Big Ideas and Critical Content
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TOT for ECEA 2014
BIG IDEAS AND CRITICAL CONTENT
http://dps-eceaenrich.wikispaces.com/home
- Site for participants - Page for presenters - trainers
manuals; todays presentations; links to videos modeling the
presentation and tips
INSTRUCTOR RESOURCES
Help needed!• critical days June 9-12; July 21; Aug
1 and 5• schedules for June be ready by
weekend• very light the second and third
weeks of June- will not need everyone
LOGISTICS
University of Phoenix Information – • Secondary at Lonetree; • Elementary at Turnpike; • If only two or three classes all will be moved to
Lonetree• Respectful of the learning environment • Need to load all materials each night • First week will have Family Liaisons; Office Staff to
help• Registration and coffee in lobby; lunch in the rooms
LOGISTICS
Priority- to be with your regionNot everyone is with their regions all the time due to the number of
registrants from your regionWill have floaters on busy days who
can answer hot topic questions
ASSIGNMENTS
Review the Norms for facilitators
Page 5 in the manual
HOT ISSUES
AGENDA
Day 1 Day 2 7:30-8:00 Registration, Setting up technology and Greet Participants
7:30-8:15 Registration, setting up technology, and coffee infusion
8:00-8:15 Introductions and Norms 8:15-9:45 Eligibility Determination for Intellectual Disability (ID), Other Health Impaired (OHI) and Serious Emotional Disability (SED)
8:15-8:30 Why are we here today? 9:45-10:00 Break8:30-10:00 The IEP Process: Roles, MTSS, Child Find, Referrals and Initial Evaluation
10:00-11:00 Wrap up ID, OHI, and SED
9:45-10:00 Break 11:00-11:30 Autism 10:00-10:45 The IEP Process: Multidisciplinary Evaluation Reports
11:30-12:15 Lunch and Break
10:45-11:30 The IEP Process: Determination of Disability
12:15-1:45 Specific Learning Disability
11:30-12:15 Lunch and Break 1:45-2:00 Break12:15- 1:30 The IEP Process: The Development of the IEP
2:00-3:00 Other Disabilities
1:30-2:00 The IEP Process: Multidisciplinary Present Level Reports and Special Factors
3:00-3:45 Effective Team Work
2:00-2:15 Break 3:45-4:00 Wrap up for Two- evaluations, questions on parking lot, etc…
2:15- 3:15 The IEP Process: Goal Writing 3:15-3:45 The IEP Process: Accommodations, Service Delivery and Determining LRE
3:45-4:00 Wrap up for Day One- evaluations, questions on parking lot, etc…
Page 7
WE CAN MAKE A DIFFERENCE!
Multi-tiered System of Supports (MTSS)Integrated Continuum
Academic Continuum
Behavior Continuum
Adapted from the OSEP TA Center for PBISAdapted from the OSEP TA Center for PBIS
RtI
PBIS
AcademicSupports
BehaviorSupports
MTSS
What happened to RTI and PBIS?
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 (for all ELL Students)
R R R R R
Community Service Agency
O O I O I
Related Services 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
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
Example 1Grade Level Data Team
Who is this problem solving team?
Example 2Student
InterventionTeam
Example 3Special Team
to convene for a unique situation
Example 4The IEP Team
Evaluation Report Verses
Present Level of Performance Report What Evaluation Report Present Level of
Performance (PLOP) report formerly known as PLAAPF
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? What recommendations do you have?
Multi-disciplinary
Evaluation ReportsRecommended
Procedures
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
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
Colorado Academic and Health Standards
Health Standards
The Standards Page 23-24 in Procedural Manual: The Colorado State Recommended IEP
Academic Standards Literac
y CCSS
EEO
Math
CCSS
EEO
Science
EEO
Social Studies
EEO
Arts World Language
s
PEMovement
Competence and
Understanding
Wellness
Physical and Personal
Wellness
Emotional and Social
Prevention
Risk Managemen
t
Steps for TASK Analysis 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
Definition: Specific Learning Disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell or do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.
Specific meaning special or particular
Cognitive Impact
Interfering with
Learning
Is there an academic
skill deficit?
Did they make sufficient
progress to scientific research-
based intervention?
Is there an academic
skill deficit?
6 Grade Level CBM
probes that at or below the 12th %ile
Achieving 50%
mastery on a
criterion based
measure
At or below the 12%ile on a normed
based measure
OR
OR
Did they make sufficient
progress to scientific research-
based intervention?
• Normed• Standardized • Predictive • Associated to
the CurriculumCurriculum
Based Measure
• Criterion• Formative • Mastery of
Skills • Direct link to
the Curriculum
Mastery Based Measure
AKA: DIBELS, AimsWEB, Easy CBM, ABC of CBM,
etc
AKA: Short cycle assessments, teacher
made checklists, common assessments
DEVELOPMENTAL DELAY
Use to be…
Consideration• Only if clear determination
categories cannot be made • 7th%ile or Lower or Empirical Data
or BOE with a pattern of learning that is different from AGE expectation
• Ages 3-8 years old (must do eligibility before age 9)
PSD
Essential Resources/Staf
f
Early Childhood
Special Educators
CLARIFYING QUESTIONS
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