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The Exceptional Children’s Education Act
Day OneOrientation to Special EducationSpecial Education Procedures
Summer 2014
Agenda: Day OneM
eet
You
r Team Introductions
Setting Norms
Course Overview
Special Education In DPS Resources
First 30 Days
State of the State
Understanding IEP Roles
IEP
Pro
cess MTSS
Child Find
Multidisciplinary Evaluation Reports
Determination of Eligibility
IEP Development
Multidisciplinary PLOP and Special Factors
Goals
Accommodations, Services, and LRE
Eli
gib
ilit
y D
ete
rmin
ati
on
Intellectual Disability
Other Health Impairment
Serious Emotional Disability
Autism
Specific Learning Disability
Other Disabling Conditions
Eff
ect
ive I
EP
Team
work
Agenda: Day OneM
eet
You
r Team Introductions
Setting Norms
Course Overview
Special Education In DPS Resources
First 30 Days
State of the State
Understanding IEP Roles
IEP
Pro
cess MTSS
Child Find
Multidisciplinary Evaluation Reports
Determination of Eligibility
IEP Development
Multidisciplinary PLOP and Special Factors
Goals
Accommodations, Services, and LRE
Eli
gib
ilit
y D
ete
rmin
ati
on
Intellectual Disability
Other Health Impairment
Serious Emotional Disability
Autism
Specific Learning Disability
Other Disabling Conditions
Eff
ect
ive I
EP
Team
work
ECEA Overview/ObjectivesGoal One: Participants will become familiar with the multiple resources to support in the special education qualification process and the development of an IEP
Goal Two: Participants will understand the tools found in the IEP process to support the closing of the gap for students with a disability
Goal Three: Participants will develop background knowledge needed to implement Enrich, the new IEP system
Goal Four: Participants will understand how to determine eligibility under the revised Exceptional Children Education Act
Utilize the note-catcher to organize
your thoughts and
remember your
questions!
Agenda: Day OneM
eet
You
r Team Introductions
Setting Norms
Course Overview
Special Education In DPS Resources
First 30 Days
State of the State
Understanding IEP Roles
IEP
Pro
cess MTSS
Child Find
Multidisciplinary Evaluation Reports
Determination of Eligibility
IEP Development
Multidisciplinary PLOP and Special Factors
Goals
Accommodations, Services, and LRE
Eli
gib
ilit
y D
ete
rmin
ati
on
Intellectual Disability
Other Health Impairment
Serious Emotional Disability
Autism
Specific Learning Disability
Other Disabling Conditions
Eff
ect
ive I
EP
Team
work
DPS Resources
Objective
Participants will become aware of supports and resources in DPS for Special
Education
Division of Student Services
• 504, Nursing, Therapists
• Instruction and PD
• School Records and Budget
• Mental Health and Discipline
• SEAS
• IDEA and ECEA
Special Educatio
n
Social Emotiona
l Learning
Related Services
Operations
We work relentlessly to ensure equitable opportunities and successful outcomes for all students.
John Simmons
Executive Director
Diann Richardson
Director of Special Education
Gene Bamesberg
er Associate Director of Special Education
John Liberatore
Director of Related Services
Steve Nederveld
Associate Director of Related Services
Eldridge Greer
Director of Social Emotional Learning
Tom O’Keefe
Director of Operations
Josh Drake Director of Strategic
Initiatives
What and Who of Special Education…
We work relentlessly to ensure equitable opportunities and successful outcomes for all students.
• Individuals with a Disability Education Act (IDEA)
• Exceptional Children's Education Act (ECEA)
• Special Education Support Partners
• Full Continuum of Services • Every school supports
students who require services under IDEA and ECEA
• Center programs for students who require a more restrictive environments
Diann Richardso
nDirector of Special Education
Valerie CalvertPartner
NW
Hetty Pazos Partner
SW
Audrey Ross
McCallPartner FNE
Marianne Sammons
Partner SE
Lee Ann Cox
Partner NNE
Jane MiyaharaPartner
ECE
Rhonda Adamson
Partner Child Find
Transformative
ELEMENTARY
Diann Richardson
Director of Special Education
Gene Bamesberg
er Associate Director
Josh Nichols
Partner Middle School
Sara CramerPartner 6-12 and High
School
Jared LeMieux
Partner Intensive Pathways
SECONDARY
Diann Richardson
Director of Special Education
Gene Bamesberg
er Associate Director
Patrick McGinty
Partner Charter 1l
Kristy McCollum
Partner Chater 2
CHARTER
Diann Richardson
Director of Special Education
Gene Bamesberg
er Associate Director
Jackie Migler
Partner DSSN
Brittney Cardwell
Partner Innovation
Will Crookston
Partner WDN
TURN AROUND
INNOVATIVE
The What and Who of Social Emotional Learning…
We work relentlessly to ensure equitable opportunities and successful outcomes for all students.
• Social Emotional Skills • Department of Social Work and
Educational Psychological Services
• Office of Social Emotional Learning
• Department of Indian Education• Special Education Assessment
Services
Eldridge Greer
Director of Social Emotional Learning
Ellen KeltyProgram Manager
Educational Psychology
Michele Sandavol Supervisor Special
Education Assessment Services
Lee Morgan
Supervisor OSEL Partners
SOCIAL
EMOTIONAL
LEARNING
Bi-Lingual TestingPrivate School Assessment
Supervisor Michele Sandavol
• Referrals are Completed On –line
• Bi-Lingual Spanish Testing • SEAS Partners- Teachers,
SLP, Nursing, Motor, Mental Health
• Coordinates with the Multi-lingual Outreach Office for all other testing
• Questions: [email protected]
Instructional Resource Center
Supervisor Michele Sandavol
IRC Specialist Barb Skeens
Location: 1617 S. Acoma St.• Make-it, take-it lab• Professional lending library
Testing & assessment instruments for loan
• Educational resources for teachers
• Graphic design support
Special Education Assessment Kits
Supervisor Michele Sandavol
IRC Specialist Barb Skeens
Location: 1617 S. Acoma St.• Assessments Kits Library • Agency SLPs- Contact Lisa
Gessini to access Assessments • Charters- Use your related
services who have a DPS Outlook account to check out kits
Non-Violent Crisis Intervention
Supervisor Michele Sandavol
• Restrain Training • JKA- Board Polity • Required for all Center
Teachers and their paraprofessionals
• Annual Training (Initial and Refresher)
• Recommended that there are at least two individuals in all schools
• Offered 2-3 times each month • Initial is a blended class and
requires on-line content to be completed before the physical portion of the class
The What and Who of Related Services…
We work relentlessly to ensure equitable opportunities and successful outcomes for all students.
• 504 of the Rehabilitation Act • Instruction • Professional Development • Assistive Technology• Related Services
• School Nursing and Child Health
• Occupational and Physical Therapy
• Speech Language Pathology• Audiology• Low Incidence Disability
John Liberatore
Director of Related Services
Steve Nederveld
Associate Director of Related Services
Kristy Murdock
Supervisor of Deaf and Hard of Hearing
Kelley Morrison
Program Manger OT/PT
Patty Kennebec
Supervisor of OT/PT
Donna Shocks
Program Manager Nursing
Jean LyonSupervisor
Nursing
Daisy Vanzandt
Supervisor SLP
Robert Frantum-
Allen Program Manger Instruction and PD
RELATED
SERVICES
Section 504 of the Rehabilitation Act
Director John Liberatore
Coordinator Paul Thompson
• Each school must designate a 504 Coordinator
• Coordinator must attend an annual training on 504
• Highly Recommend that special education teachers are NOT the building 504 Coordinator, but a Specialized Services Provider might be the 504 Coordinator
Family Liaisons
Associate Director Steve Nederveld
Liaisons Bianca Tellechea
Alama Salas • Bi-lingual Spanish• Facilitate Communication • Assist parents with problem
solving and access to resources
• Contact your Partner for more information
Assistive Technology
Program Manager Robert Frantum-Allen
Coordinator Tara Donahue
• Lending Library • Consultation on AT Evaluations • Manager School Assistive
Technology Representative • Partner with Educational
Technology • Professional Development on
the use of Technology in the classroom
Professional Development
Program Manager Robert Frantum-Allen
Coordinator Sara Dinser
• Manages Logistics for Professional Development
• Separate Registration system from the DPS system
• Focus on Adult Learning Theory• Manages face-to-face and
blended learning opportunities • Coordinates' with other DPS
Departments
Instructional Support
Program Manager Robert Frantum-Allen
Coordinator TBD
• Instructional Hotline• Instructional Resource Library • Provides technical assistance
on Specially Designed Instruction
• Pedagogy support • Root Cause Analysis and SDI
planning support with individual students
• Universal Design for Learning • Instructional
Recommendations
Low Incidence Disability
Associate Director Steve Nederveld DHH Supervisor Kristy Murdock
• Educational Audiology • Teachers of the Deaf and Hard
of Hearing • Consult for Center Based Deaf
and Hard of Hearing Programs • Educational Sign Language
Interpreters • Teachers of the Visually
Impaired • Orientation and Mobility
Specialists• Braille support
The what and who of Student Services Operations…
We work relentlessly to ensure equitable opportunities and successful outcomes for all students.
• Schools Records • Medicaid • Enrich IEP Software Hotline • Extended School Year • Out of District • Special Education Budget
Allocations• Mild Moderate allocations • Center Programs • Specialized Services Providers
(Related Services)
Tom O’Keefe
Director of Operations
Critty McClendo
nProgram Manager Out of District and
ESY
Diane Ellis
Coordinator Enrich
Rob Hendersh
otProgram Manger Medicaid
Mike Handley
Program Manager Finance
Barbara Skeens
Instructional Resource Center
OPERATIONS
Extended School Year
Program Manager Critty McClendenESY Coordinator
TBD • Summer Programming for
student who qualify • Technical assistance on
qualification procedures• Manage multiple sites • Possible Summer Employment
opportunities
Enrich Hotline
Enrich Help Desk Tamari Emory Enrich Trainer
Diane Ellis • IEP Platform for Denver Public
Schools • Required to attend training
before given access to students IEP’s
Agenda: Day OneM
eet
You
r Team Introductions
Setting Norms
Course Overview
Special Education In DPS Resourcesl
First 30 Days
State of the State
Understanding IEP Roles
IEP
Pro
cess MTSS
Child Find
Multidisciplinary Evaluation Reports
Determination of Eligibility
IEP Development
Multidisciplinary PLOP and Special Factors
Goals
Accommodations, Services, and LRE
Eli
gib
ilit
y D
ete
rmin
ati
on
Intellectual Disability
Other Health Impairment
Serious Emotional Disability
Autism
Specific Learning Disability
Other Disabling Conditions
Eff
ect
ive I
EP
Team
work
Agenda: Day OneM
eet
You
r Team Introductions
Setting Norms
Course Overview
Special Education In DPS Resourcesl
First 30 Days
State of the State
Understanding IEP Roles
IEP
Pro
cess MTSS
Child Find
Multidisciplinary Evaluation Reports
Determination of Eligibility
IEP Development
Multidisciplinary PLOP and Special Factors
Goals
Accommodations, Services, and LRE
Eli
gib
ilit
y D
ete
rmin
ati
on
Intellectual Disability
Other Health Impairment
Serious Emotional Disability
Autism
Specific Learning Disability
Other Disabling Conditions
Eff
ect
ive I
EP
Team
work
State of the State
Objectives
Participants will become aware of the current state of Special Education in
Denver Public Schools.
Participants will realize that Specially Designed Instruction can change the
outcomes for students with a disabiltiy.
State of the State
Jigsaw data review: Each person in your team will get one page of data. Each page is different.
Take 5 minutes to review your chart.
Share with your table something you learned from your data.
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
Agenda: Day OneM
eet
You
r Team Introductions
Setting Norms
Course Overview
Special Education In DPS Resources
First 30 Days
State of the State
IEP Roles
IEP
Pro
cess MTSS
Child Find
Multidisciplinary Evaluation Reports
Determination of Eligibility
IEP Development
Multidisciplinary PLOP and Special Factors
Goals
Accommodations, Services, and LRE
Eli
gib
ilit
y D
ete
rmin
ati
on
Intellectual Disability
Other Health Impairment
Serious Emotional Disability
Autism
Specific Learning Disability
Other Disabling Conditions
Eff
ect
ive I
EP
Team
work
IEP Roles
ObjectivesParticipants will become aware of the roles
and responsibilities of Evaluation and Individual Education Plan team members.
Participants will identify where roles and responsibilities are strong and weak in
their various teams and establish goals to improve evaluation and Individual
Education Plan team members effectiveness.
Jigsaw: Your table will be given the Roles of IEP team Members 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?
Key Points: Roles of IEP Team Members•Summary
Role
s an
d
Resp
on
sib
ilit
yEach team member has a specific role
Role
s an
d
Resp
on
sib
ilit
yKnowing the roles can improve team effectiveness
Role
s an
d
Resp
on
sib
ilit
yTeams can start to develop a strategy to insure each person knows their role
Agenda: Day OneM
eet
You
r Team Introductions
Setting Norms
Course Overview
Special Education In DPS Resources
First 30 Days
State of the State
IEP Roles
IEP
Pro
cess MTSS
Child Find
Multidisciplinary Evaluation Reports
Determination of Eligibility
IEP Development
Multidisciplinary PLOP and Special Factors
Goals
Accommodations, Services, and LRE
Eli
gib
ilit
y D
ete
rmin
ati
on
Intellectual Disability
Other Health Impairment
Serious Emotional Disability
Autism
Specific Learning Disability
Other Disabling Conditions
Eff
ect
ive I
EP
Team
work
Multi-tiered Support Systems•Objectives
Participants will understand that Multi-tiered systems of support is an umbrella term for the Response to Intervention and Positive
Behavior Intervention Supports.
Participants will understand that MTSS is a problem solving process and that DPS has
adopted a problem solving process called the DPS Inquiry Cycle.
Participants will understand that ALL students who have a need should complete
the problem solving process.
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
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?
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?
Key Points: Multi-tiered Support Systems•Summary
MT
SS MTSS
incorporates RTI and PBIS M
TS
S In DPS the Inquiry cycle must be used by a problem solving team when addressing children’s needs
MT
SS DPS has
provided resourced for all problem solving teams on the inquiry cycle
Agenda: Day OneM
eet
You
r Team Introductions
Setting Norms
Course Overview
Special Education In DPS Resources
First 30 Days
State of the State
IEP Roles
IEP
Pro
cess MTSS
Child Find
Multidisciplinary Evaluation Reports
Determination of Eligibility
IEP Development
Multidisciplinary PLOP and Special Factors
Goals
Accommodations, Services, and LRE
Eli
gib
ilit
y D
ete
rmin
ati
on
Intellectual Disability
Other Health Impairment
Serious Emotional Disability
Autism
Specific Learning Disability
Other Disabling Conditions
Eff
ect
ive I
EP
Team
work
IEP Process: Child Find and Referrals
Steps in the Child Find Process
Analysis of a Referral
Determination if Additional Data is Necessary to Complete an Evaluation
Child Find
ObjectivesParticipants will understand that well
crafted referrals indicate that the child received multi-tiered systems of support
with a robust body of evidence that includes quantitative and qualitative data
Evaluation teams review the referral to determine if they already have the data to qualify in the suspected area of concern; if not then they create a plan to collect the
data.
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
Your table will have a copy of a referral
Use the guiding questions in the IEP Guiding Questions flip chart to evaluate the sample referral.
Based on your discussion, do you think this referral can proceed to the evaluation stage of the process?
Referrals
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.
Page 13 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
Page 10 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
Page 13-14 in Procedural Manual: The Colorado State Recommended IEP
1. Determine if referral is appropriate. If yes, then…
2. Review formal and informal data from a variety of sources.
3. Do you already have what you need to qualify in the suspected area of concern?• If no, determine what else is needed.• If yes, continue with the process.
Review of Existing Data
Child Find and Referrals: Key Points
•Summary
Refe
rral Referrals
should indicate participation in the Multi-Tiered Systems of Supports
Refe
rral An
Evaluation Team reviews the referral and determines next steps
Refe
rral All
referrals require the same problem solving process; the teams might look different each time
Agenda: Day OneM
eet
You
r Team Introductions
Setting Norms
Course Overview
Special Education In DPS Resources
First 30 Days
State of the State
IEP Roles
IEP
Pro
cess MTSS
Child Find
Multidisciplinary Evaluation Reports
Determination of Eligibility
IEP Development
Multidisciplinary PLOP and Special Factors
Goals
Accommodations, Services, and LRE
Eli
gib
ilit
y D
ete
rmin
ati
on
Intellectual Disability
Other Health Impairment
Serious Emotional Disability
Autism
Specific Learning Disability
Other Disabling Conditions
Eff
ect
ive I
EP
Team
work
IEP Process: Multidisciplinary Evaluation Report•Objectives
Participants will understand that Evaluation Reports and Present Levels of Performance
are two reports with a different purpose.
Participants will understand that the purpose of an Evaluation Report is to determine if a
student qualifies.
Participants will understand that only areas of concern need to be addressed in an
Evaluation Report.
Initial Evaluation
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
Page 10 in Procedural Manual: The Colorado State Recommended IEP Evaluation 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- S, T, E (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
What Evaluation Report Present Level of
Performance (PLOP): Formally known as PLAAF
When? Initials and Re-evaluations (to determine qualification)
IEP Development (to create specially designed instructional plan)
Why? Determine eligibility Create a Specially Designed Instruction plan
Questions to
Answer
What assessments were given? What do they mean? Will the student qualify?
What is a summary of their functioning? How did they do on their goals?
Evaluation Report v. Present Level Performance Report
Discuss possible behaviors, strategies or suggestions for teams to help create one cohesive report.
List your strategies and be ready to share your best idea. All strategies created in these trainings will be shared with the entire district.
Multi-disciplinary Evaluation Reports
Shared secure site to
document individual
assessments and
interpretations.
Regularly schedule kid-talk meetings.
Only address areas of
concern. Not everyone
may need to be present.
Pre-meetings to document
everybody's finding
Multi-disciplinary Evaluation Reports
One person is designated as
the report writer; all
others share their
interpretations of the data .
Have DOTS install Lync on all your
computers so you can do a conference
call for folks who are in different
locations.
Schedule regular referral and re-evaluation pre-meetings with the Multidisciplinary Evaluation Team
Multiple students at one time
Determine if evaluation needed and areas of need
Create a time line of next steps
Schedule a evaluation writing meeting
Summarize results
Calibrate your message
Multi-disciplinary Evaluation Reports
But wait…What happens to our reports? Our reports help to rule out areas of concern. How will
we actually know if our area is an area of
concern without doing an evaluation and
documenting that on a report.
Evaluation Report
•Summary
Eva
luati
on Evaluation
reports and Present Level Report are separate with a different purpose
Eva
luati
on Evaluations only occur in the areas of concern. MTSS should help to indicate areas of concern.
Eva
luati
on Evaluations
are multi-disciplinary and address a suspected disability
Agenda: Day OneM
eet
You
r Team Introductions
Setting Norms
Course Overview
Special Education In DPS Resources
First 30 Days
State of the State
IEP Roles
IEP
Pro
cess MTSS
Child Find
Multidisciplinary Evaluation Reports
Determination of Eligibility
IEP Development
Multidisciplinary PLOP and Special Factors
Goals
Accommodations, Services, and LRE
Eli
gib
ilit
y D
ete
rmin
ati
on
Intellectual Disability
Other Health Impairment
Serious Emotional Disability
Autism
Specific Learning Disability
Other Disabling Conditions
Eff
ect
ive I
EP
Team
work
IEP Process: Determination of Eligibility •Objectives
Participants will understand the nuance of predetermination of a disability.
Participants will define professional judgment.
Determination of Eligibility
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
Page 10 in Procedural Manual: The Colorado State Recommended IEP
Scenario One
In the evaluation report there is a statement made about the skills that the
student needs to work on, the intervention that the student will be receiving, and who will be providing
that intervention.
Scenario Two
IEP team had a
preparatory meeting prior to the IEP meeting with the parents to discuss
assessment results and prepare a draft IEP.
Which one is predetermination?
Professional Judgment
“If you can back up your decision with evidence it is using
professional judgment. If you cannot, then you are using intuition, not judgment.”
Key Points: Determination of Eligibility
•Summary
Dete
rmin
ati
on
of
Dis
ab
ilit
y Predetermination can easily occur; keep all possible determination discussion in the determination of disability meeting
Dete
rmin
ati
on
of
Dis
ab
ilit
y Professional Judgment means making a decision based on a robust body of evidence not gut feelings D
ete
rmin
ati
on
of
Dis
ab
ilit
y When in doubt use your resources to assist.
Agenda: Day OneM
eet
You
r Team Introductions
Setting Norms
Course Overview
Special Education In DPS Resources
First 30 Days
State of the State
IEP Roles
IEP
Pro
cess MTSS
Child Find
Multidisciplinary Evaluation Reports
Determination of Eligibility
IEP Development
Multidisciplinary PLOP and Special Factors
Goals
Accommodations, Services, and LRE
Eli
gib
ilit
y D
ete
rmin
ati
on
Intellectual Disability
Other Health Impairment
Serious Emotional Disability
Autism
Specific Learning Disability
Other Disabling Conditions
Eff
ect
ive I
EP
Team
work
IEP Process: IEP Development •Objectives
Participants will understand that an Individualized Education Plan is only
developed if the student qualifies.
Participants will explain how to increase parent and student participation in
Individualized Education Planning meetings.
IEP Development
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
Page 10 in Procedural Manual: The Colorado State Recommended IEP
Page 17 and 19 in Procedural Manual: The Colorado State Recommended IEP
Important Concept
If a draft IEP is developed prior to the IEP Team meeting, it must be clear to the parent that the services are topics for review and discussion.
Copies of draft proposals should be provided to parents prior to the meeting.
Determination of Eligibility
•Determination of Eligibility▫Is the child eligible based on the
evaluation?▫If no, IEP is not developed.
•IEP Development▫Collaborative access and
specially designed instructional plan
▫For those who are eligible
Page 10 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, 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
Page 19 in Procedural Manual: The Colorado State Recommended IEP
We are going to pass out a copy of a DPS suggested IEP agenda.
Three groups will get a different set of questions.
Group 1 Why have an agenda? Why would you want to start with future aspirations?
Group 2 What is the most effective way to share the present levels?
Group 3 Why not do the goals at the end of the meeting?
IEP Meeting Agenda
Page 21 in Procedural Manual: The Colorado State Recommended IEP
Sample IEP Meeting Agenda
1. Introduced IEP team participants2. State the purpose for the meeting3. Ask if parents have questions about procedural
safeguards, rights and responsibilities4. Discuss future aspirations (all) and post
secondary outcomes (secondary) 5. Present levels of academic achievement and
functional performance6. Determine and special factors7. Determined transition needs8. Develop annual goals9. Determine of accommodations and modifications10.Determine service delivery11.Determine placement in least restrictive
environment12.Distribute copies of IEP documents
Group 1Why have an
agenda?Why would you
want to start with future
aspirations?
Group 2 What is the most effective way to
share the present levels?
Group 3 Why not do the
goals at the end of the meeting?
Meeting Agenda
Page 19 in Procedural Manual: The Colorado State Recommended IEP
What is your
preference for the date and time of
the meeting ? Do you need an
interpreter? Other
accommodation?
How is your child going to change the world?
Parent Participation• If parent cannot attend, use other
methods, such as a conference call.
• Use several methods of contact: Call, e-mail, home visit, US mail, etc.
• If the parent does not show up after several methods, proceed and document.
• Make sure the parent understands the proceedings.
• Provide the parent with a questionnaire to complete about their child and allow the parent to share at the meeting.
http://www.imdetermined.org/youth
What does self-determination mean to you?
What strategies do you use as an IEP team to increase student participation in an IEP meeting?
Student Participation
http://www.imdetermined.org/one_pager
The One Pager
Download the ‘one pager’ from iamdetermined.com and complete it on your self. Be ready to share with the group.
Student Participation
http://www.imdetermined.org/student_involvement
Student-led IEP
Key Points: IEP Development
•Summary
IEP
D
eve
lop
men
t An agenda keeps the meeting organized and reduces potential problems
IEP
D
eve
lop
men
t Specific strategies to increase parent participation
IEP
D
eve
lop
men
t Specific strategies to increase student participation
Agenda: Day OneM
eet
You
r Team Introductions
Setting Norms
Course Overview
Special Education In DPS Resources
First 30 Days
State of the State
IEP Roles
IEP
Pro
cess MTSS
Child Find
Multidisciplinary Evaluation Reports
Determination of Eligibility
IEP Development
Multidisciplinary PLOP and Special Factors
Goals
Accommodations, Services, and LRE
Eli
gib
ilit
y D
ete
rmin
ati
on
Intellectual Disability
Other Health Impairment
Serious Emotional Disability
Autism
Specific Learning Disability
Other Disabling Conditions
Eff
ect
ive I
EP
Team
work
IEP Process: Present Level of Performance •Objectives
Participants will understand that a present level of performance is only completed if the
student qualifies for an IEP.
Participants will know the elements to a present level of performance report.
Page 22 in Procedural Manual: The Colorado State Recommended IEP
Student’s strengths, personal interests,
achievements.
Results of the most recent formal and
informal evaluation (could be a synthesis
of the Evaluation report).
Needs and impact of their disability on
his/her involvement and process in the general education
curriculum
PLOP: Present Level of Performance
Each team will receive a copy of the Enrich PLOP and a set of guiding questions.
Sort the guiding questions into the most appropriate categories of the PLOP.
Page 22 in Procedural Manual: The Colorado State Recommended IEP
PLOP
Page 22 in Procedural Manual: The Colorado State Recommended IEP
Student’s strengths, personal interests,
achievements.
• What are the student’s academic strengths?
• What are the student’s developmental strengths?
• What are the student’s interests?
• What are the students significant personal attributes?
• What are the student’s accomplishments?
• What are the students aptitudes including post-secondary outcomes stated as an end result?
PLOP
Page 22 in Procedural Manual: The Colorado State Recommended IEP
Results of the most recent formal and informal
evaluation (could be a synthesis of the Evaluation
report).
• Describe the student- age, grade, disability (you can do this now because you have already determined eligibility)
• What is a summary of the evaluation report or recent evaluations including the interpretation?
• What was their progress towards previous IEP goals?
PLOP
Page 22 in Procedural Manual: The Colorado State Recommended IEP
Needs and impact of their disability on his/her involvement
and process in the general education curriculum
• What does the student need?
• What recommendations do you have for the student?
• What specially designed instruction does the student need?
PLOP
Key Points: Present Level of Performance•Summary
PL
OP Addresses
strengths, present levels and needs
PL
OP On all subsequent annuals, should address progress on IEP goals
PL
OP Is also a
multi-disciplinary report
IEP Process: Special Factors •Objectives
Participants will know when to use a Functional Behavior Assessment.
Participants will know when assistive technology is addressed on an IEP.
Participants will know when a bi-lingual specialist (ELA- E, S, or T) must be involved
in the process.
Participants will understand the body of evidence necessary for extended school year
services.
Page 22 in Procedural Manual: The Colorado State Recommended IEP
FBAs and BIPs
Functional Behavior Assessments and Behavior Intervention Plans
can be used at all levels of MTSS.
Could this student benefit from assistive technology?
Assistive Technology is not just for profound-needs students. Many mild-needs students could benefit from
AT.
Assistive Technology
• Any item, piece of equipment, or product system—whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of a child with a disability
• Exception: The term does not include a medical device that is surgically implanted or the replacement of such a device
AT Scavenger Hunt
Where is the form used to check out equipment? Click on the link and look at the AT request form.
Where is the IEP team worksheet? Click here and read through the steps to determine a which AT is most appropriate.
How do I set up Learning Ally for my student? Click here to look at the DPS Learning Ally website. Who is our Learning Ally Manager?
ESY Guidelines must be given to
parents at the year IEP meeting
Guidelines must be explained to
parents
Eligibility is based on regression and
recoupment and/or predictive
factors
Regression/ Recoupment
and/or Predictive facts that are
related to their IEP goals
Concrete Body of Evidence (not gut
feelings)
ESYRegression and Recoupment
Predictive Factors
Regression- refers to a decline in knowledge and skills that result from an interruption in education
• Type and Severity• Rate of Progress• Alternative
Resources• Behavior/Physical • Ability to interact
with non-disabled peers
• Curriculum that needs continuous reinforcement
• Vocational needs • Other relevant
factors
Recoupment is the amount of time it takes to regain the prior level of functioning
Key Points: Special Factors
•Summary
Sp
eci
al
Fact
ors
FBA and BIP can be done at all stages of MTSS
Sp
eci
al
Fact
ors
AT and ESY should be considered for every IEP
Sp
eci
al
Fact
orsELL
Students require extra effort and time; Must include a bi-lingual specialist (ELA-E, S, or T)
Agenda: Day OneM
eet
You
r Team Introductions
Setting Norms
Course Overview
Special Education In DPS Resources
First 30 Days
State of the State
IEP Roles
IEP
Pro
cess MTSS
Child Find
Multidisciplinary Evaluation Reports
Determination of Eligibility
IEP Development
Multidisciplinary PLOP and Special Factors
Goals
Accommodations, Services, and LRE
Eli
gib
ilit
y D
ete
rmin
ati
on
Intellectual Disability
Other Health Impairment
Serious Emotional Disability
Autism
Specific Learning Disability
Other Disabling Conditions
Eff
ect
ive I
EP
Team
work
IEP Process: Goals •Objectives
Participants will use goals as a road map for specially designed instruction.
Participants will elevate the importance of goals.
Participants will develop meaningful objective that provide the blueprint to
achieve the goal.
Page 23-24 in Procedural Manual: The Colorado State Recommended IEP
Turn and Talk
What is the purpose of a goal?
What role to goals play in specially
designed instruction?
Goals
Page 23-24 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
• Is this goal measurable?• Is the goal designed to close the achievement gap?• Does the goal provide a road map for their specially designed
instruction?• Is it a SMART goal? (specific, measureable, attainable, results
driven or relevant, and time bound)
Your team will be given 4 goals. For each goal answer the following questions.
Discuss as a team the difference between the goals that answer these questions and those that do not answer these questions?
Goals that Provide a Road Map for SDI
Page 23-24 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
Page 23-24 in Procedural Manual: The Colorado State Recommended IEP
Improve reading comprehension
GOAL
Why isn’t the student at grade level? What is the root cause?
Develop Comprehension Strategies
Increase their accuracy in oral reading
Increase their speed in oral reading
Develop morphological awareness
Master the syllable types
Master the 70 Orton Grapheme
Manipulate speech sounds at the oral level
OB
JEC
TIV
ES
Objectives
TASK
Subtask
Subtask
Subtask
Subtask
Decode unknown
single-syllable words
Correctly answer
addition and subtraction
facts Identify r-
controlled, vowel teams, and bossy
e syllables
Identify open and closed syllables
Match the speech sounds of English to corresponding
graphemes
Identify the speech sounds of
English
Utilizes common fact strategies
(e.g. double plus, count one, etc. )
Addition: combines two sets; minus:
removes from one set
Counts forward or backward from
given number by1, 2, or 3
Finds numbers on a number line
Brush Teeth
Replaces cap and returns tooth
brush
Brushes teeth and rinses mouth
Unscrews cap on tooth paste;
squeezes ¾ inch of paste on brush
Steps for Task Analysis
Turns on water and wets bristles on toothbrush
TASK: Improve Reading Comprehension Skills
Decode multiple
syllable words
Identify their syllable types
Understand phoneme grapheme
relationships
Increase reading fluency
Read 80 words per
minute
Read 90 words per minute
Read 100 words per minute
Increase vocabulary
Develop morphological
awareness
Utilize reading comprehension
strategies
Use Self Monitoring
Use Visualization
Use Question generation
Steps for Task Analysis
Each team will be given one broad goal based on a state standard, a students grade level, their baseline of functioning, the root cause of their deficit, and a bunch of possible objectives
Determine the relevant objectives and then place the objectives in order from the most basic skills to the more advanced skill
Page 23-24 in Procedural Manual: The Colorado State Recommended IEP
Goals and Objectives
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Organize relevant ideas and details to convey a central idea or prove a point
Develop a topic sentence, transitions, key ideas and conclusion sentences to create a well-organized paragraph
Ensure subject-verb and pronoun-antecedent agreement.
Write multi-paragraph compositions that have clear topic development, logical organization, effective use of detail, and variety in sentence structure
Spell high-frequency words correctly
Include cause and effect, opinions and other opposing viewpoints in persuasive writing
Capitalize holidays, product names, and geographic names.
Develop text that explains a process; define a problem and offer a solution; or support an opinion
Print all upper- and lowercase letters.
Follows the recursive writing model to complete a writing task
Write complete simple sentences.
These become your objectives to the
goal.
Marie will write with focus,
organization and detail as measured
by the following objectives…
…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
Progress reporting at least with
each report card cycle
All Colorado Standards are loaded to reference
Goal can be broad
Measureable element will be in the objective
Progress monitoring can be tracked directly in Enrich
Goals and Objectives
Key Points: Goals and Objectives•Summary
Goals
Goals are based on the Colorado Academic and Health/PE standards
Goals
Goals are the roadmap or compass to the specially designed instruction
Goals Goals will
have measureable objectives starting in July 2014
Agenda: Day OneM
eet
You
r Team Introductions
Setting Norms
Course Overview
Special Education In DPS Resources
First 30 Days
State of the State
IEP Roles
IEP
Pro
cess MTSS
Child Find
Multidisciplinary Evaluation Reports
Determination of Eligibility
IEP Development
Multidisciplinary PLOP and Special Factors
Goals
Accommodations, Services, and LRE
Eli
gib
ilit
y D
ete
rmin
ati
on
Intellectual Disability
Other Health Impairment
Serious Emotional Disability
Autism
Specific Learning Disability
Other Disabling Conditions
Eff
ect
ive I
EP
Team
work
IEP Process: Accommodations and Modification•Objectives
Participants will be able to find appropriate accommodations in the Colorado Department
of Education Accommodations manual.
• Allows student to complete the same assessment or assignment
Accommodations
• Adjustment to an assessment or assignment
Modification
Accommodations and Modifications
Accommodations Scavenger Hunt
Go to page 65
With one of your students in mind, choose one of the student characteristics.
Go to the respective table for that characteristic.
Look through the list of accommodations and determine which are appropriate for your student.
Key Points: Accommodations
•Summary
Acc
om
mod
ati
o nsEnrich will not
have checklists
Acc
om
mod
ati
o nsThe CDE
accommodations manuals provides guidance on selecting accommodations
Services Related Services
Primary IEP Services They support the IEP services
Speech Language Only
Special Education cannot be a related service to a child who only qualifies for Speech Language
Special Education
Related services might include Speech Language, Motor, Health, Transportation, Assistive Technology, Mental Health, Interpreter, Braille, etc…
Service Delivery
Page 26 in Procedural Manual: The Colorado State Recommended IEP
• With accommodations
• With modifications
• Supplementary aids
General Education?
• Inclusive services
Services in General Education
?
• Resource Room
Services outside General
Education? • Center Based Programing
Services in a
Special Classroo
m?
• Out of District
Services in a Special School?
PLACEMENTLocation is determined by the SPED Director
LRE Process
IEP Implementation
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
Page 10 in Procedural Manual: The Colorado State Recommended IEP
District focus on closing the
achievement gap and the IEP is the
compass to guide achievement.
MTSS is the pre-referral process.
Focus on streaming lining procedures and processes; only focus on areas of concern.
Evaluation Reports and Present Level
Reports are not the same thing. Both require a multi-
disciplinary approach.
IEP goals will now include objectives to help in the design of specially designed
instruction.
Every IEP is individual and the
process must reflect this individualization.
Key Ideas for Day One
Effective team work is going to by critical
in moving forward with the shifts in practice under
ECEA.
Agenda: Day TwoM
eet
You
r Team Introductions
Setting Norms
Course Overview
State of the State
Understanding IEP Roles
IEP
Pro
cess MTSS
Child Find
Referrals
Multidisciplinary Evaluation Reports
Determination of Disability
IEP Development
Multidisciplinary PLOP and Special Factors
Goals
Accommodations, Services, and LRE
Eli
gib
ilit
y D
ete
rmin
ati
on
Intellectual Disability
Other Health Impairment
Serious Emotional Disability
Autism
Specific Learning Disability
Other Disabling Conditions
Eff
ect
ive I
EP
Team
work
Questions?