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Beginning of the Year Meeting 8/21/13, 11:00 am-1:00 pm SHS, Room 300 Sabrina A. Scott, Student Services Director.

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Presentation on theme: "Beginning of the Year Meeting 8/21/13, 11:00 am-1:00 pm SHS, Room 300 Sabrina A. Scott, Student Services Director."— Presentation transcript:

1 Beginning of the Year Meeting 8/21/13, 11:00 am-1:00 pm SHS, Room 300 Sabrina A. Scott, Student Services Director

2 AGENDA 11:00-11:30 District/Department Updates & Expectations :30-12:00Data Collection – Academic & Behavior 12:00-12:40ETR (Evaluation Team Report) IEP (Individualized Education Program) SDI (specially designed instruction) 12:40-1:00FBA (Functional Behavior Assessment BIP (Behavior Intervention Plan)

3 INTRODUCTIONS

4 SHARING POSITIVES – Lunch on Sabrina – EAT EAT EAT!!! – Preschool Donation – Sabrina news – From you…..

5 State of the state for: Student Services

6 STATE OF THE STATE, Student Services of Sandusky City Schools Report Card--Expectations for ALL to learn and make PROGRESS in GEN ED curriculum Student Services --GENERAL EDUCATION (Response to Instruction and Intervention (RtII), Restraint and Seclusion/ Positive Behavioral Interventions and Supports (PBIS), Academic Achievement for ALL) Student Services--SPECIAL EDUCATION (IDEA/ Operating Standards) Legal--Federal and State Legislation--R & S/ PBIS, IDEA, Section 504, ELL, Home Schooling Research/ practice--DSM-V, RtII (Wilson, Number Worlds, etc.) Fiscal--Federal/ State $, Parent Choices (SCCS, Haughland, Open-enrollment, contracts) High Quality Education--Specialization (ABC); Continuity (Preschool-12+), Consistency (across buildings, teachers, etc.) BOTTOM LINE: Being a Winning District--Customer Service, Adult Accountability, and... Student Achievement!

7 Student Services Updates for School Year

8 Vision 2014: R-E-A-C-H Responsiveness Effectiveness Achievement Customization High Quality : The Year of “HIGH QUALITY” HIGH QUALITY Specialization Continuity Consistency Everyone, Everyday, Everywhere

9 PROGRAMS

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11 PERSONNEL Special Education Intervention Specialists (SCS & SCCS) Paraprofessionals School Psychologists Related Services: – Speech/ Language Pathologists – Occupational Therapists (ESC) – Physical Therapists (ESC) – Social Workers – Educational Interpreters – Hearing Impaired Teachers (ESC) – Visual Impaired Teachers (ESC) – Educational Audiologist (ESC) – School Nurse (SCS & Public Health Department)

12 PERSONNEL General Education / Overall District  Administrative Assistants – Shawnda Ramon: Assistant to the Director – Sue Prochazka: Data Warehouse (PBIS, RtII, Medicaid, IEP Anywhere); Psychs/ABC – Joani O’Rork: All Records Requests – Lynne Kaufman:Preschool  School Nurses (district, nonpublic, building, individual)  English Language Learners (ELL) Tutor  School Counselors

13 SERVICES  Assistive Technology (AT) Thanks Sean & Leslie  Mental Health  PBIS Psychs Counselors Social Workers Intervention Specialists  DSM-V 2013 – Implications for ED, AU

14 CURRICULUM, INSTRUCTION & ASSESSMENT Student Services within Academic Department New Standards & Curriculum – A (Academic): EXPECT ALL TO MAKE PROGRESS – B (Behavior): Social skills curriculum – C (Community): Extended Standards – Preschool: Early Learning & Development Standards

15 EXPECTATIONS for Focus: OUTCOMES - ACHIEVEMENT – Academic [including alternate assessment, OTELA, RtII (ALL students)] – Behavior (PBIS, Restraint & Seclusion, State Performance Plan – see handout) – Community (including Life readiness)

16 HOUSEKEEPING Everyone: Responsible for Academic Achievement - PROGRESS in GENERAL ED CURRICULUM Responsible for College - Career-Life Readiness Responsible for ETR/ IEP compliance (dates per Shawnda; checklists per Sue; preschool license per Lynne) ABC/ Psychs/ Therapists: A--Beth Werling for Out-of-District (checklists, meetings, consultation); Kristen for Wilson, Number Worlds (monitoring) B--Karen PBIS District Coordinator (trainer, consultant); Sean for PBIS and SPP (data collection, analysis, consultation) C--Bill Myers (liaison to SS office, district team leader); Bill Carter for assessments, data analysis A--part of curriculum/ academic dept BC/preschool--focus for Student Services for (contracts, standards, legal, community, research)--seeing overlap!! Therapies--Leslie (district contact--within, outside; AT (IPads, Kurzweil, etc.); related services team leader) Recruitment and Retention: SAS as district rep in region (brochures, website, newsletters, data analysis, networking) Customer Service to district: SS phone book, ABC/psych liaison to you, Admin Assts to support SAS/ ABC/ preschool BLISS: Legislative body for local procedures for special ed - NEED A (Academic) people--support practices, buildings (e.g., Section 504, ELL, RtII, IDEA) Contracted Services: Same as last year: NPESC (OT, PT) and NCOESC (VI, HI, audiologist, Title III)

17 HOUSEKEEPING Administrative Assistants: Shawnda - for SAS/ BOE Sue - for ABC/psychs Lynne - for preschool Joani - for record requests Important dates: 8/22 - IEP Anywhere 8:30-11:30 8/23 - C-team Extended Standards curriculum mapping 8/30 - all staff PD

18 PARTYING GIFTS Whose IDEA Booklets Meeting Summary Forms

19 THANK YOU FOR ALL YOU DO!!!! Here’s to a great year!!!!!

20 “A” Data Collection What is Academic Data Collection? – Academic data collection measures academic performance and progress (skill growth) of children (i.e., district-wide, building-wide, groups, and individual students) – It is SCIENTIFIC! Why is academic data collection important? – Academic data collection assists school staff and teachers in identifying academic needs – It helps us understand if our instructional practices and interventions are working – Academic data collection reflects WHAT we are actually doing in the classroom

21 “A” Data Collection “A” data collection needs to continue throughout the Response to Instruction and Intervention process (RtII) “A” data collection also needs to continue if a student has been initially identified “A” data collection for ALL students, including those on IEPs, should reflect the data collection we do for RtII children We need to have the data available to reflect progress on IEP goals

22 “A” Data Collection Things to note: – RtII and IEP goals need to be measurable, so we can easily collect the data to show progress – Data needs to be measurable!!! – Anecdotal records should be more supplemental data – The type of data collected needs to reflect what we are trying to measure

23 “A” Data Collection Differences between data collection: – Curriculum-Based Assessment (CBA) Shows mastery of the curriculum Great for Tier I Examples: MAP Assessment, formative and summative assessments, short cycle assessments – Curriculum-Based Measurement (CBM) Student GROWTH or PROGRESS measures Can be used at all Tiers Examples: DIBELS, EasyCBM, AIMSweb

24 “A” Data Collection CBM Warehouse – based-measurement-reading-math-assesment- tests#1 based-measurement-reading-math-assesment- tests#1 CBM Manual for Teachers – nual.pdf nual.pdf

25 Specially Designed Instruction (SDI) & Evaluation Team Reports (ETR)

26 What is Specially Designed Instruction (SDI)? SDI can be defined as adapting, as appropriate to the needs of an eligible child, the content, methodology, or delivery of instruction to: Address the unique needs of a child as a result of his/her disability Ensure access of the child to the general curriculum (National Dissemination Center for Children with Disabilities (NICHCY), 2013)

27 What makes SDI different from instruction that a general education student receives? Specially Designed Instruction is linked to a student’s IEP goals and objectives. SDI should be planned, organized, and meaningful in that it is an intentional and systematic process aimed to target a student’s needs that are listed in his/her IEP goals and objectives.

28 SDI: Interventions vs. Accommodations vs. Modifications Interventions: An evidenced-based intervention refers to a specific strategy or program that has been proven to be effective to improve a targeted skill when implemented and monitored with integrity. The goal of an intervention is to provide additional or modified instruction to help a student achieve adequate progress in a specific area. – Example: Wilson Reading System & Fundamentals

29 SDI: Interventions vs. Accommodations vs. Modifications Accommodations: An accommodation eliminates or reduces obstacles associated with a student’s ability to perform at the same standard of performance expected of general education students. – Example: Additional time, preferential seating

30 SDI: Interventions vs. Accommodations vs. Modifications Modifications: A modification is a change that revises the standard of performance and/or alters the expectations.

31 Best Evidenced-Based SDI Interventions Results gathered from a 70 study meta analysis Data gathered on students grades 6-12 Academic content areas included science, social studies, English Settings included general education, pull-out, and resource room Study looked at effects on treatment, maintenance, and generalization Mean effect size of.50 demonstrated moderate effect and.80 or above indicates a large impact.

32 Best Evidenced-Based SDI Interventions 1.Explicit Instruction (1.68): Includes direct instruction and practice 1.Interventions include: 1.Teaching in small steps 2.Guided practice 3.Independent practice

33 Best Evidenced-Based SDI Interventions 2. Mnemonic Strategies (1.47): Teaches students to make associations between facts. Effective in helping students memorize material such as lists, groups, and chronologies. * Examples Include: * Keyword * Pegword * Letter Strategies * Visual Cues

34 Best Evidenced-Based SDI Interventions 3.Classroom Learning Strategies (1.11): Instructing students in methods for processing and studying content area subject matter. 1.Strategies Include: 1.Study skills instruction 2.Note-taking strategies 3.Self-question strategies 4.Self-monitoring 5.Summarization 6.Text Structures

35 Best Evidenced-Based SDI Interventions 4.Study Aids (.94): Instruction and practice in using materials to understand and remember subject area content. 1.Examples include: 1.Study guides 2.Advanced Organizers such as text outlines 3.Text Structures 4.Aids should be a combination of teacher-directed and student-directed

36 Best Evidenced-Based SDI Interventions 5.Spatial and Graphic Organizers (.93): Help students understand and remember information. * Assists students with sorting concepts, facts, and ideas using charts, diagrams, graphs, or other graphic organizers *Examples Include: * Concept diagrams * Concept comparison routines * Other graphic organizers

37 Best Evidenced-Based SDI Interventions 6.Hands-On or Activity Based Learning (.63): Instruction and interaction with relevant content specific materials. 1.Examples include: 1.Science Labs 2.Project-Based Learning 3.Peer Tutoring/Cooperative grouping

38 Best Evidenced-Based SDI Interventions 7.Computer-Assisted Instruction (.63): The use of computer- based applications to deliver instruction. 1.Examples include: 1.Drill and practice 2.Strategy instruction 3.Simulations

39 Behavior Strategies It is essential that we explicitly teach behavior – Don’t expect it if you don’t teach it Three Essential Elements 1. Develop Relationships Greet your students daily Get to know what they are interested in Listen to them 2.Create clear, reasonable, enforceable guidelines that are taught and practiced regularly 3.Create routines 1. Build a regular schedule 2. Create procedures for bathroom, transitions, and getting out of seat 3. Prepare students for changes in routines

40 Behavior Strategies Behavior Momentum: When expecting a student to complete a difficult request or task, precede it with three simple requests, then provide the difficult task. Reinforce the student for completion of each task. More likely to complete the difficult task. Behavior Interspersal: Intersperse difficult tasks or requests with less difficult ones. Best when combined with behavior momentum. Place easier tasks within sets of target tasks Attributions: Attribute student success to what they did—their effort at the task Behavior Rehearsal: When preparing for a new situation, provide student with exact steps to prepare the student. Use What Ifs Behavior Specific Praise: When providing verbal positive reinforcement, let the student know exactly what behavior he exhibited was desired. Directly link your praise to the specific behavior you are trying to increase. Nonverbal and Picture Cues: Establish a visual cue. Have loads of visual cues— visual posted expectations that use pictures—consider photos of students following rules. Then a reminder: “What do you need to do to follow rule #3. Remember SPORT rules—short, positive, observable, reinforced, taught. Choice: You may do this or this—it is your choice. I know you can make a good decision for yourself. Reinforce good choices. Proximity Control: Close but not too close. Moving around the room. Respecting personal space. Nintendo Effect: Capitalizing on the student’s interests to engage them in non- preferred activities. Project based on interest like superman, trains, Nemo.

41 Building Team Work Suggestions for successful communication and collaboration: Starting from the beginning Be sure your teacher has each child’s IEP Behavior Improvement Plan Coach your cooperating teachers on differentiating instruction Touch base with students on your caseload Adapt homework for the students in your caseload Celebrate Success

42 Evaluation Team Reports (ETR) Overview ETR Check-list What parts of an ETR are important to read when creating or modifying an IEP? Background History Classroom Based Evaluations Team Summary (Part 2)– Intervention Data, Assessment Results, Needs, & Implications

43 Background History The background history provides you with a brief summary of the student’s past including: – Attendance – Medical Information – Intervention History – Other relevant information Typically located within a Part 1

44 Classroom Based Evaluations Classroom based evaluations and information provided in a report by a teacher or intervention specialist may include: – Academic Skills – Behavior – Observation Information – Intervention Data

45 Team Summary (Part 2)- Intervention Data Intervention history and data can be located throughout teacher/intervention specialist reports. This information is summarized on Part 2 of the ETR under the “Intervention Summary” section.

46 Team Summary (Part 2)- Assessment Results All assessment results are located throughout individual Part 1 reports. Assessments may include: – Academic – Cognitive – Behavior – Adaptive Behavior – Social Emotional – Sensory – Fine Motor – Gross Motor – Speech/Language These results are summarized on Part 2 of the ETR under the “Summary of Assessment Results” section.

47 Team Summary (Part 2)- Needs Based on gathered information, parent input, assessments, and observations, a child’s educational needs are determined. These needs are summarized on Part 2 of the ETR under the “Description of Educational Needs” section. Needs can be translated into IEP goals and objectives. **Please note: Several needs can be combined into one IEP goal with multiple objectives. Every need listed does not require an individual goal.

48 Team Summary (Part 2)- Implications Implications for instruction include: – The impact on a child’s education – Intervention recommendations – Accommodations & Modifications – Progress monitoring suggestions These recommendations are located on Part 2 of the ETR under the “Implications for Instruction and Progress Monitoring” section.

49 Team Summary (Part 2)- Implications Implications for instruction include: – The impact on a child’s education – Intervention recommendations – Accommodations & Modifications – Progress monitoring suggestions These recommendations are located on Part 2 of the ETR under the “Implications for Instruction and Progress Monitoring” section.

50 References National Dissemination Center for Children with Disabilities (NICHCY), Special Education. Retrieved on August 15, 2013 from: nichcy.org/schoolage/iep/iepcontents/specialeducation

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