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

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

Something Unique about your self Name Role School or Work Site

 Something new or changes in procedures  Requires effective teamwork Page numbers indicated in the upper right hand corner to key documents Group task Difference between Enrich and Encore

Day OneDay Two Why are we here today?Eligibility Determination: Intellectual Disability IEP Process: Child Find, Referrals, and Initial Evaluations Eligibility Determination: Other Health Impaired IEP Process: Multidisciplinary Evaluation Reports Eligibility Determination: Serious Emotional Disability IEP Process Determination of DisabilityEligibility Determination: Autism IEP Process: IEP DevelopmentEligibility Determination: Specific Learning Disability IEP Process: Multidisciplinary PLOP and Special Factors Eligibility Determination: Other Disabling Conditions IEP Process: GoalsIEP Effective Teamwork IEP Process: Accommodations, Services and LRE

State of the State; Changes in ECEA

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? Group task

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Students with disabilities in DPS lags 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 struggle 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

The steps in the child find process; analysis of a referral; determination if additional data is necessary to complete an evaluation; multi-disciplinary evaluation report

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

RtI PBIS Academic Supports Behavior Supports MTSS 

http://standardstoolkit.dpsk12.org/ Data Inquiry Cycle is found in the Standards Tool Kit DPS Response to Intervention has launched a new website http://rti.dpsk12.org/ DPS MTSS (PBIS) Resource can be found on the Student Services Website http://denver.co.schoolwebpage s.com/education/dept/dept.php ?sectionid=82 

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.

in Procedural Manual: The Colorado State Recommended IEP

Group task Your table will get two referrals Use the guiding questions in the IEP Guiding Questions flip chart to evaluate the two referrals. Based on your discussion, which one is a referral that can proceed to the evaluation stage of the process?

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Example 1 Grade Level Data Team Example 2 Student Intervention Team Example 3 Special Team to convene for a unique situation Example 4 The IEP 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 6 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. 3 rd 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.

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 teams 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.

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

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.

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.

14 in Procedural Manual: The Colorado State Recommended IEP 

Verses Evaluation Report and Present Level of Performance was located in the same place. Evaluation Report and Present Level of Performance are separate because they have a different purpose. You don’t do a Present Level Report if you don’t qualify. To determine eligibility To create specially designed instruction 

 WhatEvaluation ReportPresent Level of Performance (PLOP) report formerly known as PLAAPF When?Initials and Re-evaluations (to determine qualification) IEP Development (to create specially designed instructional plan) Why?Determine eligibilityCreate a Specially Designed Instruction plan Questions to answerWhat 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? What recommendations do you have?

 Your table will get two evaluation reports; one generated in Enrich and one generated in Encore Using a Venn Diagram, how are they alike and how are they different Group task

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 - Document assessments, dates and results -Analysis of the raw evaluation data (Interpretation) -Synthesis of the evaluation -Specially Design Instruction Plan -Progress on goals Page 15 in Procedural Manual: The Colorado State Recommended IEP Important Concept: Documentation of Evaluation has many elements. The actual evaluation report is one of the elements. Other include strengths, determination of disability, adverse effects and services. These are documented elsewhere in the IEP including on the PLOP.

 Now that you see how reports are completed in Enrich, discuss as a team 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. Group task

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 Pre-meetings to document everybody's finding Shared secure site like One-Note to document individual Assessments And Interpretations One person is designated as the report writer; all others share their interpretations of the data Regularly scheduled Kid- Talk meetings Have DOTS install LYNX on all your computers so you can do a conference call for folks who are in different locations Only address areas of concern. Not everyone may need to be present.

 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

Predetermination and Professional Judgment

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.

Universal Data Formal Testing Progress Monitoring Screeners Ethnographic Data

Agenda, Active Participation and Roles

 -Is the child eligible based on the evaluation? -If no, IEP is not developed - The collaborative access and specially designed instructional plan for those who are eligible 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 preliminary recommendations for review and discussion. Copies of draft proposals should be provided to parents prior to the meeting.

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. As a group discuss the questions you were given and be prepared to answer. Group task

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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?

in Procedural Manual: The Colorado State Recommended IEP If parent cannot attend, use other methods like conference call What is your preference for the date and time of the meeting ? Do you need an interpreter? Other accommodation? Use several methods: call, email, text, home visit, US mail, etc. If the parent doesn’t show after several methods, proceed and document. Must make sure the parent under- stands the proceedings Provide the parent with an questionnaire to complete about their child to share at the meeting. How is your child going to change the world?

http://www.imdetermined.org/youth

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

http://www.imdetermined.org/one_pager

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

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http://www.imdetermined.org/student_involvement

Jig Saw: 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? Group task Page 107-115 in Procedural Manual: The Colorado State Recommended IEP

Group task 

The necessary components of a Present Level Report

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 

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. Group task  Page 22 in Procedural Manual: The Colorado State Recommended IEP

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?

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?

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?

FBA/BIP Clarification and Assistive Technology

in Procedural Manual: The Colorado State Recommended IEP Functional Behavior Assessments and Behavior Interventions Plans can be used at all levels of MTSS 

(1) (1) Assistive technology device.-- (A) (A) In general.--The term `assistive technology device' means 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. (B) (B) Exception.--The term does not include a medical device that is surgically implanted, or the replacement of such device.

FBA/BIP Clarification and Assistive Technology

Turn & Talk Page 23-24 in Procedural Manual: The Colorado State Recommended IEP What is the purpose of a goal? What role to goals play in specially designed instruction?

24 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 Post secondary goals reflect the future aspirations What will be accomplished in the next 356 days? What is the potential for learning and rate of development? What is needed to close the achievement gap?

Colorado Academic and Health Standards Health Standards Page 23-24 in Procedural Manual: The Colorado State Recommended IEP Academic Standards Literacy CCSS EEO 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

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? Group task

24 in Procedural Manual: The Colorado State Recommended IEP R esults Driven S trategic Describe an improvement from current level of performance Reflect an area of need that is related to progress in Gen Ed Measurable level of attainment Describe conditions under which the student will perform Prioritized

24 in Procedural Manual: The Colorado State Recommended IEP  Improve reading comprehension GOAL Why are they not at grade level? What is the root causes? 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

 TASKSubtask 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 Replaces cap and returns tooth brush Brushes teeth and rinses mouth Unscrews cap on tooth paste; squeezes ¾ inch of paste on brush Turns on water and wets bristles on tooth brush

 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

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 Break down the goal into 3-4 measurable steps to achievement Chart your response on a dry erase board, in a ppt or on flip chart paper provided. Group task Page 23-24 in Procedural Manual: The Colorado State Recommended IEP 

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

Accommodations and Modifications Determining accommodations and modifications

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

Verses Accommodations and Modifications were checked off You must determine the most appropriate accommodations and modifications and type them in. 3-4 high impact accommodations are usually adequate. Use the CDE accommodations manual for guidance If the accommodation is considered assistive technology then indicate in the special factors 

Add snapshot of cde accommodations manual

Determining Services

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

Least Restrictive Environment Determining LRE

in Procedural Manual: The Colorado State Recommended IEP With Accommodations With Modifications Supplementary Aids General Education ? Inclusive services Services in General Education? Resourc e Room Services outside General Education? Center Based Programing Services in a Special Classroom Out of Distric t Services in a Special School

Summary/Evaluation/Preview of Tomorrow

District focus on closing the achievement gap and the IEP is the compass to guide achievement Effective team work is going to by critical in moving forward with the shifts in practice under ECEA 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 multidisciplinary 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.

Intellectual DisabilityOther Heath ImpairedSerious Emotional DisabilityAutismSpecific Learning DisabilityOther Disabling ConditionReducing Special Education Bias

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

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

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