2019-2020 Back to School Special Education Training

Welcome and Introductions

PresentersParticipants

Find your marigolds!!

New Face at the Co-op

Max Buehler - new ASD Consultant - Lake Superior, Proctor, Cromwell, McGregor, Esko, Carlton, Wrenshall

NLSEC 19-20 Staff Assignments

When you see this symbol, it was a common issue found in compliance review.

Timelines> Map out your timelines for the year!> General Timeline review (see handouts)

- Part B- Part C

> First transition IEP must be no later than 9th grade

> 14-day IEP service start date

Evaluations

*Evaluation Planning:> Refer to Checklists on NLSEC Website> Address all areas through a comprehensive evaluation

- EVEN Speech only *Planning meetings whether in person or virtual are HIGHLY recommended*ER to include all procedures proposed on plan*Date of Eval is date report is given to parent*Prior Written Notice and consideration of 504 plans for DNQs

Evaluations ContinuedAccom/Mods section must be completedEvaluation Summaries

* Report on all areas assessed (including hearing and vision, transition, and observations)

* Cohesive summary with attention to detail and proofreading.

OverridesYour Coordinator or Director needs to be notified

when the team considers an override.

Comprehensive Evaluations- COMPREHENSIVE….address all concerns by speaking to each area & address concerns even if you don’t think the student will get a ‘qualifying score’*

Write a short present level in areas that won’t be assessed. I.e. communication: team agrees student has age appropriate communication skills and this area does not need to be assessed. Student can get his needs met and is able to communicate with peers and adults effectively.- Avoid “EBD” or “OHD” eval verbiage

Present Levels of Academic and Functional Performance

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> PLAAFP needs to address strengths in academic and functional areas- Even if not or no longer a need (i.e. used to

get service in math, now discontinued- Example: According to district and state

assessments, as well as classroom performance, Mary is performing at grade level in overall reading skills.

Leaving an academic or functional skills area out of the PLAAFP is considered non-compliant

Writing Measurable Goals

> Baseline data for EACH goal must be included in PLAAFP (when reading the goal, can look back and find baseline in the PLAAFP)> Data must include numbers. A phrases like

limited knowledge in an area does not tell enough of the story and is non-compliant

Goal writing tutorial HEREInclude how progress on goal will be measured

Work Completion GoalsOf course it’s important for students to complete work at school that will help them pass classes, but more importantly learn and remember skills to help them in life.

If a student in special education is struggling to complete work, the idea should be to address this through accommodations and modifications OR have goals to address the lagging skills that are preventing him/her from completing work.

What could those lagging skills be?John will complete his work 80% of the time is a no go

Data CollectionUses for data:*Progress Reporting*Writing New Goals*Programming Decisions (ESY)*Paraprofessional Time*Evaluation Planning*Other?

Data Collection

Progress Reports> Progress report must contain that measurable

data showing progress toward annual goal or related objectives.

> Data must include numbers that match what the goal says will be measured. I.e. %

> Must address each objective, even if a statement says it’s not yet being worked on

> If report cards are semesters and IEP is in early fall, must also report at semester time

Progress Reports> IEP must state how (i.e. in writing), when and

frequency > Insufficient progress is ok…….> Progress report must contain measurable data

showing progress toward annual goal or related objectives.

> Data must include numbers that match what the goal says will be measured. I.e. %

> Turn in to your due process secretary to be filed

Programming> Continuum of Services

* Consider all programming options> Specialized Instruction

- * Specialized instruction vs. tutoring- * Behavior goals and instruction

> 30 min of teacher time and full day para-not ok

ProgrammingParaprofessional Support

* Paras provide access to curriculum and foster independence

Reinforce Skills Re-Teach Skills Behavior Management Provide Curriculum Support

* Documentation of paraprofessional services

Behavior Support for StudentsAddress lagging skills in behavior

Accommodations and modificationsGoalsFBA/BIP

Behavior assessment (FBA) is NOT just for EBDIf a student can’t behave….we TEACH!

Accommodations and Modifications> Don’t list so many that the team can’t follow

through> Needs to include the when, where…….> Language including a student “may” need it is

non-compliant

Collaboration/Consultation> This is required between Special Ed. and General

Ed. staff and should be documented in an easy way.

> Required components: Meeting Time Staff Involved Students Discussion Points> Sample

Service PageDrop Downs

● 1st drop down- disability (not your license)● 2nd drop down- goal area

Provider NumbersDirect and Indirect TimeStart Dates/End Date

*14 day projection *Part C differences

Extended School Year

Indirect Service Time“Indirect services means the special education services which include ongoing progress reviews; cooperative planning; consultation; demonstration teaching; modification and adaptation of the environment, curriculum, materials, or equipment; and direct contact with the pupil to monitor and observe.”

Minn. Rule 3525.0210 Subp.27

Indirect Service TimeIndirect time needs to be a thoughtful prediction of the time you’ll need for those tasks.

A time sample before the IEP will be beneficial in determining need.

Related Services> Defined:

- OT,PT, Nursing, Audiology, Speech, Transportation, Mental Health, Interpreters, and Orientation and Mobility are all related services

- PI, DHH, DAPE, Speech, and VI all have criteria to meet

> Consider related services when a student is not making progress and interventions have failed

>

Related Services> Evaluations are not required for related services

but considering all areas in a comprehensive eval to determine:- What do we need to identify student need?

- A list of school needs is helpful to stay in the educational model (i.e. SSLP, Org. Work Skills Checklist)

- What do we need to meet criteria? > Related service providers may decide the most

appropriate way to address need

Related Services> Documenting student’s lack of progress is also

required (eval, PLAAFP)> Related service providers don’t write goals or work

on skills in isolation (Speech is the exception as a stand alone service) but related to the program

> Related services assist with writing progress notes>>

Related Services> Examples of ways to assess student need for

related services:- Teacher report on present levels- Teacher observation- Related Service consult- Related Services informal observation- Data or Records review- Related Services formal assessment

IEP Team RequirementsRequired MembersTeam Sign-in SheetExcusal Forms-not needed for non-required team membersECSE licensed member for K students who are DDECSE scope of practice for Early Childhood students

-includes DD, EBD, ASD

Itinerant TeachersInclude your itinerant teachers in all IEP planning for students with primary disability of PI, VI, DHH, ASD . This is required. > They need enough advance notice> Use excusal if parent agrees

Tina Olson, Zandra Bail-LaLonde, Heather Gould, Melissa Buck, Jill Pring or Max Buhler

Technology and SpEd Forms

> NLSEC website (www.nlsec.org)> NLSEC YouTube Channel> SpEd Forms updates> Follow N LSEC on social media

Student set-up in SpEd forms and Related Data

Complete sections in setup and update with changesComplete front page of IEP Complete service grid of IEP with provider numbersComplete and submit coop data forms

MARSS Transport codes 3 and 6

ESY● Sped Forms ESY worksheet● Fall Data Collection/Progress Reporting● ESY Discussion at IEP Meetings● “Description of ESY” in Sped Forms● ESY Language in IEP

○ Program Considerations■ Not more than what student currently

receives

Transition RequirementsDuring 9th grade, or younger if determined appropriate by the team, the IEP must include:

appropriate measurable post-secondary goals based on transition assessments related to training, education, employment, and where appropriate, independent living skills. Postsecondary goals must be measurable and indicate what the student "will do" rather than what they "would like" to do. Taking a year off isn’t an acceptable goal.

Minimally during 9th grade, the comprehensive evaluation must have a transition evaluation component completed and the IEP must address student needs within transition.

if not….a comprehensive evaluation must be completed sometime during the 9th grade year. (transition cannot be a stand alone evaluation).

encouraged to complete in 7th or 8th grade **if completed in middle school, the transition pages of the IEP MUST be completed as well!

Transition Requirements❏ Transition services (including courses of study) need to assist student

in reaching measurable post-secondary goals. ❏ project one year out for courses of study❏ course substitutions: determined as a team

❏ describe substitutions on course study page and within accommodations page.

❏ discuss grading/programming expectations (modified grading -P/F, based on IEP goals. Graduate based on IEP goals, modified credits?)

❏ Discuss any outside agency involvement.❏ Discuss “anticipated graduation date” on a yearly basis!

Transition Requirements❏ Discuss “Transfer of Parental Rights” with student and parents

during the 10th grade year and review each year thereafter. ❏ Document date of initial notice on IEP and include that

statement in PWN!❏ PLAAFP

❏ All 5 areas of transition need to be discussed.❏ transition needs must be addressed to prepare the student

for living, learning, and working in the community as an adult.

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Transition Planning Routes❏ As a team, discuss student’s post secondary plan --brainstorm the transition

services/activities they will need to get there, such as…..College Military Employment Ind. Livingacad. courses research mil. careers samp. appl. & resumemedical coveragelim. accom/mod. ASVAB practice Work Based Prog. housingdis. awareness meet recruiter interest inventories adult leg. rightsattend open house/coll. tours lim. test. accom. mock interviews medicationsAccuplacer/ACT/SAT soft skills VRS, YES Soc. Securityresearch colleges/programs acad. courses volunteer Cnty. involvementFAFSA/grants/scholarships phy. Ed courses union apprenticeships recreational opp’s.college disability services (req.) Job Fairs, mentor daydriver’s lic.College for a Day soft skills nutritionPSEO/AP classes acad. skills money manag.soft skills/AT AT AT

Outside Agency Support❏ For students with disabilities that will affect their ability to retain employment,

housing, or meet individual needs without support. (These are just a few…)

❏ County Social Services -SSI, medical assist.,food stamps, econ. assist., housing, social & recreational needs, supportive employment

❏ Vocational Rehabilitation Services - assist with employ. counseling, interest/ability testing, help attain and keep a job, advocacy skills, assistive tech. and equipment.

❏ Workforce Centers- career planning, resume writing, interview workshops, job fairs.

❏ Center for Independent Living -ind. liv. skills, peer mentor prog., advocacy, financial asst., driv. lic., employment skills.

LRE Statement> Why must the student be removed from general

education settings in order to receive services?> What is the student missing when receiving

services away from general education peers?> Does the LRE match the service grid?> Describing the placement/nature of the

preschool placement

Early Childhood Special Ed.> Child Outcome summary forms> Preschool contracts to be completed

- Templates online- Send to Mary at NLSEC

> Membership and attendance (MARSS Coord)- Evaluation hours- Special education hours- Preschool attendance/Membership

> Numerous regional trainings being offered

Special Transportation> REMEMBER: this is a RELATED service and needs a

continuum like other services> State why the student needs special transportation.

- “Can’t access regular transportation due to unsafe behaviors”

- Unique timing and nature of preschool programs> Verify with MARSS

- MARSS coding and the IEP have to correspond

AT-Assistive Technology> Must be considered AT LEAST annually for every

student.> Does not necessarily need to be formally

assessed but MAY need to be> See NLSEC’s resources for this process HERE

FAPEFREE

APPROPRIATE

PUBLIC

EDUCATION

NLSEC Trainings> New Teacher Follow-Up: 12/5 8:30-11:30 NLSEC Office> Secondary Transition: 10/29, 12/10, 3/10 8:30-11:30 NLSEC Office> Speech: 11/12 8:30-11:30, 2/11 12:30-3:30 NLSEC Office> ECSE: 10/18 11:30-2:30 NLSEC Office> Region 3 ECSE: 9/6, 9/13, 9/24, 12/6, 2/14, 4/17 8:30-2:30 Carlt.

Trans. Bldg.> Paraprofessional Day: 1/20 8:30-2:30 Esko School> Region 3 SLD: 9/20 additional details TBD (Stay Tuned!)> ASD: 9/23 8:30-3:30 Carlton Transp. Bldg.> EBD: 11/4 8:30-3:30 Carlton Transp. Bldg.> DCD: 12/16 8:30-3:30 Carlton Transp. Bldg.

NLSEC Trainings> Healthy Sexuality Curriculum Training: 11/19, 12:00-3:30 Place: TBD> Return to Learn, Return to Play (TBI Training): 10/24 8:30-3:00

Carlt. Transp. Bldg.> Woodcock Johnson IV: _____8:30-3:30 NLSEC Office> School Counselors/SSW’s: 11/18 8:30-11:00, 2/10 12:30-3:30 NLSEC

Office

Watch the nlsec.org website calendar!

Communication Meetings are Back!October 8th 8:30-11:30February 4th 8:30-11:30

Place: TBD -stay tuned for future emails

MiscellaneousWhen to notify your special education coordinator

* parent refuses to sign the IEP* parent checks “no” on the PWN sign page* other agency involvement- legal advocate* assistance with meeting facilitation

Last minute tips that we learned through Monitoring and a Recent Presentation from attorney Amy Mace:- AVOID ABSOLUTE STATEMENTS…..

- We don’t have setting 3 here- We can’t allow (headphones, gum,

devices, etc)- We can’t meet that need here- This isn’t the right setting

Questions?Please look for a google survey in the upcoming weeks.

Thank you for the work you do for kids.Have a great year!