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Presentation on theme: "SPED PD. Do Now GS."— Presentation transcript:


2 Do Now GS

3 Debrief  With your elbow partner discuss how this process was for you, and what challenges you faced.  Discuss what the purpose of this activity might have been. GS


5 Objective  Today I will be able to explain key Special Education concepts (LRE, IEP, 504, SST) so that I can respond to interview and survey questions during DVR.  Today I will be able to identify accommodations, modifications, services, strengths, and areas of need for students with IEPs so that I can locate key information that I will use to support my students. GS

6 Agenda Disability Simulation & Intro 10 min The IEP Process 20 Min Logistics 20 min Passport & Mini BSP Scavenger Hunt 20 Min GS

7 DVR As mandated in the Modified Consent Decree, the Los Angeles Unified School District conducts the District Validation Review (DVR) to monitor special education programs. A DVR team is scheduled to conduct the DVR at your school during the 2014-2015 school year. Our tentative date is: September 22, 2014 GS

8 What you Need to Know about DVR…….  As part of the review, the DVR team is asking that each school staff member complete a written survey regarding special education. You will receive this at PD the first week of September.  Classrooms will be chosen randomly for the DVR team to observe  Any teacher may be interviewed by the DVR team regarding implementation of services and/or accommodations documented in IEPs and Section 504 Plans GS

9 A Note of the Modified Consent Decree (MCD)  LAUSD monitors our school to ensure we are providing appropriate services (transition plans & BSPs), our suspension rates of SWD, parent participation in IEPs, due dates for IEPs (time lines and procedures), and Least Restrictive Environment.

10 MCD Data GS *Take with a grain of salt as some data is not accurate*



13 The IEP Process What is an IEP? Each public school child receiving special education and related services must have an Individualized Education Program (IEP). The IEP meeting is where the school team and the family create the plan which guides the delivery of special education supports and services for the student with a disability. The IEP covers topics such as current performance, annual goals, services and supports, accommodations, participation in state and district-wide tests, needed transition services, and measured progress. The IEP is a legal document. What is your role? Teachers are expected to help students access the course content and help students meet their IEP goals Teachers are expected to come to IEP meetings when requested (at least one general education teacher will come to each meeting) Teachers are expected to provide all accommodations and modifications to all students with IEPs based on their IEP Collaborate with the IEP case carrier if adjustments need to be made to the supports GS

14 Least Restrictive Environment (LRE) “To the maximum extent appropriate, children with disabilities should be educated with children who are not disabled.” GS

15 “To the maximum extent appropriate, children with disabilities should be educated with children who are not disabled.” What is LRE? Where do you think this quote came from? How does this quote frame how we educate our students with disabilities? GS

16 Level 5 Self Contained- Special Education Program (SDP, Alternate curriculum (mod/sev.) Transition- Embedded in SPED Curriculum Level 1 General Education (RSP) Consultation Services Transition Services –Pull- Out Direct Instruction Level 2 General Education (RSP) Consultation Services Support inside GE Transition Services –Pull- Out Direct Instruction Level 4 Special Education Program (SDP mild/mod.) Consultation Services General Education with collaborative support Transition – Embedded in Advisory Level 3 General Education (RSP) Consultation Services Pull-Out Direct Support with AS Transition- Embedded in AS/LC Curriculum Green Dot Special Ed Levels of Support GS

17 Referrals for Special Education  CA Ed Code, Section 56303  A pupil shall be referred for special educational instruction and services only after the resources of the regular education program have been considered and, where appropriate, utilized.  Student Success Team (SST)  Utilize school’s Student Success Team to address regular education program resources for student GS

18 Referrals for Special Education Continued Any person may make formal request for special education assessment  Request must be in writing  Use Request for Special Education Assessment form  Determine if accommodations or modifications were implemented  Determine if requestor wishes to postpone request until accommodations or modifications have been implemented and results evaluated  Develop and provide Special Education Assessment Plan to parents within 15 days of request, if requestor does not wish to postpone GS

19 What is the role of a SST? What is the role of SST and the referral process for a SPED evaluation within the framework of LRE? GS

20 IEP or 504 Covered by IDEA (Special Education Law) Students must qualify for Special Education Services through a formal evaluation process Parent involvement is mandated Provides services & accommodations and modifications Schools receive federal funding Covered by Civil Rights Law (Rehabilitation Act) Process is informal Parent involvement is not mandated Provides student with reasonable accommodations and modifications within the general education setting Schools do not receive federal funding CP

21 Facts About Our SPED Program  Every year we have averaged about 20% Special Education students (100-110 students on average have IEPs)  We have 7 SPED teachers, 9 para –educators, a full time school psychologist & interns, roving specialists in Speech, OT, and APE.  We offer a full continuum of services to our students. GS

22 SPED Website GS

23 Learning Center Steps *Please do not send students who do not have IEPs or a 504s* Complete the Google Doc (on SPED website) Send student with completely filled out orange pass LC teacher will send student back to class at the end of the assignment with the back side of the orange pass filled out AC


25 Requesting Help  Is there a particular student who is exhibiting academic or behavioral challenges that you are unsure how to intervene with……… HE

26 Suspecting a Student May Have an IEP or a 504 Plan?  Submit the student’s name in the Google Doc. AB

27 Academic Success All of the SPED teachers will be teaching AS this year during Advisory. In order to ensure that AS is most meaningfully spent, the AS teachers need to have copies of your lesson plans, unit plans, worksheets, assessments etc. You may provide this information to the team in 1 of 2 ways: 1.) There are green boxes in the copy room that you can place your copies in. 2.) Electronically upload your information into our Drop Box (link will be sent out during the PD). If you are not going to electronically upload then we ask that you just don't respond to the DropBox invitation. LD

28 Power School Simulation JO

29 Confidential Folder  The SPED team is coming around with a Red Confidential Folder.  This folder is where you are to keep all Passports, mini BSPs, and all other CONFIDENTIAL student information. GS

30 Passport and Mini-BSP Deep Dive

31 Sections of the IEP Passport IEP/BSP Point Person Areas with processing deficits

32 Instructional and Testing Accommodations

33 Break Card Example Expectations for the break: Time: The break is only 5 minutes long. She knows that mom is in the loop with the team and she is also keeping track of whether or not she is able to take her breaks responsibly. Where: B is only allowed to take a break outside the classroom or within the same row as her classroom. Please reinforce that the Break Pass is different from the bathroom pass. Why: The pass is only to be used when stressful situations arise from the classroom (i.e. starting to become verbally aggressive to her peers, putting her head down when the work is too hard, when defiance is beginning to trigger frustration)

34 Support Services Students receive services mostly during SDP classes (SDP) or during Advisory (RSP)

35 Present Levels and Annual Goals TIP: When we request information from teachers with regard to student performance in their respective classes, it’s helpful to review the present levels from the previous IEP to identify areas of strength and need. Reviewing the annual goal and providing feedback on student progress based on this is also very helpful for us when we prepare for their next IEP review.

36 Additional Info and Teacher Sign-Off When you receive your red folders, we will be asking you to sign a master copy that indicates that you have received your IEP passports/mini-BSPs and that you are aware that you have a legal obligation to abide by the students’ IEPs.

37 Mini-BSPs

38 What to do


40 Passports and Mini BSP Scavenger Hunt 1.) What is one academic strength this student exhibits? 2.) What is one academic area of need this student exhibits? 3.) List two of the student’s accommodations. 4.) Does this student have any support services? 5.) What Behavior is the BSP targeting? 6.) If a student exhibits the target behavior again what are the reactive steps all staff are to use every time? GS

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