Presentation on theme: "OCD OT SLP OED WJIII ADA RTI WPPSI EVT LD ODD SED PPVT4 LRE DAB IEP"— Presentation transcript:
1 OCD OT SLP OED WJIII ADA RTI WPPSI EVT LD ODD SED PPVT4 LRE DAB IEP KTEAPDD/ASDBASCWISCIDEAPATSPEDOHIPTTOPLESYADHDTOLDI:3Developed by Dawn Rux, Cynthia Red Hill and Roberta Yeske
2 After the WJIII, WISC, WPPSI, KTEA, DAB, TOLD, PPVT, PAT, EVT, and TOPL results IDEA requires SPED RR, OT, PT, and SLP to create an IEP qualifying under LD, ODD, ADHD, PDD, OED, SED, OHI, or OCD in LRE through RTI mandate including ESY.
5 Aberdeen School District Facts ASD currently employs 20 Resource Room teachers, 11 Speech and Language Therapists, 2 Occupational Therapists and educational aides.636 children are in special education, 158 of which are in speech and language services only.
6 It is the first month of school and there is a child in your room that you are concerned about…. Now what do you do??
7 Referrals First: SAT – Student Assistance Team Second: SNT – Special Needs Team
8 SATThe Student Assistance Team is the teacher’s first step in exploring options for improving a child’s education.Members: Teachers, Principal, Resource Room Staff, School Psychologist and CounselorThe SAT Referral Form (yellow, elementary or secondary) is filled out by the referring teacher and turned into the Principal prior to the meeting. To make this process successful the teacher is asked to bring data on what behaviors the children is exhibiting and what interventions the teacher has made in the classroom. The Resource Room Staff can assist in this process.Each elementary school averages 25 SAT referrals a year. High school averages 95.Cont…..
9 Meetings are held every other Wednesday. Cont…..Meetings are held every other Wednesday.Team members will be informed which students will be discussed prior to the meeting.The purpose is to problem solve and assist the teacher in appropriate accommodations for the student that may be attempted. The Resource Room staff is available to help set up the accommodations in the classroom. These accommodations will be used in the classroomfor 6 weeks.The Teacher will be in contact with the parents with his or her concerns prior to this meeting.Parental issues such as homework not being returned are not a SAT issue unless there is an academic concern.
10 Intervention? Accommodation? Modification? Intervention: a specific skill-building strategy implemented and monitored to improve a targeted skill and achieve adequate progress in a specific area. This often involves a changing instruction or providing additional instruction to a student in the area of learning or behavior difficulty. This is research-based.
11 Intervention Examples Best Teaching PracticesReading: AIMS, Sidewalks, CORE activities, Reading StrategiesMath: Touch Math, Math ExpressionsSocial: Boys and Girls Town, positive behavior plansPreteaching, Reteaching, Mini lessons of a skill, Manipulatives, Hands-On, One on one assistance, Supplementing curriculum to help students make progress towards benchmarks, Rephrasing directions
12 AccommodationsAn accommodation eliminates obstacles that would interfere with a student’s ability to perform or produce at the same standard of performance expected of general education students.
13 Accommodations Examples Reading a test to a studentAllowing extra time to take the same test or completing an assignmentPreferential seatingProviding an extra set of books at homeStaying after school for homework helpSigning an assignment notebookAllowing use of calculatorProviding study guides before testsAllowing movement to increase physical comfort
14 ModificationsA modification is a change that actually lowers the standards of performance (i.e. what is expected to be known.)
15 Modification Examples Reading a test and rewording/re-explaining questions on the testChanging multiple choice answers from 4 to 2 optionsShortening the spelling listReducing the number of assignments needed to be completed
16 Clarification Example If a student was expected to complete 100% of every math assignment given to peers, reducing the number of problems would be a modification. However, if a student was expected to show they could add 2-digit numbers with 100% accuracy allowing the student to work just enough problems (on a assignment) to prove he/she has mastered the goal would be an accommodation.
20 DocumentationTeacher documents the effectiveness of interventions: what worked, what didn’t, how many they tried, how long.Interventions will be used 6 weeks before reporting back to SAT.After reporting to the SAT, a decision will be made to continue interventions or refer to Special Needs Team.
21 SNT Special Needs Team (SNT) Team: Teacher, Principal, Resource Room, Psychologist, SPED Coordinator, Counselor, Speech and Language Therapist, Deaf Educator and Occupational Therapist and Physical Therapist (as needed).Meets every other week, opposite of SAT meeting.
22 SNT Procedure Procedure once a student is referred to SNT from SAT: The Student Referral Form (pink) needs to be filled out prior to SNT and turned into the Principal.Parents need to be contacted.The Team will be informed which students will be discussed prior to the meeting.Any pertinent information should include: therapy notes, data sheets, grade book, cumulative file, Parent Report Form, etc.
23 Beginning the Special Education Process ReferralsBeginning the Special Education Process
24 What constitutes a special education referral? A parent calls the teacher about their child’s inability to get along with others.A parent s about their child’s speech.A teacher talks to the SPED Resource Room teacher about the child’s difficulty in math and reading.The school counselor talks to the principal about a child’s behavior.Interventions in the classroom have not been successful.
25 The referral process generally begins when a teacher, parent, or doctor is concerned that a child may be having trouble in the classroom, and the teacher notifies the principal, school counselor or psychologist. Interventions have been attempted and are not successful.
26 Who is responsible for putting the referral in writing? The teacher along with the Resource Room teacher or Speech and Language Pathologist will fill out the (pink) referral form.
27 Who gets the written referral? The Principal will review the referral form and initiate the process by bringing the student to the attention of the Special Needs Team.
28 Who documents a parent referral? The Special Education staff are required to put the referral in writing along with a prior notice to the parents on what actions are being taken. To neglect this is to be out of compliance with regulations.
38 SNT INITIAL REFERRALS: Background information is reviewed and concerns discussed. Teacher is asked to give information on their concerns and child’s academic functioning. Teachers are asked to bring whatever documentation that they feel is pertinent to this student along with the data graphed from the interventions made.Tests will be recommended and assigned to staff.Parent Report Form will be reviewed.
43 Psychological Evaluations: Intelligence (IQ), verbal communication, perceptive reasoning, processing and memory.Wechsler Intelligence Scale for Children (WISC-IV)Weschler Preschool and Primary Scale of Intelligence (WPPSI)Functional assessment and classroom observation: behavior in classroom, parent and/or interview.
44 These evaluations will show the student’s intellectual ability at that time. Scores range from: 85-90 Low average, AverageAll other scores will be compared to these scores.Cont……
45 Behavior Assessment System for Children (BASC) Cont…..For Attention:Behavior Assessment System for Children (BASC)Connors Parent Test Rating Scale (Connors)The school cannot recommend medication and only a Doctor can prescribe the medication. A parent may take the school’s evaluation information to the Doctor.
46 Academic Evaluation:These evaluations will show what they are achieving at this time.Kaufman Test of Educational Achievement (KTEA)Diagnostic Achievement Battery (DAB-3)Woodcock Johnson Reading Fluency (WJIII)Key Math TestReading FluencyCont….
47 Functional: (Present level of performance) Brigance Comprehensive Inventory of Basic Skills: this will show specific skills that the student uses. This is their present level of performance.Observation: In classroom observation by Special Education staff of attention, on task behavior, participation, behavior, adaptive skills they use, and quantity and quality of work. It is compared to their peers on a scale of 1-5.
48 Initial evaluations are completed by district evaluators. Re-Evaluations are completed by special education staff.
49 Speech and Language Evaluations SLP’s evaluate communication disorders of which there are two types:Language disorders: problems with using proper forms of language (phonology, morphology, syntax), using the content of language (semantics) and using the functions of language (pragmatics).Speech disorders: problems producing speech sounds (articulation), controlling sounds that are produced (voice), and controlling the rate and rhythm of speech (fluency).Cont…..
50 Speech and Language Tests: Photo Articulation Test (PAT3)Goldman Fristoe Articulation Test (GFAT)Assessment of Phonological Process-Revised (APP-R)Peabody Picture Vocabulary Test (PPVT)Expressive Vocabulary Test (EVT)Test of Language Development: Primary or Intermediate (TOLD)Test of Language Development-Primary:3/Intermediate:3 (TOLD-P:3 or I)Clinical Evaluation of Language Fundamentals-3 (CELF-3)Test of Auditory Comprehension of Language-3 (TACL-3)Other tests may be used depending on need.
51 Occupational Therapy Evaluations Occupational therapy is skilled treatment that helps individuals achieve independence in all facets of their lives. Occupational therapy assists people in developing the "skills for the job of living" necessary for independent and satisfying lives. Services typically includeCustomized treatment programs to improve one's ability to perform daily activitiesComprehensive home and job site evaluations with adaptation recommendationsPerformance skills assessments and treatmentAdaptive equipment recommendations and usage trainingGuidance to family members and caregiversCont……
52 OT Evaluations:Battelle Developmental InventoryPeabody Developmental Motor ScalesBruininks-Oseretsky Test of Motor ProficiencySchool Functional AssessmentSensory ProfileDevelopmental Test of Visual Perception -2
53 Physical Therapy Evaluations A branch of rehabilitative health that uses specially designed exercises and equipment to help patients regain or improve their physical abilities. Physical therapists work with many types of patients, from infants born with musculoskeletal birth defects, to adults suffering from sciatica or the after- effects of injury, to elderly post-stroke patients.Evaluations used are the same as OT.
54 After SNTOnce the testing is assigned, the paperwork is mailed home to the parent:Parental Consent for Evaluation (yellow)South Dakota Parental Rights and Procedural Safeguards (packet)
57 Abbreviated Parental Rights covers: Surrogate parentsParent participationWritten noticeConsentRight of refusalAssessmentIndependent educational evaluationsIndividualized Education ProgramTransitionAccess to education records and other rights related to records.Suspension, alternative placement and expulsion of Special Education StudentsDue processChildren attending private schoolsParent placement in a non-public schoolComplaints
58 TimelinesOnce a parent signs the consent, we have 25 school days from the date received to complete all evaluations.Evaluations are completed.Following evaluation there are 30 calendar days to hold a meeting to discuss results with the parents.
59 Qualifying Areas Disability Areas: Deaf-Blind Emotionally Disturbed Cognitive DisabilitiesHearing LossLearning Disabled: Oral Expression, Listening Comprehension, Written Expression, Basic Reading Skills, Reading Fluency Skills, Reading Comprehension, Mathematic Calculation, Mathematics Problem SolvingMultiple DisabilitiesContinued……
60 Orthopedic Impairment Vision Loss Deaf Speech/Language Continued…..Orthopedic ImpairmentVision LossDeafSpeech/LanguageOther Health ImpairedAutismTraumatic Brain InjuryDevelopmentally Delayed (ages 3-5)
61 Test Score Comparisons Each test has an average range of scores; usually from 85 or 90 to 110 or 115.Each individual child’s full scale IQ score is compared to their testing scores.
62 This discrepancy scale is required by the federal government.
63 Scenarios# 1 “Jacob”WISC – IVVerbal comprehension96Perceptual Reasoning90Working memory94Processing SpeedFull Scale IQ91South Dakota Discrepancy score: 76 or below in one or more of the following qualifying academic areas.
65 Would this child qualify? What would the child qualify under?
66 Answer: Child does not qualify for special education under LD category.
67 #2 “Sarah” WISC - IV Verbal Comprehension 110 Perceptual Reasoning 121 Working Memory102Processing Speed100Full Scale113South Dakota Discrepancy score: 87 or below in one or more of the following qualifying academic areas.
69 Would this child qualify? What would the child qualify under?
70 Answer: Child qualifies for special education under LD category.
71 #3 “Betty” WISC – IV Verbal comprehension 98 Perceptual Reasoning 92 Working memory86Processing Speed97Full Scale IQ91--through academic testing child did not qualify under LD category.South Dakota Discrepancy score: 76 or below in one or more of the following qualifying academic areas.
73 Would this child qualify? What would the child qualify under?
74 Answer: Child does not qualify for special education under Other Health Impaired – ADHD
75 Re-EvaluationA child is re-evaluated every three years or if their situation has drastically changed.
76 Meeting Time!Meetings are set up by each school’s secretary who will then the staff on the time and date.Team Members: Parents, Teacher, Principal, Evaluators, RR, SLP, DeafEducator, OT, PT (as needed).Prior to the meeting, parents receive a copy of the evaluation, Parent Rights form and a Prior Notice for the meeting.
77 A Multidisciplinary Team Assessment Report Determination of Eligibility/ Continued Eligibility form is used as a team decision making tool.
85 Individualized Education Plan Once a need category has been determined and services are recommended, an IEP is developed.
86 Individualized Education Plan (IEP): The purpose of an IEP is to discuss the evaluations (initial IEP or 3 year) or progress (annual IEP), determine accommodations or modifications needed, determine goals, services to be provided, ESY services and to receive parental consent.An annual IEP is held before the previous year’s date.ASD uses Infinite Campus to manage the SPED caseload.
90 List of Accommodations BehaviorArrange a “check-in” time to organize the dayUse verbal/nonverbal cuesTeach acceptable behaviorAnticipate problemsUse role-playPositive as well as negative consequencesTeach problem solvingSeat close to teacherSet time limits for taskProvide study carrelReduce distractionsProvide checklists for completion of assignmentsTeach self correctionUse peer tutorsBe aware of behavior that relates to medication changeDevelop interventions for behaviors that are annoying but not deliberate
91 Tests Go over directions orally Teach the students how to take tests Provide a vocabulary list with definitionsPermit as much time as possibleAllow tests to be taken in a room with few distractionsHave tests read orally and have students answer orallyDivide tests into smaller sectionsUse recognition tests instead of essaysUse simple wordingAllow open book/open noteProvide study guidesTest review with LD teacher, parents, tutor, or others
92 Reading Use taped text Highlight text Use material at student reading levelUse study guideShorten assignmentsRead text to studentAllow extra timeOmit more difficult reading assignmentsUse legible, well spaced worksheetsUse reading strategiesUse assisted readingUse choral readingUse guide stripsProvide two text books, one for home and one for school.Use word for word sentence fill ins
93 Math Use graph paper Highlight key words in directions Use consistent math termsGroup problems of same processCopy problems for studentsRead story problemsUse calculatorUse number lineUse multiplication chartShorten assignmentsUse manipulativesProvide practiceReview concepts frequentlyUse pictures or graphics
94 HandwritingUse worksheets that require minimal writingUse fill in questions rather than short essay questionsPhotocopy teacher or other students notesProvide a print copy of assignments or directionsOmit assignments that require copying, let student dictate answers
95 Instructional Approaches Multisensory presentation of contentSpeak slowlyReinforce instruction with learning centersUse cooperative learning strategiesUse technologyClear corrective feedbackWrite directions of board or provide copyLimit number of steps in directionsHave students repeat directionsProvide wait timeProvide visual aidsStand near the student when giving directions or presenting a lesson
96 OtherShorten assignmentsShorten spelling listModify expectations based on students needsGive alternatives to long written reportsUse post-it notes to mark assignmentsCheck progress in first few minutes of assignmentsSequence work with easiest firstBreak long term assignments into small, sequential steps, with daily monitoring and frequent gradingAssignment notebookGrade work based on students needsPlease refer to the Prereferral Intervention Manual, check with your building principal on its location.
98 RTIResponse to Intervention is a Federally mandated program which will greatly affect this process. In the future the emphasis will be on classroom modifications under the direction of the Resource Room rather then relying on pull out services.RTI training will begin in the next calendar year. The goal of RTI is to meet every child’s needs in the least restrictive environment (LRE).
99 RTI methodology is conceptualized within a three-tiered model of prevention across all students in a school, general education and special education students. If you could place all of the students in your school into a triangle, the three-tiered model of prevention will look like this:Cont….
101 Flow chart of special education process HandoutFlow chart of special education process
102 Referral Process for Initial Evaluations SATStudent concernsTeacher discusses with parentTeacher discusses with Principal and Special Education StaffTeacher fills out SAT formDiscuss with SATInterventions attempted for 6 weeksSuccessful – no further actionUnsuccessful –Pink Referral Form Completed
103 Cont. Referral Process for Initial Evaluations SNTData and file reviewedEvaluations recommendedPrior Notice and Consent for Evaluation sent to ParentsTests Administered – 25 school daysFunctional assessment and observation completedResults to SNTMeeting Prior Notice sent to teamTeam meeting (including Parents)Review Evaluation resultsIf student qualifies – write IEPIf not – discuss modifications and/or alternatives
104 Infinite CampusOn the 2007 edition of Infinite Campus, teachers are able to pull up the child’s file and see an IEP marker. Clicking on it will take them to the IEP to preview or review during the year.
105 Team EffortEvery child’s education is the responsibility of an entire team – parents, teachers, administration, counseling and special education staff. No one entity can do justice to the entire process. Success depends on how well we work together.
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