the exceptional children’s education act
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The Exceptional Children’s Education
Act Day One Special Education Procedures
Summer 2014
Objectives Participants will apply the
procedures outlined in the state IEP manual based on the updated ECEA to their building based staffing processParticipants will understand and apply the changes in qualifying for an educational disability under the rules established by ECEA
Welcome
Something
Unique about
your self
Name Role School or
Work Site
Welcome
Something new or changes in procedures Requires effective teamwork
Page numbers indicated in the upper right hand corner to key documents
Group task
E Difference between Enrich and Encore
Why are we here today?
State of the State; Changes in ECEA
You will be provided with several data charts looking at proficiency levels of students with a disability and students without a disability by grade, age, free and reduced lunch, race, English language learns and disabling condition.
Each person at the table will get a different chart. Take 5 minutes to review your chart.
Share with your table something you learned?
Group task
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
Close the Gap
Align with IDEAand ECEA
PrepareFor the
New IEP
Platform DPSCore
Values
Effective Teamwork
Characteristic of effective team; team self-reflections and goal setting
Team
Work
Systematic
Supportive
Professional
PurposefulCollaborative
Skill Based
Reflective
1. As a team, come up with one behavior, strategy or suggestion for each characteristic. Document on a stick note and post it on the effective team work wheel
2. Share one of your suggestions as a group.
3. Complete a self-assessment on your teams effectiveness
4. As a team come up with one goals to improve your teams effectiveness
5. If times permits, share your goal.
Group task Group task
Child Find & Initial
Evaluation
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 PBISAdapted from the OSEP TA Center for PBIS
RtI
PBIS
AcademicSupports
BehaviorSupports
MTSS
What happened to RTI and PBIS?
Page 10 in Procedural Manual: The Colorado State Recommended IEP MTSS
Page 10 in Procedural Manual: The Colorado State Recommended IEP
REFERRALS
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?
Page 13 in Procedural Manual: The Colorado State Recommended IEP
REFERRALS
Example 1Grade Level Data Team
Who is this problem solving team?
Example 2Student
InterventionTeam
Example 3Special Team
to convene for a unique situation
Example 4The IEP Team
Page 13 in Procedural Manual: The Colorado State Recommended IEP
REFERRALS
Page 13-14 in Procedural Manual: The Colorado State Recommended IEP
REVIEW OF EXISTING DATA1. 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
Page 10 in Procedural Manual: The Colorado State Recommended IEP
Page 15 in Procedural Manual: The Colorado State Recommended IEP
Page 10 in Procedural Manual: The Colorado State Recommended IEP Who?
Evaluation Report
VersesPresent Level of Performance Report E
What Evaluation Report Present 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 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? What recommendations do you have?
Evaluation Report
VersesPresent Level of Performance Report
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
E
Evaluation Report
Present Level Report
-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 PLAAPF.
Elements
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
Multi-disciplinary Evaluation
Reports
Multi-disciplinary Evaluation
ReportsPre-meetings to document everybody's
finding Shared site like
One-Note to document individual
Interpretations
One person is designated as
the report writers; all
others share their
interpretations of the data
Regularly scheduled Kid-Talk meetings
Determination of
Eligibility
Predetermination and Professional Judgment
Page 10 in Procedural Manual: The Colorado State Recommended IEP
Predetermination
Professional Judgment The process of forming an opinion or evaluation (characterized by or conforming to the technical or ethical standards of a calling requiring specialized knowledge and often long and intensive academic preparation) by discerning and comparing. -Dr. Robert D. Busch University of New Mexico
Making a judgment
about amount,
number or value of
something .
Judgment formed
based on facts.
Moral principals
that govern
behavior.
Note similarity
or difference.
Perceive, recognize
and distinguish
.
When in doubt….
SPED and MHASupport Partners
Associate PartnersHearing Vision ECSE
Itinerants
IEP Development
Agenda, Active Participation and Roles
Page 10 in Procedural Manual: The Colorado State Recommended IEP
Determination of Eligibility
IEP Development
-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.
Page 10 in Procedural Manual: The Colorado State Recommended IEP Who?
Page 19 in Procedural Manual: The Colorado State Recommended IEP
How does your team organize their IEP meetings? Draft out a quick agenda on a sheet of paper.
Your facilitator will pass out a sample IEP meeting agenda from CDE. Compare and contrast your agenda from the CDE agenda.
Group task
Meeting Agenda
Page 21 in Procedural Manual: The Colorado State Recommended IEP
Meeting AgendaSample IEP meeting agenda:1. Introduced IEP team participants2. State the purpose for the conference3. Ask if parents have questions about procedural safeguards,
rights and responsibilities4. Present levels of academic achievement and functional
performance5. Determine and special factors6. Determined post-school goals and transition needs7. Develop annual goals8. Determine of commendations and modifications needed9. Determine service delivery10.Determine placement in least restrictive environment11.Distribute copies of IEP documents
Page 19 in Procedural Manual: The Colorado State Recommended IEP Parent ParticipationIf parent
cannot attend,
use other methods
like conferenc
e call
What is your
preference for the date and time of the meeting
?
Do you need an interpreter?
Other accommodatio
n?
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 proceedin
gs
What does Self-determination
Mean to you?
http://www.imdetermined.org/youth
What strategies do you use as an IEP team to increase student participation in an IEP meeting?
Group task
Student participation
The One Pagerhttp://www.imdetermined.org/one_pager
Student Led IEP http://www.imdetermined.org/student_involvement
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
Role of IEP Team MembersPage 107-115 in Procedural Manual: The Colorado State Recommended IEP
Present Level Report
The necessary components of a Present Level Report
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
E
Use the Evaluation Report from the AM class and the guiding questions from the guiding questions flipbook.
Quickly draft a PLOP report that is no more than one page long that addressed all three section.
Draft the report on flip chart paper.
Group task
PLOP EPage 22 in Procedural Manual: The Colorado State Recommended IEP
Special Factors
FBA/BIP Clarification and Assistive Technology
BIP/FBAPage 22 in Procedural Manual: The Colorado State Recommended IEP
Functional Behavior Assessments and
Behavior Interventions Plans can be used at
all levels of MTSS
E
Assistive Technology(1) Assistive technology device.-- (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) Exception.--The term does not include a medical device that is surgically implanted, or the replacement of such device.
Could this student benefit from Assistive
technology?
Assistive Technology is not just for profound
needs students. Many mildneeds students could
benefit from AT.
Goals
FBA/BIP Clarification and Assistive Technology
Turn & Talk
DiscussionPage 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?
RequirementsPage 23-24 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?
Your team will be given 4 goals. For each goal answer the following questions.
• 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?
Discuss as a team the difference between the goals that answer these questions and those that do not answer these questions?
Group task
Goals that provide a Roadmap for SDI
Goals… Page 23-24 in Procedural Manual: The Colorado State Recommended IEP
Results Driven
Strategic
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 co
nditions
under which
the stu
dent
will perfo
rm
Prioritized
Refer to the Present Level of Performance Report your team wrote in a previous task
Write one goal on flip chart paper based upon the report.
Use the guiding questions ‘Flip Book’ in writing your goals.
Group task
Goals… Page 23-24 in Procedural Manual: The Colorado State Recommended IEP
Objectives Page 23-24 in Procedural Manual: The Colorado State Recommended IEP
Improve reading levels to grade level expectation
GOALWhy 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
OB
JEC
TIV
ES
Take the IEP goal you just wrote, and determine 3-4 steps needed to achieve the goal.
Write the steps in a measurable term.
Group task
Goals and Objectives… Page 23-24 in Procedural Manual: The Colorado State Recommended IEP
Goals and Objectives…
…all IEP goals must have short
term objectives orbenchmarks, regardless of the disability.
In order to close the achievement
gapand provide a
strong roadmap for
specially designed
instruction…
Accommodations and Modifications
Determining accommodations and modifications
At each table we will provide you one copy of the CDE Accommodations manual. You can find it on-line at CDE or in your resource website.Turn to page 65 and complete the needs assessment on the student we have been working with today.
Turn to the corresponding tables and consider the accommodations.
Select 3-4 accommodations you might recommend.
Group task
Accommodations Modifications
Page 25-26 in Procedural Manual: The Colorado State Recommended IEP
Accommodations Modifications •Allows student to complete the same assessment or assignment
Accommodations
•Adjustment to an assessment or assignment
Modification
Service Delivery
Determining Services
Service Delivery Services Related Services Primary IEP Services They 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 incldue Speech Language, Motor, Health, Transportation, Assistive Technology, Mental Health, Interpreter, Braille etc…
At your table match the most REASONABLE service to the needs of the student.
Discuss your matches. Are there any that might overlap?
Are there some that might be confusing?
Group task
Service Delivery Page 26 in Procedural Manual: The Colorado State Recommended IEP
Least Restrictive Environment
Determining LRE
Refer to the LRE section in the ‘Guiding Questions’ flipbook and the case study we have been looking at today.
Go through the guiding questions to determine the child LRE.
Group task
Determining LRE Page 26 in Procedural Manual: The Colorado State Recommended IEP
LRE Process Page 26 in Procedural Manual: The Colorado State Recommended IEP
• With Accommodations
• With Modifications• Supplementary Aids
General Education?
• Inclusive services
Services in General
Education?
• Out of District
Services in a Special School
PLACEMENTLocation is determined by the SPED Director
Page 10 in Procedural Manual: The Colorado State Recommended IEP
Wrap Up
Summary/Evaluation/Preview of Tomorrow
Key Ideas 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 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.
Intellectual Disability
Other Heath Impaired
Serious Emotional Disability
Autism
Specific Learning Disability
Other Disabling ConditionReducing Special Education Bias
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