Ready, Set, Go: Training for New Evaluation Personnel

1. Ready, Set, Go: Training for New Evaluation Personnel Debbie Buchanan Region One ESC April 7, 2011

2. or…“I have the job,now what do I do?”

3. Acknowledgement • Training materials for this session were developed in collaboration with the Texas Education Agency Statewide Leadership: Evaluation Network • Each Education Service Center representative to the Evaluation Network has the full set of training materials (binder and CD).

4. Ground Norms • Participate actively • Ask questions • Share insights and experiences • Listen to one another • Help one another • Please turn communication devices to silent mode • Take care of yourself

5. Training Objectives Participants will • Integrate current knowledge with practical application for job success • Learn tools and techniques to make the job a success • Examine important issues including compliance with legal mandates • Develop expertise in utilizing resources for student evaluation

6. Agenda • Overview • The Job • Legal • Evaluation • IEP Meetings • Resources

7. Most Important Information Today • New Eligibility Requirements • Observations • RTI • FIEs that include intervention strategies. • WE Need to Be Needed!!!

8. Overview

9. The Job • Job description • Sample job descriptions • Defining your job • Relationship to other evaluation professionals

10. Where Do I Begin? • Read through the list • Place a by areas you are not familiar with • Discuss with tablemates • Note areas for follow-up

11. Getting Started • Suggestions for Getting Started • Not a Rule, Not a Regulation…But Some Good Advice!

12. Managing Workload/Caseload • Caseload • the number of students who are provided direct services by the school-based service provider • Workload • includes the caseload and • all activities required and performed by the school-based service provider

13. You Can’t Make a Plan Without a Planner! • A good planner will help • Manage time • Organize activities • Record events • Free working memory • Access resources

14. Reflecting on Your Practice • Resume, Vita, and/or Portfolio • Professional Development • Professional Standards • Certification/Licensure Requirements

15. Legal

16. The Special Ed Type Quiz • A director called and asked about a student who was struggling in school. The director said, “He’s not doing very well and we’re concerned about him but we don’t know what to do with him. We’ve looked into all of our special programs and he doesn’t seem to qualify. We’ve studied the rules and regulations and consulted with every expert available. Do you have any suggestions?

17. And I responded with… • Well….it sounds to me like you thought the kid might be E.D., L.D., O.H.I. due to A.D.D. or A.D.H.D., M.R., or T.B.I. I’m sure you did want to come up with an I.E.P. so that you could provide F.A.P.E. in the L.R.E. and thus comply with I.D.E.A. I expect you considered O.T., P.T. and all sorts of A.T.D’s. I’m guessing you’ve already looked at the D.O.E., O.C.R. and T.E.A. guidelines and probably also thought about making A.Y.P. under N.C.L.B. with a H.Q. teacher. Finally, you F.I.E’d him, you A.R.D’d, and 504’d him and D.N.Q’d him. I’d say the K.I.D. is O.U.T.

18. Scoring: • If you understood 80% of the previous slide, you are a “special ed type”.

19. Today We Will Talk “Lawyer”

20. Top Ten Statements That Make Attorneys Cringe • 10. I have 21 other students in my class besides Johnny. I don’t have time to give him the attention he needs. Besides, I teach literature. You can’t modify Hamlet. • 9. I won’t be able to do that. My schedule is full already. • 8. I’m sorry Ms. Smith, we don’t have P.T., O.T., or content mastery at this campus.

21. 7. Our superintendent will have to approve that. • 6. I guess everyone in the ARD meeting knows me. I’m Ms. Crumley, Johnny’s teacher and this is my attorney, Ms. Landshark from the firm of Macon Bigbucs and Lovinit P.C. • 5. She’s not eligible for that room. Only the ED child is eligible for that placement.

22. 4. I’m sorry, we don’t place aides with any students. We don’t have the money. • 3. Our ESY program is 4 weeks for three hours a day. • 2. I’m sorry that you and the students have to barricade yourselves behind your desks everyday because of Johnny’s attacks, but we’re stuck with this inclusion thing.

23. And….#1 • I don’t care that this so called modification sheet says Johnny needs oral exams. If you’re going to dump him in my class, he’s going to take written exams like every other kid.

24. Times Have Changed • Internet • Advocacy • Broadened IDEA

25. ARD does not stand for“Anguish, Remorse and Denial” • The ARD meeting is the critical vehicle for school/parent communication. How the meeting is conducted speaks volumes about the professionalism and caring of the school district. • It is essential that the meeting have strong leadership.

26. #1 Defense Have Strong Leadership At Your ARD Meetings

27. The ARDC needs a strong leader. • A strong leader sets the tone for the meeting, establishes and enforces “ground rules” for productive discussion, makes sure that all voices are heard, all issues are addressed, and that decisions are made in an orderly fashion.

28. The Leader: • Does not have to be the leading expert on special education law in your district. • Must have good people skills and good communication skills. • Should have a good, basic understanding of what ARDC meetings are about. • Does not have to know the details of federal of state regulations.

29. The most logical person to serve as ARDC leader is: • The administrative representative of the school. • (iii) a representative of the local education agency who— • (I) is qualified to provide, or supervise the provision of, specially designed instruction to meet the unique needs of children with disabilities; • (II) is knowledgeable about the general curriculum; and • (III) is knowledgeable about the availability of resources of the local education agency; 20 U.S.C. 1414(d)(1)(B)(iv).

30. In too many school districts: • The educational diagnostician is called on to play too many roles at the ARDC meeting. • The diag. is frequently required to: • fill out all the paperwork, • lead the discussion, • establish rapport with the parents • etc.

31. Two Parties • While there are many people around the table at an ARDC meeting, there are only two parties – the parent (or adult student) and the school. • The administrative representative is the logical leader for the school and for the meeting as a whole.

32. Who Should Attend the ARD Meeting • Parent • Special Ed Teacher • Regular Ed Teacher • Diagnostician • LEA Representative • Other Staff – Optional depending on the circumstances • OT, PT, Speech, Vision, Transition, Nurse, Others???

33. IEP Team Attendance(Section 614(d)(1)(B) and (C)) • A member of the IEP team may be excused if: • If parent and LEA agree (member’s area of the curriculum or related services is not being modified or discussed in the meeting). • If parent and LEA agree and the member submits, in writing to the parent and IEP team, input into the development of the IEP prior to the meeting. • A parents agreement (attendance not necessary) and consent (excusal) must be in writing.

34. Actual Wording • Not less than one regular education teacher of the child (if the child is, or may be, participating in the regular education environment); • Not less than one special education teacher of the child, or where appropriate, not less than one special education provider of the child;

35. Controlling the MeetingKeeping the Peace • Use an agenda • Stop chasing rabbits • Let parents speak • Insist on professionalism • No coke cans/drinks • No food pr sack lunches • Appropriate attire

36. Perception is Everything • Use Plain English • Avoid Negative Body Language • Pen and Ink • Choose Words Carefully • Hurry up • Idle Chit Chat

37. Setting the Stage • Check and double check recording devices. • Cool rooms are best. • Allow for plenty of table space. • Straight-backed chairs without pads. • Consider ADA violations

38. The Language of Special Education Dear Parent, You are invited to attend an annual IEP meeting for your child. All meetings are conducted according to IDEA 04, CFR, OSEP, TEC, TAC, and the SBOE rules…

39. Acronym Mania! O&M TAKS-I ESY TAKS-ALT PBMAS AU LPAC FIE AYP

40. Legal Mandates • Federal • Individuals with Disabilities Education Improvement Act (IDEA) of 2004 (20 U.S.C. 1400) • Code of Federal Regulations (C.F.R. Part 300) • Case law • No Child Left Behind Act of 2001 (NCLB) • Section 504 of the Rehabilitation Act of 1973 • Family Educational Rights and Privacy Act of 1974 (FERPA)

41. Legal Mandates • State • Texas Education Code (TEC) • Texas Administrative Code (TAC) • State Board of Education Rules • Commissioner’s Rules

42. Legal Mandates • Local • Policies and procedures • Operating guidelines

43. A Resource For Current Information • www.tea.state.tx.us

44. The Legal Framework for the Child-Centered Process • Summary of state and federal special education requirements for special education that is web accessible • Link to state and federal resources • Access glossary of terms • http://www.esc18.net/

45. Procedural Safeguards • Explains specific rights and responsibilities of the parent in the special education process

46. Away Game • “ I always felt that I was at an away game when I was on my home campus.”

47. Experience & Learning Our level of involvement We tend to remember... 10% of what we read READING VerbalReceiving 20% of what we hear HEARING WORDS PASSIVE LOOKING AT PICTURES 30% of what we see Visual Receiving WATCHING A MOVIE 50% of what we hear and see LOOKING AT AN EXHIBIT WATCHING A DEMONSTRATION SEEING IT DONE ON LOCATION 70% of what we say PARTICIPATING IN DISCUSSION Receiving & Participating GIVING A TALK ACTIVE DOING A DRAMATIC PRESENTATION 90% of what we both say & do SIMULATING THE REAL EXPERIENCE Doing DOING THE REAL THING

48. How To Accommodate During Lecture • Clock Partners

49. Clock Partners 12 9 3 6

50. The QUESTION • If the president of the USA can no longer occupy the office …. who takes his/her place? List the succession of the inhabitant of the presidential office in order.