• Manti High School

    Special Education Staff

     ServeyC  FrandsenD  PetersonJ  GubeliS  FaatzM

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    Special Ed. Chair

    Ext. 312

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    Special Ed. Teacher

    Ext. 312

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    Para-Educator

     

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    Para-Educator

     

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    Para-Educator

     

     BeardenC  FerrishJa  FerrishJo    

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    Para-Educator

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    Para-Educator

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    Para-Educator

     

     

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  •  

    Special Education Severe Staff

    ChidesterB MasonS LeathamM  

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    Special Ed. Severe Chair

    Ext. 313

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    Para-Educator

     

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    Para-Educator

     

     

     

     

    StarrS MitchellK          

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    Para-Educator

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    Para-Educator

     

     

     

     

     

     

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  • South Sanpete School District is proud to be partnered with Sanpete Community Training. Sanpete Community Training provides supports to people who have developmental disabilities. One of the several supports they provide specifically to our high school/post high students is supported employment.

    When a student with disabilities turns 16 years old and if their IEP team determines the student is eligible for supported employment services they can begin their job. A job coach that is hired through Sanpete Community Training will transport the student to the work site, assist them with learning the details of the job and transport them back to school/home. Their objectives are:

    • Finding jobs to match abilities and goals.
    • Learning skills needed to maintain employment.
    • Developing natural supports from co-workers, employers, family and friends, to help individuals integrate more successfully in the workplace and the community.

    Supported employment is available to the student until they exit the high school whether that be when they take their diploma/certificate of completion or age out (age 22). For more information about the supports provided by Sanpete Community Training and who qualifies please contact them at (435) 283-4718.

    CBTC ShreddingCBTC SweepingSCT CleanChairsSCT 180403

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  • Along with the academics, physical therapy, occupational therapy, speech therapy and social skills that are provided at MHS, students with severe disabilities are also taught work skills through different jobs they perform within the high school and the local community. At the high school they perform jobs such as sweeping floors, wiping down tables and chairs, cleaning white boards, dusting, vacuuming and shredding papers.

    SPED SweepSPED Carts

    At the preschool students help supervise playtime, assist the children with hand washing and help serve snacks.
    At Manti Market students push shopping carts and park them in the store.

    CBTC1CBTC2

    CBTC3CBTC4

    CBTC6SPED Slime

    CBTC5SPED Walk

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  • Community Based Transition Center (CBTC)

    In 2016 BethAnne Chidester created a transition program specifically for post high students with special needs at Manti High School. The goal is to help students with special needs get more community experiences to apply the different academic, vocational and social skills they learned in their first four years of high school.

    Class is held at the Manti city building from 9:00 am to 11:00 am Monday-Friday.
    Each month they focus on specific different life skills that will benefit their lives helping them to be more independent and prepared for real world situations.
    The community based transition center (CBTC) is run under Mrs. Chidester's direction by her para professional Stephanie Starr.
     
    For more information contact This email address is being protected from spambots. You need JavaScript enabled to view it.
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    Newsletter for January

    Theme: Health/Leisure Time

    Parents,

                This month we’re focusing on health and leisure time. As with anything we teach at school the students will better generalize what they learn if they are encouraged to do these things at home as well. The skills we want students to generalize are:

    - Can open a childproof container

    - Knows not to take someone else’s med’s

    - Knows that drugs, alcohol & tobacco may be harmful

    - Can recognize & describe symptoms of cold, flu etc.

    - Knows what to do for a minor cut, minor burn or splinter

    - Can nurse self through a cold or flu

    - Can read a prescription label correctly & follow the instructions

    - Understands the risks of drug/alcohol abuse

    - Recognizes/makes correct use of “over the counter” drugs for pain, upset stomach, diarrhea, fever, cold/allergy

    - Knows how to use what is included in a first aid kit

    - Understands what leisure time is & identifies what they like to do for fun

    - Learn moderation & time limits

    - Knows not to get in a car with someone who’s been drinking

    - Can make a schedule and follow it

    Vocabulary Words

    Ache – a dull persistent pain

    Alcohol – a volatile compound made by distillation

    Allergy – hypersensitivity reaction to a particular allergen

    Anxiety – a vague unpleasant emotion in anticipation of a misfortune

    Capsule – a gelatinous case enclosing a dose of medicine

    Drug – chemical substance prepared and sold as pharmaceutical items

    Leisure – free time from the demands of work or duty

    Medicine – any substance used in treating disease or illness

    Moderation – restraint; avoidance of extremes or excesses

    Prescription – a written direction by a doctor to a pharmacist for use of a medicine

    Remedy – something that cures or relieves a disease or bodily disorder

    Symptoms – a sign or indication of something

    Calendar

    Jan. 2nd – Gratitude journal/clean and shred at city building

    Jan. 3rd – Volunteer at library

    Jan. 4th – Work at the senior citizen center

    Jan. 7th – Risks of drugs/alcohol abuse/ correct use of OTC drugs

    Jan. 8th – No transition school – students at work

    Jan. 9th – Gratitude journal/clean and shred at city building

    Jan. 10th – Review risks of drugs/ Volunteer at library

    Jan. 11th – Work at the senior citizen center

    Jan. 14th – Recognize & describe symptoms of cold, flu etc./ rest, fluids and other self-care

    Jan. 15th – No transition school – students at work

    Jan. 16th – Gratitude journal/clean and shred at city building

    Jan. 17th – Parent/Teacher Conferences – No School

    Jan. 18th – Work at the senior citizen center

    Jan. 21st – MLK Day – No School

    Jan. 22nd – No transition school – students at work

    Jan. 23rd – Gratitude journal/clean and shred at city building

    Jan. 24th – Review/ Volunteer at library David’s 22nd birthday!!!

    Jan. 25th – Work at the senior citizen center

    Jan. 28th – What is leisure time and it’s importance/ Rest & relaxation

    Jan. 29th – No transition school – students at work

    Jan. 30th – Moderation & time limits – leisure/gratitude journals

    Jan. 31st – Volunteer at library

    CBTC Teachers:

    MHS BethAnne Chidester 

    MHS Stephanie Starr

     CBTC 183231CBTC 183232

    CBTC 183233CBTC Masks

     CBTC 201809 HorseCBTC 201809 Ranch 1CBTC 201809 Ranch 3CBTC 201809 Ranch 4

    CBTC 201809 Range 2 

    CBTC Teachers:

    BethAnne Chidester 

    Stephanie Starr

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  • Is your annual IEP coming up? Here are some terms and acronyms that will be useful to know

    504………………………………Section 504 of the Rehabilitation Act
    ADA……………………………..Americans with Disabilities Act
    ASL……………………………...American Sign Language
    AT………………………………..Assistive Technology
    BIP……………………………...Behavioral Intervention Plan
    EI…………………………….….Early Intervention
    ELL………………………….….English Language Learner
    ESL……………………………..English as a Second Language
    ESY………………………..…...Extended School Year
    FAPE……………………………Free & Appropriate Public Education
    FBA………………………….....Functional Behavioral Assessment
    FERPA………………………....Family Educational Rights & Privacy Act
    IDEA………………….……..…Individual with Disabilities Education Act
    IEP………………..…........…Individual Education Program
    LEA………………………..……Local Education Agency
    LRE………………..……...……Least Restrictive Environment

    Related Services (RS):
    HCP…………………………...Health Care Plan
    OT………………………………Occupational Therapy
    PT……………….……………...Physical Therapy
    SLP……………………………...Speech Language Pathologist
    VR………………………………..Vocational Rehabilitation

    Disabilities:
    ADD………………………..Attention Deficit Disorder
    ADHD……………..……..Attention-Deficit Hyperactivity Disorder
    ASD……………….……….Autism Spectrum Disorder
    CF…………………………..Cystic Fibrosis
    CP………………………..…Cerebral Palsy
    DS…………………………..Down Syndrome
    FAS………………….……..Fetal Alcohol Syndrome
    HI/D…………………….….Hearing Impairment/Deafness
    LD……………………………Learning Disability
    MD………………………….Muscular Dystrophy
    OCD………………….…...Obsessive-Compulsive Disorder
    ODD………………….……Oppositional Defiant Disorder
    SB……………………..…..Spina Bifida
    TS……………………….….Tourette Syndrome

    Disability Classifications (13):
    ASD…………………………….Autism Spectrum Disorder
    DB………………………….…..Deaf-Blind
    DD……………………………...Developmental Delay (ages 3-7 only)
    ED………………………..……..Emotional Disturbance
    HI/D…………………………….Hearing Impairment/Deafness
    ID………………………………..Intellectual Disability
    MD………………………….….Multiple Disabilities
    OI………………………….…….Orthopedic Impairment
    OHI………………………..…...Other Health Impairment (such as asthma, ADD, ADHD, Diabetes, Epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, Tourette syndrome, and some kinds of acquired brain injuries)
    SLD……………………………..Specific Learning Disability
    SLI………………………….…...Speech-Language Impairment
    TBI…………………………..….Traumatic Brain Injury
    VI……………………………..….Visual Impairment (including blindness)

    To qualify for special education services, a student must meet three criteria:

    1. The student has one of the identified disability categories as outlined in the Utah Special Education Rules.  (The requirements and methods for determination under each category are extensively defined in the Rules and vary from category to category.)
    2. The disability must adversely affect the student’s educational performance.  (Remember that educational performance includes all of the school program and not just academics.)
    3. The student requires special education and related services.

     

     

    If the student doesn’t meet the criteria, then the student is not eligible for special education. 

    If the student requires only accommodations, and not special education (specifically designed instruction), that student is not a student with a disability under IDEA.  Such a student may be eligible for an accommodation plan under Section 504 of the Vocational Rehabilitation Act.  Additional information is also available on the website of the Utah State Office of Education at www.schools.utah.gov/equity/section504/default.html

    For a more detailed comprehensive list visit: parentcenterhub.org/acronyms/

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