the exceptional children’s education act day one orientation to special education special...

The Exceptional Children’s Education Act

Day OneOrientation to Special EducationSpecial Education Procedures

Summer 2014

Welcome!

Name

School or Worksite

Name

A Unique Fact about

You

Agenda: Day OneM

eet

You

r Team Introductions

Setting Norms

Course Overview

Special Education In DPS Resources

First 30 Days

State of the State

Understanding IEP Roles

IEP

Pro

cess MTSS

Child Find

Multidisciplinary Evaluation Reports

Determination of Eligibility

IEP Development

Multidisciplinary PLOP and Special Factors

Goals

Accommodations, Services, and LRE

Eli

gib

ilit

y D

ete

rmin

ati

on

Intellectual Disability

Other Health Impairment

Serious Emotional Disability

Autism

Specific Learning Disability

Other Disabling Conditions

Eff

ect

ive I

EP

Team

work

Setting Norms

•Norm One•Norm Two•Norm Three

What does this look like to

you?

Agenda: Day OneM

eet

You


Setting Norms

Course Overview


First 30 Days

State of the State


IEP

Pro

cess MTSS

Child Find



IEP Development


Goals


Eli

gib

ilit

y D

ete

rmin

ati

on




Autism



Eff

ect

ive I

EP

Team

work

ECEA Overview/ObjectivesGoal One: Participants will become familiar with the multiple resources to support in the special education qualification process and the development of an IEP

Goal Two: Participants will understand the tools found in the IEP process to support the closing of the gap for students with a disability

Goal Three: Participants will develop background knowledge needed to implement Enrich, the new IEP system

Goal Four: Participants will understand how to determine eligibility under the revised Exceptional Children Education Act

Utilize the note-catcher to organize

your thoughts and

remember your

questions!

Frantum-Allen, Robert

see the goals in the notes- can we just add the goals to a note catchers and print them off? this way they don't have to write them

Agenda: Day OneM

eet

You


Setting Norms

Course Overview


First 30 Days

State of the State


IEP

Pro

cess MTSS

Child Find



IEP Development


Goals


Eli

gib

ilit

y D

ete

rmin

ati

on




Autism



Eff

ect

ive I

EP

Team

work

DPS Resources

Objective

Participants will become aware of supports and resources in DPS for Special

Education

Division of Student Services

• 504, Nursing, Therapists

• Instruction and PD

• School Records and Budget

• Mental Health and Discipline

• SEAS

• IDEA and ECEA

Special Educatio

n

Social Emotiona

l Learning

Related Services

Operations

We work relentlessly to ensure equitable opportunities and successful outcomes for all students.

John Simmons

Executive Director

Diann Richardson

Director of Special Education

Gene Bamesberg

er Associate Director of Special Education

John Liberatore

Director of Related Services

Steve Nederveld

Associate Director of Related Services

Eldridge Greer

Director of Social Emotional Learning

Tom O’Keefe

Director of Operations

Josh Drake Director of Strategic

Initiatives

What and Who of Special Education…


• Individuals with a Disability Education Act (IDEA)

• Exceptional Children's Education Act (ECEA)

• Special Education Support Partners

• Full Continuum of Services • Every school supports

students who require services under IDEA and ECEA

• Center programs for students who require a more restrictive environments

Diann Richardso

nDirector of Special Education

Valerie CalvertPartner

NW

Hetty Pazos Partner

SW

Audrey Ross

McCallPartner FNE

Marianne Sammons

Partner SE

Lee Ann Cox

Partner NNE

Jane MiyaharaPartner

ECE

Rhonda Adamson

Partner Child Find

Transformative

ELEMENTARY

Diann Richardson


Gene Bamesberg

er Associate Director

Josh Nichols

Partner Middle School

Sara CramerPartner 6-12 and High

School

Jared LeMieux

Partner Intensive Pathways

SECONDARY

Diann Richardson


Gene Bamesberg


Patrick McGinty

Partner Charter 1l

Kristy McCollum

Partner Chater 2

CHARTER

Diann Richardson


Gene Bamesberg


Jackie Migler

Partner DSSN

Brittney Cardwell

Partner Innovation

Will Crookston

Partner WDN

TURN AROUND

INNOVATIVE

The What and Who of Social Emotional Learning…


• Social Emotional Skills • Department of Social Work and

Educational Psychological Services

• Office of Social Emotional Learning

• Department of Indian Education• Special Education Assessment

Services

Eldridge Greer

Director of Social Emotional Learning

Ellen KeltyProgram Manager

Educational Psychology

Michele Sandavol Supervisor Special

Education Assessment Services

Lee Morgan

Supervisor OSEL Partners

SOCIAL

EMOTIONAL

LEARNING

Bi-Lingual TestingPrivate School Assessment

Supervisor Michele Sandavol

• Referrals are Completed On –line

• Bi-Lingual Spanish Testing • SEAS Partners- Teachers,

SLP, Nursing, Motor, Mental Health

• Coordinates with the Multi-lingual Outreach Office for all other testing

• Questions: [email protected]

mailto:[email protected]

Instructional Resource Center


IRC Specialist Barb Skeens

Location: 1617 S. Acoma St.• Make-it, take-it lab• Professional lending library

Testing & assessment instruments for loan

• Educational resources for teachers

• Graphic design support

Special Education Assessment Kits


IRC Specialist Barb Skeens

Location: 1617 S. Acoma St.• Assessments Kits Library • Agency SLPs- Contact Lisa

Gessini to access Assessments • Charters- Use your related

services who have a DPS Outlook account to check out kits

Non-Violent Crisis Intervention


• Restrain Training • JKA- Board Polity • Required for all Center

Teachers and their paraprofessionals

• Annual Training (Initial and Refresher)

• Recommended that there are at least two individuals in all schools

• Offered 2-3 times each month • Initial is a blended class and

requires on-line content to be completed before the physical portion of the class

The What and Who of Related Services…


• 504 of the Rehabilitation Act • Instruction • Professional Development • Assistive Technology• Related Services

• School Nursing and Child Health

• Occupational and Physical Therapy

• Speech Language Pathology• Audiology• Low Incidence Disability

John Liberatore

Director of Related Services

Steve Nederveld

Associate Director of Related Services

Kristy Murdock

Supervisor of Deaf and Hard of Hearing

Kelley Morrison

Program Manger OT/PT

Patty Kennebec

Supervisor of OT/PT

Donna Shocks

Program Manager Nursing

Jean LyonSupervisor

Nursing

Daisy Vanzandt

Supervisor SLP

Robert Frantum-

Allen Program Manger Instruction and PD

RELATED

SERVICES

Section 504 of the Rehabilitation Act

Director John Liberatore

Coordinator Paul Thompson

• Each school must designate a 504 Coordinator

• Coordinator must attend an annual training on 504

• Highly Recommend that special education teachers are NOT the building 504 Coordinator, but a Specialized Services Provider might be the 504 Coordinator

Family Liaisons

Associate Director Steve Nederveld

Liaisons Bianca Tellechea

Alama Salas • Bi-lingual Spanish• Facilitate Communication • Assist parents with problem

solving and access to resources

• Contact your Partner for more information

Assistive Technology

Program Manager Robert Frantum-Allen

Coordinator Tara Donahue

• Lending Library • Consultation on AT Evaluations • Manager School Assistive

Technology Representative • Partner with Educational

Technology • Professional Development on

the use of Technology in the classroom

Professional Development


Coordinator Sara Dinser

• Manages Logistics for Professional Development

• Separate Registration system from the DPS system

• Focus on Adult Learning Theory• Manages face-to-face and

blended learning opportunities • Coordinates' with other DPS

Departments

Instructional Support


Coordinator TBD

• Instructional Hotline• Instructional Resource Library • Provides technical assistance

on Specially Designed Instruction

• Pedagogy support • Root Cause Analysis and SDI

planning support with individual students

• Universal Design for Learning • Instructional

Recommendations

Low Incidence Disability

Associate Director Steve Nederveld DHH Supervisor Kristy Murdock

• Educational Audiology • Teachers of the Deaf and Hard

of Hearing • Consult for Center Based Deaf

and Hard of Hearing Programs • Educational Sign Language

Interpreters • Teachers of the Visually

Impaired • Orientation and Mobility

Specialists• Braille support

The what and who of Student Services Operations…


• Schools Records • Medicaid • Enrich IEP Software Hotline • Extended School Year • Out of District • Special Education Budget

Allocations• Mild Moderate allocations • Center Programs • Specialized Services Providers

(Related Services)

Tom O’Keefe

Director of Operations

Critty McClendo

nProgram Manager Out of District and

ESY

Diane Ellis

Coordinator Enrich

Rob Hendersh

otProgram Manger Medicaid

Mike Handley

Program Manager Finance

Barbara Skeens

Instructional Resource Center

OPERATIONS

Extended School Year

Program Manager Critty McClendenESY Coordinator

TBD • Summer Programming for

student who qualify • Technical assistance on

qualification procedures• Manage multiple sites • Possible Summer Employment

opportunities

Enrich Hotline

Enrich Help Desk Tamari Emory Enrich Trainer

Diane Ellis • IEP Platform for Denver Public

Schools • Required to attend training

before given access to students IEP’s

Agenda: Day OneM

eet

You


Setting Norms

Course Overview

Special Education In DPS Resourcesl

First 30 Days

State of the State


IEP

Pro

cess MTSS

Child Find



IEP Development


Goals


Eli

gib

ilit

y D

ete

rmin

ati

on




Autism



Eff

ect

ive I

EP

Team

work

DPS Resources

Objectives

Participants will develop a plan for the first 30 days of school.

Behavior Management

IEPs

Schedule

Data

Parents

Rituals & Routine

Review BIPs

Behavior Management

IEPs

Schedule

Data

Parents

Case Loads

Working Folders

Behavior Management

IEPs

Schedule

Data

Parents

Schedules

Behavior Management

IEPs

Schedule

Data

Parents

Meet with Gen Ed

Behavior Management

IEPs

Schedule

Data

Parents

Data Driven Services

Service Log

Behavior Management

IEPs

Schedule

Data

Parents

Collect BaselineBenchmark

Behavior Management

IEPs

Schedule

Data

Parents

Make Contact with Parents

Agenda: Day OneM

eet

You


Setting Norms

Course Overview

Special Education In DPS Resourcesl

First 30 Days

State of the State


IEP

Pro

cess MTSS

Child Find



IEP Development


Goals


Eli

gib

ilit

y D

ete

rmin

ati

on




Autism



Eff

ect

ive I

EP

Team

work

State of the State

Objectives

Participants will become aware of the current state of Special Education in

Denver Public Schools.

Participants will realize that Specially Designed Instruction can change the

outcomes for students with a disabiltiy.

Yes we can make a difference!

State of the State

Jigsaw data review: Each person in your team will get one page of data. Each page is different.

Take 5 minutes to review your chart.

Share with your table something you learned from your data.

Students with disabilities in

DPS lag 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 struggling 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.

State of the State: Key Points

Agenda: Day OneM

eet

You


Setting Norms

Course Overview


First 30 Days

State of the State

IEP Roles

IEP

Pro

cess MTSS

Child Find



IEP Development


Goals


Eli

gib

ilit

y D

ete

rmin

ati

on




Autism



Eff

ect

ive I

EP

Team

work

IEP Roles

ObjectivesParticipants will become aware of the roles

and responsibilities of Evaluation and Individual Education Plan team members.

Participants will identify where roles and responsibilities are strong and weak in

their various teams and establish goals to improve evaluation and Individual

Education Plan team members effectiveness.

Jigsaw: 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?

Page 107-115 in Procedural Manual: The Colorado State Recommended IEP

Role of the IEP Team Members

Roles of the IEP Team Members

What is one next step your team might attempt after studying the

roles of IEP team members?

Key Points: Roles of IEP Team Members•Summary

Role

s an

d

Resp

on

sib

ilit

yEach team member has a specific role

Role

s an

d

Resp

on

sib

ilit

yKnowing the roles can improve team effectiveness

Role

s an

d

Resp

on

sib

ilit

yTeams can start to develop a strategy to insure each person knows their role

Agenda: Day OneM

eet

You


Setting Norms

Course Overview


First 30 Days

State of the State

IEP Roles

IEP

Pro

cess MTSS

Child Find



IEP Development


Goals


Eli

gib

ilit

y D

ete

rmin

ati

on




Autism



Eff

ect

ive I

EP

Team

work

Multi-tiered Support Systems•Objectives

Participants will understand that Multi-tiered systems of support is an umbrella term for the Response to Intervention and Positive

Behavior Intervention Supports.

Participants will understand that MTSS is a problem solving process and that DPS has

adopted a problem solving process called the DPS Inquiry Cycle.

Participants will understand that ALL students who have a need should complete

the problem solving process.

Multi-tiered Systems of Support

Multi-Tiered Systems of Support Problem-solving

Team Inquiry Cycle

Implementation Adjustments with

data to determine effectiveness

Special teams for unique situations

Child Find Records review

including universal screenings

Focused Screenings

Document Interventions

Educational Disability Suspected

Initial Evaluation Referral Review Consent for

Evaluation Evaluation

Determination of Eligibility Notice of Meeting Eligibility

Meeting Consent for Initial

Provision of Services

IEP Development Notice of Meeting IEP Team IEP Meeting

IEP Implementation Disseminate IEP Provisions of

Services Progress

Reporting

Multi-tiered System of Supports (MTSS)

Integrated ContinuumAcademic

ContinuumBehavior

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?

http://standardstoolkit.dpsk12.org

/

Data Inquiry Cycle is found in the Standards Tool Kit

DPS Response to Intervention has launched a new website

http://rti.dpsk12.org/

DPS MTSS (PBIS) Resource can be found on the Student Services

Website http://denver.co.schoolwebpages.com/education/dept/dept.php?sectionid=82

Does General Education Know?

http://standardstoolkit.dpsk12.org/





http://denver.co.schoolwebpages.com/education/dept/dept.php?sectionid=82




Problem solving teams are looking at the body of evidence to determine need. A

problem solving team can be a data team, student intervention team, a special team that was created to address a unique need

or and IEP team

Problem solving teams design a plan to address the problem.

The plan is implemented by the designated personnel.

The problem solving teams determines if the plan was

effective. If the plan was not effective, attempts to adjust the plan

accordingly should be made and re-implemented.

What Does This Mean for Our School?

Key Points: Multi-tiered Support Systems•Summary

MT

SS MTSS

incorporates RTI and PBIS M

TS

S In DPS the Inquiry cycle must be used by a problem solving team when addressing children’s needs

MT

SS DPS has

provided resourced for all problem solving teams on the inquiry cycle

Agenda: Day OneM

eet

You


Setting Norms

Course Overview


First 30 Days

State of the State

IEP Roles

IEP

Pro

cess MTSS

Child Find



IEP Development


Goals


Eli

gib

ilit

y D

ete

rmin

ati

on




Autism



Eff

ect

ive I

EP

Team

work

IEP Process: Child Find and Referrals

Steps in the Child Find Process

Analysis of a Referral

Determination if Additional Data is Necessary to Complete an Evaluation

Child Find

ObjectivesParticipants will understand that well

crafted referrals indicate that the child received multi-tiered systems of support

with a robust body of evidence that includes quantitative and qualitative data

Evaluation teams review the referral to determine if they already have the data to qualify in the suspected area of concern; if not then they create a plan to collect the

data.

Child Find and Referrals


Team Inquiry Cycle






Focused Screenings










Services Progress

Reporting

Your table will have a copy of a referral

Use the guiding questions in the IEP Guiding Questions flip chart to evaluate the sample referral.

Based on your discussion, do you think this referral can proceed to the evaluation stage of the process?

Referrals

Referrals

Page 13 in Procedural Manual: The Colorado State Recommended IEP

Example 1Grade Level Data Team

Example 2Student

InterventionTeam

Example 3Special team for a unique

situation

Example 4The IEP Team

Who Is This Problem-solving Team?

Example 1Grade Level

Team

The data team decided to have him do a double dose of skills block.

The plan is implemented by the general education teacher.

After six weeks and using word reading lists to progress monitoring tool, he is making some progress but not enough

to close the gap.

The team adjusts the plan to include small group tutoring that includes direct instruction in

phoneme/grapheme instruction. The cycle starts again.

Third grade data team discovers one child who is 1.5 years delayed in his reading

ability. They analyze their data and determine that he is struggling with

decoding unknown words.

Example 2Student

InterventionTeam

The SIT team recommends a self-monitoring intervention and added visual supports (e.g. calendar, directions, etc.).

The plan is implemented by a school counselor and social worker with general

ed.

After 6 weeks and using a frequency chart to progress monitor, he has better

control in classes where he can move more often. Continues to struggle in

math.

The team adjusts the plan with intense focus during math time., increased visual

supports, and self-monitoring instruction. The cycle starts again.

Middle school SIT receives a referral on a student who is very disruptive in class. The major problem is lack of focus. Academics

are fine but very disruptive. The team collects data and determines that he is

struggling with attention.

Example 3Special team for a unique

situation

The special problem solving team decides to make a referral for special education based on the data. It is obvious that the physical disability is impacting learning and that they need specially designed

instruction (e.g. sign language or aural habilitation) that is beyond the scope of

general education.

Special Education becomes the problem solving team to determine eligibility and the

treatment plan

Child shows up from Peru with bi-lateral cochlear implants and no indication of

attending school. School pulls together a special problem solving team that includes the audiologist, nurse, general education teacher, ELL specialist, and a teacher of

the deaf and hard of hearing. They decide to collect additional data including a

hearing test, interview with the family, present levels using universal assessments

and screeners, etc

Example 4The IEP Team

The SPED team recommends classroom tier 2 intervention (small group phonics and double dose of guided reading) based on difficulty with both decoding and reading

comprehension. The plan is implemented by general education but monitored by special

education.

After 6 weeks and using a CBM (provided by special education) the child makes

tremendous progress and closed the gap.The Evaluation Report is completed

and determined to not qualify for Specially Designed Instruction.

Recommendations are made that general education continues to

monitor progress.

Parent provides the school with a private diagnosis of dyslexia and requests testing. The Special Education Multi-Disciplinary Evaluation team becomes the problem

solving team. School data indicates a delay in reading.

in Procedural Manual: The Colorado State Recommended IEP

We are

concerned about our daughter.

The school convenes a problem solving team to address concerns.

We would like our

daughter tested for

special education.

The school convenes a problem solving team to address concerns that is now monitored by special education. Start a referral and evaluate the referral.

Referrals

or

in Procedural Manual: The Colorado State Recommended IEP Referral Team

TEAM Participants MTSS Problem

Solving Multidisciplinary Evaluation Team IEP Team

IEP Revision Team

IEP Team for Transition

Parent E E E E E

General Education Teacher R R R R R

Special Education Teacher or Speech Language Pathologist O* R R R R

Individuals who can interpret results of an evaluation O R R R R

Special Education Director or designee O R R R R

Student **E E E E E

Bilingual Specialist- ELA-E,T or S (for all ELL Students) R R R R R

Community Service AgencyO O I O I

Related Services (Psy, SW, Nursing, OT/PT, SLP, etc) O R R I I

*If considering a referral, the special education teacher or SLP is required ** students 15 and older must participate in their IEP and Transition development

E- Essential; I- Must be invited to participate ; R- Required; O- Optional

14 in Procedural Manual: The Colorado State Recommended IEP

1. 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.

Review of Existing Data

Child Find and Referrals: Key Points

•Summary

Refe

rral Referrals

should indicate participation in the Multi-Tiered Systems of Supports

Refe

rral An

Evaluation Team reviews the referral and determines next steps

Refe

rral All

referrals require the same problem solving process; the teams might look different each time

Lunch BreakReturn by 12:30

Agenda: Day OneM

eet

You


Setting Norms

Course Overview


First 30 Days

State of the State

IEP Roles

IEP

Pro

cess MTSS

Child Find



IEP Development


Goals


Eli

gib

ilit

y D

ete

rmin

ati

on




Autism



Eff

ect

ive I

EP

Team

work

IEP Process: Multidisciplinary Evaluation Report•Objectives

Participants will understand that Evaluation Reports and Present Levels of Performance

are two reports with a different purpose.

Participants will understand that the purpose of an Evaluation Report is to determine if a

student qualifies.

Participants will understand that only areas of concern need to be addressed in an

Evaluation Report.

Initial Evaluation


Team Inquiry Cycle






Focused Screenings










Services Progress

Reporting

in Procedural Manual: The Colorado State Recommended IEP Evaluation Team



IEP Revision Team


Parent E E E E E





Student **E E E E E

Bilingual Specialist ELA- S, T, E (for all ELL Students) R R R R R


Related Services(Psy, SW, Nursing, OT/PT, SLP, etc) O R R I I



What Evaluation Report Present Level of

Performance (PLOP): Formally known as PLAAF

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?

Evaluation Report v. Present Level Performance Report

Discuss 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.

Multi-disciplinary Evaluation Reports

Shared secure site to

document individual

assessments and

interpretations.

Regularly schedule kid-talk meetings.

Only address areas of

concern. Not everyone

may need to be present.

Pre-meetings to document

everybody's finding


One person is designated as

the report writer; all

others share their

interpretations of the data .

Have DOTS install Lync on all your

computers so you can do a conference

call for folks who are in different

locations.

Schedule regular referral and re-evaluation pre-meetings with the Multidisciplinary Evaluation Team

Multiple students at one time

Determine if evaluation needed and areas of need

Create a time line of next steps

Schedule a evaluation writing meeting

Summarize results

Calibrate your message


But wait…What happens to our reports? Our reports help to rule out areas of concern. How will

we actually know if our area is an area of

concern without doing an evaluation and

documenting that on a report.

Evaluation Report

•Summary

Eva

luati

on Evaluation

reports and Present Level Report are separate with a different purpose

Eva

luati

on Evaluations only occur in the areas of concern. MTSS should help to indicate areas of concern.

Eva

luati

on Evaluations

are multi-disciplinary and address a suspected disability

Agenda: Day OneM

eet

You


Setting Norms

Course Overview


First 30 Days

State of the State

IEP Roles

IEP

Pro

cess MTSS

Child Find



IEP Development


Goals


Eli

gib

ilit

y D

ete

rmin

ati

on




Autism



Eff

ect

ive I

EP

Team

work


Predetermination

Professional Judgment

IEP Process: Determination of Eligibility •Objectives

Participants will understand the nuance of predetermination of a disability.

Participants will define professional judgment.



Team Inquiry Cycle






Focused Screenings










Services Progress

Reporting


Predetermination

Scenario One

In the evaluation report there is a statement made about the skills that the

student needs to work on, the intervention that the student will be receiving, and who will be providing

that intervention.

Scenario Two

IEP team had a

preparatory meeting prior to the IEP meeting with the parents to discuss

assessment results and prepare a draft IEP.

Which one is predetermination?

Universal Data

Formal Testing

Progress Monitoring

Screeners

Ethnographic Data



“If you can back up your decision with evidence it is using

professional judgment. If you cannot, then you are using intuition, not judgment.”

SPED Support Partners

Associate PartnersDiscipline Specific

Supervisor

Specialists

When in doubt…

Key Points: Determination of Eligibility

•Summary

Dete

rmin

ati

on

of

Dis

ab

ilit

y Predetermination can easily occur; keep all possible determination discussion in the determination of disability meeting

Dete

rmin

ati

on

of

Dis

ab

ilit

y Professional Judgment means making a decision based on a robust body of evidence not gut feelings D

ete

rmin

ati

on

of

Dis

ab

ilit

y When in doubt use your resources to assist.

Agenda: Day OneM

eet

You


Setting Norms

Course Overview


First 30 Days

State of the State

IEP Roles

IEP

Pro

cess MTSS

Child Find



IEP Development


Goals


Eli

gib

ilit

y D

ete

rmin

ati

on




Autism



Eff

ect

ive I

EP

Team

work

IEP DevelopmentIEP Meeting Agenda

Active Participation

IEP Process: IEP Development •Objectives

Participants will understand that an Individualized Education Plan is only

developed if the student qualifies.

Participants will explain how to increase parent and student participation in

Individualized Education Planning meetings.

IEP Development


Team Inquiry Cycle






Focused Screenings










Services Progress

Reporting


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 topics for review and discussion.

Copies of draft proposals should be provided to parents prior to the meeting.


•Determination of Eligibility▫Is the child eligible based on the

evaluation?▫If no, IEP is not developed.

•IEP Development▫Collaborative access and

specially designed instructional plan

▫For those who are eligible

in Procedural Manual: The Colorado State Recommended IEP Referral Team



IEP Revision Team


Parent E E E E E





Student **E E E E E

Bilingual Specialist ELA –E, T, S (for all ELL Students) R R R R R


Related Services (Psy, SW, Nursing, OT/PT, SLP, etc.) O R R I I




We are going to pass out a copy of a DPS suggested IEP agenda.

Three groups will get a different set of questions.

Group 1 Why have an agenda? Why would you want to start with future aspirations?

Group 2 What is the most effective way to share the present levels?

Group 3 Why not do the goals at the end of the meeting?

IEP Meeting Agenda


Sample IEP Meeting Agenda

1. Introduced IEP team participants2. State the purpose for the meeting3. Ask if parents have questions about procedural

safeguards, rights and responsibilities4. Discuss future aspirations (all) and post

secondary outcomes (secondary) 5. Present levels of academic achievement and

functional performance6. Determine and special factors7. Determined transition needs8. Develop annual goals9. Determine of accommodations and modifications10.Determine service delivery11.Determine placement in least restrictive

environment12.Distribute copies of IEP documents

Group 1Why have an

agenda?Why would you

want to start with future

aspirations?

Group 2 What is the most effective way to

share the present levels?

Group 3 Why not do the

goals at the end of the meeting?

Meeting Agenda


What is your

preference for the date and time of

the meeting ? Do you need an

interpreter? Other

accommodation?

How is your child going to change the world?

Parent Participation• If parent cannot attend, use other

methods, such as a conference call.

• Use several methods of contact: Call, e-mail, home visit, US mail, etc.

• If the parent does not show up after several methods, proceed and document.

• Make sure the parent understands the proceedings.

• Provide the parent with a questionnaire to complete about their child and allow the parent to share at the meeting.

http://www.imdetermined.org/youth

What does self-determination mean to you?




What strategies do you use as an IEP team to increase student participation in an IEP meeting?

Student Participation

http://www.imdetermined.org/one_pager

The One Pager




Download the ‘one pager’ from iamdetermined.com and complete it on your self. Be ready to share with the group.

Student Participation

http://www.imdetermined.org/student_involvement

Student-led IEP




Key Points: IEP Development

•Summary

IEP

D

eve

lop

men

t An agenda keeps the meeting organized and reduces potential problems

IEP

D

eve

lop

men

t Specific strategies to increase parent participation

IEP

D

eve

lop

men

t Specific strategies to increase student participation

Agenda: Day OneM

eet

You


Setting Norms

Course Overview


First 30 Days

State of the State

IEP Roles

IEP

Pro

cess MTSS

Child Find



IEP Development


Goals


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The necessary components of a Present Level Report

Present Level Report

IEP Process: Present Level of Performance •Objectives

Participants will understand that a present level of performance is only completed if the

student qualifies for an IEP.

Participants will know the elements to a present level of performance report.


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: Present Level of Performance

Each team will receive a copy of the Enrich PLOP and a set of guiding questions.

Sort the guiding questions into the most appropriate categories of the PLOP.


PLOP


Student’s strengths, personal interests,

achievements.

• What are the student’s academic strengths?

• What are the student’s developmental strengths?

• What are the student’s interests?

• What are the students significant personal attributes?

• What are the student’s accomplishments?

• What are the students aptitudes including post-secondary outcomes stated as an end result?

PLOP


Results of the most recent formal and informal

evaluation (could be a synthesis of the Evaluation

report).

• Describe the student- age, grade, disability (you can do this now because you have already determined eligibility)

• What is a summary of the evaluation report or recent evaluations including the interpretation?

• What was their progress towards previous IEP goals?

PLOP


Needs and impact of their disability on his/her involvement

and process in the general education curriculum

• What does the student need?

• What recommendations do you have for the student?

• What specially designed instruction does the student need?

PLOP

Key Points: Present Level of Performance•Summary

PL

OP Addresses

strengths, present levels and needs

PL

OP On all subsequent annuals, should address progress on IEP goals

PL

OP Is also a

multi-disciplinary report

FBA/BIP Clarification


Special Factors

IEP Process: Special Factors •Objectives

Participants will know when to use a Functional Behavior Assessment.

Participants will know when assistive technology is addressed on an IEP.

Participants will know when a bi-lingual specialist (ELA- E, S, or T) must be involved

in the process.

Participants will understand the body of evidence necessary for extended school year

services.


FBAs and BIPs

Functional Behavior Assessments and Behavior Intervention Plans

can be used at all levels of MTSS.

Could this student benefit from assistive technology?

Assistive Technology is not just for profound-needs students. Many mild-needs students could benefit from

AT.


• 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

• Exception: The term does not include a medical device that is surgically implanted or the replacement of such a device

AT Scavenger Hunt

Where is the form used to check out equipment? Click on the link and look at the AT request form.

Where is the IEP team worksheet? Click here and read through the steps to determine a which AT is most appropriate.

How do I set up Learning Ally for my student? Click here to look at the DPS Learning Ally website. Who is our Learning Ally Manager?

ESY Guidelines must be given to

parents at the year IEP meeting

Guidelines must be explained to

parents

Eligibility is based on regression and

recoupment and/or predictive

factors

Regression/ Recoupment

and/or Predictive facts that are

related to their IEP goals

Concrete Body of Evidence (not gut

feelings)

ESYRegression and Recoupment

Predictive Factors

Regression- refers to a decline in knowledge and skills that result from an interruption in education

• Type and Severity• Rate of Progress• Alternative

Resources• Behavior/Physical • Ability to interact

with non-disabled peers

• Curriculum that needs continuous reinforcement

• Vocational needs • Other relevant

factors

Recoupment is the amount of time it takes to regain the prior level of functioning

English Language Learners

Key Points: Special Factors

•Summary

Sp

eci

al

Fact

ors

FBA and BIP can be done at all stages of MTSS

Sp

eci

al

Fact

ors

AT and ESY should be considered for every IEP

Sp

eci

al

Fact

orsELL

Students require extra effort and time; Must include a bi-lingual specialist (ELA-E, S, or T)

Agenda: Day OneM

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Setting Norms

Course Overview


First 30 Days

State of the State

IEP Roles

IEP

Pro

cess MTSS

Child Find



IEP Development


Goals


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GoalsIEP Goals

IEP Process: Goals •Objectives

Participants will use goals as a road map for specially designed instruction.

Participants will elevate the importance of goals.

Participants will develop meaningful objective that provide the blueprint to

achieve the goal.


Turn and Talk

What is the purpose of a goal?

What role to goals play in specially

designed instruction?

Goals


Direct correspondence between present levels and needs

Consider the standards but not

written verbatim of the standards

Ages 15+ have annual goals and post-

secondary goals. Annuals goals have a direct link to the post-

secondary goal.

What will be accomplished in the

next 365 days?

What is the potential for learning and rate

of development?

What is needed to close the

achievement gap?

Requirements

Colorado Academic and Health Standards

Health Standards


Academic Standards

Literacy

CCSS EEO

Math

CCSSEEO

Science

EEO

Social Studies

EEO

Arts

World Language

s

PEMovement

Competence and

Understanding

WellnessPhysical and

Personal

WellnessEmotional and

Social

Prevention

Risk Managemen

t

The Standards

• 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?• Is it a SMART goal? (specific, measureable, attainable, results

driven or relevant, and time bound)

Your team will be given 4 goals. For each goal answer the following questions.

Discuss as a team the difference between the goals that answer these questions and those that do not answer these questions?

Goals that Provide a Road Map for SDI


Results-driven

Strategic

Describe an improvement from current level

Reflect an area of need related to progress in Gen Ed

PrioritizedSmart Goals

Describe conditions under which the student will perform

Measurable level of attainment


Improve reading comprehension

GOAL

Why isn’t the student at grade level? What is the root cause?

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

Objectives

TASK

Subtask

Subtask

Subtask

Subtask

Decode unknown

single-syllable words

Correctly answer

addition and subtraction

facts Identify r-

controlled, vowel teams, and bossy

e syllables

Identify open and closed syllables

Match the speech sounds of English to corresponding

graphemes

Identify the speech sounds of

English

Utilizes common fact strategies

(e.g. double plus, count one, etc. )

Addition: combines two sets; minus:

removes from one set

Counts forward or backward from

given number by1, 2, or 3

Finds numbers on a number line

Brush Teeth

Replaces cap and returns tooth

brush

Brushes teeth and rinses mouth

Unscrews cap on tooth paste;

squeezes ¾ inch of paste on brush

Steps for Task Analysis

Turns on water and wets bristles on toothbrush

TASK: Improve Reading Comprehension Skills

Decode multiple

syllable words

Identify their syllable types

Understand phoneme grapheme

relationships

Increase reading fluency

Read 80 words per

minute

Read 90 words per minute

Read 100 words per minute

Increase vocabulary

Develop morphological

awareness

Utilize reading comprehension

strategies

Use Self Monitoring

Use Visualization

Use Question generation

Steps for Task Analysis

Each team will be given one broad goal based on a state standard, a students grade level, their baseline of functioning, the root cause of their deficit, and a bunch of possible objectives

Determine the relevant objectives and then place the objectives in order from the most basic skills to the more advanced skill


Goals and Objectives

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Organize relevant ideas and details to convey a central idea or prove a point

Develop a topic sentence, transitions, key ideas and conclusion sentences to create a well-organized paragraph

Ensure subject-verb and pronoun-antecedent agreement.

Write multi-paragraph compositions that have clear topic development, logical organization, effective use of detail, and variety in sentence structure

Spell high-frequency words correctly

Include cause and effect, opinions and other opposing viewpoints in persuasive writing

Capitalize holidays, product names, and geographic names.

Develop text that explains a process; define a problem and offer a solution; or support an opinion

Print all upper- and lowercase letters.

Follows the recursive writing model to complete a writing task

Write complete simple sentences.

These become your objectives to the

goal.

Marie will write with focus,

organization and detail as measured

by the following objectives…

…all IEP goals must have short

term objectives orbenchmarks,

regardless of the disability.

In order to close the achievement gap and provide

a strong roadmap for

specially designed

instruction…


Progress reporting at least with

each report card cycle

All Colorado Standards are loaded to reference

Goal can be broad

Measureable element will be in the objective

Progress monitoring can be tracked directly in Enrich


Key Points: Goals and Objectives•Summary

Goals

Goals are based on the Colorado Academic and Health/PE standards

Goals

Goals are the roadmap or compass to the specially designed instruction

Goals Goals will

have measureable objectives starting in July 2014

Agenda: Day OneM

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Setting Norms

Course Overview


First 30 Days

State of the State

IEP Roles

IEP

Pro

cess MTSS

Child Find



IEP Development


Goals


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Accommodations and Modifications

Determining accommodations and modifications

IEP Process: Accommodations and Modification•Objectives

Participants will be able to find appropriate accommodations in the Colorado Department

of Education Accommodations manual.

• Allows student to complete the same assessment or assignment

Accommodations

• Adjustment to an assessment or assignment

Modification

Accommodations and Modifications

Accommodations Scavenger Hunt

Go to page 65

With one of your students in mind, choose one of the student characteristics.

Go to the respective table for that characteristic.

Look through the list of accommodations and determine which are appropriate for your student.

Key Points: Accommodations

•Summary

Acc

om

mod

ati

o nsEnrich will not

have checklists

Acc

om

mod

ati

o nsThe CDE

accommodations manuals provides guidance on selecting accommodations

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 include Speech Language, Motor, Health, Transportation, Assistive Technology, Mental Health, Interpreter, Braille, etc…

Service Delivery

Least Restrictive EnvironmentDetermining LRE


• With accommodations

• With modifications

• Supplementary aids

General Education?

• Inclusive services

Services in General Education

?

• Resource Room

Services outside General

Education? • Center Based Programing

Services in a

Special Classroo

m?

• Out of District

Services in a Special School?

PLACEMENTLocation is determined by the SPED Director

LRE Process

IEP Implementation


Team Inquiry Cycle






Focused Screenings










Services Progress

Reporting


Summary

Preview of Tomorrow

Evaluation

Wrap-up

District focus on closing the

achievement gap and the IEP is the

compass to guide achievement.

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.

Key Ideas for Day One

Effective team work is going to by critical

in moving forward with the shifts in practice under

ECEA.

Agenda: Day TwoM

eet

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Setting Norms

Course Overview

State of the State


IEP

Pro

cess MTSS

Child Find

Referrals


Determination of Disability

IEP Development


Goals


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Questions?

the exceptional children’s education act day one orientation to special education special...

Documents

special education slide

iep goal

disability goal

new iep system goal

days state

setting norms norm

multiple resources

team introductions