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Teams and Services

  • Program Facilitators support teachers in the development, implementation, and monitoring of IEPs, implementing the curriculum in the SPED settings and ensuring that all SPED student’s IEP goals and objectives are being addressed in the LRE. Their function also includes implementing effective methods to address student’s needs and maintaining an ongoing system of communication with regular education teachers, special education teachers, & Administrators ensuring that we are meeting the needs of our special education students

  • The role of a BEHAVIOR FACILITATOR is to provide direct support to administrators and teachers when significant behaviors are exhibited by our SPED students. Through the BF, teachers and support staff receive counsel on the best practice procedures and effective interventions in addressing challenging behaviors of students with disabilities that are in line with IDEA mandates. Services may include professional development in classroom management, models of positive behavior, writing and implementing Behavior Goals/Plans, Crisis Plans, FERBS, Social Skill Instruction, and much more. Their purpose is to ensure an educational environment that maximizes learning and safety for all.

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    Donna Gros donna.gros@cpsb.org Ext. 3756 Lewis Middle, Maplewood Middle, Leblanc Middle, LaGrange High, Sulphur 9th, Sulphur High    
    Staci Bebee stacie.bebee@cpsb.org Ext. 3628 DeQuincy Middle, Iowa Middle, Oak Park Middle, S. J. Welsh Middle, F. K. White Middle, Barbe High, Bell City High, DeQuincy High, Iowa High
    Mindy Thibodeaux  mindy.thibodeaux@cpsb.org Ext. 3638 Arnett Middle, Molo Middle, Moss Bluff Middle, Sam Houston High, Stark High, Vinton High, Vinton Middle, Wash/Marion High, Westlake High      
    Dana Semien dana.semien@cpsb.org Ext. 2716      
               

  • District Content Leader - To provide content and curriculum-specific training and/or modeling to fellow teachers in schools. Conducts those tasks and assignments as directed by the Supervisor of Special Education and Administrative Director of Special Services in an effective, efficient, and timely manner. She problem solves with faculty, staff, and administrative personnel regarding the provision of services for struggling students. Ms. Deville serves as a resource to school staff members in the provision of services for struggling students. She also keeps abreast of best practices, continues professional growth through educational meetings, visiting related facilities, reading professional literature, and exchanging ideas among the district staff, and adhering to all district policies and procedures.

 

  • The Autism team is spearheaded by Lead Autism Facilitator, Ms. Beth Doucet and serves as a support for teachers of students with ASD.  Their objective is accomplished through assisting with proactive programming in school settings, connecting professionals with materials and resources to ensure success, as well as collaborative work with the administration and school staff in challenging situations.

The mission of the team is to support, guide, educate and nurture all students with Autism.

 

  • Transition for students with disabilities is the process of moving from one state in life to another
     (e.g., high school activities to adult life activities) and establishing a planning process that includes a coordinated set of supportive activities that will prepare students with disabilities to successfully live their adult life in the community of their choice.  IDEA mandates that students with disabilities are legally entitled to pubic educational services through a local school system from birth through age twenty-one. After students leave school, this entitlement ends.  Students must be declared eligible for adult agency services based on agency guidelines.  If an agency determines that an individual is ineligible for their services, that individual has a right to appeal that determination.  Agency personnel should inform individuals of their agency’s appeal process; however, if they do not, that individual should ask about an appeal process. 
     Because many of these agencies have waiting lists, it is important to start the eligibility process for transition services early.