The Exceptional Children’s Education Act

The Exceptional Children’s Education Act

Day OneSpecial Education Procedures

Summer 2014

Welcome!

Name

School or Worksite

Name

A Unique Fact about

You

Agenda: Day One

Mee

t You

r Te

am Introductions

Setting Norms

Course Overview

State of the State

Understanding IEP Roles

IEP

Proc

ess

MTSS

Child Find

Referrals

Multidisciplinary Evaluation Reports

Determination of Disability

IEP Development

Multidisciplinary PLOP and Special Factors

Goals

Accommodations, Services, and LRE

Elig

ibili

ty D

eter

min

atio

n

Intellectual Disability

Other Health Impairment

Serious Emotional Disability

Autism

Specific Learning Disability

Other Disabling Conditions

Effe

ctiv

e IE

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ork

Setting Norms•Norm One•Norm Two•Norm Three

What does this look like to

you?

Page numbers to key documents are indicated in the upper right-hand corner.

KeySymbol Meaning

Something new or changes in procedures

Requires effective teamwork

Task

Difference between Enrich and Encore

Agenda: Day One

Mee

t You

r Te

am Introductions

Setting Norms

Course Overview

State of the State


IEP

Proc

ess

MTSS

Child Find

Referrals



IEP Development


Goals


Elig

ibili

ty D

eter

min

atio

n




Autism



Effe

ctiv

e IE

P Te

amw

ork

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 One

Mee

t You

r Te

am Introductions

Setting Norms

Course Overview

State of the State


IEP

Proc

ess

MTSS

Child Find

Referrals



IEP Development


Goals


Elig

ibili

ty D

eter

min

atio

n




Autism



Effe

ctiv

e IE

P Te

amw

ork

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

1994

Procedure 2001 Procedure1999

guidelines

ECEA 2004

IDEA2004

ECEA2014

ECEA Overview/ObjectivesGoal One: Goal Two:

Goal Three: Goal Four:

Utilize the note-catcher to organize

your thoughts and

remember your

questions!

Frantum-Allen, Robert

not sure why this is here again other than to remind them to fill it in, howver I don't think there is anything significant yet to fill in

Agenda: Day One

Mee

t You

r Te

am Introductions

Setting Norms

Course Overview

State of the State


IEP

Proc

ess

MTSS

Child Find

Referrals



IEP Development


Goals


Elig

ibili

ty D

eter

min

atio

n




Autism



Effe

ctiv

e IE

P Te

amw

ork

IEP RolesObjectives

Participants 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

Rol

es a

nd R

espo

nsib

ilityEach team

member has a specific role

Rol

es a

nd R

espo

nsib

ilityKnowing the roles can improve team effectiveness

Rol

es a

nd R

espo

nsib

ilityTeams can

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

Agenda: Day One

Mee

t You

r Te

am Introductions

Setting Norms

Course Overview

State of the State


IEP

Proc

ess

MTSS

Child Find

Referrals



IEP Development


Goals


Elig

ibili

ty D

eter

min

atio

n




Autism



Effe

ctiv

e IE

P Te

amw

ork

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

ContinuumAdapted 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://rti.dpsk12.org/

http://rti.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

MTS

SMTSS incorporates RTI and PBIS M

TSS In DPS the

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

MTS

SDPS has provided resourced for all problem solving teams on the inquiry cycle

Agenda: Day One

Mee

t You

r Te

am Introductions

Setting Norms

Course Overview

State of the State


IEP

Proc

ess

MTSS

Child Find

Referrals



IEP Development


Goals


Elig

ibili

ty D

eter

min

atio

n




Autism



Effe

ctiv

e IE

P Te

amw

ork

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

IEP RolesObjectives

Participants 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 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

ReferralsPage 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 Agency O 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

Ref

erra

lReferrals should indicate participation in the Multi-Tiered Systems of Supports

Ref

erra

lAn Evaluation Team reviews the referral and determines next steps

Ref

erra

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

Agenda: Day One

Mee

t You

r Te

am Introductions

Setting Norms

Course Overview

State of the State


IEP

Proc

ess

MTSS

Child Find

Referrals



IEP Development


Goals


Elig

ibili

ty D

eter

min

atio

n




Autism



Effe

ctiv

e IE

P Te

amw

ork

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

Verses Evaluation Report and

Present Level of Performance were located in the same place.

Evaluation Report and Present Level of Performance are separate because they have a different purpose. You don’t do a Present Level Report if you don’t qualify.

Evaluation

And

Present Levels

Evaluation

Present Levels

To determine eligibility

To create specially designed

instruction





Parent 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? What recommendations do you have?

Evaluation Report v. Present Level 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

Evaluation Report v. Present Level Performance Report


Important Concept

Documentation of evaluation has many elements. The actual evaluation report is

one of the elements.

Others include…• Strengths• Determination of

Disability (disability checklist)

• Adverse effects• Services (on LRE if

they qualify)

Recommendations are not documented in

the Evaluation Report

Elements•Evaluation Report

▫Document assessments, dates, and results

▫Analysis of the raw evaluation data

•Present Level Report▫Synthesis of the evaluation▫Specially Designed Instruction

Plan▫Progress on goals

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.

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

luat

ionEvaluation

reports and Present Level Report are separate with a different purpose

Eva

luat

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

Eva

luat

ionEvaluations

are multi-disciplinary and address a suspected disability

Agenda: Day One

Mee

t You

r Te

am Introductions

Setting Norms

Course Overview

State of the State


IEP

Proc

ess

MTSS

Child Find

Referrals



IEP Development


Goals


Elig

ibili

ty D

eter

min

atio

n




Autism



Effe

ctiv

e IE

P Te

amw

ork

Determination of Eligibility

Predetermination

Professional Judgment

IEP Process: Determination of Eligibility •Objectives

Participants will understand the nuance of predetermination of a disability.

Participants will define professional judgment.

Determination of Eligibility


Team Inquiry Cycle






Focused Screenings










Services Progress

Reporting

Page 10 in Procedural Manual: The Colorado State Recommended IEP

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 and MHASupport Partners

Associate PartnersSpecialists

When in doubt…

Key Points: Determination of Eligibility•Summary

Det

erm

inat

ion

of D

isab

ilityPredeterminati

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

Det

erm

inat

ion

of D

isab

ility

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

Det

erm

inat

ion

of D

isab

ility

When in doubt use your resources to assist.

Lunch BreakReturn by 12:30

Agenda: Day One

Mee

t You

r Te

am Introductions

Setting Norms

Course Overview

State of the State


IEP

Proc

ess

MTSS

Child Find

Referrals



IEP Development


Goals


Elig

ibili

ty D

eter

min

atio

n




Autism



Effe

ctiv

e IE

P Te

amw

ork

IEP DevelopmentIEP Meeting Agenda

Active Participation

Roles

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 preliminary recommendations for review and discussion.

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

Determination of Eligibility•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





Parent 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 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

Dev

elop

men

t An agenda keeps the meeting organized and reduces potential problems IE

P D

evel

opm

ent Specific

strategies to increase parent participation

IEP

Dev

elop

men

t Specific strategies to increase student participation

Agenda: Day One

Mee

t You

r Te

am Introductions

Setting Norms

Course Overview

State of the State


IEP

Proc

ess

MTSS

Child Find

Referrals



IEP Development


Goals


Elig

ibili

ty D

eter

min

atio

n




Autism



Effe

ctiv

e IE

P Te

amw

ork

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

PLO

PAddresses strengths, present levels and needs

PLO

POn all subsequent annuals, should address progress on IEP goals

PLO

PIs also a multi-disciplinary report

FBA/BIP Clarification

Assistive Technology

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.

in Procedural Manual: The Colorado State Recommended IEP 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.

Assistive Technology

• 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

Spec

ial F

acto

rs FBA and

BIP can be done at all stages of MTSSSp

ecia

l Fac

tors

AT and ESY should be considered for every IEP

Spec

ial F

acto

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

Agenda: Day One

Mee

t You

r Te

am Introductions

Setting Norms

Course Overview

State of the State


IEP

Proc

ess

MTSS

Child Find

Referrals



IEP Development


Goals


Elig

ibili

ty D

eter

min

atio

n




Autism



Effe

ctiv

e IE

P Te

amw

ork

GoalsIEP Goals

IEP Process: Special Factors •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

TIVE

SObjectives

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

Goa

ls Goals are

based on the Colorado Academic and Health/PE standards

Goa

ls Goals are

the roadmap or compass to the specially designed instruction

Goa

lsGoals will have measureable objectives starting in July 2014

Agenda: Day One

Mee

t You

r Te

am Introductions

Setting Norms

Course Overview

State of the State


IEP

Proc

ess

MTSS

Child Find

Referrals



IEP Development


Goals


Elig

ibili

ty D

eter

min

atio

n




Autism



Effe

ctiv

e IE

P Te

amw

ork

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

Verse

s Accommodations and modifications were

checked off

You must determine the most appropriate accommodations and modifications and type them in. 3-4 high impact accommodations are usually adequate.

Checklist

Use the CDE accommodations manual for

guidance.

If the accommodation is considered assistive technology, indicate it in the special factors .

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

Acco

mm

odat

ionsEnrich will not

have checklists

Acco

mm

odat

ionsThe 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 Two

Mee

t You

r Te

am Introductions

Setting Norms

Course Overview

State of the State


IEP

Proc

ess

MTSS

Child Find

Referrals



IEP Development


Goals


Elig

ibili

ty D

eter

min

atio

n




Autism



Effe

ctiv

e IE

P Te

amw

ork

Questions?

The Exceptional Children’s Education Act

Documents

Transcript of The Exceptional Children’s Education Act