1. Inclusive Practices- Effective IEP Implementation Through Progress Monitoring Presented by Robin Brister West Carroll Parish www.laspdg.org @laspdg

2. Considerations This webinar is being recorded and will be available for viewing at www.laspdg.org under INCLUSIVE PRACTICES- WEBINARSwww.laspdg.org If you need to ask a question, please use the Chat Pod on your screen (NOTE: All participants will see your chat) You can download today’s presentation resources from the FILES 2 pod at the bottom left of your screen --Click on the file name and then select “SAVE TO MY COMPUTER”. --Select a destination on your computer and then save the file. --NOTE: If you want these forms in Microsoft Word, you will have to download them at the website listed above after the webinar is complete

3. CLU Credit In order to receive a certificate of participation for today’s webinar (1 CLU credit contingent upon the approval of your employing school system) you will need to type the following information into the chat pod at this time: – Full name – Parish you are representing – Your complete email address Your certificate will be emailed to you by Friday afternoon; if you do not receive it, please email Wendy Allen wallen@lsu.eduwallen@lsu.edu

4. People First Language Kathie Snow. (n.d.) A few words about People First Language. Disability is Natural. Retrieved August 1, 2012 from http://www.disabilityisnatural.com/images/PDF/pfl-sh09.pdf “People First Language puts the person before the disability and describes what a person has, not who a person is.”

5. Please Note…. The actual procedures presented here are mainly a district level decision However, as classroom teachers it is important to focus on the strategies associated with implementing best practices such as monitoring for student performance and communication with other teachers and families

6. About West Carroll Parish 5 schools in our district Approximately 2500 total students 230 students with disabilities – 8 resource classrooms – 3 self-contained classrooms – 4 speech pathologists

7. Why We Started Progress Monitoring Monitored – Students failing and not reconvening IEP meeting in a timely manner – Documentation of teacher collaboration Corrective Action Plans

8. Why Progress Monitor? Documents collaboration between the general education teacher and the special education teacher/speech therapist. Helps us to be more aware of our students’ progress in the general classroom. When asked for a list of students that were failing two or more classes, there were only ten students on the list for the entire district. Two were new to SPED, 4 received speech only, and the remaining four were students we had been working with.

9. Let’s Take a Poll! Are you currently using any type of progress monitoring practices to determine student progress? – Yes – No If yes, please describe in the chat pod

10. Outcomes Outcomes from using Progress Monitoring: – Using this system, holds our teachers more accountable for checking on their students. – Students’ grades have improved due to both the general ed. teacher and the special ed. teacher being more aware of the students’ grades. – Improved teacher communications with each other and with the students.

11. Progress Monitoring Every three weeks, the general education teachers will fill out a PM1. You will have all students with disabilities that this teacher teaches, listed on that one page. Instead of giving the teacher the PM1, you can get a copy of the progress report or report card and fill in the PM1.

13. Progress Monitoring If a student is failing, give the teacher a PM2 form After 2 PM2 forms are filled out, you will need to have a PM3 meeting PM3 meetings should include administrator, regular education, special education teacher and others as needed. If a face to face meeting is not possible, you may have a phone conference

16. Progress Monitoring for Students Receiving Speech Conducted every 3 weeks After PM3 meeting, speech pathologist checks to see if the student is in RtI If the student is not in RtI, the pathologist starts the process of the student going to RtI

18. Original Progress Monitoring Each week, you will give the general education teachers a PM1. You will have all students with disabilities that this teacher teaches listed on that one page. This needs to be turned in each week. If a student is failing, give the teacher a PM2 form After 2 PM2 forms are filled out, you will need to have a PM3 meeting PM3 meetings should include Administrator, Regular Education and Special Education teacher and others as needed

20. PM1 and PM2 forms Special education teacher will supply general education teacher with a Special Education Progress Screening Report (PM1) for all students with disabilities. This is to be completed by general education teachers weekly. – If there is an academic problem identified on the PM1 for any student, the general education teacher will complete the General Education Concern Form (PM2) – The PM1 and PM2 forms will be turned in to the special education teacher each Friday

21. PM3 Forms The PM2 form will be reviewed weekly. If review indicates continued concerns, the special education teacher will schedule a meeting within 7 school days, to discuss academic concerns of individual students. *The committee should include: Administrator, Regular Education and Special Education teacher and others as needed. Notification will be given to support staff as needed. – At this meeting the West Carroll Parish Evidence of Collaboration Form (PM3) will be completed and decisions will be made concerning supports and strategies to be implemented. Principals must sign this form at the end of the meeting.

22. Pm4 form Following development of the PM3, if weekly review indicates continued problems, the Instructional Strategist will observe the student in his/her classroom to ensure the strategies and supports are appropriate and being implemented. Non-compliance of procedures will be reported to the school principal, and special education supervisor. (PM4) If non-compliance is noted, the Instructional Strategist will schedule a meeting at the school with the principal and teachers involved to discuss the compliance issues addressed on the PM4. Instructional Strategist will continue to monitor progress in the classroom (PM3). If the non-compliance continues, the Special Education Supervisor and Superintendent will again be notified by the program facilitator (PM4).

25. No Instructional Strategist One teacher at each school checks Progress Monitoring binders. Teachers are responsible for setting up PM3 meetings.

26. Family Involvement Using the progress monitoring system makes the teachers make more parent contact. – Phone calls – Meetings – Letters

27. Teacher Feedback Positives – A good process overall when teachers turn in paperwork. – Seeing students bring up grades. – Teachers leaving comments saying they can see an improvement. – Teachers comments about why the student is making poor grades. – Seeing if modifications are truly being implemented.

28. Teacher Feedback Negatives – Added paper work for teachers. – Teachers not turning in progress monitoring forms in a timely manner. – Completing PM2 forms & PM3 meetings when the student lacks motivation. – No real benefit when the student lacks motivation.

29. I would just like to note, neither I nor anyone on our pupil appraisal staff, created these forms. They were given to us by a school district that has been implementing progress monitoring for a couple of years. We graciously accepted the forms, changed them to fit our needs and put our district’s name on them.

30. The contents of this PowerPoint presentation were developed under a grant from the US Department of Education, #H323A110003. However those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. www.laspdg.org

31. Questions? After this webinar, you may email any content-related questions to Robin Brister robinbrister@wcpsb.com or call (318) 428-4215 ext 306robinbrister@wcpsb.com You may email any grant-related questions to Melanie Lemoine lemoinem@lsu.edulemoinem@lsu.edu

32. REMINDER: CLU Credit IF YOU HAVE NOT ALREADY DONE SO DURING THIS WEBINAR….. – In order to receive a certificate of participation for today’s webinar (1 CLU credit contingent upon the approval of your employing school system) you will need to type the following information into the chat pod at this time: Full name Parish you are representing Your complete email address Your certificate will be emailed to you by Friday afternoon; if you do not receive it, please email Wendy Allen wallen@lsu.eduwallen@lsu.edu

33. What did you think? At this time we will launch the brief survey to complete regarding this webinar If the survey does not appear on your screen or if you have pop up blockers enabled, you can go directly to it at http://www.surveymonkey.com/s/ipbristeriep4-24-13 http://www.surveymonkey.com/s/ipbristeriep4-24-13 After you have completed the webinar, you may exit the webinar