Office of Special Education & Supports

1. Office of Special Education & Supports Case Manager Meeting January 2012

2. Agenda Overview Welcome Reminders eIEP updates SSM School Scheduling Report-Activity Program Updates Promotion-Activity Paraprofessional Support Dispute Resolution’s Pitfalls to Avoid ESY Transition Early Childhood

3. Case Manager’s Meetings 2011-2012 • Small group meetings • More opportunity for discussion • More time for questions and answers • Opportunity to learn from each other • Schedule • September 2011 • October 2011 • November 2011/December 2011 • January 2012 • February 2012 • April 2012 • May/June 2012 Nov/Dec 2011

4. ShareWhat You Have Learned • With principals • Policy changes • School data • Best practices • IEP development issues will now be monitored by Central Office • With teachers • Best practices in the classroom • Strategies • IEP development January 2012

5. Reminders

6. Reminders • Eighth grade IEPs are to be completed by March 1, 2012 • Extended School Year (ESY)- Teachers should be gathering data for students who may be eligible for ESY • Second quarter ends January 27th- ensure benchmarks are updated and e-IEP report cards are completed by special education teachers and clinicians • Students MUST take the state assessment (ISAT/PSAE or IAA) indicated on their current IEP • SSM Support: -Tuesday-Thursday – Case Manager and SSA Conference Call -Web based training module -Case Manager – SPED Teacher Clinics

7. E-IEP Updates

8. School Scheduling Report How to find the report: • Go to IMPACT, click on SSM, and sign in • Under “Reports” click on (Other Standard Reports) • Click on OSS Phase 0 Report • Click on School Scheduling Report

9. Activity Review the School Scheduling Report for your school Let’s talk about this report. • What information is provided? • IEP minutes per subject per week • Location of services (general ed vs separate class) • How can this report assist with scheduling? • Ensures IEPs are implemented as written • Ensures special education teachers are in the general education for every general education class minute on the IEPs • How can this report provide information about LRE? • Provides at a glance how much co-teaching services are being provided

10. Program Updates

11. Promotion

12. Why are we discussing promotion criteria again?

13. Promotion • CPS promotion policies APPLY to ALL students with disabilities: • IEP team may modify promotion criteria • Address each criteria individually and determine whether modified or standard • Base decision on current academic data for student • If modified, include measurable modified criteria in Section 13 • “Based on teacher’s discretion” – subjective so NOT ACCEPTABLE criteria • “Meet goals and benchmarks” – ONLY acceptable if all goals and benchmarks are measurable • Do NOT impose extra criteria on students with disabilities • CPS promotion criteria for grades 3, 6, and 8 ONLY • If school does not have school-based promotion criteria for other grades, the IEP should indicate “Standard” criteria for student in grades K, 1, 2, 4, 5, and 7 • Regardless of IEP or 504 status, overage 6th and 7th graders (students will be 15 by September 1st) must be placed in achievement academies or high school, as appropriate, at the end of the school year • Students with disabilities expected to progress through grade levels as their non-disabled peers (i.e.. no extra eighth grade year to keep student “safe” from big bad high school)

14. Promotion (cont.) • When modifying promotion and graduation criteria, the modifications should be individualized based on how the student’s disability impacts his/her ability to meet the standard criteria. IEP team should use student’s past performance/attendance as a guide. • Modified criteria should vary between students and NOT be identical for every student.

15. Promotion - Elementary • Standard promotion criteria for grades 3 and 6 is: • Attendance-No more than 9 unexcused days • Final grade of “C” or higher in Reading and Math • ISAT scores-Reading/Math-24% or higher • Standard 8th grade promotion and graduation criteria is: • Attendance-No more than 9 unexcused days • Final grade of “C” or higher in Reading, Math and Writing • ISAT scores-Reading/Math-24% or higher • Constitution • NOTE: On the eIEP 8th grade and promotion criteria are identical

16. Promotion – High School • Standard promotion criteria is: • 9th to 10th Grade - pass at least three of the four core courses and earn a minimum of 5 credits • 10th to 11th Grade –pass at least three of the four core courses, earn a minimum of 11 credits, and complete minimum of 20 service learning hours • 11th to 12th Grade - earn a minimum of 17 credits • Attendance – 20% or more unexcused absences result in student not earning credit in course • Standard graduation criteria is: • Earned 24 credits in the allotted courses • Completed 40 service learning hours • Took PSAE or IAA • Passed Consumer Education and Constitution Test

17. Activity One • Divide into 2-3 teams depending of the number of participants • Review the CPS Promotion Policies • The next slides will show actual examples taken from current IEPs promotion criteria • Each team will take turns responding to a promotion criteria– points are won when the team accurately: • Identifies the criteria as “correct” or “wrong” • Explains why it is either correct or wrong • And in cases where it is wrong, explain how it COULD have been written correctly, based on the guidance and training you have received (you may use the promotion bulletin provided in the handouts)

18. CHALLENGE #1 Promotion (The Chicago Board of Education promotion policy applies to ALL students with disabilities unless modified in this section with an individual standard for this student.) 8th Grade Student • Student will follow the modified promotion criteria. • Description of the modified promotion criteria: • Must receive passing grades on Report Card • Must complete 15 book reports in an alternative format • Must complete science fair project with accommodations and modifications stated on IEP • Must pass State/Federal Constitution test with appropriate accommodations and modifications stated on IEP • Student will not be held to the CPS Standardized test promotion policy • Description of the standard criteria that applies: • Must adhere to CPS Student Code of Conduct • Must not exceed 9 unexcused absences

19. CHALLENGE #2 Promotion (The Chicago Board of Education promotion policy applies to ALL students with disabilities unless modified in this section with an individual standard for this student.) 6th Grade Student • Student will follow the modified promotion criteria. • Description of the modified promotion criteria: • Student will achieve IEP goals • NOTE: Student had Language Arts’ goal which read “Student will read with fluency and understanding and other goals in Math, Science, Social Science, Independent Functioning, and Speech • Student will make progress in reading and math • Student must show satisfactory participation in the general education classes as reflected on the report card • Student will be graded according to the modified grading scale • Due to Student’s deficits in verbal comprehension, working memory, and perceptual reasoning he would not be able to adhere to CPS grade level promotion criteria. • Description of the standard criteria that applies: • Student will adhere to CPS attendance policy and the CPS Code of Conduct.

20. CHALLENGE #3 Promotion (The Chicago Board of Education promotion policy applies to ALL students with disabilities unless modified in this section with an individual standard for this student.) 3rd Grade Student • Student will follow the modified promotion criteria. • Description of the modified promotion criteria: • Student will participate in the ISAT Test for reading and math but waive the promotion criteria percentage of 24 or higher, instead she must meet reading and math IEP benchmarks. • Description of the standard criteria that applies: • Student will be required to receive passing grades of "C" or higher in both reading and math and also meet the attendance requirements of no more than nine days of excused absences.

21. CHALLENGE #4 Promotion (The Chicago Board of Education promotion policy applies to ALL students with disabilities unless modified in this section with an individual standard for this student.) 3rd Grade Student • Student will follow the modified promotion criteria. • Description of the modified promotion criteria: • Successful participation towards IEP goals and quarterly benchmarks. • Passing grades in Reading and Mathematics with accommodations and modifications in place. • ISAT scores will not be a factor in promotion. • Description of the standard criteria that applies: • No more than 9 unexcused absences (CPS Attendance Policy) and adherence to the Student Code of Conduct.

22. CHALLENGE #5 Promotion (The Chicago Board of Education promotion policy applies to ALL students with disabilities unless modified in this section with an individual standard for this student.) 6th Grade Student • Student will follow the modified promotion criteria. • Description of the modified promotion criteria: • Meeting the standards for ISAT testing will not be included in Student’s modified promotion policy. • Description of the standard criteria that applies: • Student will be required to meet the CPS attendance policy for promotion. • Student will be required to meet the requirements of the Uniformed Discipline Code. • Student will be required to meet IEP goals as written.

23. CHALLENGE #6 Promotion (The Chicago Board of Education promotion policy applies to ALL students with disabilities unless modified in this section with an individual standard for this student.) 8th Grade Student • Student will follow the modified promotion criteria. • Description of the modified promotion criteria: • Student experiences visual processing deficits which adversely impacts her ability to meet grade level expectations. With accommodations and modifications in place to counter impact on disability is expected to make progress. The modified promotion criteria in place will reference the grading scale used. Instead of the standard scale, the General Education teachers will utilize the ten point grade scale when assessing Student’s mastery of standards in her in the least restrictive environment. • Description of the standard criteria that applies: • No more than 9 unexcused absence • Meet benchmarks for language arts • Pass reading and math using modified grade scale • Student will not be tied to the ISAT promotion policy • Student will not be tied to the DWWA writing promotion policy.

24. CHALLENGE #7 Promotion (The Chicago Board of Education promotion policy applies to ALL students with disabilities unless modified in this section with an individual standard for this student.) 2nd Grade Student (IEP written mid-year) • Student will follow the modified promotion criteria. • Description of the modified promotion criteria: • 3rd grade - no more than 9 unexcused absences, receives final grades of D or better in Reading and Math, scores a combined score of 5 or more on ISAT Reading and Math • Description of the standard criteria that applies: • 2nd Grade

25. CHALLENGE #8 Promotion (The Chicago Board of Education promotion policy applies to ALL students with disabilities unless modified in this section with an individual standard for this student.) 4th Grade Student • Student will follow the modified promotion criteria. • Description of the modified promotion criteria: • Student will meet her IEP goals. Also she will participate and at least remain at the same stanine for the ISAT test. • Student will meet the attendance policy requirements and will also pass all core subjects.

26. Activity Two • The next slide is a case study. • Divide into groups of 4 • Review the case study and determine the promotion criteria following the CPS Promotion Policy and write in on a sheet of chart paper • Share and discuss the promotion criteria between each group

27. Case Study • ISAT 3/1/2011 Reading ISAT 3/1/2011 Math Scale Score: 200 Scale Score: 212 Performance Level: Below Standards Performance Level: Below Standards National Percentile Rank: 26 National Percentile Rank: 12 Stanine: 4 Stanine: 2Report Card Grades: November 2011Grade Scale • Reading- C (74%) 90-100-A • Math- D (63%) 80-89-B • Science- C ( 73%) 70-79-C • Social Studies – C (78) 60-69-D 68-below-F It is September and the annual review for Susie will be held in ten days. Susie is in sixth grade and has been identified with a learning disability. Susie has a history of good attendance. Overall, Crystal has been improving in all academic areas. Although she is improving in these areas, it has a lot to do with the support that is being provided to her. She had perfect attendance for the first quarter this school year. Susie completes classroom assignments in reading and social studies but has missed 3 assignments in math and 2 in science. Susie receives 200mpw of direct service for reading (comprehension and writing)and 200mpw of direct service for math (multi-step problems)in the general education classroom from the special education teacher. Susie has accommodations for science and social studies.

28. Next Steps… • Review promotion criteria in IEPs for your school • If you notice an area for improvement, start doing all new IEPs correctly! • Schedule all benchmark grade annual reviews prior to May 1st to ensure correct and current promotion criteria is developed. Remember, CPS pulls information at the end of May to determine who must attend summer bridge • Make a plan to revise or reconvene all IEPs you found to be incorrect, beginning with the benchmark grades • Share your findings and plan with your SSA • If you still don’t understand – GET HELP! • Ask another teacher for help or talk to your SSA • ONLY YOU can do this correctly to help your students 

29. Paraprofessional Support

30. OSES Paraprofessional Process January 2012

31. Percent Increase Students with Disabilities vs. PSS Indicators in IEP (actual numbers provided in table) The number of students with disabilities in the district has remained stable over the last 4 years The number of PSS indicators on student IEPs since 2007 has increased significantly, more than 93% over 4 years There is a significant discrepancy “Zero” represents the baseline. The actual numbers are below

32. Increase in Paraprofessional FTE Increased PSS indicators has resulted in increased paraprofessionals positions…. Total Paraprofessional FTE by Year (FY end)

33. Paraprofessionals • Are unnatural supports that rely on another person • Should be considered ONLY after other less restrictive supports have been tried (and data shows they are ineffective) • Should be based on student specific data • Need to be discussed with an “aide and fade” focus • Focus on INDEPENDENCE of students • Can be shared • Data indicates that paraprofessionals for students can actually have negative effect on students learning and socialization. (Tom Hehir)

34. The BIG Idea… The recommendation of paraprofessional support, as appropriate, is one of many means to ensure that a student with a disability has access to a free and appropriate public education and access to the general education curriculum. As with other supplementary supports and services, the intent is to provide the needed assistance in the least restrictive environment. Measures to identify viable means for students to experience increased independence is a key guiding principle to prevent an over-dependence on supports. Support of any kind including that of a paraprofessional that does not consider planned and meaningful ways to foster independence creates a more restrictive access to the general education curriculum, social opportunities, and enhanced daily living skills.

35. As we make decisions about student placement…. • General education first, with support and services • Sometimes, this includes a paraprofessional, but only when the support of the general education teacher is NOT enough and other interventions have been attempted and not been successful • When a child requires a separate setting, • A small, more structured setting often mitigates the need for paraprofessional support

36. Paraprofessionals should be used to move students toward the goal of independence. “One of the biggest challenges for students who need the support of a classroom aide, is that they often become dependent on the aide.  Or, a well meaning aide over functions for a student because they want them to succeed, and the student never really learns the skill or task that they want.  It has a name:   Prompt Dependence. Students become unable to do tasks unless they are prompted by an adult.” (http://specialed.about.com/b/2010/10/31/aides-bane-or-boom.htm from Aides -- Bane or Boom? Sunday October 31, 2010)

37. What is “Prompt Dependence”? • Prompt dependence comes when students need a prompt from a teacher or classroom aide in order to perform an academic, functional or vocational task. • Prompting is an important part of scaffolding success with special education students, starting small and working toward more complex academic, functional or vocational skills. Too often, students get stuck on the continuum of prompts at the verbal prompt level, and require the teacher to verbally direct them in order for them to complete the task or skill. (http://specialed.about.com/b/2010/10/31/aides-bane-or-boom.htm from Aides -- Bane or Boom? Sunday October 31, 2010)

38. To respond to “prompt dependence”, there is a prompt hierarchy • Independent – the student is able to perform the task on his/her own with no prompts or assistance • Indirect (Verbal or Nonverbal) – tell the student that something is expected, but not exactly what (e.g., “Now what?” “What’s next?”, etc.) or use body language (e.g., expectant facial expression, questioning hand motion with a shrug, etc.) • Direct Verbal – tell the student what he/she is expected to do or say (e.g., “Turn your powerchair right.”) • Gesture – indicate with a motion what you want the student to do (e.g., pointing) • Modeling – show the student what you want him/her to do • Partial Physical Assistance– provide minimal supported guidance • Full Physical Assistance– provide hand-over-hand guidance to help the student complete the desired task (http://specialed.about.com/b/2010/10/31/aides-bane-or-boom.htm from Aides -- Bane or Boom? Sunday October 31, 2010) Moving Our Students Toward Independence

39. OSES Paraprofessional Support Process

40. OSES’ Approach to Ensure Paraprofessionals are with the “right” students, for the “right” reasons Targeted schools • There are 15 schools in the district where more than 25% of their students with disabilities require paraprofessional support • OSES doing a deep analysis of how special education supports are discussed and utilized in each school • Review of schedules, IEPs, observations, philosophy of LRE All schools • ALL paraprofessional support will be determined based on data presented by the school • Data will be reviewed by the SSA to determine if it is sufficient to justify the need for a paraprofessional • If there is not enough data, but school persists in putting paraprofessional support on the IEP, the principal and Chief of Schools will be alerted.

41. Schools must anticipate the IEPs where they are requesting (new and existing) paraprofessional support. Data Sufficient IEP implemented IEP implemented Data Sufficient School Gathers Data and Drafts IEP. Submits Needs Analysis to SSA 20 days in advance of IEP meeting. SSA Reviews Needs Analysis, Data and Draft IEP. Para added Any new data reviewed IEP implemented, principal and Chief of Schools alerted that there was not data to justify the paraprofessional Data NOT Sufficient IEP held Data NOT Sufficient IEP implemented Para NOT added

42. How should the IEP reflect the need for paraprofessional support? • Refer to the “Guidelines for Requesting Paraprofessional Support” for more detail, which can be found on OSES website • Section 7: General Considerations • Document all interventions attempted. Include quantitative data that supports the success and failure of those interventions. • Discuss plans to fade para support in the Transition section. Include information about what behavior would need to be seen, the expectation of the para and teacher, etc. • Section 10(a): Accommodations and Modifications • Outline specific activities the paraprofessional will support, including duration, frequency, and location • Specific activities is NOT the name of the subject area or “Monitor on task behavior” or “Hand-over-hand assistance”

43. How should the IEP reflect the transition to decrease the amount of paraprofessional support? • Section 7: General Considerations • Discuss plans to fade para support in the Transition section. Include information about what behavior would need to be seen, the expectation of the para and teacher, etc. • Section 11: Goals • Consider an independent functioning goal to develop the academic or social/emotional skills the paraprofessional supports • FBA/BIP • Consider targeting the behaviors the paraprofessional manages

44. What data will be reviewed to justify the need for a paraprofessional? • Curricular based assessment results • Intervention data • Academic grades • Data the shows that other strategies have been tried and failed • Data on the specific behaviors that would be addressed by the paraprofessional • Attendance • Behavior charts • Misconduct, incident and/or suspension data • Health and personal care logs

45. Dispute Resolution’s Pitfalls to Avoid

46. Dispute Resolution’s Pitfalls to Avoid Office name goes here Office of Special Education and Supports January 2012

47. Dispute Resolution’s Pitfalls to Avoid Agenda Sub-headline goes here • Common Pitfalls • Evaluation • IEP • IEP Development • IEP Implementation • IEP Review • Red Flags and Suggestions Office name goes here Office of Special Education and Supports Page 2

48. Evaluation Issues • Declining an evaluation without considering all circumstances – Referral decision should not be based solely on the issues presented within the referral document. Team should interview the student’s teachers to ensure no additional academic and/or social/emotional concerns exist which would change the initial referral decision. • Failing to identify relevant domains – Team should address all issues outlined in the student referral in order to identify all potential relevant domains. Team should also consider other academic and social/emotional data school has regarding student to determine that all relevant domains have been identified. Office name goes here Office name/footer goes here Office of Special Education and Supports Page 3

49. Evaluation Issues Cont. • Inadequate evaluations – Evaluations not only help the team determine eligibility but also assist with IEP development. All evaluations must be comprehensive, address all relevant domains and based on current technically sound assessment instruments. • IEP team members in silos – When evaluating students, the evaluators need to communicate with each discipline to make sure that the team is addressing all the concerns outlined in the referral request and other staff/parent reported issues. • No observation of student or interview with school staff – In order to get the full picture of a student’s functioning, CPS evaluators must collect data from all available sources when completing evaluations. Observations of the student in various school settings are vital to a comprehensive evaluation report. • Not completing evaluation within needed timeline – All evaluations must be completed 5 days prior to the IEP meeting unless extraordinary circumstances exist (e.g. bilingual psychological report). Office name goes here Office name/footer goes here Office of Special Education and Supports Page 4

50. Evaluation Issues Cont. • Inability to report findings – Evaluators must be able to articulate clearly, both verbally and in writing, the findings of their assessments in order for the IEP team to determine eligibility and develop an appropriate IEP. Evaluators must be able to explain to the parent and other staff, who are not experts in the evaluator’s area, the findings in a “user friendly” manner. • Inconsistent evaluations throughout the years (eg. Mild Cognitive to LD back to Mild Cognitive) – If evaluations are comprehensive, include student observations and based on current technically sound assessment instruments, the possibility of incorrectly identifying the student’s deficit areas will be significantly diminished. • Impact - The district may be ordered to complete an Independent Evaluation and pay for the evaluation if CPS evaluation is not comprehensive, robust and based on current, valid and reliable evaluation instruments. Office name goes here Office name/footer goes here Office of Special Education and Supports Page 5