Special Education Support Services
Special Education Support Services provides a variety of support services to families and school districts to help children access their education. These specialties include: Augmentative Communication, Feeding Team, Nonviolent Crisis Intervention® training program (CPI), Counseling and Special Education, and Alternative Director.
Dear Parents, Families, and Community Partners,
I am happy to be in the role as the Director of Special Education Support Services at South Coast ESD. Our highly trained staff are committed to excellence and instructional support to students, staff, and families in a number of areas that include:
- Augmentative Communication
- Feeding Team
- Crisis Prevention Institute
- Special Education Director
Staff in each of these areas are part of the Multi-disciplinary team and actively work with students to support their needs in the areas of communication, safe feeding, and behavior management. Our trained speech pathologists, occupational therapists, registered nurses, and behavior technician work together with the staff and parents to ensure they are understanding the needs of the student and designing and implementing the best service that supports the need(s) of the student.
Student growth and success is of the utmost importance to us. Collaboration with parents, community agencies, and district staff are vital for ensuring that everyone is working together and on the same page for supporting the needs of the students. If you have any questions about our program or services, please feel free to reach out to our office.
Augmentative and Alternative Communication. The team is comprised of a Speech Pathologist (SLP) and Speech Pathologist Assistant (SLPA) who will find and create low tech devices to train staff and students to encourage language development.
Feeding Team. The Feeding Team will provide feeding evaluations to ensure that the individual students are able to eat safely while in a school environment, provide necessary training to staff to feed children with special feeding needs and provide appropriate training to district staff to feed students safely. The team is comprised of a Nurse (RN), Speech Pathologist (SLP), and Occupational Therapist (OT). All three specialist work together to ensure students are able to eat safely.
Crisis Prevention Institute (CPI) The purpose and philosophy of the Nonviolent Crisis Intervention® training program is to provide for the best possible Care, Welfare, Safety, and Security of everyone involved in a crisis situation. Our Instructor Certification Program has a focus on prevention, our core training program equips staff with proven strategies for safely defusing anxious, hostile, or violent behavior at the earliest possible stage. It’s been setting the standard for crisis prevention and intervention training for over 35 years.
Special Education Director. The Special Education Director Program provides a Special Education Administrator to act on behalf of the school district to fulfill Special Education Director duties.
Parent Rights Handbook
Augmentative and Alternative Communication
The AAC team will assist students and staff to help enhance communication skills of students with special needs. The team is comprised of a Speech Pathologist (SLP) and Speech Pathologist Assistant (SLPA) who will find and create low tech devices to train staff and students to encourage language development. The SLP and SLPA will provide service to students in accordance with Individual Education Plans (IEP).
This program is contracted for the following services
Provide evaluation and assessment for children with significant communication disorders.
Provide SLP to be a member of the multidisciplinary team to consult and give recommendations for AAC services on the IEP. The SLP will work with the teacher to create goals that incorperate language development.
Provide SLP and SLPA who work with students in small groups to teach communication skills that match the IEP goals and objectives.
Provide SLP and SLPA to consult with classroom staff to problem solve and create supportive communication tools. Specialists will show staff ideas of things to work on in between visits to maximize teaching communication to the student.
Provide AAC services for students requiring either low- tech supported communication devices such as visual schedules, communication books, voice output devices, or high-tech computer or assistive technology devices. High-tech devices may be available for use on a trial basis to determine suitability but then must be provided by the parent and/or resident school district. District special education representatives must be in attendance at IEP meetings for these discussions.
Create visual/object schedules, communication books, and templates for low- tech devices for student and staff to work with.
Provide staff training to programs and school district staff to teach about different augmentative devices that can be used to support students.
SLP will keep up-to-date medicaid logs on services provided to students.
The Feeding Team will provide feeding evaluations to ensure that the individual students are able to eat safely while in a school environment, provide necessary training to staff to feed children with special feeding needs and provide appropriate training to district staff to feed students safely. The team is comprised of a Nurse (RN), Speech Pathologist (SLP), and Occupational Theraptist (OT). All three specialist work together to ensure students are able to eat safely.
This program is contracted for the following services
Provide comprehensive feeding evaluations for children with special health care needs and medically fragile children who have difficulty with eating safely.
Provide the initial feeding evaluation and two follow-ups per year for each student.
Provide guidelines and recommendation for safe feeding for District staff to follow when feeding students.
Provide consultation to trained District feeders who serve children with special needs.
Provide consultation relating to safe feeding at school to help meet the mandates of federal and state laws.
Provide consultation to all districts within service delivery area who request assistance planning Safe Feeding Protocols.
Provide written protocols and train District staff to feed students with Safe Feeding Protocols.
Feeding Team Contacts
Crisis Prevention (CPI)
The purpose and philosophy of the Nonviolent Crisis Intervention® training program is to provide for the best possible Care, Welfare, Safety, and Security of everyone involved in a crisis situation. Our Instructor Certification Program has a focus on prevention, our core training program equips staff with proven strategies for safely defusing anxious, hostile, or violent behavior at the earliest possible stage. It’s been setting the standard for crisis prevention and intervention training for over 35 years.
Use of Restraint (PPI)
Use of Restraint – “Restraint” means the restriction of a student’s actions or movements by holding the student or using pressure or other means.
“Restraint” does not include:
a. Holding a student’s hand or arm to escort the student safely and without the use of force from one area to another;
b. Assisting a student to complete a task if the student does not resist the physical contact; or
c. Providing reasonable intervention with the minimal exertion of force necessary if the intervention does not include a restraint prohibited under Oregon Revised Statute (ORS) 339.288 and the intervention is necessary to:
(1) Break up a physical fight;
(2) Interrupt a student’s impulsive behavior that threatens the student’s immediate safety, including running in front of a vehicle or climbing on unsafe structures or objects; or
d. Effectively protect oneself or another from an assault, injury or sexual contact with the minimum physical contact necessary for protection.
Oregon Administrative Rule (OAR) 581-021-0550 defines restraint as follows:
· Restriction of a student’s movement by one or more persons, holding the student, or applying physical pressure upon the student.
Use of Seclusion
“Seclusion” means the involuntary confinement of a student alone in a room from which the student is physically prevented from leaving. Seclusion includes, but is not limited to, the involuntary confinement of a student alone in a room with a closed door, whether the door is locked or unlocked.
“Seclusion” does not include the removal of a student for a short period of time to provide the student with an opportunity to regain self-control if the student is in a setting from which the student is not physically prevented from leaving, or a student being left alone in a room with a closed door for a brief period of time if the student is left alone for a purpose that is unrelated to the student’s behavior.
Special Education Director
This program is contracted for the following services:
Support to special education teachers and instructional assistants with classroom organization, student/staff scheduling, behavior management plan implementation, and development/access to curriculum to meet the specially designed instruction needs of the students.
Training and support to case managers in IDEA law and act as liaison with ODE regarding Special Education questions and situations.
Development and implementation of IEP/Eligibility compliance review and correction process for case managers.
Act as district representative at difficult/litigious IEP and Eligibility meetings when the school building representative needs support and/or when the skills of the Special Education Director are needed with communication/collaboration with the district superintendent and administrators.
Facilitate monthly Special Education team meetings to answer special education related questions, gather information about current systems, collaborate with the team to improve district special education process, act as a resource for concerns/issues, and problem solve student-specific issues.
Available for consultation on issues/emergency situations that arise.
Answer special education related questions from parents, general education staff, and specialties.
Attend SPR&I training for maintaining compliance.
Management of the district’s SEAS website information and special education accumulative files.
Provide input to administration for supervision/evaluation of special education staff (licensed/classified).
Completion of mandatory state reports for Special Education and SPR&I as well as coordination of correction procedures for compliance errors.