the exceptional children’s education act

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?

in Procedural Manual: The Colorado State Recommended IEP MTSS

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?


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


REFERRALS

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

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

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

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.

in Procedural Manual: The Colorado State Recommended IEP Who?


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


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

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

http://www.imdetermined.org/one_pager



Student Led IEP http://www.imdetermined.org/student_involvement

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

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.

http://idea.ed.gov/explore/view/p/,root,statute,I,A,602,1,

http://idea.ed.gov/explore/view/p/,root,statute,I,A,602,1,A,

http://idea.ed.gov/explore/view/p/,root,statute,I,A,602,1,B,

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

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

the exceptional children’s education act

Documents

state changes

state group task

state proficiency levels

state proficiency average

team task

iep team

overall proficiency

disabilities ell proficiency