Presentation on theme: "SPECIAL EDUCATION TRAINING 2008-2009 PROCEDURES, CHANGES & IEPs."— Presentation transcript:
SPECIAL EDUCATION TRAINING PROCEDURES, CHANGES & IEPs
Presentation Contents Preparing the IEP Profile Page ACOS and Extended Standards Write goals & benchmarks, based on student needs Service Minutes Related Services Evaluation for Annual Goal Meeting Notices IEP Agenda Parental Rights State Performance Indicators Transition Page/Transition Assessments IEP Forms Reminders Resources
Preparing the IEP Writing the Profile CURRENT STATUS: STRENGTHS: IMPACT STATEMENT (needs): MEDICAL: ASSESSMENTS: ThinkLink Math Probes IRI SATs DIBELS, etc. PARENTAL CONCERNS: IEP Planning Sheet ACCOMMODATIONS: MODIFICATIONS: TRANSITION: ( for st. > 16, or turning 16 during the IEP implementation)
IEPs Alabama Course Of Study Determine Area of Weakness 2 goals must be written Reading = Area of weakness 2 goals on instructional level Math = Area of weakness 2 goals on instructional level Writ. Exp.= Area of weakness 2 goals on instructional level Extended Standards Curriculum Required, Alabama Ext. St. Grades K-12 Science Reading Mathematics Additional Required Areas (Ext. St. not provided) Social Studies 1 goal on functional level English Language Arts 1 goal on functional level The student may have one area of weakness, or multiple areas. Include all required goals for each subject area, which is typically 3 goals per area. Look up subject area in ALEX, go to functional grade level, select appropriate content, then write an appropriate goal.
Alabama Course Of Study Writing Goals and Benchmarks 1) Determine Area(s) of Weakness 2) 2 goals must be written for the area(s) of weakness 3) Goals and Benchmarks must be measurable (duration and frequency) and have a time frame for completion. By the end of 36 academic weeks, ____ will be able to solve one-and two-step equation on formal and informal assessments with an accuracy of 80%. (ACOS Mathematics 11.6)
Alabama Course Of Study Writing Goals and Benchmarks 4) For block schedule (one semester), 2 benchmarks are acceptable for an academic area. Example---Weakness in Mathematics Student is taking Algebra IA on block schedule 2 goals and 4 benchmarks (Each goal has 2 benchmarks.) 5) If an area of weakness is behavior, there must be a minimum of 1 goal with 4 benchmarks each. This would cover all 4 report periods (entire school year).
Alabama Extended Standards Curriculum What are Extended Standards? Extensions of the State Content Standards for each grade level K-12
Extended Standard Content Areas Reading-all standards at the grade level Math-all standards at the grade level Science-all standards at the grade level Social Studies-1 goal on functional level Eng. Lang. Arts-one goal on functional level (often written language)
Extended Standards (ES) Designed to allow students with significant cognitive disabilities (ALSDE Guideline is 55 IQ or below) access to the general curriculum. Clear link to the content standards for the grade level they are enrolled in STI.
Extended Standards (ES) ES Grade-level content may be reduced in complexity or modified to reflect pre-requisite skills. ES are linked to the general education standards (ACOS) but are: Less complex Less difficult Divided into four levels of complexity
Extended Standards The Four Levels of complexity are: (4) = Achieved level 3 complexity (3) = Proficient (same as ES) (2) = Requires some level of assistance (1) = Requires 1-1 assist to complete Always begin by considering level 3 NCLB requires ES written in Reading, Math and Science
Extended Standards Special Education is held accountable for all of the ES written at the grade level of enrollment. All standards at that grade level must be addressed. There must be goals for each content area, SES requires all ES for the grade level be included in the annual IEP. If ES relate to each other, it could be appropriate to combine two standards into one. However, each standard is assessed separately on the Alabama Alternate Assessment. (AAA)
Examples Combining Standards Across Content Areas ES.S. 7.3 and ES.R. 7.3 By the end of 36 weeks, John will identify inherited traits, (e.g. hair, eye color and height) (S.ES. 7.3) by graphing for information (R. ES.7.3) during 4/5 opportunities. Collect 3 different pieces of evidence for each standard in Science, Reading and Math.
Example John will represent functional relationships by solving number sentences and use at least 2 different combinations of numbers to represent a given number using addition and subtraction with 70% accuracy by the end of the annual review period. (M. ES. 9.1(3) and 9.2(3) ) **Critical Skill
Example By the end of 36 weeks, John will identify weather conditions using an instrument or technology (e.g., wind, direction and speed, temperature) by organizing pictures into data displays including tally charts and graphs with 80% accuracy. (M.ES 6.4 and S.ES. 6.1)
Things to Remember Extended Standard wording does not have to be exact. AAA is a test of end performance after the student has learned the standard. Use 3 examples of best work, per annual goal, not same example. Special Education is held accountable for all of the ES written at the grade level of enrollment. All standards at that grade level must be addressed. There must be goals for each content area, SES requires all ES for the grade level be included in the annual IEP.
IEP Service Minutes Service minutes are written in relation to each goal; therefore, you must consider the real time spent daily or weekly, working on that specific skill. Example: Identifying the main character of a story is the goal. In the course of all reading done during the week, you must determine whether you are committing yourself to spend 10 min. or 20 min. daily or weekly dedicated to that skill. Suggestion up to 20 minutes. 420 minutes is not appropriate. (7 hrs.)
IEP Related Services The Related Services box on the Student Services part of the annual goal page has many choices in it. There are several important ones for us to use. This has CHANGED as of 11/08/2007. Speech and Language Therapy (if the student has another primary disability) Occupational Therapy Physical Therapy Behavioral Health Counseling – to be used for Diann Tolbert Intake/evaluation – to be used for NURSES and/or Diann Tolbert Health Aide Services – to be used for NURSES in limited situations (to be determined) The items that have an * will be disappearing from the list soon. Do NOT use them any more!!!
Speech Therapy, Preschool, and Adequate Yearly Progress … Adequate Yearly Progress (AYP) must be documented in all early childhood programs too!
AYP for Early Childhood OSEP is requiring all states to measure outcomes for all students, including preschool students. As part of the State Performance Plan, Developmental Standards and the Early Learning Progress Profile (ELPP) have been created to meet developmental needs for preschool children identified with disabilities. All students ages 3-5 years of age and receiving special education, must have ELPP completed within 30 days of entry into the program.
What is the Early Learning Progress Profile (ELPP)? The ELPP is a compilation of information developed from normative data that assesses all developmental domains (cognitive, communication, motor, adaptive, social-emotional). Skills are scaffolded to reflect completion of prerequisite developmental levels. Preschool developmental curriculum standards must be used and coincide with each students current level of development.
ELPP Timelines Entry Data collected within 30 days of student entering the preschool program (to include walk-in speech therapy) on an IEP. Exit Data is compiled on students as they exit the program or transition to kindergarten. Students must have been receiving Special Education services at least six months prior to completing Exit data. Data is recorded and results are submitted to TRC no later than May 1 of each school year. Final summary information is reported to ALSDE prior to May 15 of each school year. Note: The ELPP is also readministered prior to each annual IEP review date for use in the Present Level and/or to develop goals for the following year
Speech Therapy and the General Education Curriculum… Speech therapy goals should be written to allow each student to access, or participate in the knowledge and skills that make up the general education curriculum. Use academic content standards or extended standards to reflect current skill level of the student.
Present Level of Performance in Speech Therapy DO NOT use the students exceptionality to explain how the disability affects involvement/progress in the general curriculum! Example: Do NOT write Sara s articulation disorder affects her progress in the general curriculum. Instead Write: Saras articulation errors cause difficulty in producing common sounds at the beginning of a series of words (LL.P.12).
IEP Related Services Adaptive P.E. is considered Physical Education---Physical Education (A.P.E.) is a requirement of ALSDE. It is the recommendation of SES that A.P.E. is entered into SETSWeb as a special education service. Separate goal page written for Adaptive P. E. Elementary School = 30 minutes required (minimum) Middle School = 45 minutes required (minimum) High School = 45 minutes required (minimum)
IEP Related Services Occupational Therapist (OT) services typically attached to written language goal page Physical Therapist (PT) services typically attached to adaptive P.E. goal page
IEP Related Services Transportation form (on SES website) must be typed and returned to K. Fisher at TRC by If special transportation is due to behavioral issues, there must be a Behavior Intervention Plan (BIP) in place addressing the behavior. The BIP and other pertinent information from the IEP must be shared with the bus driver. Allow 3 days for the addition of transportation as a service
IEP Related Services in SETSWeb Use the Insert button to add each one who sees the student. Typically, you will use the IEP dates from the profile page.
Up till now, some of these services have only been listed on the IEP Profile page. They MUST be listed here as a related service in order to bill Medicaid. All students should have the data listed here whether they are Medicaid eligible or not. It is not necessary to fill out the diagnosis or procedure type while writing the IEP. That will be done by the service provider. Each service provided to the student must be listed as a separate Related Service.
IEP Related Services Nurse:
IEP Related Services Occupational Therapist:
IEP Related Services Physical Therapist:
IEP Related Services Professional Counsel or Licensed Social Worker:
There are other choices available in the drop down list. It is important to know that Vision is NOT to be used for the Teacher of the Visually Impaired and Audiology is NOT to be used for the Teacher of the Hearing Impaired. Those teachers go under the Special Education Services box, not Related Services
Evaluation for Annual Goal Purpose of Evaluation is Progress Monitoring! Checking Teacher Observation requires a formal observation. The form is available on SETSWeb. Be sure the type of evaluation is appropriate for that goal. A teacher observation would be appropriate for monitoring progress on a behavior goal (social interaction); however, this would not be appropriate for progress in the Algebra I class. A better choice would be work samples or grades. Type(s) of Evaluation for annual goal: Curriculum Based Assessment Data Collection Teacher/Text Test State Assessment(s) Teacher Observation Work Samples Grades Other: Brigance, ThinkLink, OWLS, standardized assessment, criterion- referenced assessment
IEPs and the trail that follows! Meeting Notices Mark the first 5 boxes, indicating who has been invited, including someone to interpret assessment results. Remember to attach a copy of the parental rights to the meeting notice. Send home the IEP Planning Sheet. This allows for parental input, even if they do not attend the meeting.
IEPs and the trail that follows! Meeting Notices Mark the results of your attempt to schedule the meeting in SETSWeb, after the notice has been sent home. Parents are given 10 days notice to provide a reasonable amount of time for them to arrange to attend. Meetings may be scheduled before the 10 days have passed if it is convenient for the parent. Do not write, Parents waived right to 10 day notice. Write the following: Meeting scheduled at parents convenience. Parent selected date/time.
IEP Meeting Agenda 1.Introduction of Participants 2.Purpose of IEP Meeting 3.Students Current Status Assessment data Grades Attendance Behavior 4.Concerns Student Parent Teacher 5.Possible Solutions (i.e. FBA, BIP, schedule change, change exit option, additional accommodations, etc.) 6. Implementation and Follow-up Responsibilities 7. Minutes Read Aloud Signed
Parental Rights Parental Rights (Procedural Safeguards) should be given to parents one time per year (get it signed) or upon: 1.Initial referral 2.Request for evaluation 3.The first State complaint in a school year 4.The request for a due process hearing in a school year 5.Parent request, or 6.When a decision is made for disciplinary action that constitutes a change of placement (over 10 days) Best practice is to offer at every meeting and get a signature!
State Performance Indicators In accordance with IDEA, each state must have a State Performance Plan (SPP) to evaluate our implementation of IDEA. Alabama has 20 Indicators SDE will conduct online monitoring; however, review dates will not be provided.
STATE PERFORMANCE PLAN INDICATORS 1.Graduation Rates 2.Drop-Out Rates 3.Assessment Data 4.Suspension/Expulsion 5.School Age LRE 6.Preschool LRE 7.Preschool Outcomes 8.Parent Involvement 9.Disproportionality w/ a Disability 10.Disproportionality w/ an Eligibility Category 11. Child Find 12. Early Childhood Transition 13. Secondary Transition 14. Post-School Outcomes 15. Identification and Correction of NonCompliance 16. Complaint Timelines 17. Due Process Timelines 18. Hearing Requests resolved by Resolution 19. Mediation 20. State Reported Data
Transition Page Indicator #13 Required for students in high school (Grades 9-12) Required for middle school students who are 15 and will turn 16 during the implementation of the IEP, and optional for all other middle school students.
Added This student is in a middle school course of study that will help prepare him/her for transition. Notes: Was added_to meet requirements of indicator # 13 in the State_Performance Plan that asks for the percent of youth aged 16 and above who are working toward a curriculum that will address the students transition service needs.____________ Example---- Can be a functional class, study skills class, and/or a transition skills class. ________ ______________________ ________________________________ ________________________________ ________________________________ ________________________________
Transition Assessments/Inventories Madison County Schools Informal Transition Inventory Student and/or Parent Questionnaire (SES Website) Career Interest Inventory (see resource links) At the end of the assessment, a report will be displayed. There is a fee to print the entire report; however, you can print each page of the report individually, then use a marker/highlighter to complete the bar graph. The most important page to print provides a report on Occupational Interests and the percentile scored. This page has the heading, Your Basic Interest Profile. Career Interest Inventory Booklet: School To Career (source unknown) Career Clusters Interest Survey (Oklahoma Dept. of Career & Technology) Career: Career Cluster Interest Inventory (Document funded by 1998 Carl D. Perkins Voc. Act) Who Am I? Experience Sheet (source unknown)
IEP Forms Must Do List: Notice of Intent Regarding Special Education Services Notice and Consent Regarding Payment from Medicaid Benefits Persons Responsible for IEP Implementation
Notes:_ Use this form to document: 1) The IEP Teams decsion to provide or not to provide the special ed./related service an IEP Team member is requesting to be added. 2) The student will not be returning to school due to exiting with a regular diploma, or turning 21 prior to August 1 (Rule goes into effect beginning July 31, 2008) or 3) to document that the parent, or student, who has reached the age of majority has been notified that the student who is exiting school with an AOD or before age 21 has the right to receive services to age 21.
This is now a required form in STI. Each time the public agency proposes to access the parents private insurance proceeds, the agency must: Obtain parental consent in accordance with these rules. Inform the parents that their refusal to allow the public agency access to their private insurance does not relieve the public agency of its responsibility to ensure that all required services are provided at no cost to the parents. Notes:________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________
IEP Forms Must Do List: Persons Responsible for IEP Implementation Form must be signed, at the beginning of the year and when courses and/or teachers change, by all parties involved with the implementation of the IEP (add form to IEP process). Examples: Staff Support, Nurses and Bus Drivers when pertinent
The name of this form changed from ACCESS TO IEP DOCUMENTATION to Persons Responsible for IEP Implementation. Notes:________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________
Annual Goal Progress Report Student Name: ___________________ Teacher: ___________________ Date Sent: _____________ School Year 2008/2009 Reporting Dates 1 st 9 weeks2 nd 9 weeks3 rd 9 weeks4 th 9 weeks Reading (1)9 week Report Card/ Annual Goal Progres s Report used to report progres s for this period. Reading (2) Reading (3) Reading (4) Language (1) Math (1) Math (2) Math (3) Math (4) Social Studies Science
Adaptive Physical Ed. Please see progress report from the Adaptive Physical Education Teacher for progress towards this goal. Use the legends below to interpret your childs progress toward the annual goals. The 1 st column indicates the Report of Progress. The 2 nd column indicates the Extent of Progress. Report of Progress on Annual Goals Extent of Progress Toward Meeting the Annual Goals 1. Goal ha been met.1. Goal mastered. 2. Some progress made.2. Anticipate mastery. 3. Very little progress made.3. Do not anticipate mastery. 4. No progress made.4. N/A Not applicable during this grading period. Teacher Comments: Please Sign and Return: Please let me know if you would like to schedule a meeting or phone conference to discuss your childs progress.
9 Week Progress Reports As of one week after the 9 week progress reports are sent out, the SETSWeb progress report will be locked for that 9 weeks. The primary reason for this action is to save teachers from overriding their own 9 week progress reports.
Special Ed. Form Changes Notice of Proposed Meeting Form/Phone conf. statement Parental Rights/State Enforcement Mechanisms Notice and Consent for Initial Evaluation/date the signed consent received Notice of Intent Regarding Special Education Services/Implement change immediately SOP (Cover Page, Transition Goal Progress Report, Student Input Form, Progress and Accommodations) Post School Transition Survey (TBA)
Reminders: Write in the IEP only the elements required in order to provide FAPE Additional concerns/issues can be noted in the minutes Students on Extended Standards or Certificate must move through the high school grades, with peers, without being held in a grade until 12 th, where they may be held as a repeater. Example: 9 th (one year), 10 th (one year), 11 th (one year), and 12 th (may be held as a repeater)
AAA Training ALSDE will conduct statewide training in October, location and date to be announced.
RESOURCES Profile page template ( SES website) ALEX Mastering the Maze er=sections er=sections AL Administrative Code =sections =sections ALSDE (p. for IEP samplesstate dept. doesnt require benchmarks; however, MC does require them.) ALSED Website: Extended Standards er=sections er=sections AAA link (SDE powerpoint): ftp://ftp.alsde.edu/documents/91/Revised%202007%20AAA%20for%20Fall% 20Regional%20Workshops.ppt ftp://ftp.alsde.edu/documents/91/Revised%202007%20AAA%20for%20Fall% 20Regional%20Workshops.ppt
RESOURCES Alabama Extended Standards Q&A &sort=16 &sort=16 Technology Assistance for Special Consumers (TASC) Information on Assistive Technology Workshops located at Informal Transition Inventory ( SES Website) Career Interest Inventory