Confidentiality Training <click on link below to download file>
/userfiles/460/my files/sesc confidentiality training for districts.pptx?id=3150
Information on transition from high school for students with disabilities, professionals, and parents. For more transition information, visit www.transitiononestop.org
The Casey County School District has an ongoing “Child Find” system, which is designed to locate, identify and evaluate any child residing in a home, facility, or residence within its geographical boundaries, age three (3) to twenty-one (21) years, who may have a disability and be in need of Special Education or 504 services. This includes children who are not in school; those who are in public, private, or home school; those who are highly mobile such as children who are migrant or homeless; and those who are advancing from grade to grade, who may need but are not receiving Special Education or 504 services.
The district’s “Child Find” system includes children with disabilities attending private or home schools within the school district boundaries who may need special education services.
The Casey County School District will make sure any child enrolled in its district who qualifies for Special Education or 504 services, regardless of how severe the disability, is provided appropriate Special Education or 504 services at no cost to the parents of the child.
Parents, relatives, public and private agency employees, and concerned citizens are urged to help the Casey County School District find any child who may have a disability and need Special Education or 504 services. The District needs to know the name and age, or date of birth of the child; the name, address, and phone number(s) of the parents or guardian; the possible disability; and other information to determine if Special Education or 504 services are needed.
If you know of a child who lives within the boundaries of the Casey County School District, who may have a disability, and may need but is not receiving Special Education or 504 services, please call the Board of Education 606-787-2210
If you have questions concerning evaluations or re-evaluations for children with disbilities, please contact the Director of Special Education 606-787-2210
The WHAS Grant helps purchase AIMSweb!!
A more efficient way to monitor our students!!
The Department of Special Education services is now using the AIMSweb progress monitoring program to provide better support to our students and feedback to parents.
AIMSweb is an assessment system that provides the framework for a tiered instructional program. It offers multiple assessments for universal screening and progress monitoring, and web-based data management, charting, and reporting. Also provided are screening tools and interventions for behavior and social skills.
Curriculum-Based Measurement Assessment is quick, easy, and powerful.
At the heart of the AIMSweb system is Curriculum-Based Measurement (CBM), the method of monitoring student progress through direct, continuous assessment of basic skills. CBM assessment practices are based on 30 years of scientific research. These standardized tests are time efficient and inexpensive, yet produce accurate charts of student growth over time. Each assessment takes one to ten minutes to administer (most are one to four minutes). Included are Benchmark probes for universal screening and Targeted Progress Monitoring probes—up to 33 alternate forms per skill, per grade—to enable more frequent progress monitoring.
Depending upon the measure, testing is done individually or in groups. Scores are entered or uploaded into the AIMSweb system for analysis and reporting and then presented in parent friendly form to help the ARC make more informed decisions for students.
The successful transition of all students from grade level to grade level or from school to post-school activities – whether to postsecondary education, vocational training, integrated employment, continuing and adult education, adult services, independent living or community participation – is the ultimate goal of educators.
But no matter how you look at it, transition means change, and change can be difficult under even the best circumstances. The transition from grade levels or from school to community, though filled with the hopeful promise of new beginnings, presents a unique set of challenges that must be met with careful, systemic, and individualized planning in order to be successful. The goal of the special education is to ensure we are "Planning for our students futures, not their past"