The Exceptional Children’s Education Act General Education Version Fall 2014.

The Exceptional Children’s Education Act

General Education Version

Fall 2014

Agenda: General Education Version

Meet

You

r Team State of the

State

Understanding IEP Roles

IEP

Pro

cess MTSS

Child Find

Referrals

Goals

Accommodations, Services, and LRE

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Intellectual Disability

Other Health Impairment

Serious Emotional Disability

Autism

Specific Learning Disability

Other Disabling Conditions

Eff

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EP

Team

work

Yes we do make a difference!

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


Meet

You

r Team State of the

State

Under- standing IEP Roles IE

P P

roce

ss MTSS

Child Find

Referrals

Goals


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Jigsaw: Your table will be given the Roles of IEP team Members (Gen. Ed, Para, School Admin, SPED) 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?


Meet

You

r Team State of the

State

Under- standing IEP Roles

IEP

Pro

cess MTSS

Child Find

Referrals

Goals


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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?

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?

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





Meet

You

r Team State of the

State


IEP

Pro

cess MTSS

Child Find

Goals


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Team

work

Child Find and Referrals

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

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


Meet

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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

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

Page 23-24 in Procedural Manual: The Colorado State Recommended IEP

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

24 in Procedural Manual: The Colorado State Recommended IEP

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

…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…

Goals and Objectives

Example of a Standards Based IEP Goal with measureable objectives

Angela will improve her expository text comprehension levels by citing textual evidence to

support analysis of text to a 5th grade level as measured by the following objectives…

Angela will ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers from 1/5 of the time to 5/5 times on 3rd grade text as measured by retell progress monitoring.Angela will refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text from 0/5 of the time to 5/5 times on 4th grade text as measured by retell progress monitoring. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text from 0/5 of the time to 5/5 times on 5th grade text as measured by retell progress monitoring.


Meet

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• Allows student to complete the same assessment or assignment

Accommodations

• Adjustment to an assessment or assignment

Modification

Accommodations and Modifications


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Specific Disabilities

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To be eligible as a child with an Intellectual Disability, there must be evidence of criteria in each of the following areas:

• Cognitive, and• Adaptive Skills, and• Academic

ID Eligibility Criteria

Must meet all four conditions listed below:

1. Have a chronic or acute health condition.

2. The health condition must cause limited strength, vitality, or alertness due to chronic or acute health problem.

3. Educational performance must be adversely affected by the health condition.

4. The health condition must create a need for specially designed instruction.

OHI Eligibility Criteria

Serious emotional disability means a condition exhibiting one or more of the following characteristics over a…

long period of time and to a

marked degree

Six+ months

Significant

difference

Serious Emotional Disability Eligibility

An Autism Spectrum Disorder prevents the child from receiving reasonable educational benefit from general education as evidenced by at least one characteristic in each of the following three areas:

• The child displays significant difficulties or differences or both in interacting with or understanding people and events.

Social • The child displays significant

difficulties or differences which extend beyond speech and language to other aspects of social communication, both receptively and expressively.

Communication

• The child seeks consistency in environmental events to the point of exhibiting significant rigidity in routines and displays marked distress over changes in the routine, and/or has a significantly persistent preoccupation with or attachment to objects or topics.

Repetitive Activities and

Restricted Interests

Eligibility Criteria: ASD

Is there an academic

skill deficit?

Did they make sufficient

progress to scientific research-

based intervention?

Eligibility Criteria: SLD

Oral Expression and Listening Comprehension Teacher present him to

her problem solving team. They suggest a picture

vocabulary screener. He only knows 15/100 words.

There were about 5 students in all

kindergarten classes who needed to work on

vocabulary. A group was formed. They are using

Direct Instruction from a trained paraprofessional.

Every week the kids are tested on their new

vocabulary • Stevie• Week 1: 15/100• Week 2: 17/100• Week 3: 20/100• Week 4: 15/100

The rest of the kids catch up and have

100/100 in 4 weeks. New approach is tried with games, repetition

and one-on-one instruction.

• Week 5: 17/100• Week 6: 20/100• Week 7: 22/100• Week 8: 15/100

He is not making progress and is

referred to special education for testing.

Kindergarten• Stevie doesn’t talk much • Struggles with recall • Writing is mostly scribbles

Reading Comprehension Cathy is a 4th grader at an elementary schools. She has excellent decoding and spelling skills. She can figure out any unknown word presented to her on a sheet of paper. She is struggling with retelling a story she recently read. She is 100% accurate in her reading but recall of basic facts in the story is very poor.

Her classroom teacher consulted with her fellow colleagues to help her in deciding on how to intervene. They each have one or two students who also struggle with the same skills. They decide to pull this group of kiddos and do a double dose of guided reading with a focus on strategies to improve retell skills. Once the retell skills are in place they want to focus on higher level reading comprehension skills.

They decide to pull this group of kiddos and do a double dose of guided reading with a focus on strategies to improve retell skills. Strategies such as visualizing and connecting the reading to past experience are the focus. Once the retell skills are in place they want to focus on higher level reading comprehension skills.

They decide to focus on the re-tell portion on DIBELS oral reading fluency. This is her progress monitoring. Grade level expectation for spring is 33 words for retell.

Probe 1 13 words for retellProbe 2 22 words for retellProbe 3 22 words for retell Probe 4 29 words for retellProbe 5 33 words for retellProbe 6 35 words for retell

Cathy made tremendous progress towards improving her retell. The team decided that the next step for her is to focus on the higher level skills. They continued to progress monitor using the retell portion of the ORF to make sure she doesn’t regress in her skill development. After three more weeks of intervention, she returned to the general education curriculum full time.

Written Expression Israel is a 8th grader who has scored unsatisfactory on all writing benchmarks and tcap assessments for the past three years. Handwriting and spelling are not issues for him. He struggles with translation of oral grammar into written grammar.

The English teacher noticed that there was a lot of students in his class who wrote how they talked and seemed to be unaware of the need for grammar application in their writing.

This teacher decides to do a small group instruction with this group of students on grammar. He teaches parts of speech, phrases and clauses, sentence types and basic paragraph structure. Israel is a part of this group. Each week all students do a short constructed response to a topic.

The teachers using a writing rubric to grade the responses. He just looks at Israel's Mechanics score on the writing rubric. This is a four point rubric. He has scored a 1 on all of the responses for the first four weeks of writings. Frustrated, he approaches the special educator with suggestions on what he can do. After reviewing the responses, the special educator suggests that the teacher uses a writing CBM. Israel's writing did show improvement but the writing rubric is not a sensitive enough tool to reflect the growth. The special education teacher also suggests some progressive grammar strategies such as sentence combining and sentence coding's.

The English teacher goes back and tries a second round of intervention. This time he implements the two grammar strategies and uses the Writing CBM. Since Spelling is not a concern he only looked at the Total Words Written and the Correct Writing Sequence. For an 8th grader their CWS should be 56 and their TWW should be 64.

Baseline Probe: TWW -12- gap 5.3; CWS-5- gap 11.2

Probe 1: TWW- 15- gap 4.2; CWS -9- gap 6.2 Probe 2: TWW- 19- gap 3.3; CWS- 14- gap 4.0Probe 3: TWW- 17- gap 3.7; CWS- 12- gap 4.6Probe 4: TWW- 22- gap 2.9; CWS- 18- gap 3.1Probe 5: TWW- 25; gap 2.6; CWS- 17- gap 3.2Probe 6: TWW- 25; gap 2.6;CWS- 20- gap 2.8

Other Low Incidence Disabilities • Multiple Disabilities- Must have ID and another area of

concern• Developmental Delay- for young children when a clear

disability cannot be determined due to age or other factors

• Deaf and Hard of Hearing- Determine by the audiologist and teacher of the deaf and hard of hearing

• Visual Impairment- Determine by the teacher of the visually impaired

• Deaf Blind• Orthopedic Impairment- consult with motor therapist• Speech Language Impairment- determine by the SLP• Traumatic Brain Injury- consult with nurse, mental

health, and other relevant personnel


Meet

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r Team State of the

State


IEP

Pro

cess MTSS

Child Find

Goals


Eli

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Specific Disabilities

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Team

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Team

Work

Systematic

Supportive

Professional

PurposefulCollaborative

Skill Based

Reflective

District focus on closing the

achievement gap and the IEP is the

compass to guide achievement.

MTSS is required for all disabling

conditions and is a critical element of the

inquiry process.

General education teachers are critical

members of the problem solving teams

The state has now criteria to qualify

students for a disability that is

better aligned with federal guidelines

It is everyone’s job to work towards IEP

goals and implement the appropriate

accommodations.

Every IEP is individual and the

process must reflect this individualization.

Key Ideas

Effective team work is going to by critical

in moving forward with the shifts in practice under

ECEA.

The Exceptional Children’s Education Act General Education Version Fall 2014.

Documents

Transcript of The Exceptional Children’s Education Act General Education Version Fall 2014.