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New Special Education Teacher Training (NSETT) Day 2 October 2013.

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Presentation on theme: "New Special Education Teacher Training (NSETT) Day 2 October 2013."— Presentation transcript:

1 New Special Education Teacher Training (NSETT) Day 2 October 2013

2 NSETT Purpose Provide participants with: Available resources and supports Review of key IDEA compliance requirements Examples of compliance to practice Opportunity for practice, networking, questions, and reflection

3 Rules of the Road BreaksCell PhonesParking Lot ?s

4 Agenda Day 1 Structure of Support Getting Started Binder Framework for Teaching Special Education Process –Child Find –Referral to Consider SpEd Evaluation –Written Notice and Consent –Evaluation and Eligibility Day 2 IEP Development –IEP Team –Present Level of Performance –Goal –Services –Accommodations/ Adaptations –Written Notice and Consent

5 Training Norms This training is yours and its success depends largely on you. Enter into the discussion enthusiastically. Contribute positively to the discussion. Confine your discussion to the topic. Only one person at a time should talk. Be patient with others. Appreciate the other person’s point of view. Listen to others. Listening is an art.

6 Special Education Process

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8 Individualized Education Program (IEP) A written document developed for an eligible student with a disability to document the specially designed instruction and related services to be provided A product of collaboration among the IEP team members who: –Identify unique needs of the student –Plan the special education services to meet the unique needs of the student

9 Developing the IEP: The IEP Team will consider: –The strengths of the student –Concerns of the parents and/or adult student for enhancing the education of the student –Results of the initial or most recent evaluation e.g., data collected during the implementation of the previous IEP/IFSP can serve as “recent evaluation” –Academic, functional, and developmental needs –Social/Emotional needs –Behavioral needs

10 The IEP Team *Parent and/or adult student *General Education Teacher *Special Education Teacher/Service Provider (e.g. SLP for a Speech only student) *District Representative Student Related Service Provider(s) Individual who can interpret evaluation results and implications (e.g., School Psychologist, SLP, Nurse, etc.) Other: –Transition agencies (secondary and preschool) –Individuals with knowledge/expertise

11 An IEP meeting is held: Annually (prior to the expiration date of the previous IEP) Within 30 calendar days after an initial evaluation that finds a student eligible for special education To consider revision to the IEP At the request of any IEP Team member To review and/or develop a Behavior Intervention Plan To address discipline requirements

12 IEP Meeting Invitation Schedule the meeting at a mutually agreed upon time with the parents and/or adult student and the district The invitation shall include: –Purpose, time, and location –Who will be attending or invited –Information informing the parents that they have the right to bring other people to the meeting Provide a copy of the Procedural Safeguards Notice (at least annually)

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15 IEP Cover Sheet All IEPs shall include: –Date of the IEP Meeting –General demographic information –Student’s full (legal) name, birth date, grade –Native language –Ethnicity –Birth date and age –Identification Number –Name, address, phone number, native language of parent(s)

16 The IEP Cover Sheet Documents: IEP Team attendance and participation –Documentation of who did or did not attend meeting –Does not reflect agreement or disagreement Required Members: –Parent and/or Adult Student –Special Education Teacher/Service Provider –General Education Teacher –District Representative –Individual to interpret evaluation results/implications

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18 “You Do It” File Review Activity -Look at the first page of the IEP you have brought with you. Does it satisfy the criteria for a compliant cover sheet? -Would you change anything?

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21 Present Level of Performance (PLOP) Identifies the present levels of academic achievement and functional performance in an area of need (Note: IDEA uses the term “Present Level of Academic and Functional Performance”) Provides a brief but clear description of the students educational and/or functional skills using a measurable “baseline” that is directly related to an annual goal

22 PLOP Components: Tell how the student’s disability effects his/her involvement and progress in the general education curriculum Are written in objective, measureable terms Show a direct relationship to other components of the IEP (goals, special education services, LRE determinations, etc) Provide a baseline for goal development Reference Idaho Core Standards

23 General Education Content Standards Idaho Core Standards –English/Language Arts and Math Idaho eGuidelines (Early Childhood) Basic Workplace Competencies Idaho Health Content Standards

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28 “You Do It” File Review Activity Look at the PLOP for at least one of the goals in the IEP you have brought with you. Does it satisfy the criteria for a PLOP? Would you change anything?

29 Goals Written, measurable statements that describe what a student is reasonably expected to accomplish within the time period covered by the IEP (typically 1 year) Written to enable the student to be involved in and make progress in the general education curriculum and meet other education needs that result from the disability

30 Components of a Measurable Annual Goal Begins with baseline measurement stated in the PLOP Includes the behavior, the performance criteria, and the evaluation procedure Includes a condition if needed for clarification When do you need to add objectives/benchmarks to a goal?

31 Behavior: (target skills) clearly identifies the performance that is being monitored –It represents an action that can be directly observed and measured. Conditions: specify the manner in which progress toward the goal occurs. –Conditions describe the specific resources that must be present for a student to reach the goal. The condition of the goal should relate to the behavior being measured. –For example, a goal relating to reading comprehension may require the use of a graphic organizer. The graphic organizer is the condition. Behavior and Conditions

32 Criterion: identifies how much, how often, or to what standard the behavior must occur in order to demonstrate that the goal has been achieved –The goal criterion specifies the amount of growth that is expected. Procedure: identifies how the behavior and criteria are documented Timeframe: (Schedule) identifies the amount of time in the goal period and is usually specified in the number of weeks or a certain date for completion. Criteria, Procedure and Schedule

33 Progress Monitoring Progress Monitoring is a scientifically based practice that is used to assess a student’s academic and/or behavioral performance and evaluate the effectiveness of instruction. There are a variety of ways that this can be done, and how you collect the data will depend on the goal. Measurable academic achievement, developmental, and functional annual goals are written to enable the student to be involved in and make progress in the general education curriculum and to meet other educational needs that result from the disability.

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38 “You Do It” File Review Activity Look at a goal in the IEP you have brought with you. Does it satisfy the criteria for a compliant goal? Would you change anything?

39 Reporting Progress Toward Goals to Parents and/or Adult Student The IEP includes a statement describing how and when progress toward goals is measured and reported. –This statement includes both: how the progress will be measured when and how progress will be reported to the parents and/or adult student

40 Reporting HOW… A description of how parent and/or adult student will be informed of the student’s progress toward the annual goals, including whether progress is sufficient for student to achieve goal –What has been mastered so far? –What is currently being taught or practiced? –Will the student meet the goal within the specified time frame?

41 Reporting WHEN…

42 “You Do It” File Review Activity Look at how you are reporting progress to parents. Does the statement include the how and when of reporting progress? Is there anything you would change?

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44 Special Education and Related Services Special education includes specially designed instruction (SDI) to meet the unique needs of the student. Related services are services required to assist a student with a disability to benefit from special education as described in the IEP.

45 Special Education and Related Services These services might include: –Audiology –Speech Therapy –Language Therapy –Psychological Services –Physical Therapy –Occupational Therapy –Social Work Services –Supports for school staff –Behavior Intervention

46 Special Education and Related Services Include: –Description –Location –Duration –Frequency –Start and End Dates Show a direct relationship to the other components of the IEP Statement of Service Delivery

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49 School-Based Medicaid Changes in services this year Information and Webinars on Idaho Training Clearinghouse –Communities – School-Based Medicaid Ask for guidance from your district

50 Find the Mistake

51 “You Do It” File Review Activity Look at the IEP Services Grid you have brought with you. Does it satisfy the criteria for compliance? Would you change anything?

52 Transportation Transportation is a related service if special arrangements resulting from the student’s disability are required to assist a student with a disability to benefit from special education. IEP team considers need –Does the student’s disability prevent him/her from using same transportation as students without disabilities?

53 Extended School Year

54 Limited English Proficiency

55 Hearing and Vision Impairment

56 “You Do It” File Review Activity Look at your IEP Services and Other Considerations form. Does it satisfy the criteria for compliance? Would you change anything?

57 Accommodations Accommodations: Idaho Definition Changes in the curriculum, instruction, testing format, or procedures enabling students with disabilities to participate in a way which allows them to demonstrate their abilities rather than disabilities

58 Accommodations Categories of accommodations: –Presentation –Response –Timing/scheduling –Setting “ Accommodation Wheel”

59 Accommodations Examples Response accommodations: –Scribe –Word processor –Tape recorder –Responding in test booklet (not on answer sheet) –Monitoring of test response, if answer sheet is used –Calculator –Spelling and grammar checker –Braille

60 Adaptations Adaptations: Idaho Definition Changes to the curriculum, instruction, or assessments that fundamentally alter the requirements, but that enable a student with an impairment that significantly impacts performance an opportunity to participate

61 Adaptations Examples Fewer concepts to be mastered Different test questions Material at a different reading level

62 Documenting Accommodations and/or Adaptations in the IEP IEP Accommodations Pages –Form 410d Classroom and Statewide Assessment Participation

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66 Federal and State Law Federal and state laws require all students with disabilities be included in all statewide and district wide assessments. IEP Teams must address: Need for accommodations and/or adaptations to facilitate student access to grade-level instruction and statewide assessments Use of alternate assessments to assess the achievement of students who cannot participate in general assessment

67 Eligibility for a student to take the IAA: The student must meet all of the criteria listed below for the IEP Team to determine that the student is eligible to participate in an alternate assessment: a)The student’s demonstrated cognitive ability and adaptive behavior prevent completion of the general academic curriculum even with program accommodations and/or adaptations; b)The student’s course of study is primarily functional-skill and living-skill oriented (typically not measured by state or district assessments); and c)The student is unable to acquire, maintain, or generalize skills (in multiple settings) and to demonstrate performance of these skills without intensive and frequent individualized instruction.

68 “You Do It” File Review Activity Look at the IEP Accommodations page you have brought with you. Does it satisfy the criteria for compliance? Would you change anything?

69 Behavior

70 FAPE and LRE IEP team explains the extent to which the student will not participate in the general education classroom, curriculum, or extra curricular/non-academic activities. The IEP includes a written explanation justifying the team’s decision. LRE statement aligns to Service Page

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74 Look at the LRE Placement and Educational Environment page you have brought with you. Does it satisfy the criteria for compliance? Would you change anything? “You Do It” File Review Activity

75 Consent for Initial Provision of Special Education and Related Services. Consent for initial provision of special education and related services: –Parental consent for the initial provision of special education and written notice for the implementation of the IEP are required

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77 “You Do It” File Review Activity Look at your IEP LRE Placement and Written Notice Forms. Do they satisfy the criteria for compliance? Would you change anything?

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81 Reflection Day 2 Agenda IEP Development –IEP Team –Present Level of Performance –Goal –Services –Accommodations / Adaptations –Written Notice and Consent

82 Thank you for the commitment you have made to teach children with disabilities in Idaho. 7UvLvqXIhttp://www.youtube.com/watch?v=Tlp 7UvLvqXI Thank You!


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