West Clermont Special Education Opening Day 2012 / 2013 Front Loaded Inservice
Presentation Objectives • Welcome New Staff Members! • Supervisor Responsibilities • PBSS Staffing / Responsibilities • School Psychologists - Staffing • Program Updates – Tri-B, SoComm ED @ GEHS • IEP Content Updates • IEP Meetings - Practical Tips • IEP Processing
Welcome New Staff • Brantner – Rachel Smolen • Clough Pike – Macaira Hughes • Holly Hill – Porschea Monnin • Summerside – Chelsea Smith • WT – Deanne Maus • Willowville – Nicole Stephan • Amelia Middle – Darlene Carroll • Amelia High – Maggie Gattermeyer • Amelia High - Kaylin Henninger • Amelia High – Brittany Myers • Glen Este High – Katie Cohill • Glen Este High – Tyler Erwin • Glen Este High – Cara Concannon
Moving on Up!!!!!! • Holly Hill – Megan Harrelson • WT – Ryan Fessler • Amelia Middle School – Holly Capps, SoComm MD • Glen Este High – Stefanie Hahn
New School Psychologists • Molly McNeil – Willowville & WT • Megan Brennan – Preschool • Sarah English – Summerside, Preschool, & Itinerant
PBSS – Staffing • Lisa Zelvy – Clough, Merwin, WT, Glen Este Campus, Amelia Campus (share) • Amy Storer – AES, Brantner, Holly Hill, Summerside, Willowville, Amelia Campus (share)
PBSS – Roles and Responsibilities • Direct Services for students with behavioral concerns per IEP Team • Consultation Services • Coordination of RTI processes with School Psychologists, General Education Teachers, Special Education Teachers, Counselors, and Administrators • Liaison to Wrap Around services through CCMHRB • Professional Development
School Psychologists - Staffing • Leanna Webber – Amelia Elementary, AE preschool, school 35 • Carrie Bunger – Brantner, Merwin • Kendra Herdtner – Clough Pike, Holly Hill, Auxiliary (includes private, AU scholarship) • Sarah English – Summerside, SS preschool • Molly McNeal – Willowville, WT • Megan Brennan – WC Preschools, EI, Head Start • Chele McKissick – Glen Este • Nathan Dumford – Amelia
Your Special Education Administration Team • Laura Nazzarine (Overall District, SS, WT, GMS, Aspire, Far and Away) Director of Special Education Linda Diener and Sara Jane Hutcherson 943-5029 • Chuck Boothby (GEHS, AHS, AMS, BE) Special Education Supervisor Boothby_c@westcler.org 943-5043 • Chris Curtin (AES, GMS, ME, Social Communication Classrooms, Preschool) Special Education Supervisor Curtin_c@westcler.org 943-5011 • Julie Carter(CP, HH, WV, Aspire, Work Study) Work Study Coordinator and Special Education Supervisor Carter_j@westcler.org 943-5025
Questions? We are here to help! “You can do it if you believe you can! “ Napoleon Hill
District SIP What does that mean for our special education students and educators? “A leader is one who knows the way,goes the way and shows the way.”-John C. Maxwell
Closing the Gap: District data comparison 2008, 2009, 2010, 2011, 2012 87.8 84.6 87.8 82.6 86.4 88 85.1 70.5 67.7 73.2 60.2 55.9 59.6 63.5 51.9 55.6 31.9 34.5 24.4 32.4 20.1 25.5 12.1 9.6 Questions to Think About? In what areas have we made the most significant gains in "closing the gap"? With what subgroup? With what content areas? What is the target for 2011, given our goal of a 33% decrease in the subgroup gap?
SP. ED. N E W S Aspire Academy A West Clermont Transition Program -Para Professional Update Work Dates- Para Pro Assessment West Clermont Special Education Website Info. http://www.westcler.org/specialed/
Program UpdatesTri - B • Targeted Rigorous Instruction, Building Better Behavior • Tri-B programs are child centered learning programs that focus on building individual skills for each learner. Our classrooms are self-contained, highly structured visually supported environments, with an emphasis on building social communication skills, adaptive behavior, and functional behavior skills
IEP Content Updates • Other Information • Future Planning • Special Instructional Factors • Child’s Profile • Transition • Measurable Annual Goals • Specially Designed Instruction • Transportation • Nonacademic and Extracurricular Activities • General Factors • Least Restrictive Environment • Testing • Participants • Signatures
IEP Update • Information compiled from Ohio Department of Education Representatives as well as West Clermont’s law firm Ennis, Roberts and Fischer
Front Page • “Other Information” • Include any additional information the district has found to be useful. • Identify existence of health plans, behavior plans, etc. • Explain any unusual factors regarding parental participation in the meeting (e.g. attempts to reach parent if parent not participating, rescheduling to accommodate parent needs, constraints preventing rescheduling such as timeline after evaluation or before annual review, documentation of IEP being sent home for review, etc.)
Front Page • “Amendments” • Do not just note revision in these boxes – also indicate within the IEP or in an attachment • Amendments are important when an IEP is not appropriate (required to meet and discuss when child is not making “expected progress,” reevaluation indicates different needs, parents provide information indicating different needs, etc.)
Future Planning • This section helps start the conversation regarding what a student can/will do • Question to ask: “Where are we seeing this going?” • Good section for reporting whatever it is the parents want for their child • Even if you don’t agree with the parent you can put “parents report that…”
Future Planning • Statement should include information obtained from the child’s evaluation team report (“ETR”) as well as any additional information/documentation the team has considered in relation to the child’s plans for the future. • Should be based on a discussion with the child and the child’s family about the child’s future including the coming school year, and the plans for the child’s life after graduation. • Questions for the IEP team to consider: • What interests, strengths, and needs does the child have? • How can these interests, strengths, and needs be supported and incorporated into the child’s educational program? • What skills does the child possess and how can these skills be improved and used in the child’s educational program? • What does the child want to do after high school in terms of working, living, and learning? • What do the parents want the child to do after high school? • What coursework, job coaching opportunities, and career tech programs will assist the child in accomplishing what he or she wants to do after high school?
Special Instructional Factors • “Does the child have behavior that impedes his/her learning or the learning of others?” • Questions for the IEP team to consider: • Does the child’s challenging behavior persist despite implementation of informal behavior change strategies? • Do functional assessment results indicate that deficits in communication and/or academic skills contribute to challenging behaviors? • Has the child lost access to instructional time due to in-school disciplinary referrals and/or suspension from school? • Does the current educational placement utilize positive reinforcement and other positive techniques to shape the child’s behavior? • Has the child’s behavior contributed to consideration of a more restrictive placement?
Special Instructional Factors • “Does the child have limited English proficiency?” • Questions for the IEP Team to Consider: • Is the child’s difficulty due to a disability or second language acquisition? • What was the first language the child learned to speak and is the disability present in the native language? • What language does the child speak most often at home? With friends? • What language(s) is/are spoken most often in the home? • Was the ESL/Bilingual/Migrant teacher a member of the IEP team? • How will services be coordinated (i.e. special education and ESL)? • What accommodations for LEP are necessary for instruction and participation in the state and district-wide testing? • What language or mode of communication will be used to address parents or family members?
Special Instructional Factors • “Does the child have communication needs (required for deaf or hearing impaired)? • Questions for the IEP Team to Consider: • What is the child’s typical mode of communication and is the child understood by others, especially unfamiliar communication partners? • What opportunities exist to foster communication with others? • Do the child’s communication skills have an impact on learning? • Does the child require assistive devices to assist in the development and use of meaningful language used in direct instruction? • What other considerations (e.g. mode of communication used at home) should be addressed? • Is an educational interpreter or translator needed for the child to participate in and benefit from classroom instruction and/or social interaction? • What opportunities exist for direct instruction (without interpreter support) in the child’s language and communication mode? • Any child who uses manual communication – i.e. American Sign Language, Manually Coded English, or Pidgin Sign English – as his/her primary method of communication should be given consideration for placement into a classroom or program where the teacher, other children, and the ancillary support service providers understand and use the appropriate communication mode.
Special Instructional Factors • “Does the child need assistive technology devices or services?” • Assistive technology device: any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability. • An assistive technology device does not include a medical device surgically implanted or the replacement of such device. • Assistive technology service: any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device
Special Instructional Factors • “Does the child need assistive technology devices or services?” • Questions for the IEP team to consider: • Does the child need assistive technology (“AT”): • To meaningfully participate in the general curriculum? • To participate in academic or functional activities? • To access print materials? • To access auditory information? • For written communication and/or computer access? • For augmentative/alternative communication? • To participate in state and local assessments? • Does the child require AT services for: • Evaluation of needs? • Purchasing, leasing, or providing for acquisition? • Selecting, designing, fitting, customizing, or adapting AT devices? • Coordinating and using other therapies, interventions, or services with AT devices; i.e. who will charge/maintain device and provide updates? • Training or technical assistance for child, family, professional?
Special Instructional Factors • “Does the child require specially designed physical education?” • Physical education services must be made available to every child with a disability receiving FAPE, unless the school district enrolls children without disabilities and does not provide physical education to children without disabilities in the same grades. • Each child with a disability must be allowed to participate in the regular physical education program available to nondisabled peers unless: • The child is enrolled full time in a separate facility; or • The child needs specially designed physical education as prescribed in the child’s IEP. • For preschool, specially designed physical education refers to motor needs of the child and whether the child requires adapted physical education.
Special Instructional Factors • MOST IMPORTANTLY: • If anything is checked YES in this section, then the IEP must address it. • One of the biggest mistakes schools make is to mark that a student has problems with a particular area and then fail to address it later in the IEP.
Pennsbury School District v. C.D. by R.E. and J.E., 112 LRP 26028 (Pa. Commw. Ct. 05/10/12) • A third-grade student’s IEP indicated that the student’s behaviors related to problems with inattention and distractibility, which did not impede his education. • However, a reevaluation conducted at the end of the student’s second-grade year showed that these problems seriously impacted his ability to learn. • The district ignored the reevaluation results and decided to continue using the behavioral interventions from prior IEP’s. • These behavioral interventions included preferential seating, repetition of instructions, and pre-teaching. • The Court ruled in favor of the parents and held that the district’s continuance of relying on unsuccessful classroom-level interventions and failing to conduct an FBA or develop a BIP, was a denial of FAPE. The parents were awarded reimbursement for the student’s private school placement.
Profile Explain the child’s strengths and weaknesses Include background information about the child, including concerns raised by the parents regarding the education of the child, the child’s interests, and relevant medical and safety information Any needs that have been identified in the ETR that the team has determined will NOT be addressed in the IEP must be listed and EXPLAINED! Include Data, OAA/OGT Scores Include information about behavior plan if behavior box is checked – Do NOT make plan part of the IEP Rationale for discontinuation of related services if applicable
Profile Secondary Transition Age Students: include information related to adult living, working, and learning that will not be included in the present levels of academic achievement and functional performance if it does not relate to any of the child’s goals Preschool Students: provide a summary of the child’s developmental strengths and opportunities for growth in the areas of adaptive behavior, cognition, communication, hearing, vision, sensory, and motor functioning, social-emotional skills and behavior as well as pre-academic skills, as outlined in the Early Learning Content Standards. Include ECO, GGG, ASQ-SE
Profile • This is where the IEP team can explain any thinking that is not explained elsewhere. • Example: • A student has a severe deficiency in decoding words and reading comprehension. The school must focus on the decoding first, because until the student improves decoding, reading comprehension will not increase. • i.e. where some deficiencies must be worked on before others in order for the child to succeed in all areas, explain the reasoning • Highlight the evaluation “Here are the areas of need” • Must explain logic!
Prince George’s County Public Schools, 112 LRP 23121 (SEA MD 01/31/12) A student was receiving occupational therapy in order to improve his handwriting skills – his IEP reflected a need for handwriting improvement. After the occupational therapist noted that the student’s handwriting might not improve because he was “so engrained in his approach to printing,” the district decided to reduce his time in OT and focus on keyboard training instead. However, the district failed to document in the IEP the basis for a reduction in OT services even though the need was still present. Therefore, since the student’s IEP reflected services (keyboard training) that did not line up with the stated goal of handwriting improvement, the district was in violation of IDEA. Had the district been more diligent in documenting the IEP team decisions and its reasoning regarding the programming offered to the student, no violation would have been found.
Postsecondary Transition • For 14 years and older • The statement should include what kind of curriculum the student will partake in during high school and what will gethim/her read for that curriculum. • Questions for the IEP Team to consider: • What classes will the child need to prepare for the intended job/career? • Does the child intend to go to college? • Is this child planning to enroll in a career/tech program during high school? • What classes will provide the child with skills needed in order to achieve the child’s post-school goals? • Does the child need accommodations and/or services to support achievement and progress in the child’s course of study? • How do the child’s plans for the future match up with the child’s preferences, interests, needs, and skills? • Are accommodations and services the child currently receives providing opportunities for the child to attain the level of independence needed as an adult? • Does the child know how to: (1) describe to others how his/her disability affects his/her learning, working, and living; and (2) advocate for appropriate accommodations?
Postsecondary Transition • For 16 years and older • Age-appropriate transition assessments are used: • As evidence that the child has or is developing the skills necessary to achieve his/her postsecondary goals; • To determine the transition services and supports needed for the child to make progress toward the postsecondary goals; • As the basis for identifying annual IEP goals to support the post-school plans; and • To inform the appropriate and logical linkages to adult, community, and postsecondary agencies and the services they provide. • It is possible that one assessment may provide the information necessary for transition goals in all areas or more than one assessment may be needed. • List any tests the student will take. • Include the type of assessment, the person or agency conducting the assessment, the date in which the assessment was/will be given, and provide a summary of the results to be considered when developing the measureable postsecondary goals in the next section.
Postsecondary Transition • For 16 years and older • Questions for the IEP team to consider: • What do we know about the child’s preferences, interests, needs, and strengths? • What skill levels are required for the child’s future intentions and how do the child’s current levels compare? • Does the child have the stamina, dexterity, coordination, and other skills needed to meet the physical demands of the postsecondary environment? • How do the child’s current behavior skills compare with those expected in the child’s postsecondaryenvironment? • Can the child solve everyday problems and make decisions as expected in the postsecondary environment including independent living and employment situations? • Is the child able to self-advocate and effectively communicate needs in the postsecondary environment? • Does the child need to become more independent by gradually removing any school accommodations currently in place?
Postsecondary Transition Services This section is mandatory for any student who will be 16 during the time the IEP will be in effect. For any other student, this section is optional. At any IEP meeting where transition will be discussed, the child must be invited and the appropriate sections on the invitation form must be checked. This section must be reviewed by the IEP team each year, and revisions should be made as necessary. If any transition planning is done outside of IEP meetings, any plans made must be finalized at an IEP meeting.
Postsecondary Transition Services • Questions for IEP team to consider: • Has the child been invited to attend IEP meetings where transition is discussed? • Is there time for the IEP team to plan for transition with the child? • Is the child actively involved in making plans for the future? • Are the child’s current future plans a good fit for the child’s preferences, interests, needs, and strengths? • Does the child need assistance in developing an achievable future direction? • Are the child and the child’s family in agreement regarding the child’s plans for the future?
Postsecondary Transition Services • Measurable Postsecondary Goal • Base these goals on age-appropriate assessments and other available data. • These goals should address education/training, employment, and, as needed, independent living skills. • Must specify the result that is intended and that result must be measurable. In order to comply with IDEA, you must clearly state an outcome that will occur after the child leaves high school, affirmatively state the intended result, and it must be easily determinable. • Good Example: • “Upon graduation, Tom will attend a vocational/technical school and enroll in a program that will enable him to become an auto mechanic.” • Bad Example: • “Tom will take classes related to automobile maintenance.”
Postsecondary Transition Services • Course of Study • Identify the course of studythe child will need during the school day – i.e. college preparation courses, career technical courses, Ohio Core courses. • Number of Annual Goals • Write the total number of measurable annual goal(s) that is/are related to the listed postsecondary goal in each area. • An annual IEP goal may be related to multiple postsecondary goals.
Postsecondary Transition Services • Transition Service/Activity • Under each area, list the services, activities, and course of study that support reaching the goal – if any service or activity is a one-time event, the anticipated duration may be listed as “single occurrence,” which will make it clear that there is no planned continuance. • Point is to give the student what they would need in order for the goal to be reached. • Any services/activities that will be listed in Section 7 (Description of Specially Designed Services) to support the annual goals, do not need to be repeated in this section (but can be). • These should be based on the results of transition assessments. • Don’t worry that a student doesn’t actually achieve the goal set forth, worry about whether you are providing the tools so that they can. • Your responsibility is to identify supports, services, activities, and linkages necessary to move the child towards the stated goal.
Measurable Annual Goals • Present Levels of Academic Achievement and Functional Performance • Provide measurable baseline data • For a school age child, the following should be included in this section as it relates to each goal: • Detailed and targeted summary of current daily academic/behavioral and/or functional performance (relative strengths and needs); • Describe how the characteristics of the child’s disability affects involvement and progress in the general curriculum in relation to peers, regardless of the setting in which the child currently receives services; • Effective classroom strategies/interventions used for the child; • Current quantifiable instructional level; • Relevant academic achievement or functional performance assessments; • ETR results (if current); Formative assessments; curriculum-based assessments; ecological assessments; transition assessments; functional behavior assessments • Progress towards similar goal (from previous/current IEP); • If a child is limited English proficient, a statement of native language performance and English proficiency level. • IEP teams generally do not spend enough time talking about “typical student achievement” - IEP teams need to spend more time on that topic.
Measurable Annual Goals If a child is 14 years and older, include present levels of performance related to current postsecondary transition goals that relate to this specific goal. For a preschool child, provide levels of present performance related to the child’s developmental domains, functional performance, and pre-academic skills.
Measurable Annual Goals • Measurable annual goals should be designed to meet the child’s unique needs that result from the child’s disability using specially designed instruction to enable the child to be involved in and make progress in the general education curriculum. • A measurable goal must include: • Who, What, to what level/degree, under what conditions, in what length of time, and how progress will be measured • Goal should be capstone skill, not objectives listed out in order • Each Goal should have at least 2 objectives • Make sure goal is references in PLOP • Do NOT include academic content standards • Make numbers relevant, do not use % for everything • Include behavior goal if checked in special factors • This is BIG – make sure the goals/objectives are MEASURABLE • Given 3 digit division problems Student will independently solve them correctly 90% of the time. • NOT Student will improve grade level math skills.