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The Exceptional Children’s Education Act Day One Orientation to Special Education Special Education Procedures Summer 2014.

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1 The Exceptional Children’s Education Act Day One Orientation to Special Education Special Education Procedures Summer 2014

2 Welcome! Name School or Worksite Name A Unique Fact about You

3 Agenda: Day One Meet Your Team Introductions Setting Norms Course Overview Special Education In DPS Resources First 30 Days State of the State Understanding IEP Roles IEP Process MTSS Child Find Multidisciplinary Evaluation Reports Determination of Eligibility IEP Development Multidisciplinary PLOP and Special Factors Goals Accommodations, Services, and LRE Eligibility Determination Intellectual Disability Other Health Impairment Serious Emotional Disability Autism Specific Learning Disability Other Disabling Conditions Effective IEP Teamwork

4 Setting Norms Norm One Norm Two Norm Three What does this look like to you?

5 Agenda: Day One Meet Your Team Introductions Setting Norms Course Overview Special Education In DPS Resources First 30 Days State of the State Understanding IEP Roles IEP Process MTSS Child Find Multidisciplinary Evaluation Reports Determination of Eligibility IEP Development Multidisciplinary PLOP and Special Factors Goals Accommodations, Services, and LRE Eligibility Determination Intellectual Disability Other Health Impairment Serious Emotional Disability Autism Specific Learning Disability Other Disabling Conditions Effective IEP Teamwork

6 ECEA Overview/Objectives Goal One: Participants will become familiar with the multiple resources to support in the special education qualification process and the development of an IEP Goal Two: Participants will understand the tools found in the IEP process to support the closing of the gap for students with a disability Goal Three: Participants will develop background knowledge needed to implement Enrich, the new IEP system Goal Four: Participants will understand how to determine eligibility under the revised Exceptional Children Education Act Utilize the note- catcher to organize your thoughts and remember your questions!

7 Agenda: Day One Meet Your Team Introductions Setting Norms Course Overview Special Education In DPS Resources First 30 Days State of the State Understanding IEP Roles IEP Process MTSS Child Find Multidisciplinary Evaluation Reports Determination of Eligibility IEP Development Multidisciplinary PLOP and Special Factors Goals Accommodations, Services, and LRE Eligibility Determination Intellectual Disability Other Health Impairment Serious Emotional Disability Autism Specific Learning Disability Other Disabling Conditions Effective IEP Teamwork

8 DPS Resources Objective Participants will become aware of supports and resources in DPS for Special Education

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10 Division of Student Services 504, Nursing, Therapists Instruction and PD School Records and Budget Mental Health and Discipline SEAS IDEA and ECEA Special Education Social Emotional Learning Related Services Operations We work relentlessly to ensure equitable opportunities and successful outcomes for all students.

11 John Simmons Executive Director Diann Richardson Director of Special Education Gene Bamesberger Associate Director of Special Education John Liberatore Director of Related Services Steve Nederveld Associate Director of Related Services Eldridge Greer Director of Social Emotional Learning Tom O’Keefe Director of Operations Josh Drake Director of Strategic Initiatives

12 What and Who of Special Education… We work relentlessly to ensure equitable opportunities and successful outcomes for all students. Individuals with a Disability Education Act (IDEA) Exceptional Children's Education Act (ECEA) Special Education Support Partners Full Continuum of Services Every school supports students who require services under IDEA and ECEA Center programs for students who require a more restrictive environments

13 Diann Richardson Director of Special Education Valerie Calvert Partner NW Hetty Pazos Partner SW Audrey Ross McCall Partner FNE Marianne Sammons Partner SE Lee Ann Cox Partner NNE Jane Miyahara Partner ECE Rhonda Adamson Partner Child Find Transformative

14 Diann Richardson Director of Special Education Gene Bamesberger Associate Director Josh Nichols Partner Middle School Sara Cramer Partner 6-12 and High School Jared LeMieux Partner Intensive Pathways

15 Diann Richardson Director of Special Education Gene Bamesberger Associate Director Patrick McGinty Partner Charter 1l Kristy McCollum Partner Chater 2

16 Diann Richardson Director of Special Education Gene Bamesberger Associate Director Jackie Migler Partner DSSN Brittney Cardwell Partner Innovation Will Crookston Partner WDN

17 The What and Who of Social Emotional Learning… We work relentlessly to ensure equitable opportunities and successful outcomes for all students. Social Emotional Skills Department of Social Work and Educational Psychological Services Office of Social Emotional Learning Department of Indian Education Special Education Assessment Services

18 Eldridge Greer Director of Social Emotional Learning Ellen Kelty Program Manager Educational Psychology Michele Sandavol Supervisor Special Education Assessment Services Lee Morgan Supervisor OSEL Partners

19 Supervisor Michele Sandavol Referrals are Completed On – line Bi-Lingual Spanish Testing SEAS Partners- Teachers, SLP, Nursing, Motor, Mental Health Coordinates with the Multi- lingual Outreach Office for all other testing Questions:

20 Supervisor Michele Sandavol IRC Specialist Barb Skeens Location: 1617 S. Acoma St. Make-it, take-it lab Professional lending library Testing & assessment instruments for loan Educational resources for teachers Graphic design support

21 Supervisor Michele Sandavol IRC Specialist Barb Skeens Location: 1617 S. Acoma St. Assessments Kits Library Agency SLPs- Contact Lisa Gessini to access Assessments Charters- Use your related services who have a DPS Outlook account to check out kits

22 Supervisor Michele Sandavol Restrain Training JKA- Board Polity Required for all Center Teachers and their paraprofessionals Annual Training (Initial and Refresher) Recommended that there are at least two individuals in all schools Offered 2-3 times each month Initial is a blended class and requires on-line content to be completed before the physical portion of the class

23 The What and Who of Related Services… We work relentlessly to ensure equitable opportunities and successful outcomes for all students. 504 of the Rehabilitation Act Instruction Professional Development Assistive Technology Related Services School Nursing and Child Health Occupational and Physical Therapy Speech Language Pathology Audiology Low Incidence Disability

24 John Liberatore Director of Related Services Steve Nederveld Associate Director of Related Services Kristy Murdock Supervisor of Deaf and Hard of Hearing Kelley Morrison Program Manger OT/PT Patty Kennebec Supervisor of OT/PT Donna Shocks Program Manager Nursing Jean Lyon Supervisor Nursing Daisy Vanzandt Supervisor SLP Robert Frantum-Allen Program Manger Instruction and PD

25 Director John Liberatore Coordinator Paul Thompson Each school must designate a 504 Coordinator Coordinator must attend an annual training on 504 Highly Recommend that special education teachers are NOT the building 504 Coordinator, but a Specialized Services Provider might be the 504 Coordinator

26 Associate Director Steve Nederveld Liaisons Bianca Tellechea Alama Salas Bi-lingual Spanish Facilitate Communication Assist parents with problem solving and access to resources Contact your Partner for more information

27 Program Manager Robert Frantum-Allen Coordinator Tara Donahue Lending Library Consultation on AT Evaluations Manager School Assistive Technology Representative Partner with Educational Technology Professional Development on the use of Technology in the classroom

28 Program Manager Robert Frantum-Allen Coordinator Sara Dinser Manages Logistics for Professional Development Separate Registration system from the DPS system Focus on Adult Learning Theory Manages face-to-face and blended learning opportunities Coordinates' with other DPS Departments

29 Program Manager Robert Frantum-Allen Coordinator TBD Instructional Hotline Instructional Resource Library Provides technical assistance on Specially Designed Instruction Pedagogy support Root Cause Analysis and SDI planning support with individual students Universal Design for Learning Instructional Recommendations

30 Associate Director Steve Nederveld DHH Supervisor Kristy Murdock Educational Audiology Teachers of the Deaf and Hard of Hearing Consult for Center Based Deaf and Hard of Hearing Programs Educational Sign Language Interpreters Teachers of the Visually Impaired Orientation and Mobility Specialists Braille support

31 The what and who of Student Services Operations… We work relentlessly to ensure equitable opportunities and successful outcomes for all students. Schools Records Medicaid Enrich IEP Software Hotline Extended School Year Out of District Special Education Budget Allocations Mild Moderate allocations Center Programs Specialized Services Providers (Related Services)

32 Tom O’Keefe Director of Operations Critty McClendon Program Manager Out of District and ESY Diane Ellis Coordinator Enrich Rob Hendershot Program Manger Medicaid Mike Handley Program Manager Finance Barbara Skeens Instructional Resource Center

33 Program Manager Critty McClenden ESY Coordinator TBD Summer Programming for student who qualify Technical assistance on qualification procedures Manage multiple sites Possible Summer Employment opportunities

34 Enrich Help Desk Tamari Emory Enrich Trainer Diane Ellis IEP Platform for Denver Public Schools Required to attend training before given access to students IEP’s

35 Agenda: Day One Meet Your Team Introductions Setting Norms Course Overview Special Education In DPS Resourcesl First 30 Days State of the State Understanding IEP Roles IEP Process MTSS Child Find Multidisciplinary Evaluation Reports Determination of Eligibility IEP Development Multidisciplinary PLOP and Special Factors Goals Accommodations, Services, and LRE Eligibility Determination Intellectual Disability Other Health Impairment Serious Emotional Disability Autism Specific Learning Disability Other Disabling Conditions Effective IEP Teamwork

36 DPS Resources Objectives Participants will develop a plan for the first 30 days of school.

37 Behavior Management IEPs Schedule Data Parents

38 Behavior Management IEPs Schedule Data Parents

39 Behavior Management IEPs Schedule Data Parents

40 Behavior Management IEPs Schedule Data Parents

41 Behavior Management IEPs Schedule Data Parents

42 Behavior Management IEPs Schedule Data Parents

43 Behavior Management IEPs Schedule Data Parents

44 Agenda: Day One Meet Your Team Introductions Setting Norms Course Overview Special Education In DPS Resourcesl First 30 Days State of the State Understanding IEP Roles IEP Process MTSS Child Find Multidisciplinary Evaluation Reports Determination of Eligibility IEP Development Multidisciplinary PLOP and Special Factors Goals Accommodations, Services, and LRE Eligibility Determination Intellectual Disability Other Health Impairment Serious Emotional Disability Autism Specific Learning Disability Other Disabling Conditions Effective IEP Teamwork

45 State of the State Objectives Participants will become aware of the current state of Special Education in Denver Public Schools. Participants will realize that Specially Designed Instruction can change the outcomes for students with a disabiltiy.

46 Yes we can make a difference!

47 State of the State Jigsaw data review: Each person in your team will get one page of data. Each page is different. Take 5 minutes to review your chart. Share with your table something you learned from your data.

48 Students with disabilities in DPS lag behind the state proficiency average for students with disabilities. ELL proficiency has improved for all groups except those in Special Education. All subject areas are deficient; writing appears to be the most deficient. Students are struggling at ALL grade levels. Students with cognitive disabilities are a small number of the overall population. The largest population are students with a SLD, yet have some of the largest gaps. Students with a speech language disability have grown in both DPS and the state. Students with autism have exceeded the state proficiency levels. State of the State: Key Points

49 Agenda: Day One Meet Your Team Introductions Setting Norms Course Overview Special Education In DPS Resources First 30 Days State of the State IEP Roles IEP Process MTSS Child Find Multidisciplinary Evaluation Reports Determination of Eligibility IEP Development Multidisciplinary PLOP and Special Factors Goals Accommodations, Services, and LRE Eligibility Determination Intellectual Disability Other Health Impairment Serious Emotional Disability Autism Specific Learning Disability Other Disabling Conditions Effective IEP Teamwork

50 IEP Roles Objectives Participants will become aware of the roles and responsibilities of Evaluation and Individual Education Plan team members. Participants will identify where roles and responsibilities are strong and weak in their various teams and establish goals to improve evaluation and Individual Education Plan team members effectiveness.

51 Jigsaw: Your table will be given the Roles of IEP team Members from the CDE Procedure Manual. Each person take a different role. Read through the role and note anything that is different from current practice. Share with your table what is different from your current practice What is one next step your team might attempt after studying the roles of IEP team members? Page in Procedural Manual: The Colorado State Recommended IEP Role of the IEP Team Members

52 Roles of the IEP Team Members What is one next step your team might attempt after studying the roles of IEP team members?

53 Key Points: Roles of IEP Team Members Summary Roles and Responsibility Each team member has a specific role Roles and Responsibility Knowing the roles can improve team effectiveness Roles and Responsibility Teams can start to develop a strategy to insure each person knows their role

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55 Agenda: Day One Meet Your Team Introductions Setting Norms Course Overview Special Education In DPS Resources First 30 Days State of the State IEP Roles IEP Process MTSS Child Find Multidisciplinary Evaluation Reports Determination of Eligibility IEP Development Multidisciplinary PLOP and Special Factors Goals Accommodations, Services, and LRE Eligibility Determination Intellectual Disability Other Health Impairment Serious Emotional Disability Autism Specific Learning Disability Other Disabling Conditions Effective IEP Teamwork

56 Multi-tiered Support Systems Objectives Participants will understand that Multi-tiered systems of support is an umbrella term for the Response to Intervention and Positive Behavior Intervention Supports. Participants will understand that MTSS is a problem solving process and that DPS has adopted a problem solving process called the DPS Inquiry Cycle. Participants will understand that ALL students who have a need should complete the problem solving process.

57 Multi-tiered Systems of Support Multi-Tiered Systems of Support Problem-solving Team Inquiry Cycle Implementation Adjustments with data to determine effectiveness Special teams for unique situations Child Find Records review including universal screenings Focused Screenings Document Interventions Educational Disability Suspected Initial Evaluation Referral Review Consent for Evaluation Evaluation Determination of Eligibility Notice of Meeting Eligibility Meeting Consent for Initial Provision of Services IEP Development Notice of Meeting IEP Team IEP Meeting IEP Implementation Disseminate IEP Provisions of Services Progress Reporting

58 Multi-tiered System of Supports (MTSS) Integrated Continuum Academic Continuum Behavior Continuum Adapted from the OSEP TA Center for PBIS 

59 RtI PBIS Academic Supports Behavior Supports MTSS  What Happened to RTI and PBIS?

60 org/ Data Inquiry Cycle is found in the Standards Tool Kit DPS Response to Intervention has launched a new website DPS MTSS (PBIS) Resource can be found on the Student Services Website s.com/education/dept/dept.php ?sectionid=82  Does General Education Know?

61 Problem solving teams are looking at the body of evidence to determine need. A problem solving team can be a data team, student intervention team, a special team that was created to address a unique need or and IEP team Problem solving teams design a plan to address the problem. The plan is implemented by the designated personnel. The problem solving teams determines if the plan was effective. If the plan was not effective, attempts to adjust the plan accordingly should be made and re-implemented. What Does This Mean for Our School?

62 Key Points: Multi-tiered Support Systems Summary MTSS MTSS incorporates RTI and PBIS MTSS In DPS the Inquiry cycle must be used by a problem solving team when addressing children’s needs MTSS DPS has provided resourced for all problem solving teams on the inquiry cycle

63 Agenda: Day One Meet Your Team Introductions Setting Norms Course Overview Special Education In DPS Resources First 30 Days State of the State IEP Roles IEP Process MTSS Child Find Multidisciplinary Evaluation Reports Determination of Eligibility IEP Development Multidisciplinary PLOP and Special Factors Goals Accommodations, Services, and LRE Eligibility Determination Intellectual Disability Other Health Impairment Serious Emotional Disability Autism Specific Learning Disability Other Disabling Conditions Effective IEP Teamwork

64 IEP Process: Child Find and Referrals Steps in the Child Find Process Analysis of a Referral Determination if Additional Data is Necessary to Complete an Evaluation

65 Child Find Objectives Participants will understand that well crafted referrals indicate that the child received multi- tiered systems of support with a robust body of evidence that includes quantitative and qualitative data Evaluation teams review the referral to determine if they already have the data to qualify in the suspected area of concern; if not then they create a plan to collect the data.

66 Child Find and Referrals Multi-Tiered Systems of Support Problem-solving Team Inquiry Cycle Implementation Adjustments with data to determine effectiveness Special teams for unique situations Child Find Records review including universal screenings Focused Screenings Document Interventions Educational Disability Suspected Initial Evaluation Referral Review Consent for Evaluation Evaluation Determination of Eligibility Notice of Meeting Eligibility Meeting Consent for Initial Provision of Services IEP Development Notice of Meeting IEP Team IEP Meeting IEP Implementation Disseminate IEP Provisions of Services Progress Reporting

67 Your table will have a copy of a referral Use the guiding questions in the IEP Guiding Questions flip chart to evaluate the sample referral. Based on your discussion, do you think this referral can proceed to the evaluation stage of the process? Referrals

68 Page 13 in Procedural Manual: The Colorado State Recommended IEP

69 Example 1 Grade Level Data Team Example 2 Student Intervention Team Example 3 Special team for a unique situation Example 4 The IEP Team Who Is This Problem-solving Team?

70 Example 1 Grade Level Team The data team decided to have him do a double dose of skills block. The plan is implemented by the general education teacher. After six weeks and using word reading lists to progress monitoring tool, he is making some progress but not enough to close the gap. The team adjusts the plan to include small group tutoring that includes direct instruction in phoneme/grapheme instruction. The cycle starts again. Third grade data team discovers one child who is 1.5 years delayed in his reading ability. They analyze their data and determine that he is struggling with decoding unknown words.

71 Example 2 Student Intervention Team The SIT team recommends a self-monitoring intervention and added visual supports (e.g. calendar, directions, etc.). The plan is implemented by a school counselor and social worker with general ed. After 6 weeks and using a frequency chart to progress monitor, he has better control in classes where he can move more often. Continues to struggle in math. The team adjusts the plan with intense focus during math time., increased visual supports, and self-monitoring instruction. The cycle starts again. Middle school SIT receives a referral on a student who is very disruptive in class. The major problem is lack of focus. Academics are fine but very disruptive. The team collects data and determines that he is struggling with attention.

72 Example 3 Special team for a unique situation The special problem solving team decides to make a referral for special education based on the data. It is obvious that the physical disability is impacting learning and that they need specially designed instruction (e.g. sign language or aural habilitation) that is beyond the scope of general education. Special Education becomes the problem solving team to determine eligibility and the treatment plan Child shows up from Peru with bi-lateral cochlear implants and no indication of attending school. School pulls together a special problem solving team that includes the audiologist, nurse, general education teacher, ELL specialist, and a teacher of the deaf and hard of hearing. They decide to collect additional data including a hearing test, interview with the family, present levels using universal assessments and screeners, etc

73 Example 4 The IEP Team The SPED team recommends classroom tier 2 intervention (small group phonics and double dose of guided reading) based on difficulty with both decoding and reading comprehension. The plan is implemented by general education but monitored by special education. After 6 weeks and using a CBM (provided by special education) the child makes tremendous progress and closed the gap. The Evaluation Report is completed and determined to not qualify for Specially Designed Instruction. Recommendations are made that general education continues to monitor progress. Parent provides the school with a private diagnosis of dyslexia and requests testing. The Special Education Multi-Disciplinary Evaluation team becomes the problem solving team. School data indicates a delay in reading.

74 Page 13 in Procedural Manual: The Colorado State Recommended IEP  We are concerned about our daughter. The school convenes a problem solving team to address concerns. We would like our daughter tested for special education. The school convenes a problem solving team to address concerns that is now monitored by special education. Start a referral and evaluate the referral. Referrals

75 Page 10 in Procedural Manual: The Colorado State Recommended IEP Referral Team TEAM Participants MTSS Problem Solving Multidisciplinary Evaluation Team IEP Team IEP Revision Team IEP Team for Transition Parent EEEEE General Education Teacher RRRRR Special Education Teacher or Speech Language Pathologist O*RRRR Individuals who can interpret results of an evaluation ORRRR Special Education Director or designeeORRRR Student ** EEEEE Bilingual Specialist- ELA-E,T or S (for all ELL Students) RRRRR Community Service Agency OOIOI Related Services (Psy, SW, Nursing, OT/PT, SLP, etc)ORRII *If considering a referral, the special education teacher or SLP is required ** students 15 and older must participate in their IEP and Transition development E- Essential; I- Must be invited to participate ; R- Required; O- Optional

76 Page in Procedural Manual: The Colorado State Recommended IEP 1.Determine if referral is appropriate. If yes, then… 2.Review formal and informal data from a variety of sources. 3.Do you already have what you need to qualify in the suspected area of concern? If no, determine what else is needed. If yes, continue with the process. Review of Existing Data

77 Child Find and Referrals: Key Points Summary Referral Referrals should indicate participation in the Multi- Tiered Systems of Supports Referral An Evaluation Team reviews the referral and determines next steps Referral All referrals require the same problem solving process; the teams might look different each time

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79 Agenda: Day One Meet Your Team Introductions Setting Norms Course Overview Special Education In DPS Resources First 30 Days State of the State IEP Roles IEP Process MTSS Child Find Multidisciplina ry Evaluation Reports Determination of Eligibility IEP Development Multidisciplinary PLOP and Special Factors Goals Accommodations, Services, and LRE Eligibility Determination Intellectual Disability Other Health Impairment Serious Emotional Disability Autism Specific Learning Disability Other Disabling Conditions Effective IEP Teamwork

80 IEP Process: Multidisciplinary Evaluation Report Objectives Participants will understand that Evaluation Reports and Present Levels of Performance are two reports with a different purpose. Participants will understand that the purpose of an Evaluation Report is to determine if a student qualifies. Participants will understand that only areas of concern need to be addressed in an Evaluation Report.

81 Initial Evaluation Multi-Tiered Systems of Support Problem-solving Team Inquiry Cycle Implementation Adjustments with data to determine effectiveness Special teams for unique situations Child Find Records review including universal screenings Focused Screenings Document Interventions Educational Disability Suspected Initial Evaluation Referral Review Consent for Evaluation Evaluation Determination of Eligibility Notice of Meeting Eligibility Meeting Consent for Initial Provision of Services IEP Development Notice of Meeting IEP Team IEP Meeting IEP Implementation Disseminate IEP Provisions of Services Progress Reporting

82 Page 10 in Procedural Manual: The Colorado State Recommended IEP Evaluation Team TEAM Participants MTSS Problem Solving Multidisciplinary Evaluation Team IEP Team IEP Revision Team IEP Team for Transition Parent EEEEE General Education Teacher RRRRR Special Education Teacher or Speech Language Pathologist O*RRRR Individuals who can interpret results of an evaluation ORRRR Special Education Director or designeeORRRR Student ** EEEEE Bilingual Specialist ELA- S, T, E (for all ELL Students) RRRRR Community Service Agency OOIOI Related Services (Psy, SW, Nursing, OT/PT, SLP, etc)ORRII *If considering a referral, the special education teacher or SLP is required ** students 15 and older must participate in their IEP and Transition development E- Essential; I- Must be invited to participate ; R- Required; O- Optional

83 WhatEvaluation Report Present Level of Performance (PLOP): Formally known as PLAAF When? Initials and Re-evaluations (to determine qualification) IEP Development (to create specially designed instructional plan) Why?Determine eligibility Create a Specially Designed Instruction plan Questions to Answer What assessments were given? What do they mean? Will the student qualify? What is a summary of their functioning? How did they do on their goals? Evaluation Report v. Present Level Performance Report

84 Discuss possible behaviors, strategies or suggestions for teams to help create one cohesive report. List your strategies and be ready to share your best idea. All strategies created in these trainings will be shared with the entire district. Multi-disciplinary Evaluation Reports

85 Shared secure site to document individual assessments and interpretations. Regularly schedule kid- talk meetings. Only address areas of concern. Not everyone may need to be present. Pre-meetings to document everybody's finding Multi-disciplinary Evaluation Reports One person is designated as the report writer; all others share their interpretations of the data. Have DOTS install Lync on all your computers so you can do a conference call for folks who are in different locations.

86 Schedule regular referral and re-evaluation pre-meetings with the Multidisciplinary Evaluation Team Multiple students at one time Determine if evaluation needed and areas of need Create a time line of next steps Schedule a evaluation writing meeting Summarize results Calibrate your message Multi-disciplinary Evaluation Reports

87 But wait… What happens to our reports? Our reports help to rule out areas of concern. How will we actually know if our area is an area of concern without doing an evaluation and documenting that on a report.

88 Evaluation Report Summary Evaluation Evaluation reports and Present Level Report are separate with a different purpose Evaluation Evaluations only occur in the areas of concern. MTSS should help to indicate areas of concern. Evaluation Evaluations are multi- disciplinary and address a suspected disability

89 Agenda: Day One Meet Your Team Introductions Setting Norms Course Overview Special Education In DPS Resources First 30 Days State of the State IEP Roles IEP Process MTSS Child Find Multidisciplinary Evaluation Reports Determination of Eligibility IEP Development Multidisciplinary PLOP and Special Factors Goals Accommodations, Services, and LRE Eligibility Determination Intellectual Disability Other Health Impairment Serious Emotional Disability Autism Specific Learning Disability Other Disabling Conditions Effective IEP Teamwork

90 Determination of Eligibility Predetermination Professional Judgment

91 IEP Process: Determination of Eligibility Objectives Participants will understand the nuance of predetermination of a disability. Participants will define professional judgment.

92 Determination of Eligibility Multi-Tiered Systems of Support Problem-solving Team Inquiry Cycle Implementation Adjustments with data to determine effectiveness Special teams for unique situations Child Find Records review including universal screenings Focused Screenings Document Interventions Educational Disability Suspected Initial Evaluation Referral Review Consent for Evaluation Evaluation Determination of Eligibility Notice of Meeting Eligibility Meeting Consent for Initial Provision of Services IEP Development Notice of Meeting IEP Team IEP Meeting IEP Implementation Disseminate IEP Provisions of Services Progress Reporting Page 10 in Procedural Manual: The Colorado State Recommended IEP

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94 Predetermination

95 Scenario One In the evaluation report there is a statement made about the skills that the student needs to work on, the intervention that the student will be receiving, and who will be providing that intervention. Scenario Two IEP team had a preparatory meeting prior to the IEP meeting with the parents to discuss assessment results and prepare a draft IEP. Which one is predetermination?

96 Universal Data Formal Testing Progress Monitoring Screeners Ethnographic Data Professional Judgment

97 “If you can back up your decision with evidence it is using professional judgment. If you cannot, then you are using intuition, not judgment.”

98 When in doubt…

99 Key Points: Determination of Eligibility Summary Determination of Disability Predetermination can easily occur; keep all possible determination discussion in the determination of disability meeting Determination of Disability Professional Judgment means making a decision based on a robust body of evidence not gut feelings Determination of Disability When in doubt use your resources to assist.

100 Agenda: Day One Meet Your Team Introductions Setting Norms Course Overview Special Education In DPS Resources First 30 Days State of the State IEP Roles IEP Process MTSS Child Find Multidisciplinary Evaluation Reports Determination of Eligibility IEP Development Multidisciplinary PLOP and Special Factors Goals Accommodations, Services, and LRE Eligibility Determination Intellectual Disability Other Health Impairment Serious Emotional Disability Autism Specific Learning Disability Other Disabling Conditions Effective IEP Teamwork

101 IEP Development IEP Meeting Agenda Active Participation

102 IEP Process: IEP Development Objectives Participants will understand that an Individualized Education Plan is only developed if the student qualifies. Participants will explain how to increase parent and student participation in Individualized Education Planning meetings.

103 IEP Development Multi-Tiered Systems of Support Problem-solving Team Inquiry Cycle Implementation Adjustments with data to determine effectiveness Special teams for unique situations Child Find Records review including universal screenings Focused Screenings Document Interventions Educational Disability Suspected Initial Evaluation Referral Review Consent for Evaluation Evaluation Determination of Eligibility Notice of Meeting Eligibility Meeting Consent for Initial Provision of Services IEP Development Notice of Meeting IEP Team IEP Meeting IEP Implementation Disseminate IEP Provisions of Services Progress Reporting Page 10 in Procedural Manual: The Colorado State Recommended IEP

104  Page 17 and 19 in Procedural Manual: The Colorado State Recommended IEP Important Concept If a draft IEP is developed prior to the IEP Team meeting, it must be clear to the parent that the services are topics for review and discussion. Copies of draft proposals should be provided to parents prior to the meeting. Determination of Eligibility ▫Is the child eligible based on the evaluation? ▫If no, IEP is not developed. IEP Development ▫Collaborative access and specially designed instructional plan ▫For those who are eligible

105 Page 10 in Procedural Manual: The Colorado State Recommended IEP Referral Team TEAM Participants MTSS Problem Solving Multidisciplinary Evaluation Team IEP Team IEP Revision Team IEP Team for Transition Parent EEEEE General Education Teacher RRRRR Special Education Teacher or Speech Language Pathologist O*RRRR Individuals who can interpret results of an evaluation ORRRR Special Education Director or designeeORRRR Student ** EEEEE Bilingual Specialist ELA –E, T, S (for all ELL Students) RRRRR Community Service Agency OOIOI Related Services (Psy, SW, Nursing, OT/PT, SLP, etc.)ORRII *If considering a referral, the special education teacher or SLP is required ** students 15 and older must participate in their IEP and Transition development E- Essential; I- Must be invited to participate ; R- Required; O- Optional

106 Page 19 in Procedural Manual: The Colorado State Recommended IEP We are going to pass out a copy of a DPS suggested IEP agenda. Three groups will get a different set of questions. Group 1 Why have an agenda? Why would you want to start with future aspirations? Group 2 What is the most effective way to share the present levels? Group 3 Why not do the goals at the end of the meeting? IEP Meeting Agenda

107 Page 21 in Procedural Manual: The Colorado State Recommended IEP Sample IEP Meeting Agenda 1.Introduced IEP team participants 2.State the purpose for the meeting 3.Ask if parents have questions about procedural safeguards, rights and responsibilities 4.Discuss future aspirations (all) and post secondary outcomes (secondary) 5.Present levels of academic achievement and functional performance 6.Determine and special factors 7.Determined transition needs 8.Develop annual goals 9.Determine of accommodations and modifications 10.Determine service delivery 11.Determine placement in least restrictive environment 12.Distribute copies of IEP documents Group 1 Why have an agenda? Why would you want to start with future aspirations? Group 2 What is the most effective way to share the present levels? Group 3 Why not do the goals at the end of the meeting? Meeting Agenda

108 Page 19 in Procedural Manual: The Colorado State Recommended IEP What is your preference for the date and time of the meeting ? Do you need an interpreter? Other accommodation? How is your child going to change the world? Parent Participation If parent cannot attend, use other methods, such as a conference call. Use several methods of contact: Call, , home visit, US mail, etc. If the parent does not show up after several methods, proceed and document. Make sure the parent understands the proceedings. Provide the parent with a questionnaire to complete about their child and allow the parent to share at the meeting.

109 What does self-determination mean to you?

110 What strategies do you use as an IEP team to increase student participation in an IEP meeting? Student Participation

111 The One Pager

112 Download the ‘one pager’ from iamdetermined.com and complete it on your self. Be ready to share with the group. Student Participation

113 Student-led IEP

114

115 Key Points: IEP Development Summary IEP Development An agenda keeps the meeting organized and reduces potential problems IEP Development Specific strategies to increase parent participation IEP Development Specific strategies to increase student participation

116 Agenda: Day One Meet Your Team Introductions Setting Norms Course Overview Special Education In DPS Resources First 30 Days State of the State IEP Roles IEP Process MTSS Child Find Multidisciplinary Evaluation Reports Determination of Eligibility IEP Development Multidisciplina ry PLOP and Special Factors Goals Accommodations, Services, and LRE Eligibility Determination Intellectual Disability Other Health Impairment Serious Emotional Disability Autism Specific Learning Disability Other Disabling Conditions Effective IEP Teamwork

117 The necessary components of a Present Level Report Present Level Report

118 IEP Process: Present Level of Performance Objectives Participants will understand that a present level of performance is only completed if the student qualifies for an IEP. Participants will know the elements to a present level of performance report.

119 Page 22 in Procedural Manual: The Colorado State Recommended IEP Student’s strengths, personal interests, achievements. Results of the most recent formal and informal evaluation (could be a synthesis of the Evaluation report). Needs and impact of their disability on his/her involvement and process in the general education curriculum PLOP: Present Level of Performance

120 Each team will receive a copy of the Enrich PLOP and a set of guiding questions. Sort the guiding questions into the most appropriate categories of the PLOP. Page 22 in Procedural Manual: The Colorado State Recommended IEP PLOP

121 Page 22 in Procedural Manual: The Colorado State Recommended IEP Student’s strengths, personal interests, achievements. What are the student’s academic strengths? What are the student’s developmental strengths? What are the student’s interests? What are the students significant personal attributes? What are the student’s accomplishments? What are the students aptitudes including post- secondary outcomes stated as an end result? PLOP

122 Page 22 in Procedural Manual: The Colorado State Recommended IEP Results of the most recent formal and informal evaluation (could be a synthesis of the Evaluation report). Describe the student- age, grade, disability (you can do this now because you have already determined eligibility) What is a summary of the evaluation report or recent evaluations including the interpretation? What was their progress towards previous IEP goals? PLOP

123 Page 22 in Procedural Manual: The Colorado State Recommended IEP Needs and impact of their disability on his/her involvement and process in the general education curriculum What does the student need? What recommendations do you have for the student? What specially designed instruction does the student need? PLOP

124 Key Points: Present Level of Performance Summary PLOP Addresses strengths, present levels and needs PLOP On all subsequent annuals, should address progress on IEP goals PLOP Is also a multi- disciplinary report

125 FBA/BIP Clarification Assistive Technology Special Factors

126 IEP Process: Special Factors Objectives Participants will know when to use a Functional Behavior Assessment. Participants will know when assistive technology is addressed on an IEP. Participants will know when a bi-lingual specialist (ELA- E, S, or T) must be involved in the process. Participants will understand the body of evidence necessary for extended school year services.

127 Page 22 in Procedural Manual: The Colorado State Recommended IEP FBAs and BIPs Functional Behavior Assessments and Behavior Intervention Plans can be used at all levels of MTSS.

128 Could this student benefit from assistive technology? Assistive Technology is not just for profound-needs students. Many mild-needs students could benefit from AT. Assistive Technology Any item, piece of equipment, or product system— whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of a child with a disability Exception: The term does not include a medical device that is surgically implanted or the replacement of such a device

129 AT Scavenger Hunt Where is the form used to check out equipment? Click on the link and look at the AT request form. Where is the IEP team worksheet? Click here and read through the steps to determine a which AT is most appropriate. How do I set up Learning Ally for my student? Click here to look at the DPS Learning Ally website. Who is our Learning Ally Manager?

130 ESY Guidelines must be given to parents at the year IEP meeting Guidelines must be explained to parents Eligibility is based on regression and recoupment and/or predictive factors Regression/ Recoupment and/or Predictive facts that are related to their IEP goals Concrete Body of Evidence (not gut feelings)

131 ESY Regression and Recoupment Predictive Factors Regression- refers to a decline in knowledge and skills that result from an interruption in education Type and Severity Rate of Progress Alternative Resources Behavior/Physical Ability to interact with non-disabled peers Curriculum that needs continuous reinforcement Vocational needs Other relevant factors Recoupment is the amount of time it takes to regain the prior level of functioning

132 English Language Learners

133 Key Points: Special Factors Summary Special Factors FBA and BIP can be done at all stages of MTSS Special Factors AT and ESY should be considered for every IEP Special Factors ELL Students require extra effort and time; Must include a bi- lingual specialist (ELA-E, S, or T)

134

135 Agenda: Day One Meet Your Team Introductions Setting Norms Course Overview Special Education In DPS Resources First 30 Days State of the State IEP Roles IEP Process MTSS Child Find Multidisciplinary Evaluation Reports Determination of Eligibility IEP Development Multidisciplinary PLOP and Special Factors Goals Accommodations, Services, and LRE Eligibility Determination Intellectual Disability Other Health Impairment Serious Emotional Disability Autism Specific Learning Disability Other Disabling Conditions Effective IEP Teamwork

136 Goals IEP Goals

137 IEP Process: Goals Objectives Participants will use goals as a road map for specially designed instruction. Participants will elevate the importance of goals. Participants will develop meaningful objective that provide the blueprint to achieve the goal.

138 Page in Procedural Manual: The Colorado State Recommended IEP Turn and Talk What is the purpose of a goal? What role to goals play in specially designed instruction? Goals

139 Page in Procedural Manual: The Colorado State Recommended IEP Direct correspondence between present levels and needs Consider the standards but not written verbatim of the standards Ages 15+ have annual goals and post-secondary goals. Annuals goals have a direct link to the post- secondary goal. What will be accomplished in the next 365 days? What is the potential for learning and rate of development? What is needed to close the achievement gap? Requirements

140 Colorado Academic and Health Standards Page in Procedural Manual: The Colorado State Recommended IEP Academic Standards Literacy CCSSEEO Math CCSS EEO Science EEO Social Studies EEO Arts World Languages PE Movement Competence and Understanding Wellness Physical and Personal Wellness Emotional and Social Prevention Risk Management The Standards

141 Is this goal measurable? Is the goal designed to close the achievement gap? Does the goal provide a road map for their specially designed instruction? Is it a SMART goal? (specific, measureable, attainable, results driven or relevant, and time bound) Your team will be given 4 goals. For each goal answer the following questions. Discuss as a team the difference between the goals that answer these questions and those that do not answer these questions? Goals that Provide a Road Map for SDI

142 Page in Procedural Manual: The Colorado State Recommended IEP Results-driven Strategic Describe an improvement from current level Reflect an area of need related to progress in Gen Ed Prioritized Smart Goals Describe conditions under which the student will perform Measurable level of attainment

143 Page in Procedural Manual: The Colorado State Recommended IEP  Improve reading comprehension GOAL Why isn’t the student at grade level? What is the root cause? Develop Comprehension Strategies Increase their accuracy in oral reading Increase their speed in oral reading Develop morphological awareness Master the syllable types Master the 70 Orton Grapheme Manipulate speech sounds at the oral level OBJECTIVES Objectives

144  TASKSubtask Decode unknown single- syllable words Correctly answer addition and subtraction facts Identify r- controlled, vowel teams, and bossy e syllables Identify open and closed syllables Match the speech sounds of English to corresponding graphemes Identify the speech sounds of English Utilizes common fact strategies (e.g. double plus, count one, etc. ) Addition: combines two sets; minus: removes from one set Counts forward or backward from given number by1, 2, or 3 Finds numbers on a number line Brush Teeth Replaces cap and returns tooth brush Brushes teeth and rinses mouth Unscrews cap on tooth paste; squeezes ¾ inch of paste on brush Steps for Task Analysis Turns on water and wets bristles on toothbrush

145  TASK: Improve Reading Comprehension Skills Decode multiple syllable words Identify their syllable types Understand phoneme grapheme relationships Increase reading fluency Read 80 words per minute Read 90 words per minute Read 100 words per minute Increase vocabulary Develop morphological awareness Utilize reading comprehension strategies Use Self Monitoring Use Visualization Use Question generation Steps for Task Analysis

146 Each team will be given one broad goal based on a state standard, a students grade level, their baseline of functioning, the root cause of their deficit, and a bunch of possible objectives Determine the relevant objectives and then place the objectives in order from the most basic skills to the more advanced skill Page in Procedural Manual: The Colorado State Recommended IEP  Goals and Objectives

147 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Organize relevant ideas and details to convey a central idea or prove a point Develop a topic sentence, transitions, key ideas and conclusion sentences to create a well-organized paragraph Ensure subject-verb and pronoun-antecedent agreement. Write multi-paragraph compositions that have clear topic development, logical organization, effective use of detail, and variety in sentence structure Spell high-frequency words correctly Include cause and effect, opinions and other opposing viewpoints in persuasive writing Capitalize holidays, product names, and geographic names. Develop text that explains a process; define a problem and offer a solution; or support an opinion Print all upper- and lowercase letters. Follows the recursive writing model to complete a writing task Write complete simple sentences. These become your objectives to the goal. Marie will write with focus, organization and detail as measured by the following objectives…

148  …all IEP goals must have short term objectives or benchmarks, regardless of the disability. In order to close the achievement gap and provide a strong roadmap for specially designed instruction… Goals and Objectives

149  Progress reporting at least with each report card cycle All Colorado Standards are loaded to reference Goal can be broad Measureable element will be in the objective Progress monitoring can be tracked directly in Enrich Goals and Objectives

150 Key Points: Goals and Objectives Summary Goals Goals are based on the Colorado Academic and Health/PE standards Goals Goals are the roadmap or compass to the specially designed instruction Goals Goals will have measureable objectives starting in July 2014

151 Agenda: Day One Meet Your Team Introductions Setting Norms Course Overview Special Education In DPS Resources First 30 Days State of the State IEP Roles IEP Process MTSS Child Find Multidisciplinary Evaluation Reports Determination of Eligibility IEP Development Multidisciplinary PLOP and Special Factors Goals Accommodatio ns, Services, and LRE Eligibility Determination Intellectual Disability Other Health Impairment Serious Emotional Disability Autism Specific Learning Disability Other Disabling Conditions Effective IEP Teamwork

152 Accommodations and Modifications Determining accommodations and modifications

153 IEP Process: Accommodations and Modification Objectives Participants will be able to find appropriate accommodations in the Colorado Department of Education Accommodations manual.

154 Allows student to complete the same assessment or assignment Accommodations Adjustment to an assessment or assignment Modification Accommodations and Modifications

155 Accommodations Scavenger Hunt Go to page 65 With one of your students in mind, choose one of the student characteristics. Go to the respective table for that characteristic. Look through the list of accommodations and determine which are appropriate for your student.

156 Key Points: Accommodations Summary Accommodations Enrich will not have checklists Accommodations The CDE accommodations manuals provides guidance on selecting accommodations

157 Determining Services Service Delivery

158 ServicesRelated Services Primary IEP ServicesThey support the IEP services Speech Language Only Special Education cannot be a related service to a child who only qualifies for Speech Language Special Education Related services might include Speech Language, Motor, Health, Transportation, Assistive Technology, Mental Health, Interpreter, Braille, etc… Service Delivery

159 Least Restrictive Environment Determining LRE

160 Page 26 in Procedural Manual: The Colorado State Recommended IEP With accommodations With modifications Supplementary aids General Education? Inclusive services Services in General Education? Resource Room Services outside General Education? Center Based Programing Services in a Special Classroom? Out of District Services in a Special School? PLACEMENT Location is determined by the SPED Director LRE Process

161 IEP Implementation Multi-Tiered Systems of Support Problem-solving Team Inquiry Cycle Implementation Adjustments with data to determine effectiveness Special teams for unique situations Child Find Records review including universal screenings Focused Screenings Document Interventions Educational Disability Suspected Initial Evaluation Referral Review Consent for Evaluation Evaluation Determination of Eligibility Notice of Meeting Eligibility Meeting Consent for Initial Provision of Services IEP Development Notice of Meeting IEP Team IEP Meeting IEP Implementation Disseminate IEP Provisions of Services Progress Reporting Page 10 in Procedural Manual: The Colorado State Recommended IEP

162 Summary Preview of Tomorrow Evaluation Wrap-up

163 District focus on closing the achievement gap and the IEP is the compass to guide achievement. MTSS is the pre-referral process. Focus on streaming lining procedures and processes; only focus on areas of concern. Evaluation Reports and Present Level Reports are not the same thing. Both require a multi- disciplinary approach. IEP goals will now include objectives to help in the design of specially designed instruction. Every IEP is individual and the process must reflect this individualization. Key Ideas for Day One Effective team work is going to by critical in moving forward with the shifts in practice under ECEA.

164 Agenda: Day Two Meet Your Team Introductions Setting Norms Course Overview State of the State Understanding IEP Roles IEP Process MTSS Child Find Referrals Multidisciplinary Evaluation Reports Determination of Disability IEP Development Multidisciplinary PLOP and Special Factors Goals Accommodations, Services, and LRE Eligibility Determination Intellectual Disability Other Health Impairment Serious Emotional Disability Autism Specific Learning Disability Other Disabling Conditions Effective IEP Teamwork Questions?


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