Exceptional Education Keeping ConnectedStaff Meeting Itinerant Staff August 10, 2007
AGENDA • Welcome Back • Rick Wamer “Got Talk?” • The Exceptional Education Department • TIENET • Medicaid • Itinerant Leads: New Staff • Housekeeping • Myth Busters • Acknowledgements • Door Prizes • The Simple Truths of Service
Objectives • Participants will have an increased understanding of the Exceptional Education department, its vision mission and organizational structure • Participants will have increased knowledge of resources to begin their work with students with disabilities.
Guiding Principles for How We Learn Together • Take time to meet and share with new colleagues. • Be open to divergent perspectives and other participants’ points of view. • Share in the responsibility for the success of today’s work. • Limit side conversations during the direct instruction portions of the day. • Silence your cell phone or beeper. From the Arizona Foundation for Resource Education
Vision • The Exceptional Education Department shares the vision of Tucson Unified School District as a professional learning community that responds to the individual needs of students within a diverse population of TUSD students
Vision • We strive to ensure that our teachers and support staff will be prepared to implement research-based practices while recognizing the inherent strengths of students and their families and communities with regard to individual differences in language, culture and ability.
Vision • We are committed to preparing students for a multitude of roles within the local community and global economy
Introductions Lorraine St. Germain, Executive Director, Exceptional Education Carol Trunnel Assistant Director Leadership Team 2 Terri Polan Assistant Director Leadership Team 1 Scott Hagerman Admin. Support Leadership Team 3 Darlene Sithole Assistant Director Leadership Team 4 Brenda Hanna Assistant Director Leadership Team 5
Introductions • Program Coordinators - Schools • Maura Ingle, Leadership Teams 1 & 2 • Tari Tenace, Leadership Teams 3 & 4 • Program Coordinators – Special Projects • Cathy Taylor, Technology & Assessment • Paul Ohm, Preschool Program • Dan Perino, Transition Programs • To Be Announced, Medicaid Coordinator
Introductions • Itinerant Leads • Kate Mader, Behavior/Integration Team • Vicki Dawson, Social Workers • Betsy Lindsey, OT, PT, APE • James McClelland, Psychologists • Lynn Rawls, HI/VI Teachers • Lori Taniguchi, Speech/Lang. Pathologists • Kathryn Martin, Direct Link
Introductions • Special Teams • Luanna Shibuya, Multicultural Consultation Team (MCT), • Kacey Chandler, Autism • Mary Neale, Professional Development, • TBA, Assistive Technology • TBA, Ombudsperson • Penni Natvig, Child Find • Kent Knight, Sign Language Interpreters
Celebrating Our Exceptional Education Support Staff • Lynda Lane, Executive Assistant • Ben Martinez, Budget Technician • Jeannie Martinez, Administrative Assistant • JoAnn Corbett, Staff Assistant • Carmen Quintero, Administrative Assistant Central Office
Gail Steinbach Shawna Gerlach Marie Matthews Pam Diebold Lori Dupont Yolanda Federico Sandy Marschinke Emme Merino Kerri Moreno Maria Ramirez Betsey Stockton Bibi Najera, Records Celebrating Our Exceptional Education Support Staff Exceptional Education Compliance Technicians Rosemont Service Center
Gwen Miller Catalina/Howenstine Norma Guerreo Cholla Deborah Gary Palo Verde Ericka Escalante Tucson Carol Giorgi-Allread Sabino Diane Zawacki Santa Rita Monica Majalca Sahuaro Claudia Rincon Celebrating Our Exceptional Education Support Staff Exceptional Education Compliance Technicians High Schools
Celebrating Our Exceptional Education Support Staff • Shelley Sykora, Administrative Assistant • Marla Sweeney, Administrative Assistant Ajo Service Center Technology (A&R) • Reina Robles, Technology/Data Support Specialist • Lindy Jones,Technology/Data Support Specialist • Matt Olson,Technology/TIENET System Administrator
Celebrating Our Exceptional Education Support Staff • Gloria Gonzales, Medicaid Admin. Assistant • Judy Quezada, Medicaid Admin. Assistant • Danna Sandrock, Preschool Admin. Assistant • Joe Villa, Instructional Staff Dev. Specialist Rosemont Service Center
TIENET • New Staff Training 1010 E Tenth Basement Lab August 15th Part I 1:30 – 3:30 August 22nd Part II 1:30 – 3:30 E-mail Carmen Quintero to Register email@example.com
TIENET Reminders • Please do not share passwords • Step by Step Directions on the Web http://edweb.tusd.k12.az.us/exced/EEMS/eems_StepBySteps.htm • New Enhancements listed at this Website: http://edweb.tusd.k12.az.us/exced/EEMS/eems_main.htm
TIENET New Log In You do not need a “u” before your user ID
TIENET New Log In Use your TUSD user name
TIENET New Log In Use your TUSD password
TIENET New Log In Select “TUSD” for administrative network
TIENET Location Changes • TUSD People Soft will not update assignments in TIENET until late August. • Teachers who have changed sites will not have access to their students until their location is changed in TIENET. • This can be done by e-mailing or calling your Exceptional Education Compliance Technician (Rosemont 232-8300).
TIENET • TIENET IEP’s must be finalized by the person responsible for the IEP document (“Case Manager”) • Parents must be sent a copy of the finalized IEP within 5 days of the meeting.
Medicaid Direct Service Claiming (DSC) and Medicaid Administrative Claiming (MAC)
Medicaid DSC News 1. New Billing Company: Southwest Educational Billing Services 2. Maxcapture Training: Stay Tuned for Training Opportunities in September. • NPI Numbers: Make sure you have one!!!!!
Medicaid MAC News 1. Annual training requirement • Gloria will continue to provide these. • If you are chosen for a “Random Moment Sample” Please complete it in a timely manner.
Medicaid Thank you!!!
LEADS 1. Introduce New Staff 2. Overview of Job-Alike Meetings and Professional Learning
Housekeeping Absence Reporting Work Related Illness/Injury Reporting Personal Info Form Weekly Schedule Mileage Laptops: Lindy
Myth:All IEPs must be placed in the student’s cum file MythBuster: Only the current IEP is placed in the cum file, the expired IEP is removed and shredded.
Myth: When parents request a one-on-one teacher assistant, the team generally agrees and puts it on the IEP. • MythBuster: This is a team decision, the parent is an important member of the team, but they are not the sole decision-maker. The team must collect data prior to consideration of additional adult support. Please review the new procedures & guidelines for this determination on the Exceptional Education website in the Procedures Manual.
Myth: Service is suspended while special education teachers and related service providers are conducting DIBELS activities. • MythBuster: IEP services are never suspended when school is in session. Special Education Staff may assist with DIBELS, but they must still provide services to all students according to the IEP.
Myth:Resource teachers are entitled to work one full day per week on their paperwork. • MythBuster: IEP services are based on student need and not for staff convenience. Staff should be providing services to students each day they are in the school.
Myth: Accommodations that are not provided during instructional time can be provided for students on exams and other assessments. • MythBuster: Accommodations must be provided more often than not during instructional time and documented on the IEP in order to use these accommodations for assessments
Myth: A manifestation determination must be held if the student is suspended for a cumulative or consecutive total of 6 days. • MythBuster: On the 10th cumulative or consecutive day of suspension in a school year, the process for manifestation determination must be followed.
Myth: The team should make arrangements to conduct a Child Study to include extensive interventions for an extended period of time when a parent requests a special education evaluation. • MythBuster: If there is a written request from the parent for an evaluation, proceed with the evaluation. If it is an oral request by the parent, the Child Study Process may be explained and should be put into immediate effect. This process should not take longer 30 days to determine if the interventions are successful or that an evaluation is warranted.
Myth: Functional Behavior Assessments are only conducted during times when students are suspended from school. • MythBuster: A Functional Behavior Assessment is conducted whenever a Team thinks there is a behavior issue for any student and it needs to be thoughtfully assessed. This could occur during a Child Study.
Myth: Teams need the Behavior Integration Team to develop individual behavior plans for students. • MythBuster: The psychologist or teacher conducts the FBA and based on the results, the team develops the Behavior Intervention Plan (BIP). The team must utilize the BIP for at least a month before discussing the need for additional assistance. If the BIP is determined to be ineffective, the team may request that the psychologist send a referral to the BIT.
Myth: The current performance component of a goal in an IEP is a duplicate of the information written in the present levels of functional and academic performance section. • MythBuster: The current performance component of the goal is the specific baseline of student’s functioning level and it must be in mathematical terms in accordance with the criteria. The present levels and academic performance and functional performance section is a narrative and it is a more broad depiction of the student’s ability.
Myth: Prior Written Notices are only necessary at MET meetings. • MythBuster: A PWN is used in many instances. They are required whenever a Team proposes or refuses to initiate or change identification, evaluation, or educational placement, or the provision of FAPE to the child. If you are unsure, check with your psychologist.
Myth: By the age of 14, transition services and needs of the student must be part of the IEP. • MythBuster: A transition plan must be in effect prior to age 16.
Myth: Related service providers and resource teachers postpone IEP services during the first two weeks or last two weeks of school while they schedule services. • MythBuster: IEP services must be in place from the first day of school until the last day of school unless all students are not in attendance (vacation, early release days, grading days, etc.)
Myth: The parent is unable to meet with the team until after the expiration date and the team agrees to wait until the parent is available. • MythBuster: There must be an active IEP in place at all times. Teams should begin to arrange the IEP meeting 2-3 months in advance to avoid going beyond the expiration date. (continued on the next slide)
Myth: continued from previous slide. Teams may send 3 documented invitations (the 1st one is 10 days in advance) to the parent and then Team may proceed after the third attempt without the parent if they cannot arrange to attend or do not reply. It is preferable to have a mutually agreed upon time, but this does not always occur within the timeline and we must have an IEP in compliance according to IDEA.
Myth:Compensatory services need to be provided minute for minute. • MythBuster: Teams should not assume compensatory minutes will be minute for minute. The amount of compensatory services should be based on the subsequent harm that was caused by the lack of service, and what it will take to compensate for the void of services in order to allow the student to make progress on their goals/objectives.