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From the Source

 

With Cynde Snider

Tell us a little about you and what you do for GaDOE.

Background: HS English teacher; GaDOE Teacher on Special Assignment, 2004-2006. As a teacher on special assignment at GaDOE, I was primarily responsible for the implementation of the Georgia Performance Standards in 9-12 English language arts throughout the state.  My responsibilities included the initial writing and revising of the 9-12 ELA GPS, the development of GPS training materials, and the training of Georgia teachers.

Instructional Coordinator, Decatur High School, City Schools of Decatur, 2006-2010, worked with teachers and students in all content areas, including students with disabilities and special education teachers. GaDOE Division for Special Education Services and Supports, 2010 to present.  Primary responsibility: facilitating Georgia Induction of Special Education Teachers Pilot.  Other responsibilities include revising and editing the Implementation Manual.

 

Cynde Snider, PhD, NBCT
Professional Learning Specialist
Division for Special Education Services and Supports
Georgia Department of Education

What is different about the updated implementation guide that is on the GaDOE website?  


Two best things about the Implementation Manual are the ability to navigate the document easily and our ability to keep the information current.  Right now, Part 1, which went online in early 2011, is being updated.  The revised version will be online sometime in early spring.

What links would be helpful for parents to bookmark?  


The great thing is parents, educators, and community members do not need to bookmark sections.  They just need to peruse the Tables of Contents in the two parts of the Implementation Manual to locate the information they need. For example, in Part 1, we have a chapter specifically devoted to parents. They can go to the Table of Contents in Part 1, click on the title of that chapter, and they will automatically be taken to that chapter.

 If, however, they are interested in a specific topic within the chapter, Parent Rights for example, they can click on that subheading in the Table of Contents under Chapter 1, and they will be taken directly to that section.  Part 1 of the manual includes information about the processes, procedures, and best practices for implementing the Georgia rules for special education, while Part 2 addresses each eligibility area.  Again, parents or educators or community members should begin by looking through the Table of Contents for Part 2 to locate the chapter pertinent to an eligibility area.  Information about deaf and hard of hearing, for example, is in chapter three.  Clicking on that chapter title will take the person directly to that chapter.  Again, if a person is interested in a specific topic related to deaf and hard of hearing, for example the rule regarding interpreters, s/he can click on that subheading in the Table of Contents and be taken directly to that specific information.


What are some other helpful resources on the site you would direct parents to?  

I recommend parents and educators save both parts of the Implementation Manual to their desktops and use the manuals electronically.  Hyperlinks throughout both documents provide access to additional documents and websites of interest, and each chapter in Part 2 has links to webinars relevant to each eligibility area.

Previously Featured in From the Source:

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Self Determination and Partnerships for Success

Deborah Gay, Director of the Divisions for Special Education Services and Supports

Mike Blake, Program Manager for Dispute Resolution, Budget, and Data 

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