3Diagnostic Centers California Department of Education Diagnostic Center, South4339 State University DriveLos Angeles, CA(323)
4Diagnostic Centers Department of Education Special Schools Division LocationsNorthern, Central & Southern CaliforniaCostNo cost to families or LEA’sServicesCenter-based Transdisciplinary AssessmentField-based AssessmentTraining & Consultation
5Let’s Begin How many of you are content at your job? How many would rather be doing something else?How many of you would rather be doing something else, for less money, as long as it gave you a greater sense of satisfaction?
6Why is job satisfaction important? Approximately 4,587 new SpecialEducation teachers were hired inCalifornia duringOver 30% will leave the profession within five years, for reasons other than retirement.Why?Center for Teacher Quality, April 2010Diagnostic Center, Southern California
7Is it a Simmer, or a Slow Burn? Some issues are:Too little time for planning and collaborationIEPs and related paperworkLack of understanding from general education colleaguesLack of support from district officeUnsupportive principalCenter for Teacher Quality, April 2009
8Basically…Professionals who feel in control of work demands and their environments are more likely to experience self efficacy.
14Documentation for IDEA Purpose:To show that you have met legal requirements, including timelines, regulations, and the you have included parents in the decision-making process.Typical DocumentsConsent FormsParents RightsAssessment ReportsIndividualized Education Program (IEP)Data Collection, work samples
15Documentation of NCLBPurpose: to ensure the academic achievement of all students, including students with disabilities, English Learners, and students from low socio-economic homes and minority students.Typical DocumentsTesting ResultsProgress ReportsBenchmarksWork Samples
16Components-Documentation Regular, consistent documentation of skill acquisition for IEP goals and objectivesProgramming decisions are based on skill acquisition dataTeacher communicates with parent as per IEP regarding skill acquisitionStaff are trained in data collection systems
17Professional Responsibility Your services are mandated by federal and state laws and regulations.Documentation and recordkeeping is mandated by law.Maintaining data supports Team Efficiency and Student Progress.Diagnostic Center, Southern California17
18Professional Responsibility When service providers/educators sign their contract, they are in essence agreeing to abide by specific procedures, practices and protocols dictated by the school administration.This is in addition to complying to the ethics of the profession and best practice standards established for the teaching profession.It is when these professionals choose not to follow these guidelines that personal liability may enter into the conversation.
19Why should we monitor progress? California Education Code (56362) says that parents of special education students are to receive progress reports on IEP goals at least as often as parents of general education students receive progress reports/report cards.Monitoring progress and analyzing data supports collaboration among the IEP Team.Diagnostic Center, Southern California
20Why else should we monitor and document progress? According to IDEA, educators must: assess and ensure the effectiveness of efforts to educate children with disabilities.Doing so substantiates that you are working on IEP goals as per the law.If you ever need to demonstrate that you are teaching to master IEP goals – you have documentation.
21Progress MonitoringIs repeated practice to measure a student’s academic performance and in turn evaluate the effectiveness of instruction .Is conducted to (a) estimate rates of improvement, (b) identify students who are not demonstrating adequate progress and/or (c) compare the efficacy of different forms of instruction to design more effective, individualized instruction.
22Record Keeping and Documentation Document everything….conversations with team members, parents, administrators, advocates, phone calls, strategies, and interventions.Lack of documentation is lethal; poor documentation is worse.
23Let’s Set the Stage IEP (Educational Benefit) IEP monitoring Collaboration with Gen Ed teachersParent communicationProgress documentationDiagnostic Center, Southern California
24Free Appropriate Public Education “Ensures access of the child to thegeneral curriculum, so the child can meetthe educational standards within thejurisdiction of the public agency that applyto children”sec (b)(3)(ii)
25Least Restrictive Environment To the maximum extent appropriate, children with disabilities are educated with children who are not disabled.Therefore…Must consider general education classroom as the first placement option with use of supplemental aids and services before exploring other options.
26LRE + FAPE = Educational Benefit Students with disabilities have:A right to a free and appropriate public education (FAPE),In the least restrictive environment (LRE),As described in the IEP to provide “Educational Benefit.”
27Educational BenefitThe student’s program should be “reasonably calculated” to result in Educational Benefit.Basically the IEP will become the road map which will enable the studentto have passing grades,advance from grade to grade,make progress toward meeting goals
28Recording Student Progress Failure to make progress can be seen as a denial of FAPERecord and account for any lack of student progressIf a student is not making progress, reconvene an IEP to address this issueDon’t let student progress go undocumented.
29Bottom line… Districts are responsible for: Developing programs designed to provide FAPE for every child.Providing programs that offer Educational Benefit.Court opinion have held that school districts are the education experts.
30Let’s Talk What types of data are you seeing in your classroom? What are you currently doing with your data?
31Data can be used to show trends and growth over time. Data interpretationand analysisInstructional supportsand strategiescollectionData
32What is an effective “Data Driven” approach? data collectionAn effective andthat consists ofefficient practicea THREE TIERsystemPortfoliorecord sheetDailynoticesparentPeriodicDiagnostic Center, Southern California
33Who, What, and WhenWho – you, aides, classroom volunteers, or the students can self monitor.What – portfolio, student file, check off list, various low tech to high tech systems.When – minimum-weeklyDiagnostic Center, Southern California
34Necessary Outcomes Baseline or progress data can be tracked over time. Results can be compare to specific criteria.Progress and hurdles can be shared with parents, students, and IEP team members.Data can dictate necessary modifications and supports.Data results can craft new IEP goals.Diagnostic Center, Southern California
35It Is the Process, not the Forms So….The following forms can be changed, modified and amended to your specific use.Customize as you wish.Share them with colleagues.
36Let’s Look at Forms There are three categories: Teacher/DIS generated to record data.Gen Ed, DIS collaborationSchool/Home CommunicationDiagnostic Center, Southern California
39CodingTeachers often use different methods and idiosyncratic symbols to collect data.This can make interpreting the results difficult to follow, unless you are aware of the symbols.
40CodingWhatever codes you choose to use to record, they must be universal to your team in the meaning, use and interpretationThe objective is to recreate the dynamics of the instructional environment and /or lesson delivery on paper.
41Additional Suggestions P – physical promptPP – partial physical promptsP+V – physical and verbal promptG – gesturalNI – not introducedU – unable* – unwilling/ – worked on with assistanceX – able to do independently
42Some Suggestions P/I, P/O – push in/pull out Sm grp-3 – small group with 3 studentsInd – IndividualGoal #1,3DUR 20 – duration 20 minsBy whom – colored pensConst. – consultationMon – monitor
43Speech and Language Codes GSM – General story mechanicsTT – turn takingRt – story retellSS-Int – social skills lesson on initiatingCon – conversation
44Example Sm gp-3, TT, Goal 1,3 30 mins, speech room, KWG One example of effective coding may look like this:Sm gp-3, TT, Goal 1,330 mins, speech room,KWG
45You will need the data from the past to record growth and to write future goals. Attendance LogDIS – Time LogStudent RosterLog BookNOT GOOD ENOUGH
49The Power of Observation We are constantly relying on our skill to observe.Layer that skill with the demands of remembering.Add to that the details that can be naturally lost from the first observation to the time we actually record the information.
69Dictated by Best Practices Consultation efforts supports program effectiveness by ensuring the services are appropriate to the needs of the student. Consultation includes: dialog report discuss advise inform tellAnd it is documented in writing.
70Therefore..In addition to maintaining accurate records that demonstrate “Proof of Practice,” professionals must also:Follow district procedure.Ask – when in doubt inquire about a process, a problem or a practice.
71School - Home Communication Diagnostic Center, Southern California
76Form created on The Writing Center by The Learning Company
77Upper Grades and Beyond Middle and high school student may want to create a monthly flyer, newsletter or video of the current happenings at school.This could be a easy extension of a literature class, or writing assignment.
80E-Mail Savvy If you must: Use the e-mail from your business address. Guide your contact to discuss issues in person.Always maintain a professional style in your writing and CC your immediate supervisor.Are subject to subpoena
82In addition to Academics Goals.. The efforts /procedures used to monitor growth are the same that are used to: track behavior, record IEP team communication/collaboration, as well as documenting parent concerns and correspondence.
83What do I do first?Get a binder for each student.
84How can I remember all of the steps? Think:GINA’S Binder
85Let’s take Reading, First G oal tracking sheetI EP goal description that relates to ReadingN otice given to other service providers regarding supportsA ccommodations/ modifications referred to in the IEPS amples of work that demonstrate efforts at approaching mastery.Diagnostic Center, Southern California
86Your New Mnemonic B inder divided into sections I nsert tangible work productsN eat and organizedD ate your dataE ducate staff to recordR eview progress to draft new goalsDiagnostic Center, Southern California
87What is in the Appendix?Original notices sent to the IEP members are kept in the appendix of the binder:Gen Ed/DIS Collaboration FormsHome/School NoticesDiagnostic Center, Southern California
88It’s a Beautiful Thing!Basically, data creation, collection, and consideration tell the story of how our students progress, grow, and learn.~Whelan-Gioia 2006
89When Does It End? Never! It is ongoing and constant. Therefore put a system together that is easy, accurate and reliable.Diagnostic Center, Southern California
90How Long Is Never? Classification of Records Both Title 5 and Ed Code refer specifically to classification of records.Best Practice dictates the records be held for 2 to 3 years after their usefulness ends.Given that the statute of limitations on a complaint is two years, some districts are maintaining records for 3 years after usefulness.This could be interpreted as three years after the student has left the district. One district (Hueneme School District) has shared that their records are being stored on disc, to save space, time, ease of recovery.
91Something Else to Remember In addition to maintaining accurate records that demonstrate “Proof of Practice”, satisfying Educational Benefit and FAPE, teachers must alsoFollow district procedureAct on information given to you regarding a studentAsk – when in doubt inquire about a process, a problem or a practice.
92A Must for the Educators in the Industry… Sign up to receive updates from these websites:
93If You Can Keep Your Head… How do you keep your meeting running efficiently?
94Agenda Suggestions Introductions: record start time, list attendees Parent Rights and Responsibilities: given, reviewed, acknowledgedPurpose: annual, initial, tri, amendment or request etc.Parent Concerns: recordedGeneral Educators, DIS, and Sped staff report goal progress - highlights are recordedNew goals are introduced by each memberEligibility: reviewed and acknowledged by the team
95Agenda (cont) State testing accommodations reviewed by team Accommodation and modifications are discussed, reviewed and recordedService page is reviewedNotes are read to IEP teamSignatures taken – attendance/ agreementAdjournment: record time
96Also..Some districts…allow parents to review draft goals ahead of timepresent a time line with the agendaoffer parents a worksheet to write questions/concerns before the meetingWhat else is used to support the process?
97Narratives Notes are required when they: document compliance of proceduresattempt to clarify, elaborate on a service/placementadd content/details that cannot be included in the preprinted form.
98AlsoScribes state which topics were discussed and if consensus was met by the team.Document parent’s refusal to consent and why.
99Ground Rules One person speaks at a time. Get agreement on the agenda. Keep the meeting focused on the child.Listen carefully to the ideas of others.If you do not understand what someone is saying, please ask for an explanation.Be polite and respectful.
100Top Ten Ways to Avoid the Shark Pool 10. Dates and TimelinesInvitations, assessments, follow-up meetings9. Present Level PortfolioDemonstrate level via work samples. Record and chart growth over time.8. GoalsAre measurable, including benchmarks, or short term objectives an are aligned to standards.Student efforts are monitored and recorded by the responsible party as noted on the IEP.
101Top Ten Ways to Avoid the Shark Pool 7. Steps toward MasteryWork samples, observations, pre/post test – whatever you use – tie it to a goal, use it often, & date it6. Core IEP Team membersPresent – 1 Sped +I Gen Ed ,multiple teachers may mean multiple attendees.If a teacher has unique knowledge or is the best source, not having that teacher present could be viewed as a denial of FAPE5. Location, Duration and FrequencyNote the location sited on the IEP, and keep to it. (speech room, classroom)Note and record when meetings and services begin and endTrack the frequency of services and record
102Top Ten Ways to Avoid the Shark Pool 4. Always keep parents informed.3. Document the training of staff to support, record, guide, teach and instruct – continuously.2. When possible and definitely when the student turns 15, invite the student to the IEP.1. Case managers – manage the case.
103Key Points1. Plan smart, work efficiently and protect your name and career.2. Remember:Report /recordobservable behaviors andwork product.date every work sample, correspondence, note.3. Set up your system so you have three resources that verify both your efforts and your students.Diagnostic Center, Southern California
104Documentation at the IEP Table Documentation on all areas of need (e.g., goals)Work samples related to goals/standardsPortfolio of student progressData that shows growth over timeReports/feedback from all adults working with the student
105Now what happens?Take the strategies that we reviewed today back to your classroom.See how many you can implementThe goal is to create a flow in your room that supports your students and you as a professional.Diagnostic Center, Southern California
106Teachers must… if it’s not written down, it didn’t happen. Think on their feet.Use their heads.Always know what the other hand is doing.Read between the lines.Wait for the second shoe to drop.Take it on the chin.And still, at times, they get kicked in the end.butif it’s not written down, it didn’t happen.Diagnostic Center, Southern California
107Kathleen Whelan-Gioia Thank you for your attendance Thank you for your attendancein this training.Diagnostic Center, Southern California