Transcript ISIC Presentation Template

Meeting the Needs of
Diverse Learners:
•
•
•
•
LAT teams
COST teams
SST teams
IEP teams
We innovate and transform
learning to inspire
excellence.
Language Appraisal Team:
Language Delays v. Learning
Delays
“The Language Appraisal Team (LAT) ensures that appropriate
instruction, support and intervention strategies are provided to
accelerate the language progress of all English Learners (ELs) including
Long Term English Learners (LTELs) and avoid over-identification for
special education services. The LAT also ensures that Reclassified Fluent
English Proficient (RFEP) students continue to make progress and
achieve academic proficiency after reclassification.”
Source: LAT Handbook
We innovate and transform
learning to inspire
excellence.
Purpose of the LAT
Adapted from Sprague & Walker, 2004
3 Tiered
Approach to
Intervention
Targeted/
Intensive
(3-5%)
(High-risk students)
Individual Interventions
*Intensive Interventions
*Increased Frequency and Duration
*SST Meetings
*Additional Follow-up SST Meetings
*Case Management
Selected
(At-risk Students)
Classroom, Family, & Small
Group Strategies
*COST Team Meetings
*Individual Student Plans
*Instructional Supports
*Documentation & Monitoring
(10-20% of students)
Universal
(All Students)
School-wide, Culturally Relevant
Systems of Support
(75-85% of students)
*Incentive Programs
*Clear Expectations
*Positive School Climate
*Instructional program
*LAT Team Meetings
* Asset Building
LAT Referral Process:
We innovate and transform
learning to inspire
excellence.
Tier 1 Intervention
Source: LAT Handbook 2013-2014
• Monitoring the Academic and Linguistic Progress of English
Learners
• Recommending Interventions for English Learners
(preferably before COST/SST referral)
• Reviewing Progress of ELs in Meeting Reclassification
Criteria
• Monitoring Progress of RFEPs and Recommending
Interventions
• Providing Guidance for ELD Setting and Instructional
Strategies for LTELs
We innovate and transform
learning to inspire
excellence.
LAT Monitoring Functions
LAT Membership
7
LAT Membership
Role and Responsibilities of Parent/Legal Guardian
• Advocate on behalf of the student
• Provide input regarding the student’s personal background and any
additional information about the child that may assist the LAT in
making informed decisions, including the student’s language history
• Invite additional individuals for support, if desired
• Work together with the team to continue to support their child’s
progress
• NOTE: Due to student confidentiality, the school will only invite the
parent/guardian of the student being considered.
8
We innovate and transform
learning to inspire
excellence.
LAT Handbook Resources
We innovate and transform
learning to inspire
excellence.
LAUSD Students with Disabilities (SWD)
82,765*
% of LAUSD students with disabilities
13%
% of students with Specific Learning Disability (SLD)
47%
SWD Basic or above on
CST English Language Arts (2013)
43%
SWD Basic or above on
CST Mathematics (2013)
38%
SWD graduated with a high school diploma
in 2011-12
49%
* Increase of 550 students from 2011-12
Data based on CASEMIS and LAUSD MyData
We innovate and transform
learning to inspire
excellence.
Who are our students with disabilities?
English Learners in LAUSD
LAUSD Total
Students
Students with
Disabilities
655,494
82,765
Total ELs
170,797
Total EL SWD
36,936
26%
45%*
*More than 90% of LAUSD EL SWD are LTELs
2011-12
We innovate and transform
learning to inspire
excellence.
• Students with disabilities can still learn language
• The disability may impact the language learning,
but they still need access to language
development
We innovate and transform
learning to inspire
excellence.
Disabilities & Language
We innovate and transform
learning to inspire
excellence.
We innovate and transform
learning to inspire
excellence.
DEFINING THE ACRONYMS
COST
Coordination of Services Team
SPECTRUM OF INTERVENTION
Attendance
Supports
Attitude
Successful
Student
Academic
Supports
behavior
social-emotional
Supports
Adapted from Sprague & Walker, 2004
3 Tiered
Approach to
Intervention
Targeted/
Intensive
(3-5%)
(High-risk students)
Individual Interventions
*Intensive Interventions
*Increased Frequency and Duration
*SST Meetings
*Additional Follow-up SST Meetings
*Case Management
Selected
(At-risk Students)
Classroom, Family, & Small
Group Strategies
*Team Meetings (COST)
*Individual Student Plans
*Instructional Supports
*Documentation & Monitoring
(10-20% of students)
Universal
(All Students)
School-wide, Culturally Relevant
Systems of Support
(75-85% of students)
*Incentive Programs
*Clear Expectations
*Positive School Climate
*Instructional program
* Asset Building
HOW SHOULD STUDENTS BE IDENTIFIED?
Students needing support
REFERRAL
DATA REVIEW
Teacher
Parents
Support Staff
Administration
Attendance
Achievement
Attitude
(behavior, social-emotional)
COST
Team reviews data and referrals
and makes decisions
LAUSD Multidisciplinary Team Support (09/09)
BASIC SCHOOL MODEL
SCHOOL-WIDE C*O*S*T
Members come from representatives
from ALL programs at school
School-wide
Data Collection
Monitoring
Evaluation
REFERRALS
Makes Decisions
SST meetings are scheduled after classroom interventions unsuccessful
SST
Core Team members & Supporting Members
that attend as needed
Intensive Support
Large School Team Structure
SCHOOL-WIDE
COST
COST 1
Small number
of team members
COST 2
Small number
of team members
COST 3
Small number
of team members
SST meetings are scheduled ONLY by COST team – usually after interventions unsuccessful
SST
COST Team members
&
Supporting Members
that attend as needed
WHO MIGHT BE ON THE COST ?
PRINCIPAL
ASSISTANT
PRINCIPALS
LITERACY &
MATH
COACHES
PSA
TEACHERS
COUNSELOR
INTRVNTN
COORD.
BRIDGE
COORD.
COST
Team reviews data and/or referrals
and makes decisions
DEAN
EL
COORD.
TITLE I
COORD.
PSYCH.
PSW
NURSE
LAUSD Multidisciplinary Team Support (3/08)
WHAT IS THE PURPOSE OF COST AND SST?
Problem solving
Linkage & Connection
Develops an action plan
Delivery of services
Development of resources
WHAT COST AND SST ARE NOT:
COST and SST are not:
A way to get students into
Special Education
Parent Conferences
FUNCTIONS OF COST
 SCHOOL-WIDE EVALUATION
data review, school-wide problems, gap analysis
 IDENTIFICATION OF STUDENTS
data, screening, anecdotal evidence, referrals
 INTERVENTIONS
triage, referral to program/person, strategies
 MONITORING/DOCUMENTATION
case management, data collection, evaluation
LAUSD Multidisciplinary Team Support (3/08)
WHAT DOES THE COST DO REGULARLY
Reviews data and screen referrals
Makes decisions and develop action
plans around student needs (triage)
Respond to persons making referrals
Monitors progress
LAUSD Multidisciplinary Team Support (09/09)
AS THE CHALLENGE ESCALATES, THE NEED FOR
TEAMWORK ELEVATES.
JOHN C. MAXWELL
LAUSD Multidisciplinary Team Support)
Adapted from Sprague & Walker, 2004
3 Tiered
Approach to
Intervention
Targeted/
Intensive
(3-5%)
(High-risk students)
Individual Interventions
*Intensive Interventions
*Increased Frequency and Duration
*SST Meetings
*Additional Follow-up SST Meetings
*Case Management
Selected
(At-risk Students)
Classroom, Family, & Small
Group Strategies
*Team Meetings (COST)
*Individual Student Plans
*Instructional Supports
*Documentation & Monitoring
(10-20% of students)
Universal
(All Students)
School-wide, Culturally Relevant
Systems of Support
(75-85% of students)
*Incentive Programs
*Clear Expectations
*Positive School Climate
*Instructional program
* Asset Building
DEFINING THE ACRONYMS
COST
Coordination of Services Team
SST
Student Success Team
WHAT IS A STUDENT SUCCESS TEAM?
A school site team should include the parent and
student in a positive problem solving intervention
process, as well as teachers and staff.
STUDENT SUCCESS TEAM
FOR STUDENTS NEEDING MORE
INTENSIVE SUPPORT
Develop an individualized plan of
support
Have scheduled follow-up meetings
(See Worksheet)
WHO IS ON THE TEAM....
CORE TEAM MEMBERS
 Attend all SST meetings
 Support/manage process outside the SST
meetings
ADDITIONAL TEAM MEMBERS
 Invited to attend specific SSTs
 Referring Teacher
 Coordinators
 Itinerant Staff
HOW SHOULD STUDENTS BE IDENTIFIED?
Students needing support
REFERRAL
DATA REVIEW
Teacher
Parents
Support Staff
Administration
Attendance
Achievement
Attitude
(behavior, social-emotional)
SST Coordination
Core Team reviews data and referrals
and makes decisions
Support Teacher
Hold SST
Often a COST
process
Try intervention
TEAM ROLES
Facilitator-Directs the meeting, stays
positive
Recorder-Responsible for group memory
Time Keeper-Maintains flow of meeting
Messenger – Informs referring party &
others needing information about
decisions made and actions planned
Team Member (ALL)-Positive, unselfish
contributor, takes on actions
It is a good idea to
rotate roles to
strengthen all
team members’
understanding of
the group process.
It’s all about the student
Strengths
Information
Modifications
Concerns
Strategies
Actions
THE SST
MEETING
PROCESS
WHAT HAPPENS AT A SST MEETING?
Team meets for approximately 30-45 min.
Specific Roles and Protocols are followed
Team Discusses:
- Strengths - History - Present Modifications
List Concerns, Brainstorm Interventions
Develop an Action Plan
Schedule Follow-Up Meeting
STUDENT INFORMATION
Try to use process for gathering information:
Health
Home (Who lives there, Amount of TV, Bedtime, Routines)
Attendance (History and Current)
Academics (History-use cum and comments, Current data)
Behavior (classroom, yard, learning styles, home)
Other Information
STUDENT MODIFICATIONS
What has been tried already both inside and
outside of classroom
Make sure to indicate:
Success
Frequency
Length of time attempted
Data if available
WHAT HAPPENS AFTER THE MEETING?
The Plan is put into action
Classroom teacher implements new strategies
Parent begins new routines
Student takes part in actions
Supporting Staff provide services
EVERYONE DOCUMENTS WHAT THEY ARE DOING
WHAT HAPPENS AFTER THE MEETING?
FOLLOW UP MEETINGS
Usually within 4-6 weeks of last meeting
Team gathers to present data from specific
actions
Everyone evaluates:
Fidelity and consistency
Progress of student
POSITIVE OUTCOMES OF HAVING SST
 Increased parent involvement
 Improved teacher instruction
 Builds a community within school
 A Plan to support students and families
 Increased student achievement
 Prevent problems from escalating into something
more difficult to deal with.
Least Restrictive Environment (LRE)

The law states:
 Students must be educated in the general curriculum and/or
 Participate in activities with other students who are not disabled
 To the maximum extent appropriate

Include any necessary accommodations, modifications, and/or
supports to involve student in general education curriculum

Explain how often student will not participate in general education
curriculum
The IEP and You, p. 4-5
Least Restrictive Environment (LRE)

Continuum of placement options
 General education classroom with in-class special
education support (RSP)
 General education classroom with out-of-class special
education support
 Special education classroom (SDP)
 Special Education Schools / Career and Vocational
Centers
 Nonpublic school (NPS)
 Home/Hospital
 State residential school
The IEP and You, p. 4-5
Frequency
of IEP
Team
Meetings

Initial

Annual

Three-year
IEP Timelines
• 60 days after parent signature
and consent on Assessment Plan
• 30 days after parent requests
• 30 days for students new to the
District who are receiving special
education services
• At a minimum of once per year
Parent Notification of
IEP Team Meeting




10 days prior to
IEP meeting
Date, time, &
location
Parents may:

Attend, reschedule or consent to proceed with
the IEP in their absence

Request an interpreter

Request copies of assessment reports before
the IEP meeting

Ask that independent education evaluation
(IEE) be considered

Sign & return notification form to school
Purpose
Participants
Before the IEP Team Meeting






Look at recent information about your child’s progress
Review your child’s current IEP
Go over important information that you want to share at the IEP
meeting
Give copies to the school of any recent private evaluation reports
you want to share with the IEP team
Talk to your child
Visit your child’s school and meet with teachers to talk about your
child’s progress
The IEP and You, p. 2
Before the IEP Team Meeting






Write down questions you want to ask, thoughts, and/or concerns
Review and return the “Notification to Participate in an IEP Meeting”
Fill out a “Parent Request for Reasonable Accommodations” form
Review “A Parent’s Guide to Special Education Services (Including
Procedural Rights and Safeguards)”
Review the “ITP and You” if you have a child 14 years or older
School’s staff responsibilities:
 Arrange for an interpreter
 Invite District IEP team members, as needed
 Ensure school staff are prepared and will attend the IEP team
meeting
The IEP and You, p. 2
During the IEP Team Meeting


Parents should:
 Share information about your child
 Ask questions or ask for explanations of special
education terms that you do not understand
 Help in the design of an educational plan to meet
your child’s individual needs
IEP document will be developed, reviewed, and/or
revised
The IEP and You, p. 3
During the IEP Team Meeting
Required participants
 Parent/guardian
 School
administrator/designee
 Special education
teacher
 General education
teacher
Additional participants
 Others with knowledge or
special expertise about your
child
 Child, if appropriate
 Representatives from
outside agencies
 Interpreter, if requested
Excusal from IEP team meeting, with parent consent
The IEP and You, p.3
Use of an Oral Interpreter






Parents are encouraged to:
 Introduce yourself to interpreter
 Sit next to interpreter
 Procedures for using interpreter will be explained
 Ask questions when you require clarification
 Make notations or write questions
Interpreter is communicator of information
Role of interpreter is neutral
Refrain from sidebar conversations (opinions)
Speak one person at a time
Maintain eye contact and refer comments to appropriate IEP team
member
During the IEP Team Meeting

Distribution of documents:

“The IEP and You”

“A Parent’s Guide to Special Education Services
(Including Procedural Rights and Safeguards)”

“The ITP and You”, if your child is 14 years or older
The IEP and You, p. 3
During the IEP Team Meeting
Sample Agenda

Start-up







Welcome/Introductions
Signatures of people present
Overview/Purpose of Meeting/Time Constraints
Ground Rules
Decision Making Process
Parent Rights
IEP Development








Present Levels of Performance
Eligibility
Recommend/Establish Goals & Objectives
Supports & Services
Placement in the LRE
Offer of FAPE
Consent
Next Steps
The IEP and You, p. 3
The IEP Document












Present levels of performance (PLP)
Eligibility for special education services
Measurable goals and objectives
 Progress reporting
Special education services
Related services
Accommodations/modifications
Supplementary aids/supports
Delivery of services
State/District assessments
Master Plan for English language learners
Individual Transition Plan
Transfer of rights
The IEP and You, p. 6-7
Age of Majority – 18 years
Parents
make decisions about the student’s
educational program until age of 18.
When the student turns 18, educational rights transfer
to the student.
Parents and students must be informed of this transfer
of rights.

This is documented on the IEP/ITP at least one year before the
student turns 18.
At the Conclusion of the
IEP Team Meeting


Administrator/Administrator designee will:
 Summarize decisions
 Offer free appropriate public education (FAPE)
Parents may:
 Consent to IEP
 Sign and date OR
 May take home IEP to review before signing
 Disagree with the IEP
 Clarify areas of disagreement and agreement
 Try to work out the disagreement
 Document comments/concern
The IEP and You, p. 8
At the Conclusion
of the IEP Team Meeting

Disagreements:



Parent may disagree with any part or all of the IEP
School staff will again review your rights
If you agree with certain sections of IEP, those services can
begin with your written consent
IMPORTANT!
No part of the new IEP will be implemented without
your written consent
Options for Disagreement
The Dispute Resolution Process
 Informal Dispute Resolution
 Mediation Only
 Due Process
If an IEP is not being implemented
 File a State Complaint
At the Conclusion of the
IEP Team Meeting


Parents will be:
 Provided with a copy of IEP
 An offer to translate IEP will be made
 Provide Parent Input Survey
School will:
 Implement IEP or parts you consent to
 Distribute copies of IEP
 Provide progress towards IEP goals and objectives at site
determined reporting periods
 Review the IEP at least once a year
The IEP and You, p. 8
Parent Resources


Community Advisory Committee (CAC)
 1-213-241-6701
Complaint Response Unit/Parent Resource
Network (CRU/PRN)
 1-800-933-8133
The IEP and You, p. 10-11