meeting the needs of diverse learners: lat teams cost teams sst teams iep teams
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Meeting the Needs of Diverse Learners:
• LAT teams• COST teams• SST teams• IEP teams
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Language Appraisal Team: Language Delays v. Learning Delays
Purpose of the LAT “The Language Appraisal Team (LAT) ensures that appropriate instruction, support and intervention strategies are provided to accelerate the language progress of all English Learners (ELs) including Long Term English Learners (LTELs) and avoid over-identification for special education services. The LAT also ensures that Reclassified Fluent English Proficient (RFEP) students continue to make progress and achieve academic proficiency after reclassification.”
Source: LAT Handbook
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Universal (All Students)
School-wide, Culturally Relevant Systems of Support
(75-85% of students)
Selected(At-risk Students)
Classroom, Family, & Small Group Strategies
(10-20% of students)
Targeted/Intensive
(3-5%)
(High-risk students)Individual Interventions
3 Tiered Approach to Intervention
Adapted from Sprague & Walker, 2004
*Incentive Programs *Clear Expectations*Positive School Climate*Instructional program
*LAT Team Meetings * Asset Building
*COST Team Meetings *Individual Student Plans *Instructional Supports *Documentation & Monitoring
*Intensive Interventions *Increased Frequency and Duration *SST Meetings *Additional Follow-up SST Meetings *Case Management
LAT Referral Process: Tier 1 Intervention
Source: LAT Handbook 2013-2014
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LAT Monitoring Functions• Monitoring the Academic and Linguistic Progress of English
Learners• Recommending Interventions for English Learners
(preferably before COST/SST referral)• Reviewing Progress of ELs in Meeting Reclassification
Criteria• Monitoring Progress of RFEPs and Recommending
Interventions• Providing Guidance for ELD Setting and Instructional
Strategies for LTELs
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LAT Membership
7
LAT MembershipRole and Responsibilities of Parent/Legal Guardian• Advocate on behalf of the student• Provide input regarding the student’s personal background and any
additional information about the child that may assist the LAT in making informed decisions, including the student’s language history
• Invite additional individuals for support, if desired• Work together with the team to continue to support their child’s
progress
• NOTE: Due to student confidentiality, the school will only invite the parent/guardian of the student being considered.
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LAT Handbook Resources
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Who are our students with disabilities?
LAUSD Students with Disabilities (SWD) 82,765*
% of LAUSD students with disabilities 13%% of students with Specific Learning Disability (SLD) 47%
SWD Basic or above on CST English Language Arts (2013)
43%
SWD Basic or above on CST Mathematics (2013)
38%
SWD graduated with a high school diploma in 2011-12
49%
Data based on CASEMIS and LAUSD MyData
* Increase of 550 students from 2011-12
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English Learners in LAUSD LAUSD Total
Students
655,494
Total ELs170,797
26%
Students with Disabilities
82,765
Total EL SWD36,936
45%**More than 90% of LAUSD EL SWD are LTELs 2011-12
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Disabilities & Language• Students with disabilities can still learn language• The disability may impact the language learning,
but they still need access to language development
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COSTCoordination of Services
Team
DEFINING THE ACRONYMS
SPECTRUM OF INTERVENTION
AcademicSupports
Attendance Supports
Attitude behavior
social-emotional
SupportsSuccessful
Student
Universal (All Students)
School-wide, Culturally Relevant Systems of Support
(75-85% of students)
Selected(At-risk Students)
Classroom, Family, & Small Group Strategies
(10-20% of students)
Targeted/Intensive
(3-5%)
(High-risk students)Individual Interventions
3 Tiered Approach to Intervention
Adapted from Sprague & Walker, 2004
*Incentive Programs *Clear Expectations
*Positive School Climate *Instructional program * Asset Building
*Team Meetings (COST) *Individual Student Plans *Instructional Supports *Documentation & Monitoring
*Intensive Interventions *Increased Frequency and Duration *SST Meetings *Additional Follow-up SST Meetings *Case Management
HOW SHOULD STUDENTS BE IDENTIFIED?
COSTTeam reviews data and referrals
and makes decisions
DATA REVIEWAttendance
AchievementAttitude
(behavior, social-emotional)
REFERRALTeacherParents
Support StaffAdministration
Students needing support
LAUSD Multidisciplinary Team Support (09/09)
BASIC SCHOOL MODEL
SCHOOL-WIDE C*O*S*T Members come from representatives
from ALL programs at school
SSTCore Team members & Supporting Members
that attend as needed
School-wideData Collection
MonitoringEvaluation
SST meetings are scheduled after classroom interventions unsuccessful
REFERRALSMakes Decisions
Intensive Support
Large School Team Structure
SCHOOL-WIDECOST
COST 1Small number
of team members
COST 2Small number
of team members
COST 3Small number
of team members
SST COST Team members
&Supporting Members that attend as needed
SST meetings are scheduled ONLY by COST team – usually after interventions unsuccessful
WHO MIGHT BE ON THE COST ?
COSTTeam reviews data and/or referrals
and makes decisions
ASSISTANTPRINCIPALS
LITERACY &MATH
COACHES
PSW
PRINCIPAL
PSA
COUNSELOR
INTRVNTNCOORD.
TITLE ICOORD.
NURSE
ELCOORD.
TEACHERS
PSYCH.
BRIDGECOORD.
LAUSD Multidisciplinary Team Support (3/08)
DEAN
Problem solving
Linkage & Connection
Develops an action plan
Delivery of services
Development of resources
WHAT IS THE PURPOSE OF COST AND SST?
COST and SST are not:A way to get students into Special Education
Parent Conferences
WHAT COST AND SST ARE NOT:
LAUSD Multidisciplinary Team Support (3/08)
SCHOOL-WIDE EVALUATION data review, school-wide problems, gap
analysis
IDENTIFICATION OF STUDENTSdata, screening, anecdotal evidence, referrals
INTERVENTIONStriage, referral to program/person, strategies
MONITORING/DOCUMENTATIONcase management, data collection,
evaluation
FUNCTIONS OF COST
Reviews data and screen referralsMakes decisions and develop action plans around student needs (triage)
Respond to persons making referrals
Monitors progress
WHAT DOES THE COST DO REGULARLY
LAUSD Multidisciplinary Team Support (09/09)
AS THE CHALLENGE ESCALATES, THE NEED FOR TEAMWORK ELEVATES.
JOHN C. MAXWELL
LAUSD Multidisciplinary Team Support)
Universal (All Students)
School-wide, Culturally Relevant Systems of Support
(75-85% of students)
Selected(At-risk Students)
Classroom, Family, & Small Group Strategies
(10-20% of students)
Targeted/Intensive
(3-5%)
(High-risk students)Individual Interventions
3 Tiered Approach to Intervention
Adapted from Sprague & Walker, 2004
*Incentive Programs *Clear Expectations
*Positive School Climate *Instructional program * Asset Building
*Team Meetings (COST) *Individual Student Plans *Instructional Supports *Documentation & Monitoring
*Intensive Interventions *Increased Frequency and Duration *SST Meetings *Additional Follow-up SST Meetings *Case Management
COSTCoordination of Services
Team
SSTStudent Success Team
DEFINING THE ACRONYMS
A school site team should include the parent and student in a positive problem solving intervention process, as well as teachers and staff.
WHAT IS A STUDENT SUCCESS TEAM?
FOR STUDENTS NEEDING MORE INTENSIVE SUPPORT
Develop an individualized plan of support
Have scheduled follow-up meetings
(See Worksheet)
STUDENT SUCCESS TEAM
CORE TEAM MEMBERSAttend all SST meetingsSupport/manage process outside the
SST meetings
ADDITIONAL TEAM MEMBERSInvited to attend specific SSTs
Referring Teacher Coordinators Itinerant Staff
WHO IS ON THE TEAM....
HOW SHOULD STUDENTS BE IDENTIFIED?
SST CoordinationCore Team reviews data and referrals
and makes decisions
DATA REVIEWAttendance
AchievementAttitude
(behavior, social-emotional)
REFERRALTeacherParents
Support StaffAdministration
Students needing support
Support Teacher Hold SST Try intervention
Often a COST
process
Facilitator-Directs the meeting, stays positive
Recorder-Responsible for group memoryTime Keeper-Maintains flow of meetingMessenger – Informs referring party & others needing information about decisions made and actions planned
Team Member (ALL)-Positive, unselfish contributor, takes on actions
TEAM ROLES
It is a good idea to rotate
roles to strengthen all
team members’
understanding of the group
process.
InformationModificationsConcernsStrategiesActions
Strengths THE SST
MEETING PROCESS
It’s all about the student
Team meets for approximately 30-45 min.Specific Roles and Protocols are followedTeam Discusses:- Strengths - History - Present ModificationsList Concerns, Brainstorm InterventionsDevelop an Action PlanSchedule Follow-Up Meeting
WHAT HAPPENS AT A SST MEETING?
Try to use process for gathering information:
HealthHome (Who lives there, Amount of TV, Bedtime, Routines)
Attendance (History and Current)Academics (History-use cum and comments, Current data)
Behavior (classroom, yard, learning styles, home)
Other Information
STUDENT INFORMATION
What has been tried already both inside and outside of classroom
Make sure to indicate:SuccessFrequencyLength of time attemptedData if available
STUDENT MODIFICATIONS
The Plan is put into actionClassroom teacher implements new strategies
Parent begins new routinesStudent takes part in actionsSupporting Staff provide servicesEVERYONE DOCUMENTS WHAT THEY ARE DOING
WHAT HAPPENS AFTER THE MEETING?
FOLLOW UP MEETINGSUsually within 4-6 weeks of last meetingTeam gathers to present data from specific actions
Everyone evaluates:Fidelity and consistencyProgress of student
WHAT HAPPENS AFTER THE MEETING?
Increased parent involvement
Improved teacher instruction
Builds a community within school
A Plan to support students and families
Increased student achievement
Prevent problems from escalating into something more diffi cult to deal with.
POSITIVE OUTCOMES OF HAVING SST
Least Restrictive Environment (LRE) The law states:
Students must be educated in the general curriculum and/or Participate in activities with other students who are not disabled To the maximum extent appropriate
Include any necessary accommodations, modifications, and/or supports to involve student in general education curriculum
Explain how often student will not participate in general education curriculum
The IEP and You, p. 4-5
Continuum of placement options General education classroom with in-class special
education support (RSP) General education classroom with out-of-class special
education support Special education classroom (SDP) Special Education Schools / Career and Vocational
Centers Nonpublic school (NPS) Home/Hospital State residential school
The IEP and You, p. 4-5
Least Restrictive Environment (LRE)
Frequency of IEP Team
Meetings Initial
Annual
Three-year
IEP Timelines• 60 days after parent signature
and consent on Assessment
Plan
• 30 days after parent requests
• 30 days for students new to the
District who are receiving special
education services
• At a minimum of once per year
Parent Notification of IEP Team Meeting
10 days prior to IEP meeting
Date, time, & location
Purpose
Participants
Parents may:
Attend, reschedule or consent to proceed with
the IEP in their absence
Request an interpreter
Request copies of assessment reports before
the IEP meeting
Ask that independent education evaluation
(IEE) be considered
Sign & return notification form to school
Before the IEP Team Meeting Look at recent information about your child’s progress Review your child’s current IEP Go over important information that you want to share at the IEP
meeting Give copies to the school of any recent private evaluation reports
you want to share with the IEP team Talk to your child Visit your child’s school and meet with teachers to talk about your
child’s progress
The IEP and You, p. 2
Before the IEP Team Meeting Write down questions you want to ask, thoughts, and/or concerns Review and return the “Notification to Participate in an IEP Meeting” Fill out a “Parent Request for Reasonable Accommodations” form Review “A Parent’s Guide to Special Education Services (Including
Procedural Rights and Safeguards)” Review the “ITP and You” if you have a child 14 years or older
The IEP and You, p. 2
School’s staff responsibilities: Arrange for an interpreter Invite District IEP team members, as needed Ensure school staff are prepared and will attend the IEP team
meeting
During the IEP Team Meeting Parents should:
Share information about your child Ask questions or ask for explanations of special
education terms that you do not understand Help in the design of an educational plan to meet
your child’s individual needs IEP document will be developed, reviewed, and/or
revised
The IEP and You, p. 3
During the IEP Team Meeting
Required participants Parent/guardian School
administrator/designee Special education
teacher General education
teacher
The IEP and You, p.3
Additional participants Others with knowledge or
special expertise about your child
Child, if appropriate Representatives from
outside agencies Interpreter, if requested
Excusal from IEP team meeting, with parent consent
Use of an Oral Interpreter Parents are encouraged to:
Introduce yourself to interpreter Sit next to interpreter Procedures for using interpreter will be explained Ask questions when you require clarification Make notations or write questions
Interpreter is communicator of information Role of interpreter is neutral Refrain from sidebar conversations (opinions) Speak one person at a time Maintain eye contact and refer comments to appropriate IEP team
member
During the IEP Team Meeting
Distribution of documents: “The IEP and You”
“A Parent’s Guide to Special Education Services (Including Procedural Rights and Safeguards)”
“The ITP and You”, if your child is 14 years or older
The IEP and You, p. 3
During the IEP Team MeetingSample Agenda
Start-up Welcome/Introductions Signatures of people present Overview/Purpose of Meeting/Time Constraints Ground Rules Decision Making Process Parent Rights
IEP Development Present Levels of Performance Eligibility Recommend/Establish Goals & Objectives Supports & Services Placement in the LRE Offer of FAPE Consent Next Steps
The IEP and You, p. 3
The IEP Document Present levels of performance (PLP) Eligibility for special education services Measurable goals and objectives
Progress reporting Special education services Related services Accommodations/modifications Supplementary aids/supports Delivery of services State/District assessments Master Plan for English language learners Individual Transition Plan Transfer of rights
The IEP and You, p. 6-7
Age of Majority – 18 years
Parents make decisions about the student’s educational program until age of 18.When the student turns 18, educational rights transfer to the student.Parents and students must be informed of this transfer of rights.
This is documented on the IEP/ITP at least one year before the student turns 18.
At the Conclusion of the IEP Team Meeting
Administrator/Administrator designee will: Summarize decisions Offer free appropriate public education (FAPE)
Parents may: Consent to IEP
Sign and date OR May take home IEP to review before signing
Disagree with the IEP Clarify areas of disagreement and agreement Try to work out the disagreement Document comments/concern
The IEP and You, p. 8
At the Conclusion of the IEP Team Meeting
Disagreements: Parent may disagree with any part or all of the IEP School staff will again review your rights If you agree with certain sections of IEP, those services can
begin with your written consent
IMPORTANT!
No part of the new IEP will be implemented without your written consent
Options for Disagreement
The Dispute Resolution Process Informal Dispute Resolution Mediation Only Due Process
If an IEP is not being implemented File a State Complaint
At the Conclusion of the IEP Team Meeting
Parents will be: Provided with a copy of IEP
An offer to translate IEP will be made Provide Parent Input Survey
School will: Implement IEP or parts you consent to Distribute copies of IEP Provide progress towards IEP goals and objectives at site
determined reporting periods Review the IEP at least once a year
The IEP and You, p. 8
Parent Resources
Community Advisory Committee (CAC) 1-213-241-6701
Complaint Response Unit/Parent Resource Network (CRU/PRN) 1-800-933-8133
The IEP and You, p. 10-11
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