The Exceptional Children’s Education Act

1. The Exceptional Children’s Education Act Day One Special Education Procedures Summer 2014

2. Welcome! Name School or Worksite Name A Unique Fact about You

3. Agenda: Day One

4. What does this look like to you? Setting Norms • Norm One • Norm Two • Norm Three

5. Page numbers to key documents are indicated in the upper right-hand corner. Key  

6. Agenda: Day One

7. Utilize the note-catcher to organize your thoughts and remember your questions! ECEA Overview/Objectives

8. Agenda: Day One

9. Yes we can make a difference!

10. State of the State

11. State of the State: Key Points Students with a speech language disability have grown in both DPS and the state. ELL proficiency has improved for all groups except those in Special Education. The largest population are students with a SLD, yet have some of the largest gaps. Students with autism have exceeded the state proficiency levels. Students with disabilities in DPS lag behind the state proficiency average for students with disabilities. All subject areas are deficient; writing appears to be the most deficient. Students are struggling at ALL grade levels. Students with cognitive disabilities are a small number of the overall population.

12. ECEA 2014 2001 Procedure 1994 Procedure 1999 guidelines IDEA 2004 ECEA 2004

13. Utilize the note-catcher to organize your thoughts and remember your questions! ECEA Overview/Objectives

14. Agenda: Day One

15. IEP Roles Objectives Participants will become aware of the roles and responsibilities of Evaluation and Individual Education Plan team members. Participants will identify where roles and responsibilities are strong and weak in their various teams and establish goals to improve evaluation and Individual Education Plan team members effectiveness.

16. Page 107-115 in Procedural Manual: The Colorado State Recommended IEP Role of the IEP Team Members

17.  Roles of the IEP Team Members What is one next step your team might attempt after studying the roles of IEP team members?

18. Key Points: Roles of IEP Team Members • Summary

19. Agenda: Day One

20. Multi-tiered Support Systems Participants will understand that Multi-tiered systems of support is an umbrella term for the Response to Intervention and Positive Behavior Intervention Supports. Participants will understand that MTSS is a problem solving process and that DPS has adopted a problem solving process called the DPS Inquiry Cycle. Participants will understand that ALL students who have a need should complete the problem solving process. • Objectives

21. Multi-tiered Systems of Support • Initial Evaluation • Referral • Review • Consent for Evaluation • Evaluation • Multi-Tiered • Systems of Support • Problem-solving Team • Inquiry Cycle Implementation • Adjustments with data to determine effectiveness • Special teams for unique situations • Child Find • Records review including universal screenings • Focused Screenings • Document Interventions • Educational Disability Suspected • IEP Development • Notice of Meeting • IEP Team • IEP Meeting • IEP Implementation • Disseminate IEP • Provisions of Services • Progress Reporting • Determination of Eligibility • Notice of Meeting • Eligibility Meeting • Consent for Initial Provision of Services

22.  Multi-tiered System of Supports (MTSS) Integrated Continuum Academic Continuum Behavior Continuum Adapted from the OSEP TA Center for PBIS Adapted from the OSEP TA Center for PBIS

23. Academic Supports Behavior Supports  What Happened to RTI and PBIS? RtI MTSS PBIS

24.  Does General Education Know? Data Inquiry Cycle is found in the Standards Tool Kit http://standardstoolkit.dpsk12.org/ DPS Response to Intervention has launched a new website http://rti.dpsk12.org/ DPS MTSS (PBIS) Resource can be found on the Student Services Website http://denver.co.schoolwebpages.com/education/dept/dept.php?sectionid=82

25. What Does This Mean for Our School? Problem solving teams are looking at the body of evidence to determine need. A problem solving team can be a data team, student intervention team, a special team that was created to address a unique need or and IEP team Problem solving teams design a plan to address the problem. The plan is implemented by the designated personnel. The problem solving teams determines if the plan was effective. If the plan was not effective, attempts to adjust the plan accordingly should be made and re-implemented.

26. Key Points: Multi-tiered Support Systems • Summary

27. Agenda: Day One

28. Steps in the Child Find Process Analysis of a Referral Determination if Additional Data is Necessary to Complete an Evaluation IEP Process: Child Findand Referrals

29. IEP Roles Objectives Participants will understand that well crafted referrals indicate that the child received multi-tiered systems of support with a robust body of evidence that includes quantitative and qualitative data Evaluation teams review the referral to determine if they already have the data to qualify in the suspected area of concern; if not then they create a plan to collect the data.

30. Child Find and Referrals • Initial Evaluation • Referral • Review • Consent for Evaluation • Evaluation • Multi-Tiered • Systems of Support • Problem-solving Team • Inquiry Cycle Implementation • Adjustments with data to determine effectiveness • Special teams for unique situations • Child Find • Records review including universal screenings • Focused Screenings • Document Interventions • Educational Disability Suspected • IEP Development • Notice of Meeting • IEP Team • IEP Meeting • IEP Implementation • Disseminate IEP • Provisions of Services • Progress Reporting • Determination of Eligibility • Notice of Meeting • Eligibility Meeting • Consent for Initial Provision of Services

31. Referrals

32. Page 13 in Procedural Manual: The Colorado State Recommended IEP Referrals

33. Example 1 Grade Level Data Team Example 3 Special team for a unique situation Who Is This Problem-solving Team? Example 2 Student Intervention Team Example 4 The IEP Team

34. Third grade data team discovers one child who is 1.5 years delayed in his reading ability. They analyze their data and determine that he is struggling with decoding unknown words. Example 1 Grade Level Team The data team decided to have him do a double dose of skills block. The plan is implemented by the general education teacher. After six weeks and using word reading lists to progress monitoring tool, he is making some progress but not enough to close the gap. The team adjusts the plan to include small group tutoring that includes direct instruction in phoneme/grapheme instruction. The cycle starts again.

35. Example 2 Student Intervention Team Middle school SIT receives a referral on a student who is very disruptive in class. The major problem is lack of focus. Academics are fine but very disruptive. The team collects data and determines that he is struggling with attention. The SIT team recommends a self-monitoring intervention and added visual supports (e.g. calendar, directions, etc.). The plan is implemented by a school counselor and social worker with general ed. After 6 weeks and using a frequency chart to progress monitor, he has better control in classes where he can move more often. Continues to struggle in math. The team adjusts the plan with intense focus during math time., increased visual supports, and self-monitoring instruction. The cycle starts again.

36. Child shows up from Peru with bi-lateral cochlear implants and no indication of attending school. School pulls together a special problem solving team that includes the audiologist, nurse, general education teacher, ELL specialist, and a teacher of the deaf and hard of hearing. They decide to collect additional data including a hearing test, interview with the family, present levels using universal assessments and screeners, etc Example 3 Special team for a unique situation The special problem solving team decides to make a referral for special education based on the data. It is obvious that the physical disability is impacting learning and that they need specially designed instruction (e.g. sign language or aural habilitation) that is beyond the scope of general education. Special Education becomes the problem solving team to determine eligibility and the treatment plan

37. Parent provides the school with a private diagnosis of dyslexia and requests testing. The Special Education Multi-Disciplinary Evaluation team becomes the problem solving team. School data indicates a delay in reading. The SPED team recommends classroom tier 2 intervention (small group phonics and double dose of guided reading) based on difficulty with both decoding and reading comprehension. Example 4 The IEP Team The plan is implemented by general education but monitored by special education. After 6 weeks and using a CBM (provided by special education) the child makes tremendous progress and closed the gap. The Evaluation Report is completed and determined to not qualify for Specially Designed Instruction. Recommendations are made that general education continues to monitor progress.

38. Page 13 in Procedural Manual: The Colorado State Recommended IEP  Referrals We are concerned about our daughter. The school convenes a problem solving team to address concerns. or We would like our daughter tested for special education. The school convenes a problem solving team to address concerns that is now monitored by special education. Start a referral and evaluate the referral.

39. Page 10 in Procedural Manual: The Colorado State Recommended IEP Referral Team

40. Page 13-14 in Procedural Manual: The Colorado State Recommended IEP  Review of Existing Data • Determine if referral is appropriate. If yes, then… • Review formal and informal data from a variety of sources. • Do you already have what you need to qualify in the suspected area of concern? • If no, determine what else is needed. • If yes, continue with the process.

41. Child Find and Referrals: Key Points • Summary

43. Agenda: Day One

44. IEP Process: Multidisciplinary Evaluation Report Participants will understand that Evaluation Reports and Present Levels of Performance are two reports with a different purpose. Participants will understand that the purpose of an Evaluation Report is to determine if a student qualifies. Participants will understand that only areas of concern need to be addressed in an Evaluation Report. • Objectives

45. Initial Evaluation • Initial Evaluation • Referral • Review • Consent for Evaluation • Evaluation • Multi-Tiered • Systems of Support • Problem-solving Team • Inquiry Cycle Implementation • Adjustments with data to determine effectiveness • Special teams for unique situations • Child Find • Records review including universal screenings • Focused Screenings • Document Interventions • Educational Disability Suspected • IEP Development • Notice of Meeting • IEP Team • IEP Meeting • IEP Implementation • Disseminate IEP • Provisions of Services • Progress Reporting • Determination of Eligibility • Notice of Meeting • Eligibility Meeting • Consent for Initial Provision of Services

46.  Verses Evaluation Report and Present Level of Performance were located in the same place. Evaluation Report and Present Level of Performance are separate because they have a different purpose. You don’t do a Present Level Report if you don’t qualify. To determine eligibility Evaluation And Present Levels Evaluation Present Levels To create specially designed instruction

47. Page 10 in Procedural Manual: The Colorado State Recommended IEP Referral Team

48.  Evaluation Report v. Present Level Performance Report

49.  Evaluation Report v. Present Level Performance Report

50. Page 15 in Procedural Manual: The Colorado State Recommended IEP  Elements • Important Concept • Documentation of evaluation has many elements. The actual evaluation report is one of the elements. • Others include… • Strengths • Determination of Disability (disability checklist) • Adverse effects • Services (on LRE if they qualify) • Recommendations are notdocumented in the Evaluation Report • Evaluation Report • Document assessments, dates, and results • Analysis of the raw evaluation data • Present Level Report • Synthesis of the evaluation • Specially Designed Instruction Plan • Progress on goals