Transcript Day 2 PPT - Idaho Training Clearinghouse

New Special Education
Teacher Training (NSETT)
Day 2
October 2013
NSETT Purpose
Provide participants with:
• Available resources and supports
• Review of key IDEA compliance
requirements
• Examples of compliance to practice
• Opportunity for practice, networking,
questions, and reflection
Rules of the Road
Breaks
Cell Phones
Parking Lot ?s
Agenda
Day 1
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Structure of Support
Getting Started Binder
Framework for Teaching
Special Education
Process
– Child Find
– Referral to Consider SpEd
Evaluation
– Written Notice and Consent
– Evaluation and Eligibility
Day 2
• IEP Development
– IEP Team
– Present Level of
Performance
– Goal
– Services
– Accommodations/
Adaptations
– Written Notice and
Consent
Training Norms
• This training is yours and its success depends largely
on you.
• Enter into the discussion enthusiastically.
• Contribute positively to the discussion.
• Confine your discussion to the topic.
• Only one person at a time should talk.
• Be patient with others.
• Appreciate the other person’s point of view.
• Listen to others. Listening is an art.
Special Education Process
Individualized Education
Program (IEP)
• A written document developed for an eligible
student with a disability to document the
specially designed instruction and related
services to be provided
• A product of collaboration among the IEP team
members who:
– Identify unique needs of the student
– Plan the special education services to meet the
unique needs of the student
Developing the IEP:
• The IEP Team will consider:
– The strengths of the student
– Concerns of the parents and/or adult student for
enhancing the education of the student
– Results of the initial or most recent evaluation
• e.g., data collected during the implementation of the
previous IEP/IFSP can serve as “recent evaluation”
– Academic, functional, and developmental needs
– Social/Emotional needs
– Behavioral needs
The IEP Team
• *Parent and/or adult student
• *General Education Teacher
• *Special Education Teacher/Service Provider (e.g. SLP for a
Speech only student)
• *District Representative
• Student
• Related Service Provider(s)
• Individual who can interpret evaluation results and implications
(e.g., School Psychologist, SLP, Nurse, etc.)
• Other:
– Transition agencies (secondary and preschool)
– Individuals with knowledge/expertise
An IEP meeting is held:
• Annually (prior to the expiration date of the previous
IEP)
• Within 30 calendar days after an initial evaluation that
finds a student eligible for special education
• To consider revision to the IEP
• At the request of any IEP Team member
• To review and/or develop a Behavior Intervention Plan
• To address discipline requirements
IEP Meeting Invitation
• Schedule the meeting at a mutually agreed
upon time with the parents and/or adult student
and the district
• The invitation shall include:
– Purpose, time, and location
– Who will be attending or invited
– Information informing the parents that they have the
right to bring other people to the meeting
• Provide a copy of the Procedural Safeguards
Notice (at least annually)
IEP Cover Sheet
• All IEPs shall include:
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Date of the IEP Meeting
General demographic information
Student’s full (legal) name, birth date, grade
Native language
Ethnicity
Birth date and age
Identification Number
Name, address, phone number, native language of
parent(s)
The IEP Cover Sheet Documents:
• IEP Team attendance and participation
– Documentation of who did or did not attend meeting
– Does not reflect agreement or disagreement
• Required Members:
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Parent and/or Adult Student
Special Education Teacher/Service Provider
General Education Teacher
District Representative
Individual to interpret evaluation results/implications
“You Do It”
File Review Activity
- Look at the first page of the IEP you have
brought with you. Does it satisfy the criteria
for a compliant cover sheet?
- Would you change anything?
Present Level of Performance
(PLOP)
• Identifies the present levels of academic achievement
and functional performance in an area of need (Note:
IDEA uses the term “Present Level of Academic and
Functional Performance”)
• Provides a brief but clear description of the students
educational and/or functional skills using a measurable
“baseline” that is directly related to an annual goal
PLOP Components:
• Tell how the student’s disability effects his/her
involvement and progress in the general
education curriculum
• Are written in objective, measureable terms
• Show a direct relationship to other components
of the IEP (goals, special education services,
LRE determinations, etc)
• Provide a baseline for goal development
• Reference Idaho Core Standards
General Education Content
Standards
• Idaho Core Standards
– English/Language Arts and Math
• Idaho eGuidelines (Early Childhood)
• Basic Workplace Competencies
• Idaho Health Content Standards
“You Do It”
File Review Activity
• Look at the PLOP for at least one of the goals
in the IEP you have brought with you.
• Does it satisfy the criteria for a PLOP?
• Would you change anything?
Goals
• Written, measurable statements that describe
what a student is reasonably expected to
accomplish within the time period covered by
the IEP (typically 1 year)
• Written to enable the student to be involved in
and make progress in the general education
curriculum and meet other education needs
that result from the disability
Components of a Measurable
Annual Goal
• Begins with baseline measurement stated in
the PLOP
• Includes the behavior, the performance
criteria, and the evaluation procedure
• Includes a condition if needed for clarification
When do you need to add objectives/benchmarks to a
goal?
Behavior and Conditions
• Behavior: (target skills) clearly identifies the performance that is
being monitored
– It represents an action that can be directly observed and
measured.
• Conditions: specify the manner in which progress toward the goal
occurs.
– Conditions describe the specific resources that must be present
for a student to reach the goal. The condition of the goal should
relate to the behavior being measured.
– For example, a goal relating to reading comprehension may
require the use of a graphic organizer. The graphic organizer is
the condition.
Criteria, Procedure and
Schedule
• Criterion: identifies how much, how often, or to what
standard the behavior must occur in order to
demonstrate that the goal has been achieved
– The goal criterion specifies the amount of growth that is
expected.
• Procedure: identifies how the behavior and criteria are
documented
• Timeframe: (Schedule) identifies the amount of time in
the goal period and is usually specified in the number of
weeks or a certain date for completion.
Progress Monitoring
• Progress Monitoring is a scientifically based practice
that is used to assess a student’s academic and/or
behavioral performance and evaluate the effectiveness
of instruction.
• There are a variety of ways that this can be done, and
how you collect the data will depend on the goal.
• Measurable academic achievement, developmental,
and functional annual goals are written to enable the
student to be involved in and make progress in the
general education curriculum and to meet other
educational needs that result from the disability.
“You Do It”
File Review Activity
• Look at a goal in the IEP you have brought with
you.
• Does it satisfy the criteria for a compliant goal?
• Would you change anything?
Reporting Progress Toward
Goals to Parents and/or
Adult Student
• The IEP includes a statement describing how
and when progress toward goals is measured
and reported.
– This statement includes both:
• how the progress will be measured
• when and how progress will be reported to the
parents and/or adult student
Reporting HOW…
• A description of how parent and/or adult
student will be informed of the student’s
progress toward the annual goals, including
whether progress is sufficient for student to
achieve goal
– What has been mastered so far?
– What is currently being taught or practiced?
– Will the student meet the goal within the specified
time frame?
Reporting WHEN…
“You Do It”
File Review Activity
• Look at how you are reporting progress to
parents.
• Does the statement include the how and
when of reporting progress?
• Is there anything you would change?
Special Education and
Related Services
• Special education includes specially designed
instruction (SDI) to meet the unique needs of
the student.
• Related services are services required to assist
a student with a disability to benefit from
special education as described in the IEP.
Special Education and
Related Services
• These services might include:
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Audiology
Speech Therapy
Language Therapy
Psychological Services
Physical Therapy
Occupational Therapy
Social Work Services
Supports for school staff
Behavior Intervention
Special Education and
Related Services
• Include:
– Description
– Location
– Duration
– Frequency
– Start and End Dates
• Show a direct relationship to the other components of
the IEP
• Statement of Service Delivery
School-Based Medicaid
• Changes in services this year
• Information and Webinars on Idaho Training
Clearinghouse
– Communities – School-Based Medicaid
• Ask for guidance from your district
Find the Mistake
“You Do It”
File Review Activity
• Look at the IEP Services Grid you have
brought with you.
• Does it satisfy the criteria for compliance?
• Would you change anything?
Transportation
• Transportation is a related service if special
arrangements resulting from the student’s disability
are required to assist a student with a disability to
benefit from special education.
• IEP team considers need
– Does the student’s disability prevent him/her from
using same transportation as students without
disabilities?
Extended School Year
Limited English Proficiency
Hearing and Vision Impairment
“You Do It”
File Review Activity
• Look at your IEP Services and Other
Considerations form.
• Does it satisfy the criteria for compliance?
• Would you change anything?
Accommodations
Accommodations: Idaho Definition
• Changes in the curriculum, instruction, testing
format, or procedures enabling students with
disabilities to participate in a way which allows
them to demonstrate their abilities rather than
disabilities
Accommodations
•Categories of accommodations:
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Presentation
Response
Timing/scheduling
Setting
•“Accommodation Wheel”
Accommodations Examples
• Response accommodations:
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Scribe
Word processor
Tape recorder
Responding in test booklet (not on answer sheet)
Monitoring of test response, if answer sheet is used
Calculator
Spelling and grammar checker
Braille
Adaptations
Adaptations: Idaho Definition
• Changes to the curriculum, instruction, or
assessments that fundamentally alter the
requirements, but that enable a student with
an impairment that significantly impacts
performance an opportunity to participate
Adaptations Examples
• Fewer concepts to be mastered
• Different test questions
• Material at a different reading level
Documenting Accommodations
and/or Adaptations in the IEP
• IEP Accommodations Pages
–Form 410d Classroom and
Statewide Assessment
Participation
Federal and State Law
Federal and state laws require all students with disabilities
be included in all statewide and district wide assessments.
IEP Teams must address:
• Need for accommodations and/or adaptations to facilitate
student access to grade-level instruction and statewide
assessments
• Use of alternate assessments to assess the achievement
of students who cannot participate in general assessment
Eligibility for a student to take the IAA: The student
must meet all of the criteria listed below for the IEP Team
to determine that the student is eligible to participate in an
alternate assessment:
a) The student’s demonstrated cognitive ability and adaptive
behavior prevent completion of the general academic
curriculum even with program accommodations and/or
adaptations;
b) The student’s course of study is primarily functional-skill and
living-skill oriented (typically not measured by state or district
assessments); and
c) The student is unable to acquire, maintain, or generalize skills
(in multiple settings) and to demonstrate performance of these
skills without intensive and frequent individualized instruction.
“You Do It”
File Review Activity
• Look at the IEP Accommodations page you
have brought with you.
• Does it satisfy the criteria for compliance?
• Would you change anything?
Behavior
FAPE and LRE
• IEP team explains the extent to which the
student will not participate in the general
education classroom, curriculum, or extra
curricular/non-academic activities.
• The IEP includes a written explanation
justifying the team’s decision.
• LRE statement aligns to Service Page
“You Do It”
File Review Activity
• Look at the LRE Placement and Educational
Environment page you have brought with you.
• Does it satisfy the criteria for compliance?
• Would you change anything?
Consent for Initial Provision of
Special Education and Related
Services
.Consent for initial provision of special education
and related services:
– Parental consent for the initial provision of special
education and written notice for the implementation
of the IEP are required
“You Do It”
File Review Activity
• Look at your IEP LRE Placement and Written
Notice Forms.
• Do they satisfy the criteria for compliance?
• Would you change anything?
Reflection
Day 2 Agenda
• IEP Development
– IEP Team
– Present Level of Performance
– Goal
– Services
– Accommodations / Adaptations
– Written Notice and Consent
Thank You!
Thank you for the commitment you
have made to teach children with
disabilities in Idaho.
• http://www.youtube.com/watch?v=Tlp
7UvLvqXI