Stabile, Brittany

What is SEECS? 

SEEC services, whether they are direct or consultative, provide developmental support leading to the acquisition of key skills identified in the IEP. The SEECS teacher provides learning services for preschool-aged students with IEPs who attend community-based centers. One objective of the SEECS model is to ensure that the student has multiple opportunities throughout the day to acquire, master, and generalize identified skills.

Who qualifies
for SEECS? 

A student must be eligible for special education to have SEECS (i.e. the student must have an IEP or be eligible for an IEP). The SEECS teacher acts as the IEP case manager. A student eligible for SEEC services will have specific learning goals written into their IEP, as well as various goals from other areas of development. Students that are eligible for SEECS show a need in cognitive development/academic achievement. SEEC services do not automatically get assigned to every preschool student with an IEP. 

What does it mean to “embed interventions”?

Embedding Interventions:
Research has shown that instruction is most effective when opportunities to acquire and practice skills occur across the day rather than at single points during the day. Authentic, embedded and longitudinal instruction in a consultative setting can be of more benefit than intensive, direct instruction provided solely by the SEECS teacher. The SEECS teacher spends a portion of their service time helping classroom teachers to embed interventions into the classroom routine, as they pertain to IEP goals. For example, if a student has a fine motor goal for developing a mature pincer grasp, discussion will occur to document ways to incorporate that skill repeatedly into the classroom routine, such as the student assigning "jobs" in the classroom during morning meeting by moving a clothespin with a pincer grasp to a new student for each job. During outside play, the student may use tweezers to find items on a nature hunt.

Once again, providing longitudinal opportunities for practice is more likely to enhance that student's fine motor skills than intensive direct manipulations that take place for only a few hours per week with a specialist. The special education teacher is still needed to help coach around ways to support that student based on their present levels and abilities, but once coached, classroom teachers are expected to carry through interventions within the classroom with consistent problem solving, support, and progress monitoring from the specialist.

Example of Embedding Interventions Matrix Below:

How are services provided?

SEEC services can be provided directly, with the SEECS teacher supporting students in the school environments, but also on a consultative basis with the SEECS teacher working with classroom teachers by coaching and modeling, mentoring, or training. In the SAPS district, SEEC services are provided in classrooms with eligible children for a minimum of two hours per week. 

Direct Service:
Child learning advances through four stages: acquisition, fluency, maintenance, and generalization. At times, the SEECS teacher might need to work with a child directly, primarily to help acquire or learn new skills (as opposed to practice, increase fluency, or generalize the skill to other settings). This phase of learning is the period when a child is beginning to show approximations of a skill, but still has frequent errors, therefore the need for instruction is evident. Direct instruction may also be used to develop a relationship with the child and get to know the child's learning characteristics. Small or large group instruction may also be utilized. Note: a pull-out approach where the student is removed from the room is not desirable, unless the teacher is completing a one-on-one assessment.

Consulting/Coaching Support:
Coaching and consultation is the best support for an inclusive preschool model. Consulting and coaching are indirect supports where the SEECS teacher focuses on working with adults. Time is spent working collaboratively with partners to plan activities, problem solve, and align specialized instruction that students need. Coaching can also include explicit modeling or demonstration.

Assessor/Monitor:
The SEECS teacher is primarily responsible for implementing services outlined in the IEP, as well as assessing and monitoring progress with IEP goals and objectives. Although the SEECS teachers are primarily responsible, they must also rely on individuals who see or work with the student on a regular basis to collect data. Progress reports are provided to the family and teachers throughout the year.
 

What are the SEECS Teacher’s Qualifications?

Mrs. Brittany Stabile - "Ms. Brittany"

• Masters of Education: Curriculum and Instruction and Early Childhood Special Education

• 13+ years experience in early childhood

• Master Coach Certification 

• Infant Mental Health: Infant Family Associate Endorsement

• Professionally Certified Teacher