Please don’t hesitate to contact us if you have questions or concerns.
Phone: 541-689-3280 Extension 2030 (Amy) or Extension 2009 (Georgeann). Or click on our pictures to send email.
By Grace L’Orange, Ed.S.
Many people are confused once this week rolls around. Awareness? Why not “Appreciation” like other special weeks designated for educators throughout the school year? There’s no doubt many of you know who we are, but may not know exactly what we do or are capable of doing. Our goal every year is to get the word out; to let staff know that we can be a resource to help ALL students achieve their best. A quick rundown of our areas of knowledge and training:
- Data-Based Decision Making and Accountability
- Consultation and Collaboration
- Interventions and Instructional Support To Develop Academic Skills
- Interventions and Mental Health Services to Develop Social, Emotional, and Life Skills
- School-Wide Practices to Promote Learning
- Preventive and Responsive Services
- Family-School Collaboration Services
- Diversity in Development and Learning
- Research and Program Evaluation
- Legal, Ethical, and Professional Practice
We are able to work with diverse students, staff members, and families to promote Continue reading
Every year, the Bethel Transition Team works to provide the best possible transition to kindergarten for preschoolers who have been receiving early childhood special education services. The numbers of students who need support in the transition into school aged services have grown over the years.
Throughout the year, we work closely with early childhood and preschool team members to learn more about these kinders-to-be. Our team members attend program review meetings for preschoolers, observe in preschool classrooms, and get to know transitioning students and their families. We work with hundreds of preschool providers in the Eugene/Springfield area.
In late winter and early spring, we hold a family meeting in order to go over the transition process with parents. We then plan and conduct assessments for preschoolers, which give us information regarding the strengths and needs of each child.
In the spring, we hold transition meetings with families, preschool and early childhood staff members, and Bethel staff members. At these meetings, we discuss assessment results, talk about eligibility for special education services in kindergarten, and, if the team agrees the student is eligible, develop an Individualized Education Program (IEP) for each child. The team also determines special education placement and the location for that placement for students who are eligible for special education..
Families can contact our Preschool Transition Specialist, Sue White, at any time throughout the year with questions about this process. Sue can be reached at 541-689-0512, ext. 2122, or at email@example.com
By Brit Landis, UO School Psychology Practicum Student
Have you heard of the terms summer loss or summer slump? Both refer to the fact that over the summer many of our children lose one to three months of what they learned at school. When this happens, students can struggle to learn new skills in the fall.
Fortunately, there many simple things you can do to prevent summer slump!
- Create a daily reading routine.
Daily reading helps build reading skills and a whole lot more, including general knowledge and other academic skills. Find books that are motivating and interesting to your children based on their interests.
- The Eugene Library (https://www.eugene-or.gov/130/Eugene-Public-Library) is a great place to get free books (and access other free online learning resources, and fun events). Librarians can also help you pick out books that are good for your child’s current reading level.
- This site has free decodable stories that you can use based on the sounds your child knows. http://www.freereading.net/wiki/Decodable_passages.html
- Try out these summer book lists, for ages 0-12 (http://www.readingrockets.org/books/summer/2018) and get the books from the library!
- Ready, set, read it again!
- Help your children read the same text more than once in the same day, so they can read it more fluently the second, third, fourth, and fifth time. Make it fun by picking text that is short, interesting, and at a comfortable level for your child.
- Beat your score! Once your child can read most words in the story successfully, challenge them to read it again and more fluently! It can be very motivating for kids to watch their reading improve. This website gives some tips about what this process can look like Continue reading
by Sue White
Traumatic Brain Injury is:
TBI is any injury to the brain caused by a bump, blow, or jolt to the head, or a penetrating injury that disrupts the normal functioning of the brain. Some causes of TBI may include falls, sports injuries, car accidents, collisions with objects or other people, and being shaken.
Symptoms of TBI may include:
- Feeling dazed or “in a fog”
- Feeling disoriented
- Feeling confused
- Difficulty concentrating
- Difficulty processing information
- Memory problems
- Problems learning and retaining new information
- Difficulty completing multiple tasks
- Feeling irritable, angry, anxious, depressed
- Difficulty with social interactions
- Withdrawing socially
- Feeling less motivated
- Physical symptoms, such as dizziness, weakness, headaches, changes in vision and/or hearing, fatigue, sleep disturbances, and difficulty with balance
By Carolyn Jenkins
When we think about sensory supports, most of us think about students on the Autism Spectrum. However, more and more teachers are realizing the impact that sensory needs can have on ALL students in the classroom. We know that our students who have Autism or Sensory Processing Disorder require sensory support, but think also about those students who are kinesthetic learners, or those who benefit from support with regulating their bodies, emotional, or behavioral responses. Many students can benefit greatly from access to sensory tools in any classroom.
Some types of sensory input can be calming for kids. It can help them regulate their internal discomfort, whether that discomfort is restlessness or some other type of agitation. To support calming, try:
- Deep pressure or weight
- Proprioceptive input such as jumping jacks or lifting/carrying heavy objects, such as a box of books (consider assigning students a “job” to meet this sensory need)
- Breathing or meditation
- Tents or boxes for students to use to block out sensory input for a short period