Special Education Department

Staff | Program Description | FIAT Program | SAAB Program

Staff

Alphin, Les SAAB (10 th) resource, Inc AlgebraX/Intro Geometry
Ballard, Paula Social Studies Self Contained, Inc W. Geog.
Brandt, Renee English Self Contained
Chattleton, Barbara 11 th/12 th Grade resource, Inc Alg. 2, Inc English 12
Cheeks, Monica FIAT (9 th) resource, Inc Earth Science
Deliz, Don SAAB (10 th) resource, Inc Biology
Doane, Anthony FIAT(9 th) resource, Inc English 9
Gay, Page 11th/12 th Grade resource, Inc US History
Gresham, Amy Math Self Contained, Work Study Self Contained
Hinshaw, Rosanne Math Self Contained, Science Self Contained
Kight, Laura FIAT (9 th) resource, Inc Intro to Algebra
Olds, Randall FIAT (9 th) resource, Inc W. History 1
Parent, Susan 11 th/12 th Grade resource, Inc Geometry X
Stallings, Susan SAAB (10 th) resource, Inc English 10
Stanley, Andrea English/Read 180 Self Contained
Sutton, Travis 11 th/12 th Grade resource, Inc English 11
Wimbush, Heidi MR Self Contained – all Life Skills
Ziemba, Cathy Self Contained Vocational, Work Experience Coordinator

Lewis, Heather Speech and Language Teacher
Delaney, Matthew Assistant Principal for Special Education

Bennitt, Sherrie Teacher Assistant – Stanley, Job Coach
Clark, Rhonda Teacher Assistant – Gresham
Gilman, Jan Teacher Assistant – Wimbush
Malone, Malerie Teacher Assistant – Brandt
Moore, Lynnda Teacher Assistant – Stanley, Job Coach
Patterson, Pat Teacher Assistant – Ziemba, Job Coach
Ramos, Marlene Teacher Assistant – Hinshaw
Upton, Polly Teacher Assistant – Personal TA
Zingone, Angelina Teacher Assistant – Ballard

Program Description

Programs: ED (Emotionally Disturbed) and LD (Learning Disabled) – consultative, resource, and self-contained MR (Mentally Retarded) self-contained

Diploma Choices: Advanced, Standard, Modified, and Special.

To earn Advanced or Standard Diploma, students must complete required credits and verified credits as mandated by school system. Students must pass regular education math courses (Algebra, Geometry, etc...), 4 years of English, required social studies, and sciences. These credits may not be earned through special education.

Students must also complete all regular education classes for a Modified Standard Diploma, but are not required to pass SOL tests, except for 8 th grade Math and English SOL tests.

To earn a special diploma, students must master all objectives on the Individualized Educational Program (IEP) and participate in the Alternate Assessment or participate in at least one regular education SOL class and test by grade 11. Special diplomas do not look any different from the regular diploma, and students graduate with their classmates. Special diplomas still enable students to attend vocational programs, community colleges, and enter some branches of the military.

Consultative Program: Students are assigned a case-manager who checks progress in all classes on a regular basis and makes sure that IEP accommodations are followed. Students may meet with their case-manager as needed or as determined by IEP committee, but are not assigned a special education class.

Resource classes: Students complete required classes to obtain a regular education diploma and receive extra support and assistance through a resource class. Students attend one block of resource class, earning a credit, and learn study skills, improve math and language arts skills, and receive help with academic assignments. Additional resource classes do not earn credit.

Inclusion classes: Students who may be academically and behaviorally capable of passing the regular education classes, but require additional assistance through the help of an inclusion class, may be placed in one or more inclusion classes as determined by the IEP committee. Inclusion classes allow special and regular educators to work together as a team within the regular education class, sharing expertise and knowledge to better help all students within the classroom. Currently we offer many choices for inclusion and will continue based on IEP requirements. Student may also have a resource class in addition to inclusion classes to provide extra support.

Self-Contained program: Students receive most of their academic courses through the special education program. Most students have 4 or more blocks of special education, but many are mainstreamed into electives, PE/health and regular education SOL courses as deemed appropriate. Students in this program earn a special diploma. The Self-Contained program is departmentalized so that students travel to several teachers for their academic courses. Students are grouped by grade level (9/10 and 11/12). Students in grades 9 and 10 learn a modified SOL curriculum including Algebra or Geometry , World Geography or History, Earth Science or Biology, and English. Students in grades 11 and 12 learn Consumer Math, Life Skills, Vocational Skills, English, US History or Government. Work Experience Programs are encouraged, as well as vocational evaluations, which possibly would allow student to attend Central Academy or Vo-Tech for vocational programs offered there.

Work Experience: For our students who will most likely enter the work force upon graduation, we offer a wide variety of work experience programs. Students work within First Colonial in the cafeteria or assisting the bookkeeper and custodians. The Perky Patriots Coffee Shop also provides a wonderful opportunity for work experience. In addition to the school based programs, students work within the community at area businesses, including local grocery and discount stores, Sentara Virginia Beach General Hospital, Laskin Road Annex Coffee Shop and Cafe, and area grocery stores. We are always looking for new opportunities for additional work sites. Students do not receive a credit for this program nor are they paid, but a grade is assigned, and they learn appropriate job behaviors, attention to detail, following directions, initiative, and the work ethic, as well as, receive references to use for future job searches.

MR class -Our MR class is for any student needing a small structured environment with an emphasis on independent life skills to enable student to someday live independently. All curriculum is geared toward life skills and vocational training for students whose reading and math levels, social skills, and daily living skills prevent them from participating in general education classes (with the exception of PE and electives) or our other self contained programs. Community based instructional field trips, work experience, and vocational programs are emphasized. Students work at The Patriot Place, First Colonial's School Store, as well as community and in-school work experience programs.

AN IEP modification should be completed in the spring to determine the best placement for your child at First Colonial. Your child's current special education teacher should work with you and your child to decide what is in his or her best interest.

Please feel free to contact any of the following people at First Colonial High School (496-6711) should you have any questions or concerns.
Heidi Wimbush, Department Chair Heidi.Wimbush@vbschools.com
Sue Parent, SST /SEC Coordinator Susan.Parent@vbschools.com
Matthew Delaney, Assistant Principal

The Parent Resource Center at the Laskin Road Annex is also an excellent source of information. They may be contacted a 263-2066.

The FIAT (Freshmen in Action Team) Program

In an effort to better serve our students with disabilities in the difficult transition from middle school to high school, a special program was created at First Colonial High School. With this model, we are able to service 9 th grade students pursuing a standard or modified standard diploma who have inclusion services and a resource class in their IEP. This model involves four special education teachers and four regular education teachers working as a team to meet the needs of our 9 th grade students. Each special educator is teamed exclusively with a regular educator in each of the 4 core areas. The teaming of one content teacher with one special education teacher is a great benefit to the students, as the special education teacher is placed in the area of his/her strength, thus having the confidence and knowledge to truly be a co-teacher in that content area. Also time is made for co-planning, which is critical to the success of the inclusion program.

The second component of this model involves the four resource teachers team-teaching a resource block for all of these students. For 45 minutes of the block, students come into the resource lab and meet with their case-manager for a short group lesson on a particular study skill or for SOL remediation. After the group lesson, students are able to go to any of the individual teachers for assistance in the various content classes. All students receive special assistance from their inclusion teacher to prepare for upcoming special projects or tests. Because the special education teachers are right in the students’ core classes, they know upcoming assignments and critical needs of specific students, including who needs to finish a test or make up an assignment. All students receive one-half of a block of resource EACH day. The other half of the block is their lunch. This program also gives students time in their schedule to take an elective class. In the past, the resource class took place of the elective, and this was often unfair to some students involved in chorus, band, or who had other interests that they were unable to pursue.

Rationale for this program:

1. The transition for Middle School to High School is very difficult due to Block Scheduling and teacher expectations.
2. These students have the opportunity to have a smaller student-to-teacher ratio, which research proves to increase the success rates of the students.
3. The students have an opportunity to have two different teaching styles within one classroom, including content expertise of the general ed. teacher and the learning strategies provided by the special ed. teacher.
4. Students have the opportunity to receive assistance from their four inclusion SPED teachers during their resource block.
5. Students are able to enroll in an elective class that otherwise would be denied them in order to schedule a resource class.
6. Students do not have a study block, which may not be used productively, but instead have time to complete assignments in a structured, helpful environment.

SAAB (Sophomores Academic Achievements Booming)

Our 10 th graders are able to continue this special resource program. Similar to the FIAT program, the resource class is staffed with inclusion teachers from each of the core subjects in which our 10 th graders generally enroll, Biology, AlgebraX/Intro to Geometry, and English 10. (Students pursuing a standard or modified diploma do not need to take social studies in grade 10. Only advanced diploma students need to complete four years of social studies.) This resource class is scheduled as a 90 minute block every other day. Most students are still able to make room in their schedule for an elective.