Transcript SPED_PP - Aberdeen Central High School

Developed by Dawn Rux, Cynthia Red Hill and Roberta Yeske
After the WJIII, WISC, WPPSI,
KTEA, DAB, TOLD, PPVT,
PAT, EVT, and TOPL results
IDEA requires SPED RR, OT,
PT, and SLP to create an IEP
qualifying under LD, ODD,
ADHD, PDD, OED, SED, OHI,
or OCD in LRE through RTI
mandate including ESY.
Confused???
Let’s Explain…
Special Education Process
Aberdeen School District Facts
• ASD currently employs 20 Resource
Room teachers, 11 Speech and
Language Therapists, 2 Occupational
Therapists and educational aides.
 636 children are in special education,
158 of which are in speech and
language services only.
It is the first month of
school and there is a
child
your
that
Now in
what
do room
you do??
you are concerned
about….
Referrals
• First: SAT –
Student
Assistance Team
• Second: SNT –
Special Needs
Team
SAT
• The Student Assistance Team is the teacher’s first
step in exploring options for improving a child’s
education.
• Members: Teachers, Principal, Resource Room Staff,
School Psychologist and Counselor
• The SAT Referral Form (yellow, elementary or
secondary) is filled out by the referring teacher and
turned into the Principal prior to the meeting. To make
this process successful the teacher is asked to bring
data on what behaviors the children is exhibiting and
what interventions the teacher has made in the
classroom. The Resource Room Staff can assist in this
process.
• Each elementary school averages 25 SAT referrals a
year. High school averages 95.
Cont…..
Cont…..
• Meetings are held every other Wednesday.
• Team members will be informed which students will
be discussed prior to the meeting.
• The purpose is to problem solve and assist the
teacher in appropriate accommodations for the
student that may be attempted. The Resource
Room staff is available to help set up the
accommodations in the classroom. These
accommodations will be used in the classroom
for 6 weeks.
• The Teacher will be in contact with the parents with
his or her concerns prior to this meeting.
• Parental issues such as homework not being returned are
not a SAT issue unless there is an academic concern.
Intervention? Accommodation?
Modification?
• Intervention: a specific skill-building
strategy implemented and monitored to
improve a targeted skill and achieve
adequate progress in a specific area. This
often involves a changing instruction or
providing additional instruction to a student
in the area of learning or behavior
difficulty. This is research-based.
Intervention Examples
• Best Teaching Practices
• Reading: AIMS, Sidewalks, CORE activities, Reading
Strategies
• Math: Touch Math, Math Expressions
• Social: Boys and Girls Town, positive behavior plans
• Preteaching, Reteaching, Mini lessons of a skill,
Manipulatives, Hands-On, One on one assistance,
Supplementing curriculum to help students make
progress towards benchmarks, Rephrasing directions
Accommodations
• An accommodation eliminates
obstacles that would interfere with a
student’s ability to perform or produce
at the same standard of performance
expected of general education
students.
Accommodations Examples
• Reading a test to a student
• Allowing extra time to take the same test or
completing an assignment
• Preferential seating
• Providing an extra set of books at home
• Staying after school for homework help
• Signing an assignment notebook
• Allowing use of calculator
• Providing study guides before tests
• Allowing movement to increase physical comfort
Modifications
• A modification is a change that
actually lowers the standards of
performance (i.e. what is
expected to be known.)
Modification Examples
• Reading a test and rewording/reexplaining questions on the test
• Changing multiple choice answers
from 4 to 2 options
• Shortening the spelling list
• Reducing the number of assignments
needed to be completed
Clarification Example
• If a student was expected to complete
100% of every math assignment given to
peers, reducing the number of problems
would be a modification. However, if a
student was expected to show they could
add 2-digit numbers with 100% accuracy
allowing the student to work just enough
problems (on a assignment) to prove
he/she has mastered the goal would be an
accommodation.
Documentation
• Teacher documents the
effectiveness of interventions:
what worked, what didn’t, how
many they tried, how long.
• Interventions will be used 6 weeks
before reporting back to SAT.
• After reporting to the SAT, a
decision will be made to continue
interventions or refer to Special
Needs Team.
SNT
• Special Needs Team (SNT)
• Team: Teacher, Principal, Resource
Room, Psychologist, SPED Coordinator,
Counselor, Speech and Language
Therapist, Deaf Educator and
Occupational Therapist and Physical
Therapist (as needed).
• Meets every other week, opposite of SAT
meeting.
SNT Procedure
Procedure once a student is referred to SNT
from SAT:
The Student Referral Form (pink) needs to
be filled out prior to SNT and turned into
the Principal.
Parents need to be contacted.
The Team will be informed which students
will be discussed prior to the meeting.
Any pertinent information should include:
therapy notes, data sheets, grade book,
cumulative file, Parent Report Form, etc.
Referrals
Beginning the Special
Education Process
What constitutes a special
education referral?
• A parent calls the teacher about their child’s
inability to get along with others.
• A parent emails about their child’s speech.
• A teacher talks to the SPED Resource Room
teacher about the child’s difficulty in math and
reading.
• The school counselor talks to the principal about
a child’s behavior.
• Interventions in the classroom have not been
successful.
The referral process generally
begins when a teacher, parent, or
doctor is concerned that a child
may be having trouble in the
classroom, and the teacher notifies
the principal, school counselor or
psychologist. Interventions have
been attempted and are not
successful.
Who is responsible for putting
the referral in writing?
• The teacher along with the
Resource Room teacher or
Speech and Language
Pathologist will fill out the (pink)
referral form.
Who gets the written referral?
• The Principal will review the
referral form and initiate the
process by bringing the student to
the attention of the Special Needs
Team.
Who documents a parent referral?
• The Special Education staff are
required to put the referral in
writing along with a prior notice to
the parents on what actions are
being taken. To neglect this is to
be out of compliance with
regulations.
SNT INITIAL REFERRALS:
• Background information is reviewed and
concerns discussed. Teacher is asked to give
information on their concerns and child’s
academic functioning. Teachers are asked to
bring whatever documentation that they feel is
pertinent to this student along with the data
graphed from the interventions made.
• Tests will be recommended and assigned to
staff.
• Parent Report Form will be reviewed.
Psychological Evaluations:
Intelligence (IQ), verbal communication,
perceptive reasoning, processing and
memory.
Wechsler Intelligence Scale for Children
(WISC-IV)
Weschler Preschool and Primary Scale of
Intelligence (WPPSI)
Functional assessment and classroom
observation: behavior in classroom, parent
and/or interview.
These evaluations will show the student’s
intellectual ability at that time. Scores
range from:
85-90 Low average, 90-110 Average
All other scores will be compared to these scores.
Cont……
Cont…..
For Attention:
Behavior Assessment System for
Children (BASC)
Connors Parent Test Rating Scale
(Connors)
The school cannot recommend medication and
only a Doctor can prescribe the medication. A
parent may take the school’s evaluation
information to the Doctor.
Academic Evaluation:
These evaluations will show what they are
achieving at this time.
 Kaufman Test of Educational Achievement
(KTEA)
 Diagnostic Achievement Battery (DAB-3)
 Woodcock Johnson Reading Fluency (WJIII)
 Key Math Test
 Reading Fluency
Cont….
Functional:
(Present level of performance)
Brigance Comprehensive Inventory of
Basic Skills: this will show specific skills
that the student uses. This is their present
level of performance.
Observation: In classroom observation
by Special Education staff of attention, on
task behavior, participation, behavior,
adaptive skills they use, and quantity and
quality of work. It is compared to their
peers on a scale of 1-5.
Initial evaluations are
completed by district
evaluators.
Re-Evaluations are
completed by special
education staff.
Speech and Language Evaluations
• SLP’s evaluate communication disorders
of which there are two types:
– Language disorders: problems with using
proper forms of language (phonology,
morphology, syntax), using the content of
language (semantics) and using the functions
of language (pragmatics).
– Speech disorders: problems producing
speech sounds (articulation), controlling
sounds that are produced (voice), and
controlling the rate and rhythm of speech
(fluency).
Cont…..
Speech and Language Tests:
 Photo Articulation Test (PAT3)
 Goldman Fristoe Articulation Test (GFAT)
 Assessment of Phonological Process-Revised
(APP-R)
 Peabody Picture Vocabulary Test (PPVT)
 Expressive Vocabulary Test (EVT)
 Test of Language Development: Primary or
Intermediate (TOLD)
 Test of Language DevelopmentPrimary:3/Intermediate:3 (TOLD-P:3 or I)
 Clinical Evaluation of Language Fundamentals-3
(CELF-3)
 Test of Auditory Comprehension of Language-3
(TACL-3)
Other tests may be used depending on need.
Occupational Therapy Evaluations
• Occupational therapy is skilled treatment that
helps individuals achieve independence in all
facets of their lives. Occupational therapy assists
people in developing the "skills for the job of
living" necessary for independent and satisfying
lives. Services typically include
• Customized treatment programs to improve
one's ability to perform daily activities
• Comprehensive home and job site evaluations
with adaptation recommendations
• Performance skills assessments and treatment
• Adaptive equipment recommendations and
usage training
• Guidance to family members and caregivers
• Cont……
OT Evaluations:
Battelle Developmental Inventory
Peabody Developmental Motor Scales
Bruininks-Oseretsky Test of Motor
Proficiency
School Functional Assessment
Sensory Profile
Developmental Test of Visual Perception -2
Physical Therapy Evaluations
• A branch of rehabilitative health that uses
specially designed exercises and
equipment to help patients regain or
improve their physical abilities. Physical
therapists work with many types of
patients, from infants born with
musculoskeletal birth defects, to adults
suffering from sciatica or the after- effects
of injury, to elderly post-stroke patients.
• Evaluations used are the same as OT.
After SNT
• Once the testing is assigned, the
paperwork is mailed home to the
parent:
–Parental Consent for Evaluation
(yellow)
–South Dakota Parental Rights and
Procedural Safeguards (packet)
Abbreviated Parental Rights covers:
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Surrogate parents
Parent participation
Written notice
Consent
Right of refusal
Assessment
Independent educational evaluations
Individualized Education Program
Transition
Access to education records and other rights related to
records.
Suspension, alternative placement and expulsion of Special
Education Students
Due process
Children attending private schools
Parent placement in a non-public school
Complaints
Timelines
• Once a parent signs the consent, we have 25
school days from the date received to complete
all evaluations.
• Evaluations are completed.
• Following evaluation there are 30 calendar days
to hold a meeting to discuss results with the
parents.
Qualifying Areas
Disability Areas:
o Deaf-Blind
o Emotionally Disturbed
o Cognitive Disabilities
o Hearing Loss
o Learning Disabled: Oral Expression, Listening
Comprehension, Written Expression, Basic Reading Skills, Reading
Fluency Skills, Reading Comprehension, Mathematic Calculation,
Mathematics Problem Solving
o Multiple Disabilities
Continued……
Continued…..
o Orthopedic Impairment
o Vision Loss
o Deaf
o Speech/Language
o Other Health Impaired
o Autism
o Traumatic Brain Injury
o Developmentally Delayed (ages 3-5)
Test Score Comparisons
• Each test has an average range
of scores; usually from 85 or 90 to
110 or 115.
• Each individual child’s full scale
IQ score is compared to their
testing scores.
This
discrepancy
scale is
required by the
federal
government.
Scenarios
• # 1 “Jacob”
WISC – IV
Verbal comprehension
96
Perceptual Reasoning
90
Working memory
94
Processing Speed
94
Full Scale IQ
91
South Dakota Discrepancy score: 76 or below in one
or more of the following qualifying academic areas.
Would this child qualify?
What would the child qualify
under?
Answer:
Child does not qualify for special
education under LD category.
• #2 “Sarah”
WISC - IV
Verbal
110
Comprehension
Perceptual
121
Reasoning
Working Memory 102
Processing Speed 100
Full Scale
113
South Dakota Discrepancy score: 87 or below in one or more of the following
qualifying academic areas.
Would this child qualify?
What would the child qualify
under?
Answer:
Child qualifies for special
education under LD category.
• #3 “Betty”
WISC – IV
Verbal
98
comprehension
Perceptual
92
Reasoning
Working memory 86
Processing Speed 97
Full Scale IQ
91
--through academic testing child did not qualify under LD category.
South Dakota Discrepancy score: 76 or below in one or more of the following
qualifying academic areas.
Would this child qualify?
What would the child qualify
under?
Answer:
Child does not qualify for special
education under Other Health
Impaired – ADHD
Re-Evaluation
A child is re-evaluated every
three years or if their situation
has drastically changed.
Meeting Time!
• Meetings are set up by each school’s
secretary who will then email the staff on
the time and date.
• Team Members: Parents, Teacher,
Principal, Evaluators, RR, SLP, Deaf
Educator, OT, PT (as needed).
• Prior to the meeting, parents receive a
copy of the evaluation, Parent Rights
form and a Prior Notice for the meeting.
A Multidisciplinary Team
Assessment Report
Determination of Eligibility/
Continued Eligibility
form is used as a team decision
making tool.
Individualized Education Plan
Once a need category has been
determined and services are
recommended, an IEP is
developed.
Individualized Education Plan (IEP):
The purpose of an IEP is to discuss the
evaluations (initial IEP or 3 year) or progress
(annual IEP), determine accommodations or
modifications needed, determine goals, services
to be provided, ESY services and to receive
parental consent.
An annual IEP is held before the previous year’s
date.
ASD uses Infinite Campus to manage the SPED
caseload.
List of Accommodations
Behavior
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Arrange a “check-in” time to organize the day
Use verbal/nonverbal cues
Teach acceptable behavior
Anticipate problems
Use role-play
Positive as well as negative consequences
Teach problem solving
Seat close to teacher
Set time limits for task
Provide study carrel
Reduce distractions
Provide checklists for completion of assignments
Teach self correction
Use peer tutors
Be aware of behavior that relates to medication change
Develop interventions for behaviors that are annoying but not
deliberate
Tests
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Go over directions orally
Teach the students how to take tests
Provide a vocabulary list with definitions
Permit as much time as possible
Allow tests to be taken in a room with few distractions
Have tests read orally and have students answer orally
Divide tests into smaller sections
Use recognition tests instead of essays
Use simple wording
Allow open book/open note
Provide study guides
Test review with LD teacher, parents, tutor, or others
Reading
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Use taped text
Highlight text
Use material at student reading level
Use study guide
Shorten assignments
Read text to student
Allow extra time
Omit more difficult reading assignments
Use legible, well spaced worksheets
Use reading strategies
Use assisted reading
Use choral reading
Use guide strips
Provide two text books, one for home and one for
school.
• Use word for word sentence fill ins
Math
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Use graph paper
Highlight key words in directions
Use consistent math terms
Group problems of same process
Copy problems for students
Read story problems
Use calculator
Use number line
Use multiplication chart
Shorten assignments
Use manipulatives
Provide practice
Review concepts frequently
Use pictures or graphics
Handwriting
• Use worksheets that require minimal
writing
• Use fill in questions rather than short
essay questions
• Photocopy teacher or other students notes
• Provide a print copy of assignments or
directions
• Omit assignments that require copying, let
student dictate answers
Instructional Approaches
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Multisensory presentation of content
Speak slowly
Reinforce instruction with learning centers
Use cooperative learning strategies
Use technology
Clear corrective feedback
Write directions of board or provide copy
Limit number of steps in directions
Have students repeat directions
Provide wait time
Provide visual aids
Stand near the student when giving directions or
presenting a lesson
Other
• Shorten assignments
• Shorten spelling list
• Modify expectations based on students needs
• Give alternatives to long written reports
• Use post-it notes to mark assignments
• Check progress in first few minutes of assignments
• Sequence work with easiest first
• Break long term assignments into small, sequential
steps, with daily monitoring and frequent grading
• Assignment notebook
• Grade work based on students needs
• Please refer to the Prereferral Intervention Manual,
check with your building principal on its location.
SERVICES
RTI
Response to Intervention is a Federally
mandated program which will greatly affect
this process. In the future the emphasis
will be on classroom modifications under
the direction of the Resource Room rather
then relying on pull out services.
RTI training will begin in the next calendar
year. The goal of RTI is to meet every
child’s needs in the least restrictive
environment (LRE).
RTI methodology is conceptualized within a
three-tiered model of prevention across all
students in a school, general education and
special education students. If you could
place all of the students in your school into
a triangle, the three-tiered model of
prevention will look like this:
Cont….
http://www.lehigh.edu/collegeofeducation/mp3/rti/rti.htm
Handout
Flow chart of special
education process
Referral Process for Initial Evaluations
SAT
Student concerns
Teacher discusses with parent
Teacher discusses with Principal and Special
Education Staff
Teacher fills out SAT form
Discuss with SAT
Interventions attempted for 6 weeks
Successful – no further action
Unsuccessful –Pink Referral Form Completed
Cont.
Referral Process for Initial Evaluations
SNT
Data and file reviewed
Evaluations recommended
Prior Notice and Consent for Evaluation
sent to Parents
Tests Administered – 25 school days
Functional assessment and observation
completed
Results to SNT
Meeting Prior Notice sent to team
Team meeting (including Parents)
Review Evaluation results
If student qualifies – write IEP
If not – discuss modifications and/or
alternatives
Infinite Campus
• On the 2007 edition of Infinite
Campus, teachers are able to pull up
the child’s file and see an IEP marker.
Clicking on it will take them to the IEP
to preview or review during the year.
Team Effort
Every child’s education is the
responsibility of an entire team –
parents, teachers, administration,
counseling and special education
staff. No one entity can do justice
to the entire process. Success
depends on how well we work
together.
Resources
• http://www.lehigh.edu/collegeofeducation/
mp3/rti/rti.htm#RTI
• http://doe.sd.gov/
• http://www.aberdeen.k12.sd.us/dsc/depart
ments/sped/specialed.htm
If you have any questions,
comments or suggestions,
please seek out your school’s
special education staff.
Thank you!