Table of Contents
Welcome Letter ...................... 2
Sunshine State Standards ........ 3
About ESE .............................. 4
Common Acronyms ................. 5
Important Websites ................. 6
IEP Timelines ......................... 7
Alternative Assessment ........... 8
Deaf/Hard of Hearing (D/HH) .. 9
Reading ................................ 10
Visually Impaired (VI) ............ 11
Speech Language .................. 11
Assistive Technology .............. 12
Mathematics .......................... 12
Transition .............................. 14
Florida Inclusion Network ....... 14
Advanced Academics Updates . 15
Gifted Models and Waivers ..... 17
FDLRS Facts .......................... 18
FDLRS Media Center .............. 19
Parent Primer ........................ 19
ESE Advisory Council
Meeting Dates ..................... 20
Parent Organizations
and Support Groups ............. 20
Welcome Back Checklist ......... 21
PDA ESE ................................ 22
Where to Go for Help ............. 23
2 Exceptional Student Education Special Edition Newsletter August 2004
From the Desk of ESE Director, Leah Kelly
Welcome back to all of you who had a brief summer respite! Things have been
hopping in the ESE Department with administrative staff changes, the continued roll
out of the EasyIEP internet based system that was initiated last year, summer academy
professional development opportunities, and product development to assist parents
and schools with district and state initiatives.
Staff changes include the hiring of Terry Spurlock as the new curriculum specialist for
the Deaf/Hard of Hearing and Visually Impaired programs (DHH and VI), Lida Yocum
as our second Due Process Coordinator, (SLD), and Debbie Lietzke as the Assistant
Principal for the DHH/VI itinerant teachers. Debbie was with the department for over
five years as the Curriculum Specialist for DHH/VI but as that program grew and
changed locations it became evident that the 35+ staff associated with the program
needed a full-time administrator-Debbie is a great selection! Terry Spurlock joins us
from her stint as a DHH teacher at Pasadena Lakes, with administrative experience
from other districts. Terry just had her third son in June but will be back with us soon.
Lida Yocum has been with the department for almost as long as I have; she was the
curriculum specialist for Specific Learning Disabilities prior to her new position as due
process coordinator. She joins Grace McDonald in assisting our School Board attorneys
and schools as they address due process issues for resolution. Her knowledge of
compliance issues, her commitment to what is appropriate for educating students,
and her experience in facilitating difficult situations has already had a positive impact!
What terrific additions to an already great staff! Many of you know Eleanor Goldberg.
She has been with the department for almost five years as a Program Specialist for
curriculum development in reading. She was instrumental in the development of the
Struggling Reader chart that is used district-wide and provided tremendous support
for all ESE students in addressing reading proficiency. Eleanor had an accident in the
spring and has had a rough recovery and will be taking a year off to fully recover.
In other news, Robyn Shipp, program monitor for the Deaf/Hard of Hearing, has
recently passed all of the requirements for the Broward County Recognition Program
(the Districts recognition program for non-classroom teachers developed to be
somewhat equivalent to National Board Certification). Congratulations to Robyn on
the work and effort that she put in to this and the districts recognition that echoes
ours!
The EasyIEP system is now being used in 60 schools. There will be more schools
added at the start of the school year, with all schools on the system by February. Tara
Rodger, EMS Manager, and Dr. Lisa Cunningham are working harder than ever to be
sure that the response time for problems and resolutions is minimal, and to develop
materials for parents to assist them with understanding the system and what they
will experience in their childs IEP meeting. There will be print material and some on-
line opportunities so stay tuned to hear more on this front.
The ESE Summer Academies covered a range of topics, including Step Up to Writing,
Wilson Reading, Thinking Maps, Creating Learner Access for Student Support, our
annual orientations for autism, and more. Participants responded well to the sessions
and some will be offered during the school year.
Product development is critical for providing updated information to parents and
school personnel on district and state initiatives. For ESE parents, several products
are underway: a brochure regarding promotion criteria and ESE students, diploma
options, and FCAT waiver information. For schools, there is information being developed
to assist with completion of required tasks in a timely manner, information on adequate
yearly progress (AYP) under the No Child Left Behind Act and Students with Disabilities,
Welcome back continued on page 3...
Welcome back continued from page 2...
and 20 minute staff development modules related to ESE that
can be used for early release days, middle school daily
professional development sessions, or for planning days. If
you have ideas on other products that would be helpful to
parents or school staff, please let us know.
We thought that we would be able to report to you on the
reauthorization of the Individuals with Disabilities Education
Act (IDEA) by now. It did not happen. Word has it that we
will not see any further movement on the reauthorization until
after the presidential election. Until then, there are no changes
under IDEA. You will hear about changes from the state
regarding ESE-revisions to the State Board Rules that will
change some of our procedures. As those rules get finalized
(anticipated in the early fall), we will get the word out and
provide assistance as needed.
We have seen an increase in the number of students with
disabilities who met proficiency for AYP in both reading and
mathematics over the last year, and we expect to see that
upward trend continue. Keep your eyes open for assistance in
moving your ESE students forward and in making sure your
school is equipped to meet the needs of your students in
the general education curriculum-a priority for
2004-05. So, heres to another good year; with
the collaborative spirit and initiative you have
shown in the past, its bound to be a bright one!
Sunshine State Standards
The Sunshine State Standards were developed by the Florida
Department of Education in order to provide expectations
for student achievement in Florida. The Sunshine State
Standards for Language Arts and Mathematics are the basis
of the Florida Comprehensive Assessment test (FCAT).
What You Need to Know:
The Sunshine State Standards are divided into seven subject
areas which have been divided into four separate grade
clusters (PreK-2, 3-5, 6-8, and 9-12).
Language Arts- This standard encompasses Reading,
Writing, Literature, Listening, Viewing, Speaking and
Language.
Mathematics Health and Physical Education
Science Foreign Languages
Social Studies The Arts
Materials:
Critical Content files for Language Arts, Writing and
Mathematics Standards can be downloaded in pdf format
from http://www.broward.k12.fl.us/k12programs/whatsnew/
for_teachers2.html
Training:
Trainings are offered throughout the year in Critical Content
for reading, writing, and mathematics by the Curriculum and
Instruction Department. Visit the HRD calendar site at http:/
/www.broward.k12.fl.us/hrdcal/

Sunshine State Standards

for Special Diploma
What you need to know:
Hierarchic Structure of Domains, Strands, Standards,
and Benchmarks
Students Desired Post School Outcome
Areas of Functional Academics
Functional Level Approach
Student Skill Mastery Level: Independent, Supported,
Participatory

Materials:
ESE Instruction Manager CD-Rom
Bureau of Instructional Support and Community Service
Website: http://www.firn.edu/doe/commhome

Training:
Secondary IEP Goals

Contact People:
Cindy Groth, Program Specialist
High School Curriculum, 754-321-2210
Dorett Wade, Program Specialist,
Transition, 754-321-2210

Exceptional Student Education Special Edition Newsletter August 2004 3


The Mission of Exceptional Student Education is to
create a framework upon which schools/zones can
build a collaborative structure of support services that
promotes student achievement and encourages
personal growth.
In the state of Florida, Exceptional Student Education, or ESE,
is the designation for special education as well as services
provided to students who meet criteria for gifted eligibility.
There are nineteen areas of ESE eligibility:
Autism
Deaf or Hard of Hearing (DHH)
Developmentally Delayed (DD)-for ages Birth to 5 only
Dual-Sensory Impaired
Educable Mentally Handicapped (EMH)
Emotionally Handicapped (EH)
Established Conditions (EC)-for ages Birth to 2 only
Gifted
Hospital/Homebound (H/H)
Language Impaired
Orthopedically Impaired (OI)
Other Health Impaired (OHI)
Profoundly Mentally Handicapped (PMHY)
Severely Emotionally Disturbed (SED)
Specific Learning Disabled (SLD)
Speech Impaired
Trainable Mentally Handicapped (TMH)
Traumatic Brain Injury (TBI)
Visually Impaired (VI)
For students who meet these eligibilities (except for gifted
only), occupational and/or physical therapy may be provided
as identified on the individual educational plan (IEP).
Detailed information on the process for determining eligibility
in one or more of these categories can be found in the ESE
Parent Primer. The Primer includes other information that is
helpful to all parents of students with special needs.
ESE students attend their boundaried school whenever
possible. The boundaried school is the one the student would
attend if they were not an ESE student. If the boundaried
school cannot provide the services identified on the individual
educational plan, another school will be selected and
transportation will be provided.
Services are provided to exceptional students based on the
identified needs on the IEP. Locations for these services range
from the general education classroom with supports and
services provided in the classroom, to pull out services, to
cluster classrooms where students with more complex needs
may be placed from several different schools, to center schools
and other options in between.
4 Exceptional Student Education Special Edition Newsletter August 2004
FCAT WAIVERS
The 2003 Florida Legislature passed a law that provides
an additional graduation option for certain students with
disabilities. Students with disabilities who are seniors for
the first time and who meet the following criteria may be
eligible for a waiver from passing the Grade 10 Florida
Comprehensive Assessment Test (FCAT):
have a current individual educational plan (IEP),
meet the state and district graduation requirements,
including 25 academic credits and a 2.0 overall grade
point average,
have 40 hours of service learning hours, and
are experiencing difficulty in passing the Grade 10
Florida Comprehensive Assessment Test (FCAT),
even with allowable accomodations
have participated in intensive remediation
A students individual educational plan (IEP) team can
review information related to the students mastery of
appropriate Sunshine State Standards, and determine
whether the students performance on the FCAT, with all
appropriate accommodations, accurately measures the
students ability. If the IEP team determines that it does
not, it may waive a passing score on the FCAT as a
requirement for graduation with a standard high school
diploma. Guidelines for IEP teams to use when considering
this option have been provided to the Exceptional Student
Education (ESE) Specialist at each school.
While the FCAT waiver is an option for some students, all
students with disabilities have the option of remaining in
school until the end of the school year in which the student
turns 22 or graduates with a standard diploma, which ever
occurs first. This federal requirement is intended to ensure
that students with disabilities have sufficient opportunity
to master the skills necessary for successful employment
or postsecondary education.
Attention! Jobs Needed!
Are you interested in promoting jobs for students with
disabilities?
The Broward County School District is making it a priority
to assist students with disabilities in securing employment
through job carving (combining parts of one or more
jobs in order to create a meaningful job for an individual
with disabilities) and supported employment (work for
those who require extended, ongoing support services
in order to maintain employment in the community).
We are looking for people in the community (individual
and family owned businesses) who are willing to provide
job leads for students with exceptionalities.
Please contact Dorett Wade, Transition Program
Specialist at (754) 321-2210
 THE SCHOOL BOARD OF BROWARD COUNTY, FLORIDA
COMMONLY USED ACRONYMS
AAC Augmentative/Alternative CDC Centers for Disease Control and FOPE Federation of Public Employees
Communication Prevention FRS Florida Retirement System
ABE Adult Basic Education CDTC Childrens Diagnostic Treatment FSBA Florida School Boards Association
ACTS American College Testing Service Center FSP Family Support Plan
ADA Americans with Disabilities Act CHRIS Childrens Registry & Information FTE Full-Time Equivalence (student count)
ADD Attention Deficit Disorder System FY Fiscal Year
ADHD Attention Deficit Hyperactivity CLAST College Level Academic Skills Test FYI For Your Information
Disorder CMS Childrens Medical Services GED General Equivalency Diploma
ADM Alcohol, Drug Abuse and Mental COMPASS Comprehensive On-Line GEM Gifted Education in Mathematics
Health Maintenance Planning & Storage
GPA Grade Point Average
AED Automated External Defibrillator System
COP Certificate of Participation HIV Human Immunodeficiency Virus
AFDC Aid to Families with Dependent HMO Health Maintenance Organization
Children COPA Confidential Office Personnel
Association HRD Human Resource Development
AICE Advanced International Certificate of HRMS Human Resource Management
Education CPC Community Psychiatric Centers
CPR Cardiopulmonary Resuscitation System
AIDS Acquired Immune Deficiency HSCT High School Competency Test
Syndrome CPT Computerized Placement Test
CST Child Study Team IAT Intervention Assistance Team
AIP Academic Improvement Plan
DAC District Advisory Council IDEA Individuals with Disabilities
AP Assistant Principal or Advanced
Education Act
Placement DARE Drug Abuse Resistance Education
IEP Individualized Education Plan
APPAS Administrator Performance, Planning db Decibels
IFSP Individual Family Service Plan (same
and Appraisal System DCF Department of Children and Families
as FSP)
ARC Achievement and Rehabilitation DD Developmental Delays IPAS Instructional Personnel Assessment
Centers, Inc. DHH Deaf/Hard of Hearing System
AT Assistive Technology DI Direct Instruction IRI Individual Reading Inventory
ATEN Assistive Technology Education DOE Department of Education IZ Innovation Zone
Network DP Data Processing JIF Juvenile Intervention Facility
AV Audio/Visual DROP Deferred Retirement Option Plan JTPA Job Training Partnership Act
BASLD Broward Association for Children EAP Employee Assistance Program K-12 Kindergarten through grade 12
with Learning Disabilities EEOC Equal Employment Opportunity
BCSB Broward County School Board LAN Local Area Network
Commission LEA Local Education Agency
BCPS Broward County Public Schools EH Emotionally Handicapped
BCSAA Broward County School LEAD Leadership Excellence and
EIP Early Intervention Program Administrative Development
Administrator Association EIEPP Eligibility, Individual Education Plan
BECON Broward Educational Communication LEP Limited English Proficient
and Placement
Network LRE Least Restrictive Environment
ERIC Educational Resources Information
BEF Broward Education Foundation MADD Mothers Against Drunk Driving
Center
BETA Broward Employment and Training METRIC Multilingual Evaluation and Training
ESE Exceptional Student Education
Administration Center
ESL English as a Second Language
BFS Broward Family Services MH Mentally Handicapped
ESOL English for Speakers of Other
BRACE Broward Advisors for Continuing MIP Master Inservice Plan
Languages
Education ETS Educational Technology Services or M/WBE Minority/Women in Business
BSO Broward Sheriffs Office Educational Testing Service NEA National Education Association
BSSEE Bureau of Student Services and FAPE Free Appropriate Public Education NESS New Educator Support System
Exceptional Education FAST Financial Application Systems NIE Newspapers in Education
BTU Broward Teachers Union Technology NMSQT National Merit Scholarship Qualifying
CAB Communicating Across Broward FCAT Florida Comprehensive Assessment Test
CAI/CMI Computer Assisted Instruction/ Test OHI Other Health Impaired
Computer Management Instruction FDLRS Florida Diagnostic & Learning OJT On-the-Job Training
CAP Certified Achievement Program Resources System OT Occupational Therapy
CASE Council of Administrators of Special FEA Future Educators of America OTP Over-Time Premium
Education FEFP Florida Educational Finance Program OTS Over-Time Straight
CBI Community Based Instruction FIRN Florida Information Resources PAC Political Action Committee
CCC Citizens Concerned about our Network PACT Preliminary American College Test
Children or Child Care Connection FISH Florida Inventory of School Houses PAF Personnel Action Form

Exceptional Student Education Special Edition Newsletter August 2004 5

 COMMONLY USED Useful Websites to Explore
ACRONYMS
Teaching Resources for Florida Exceptional Student Education:
This website is designed to assist Florida teachers of students with disabilities
PDN Professional Development Network in implementing the Florida Sunshine State Standards, including the
PEPPER Public Education Providing Preschool Standards for Special Diploma.
Evaluation and Remediation http://www.cpt.fsu.edu/ese/
PLACE Preschool Learning Activities
Classroom Experience Virtual University- Online Learning:
PONY Interdepartmental and Interschool SBBC Virtual University is designed to provide educators a solid educational
Mail System experience as well as the opportunity to participate in staff development
PPA Paraprofessional Association training at their convenience. The information in this site will provide a
PPO Preferred Provider Organizations description of the online courses offered through SBBC VU and answer
PSAT Preliminary Scholastic Assessment questions about on-line learning.
Test http://www.broward.k12.fl.us/ci/html/alternative_page.html
PT Physical Therapy
PTA Parent Teacher Association Got AT? Assistive Technology Newsletter (PDFfile):
PTO Parent Teacher Organization This is a quarterly newsletter published online. Got AT? Discusses assistive
RFP Request for Proposal technology integration and solutions for students needing access to curricular
RSDS Results Driven Staff Development materials.
SAC School Advisory Committee http://www.broward.k12.fl.us/studentsupport/ese/Templates/html/
SACS Southern Association of Colleges and atnewsletter.htm
Schools
SADD Students Against Driving Drunk ATEN- Assistive Technology Education Network:
SAF School Advisory Forum ATEN provides services to students, family members, teachers, and other
SALT Scholastic Auditory and Language professionals within the state of Florida. ATEN supports five additional
Training regional labs located in Tallahassee, Tampa, Palatka, Volusia, and Ft.
SAT Scholastic Assessment Test Lauderdale. These facilities offer a sampling of assistive technology options
SEAS Student Enrichment in Arts and and provide training and support in their regions.
Science http://www.aten.scps.k12.fl.us
SED Severely Emotionally Disturbed
SEDNET Severely Emotionally Disturbed AAC Interventions:
Network Augmentative/Alternative Communication Intervention site contains a
SIP School Improvement Plan plethora of weblinks, tips and teaching ideas, making communications
SIT School Improvement Team devices, Boardmaker resources, handouts from presentations and information
SIU Special Investigative Unit about products. The site is managed by Judy Maro and Caroline Musslewhite.
SLD Specific Learning Disability http://www.aacintervention.com
SP&P Special Programs and Procedures for
Exceptional Students E-NEWS:
SPICE Specialized Preschool Individual and Many professional organizations provide the opportunity to subscribe to their
Classroom Education e-newsletter. These newsletters are received in an e-mail account you specify
SRO School Resource Officer on a regular basis (e.g., once per week, once per month) and are web-based.
SSWA School Social Work & Attendance This means that if you are interested in reading further about an article, you
STD Sexually Transmitted Disease just click the hyperlink within the newsletter and you are taken to the
STW School-To-Work organizations website where you can further investigate topics of interest.
SWD Students with Disabilities http://www.broward.k12.fl.us/ci/ni/e-news/index.html
TBI Traumatic Brain Injury
TDA Temporary Duty Assignment New Horizons for Learning:
TDIF Teacher Directed Improvement Fund New Horizons for Learning is an international, non-profit educational network.
TSA Tax Shelter Annuities New Horizons for Learnings role has been to give visibility to effective
VACE Vocational Adult Community
teaching and learning practices. Whether you are a teacher, administrator,
Education student or parent, you will find useful and up to date information in
VE Varying Exceptionalities categories such as: Teaching and Learning Strategies, Perspectives on the
VI Visually Impaired
Future, News from Neurosciences, Lifelong Learning, and more. New Horizons
for Learning connects people to one another and to resources by offering an
VR Division of Vocational Rehabilitation
expanded view of teaching, learning, and developing intelligence.
WAN Wide Area Network
http://www.newhorizons.org/

6 Exceptional Student Education Special Edition Newsletter August 2004

 IMPORTANT IEP TIMELINES
The Individual Educational Plan (IEP) meeting MUST be held
at least one time during the school year (annually). The date
of the meeting must not exceed the date noted for the annual
update. If it does, the IEP will be out of compliance. Other
components of the IEP are required to be completed
throughout the IEP year.
What you need to know:
Annual IEP Meeting - This meeting MUST be held prior
to the annual date. Make sure this is scheduled well in
advance of the annual date to allow for unexpected
changes in the meeting.
Reevaluation - This occurs every 3 years and cannot
exceed the reevaluation date noted on the IEP.
Progress Reports - All annual goals MUST have their
progress reported to parents as often as general education
students are informed of their progress. This means that
all progress of IEP goals are written on the Annual Goals
Progress Report form and sent home with the report cards.
This is required for ALL ESE(K-12) students to record
progress on each individual goal and must be completed
every marking period. This form is completed at the annual
IEP meeting when a new one is generated with the new
IEP goals.
Reminder! If an interim IEP meeting is held and
new IEP goals are added, please do not forget to
include them on the goals progress report!
Extended School Year- Data must be collected on
annual goals starting with the beginning of the school
year. Extended School Year decisions are based on the
current school year, so the starting point for this collection
of information begins the first day of school!
At the end of first marking period, if a student has not
recouped skills mastered the previous year, documentation
will need to be addressed throughout the year for potential
extended school year services. This should be recorded
in the Annual Goals Progress Report.
Electronic
Management System
Easy IEP
During the 2003-2004 school year, the Exceptional Student
Education Department implemented an exciting, new
method of developing Individual Educational Plans, named
Easy IEP. Easy IEP is a secure, web-based system
used to develop Individual Educational Plans. We have
been working with Public Consulting Group, developers
of Easy IEP, in order to customize the system to our
needs.
The tailoring of the system began in the fall of 2002. In
September 2003, the pilot phase of testing the system
began. Initially, eleven schools piloted Easy IEP with
tremendous success. We have made many improvements
based on the users input. Additionally, eleven more pilot
schools were added in February 2004 and the roll out
process began in April 2004. Currently, there are 60
schools using the system and the remaining schools, with
the exception of preschool programs and Department of
Juvenile Justice (DJJ) sites, will be rolled out by February
2005.
Schools will be scheduled for a one-day training based
on their zones roll out dates. Each school will send a
total of three people to be trained as case managers and
they, in turn, will train their schools staff. After this
training, schools will begin using the system by the
scheduled implementation dates.
It is exciting to have this cutting edge technology available
for our schools. Any questions or concerns should be
addressed to Tara Rodger, EMS Manager, 754-321-2247.
Projected roll out dates for Zones:
August 2004 December 2004
Flanagan Boyd Anderson
Miramar Coral Springs
Stoneman Douglas South Broward
McArthur Cooper City
South Plantation Fort Lauderdale
Coral Glades
October 2004
Coconut Creek
Everglades
Stranahan
Cypress Bay
Piper

January
Dillard
Nova
Hallandale
Ely

Exceptional Student Education Special Edition Newsletter August 2004 7


The Individuals with Disabilities Education Act (IDEA) requires
that students with disabilities participate in regular state and
district assessment. This is accomplished with appropriate
accommodations or via alternate assessment. The decision to
exempt a student from regular state and district assessments
is made at the IEP meeting at which the curriculum and
instruction for the student are determined. Excemption only
occurs if the IEP determines the student meets the state
exemption criteria. Members of the IEP committee must
indicate the alternate assessment that will be used to determine
the progress of a student who is exempt from state and district
assessment. Based on the standards, annual goals, and
curriculum determined appropriate for the student, the IEP
committee indicates which of the district approved alternate
assessments to use.
The Florida Alternate Assessment Report (FAAR) provides
information regarding progress of students with disabilities
on the functional academic and communication standards of
the Sunshine State Standards for Special Diploma. It functions
as a uniform tool for reporting the results of current
assessment. The FAAR is a reporting system, NOT a test.
What you need to know:
All students with disabilities in grades 3-10 that meet the
exemption criteria for regular assessment, as noted on
their IEPs, must receive an alternate assessment.
Teachers should assess the progress of students with
disabilities on the alternate standards through a variety
of formal and informal assessments.
The list of approved alternate assessments can be found
in the Special Programs and Procedures Manual given to
all ESE specialists as well as in the materials list of this
document.
Every student with a disability taking an alternate
assessment will need to have a FAAR completed, based on
the results of the assessment, and the report is sent
to the district.
Exemption from regular, state, and district assessment is
permitted when BOTH of the following criteria are met:
The students demonstrated cognitive ability prevents
the student from completing required coursework and
achieving the Sunshine State Standards, even with
appropriate and allowable course modifications, and
The student requires extensive direct instruction to
accomplish the application and transfer of skills and
competencies needed for domestic, community living,
leisure, and vocational activities.
8 Exceptional Student Education Special Edition Newsletter August 2004
Resources:
ESE Instructional Manager: http://cpt.fsu.edu/ese/IM/
default.html
Standardized Test and Accommodations: http://cpt.fsu.edu/
ese/accomm/stdtest.html
Alternate Assessment for Students with Disabilities:
http://www.firn.edu/doe/commhome/essment.htm
Alternate Assessment, 2000, a 12 page Technical
Assistance Paper (TAP), publication number ESE 9674
(78K): http://www.firn.edu/doe/commhome/ese9674.pdf
Alternate Assessment Brief (February 1999), 2 pages of
answers to frequently asked questions, publication number
ESE 10211 (59 K): http://www.firn.edu/doe/commhome/
ese10211.pdf
Alternate Assessment Guidelines: FCAT (March 2000) 1
page of information on inclusion in statewide testing,
publication number ESE 10735 (39 K): http://www.firn.edu/
doe/commhome/ese10735.pdf
Brigance Training: Online training CAIOI e-training:
http://www.curriculumassociates.com/brigance
Testing Modifications and Accommodations for Students
with Disabilities (April 2000), 4 page booklet on
accommodations allowable for students with disabilities in
regular testing programs, publication number ESE 9603
(195 K): http://www.firn.edu/doe/commhome/testmod.pdf
Materials:
The alternate assessment to be used must be indicated on
the students IEP. In Broward County the following
assessments have been approved:
Brigance
Comprehensive Inventory of Basic Skills
Employability skills
Life Skills
Inventory of Early Development
Life Centered Career Education
Knowledge Battery
Performance Battery
Competency Rating Scale
Performance Assessment System for Students with
Disabilities
Comprehensive Planning Handbook
Training:
To request alternate assessment training, please contact
Ruth Rogge, FDLRS Program Specialist, 754-321-2230
Contact:
Denise Rusnak, Curriculum Supervisor, Mentally
Handicapped, 754-321-2230
Ruth Rogge, FDLRS Program Specialist, 754-321-2230
 Deaf/Hard of Hearing
Program (D/HH)
Students with a hearing loss who meet eligibility criteria for
the Deaf and Hard of Hearing (D/HH) program are offered a
broad continuum of services to meet their individual needs.
Eligibility for the program requires that students have a
documented hearing loss that meets audiometric criteria and
demonstrate a need for the service. Services for students may
be provided at the home school or at specific school sites
identified in the district referred to as cluster sites.
Services provided in the home school may include consultation,
amplification equipment, and/or direct service from an itinerant
teacher for the deaf and hard of hearing. Itinerant teachers
work with students in regular education or in other ESE
programs. The focus of the service is determined by the goals
written in the students Individual Educational Plan (IEP) which
are based on the impact of the hearing loss. These goals may
include auditory strategies and listening skills, as well as
speechreading (lipreading), and the development of language
and vocabulary skills.
Services at the cluster sites have additional assistance for
students with more intensive needs. The cluster site programs
offer alternative language based curriculums and strategies,
as well as family counseling, audiology sound booths, and
interpreters. The speech pathologists are also trained to work
with the specific speech needs of students with a hearing
loss.
Early intervention programs are offered in the home, to children
from birth to three years of age. Preschool classes are offered
for three and four year old children with hearing losses.
What You Need to Know:
Each school has an audiologist assigned from the area
office
If you have a child with a hearing loss, you should
contact the school audiologist to obtain specific
information to assist you with the student
All children with hearing losses do not qualify or need
services under IDEA from the D/HH program
Concerns about a student with a hearing loss should be
discussed at school child study meeting(s)
The school audiologist and the program monitor for
DHH should attend the child study meeting(s)
Resources:
Broward County Special Programs and Procedures
Manual
Website- www.fsdb.k12.fl.us Working with Hearing
Impaired Students and Links for the Deaf and Hard of
Hearing
Exceptional Student Education Special Edition Newsletter August 2004
Materials:
Teachers Guide for the Deaf and Hard of Hearing
Student (Available from school audiologist or Teacher of
the Deaf and Hard of Hearing)
Deaf and Hard of Hearing Students and Interpreters in
the Classroom
Training:
Individual inservices are offered to teachers working with
students who are deaf and hard of hearing by audiologists,
teachers of the deaf, and interpreters.
Contact:
Terry Spurlock, Curriculum Supervisor, DHH/VI
754-321-2207
CDHH Teacher Training Survey:
Barry University is in the process of developing an undergraduate/graduate
degree teacher training program in the Education of the Deaf and Hard of
Hearing. The course offerings will give students the information needed to
instruct deaf and hard of hearing students without bias for any one
methodology, and will recognize the merits of all philosophies. The program
will be endorsed by the Council on the Education of the Deaf, State of
Florida and the Council for Exceptional Children.
Barry University would like to establish a need for this program. If you are
interested, please complete this survey and return it to Dr. Helen Boyle by
fax at 305-271-1274.
Name: ___________________________________________________
Assigned School: ___________________________________________
Telephone Number: ________________________________________
E-mail address: ____________________________________________
1. I am interested in the undergraduate degree program in the Education
of the Deaf and Hard of Hearing.

Yes
No
2. I am interested in the graduate degree program in the Education of
the Deaf and Hard of Hearing.

Yes
No
3. I am interested in course work in the Education of the Deaf and Hard
of Hearing.

Yes
No
4. Your background in education/sign language, certification: _______
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
Dr. Helen Boyle/Teacher Training Program/Barry University
9
Reading
Broward County has a reading plan for struggling readers based Wilson Support Group: Teachers using the program will
on the report of the National Reading Panel. The results of share ideas on implementation of the program as well as
this report have implications for our students who are not assessment issues. Outcome will include consensus on
reading on level due to the impact of their disability. The five strategies for assessment to ensure uniformity of expectations.
areas of reading instruction that we are focusing on are:
I have the reading data, now what do I do with it?
Phonemic Awareness Vocabulary
This workshop will teach teachers how to use the reading
Phonics Text Comprehension
data they have collected and make quality decisions on
Fluency
writing goals and PLP. Additionally, teachers will learn how
to carry this process through to instructional decision
What You Need to Know:
making and ongoing assessment.
Your school has reading assessments that can help you get
in-depth information about the strengths and weaknesses your
Dynamic Indicators of Basic Early Literacy Skills
students may have in the areas of reading. Every school has a
(DIBELS):
reading coach who can teach you how to administer these
This hands-on and interactive workshop teaches
assessments.
participants how to administer each of the 5 DIBELS
measures. It is very hands-on and interactive.
Materials:
The following assessments are available in your school:
A Day of Fluency:
Fox In A Box: K, 1
Participants will learn the research, assessments, and
Early Reading Diagnostic Assessment (ERDA): K, 1, 2
programs to effectively implement fluency instruction into
Diagnostic Assessments of Reading (DAR): Grades 2
their reading instruction.
and higher
Phonological Awareness and Road to the Code:
Training:
Participants in this hands-on workshop will learn strategies
Four Blocks of Balanced Literacy: Participants learn to
to teach phonological awareness. In addition to becoming
use Patricia Cunninghams 4-Block approach to balanced
aware of the research supporting phonological awareness,
literacy for students in EMH Clusters incorporating
participants will learn about the sound system, how to
appropriate technology tools.
administer on-going assessments, and be shown how to
implement a iii program.
Linking Reading Assessment for Elementary ESE
Teachers: A two day training where participants will learn
Contact:
about the 5 areas of reading, including oral and written
Curriculum Development Specialists: 754-321-2227
language. Participants learn to administer, score, and interpret
Jane Guterman
a battery of reading assessments as well as utilize data in
Barbara Krakower
creating PLPs and appropriate reading goals.
David Miller
Jamie Ruccolo
Creating and Rewards:
One-day training teaches (participants) middle school and high
FDLRS Program Specialist: 754-321-2227
school ESE Reading Teachers, support facilitators explicitly as
Debbie Greenberg
well as the supplemental vocabulary program.

Basic Stevenson: Participants will learn a systematic and

explicit phonics program based on mnemonic approach.

Multi-Sensory Resources for Decoding: Afternoon

workshop that teaches participants how to use Recipe for
Reading. This supplemental program improves students
decoding and encoding.

Linking Assessments-Secondary: Participants learn 5 areas

of reading including oral & written language. Participants learn
to administer/score/ interpret battery of reading assessments
and utilize data in creating PLP and selecting reading goals.

10 Exceptional Student Education Special Edition Newsletter August 2004

Visually Impaired Program (VI)
Students with a visual impairment who meet eligibility criteria are
offered services to meet their individual needs in the school
environment in which they are assigned. Eligibility for the program
requires that students have a visual impairment that meets both
medical and educational criteria. Medical documentation must
indicate a visual impairment resulting in a reduced visual acuity that
cannot be corrected or a reduced visual field. Educational
documentation must demonstrate a functional vision loss that impacts
the students ability to receive information through the visual channel
and requires the use of specialized techniques, textbooks, materials,
or equipment. This includes students who are blind or partially sighted.
Services provided in the classroom setting may include consultation
and/or direct service from an itinerant teacher for the visually
impaired. The goal of the visually impaired program is to prepare
students to function independently at school and in the community.
The focus of the service is determined by the goals written in the
students Individual Educational Plan (IEP) which are based on the
impact of the vision loss.
Early intervention programs are offered for parents in the home with
children from birth to three years of age. Services for three and four
year old children eligible for the Visually Impaired Program are offered
in the appropriate district preschool program (e.g.,PLACE, Head Start).
What You Need to Know:
Many students identified as Visually Impaired are able to
access print.
It is acceptable and expected that words like see and look
will be used with the student who has a visual impairment.
Enlarged print may reduce a students reading speed and
comprehension.
Assistance is available from the Program for the Visually
Impaired to interpret eye reports received by the school.
Enlarged print, magnifiers, and/or Braille should only be
provided if indicated on a 504 Plan or an IEP.
Students identified as Visually Impaired who do not have
additional disabilities must be working towards a regular
education diploma.
All students with a visual impairment do not need or qualify
for services from the Visually Impaired (VI) program.
IEP meetings for students with eligibility for the Visually
Impaired Program should have VI staff members in attendance.
Resources:
Broward County Special Programs and Procedures Manual
Website http://www.fsdb.k12.fl.us Educating Students Who
Are Blind and Visually Impaired and Links for the Visually
Impaired
Materials:
Preferred materials are the same as those items being used
by sighted peers in the students classroom. Minor changes
may need to be made to the way in which the material is
presented.
Training:
Individual inservices are offered to school staff members
working with students who are visually impaired.
Contact: Terry Spurlock, Curriculum Supervisor, DHH/VI,
754-321-2217
Exceptional Student Education Special Edition Newsletter August 2004
Speech-Language Zone
The speech-language pathologist from the elementary
schools, middle schools, and high schools that comprise
each Innovation Zone meet monthly to discuss common
needs, therapeutic issues, and staff development.
What you need to know:
The speech-language zone meets monthly.
One speech-language pathologist serves as lead SLP
and one principal serves as a facilitating principal.
Speech-language pathologists help make decisions
about materials purchased with zone funds.
Materials: Each speech-language zone has available
copies of the The Survival Guide for School-Based Speech-
Language Pathologist by Ellen Dodge.
Training: Determined by each Speech-Language zone.
Contact: Ask your principal for the name of the facilitating
principal and lead speech-language pathologist for your
Speech-Language zone. Visit Innovation Zones at http:/
/www.broward.k12.fl.us/schoolboundaries/
Innovation%20zones.htm
Speech-Language
Speech-language pathologists provide speech and language
therapy services to students who meet the criteria for
eligibility described in the program section of Special
Programs and Procedures (http://www.broward.k12.fl.us/
ese/html/parental_resources.html). Speech-language
pathologists provide an array of therapy services designed
to enable students to participate in and progress in the
regular curriculum or benefit from special education services.
What you need to know:
An array of services are available for students, including
pull-out, in-classroom direct, course, and consultation.
Speech-language pathologists serve as the
evaluation specialist for students suspected of having
speech or language disorders.
The speech-language pathologist, as part of the IEP
team, will develop annual goals for students with
communication disorders.
The speech-language pathologist and the classroom
teacher share responsibility for helping students
meet annual goals and achieve the standards for
school success.
Materials: Speech-language program Handbook
Training: Speech-language pathologists meet by
geographic area twice a year. The first meeting of the
year will be in August and may be in conjunction with
training for ESE Specialists. The second meeting is held
in the spring.
Contact: Area speech-language program specialist
Tom C. Ehren, Curriculum Supervisor, Speech, Language
& Physically Impaired Programs, 754-321-2212
11
Assistive Technology Mathematics
Broward County has a plan for students who are struggling
IDEA requires that Assistive Technology (AT) be considered
with the understanding of mathematics. Students who
for all ESE students in order to insure that an avenue for
scored below the 40th percentile on the 2003-2004 FCAT
accommodations and modifications is available for those
and SAT IX assessments should use the Struggling Math
students with disabilities who are struggling during daily
Chart for:
educational activities.
Number Sense
Measurement
What you need to Know:
Geometry
To ensure the appropriateness of assistive technology,
Algebra
answer the following questions when determining AT for
Data Analysis
any student:
Is the provision of an AT device or service essential for
What You Need to Know: Your school has the opportunity
the student to receive FAPE?
to receive training on the assessments that can help you get
Is an AT device or service necessary for the student to
in-depth information about the strengths and weaknesses
be educated within the least restrictive environment?
your students may have in the areas of mathematics.
Are the AT devices and/or services a necessary related
service?
Materials:
Is the AT device and/or services necessary for the
Test of Early Mathematical Ability -3 (TEMA-3)
students to have access to the curriculum
Test of Mathematical Ability - 2 (TOMA-2)
If the answer to any of the above questions is yes, then an Comprehensive Mathematical Ability Test (CMAT)
assistive technology device and/or service is legally required KeyMath-Revised
for the student. Group*Math Assessment and Diagnostic Evaluation
(G*MADE)
Resources:
To preview assistive and instructional technology
resources visit: FDLRS Solutions Lab and South Region Trainings:
ATEN Center located at Linking Math Assessments to Writing Quality
the Rock Island Professional Development Center IEP Goals: You will learn how to administer formal
2301 NW 26 Avenue, Ft. Lauderdale, FL math assessments and write IEP goals.
Information and assistance is available through: Working With Students Below the 40th
District ESE Department percentile in Mathematics
Razia Pullen - FDLRS Instructional Technology Check the online training schedule for other math
Specialist: 754-321-2214 trainings that will be offered.
Beth Saunders - FDLRS/ATEN Center AT Specialist
754-321-2214 Contact: Kathleen H. Jones, Curriculum Development
Specialist, 754-321-2200
Trainings:
Workshops are announced in the HRD calendar and at
the HRD website at http://www.broward.k12.fl.us/
hrdcal
Monthly activities held at the SR ATEN/NSU satellite
center Located at the Nova Southeastern University
Speech Language Clinics, 2555 Davie Road, Davie, FL

Contact:
Area AT Specialists at Area ESE Offices:
Meryl Angelo North Area 954-786-7866
Janet Greenawalt North Area 954-786-7866
Joanne Brustad North Central Area 754-321-6871
Marcia Golub North Central Area 754-321-6871
Kathie Glus South Central Area 954-712-1510
Cathy Weech South Central Area 954-712-1510
April van den Berg South Area 954-680-5450
Carol Kahn South Area 954-680-5450

Assistive Technology Contacts - available in some

schools.

12 Exceptional Student Education Special Edition Newsletter August 2004

Exceptional Student Education Special Edition Newsletter August 2004 13
14 Exceptional Student Education Special Edition Newsletter August 2004

Transition
Transition is a coordinated set of activities for a student
designed within an outcome-oriented process that promotes
movement from school to post-school activities. The
coordinated set of activities shall be based upon the students
individual needs, taking into account the students preference
and interest.
What You Need to Know:
IEP Requirements
- Student participation in the IEP is required at age 14,
and continues through graduation.
- Age of Majority/Legal Rights need to be explained at
the age of 17 and notification given to parents at that
time. At the age of 18, the process is repeated and
legal rights transferred to the student.
- Course of Study, Present Level of Performance, Priority
Educational Need, and Annual Goals should all be based
on the students Desired Post-School Outcome. A Desired
Post-School outcome statement is developed at age 14
and reviewed annually.
- The required Transition Service Areas that must be
addressed at every IEP meeting are: Instruction,
Employment, Community Experience, Post-school Adult
Living, and, if appropriate, Daily Living Skills and
Functional Vocational Evaluation.
- Diploma Options need to be addressed prior to the
student entering 9th grade and reviewed annually. The
students right to a Free and Appropriate Public Education
does not end until the receipt of a standard high school
diploma or the student ages out of program (the school
year in which the student turns 22).
- Agency Linkages must be established through the
identification of community agency providers and the
services that they provide.
- Career Assessments/Interest Inventories must be used
in the development of Transition IEPs.
- Self-Determination/Self-Advocacy Curriculum is an
integral part of student participation in the Transition
IEP.
Vocational/Training Opportunities should be explored for
all students with the following considerations:
- Use of Modified Occupation Completion Points
- Entry/Exit criteria to become a program completor
- Course offering at school and technical centers
- Program designed specifically for students with
disabilities
Materials:
Dare to Dream Revised: A Guide to Planning Your
Future: This is a consumable workbook that is a product
developed by the Transition Center. Free copies may be ordered
from the Department of Educations Clearinghouse (Web site:
INK http://www.firn.edu/doe/commhome). Camera ready
copies of the workbook have also been distributed to middle
school, high school, and center ESE Specialists.
Standing Up For Me: Manual for teaching self-determination
to student
Exceptional Student Education Special Edition Newsletter August 2004
Techno Van Career Assessments are administered by the
Vocational, Adult, and Community Education Department to
at risk students in the ninth grade. These assessments are
usually housed in the students cumulative folder or ESE folder.
Check with the Guidance Director for a schedule of when the
Techno Van will be at your school or for the location of
assessments.
Transition Service Provider Manual lists all of the
community agencies that provide services to students after
they exit school. The manual is formatted around the transition
service areas. High school and center ESE specialists received
multiple copies for distribution to parents/teachers/students.
Trainings:
Transition Planning for Secondary ESE
Self-Determination Strategies for Students with Disabilities
CBI
Contact:
Dorett Wade, Program Specialist, Transition, 754-321-2210
FL Inclusion
Network
The Florida Inclusion
Network (FIN) was
established in 1992 by the
Florida Department of
Education through federal
assistance under the
Individuals With Disabilities
Education Act (IDEA), Part B. It has grown to 20 facilitators
and four statewide support coordinators who serve all 67 school
districts.
The primary goal of the Florida Inclusion Network (FIN) is to
assist educators, parents and schools with including students
with disabilities in the general education classroom. The
mission is to ensure that teachers, both general and special
education, are exposed to innovative and research-based
practices that will enhance instruction and facilitate the usage
of various models of instruction. Various instructional models
have been shown to assist students with grasping instructional
content and to assist teachers with disseminating general
education content.
The FIN Facilitator can assist by providing workshops for
teachers, administrators, and parents at the district and school
level. This can be helpful in resolving issues that may arise
when including students with disabilities in the general
education classroom. Technical assistance may also be
provided in a number of ways including workshops, reading
materials, and limited classroom observations and/or
assistance.
Contact: Pamela Lamar-Dukes, FIN Facilitator, Broward
County, 754-321-2230
15
 2004 -2005 District Transition Activities
(High School Transition)

PRODUCTS TRAININGS COMMITTEES ACTIVITIES PRESENTATION CURRICULUM

Brochures Transition Planning Inter Agency Parent Enrichment Parent Groups Self Determination
Diploma Options Council Day (October 02,
Self Determination Autism Society Standing Up For Me
Your Future 2004)
Strategies Transition Depot at August 16, 2004
Dare To Dream
Transition Packets Nova College Fair
Community Based Transition
(November 10, Become Your Own
Transition Provider Instruction September 23, 2004
2004) Expert
Guide
Job Coaches Self Determination
Secondary ESE New Hats
Job Coaches Monthly Training October 21, 2004
Specialist Transition
Manual Sessions
Meeting (December 18-22 Year Old
Summer Academy 14, 2004) Program
Transition IEP
Vocational
Assessment
Assistive Technology
& Transition

In-service 101,
Pointers for Points
What you need to know:
Flyers of upcoming in-service offerings will be given
to your ESE specialist each month. It is the FDLRS/SR
FDLRS/SRATE
TEN
FDLRS/SRATEN
responsibility of the ESE specialist to share the TECHNOLOGY LAB
information with the appropriate staff. Upcoming in-
service offerings can also can be found online at OPEN HOUSE
http://www.broward.k12.fl.us/hrdcal/
Get an up-close and hands-on look at the latest instructional
Register online through your in-service facilitator. You and assistive technology for students with disabilities in Florida.
will need the Business Event and Business Event Type
numbers. Discover and explore low tech-high tech
solutions as well as technology that can be
On the day of the in-service, be prepared to provide used universally by most struggling learners.
your personal ID number ( not social security ) upon
sign in. October 15, 2004
8:30 a.m. - 3:30 p.m.
If you need to cancel your registration, call the
contact person listed below and notify your in-service Rock Island Professional Center
facilitator as well. 2301 NW 26 Street, Ft Lauderdale
Rooms #205 and #301
After completing all follow-up, you must complete
the online appraisal in order to be credited with in- Open labs are held on the first and third
service points. Tuesdays of each month from 12:30 p.m. - 4:00 p.m.

Resources: Call to check what is being featured each month or to set an

Website: http://www.broward.k12.fl.us/hrdcal/ appointment for hands-on viewing of any software or assistive
technology device.
Contact:
Rhonda Bachman, FDLRS Program Specialist, For more information, please contact:
754-321-2210 Beth Saunders or Raz Pullen at 754-321-2214

16 Exceptional Student Education Special Edition Newsletter August 2004

Advanced Academics Updates Gifted Education Program
Universal Screening Models and Waivers
Have you ever found yourself wondering about the approved
For many, the first thing that comes to mind when hearing
program models and waivers for gifted education and hoped
the word universal is studios, as in Universal Studios.
that there was a resource that you could use to help with the
However, gifted education has an entirely different meaning
decision-making process? If the answer to that question is
for universal, as in Universal Screening. Did you know that
yes, you are in good shape. (And if the answer is no, you
the planning, implementation, and evaluation processes of
are still in good shape!)
Universal Screening have more in common with that favorite
attraction than some may think? After all, both involve large
School Board Policy 6000.5 and the Procedural Guide for Gifted
numbers of people and the express focus is children. They
Education contain important details about gifted education at
each hold a promise for attention to detail, commitment to
the elementary, middle and high school levels. The policy and
quality, and an exciting outcome.
the guide include specific information about the district goals,
program standards, differentiated curriculum, student
To prevent too much of a roller coaster ride (yes, both share
identification, eligibility, transfer students, program models, and
a little of that, too!), the following information is provided.
waivers. These documents are periodically reviewed to address
If you have any additional questions, please contact us
potential changes; however, they are excellent resources to
electronically or by telephone (754-321-1830).
use when information is needed.
1. What is Universal Screening?
The following information may be of assistance to you:
In 2003, the School Board of Broward County approved and
1. Each school is responsible for developing and implementing
allocated funds to universally screen and test all students in
a comprehensive plan to meet the needs of their gifted
a specific grade level for possible eligibility into the gifted
students.
programs. A committee of teachers, parents and staff was
2. Gifted services will be available to all gifted students.
formed to review possible screening instruments and
3. Every school will have at least one teacher who is gifted
screening procedures. After a year of reviewing the
endorsed.
information and gathering data, the committee chose to
4. A students needs shall determine the particular services
screen second graders using the Naglieri Non-Verbal Ability
that will be provided in the core content areas and other
Test (NNAT). The NNAT is a 30-minute, non-verbal exam
areas.
that will be given to the students the same week of the SAT
5. Schools will follow the Board-approved waiver process if
administration.
they do not have the capacity to offer any of the district
recommended program models.
2. 2003-2004 Pilot
Before implementing the NNAT district-wide, the committee
Gifted education is exciting! If you have any questions, or if
conducted a pilot using four schools, one in each geographic
you need clarification about a particular topic, please contact
area. All second grade students in Royal Palm, Watkins,
us. The staff members in the Advanced Academics Department,
North Lauderdale, and Bennett Elementary schools were
at 754-321-1830 are ready to serve you.
tested using the NNAT at the same week of the SAT-9 test.
An average of 20% of the students at these four schools
scored high enough on the screening to be tested by a school
psychologist over the 2004 summer break.

3. 2004-2005 Implementation
There is currently a plan to administer the NNAT district-
wide to all second grade students during the 2004-05 school
year. The screening instrument (NNAT) will be bundled and
sent to the schools along with the SAT materials and the
scores will be sent home to the parents along with the SAT
scores. Those students scoring high enough to go further
with testing will be tested by a school psychologist over the
2005 summer break after parental consent has been given.

4. Additional Information
Additional information about Universal Screenings will be
disseminated through the school year.

For more information, please contact:

Caren Honigfeld, 754-321-1830

Exceptional Student Education Special Edition Newsletter August 2004 17

 FDLRS Facts
FDLRS (Florida Diagnostic and Learning Resources System) is a statewide
program that provides services to special education students, their teachers, and their
parents. There are 19 FDLRS centers statewide. Each center provides diagnostic and
instructional support services to Floridas exceptional student educational programs. The center that supports the Broward
County Exceptional Student Education department is called FDLRS/REACH.

Listed below are some of the services that FDLRS/REACH offers :

Child Find: Child Find is the initial entry point for referrals of children and youth from birth through twenty-two years
of age who have or are at risk of developing special or unique needs. Child Find provides assistance in the location,
identification, evaluation, and initiation of appropriate education or other needed services. Child Find conducts
screenings for children in the areas of communication, motor development, vision, hearing and cognition. Outreach
activities increase public awareness of Child Find services in the community.

Human Resource Development: FDLRS provides information to educators, parents, and community members
concerning the education of students with exceptionalities through training, technical assistance/consultation, public
awareness activities, involvement with community agencies, and distribution of publications presenting news of
upcoming events.

Trainings are developed and delivered based on local needs and established priorities to teachers, parents and support
staff in every area of exceptional student education and general education.

FDLRS maintains a collection of books, curriculum materials, and videotapes that support training and district priorities.
The media materials are available for loan through the Broward County Library system.

Parent Services: FDLRS assists families in the development of partnerships between families and professionals who
promote shared responsibility for improving the education of students who are exceptional or have special needs.
Parents are empowered to advocate for their children through support services and trainings provided by parent/
professional co-training teams, the Family Network on Disabilities, and other parent information networks.

Technology: FDLRS provides training and support in selecting and using assistive technology devices including
augmentative/alternative communication systems and integration of instructional technology to enhance and facilitate
learning. Instructional technology and assistive devices are available for preview, demonstration and evaluation.

For more information on FDLRS/REACH services, please contact:

FDLRS Coordinator: Child Find Services:

Gwen Lipscomb 754-321-2205 Dr. Ellen Breslow 754-321-2204
Ilene Miller 754-321-2204

Human Resource Development Services: Parent Services:

Rhonda Bachmann 754-321-2201 Dr. Sheryl Sugerman 754-321-2211
Ruth Rogge 754-321-2230
Debbie Greenberg 754-321-2205

Technology Services (Assistive and Instructional) FDLRS Media Center:

Razia Pullen 754-321-2214 Casey Capshaw 754-321-1700
Beth Saunders 754-321-2214

18 Exceptional Student Education Special Edition Newsletter August 2004

FDLRS Media Center PARENT PRIMER
Teachers who work with ESE students and ESE specialists will Education for an exceptional child requires an
find a wealth of instructional materials (videos, games, kits, understanding of the educational process. The technical
books, software) and resources at the FDLRS Media Center, and complex nature of this process requires that parents/
located on the fourth floor of the Main Library, 100 S. Andrews guardians of exceptional students have a good knowledge
Avenue, in downtown Fort Lauderdale. base. The purpose of the Parent Primer is to provide
parents with technical information needed to be an
What you need to Know: effective case manager/service coordinator for their
The Media Center is staffed with a professional librarian children.
Monday - Saturday, 9:00am - 5:00pm, but materials are
available for check-out any time the Main Library is open. The Parent Primer provides information on:
Student Identification
Teachers need to have a Broward County Library card Staffing Process
for check-out and for remote access to electronic Services for Young Children
databases and the Library catalog. Most items may be Services for Students 14 and Older
signed out for 28 days; videos may be signed out for 14 Sunshine State Standards
days. Items may be received and returned through the Rights and Responsibilities
School Board pony mail or at any branch library. Parent Involvement
(Please address the pony to: FDLRS Media Center/Main
Library.) The Parent Primer is available in English, Spanish, French
and Portuguese. If you wish to order copies for your school,
Instructional software is available for preview. contact Dr. Sheryl Sugerman, Program Specialist, FDLRS,
Teachers who have library cards can now take at 754-321-2211.
advantage of the following remote access databases
through the library catalog available at
http://www.browardlibrary.org.
Resources: Parent Group Advisory
Professional Development Collection offers timely
and current abstracts and full-text articles from nearly Committees
450 professional educational journals.
ERIC contains citations from over 980 education
2004-2005
documents and education-related journals as well as
more than 2,200 full-text education digests. District Advisory Council
LearnATest.com is an on-line resource for test Cathey Thomas, Chairperson
preparation and skill-building practice for FCAT, ACT, Ph 954-429-3968
SAT, GRE, and others. catsscott@earthlink.net
Biography Resource Center features a people search
for biographical information based on one or more Parent Teachers Association (PTA)
personal facts such as birth and death year, nationality, Kathy Rayson
ethnicity, occupation, or gender. Ph 954-943-0367 or 954-566-8855 Fax 954-566-8902
Literature Resource Center provides access to Krayson103@aol.com
biographies and critical analyses of authors from every
age and literary discipline. Exceptional Student Education (ESE)
Grolier Online includes encyclopedias, dictionaries, Advisory Council
periodicals, news features, timelines, atlases, interactive Nancy Nemhauser, Chairperson
educational games, quizzes, and study and teacher guides. Ph 954-217-7200
Proquest Discovery contains millions of full-text Nnemhauser@aol.com
articles found in magazines, newspapers and journals.
This is a good source for students for schoolwork. English Speakers of Other Languages (ESOL)
Health and Wellness Resource Center provides Advisory Council
access to journals, newspapers, definitions, and Harry Escandon, Chairperson
directories on most health and medical topics, including Ph 954-966-7198 Fax 754-321-2975
alternative medicine. guayas@bellsouth.net
SIRS Databases, a searchable database providing
excellent articles for student reports on a wide variety of Diversity Committee
topics. Minerva Casanas-Simon, Chairperson
Ph 954-357-7003
Contact: Call Casey Capshaw at (754) 321-1700 to inquire (Pony to 2nd Floor, Diversity)
about materials and services, or to make an appointment for minervasimon@aol.com
one-on-one reference and database training.

Exceptional Student Education Special Edition Newsletter August 2004 19

 PARENT ORGANIZATIONS AND
Broward School District SUPPORT GROUPS
Attention Deficit Disorder Information
ESE Advisory Council CHADD of Central Broward druz@lyahoo.com
CHADD of South Broward 954-680-0799
The Exceptional Student Education (ESE) CHADD of North Broward 954-753-3518
Advisory Council works with the ESE Autism Committee of ESE
department to identify and address systemic Davia Mazur 954-435-3843
issues related to educating students with unique Stacy Hoaglund 954-252-8764
needs as well as assisting parents with direction Autism Society of America/Broward 954-474-5333
for individual problems regarding their child. Broward Regional Policy Council 954-785-4422
Parents of exceptional students are encouraged Broward Special Olympics 954-486-7464
to attend. Center for Independent Living 954-722-6400
Conquer Fragile X Syndrome Foundation 954-433-5413
Deaf/Hard of Hearing Education Taskforce
Lina Gioello 954-481-2718
Meeting Dates 2004-2005 Dual Sensory Deaf/Blind 954-438-0480
Epilepsy Services of Broward 954-779-1509
September 13, 2004 Plantation Middle Family Care Council District 10 954-983-7499
Jonathon Mooney: Author of Learning Outside Family Network on Disabilities (FND) 954-765-6722
the Lines Florida Autism Coalition Tribune 954-783-1300
Gifted Advisory Support Committee www.browardgifted.org
October 4, 2004 Plantation Middle Gold Coast Down Syndrome Organization
Transition Services: What Vocational Diane DeBraga 954-577-4122
Rehabilitation Has to Offer League for Hard of Hearing 954-731-7200
Little League Challenger Division 954-345-9329
November 1, 2004 Bright Horizons Parents of BiPolar Children
Your Childs Behavior and What You Can Do. North Broward 954-796-8657
West Broward 954-987-8368
December 6, 2004 Plantation Middle Parents Really Involved in Deaf Education (PRIDE)
Reading: What You Need to Know Cindy Hurd 954-755-2227
Cheryl Harte TDD 954-341-1912
January 10, 2005 Plantation Middle PODS Angels (Parents of Down Syndrome) 954-581-4165
IDEA Grant: Your Chance to Provide Input for S.P.E.C. (Support Group for Parents of Exceptional Children)
2005-06 Stacey Hoaglund 954-252-8764
Spina Bifida Assoc. of Southeast Florida
February 7, 2005 Plantation Middle Penny Cukier 954-472-4089
EasyIEP: the New Internet Based System Tourette Syndrome
Barbara Frank 954-435-3973
March 7, 2005 South Broward High Visually Impaired Children Taskforce 954-765-6722
Understanding Your Childs Progress and Impact YMCA Inclusion Child Care Project 954-489-2426
on Promotion
Preschool Centers that contract w/Broward
April 4, 2005 Plantation Middle County School System
The Role of the ESE Area Coordinator and Staff Achievement & Rehabilitation Centers(ARC) 954-646-9400
in Your Childs Education Baudhuin Oral School of
Summer Camp Options Nova Southeastern University 954-262-7100
Nominations for May Elections Broward Childrens Center, Inc. (north) 954-943-7503
(south) 954-943-7894
May 2, 2005 Plantation Middle UCP Early Beginnings Preschool 954-315-4068
Assistive Technology Elections Kids In Distress 954-390-7654
Riverwood Enterprises (north) 954-739-6577
June 6, 2005 Plantation Middle (south) 954-316-2127
Inclusion Installation of North Lauderdale Educational Center, Inc
Officers (Alphabetland) 954-978-2900
United Cerebral Palsy of Broward County 954-584-7178

If you would like more information on the groups, contact Dr.

Sheryl Sugerman, FDLRS Program Specialist, 754-321-2211

20 Exceptional Student Education Special Edition Newsletter August 2004

At your school site do you know?
Principal_________________________________________
Teachers at Your Grade Level________________________
Speech/Language Pathologist ________________________
ESE Specialist ____________________________________
Assistant Principal(s)________________________________
Other Support Staff_________________________________
Media Specialist____________________________________
Technology Coordinator_____________________________

Off Site:
District Superintendent______________________________ Area Superintendent________________________________
Zone Coaches_____________________________________ Area Coordinator___________________________________
Program Specialists_________________________________ Assistive Technology Specialists_______________________

Important phone numbers:

Your School_______________________________________ Your Principal_____________________________________
Your Area ESE Office Number_________________________ District ESE Department_____________________________
To Call For A Substitute_____________________________ Personnel Department_______________________________

Prepare Room Environment

_____ Make bulletin boards
_____ Set up Learning Centers, as appropriate
_____ Put your name on the outside door and on the chalkboard
_____ Make student name tags for desks
_____ Make a seating chart
_____ Post class time schedules, emergency fire drill procedure

Planning Instructional Activities

_____ Write lesson plans
_____ Secure materials that accompany texts
_____ Gather appropriate supplemental materials
_____ Identify accommodations needed
_____ Set up a folder for a substitute to use in case of emergency
_____ Daily schedule
_____ Seating chart (tell where it is located)
_____ Activities and worksheets
_____ Emergency lesson plans

Exceptional Student Education Special Edition Newsletter August 2004 21

22 Exceptional Student Education Special Edition Newsletter August 2004
 NORTH AREA STAFF SOUTH CENTRAL AREA STAFF
Area Superintendent 954-786-7851 Area Superintendent 954-712-1500
Area Directors 954-786-7859/7860 Area Directors 954-712-1519/1521
Area Coordinator, ESE 954-786-7866 Area Coordinator, ESE 954-712-1510
Area Coordinator, Student Services 954-786-8675 Area Coordinator, Student Services 954-786-8675
NORTH CENTRAL AREA STAFF SOUTH AREA STAFF
Area Superintendent 954-765-6755 Area Superintendent 954-680-5430
Area Directors 954-760-7431 Area Directors 954-680-5434
Area Coordinator, ESE 754-321-6871 Area Coordinator, ESE 754-680-5450
Area Coordinator, Student Services
954-712-1621 Area Coordinator, Student Services 954-712-1621

DISTRICT STAFF
Advanced Academics Programs/Gifted, Director 754-321-1872 Mentally Handicapped, Curriculum Supervisor 754-321-2230
Autism, Curriculum Supervisor 754-321-2201 Physically Impaired/OHI, Curriculum Supervisor 754-321-2212
Child Find 754-321-2204 Preschool, Curriculum Supervisor 754-321-1956
Deaf & Hard of Hearing, Curriculum Supervisor 754-321-2207 Specific Learning Disabilities, Curriculum Supervisor 754-321-2227
Due Process, Coordinator 754-321-2227 Speech/Language Impaired, Curriculum Supervisor 754-321-2212
Emotionally Handicapped/SED, Curriculum Supervisor 754-321-2211 Student Support Services & ESE, Executive Director 754-321-2560
ESE Director 754-321-2225 Visually Impaired, Curriculum Supervisor 754-321-2207
Family Counselor 754-321-2224 Vocational & Technology Education 754-321-2620
FDLRS, Coordinator 754-321-2205 V/TDD Telecommunications Device for the Deaf 754-321-2207
Hospital Homebound, Guidance Counselor 954-765-6475

Exceptional Student Education Special Edition Newsletter August 2004 23

 Exceptional Student Education/Florida
Diagnostic & Learning Resources System
EXECUTIVE DIRECTOR, SSS/ESE Tara Rodger
Fay Clark ................................... 754-321-2560 Manager, EMS ............................ 754-321-2247

DIRECTOR, ESE ESE AREA COORDINATORS

The School Board of Leah Kelly ................................. 754-321-2225 Jeff Williams, North Area ............ 954-786-7866
Broward County, Florida Carol Baskind, North Central Area . 754-321-6871
DIRECTOR, ADVANCED ACADEMICS Elayne Brown, South Central Area . 954-712-1510
PROGRAM/GIFTED Sharon Sorg, South Area ............ 954-680-5450
Cynthia Park .............................. 754-321-1830
Carole L. Andrews, Chair PROGRAM SPECIALISTS/MONITORS,
Stephanie Arma Kraft, Esq., Vice Chair DIRECTOR, SSS/ESE OPERATIONS ESE
Wendy Gonsher ......................... 754-321-2247 Barbara Myrick
Judie S. Budnick CURRICULUM SUPERVISORS
SEDNET .................................... 754-321-2564
Barbara Krakower, David Miller, Jane Guterman
Darla L. Carter Beth Williams
and Jamie Ruccolo
Emotionally Handicapped ........... 754-321-2211
Beverly A. Gallagher Denise Rusnak
Curriculum Development (Reading) . 754-321-2200
Bonnie Lynn Finfer & Janice Koblick
Robert D. Parks, Ed.D. Mentally Handicapped ................ 754-321-2230
Parent Liaisons .......................... 54-321-2217
Deborah S. Lietzke
Marty Rubinstein Itinerant Services DHH/VI .......... 754-321-7518
Cindy Groth
High School ............................... 754-321-2222
Lois Wexler TBA
Dorett Wade
Specific Learning Disabled .......... 754-321-2227
Benjamin J. Williams Gary Grigull
Transition .................................. 754-321-2210
Jan Greenhawt
Autism ...................................... 754-321-2201
Curriculum Development (Writing) 754-321-2212
Dr. Frank Till, Superintendent of Schools Terry Spurlock
Karleen Brunt & Jill Rubin
Deaf & Hard-of-Hearing/
OT/PT ....................................... 754-321-2208
Visually Impaired ....................... 754-321-2207
The School Board of Broward County, Florida, prohibits Kathleen Jones
Tom Ehren
any policy or procedure which results in discrimination on Curriculum Development (Math) . 754-321-2203
Speech/Language/
the basis of age, color, disability, gender, national origin, Pamela Lamar-Dukes
Physical Impaired ...................... 754-321-2212
marital status, race, religion or sexual orientation. Florida Inclusion Network ........... 754-321-2230
COORDINATORS Robyn Shipp & Diana Gorbea
Individuals with disabilities requesting accommodations
Grace McDonald Deaf & Hard-of-Hearing .............. 754-321-2207
under the Americans with Disabilities Act (ADA) may call
Equal Educational Opportunities (EEO) at 754-321-2150 Due Process .............................. 754-321-2217 PROGRAM SPECIALIST, FDLRS
Lida Yocum
or Teletype Machine, TTY 754-321-2158. Casey Capshaw
Due Process .............................. 754-321-2227
Media Specialist ......................... 754-321-1700
Gwen Lipscomb
www.browardschools.com FDLRS ....................................... 754-321-2205
Dr. Ellen Breslow
Child Find Specialist ................... 754-321-2204
Dr. Linda J. Visaggi
Ilene Miller
Family Counselor ....................... 754-321-2222
Child Find Specialist ................... 754-321-2204
Nancy Lieberman Debbie Greenberg
The FDLRS/ESE Newsletter is a product Preschool .................................. 754-321-1956 Learning Resources Specialist ..... 754-321-2205
of the Broward County FDLRS/REACH Caren Honigfeld Rhonda Bachmann
grant. All development, printing, and Gifted ....................................... 754-321-1830 Learning Resources Specialist ..... 754-321-2201
dissemination costs to produce this SSS/ESE OPERATIONS Ruth Rogge
newsletter were paid out of the FDLRS Charles Cohen Learning Resources Specialist ..... 754-321-2230
Customer Service Analyst ........... 754-321-2247 Dr. Sheryl Sugerman
grant funds. Learning Resources Specialist ..... 754-321-2211
Dana Stiles
Budget Analyst .......................... 754-321-2254 Beth Saunders
Assistive Technologist ................. 754-321-2214
Editors Deneen Gorassini
Razia Pullen
Accountant ................................ 754-321-2254
Razia Pullen Gail Zelko Instructional/Assistive Technologist 754-321-2214
Ilene Miller Coordinator, Medicaid ................. 754-321-2247 EEO ................................................ 754-321-2150
Lisa Cunningham
Gwen Lipscomb Program Specialist, EMS ............. 754-321-2247 TDD ............................................... 754-321-2158
Perci Holness
System Analyst .......................... 754-321-2572 FDLRS Media Center ..................... 754-321-1700
The Florida Diagnostic and Learning Resources System is funded by the State of Florida, Department of Education, Division of Public Schools and Community Education, Bureau of Instructional Support
and Community Services, through federal assistance under the Individuals with Disabilities Education Act (IDEA), Part B; IDEA Part B, Preschool; and state General Revenue funds.

NON-PROFIT
The School Board of Broward County, Florida ORG.
U.S. POSTAGE PAID
FDLRS/ESE FT LAUDERDALE
600 Southeast 3rd Avenue FLORIDA PERMIT
Fort Lauderdale, Florida 33301 NO. 2266

Visit the ESE website!

http://www.broward.k12.fl.us/studentsupport/ese/index.html
Visit the FDLRS website!
http://www.broward.k12.fl.us/studentsupport/ese/fdlrs/index.html