May 22 will be a statewide #RedForEd Day of Action, including a massive rally for public education in Sacramento. We will call on elected leaders to address chronic underfunding of our schools and invest in our students. We will fight back against blatant attacks on public education and those who want to privatize our schools. Join thousands of your fellow educators to make history together!
Why are you an educator? I chose to become an educator because I realized I enjoyed helping students learn and gain new information. This has always applied more to the life lessons I can teach them than just the subject content. I began my career as a coach and substitute teacher. There were students when I was subbing that I was able to have positive relationships with, I began tutoring a few of these students and still have contact with them to this day. These experiences early on helped me to see what types of positive relationships I could build as a full time educator.
What do you enjoy most about your career? The thing I enjoy most is when students tell me that they can’t accomplish something. I enjoy this because inevitably every time this is said, I am able to help show them how to make the impossible possible. Students get discouraged when they can’t find the answer to something right away. I enjoy helping them push through obstacles to accomplish things they thought they couldn’t.
What do you do in your spare/free time? I have coached volleyball for the past 8 years, which takes a lot of my free time! Other than that, I enjoy reading and spending time with my family.
What does being a member of the Vacaville Teachers Association mean to you? Being a member of VTA means support from other teachers. I know that if I have an issue or question that they are there to help me to be successful. I feel confident knowing that my VTA Rep is always available to help me in my role as an educator. I appreciate the support that VTA gives teachers. By taking care of and informing us of political education issues, is allows us to worry less and lets us focus more on our teaching practices and helping students.
At the last council, Corey Penrose carried forwards these
new buisness items regarding speech language pathologists.
NBI 1/19-1 – The Committee moves to take immediate action and refer
NBI 1/19-1 to the CTA Executive Officers.
NBI 1/19-1: Sponsor legislation to remove a moratorium on
state sanctions for SLP services.
Rationale: This NBI is
attempting to address issues surrounding make-up time for speech therapy
services required in student IEPs. Many SLPs are required by their District to
make-up therapy services they miss because of absence. Because of the current
shortage of speech and language pathologists, many districts are forced to
contract with private vendors for therapy services.
In January 2016, the
Federal Office of Special Education Programs (OSEP), US Department of
Education, reaffirmed its 2007 guidance letter (see attached memo) regarding
missed IEP services in school settings. OSEP reiterated that the determination
of whether an interruption of services constitutes a denial of free appropriate
public education (FAPE) is an individual determination that must be made on a
case-by-case basis. Whether the disruption in service is caused by a class
activity (e.g. school assembly) or absence by the student or therapist, the IEP
determines whether the services must be made up.
The SPS Committee
encourages locals to negotiate contractual language addressing issues affecting
members who provide Designated Instruction and Services (DIS) under IEPs. Issues
include limits on non-voluntary work assigned beyond the regular workday and
work year, compensation therapy provided beyond the regular workday and work
year, per hour and per diem compensation for make-up sessions which SLPs
voluntarily consent to provide. It is recommended that CTA disseminate sample
contract language needed to protect SLP unit members.
NBI 1/19-2 – SPS disapproves NB#1/19-2 because a student’s IEP
dictates the frequency of a related service and amount of time in each session.
The district needs to be held accountable to ensure they have enough SLP’s to
provide such services in a timely manner.
NBI 1/19-2: Extend the weekly time frame for SLP services to
a more manageable time frame (like twice a month or monthly).
Rationale: Federal law
says that the frequency of a related service and the amount of time in each
therapy session must be individually determined based on the child’s needs at
the IEP team meeting. Frequency and amount of time must be written in the IEP.
[20 U.S.C. Sec. 1414(d)(1)(A)(i)(IV); 34 C.F.R. Sec. 300.320(a)(7); 5 C.C.R.
Sec. 3051(a)(2); Cal. Ed. Code Sec. 56345(a)(7).] The IEP team determines the
frequency of services based on the specific needs of the student.
The SPS Policy Sub
Committee will take steps to address the issues raised in NBI# 1/19-1 & 2.
They have written and will distribute a survey regarding SLP caseload.
