
• Our MOSAICS program provides instruction and behavioral support for students who require a more intensive level of service.

Private or Home Schooled Students: Westfield schools supports and makes special education and related services available to all students identified with special needs within Westfield’s physical boundaries--including students who attend a private school or home school located within our geographic boundaries. However, both federal and state special education law permit the school to offer a level of special education and related services that is less than what the student would receive if attending the local public school. 
 

The Medicaid Waiver application can now be filled out online. The waiver can be completed by anyone who supports the student and their family. Families should expect to hear from BDDS within about 2 weeks of submitting. 

The link can be used statewide; each application that is received will be sent to the student’s district office/county of residency. The confirmation of diagnosis form that needs a doctor’s signature isn’t needed until later in the process.

Medicaid Waiver Application: https://bddsgateway.fssa.in.gov/

Confirmation of Diagnosis Form (physician’s signature): https://forms.in.gov/Download.aspx?id=10691 

Bureau of Developmental Disabilities Services website: https://www.in.gov/fssa/ddrs/developmental-disability-services/

Read about it here.