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    1. 1 Social/Emotional/Behavioral Development: Provision of Related Services Materials: Name Tags, Sign-In Sheet, Evaluation Forms Table Labels by District Monterey County SELPA Procedural Handbook, Pages 81-85 Training Packet to include PowerPoint slides, copies of related IEP forms Handouts for Activities District-Level Interventions 26.5 Referral-Item 4 DBH Notices Elements of Good Therapy/Models of Psychotherapy Table Supplies: Supply Boxes (pencils, pens, post-its, markers, etc.) Question Cards Equipment: Computer/Projector Microphone Posters for 26.5 Referral Activity Chart stand/Paper Refreshments: Coffee, tea, granola bars (morning snacks); drinks, cookies, etc. (afternoon snacks)Materials: Name Tags, Sign-In Sheet, Evaluation Forms Table Labels by District Monterey County SELPA Procedural Handbook, Pages 81-85 Training Packet to include PowerPoint slides, copies of related IEP forms Handouts for Activities District-Level Interventions 26.5 Referral-Item 4 DBH Notices Elements of Good Therapy/Models of Psychotherapy Table Supplies: Supply Boxes (pencils, pens, post-its, markers, etc.) Question Cards Equipment: Computer/Projector Microphone Posters for 26.5 Referral Activity Chart stand/Paper Refreshments: Coffee, tea, granola bars (morning snacks); drinks, cookies, etc. (afternoon snacks)

    2. 2 Welcome And Introductions Welcome/opening remarks Introductions Presenters (Carol Lankford, Bob Brunson, Liz Santiago, Kenyon Hopkins, Jo Quin) Additional Committee Members (Tom Cranson, Heath Rocha) Participants (DBH, Districts, Parents) Review use of question cards Welcome/opening remarks Introductions Presenters (Carol Lankford, Bob Brunson, Liz Santiago, Kenyon Hopkins, Jo Quin) Additional Committee Members (Tom Cranson, Heath Rocha) Participants (DBH, Districts, Parents) Review use of question cards

    3. 3 Opening: Outcomes Participants will: Understand the difference between district-level interventions and 26.5 services Be informed about requirements related to district-level interventions Know the criteria and process for making a 26.5 referral Understand the 26.5 assessment process Be familiar with how 26.5 services are included in the IEP and provided by DBH Understand the requirements for interim placements, residential placements, and exiting from 26.5 services

    4. 4 Opening: Agenda

    5. 5 Opening: Background Federal, state, and local mandates require the IEP team to conduct assessments to identify all areas of need related to a students disability. For each area of identified need, the IEP must include a present level of performance, at least one goal, and the appropriate services and/or supports to assist the student to achieve the developed goal(s). For students who have an identified need in the area of social/emotional/behavioral development, interventions begin at the district level. If district-level interventions are not sufficient for addressing the students social/emotional/behavioral development needs, a referral for community mental health services can be made.

    6. 6 District Level Interventions: Assessment The assessment should include at least the following: A detailed psycho-social-educational history Behavioral checklists completed by parents, teachers, and student (when appropriate) Interviews with parents, teachers, student, and any outside providers Observations of the student Evidence of consideration of a conduct disorder, as appropriate

    7. 7 District Level Interventions: Activity 1 Directions: In pairs, share early intervention supports and services that your district is currently utilizing.

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