New Special Education Teacher Training (NSETT)

1. Day 1 October, 2013 New Special Education Teacher Training (NSETT)

2. Provide participants with: Available resources and supports Review of key IDEA compliance requirements Examples of compliance to practice Opportunity for practice, networking, questions, and reflection NSETT Purpose

3. Rules of the Road Breaks Cell Phones Parking Lot ?s

4. Agenda Day 1 Day 2 IEP Development IEP Team Present Level of Performance Goal Services Accommodations/ Adaptations Written Notice and Consent • Structure of Support • Getting Started Binder • Framework for Teaching • Special Education Process • Child Find • Referral to Consider SpEd Evaluation • Written Notice and Consent • Evaluation and Eligibility

5. Training Norms This training is yours and its success depends largely on you. Enter into the discussion enthusiastically. Contribute positively to the discussion. Confine your discussion to the topic. Only one person at a time should talk. Be patient with others. Appreciate the other person’s point of view. Listen to others. Listening is an art.

6. Interview a Partner 3 important things I learned in my college program 2 things I want to know more about 1 thing I especially love to do or feel particularly successful at doing

7. Idaho’s Structure of Support for Special Education

8. Hierarchy of Support in Idaho Yourself Student Files Idaho Special Education Manual Idaho Training Clearinghouse Building Level District Special Education Department Regional Coordinators State Department of Education

12. Regional Special Education Offices • Coeur d’Alene • Moscow • Boise • Twin Falls • Pocatello

14. Special Education Regional Coordinators Regional Coordinators assist each district to provide high quality programs for students with disabilities. Coordinators: Provide technical assistance via telephone, email, mail Offer on-site technical assistance Schedule and deliver in-service trainings Coordinate to ensure that all information shared throughout the state is consistent and thorough Participate in meetings and conferences Maintain a regional resource lending library

15. Special Education Statewide Technical Assistance (SESTA) Center for School Improvement & Policy Studies, BSU Gina Hopper SESTA Director ginahopper@boisestate.edu Sydney Fox SESTA Program Manager sydneyfox@boisestate.edu Katie Bubak SESTA Coordinator katiebubak@boisestate.edu David Klungle SESTA Program Coordinator davidklungle@boisestate.edu

16. ProfessionalDevelopment Robin Greenfield rgreen@uidaho.edu Idaho Training Clearinghouse Cari Murphy carilee@uidaho.edu Assistive Technology Technical Assistance Janice Carson janicec@uidaho.edu Autism Supports Barbara Broyles bbroyles@uidaho.edu

17. www.idahotc.com Find the following on the ITC: Statewide Calendar Online Training Registration Online Communities Webinars Resource Links In-service Credit Offerings Email: itc@uidaho.edu Cari MurphyProject Director Shawn WrightWebmaster/ISD Jesse HewittWeb Specialist Ben TrokaWeb Specialist Housed at: Center on Disabilities and Human Development, University of Idaho

18. The Manual Is Our Friend!

19. Getting Started Binder

20. The Purpose of the Getting Started Binder Provide tools to help teachers collect critical information Assist new teachers organize a vast amount of information, responsibilities, and procedures Help new teachers develop systems and resources to be prepared for students when school year starts

21. Inside the binder you will find resources on: Getting to know my school and district Getting to know my students Time management Special education process Classroom climate Communicating with parents Comprehensive evaluations Curriculum and instruction

22. Framework for Teaching:Evaluating Effective Teaching Practices The Charlotte Danielson Model

24. Special Education Process

27. What are Child Find activities? Each district is responsible for establishing and implementing an ongoing Child Find system to locate, identify, and evaluate ALL students suspected of having a disability regardless of the severity. *Ages 3 through 21 years

28. Locating and Identification Locating: Involves coordinating with other agencies Public awareness with staff and community Identification process includes: Screening Early intervention through a Problem Solving Process Referral to consider Special Education Evaluation

29. What is Screening? Used for instructional purposes not evaluation An informal, organized process of identifying students who are not meeting: Idaho Core Standards - www.sde.idaho.gov/site/common/ Idaho eGuidelines Variety of methods can be used Performance on assessments Curriculum based measures Teaching observations Hearing and vision screeners Office Referral Data Preschool screenings Universal Screenings

30. Problem Solving Team and General Education Interventions If a student is at risk for not meeting content/core standards, the team will consider the need for “supported” instructional interventions to help with student’s success Multi-tier system of support (RTI & PBIS) Documentation of accommodations and interventions will be reviewed to determine the next steps Cannot be used to delay a referral to a special education evaluation, when immediate action is warranted

31. Academic Systems Behavioral Systems Intensive, Individual Interventions Individual Students Assessment-based High Intensity Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive Idaho’s Tiered Instructional and Positive Behavioral Interventions and Support (PBIS) Framework 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

32. Response to Intervention: A Tiered Approach to Instructing All Students

34. When does a Referral to Consider Special Education Evaluation Occur? A parent and/or adult student or someone other than the parent initiates a request After problem solving team determines: Student continues to make inadequate progress even with research-based interventions in general education Language and cultural issues are NOT the main source of a student’s behavioral and academic discrepancy from peers Cannot be used to delay a referral to a special education evaluation, when immediate action is warranted

35. Starting the Referral Process

36. Complete and provide: Referral to Consider a Special Education Evaluation Form Procedural Safeguards Notice (Chapter 11) Request for Input Form *

40. Evaluation Team The evaluation team is the group of people established by the IDEA 2004 that has the responsibility for making decisions regarding evaluation, assessments, and eligibility. The composition of the evaluation team will vary depending on the nature of the student’s suspected disability and other relevant factors. The evaluation team shall include the same membership (although not necessarily the same individuals) as the IEP team and other professionals as needed to ensure that appropriate, informed decisions are made.

41. Evaluation Team Unlike an IEP team, an evaluation team has the flexibility of conducting business with or without a meeting. The case manager can gather input from evaluation team members in a variety of ways. The parent and/or adult student shall be included in the evaluation team and shall be given the opportunity to indicate whether he or she wishes the team to hold a meeting with all members attending. SPED Manual Chapter 4, Page 30

42. Evaluation Team Evaluation Team Members: Parent and/or adult student General Education Teacher Special Education Teacher District Representative Individual who can interpret implications of evaluation results, (i.e. Speech and Language Pathologist, School Psychologist, etc.) Other individuals invited by the parent or who have knowledge or special expertise

43. What needs to be reviewed by the Evaluation Team? Student’s strengths and needs Are there any cultural or language concerns? All available records Previous assessments and evaluations Past school experiences Results from general education interventions Current level of Academic Performance: How is he/she functioning within the classroom? Developmental and social concerns Academic information (informal and formal) Parent input and concerns Including family and health history

44. The Evaluation Team determines if an evaluation is: Warranted NOT Warranted Team will seek other services to meet the student’s needs Person who initiated the referral is informed as to why the evaluation is not being considered Written notice of the district refusal to evaluate is given to the parent(s) or adult student Parents reminded of procedural safeguards and/or provided copies or explanation • Written notice is given to the parent or adult student • Written consent will be obtained from the parent or adult student before any testing can start • Parents reminded of procedural safeguards and/or provided copies or explanation

45. “We Do It” – Referral Activity Review sample Referral Form Look for information on: Reason for referral Parent input Previous intervention and instruction Limited English Proficiency Current level of performance Need for more information Procedural Safeguards Notice

49. Written Notice Provided to parent(s) or adult student when Conduct any assessment for initial or reevaluation Explain refusal Determine additional assessments not required Explanation of: Why the district is proposing or rejecting an evaluation A description of other options that were considered or rejected Each assessment procedure, test, record, or report used for the proposed or refused evaluation A statement about educational rights and how to obtain a copy of Procedural Safeguards Notice and sources to assist in understanding notice Provided in a reasonable time and prior to the start of the evaluation/testing/assessments

50. Consent Must be obtained in writing prior to the start of an initial evaluation for ALL students Consent is voluntary and can be revoked in writing Means understanding and agreeing in writing to activities described Ensures parents are fully informed in native language or other mode of communication Reasonable efforts to obtain written consent must be made by district If a parent refuses consent, the district does not violate its obligation to provide FAPE