beginning of the year meeting 8/21/13, 11:00 am-1:00 pm shs, room 300 sabrina a. scott, student...
TRANSCRIPT
Beginning of the Year Meeting
8/21/13, 11:00 am-1:00 pmSHS, Room 300
Sabrina A. Scott, Student Services Director
AGENDA
11:00-11:30 District/Department Updates & Expectations 2013-14
11:30-12:00 Data Collection – Academic & Behavior
12:00-12:40 ETR (Evaluation Team Report)IEP (Individualized Education Program)SDI (specially designed instruction)
12:40-1:00 FBA (Functional Behavior Assessment BIP (Behavior Intervention Plan)
INTRODUCTIONS
SHARING POSITIVES
–Lunch on Sabrina – EAT EAT EAT!!!–Preschool Donation–Sabrina news–From you…..
State of the state for:Student Services
STATE OF THE STATE, Student Services of Sandusky City Schools
• Report Card--Expectations for ALL to learn and make PROGRESS in GEN ED curriculum
• Student Services --GENERAL EDUCATION (Response to Instruction and Intervention (RtII), Restraint and
Seclusion/ Positive Behavioral Interventions and Supports (PBIS), Academic Achievement for ALL)
• Student Services--SPECIAL EDUCATION (IDEA/ Operating Standards)
• Legal--Federal and State Legislation--R & S/ PBIS, IDEA, Section 504, ELL, Home Schooling
• Research/ practice--DSM-V, RtII (Wilson, Number Worlds, etc.)
• Fiscal--Federal/ State $, Parent Choices (SCCS, Haughland, Open-enrollment, contracts)
• High Quality Education--Specialization (ABC); Continuity (Preschool-12+), Consistency (across buildings,
teachers, etc.)
• BOTTOM LINE: Being a Winning District--Customer Service, Adult Accountability, and... Student Achievement!
Student Services Updates for
2013-14 School Year
Vision 2014: R-E-A-C-H 2009-10 Responsiveness 2010-11 Effectiveness 2011-12 Achievement 2012-13 Customization 2013-14 High Quality
2013-14: The Year of “HIGH QUALITY”
HIGH QUALITY
Specialization Continuity Consistency
Everyone, Everyday, Everywhere
PROGRAMS
PERSONNELSpecial Education
Intervention Specialists (SCS & SCCS)
Paraprofessionals
School Psychologists
Related Services:– Speech/ Language Pathologists– Occupational Therapists (ESC)– Physical Therapists (ESC)– Social Workers– Educational Interpreters– Hearing Impaired Teachers (ESC)– Visual Impaired Teachers (ESC)– Educational Audiologist (ESC)– School Nurse (SCS & Public Health Department)
PERSONNELGeneral Education / Overall District
Administrative Assistants– Shawnda Ramon: Assistant to the Director– Sue Prochazka: Data Warehouse (PBIS, RtII, Medicaid, IEP Anywhere);
Psychs/ABC– Joani O’Rork: All Records Requests– Lynne Kaufman: Preschool
School Nurses (district, nonpublic, building, individual)
English Language Learners (ELL) Tutor School Counselors
SERVICES
Assistive Technology (AT)• Thanks Sean & Leslie
Mental Health PBIS
• Psychs• Counselors• Social Workers• Intervention Specialists
DSM-V 2013 – Implications for ED, AU
CURRICULUM, INSTRUCTION & ASSESSMENT
• Student Services within Academic Department
• New Standards & Curriculum– A (Academic): EXPECT ALL TO MAKE PROGRESS– B (Behavior): Social skills curriculum– C (Community): Extended Standards– Preschool: Early Learning & Development Standards
EXPECTATIONS for 2013-14
• Focus: OUTCOMES - ACHIEVEMENT
– Academic [including alternate assessment, OTELA, RtII (ALL students)]
– Behavior (PBIS, Restraint & Seclusion, State Performance Plan – see handout)
– Community (including Life readiness)
HOUSEKEEPINGEveryone:• Responsible for Academic Achievement - PROGRESS in GENERAL ED CURRICULUM• Responsible for College - Career-Life Readiness• Responsible for ETR/ IEP compliance (dates per Shawnda; checklists per Sue; preschool license per Lynne)
ABC/ Psychs/ Therapists:• A--Beth Werling for Out-of-District (checklists, meetings, consultation); Kristen for Wilson, Number Worlds (monitoring)• B--Karen PBIS District Coordinator (trainer, consultant); Sean for PBIS and SPP (data collection, analysis, consultation)• C--Bill Myers (liaison to SS office, district team leader); Bill Carter for assessments, data analysis• A--part of curriculum/ academic dept• BC/preschool--focus for Student Services for 2013-14 (contracts, standards, legal, community, research)--seeing overlap!!• Therapies--Leslie (district contact--within, outside; AT (IPads, Kurzweil, etc.); related services team leader)
Recruitment and Retention:• SAS as district rep in region (brochures, website, newsletters, data analysis, networking)
Customer Service to district: • SS phone book, ABC/psych liaison to you, Admin Assts to support SAS/ ABC/ preschool
BLISS:• Legislative body for local procedures for special ed - NEED A (Academic) people--support practices, buildings (e.g., Section 504,
ELL, RtII, IDEA)
Contracted Services:• Same as last year: NPESC (OT, PT) and NCOESC (VI, HI, audiologist, Title III)
HOUSEKEEPINGAdministrative Assistants:• Shawnda - for SAS/ BOE• Sue - for ABC/psychs• Lynne - for preschool• Joani - for record requests
Important dates:• 8/22 - IEP Anywhere 8:30-11:30• 8/23 - C-team Extended Standards curriculum mapping• 8/30 - all staff PD
PARTYING GIFTS
• Whose IDEA Booklets
• Meeting Summary Forms
THANK YOU FOR ALL YOU DO!!!!
Here’s to a great year!!!!!
“A” Data Collection• What is Academic Data Collection?
– Academic data collection measures academic performance and progress (skill growth) of children (i.e., district-wide, building-wide, groups, and individual students)
– It is SCIENTIFIC!• Why is academic data collection important?
– Academic data collection assists school staff and teachers in identifying academic needs
– It helps us understand if our instructional practices and interventions are working
– Academic data collection reflects WHAT we are actually doing in the classroom
“A” Data Collection
• “A” data collection needs to continue throughout the Response to Instruction and Intervention process (RtII)
• “A” data collection also needs to continue if a student has been initially identified
• “A” data collection for ALL students, including those on IEPs, should reflect the data collection we do for RtII children
• We need to have the data available to reflect progress on IEP goals
“A” Data Collection• Things to note:
– RtII and IEP goals need to be measurable, so we can easily collect the data to show progress
– Data needs to be measurable!!!
– Anecdotal records should be more supplemental data
– The type of data collected needs to reflect what we are trying to measure
“A” Data Collection
• Differences between data collection:– Curriculum-Based Assessment (CBA)
• Shows mastery of the curriculum• Great for Tier I• Examples: MAP Assessment, formative and summative
assessments, short cycle assessments– Curriculum-Based Measurement (CBM)
• Student GROWTH or PROGRESS measures • Can be used at all Tiers• Examples: DIBELS, EasyCBM, AIMSweb
“A” Data Collection
• CBM Warehouse– http://www.interventioncentral.org/curriculum-b
ased-measurement-reading-math-assesment-tests#1
• CBM Manual for Teachers– http://www.jimwrightonline.com/pdfdocs/cbaMa
nual.pdf
Specially Designed Instruction (SDI) & Evaluation Team Reports (ETR)
What is Specially Designed Instruction (SDI)?
• SDI can be defined as adapting, as appropriate to the needs of an eligible child, the content, methodology, or delivery of instruction to:• Address the unique needs of a child as a result of
his/her disability• Ensure access of the child to the general curriculum
(National Dissemination Center for Children with Disabilities (NICHCY), 2013)
What makes SDI different from instruction that a general education student receives? • Specially Designed Instruction is
linked to a student’s IEP goals and objectives.
• SDI should be planned, organized, and meaningful in that it is an intentional and systematic process aimed to target a student’s needs that are listed in his/her IEP goals and objectives.
SDI: Interventions vs. Accommodations vs. Modifications
• Interventions: An evidenced-based intervention refers to a specific strategy or program that has been proven to be effective to improve a targeted skill when implemented and monitored with integrity.
• The goal of an intervention is to provide additional or modified instruction to help a student achieve adequate progress in a specific area.
– Example: Wilson Reading System & Fundamentals
SDI: Interventions vs. Accommodations vs. Modifications
• Accommodations: An accommodation eliminates or reduces obstacles associated with a student’s ability to perform at the same standard of performance expected of general education students.
– Example: Additional time, preferential seating
SDI: Interventions vs. Accommodations vs. Modifications
• Modifications: A modification is a change that revises the standard of performance and/or alters the expectations.
Best Evidenced-Based SDIInterventions• Results gathered from a 70 study meta analysis• Data gathered on students grades 6-12• Academic content areas included science, social
studies, English• Settings included general education, pull-out,
and resource room• Study looked at effects on treatment,
maintenance, and generalization• Mean effect size of .50 demonstrated moderate
effect and .80 or above indicates a large impact.
Best Evidenced-Based SDIInterventions1. Explicit Instruction (1.68):
Includes direct instruction and practice
1. Interventions include:1. Teaching in small steps2. Guided practice3. Independent practice
Best Evidenced-Based SDIInterventions2. Mnemonic Strategies (1.47): Teaches
students to make associations between facts. Effective in helping students memorize material such as lists, groups, and chronologies.
* Examples Include:* Keyword* Pegword* Letter Strategies* Visual Cues
Best Evidenced-Based SDIInterventions3. Classroom Learning Strategies (1.11):
Instructing students in methods for processing and studying content area subject matter.
1. Strategies Include:1. Study skills instruction2. Note-taking strategies3. Self-question strategies4. Self-monitoring5. Summarization6. Text Structures
Best Evidenced-Based SDIInterventions4. Study Aids (.94): Instruction and
practice in using materials to understand and remember subject area content.
1. Examples include:1. Study guides2. Advanced Organizers such as text outlines3. Text Structures4. Aids should be a combination of teacher-
directed and student-directed
Best Evidenced-Based SDIInterventions5. Spatial and Graphic Organizers (.93):
Help students understand and remember information. * Assists students with sorting concepts, facts, and ideas using charts, diagrams, graphs, or other graphic organizers*Examples Include:
* Concept diagrams* Concept comparison routines* Other graphic organizers
Best Evidenced-Based SDIInterventions6. Hands-On or Activity Based
Learning (.63): Instruction and interaction with relevant content specific materials.
1. Examples include:1. Science Labs2. Project-Based Learning3. Peer Tutoring/Cooperative grouping
Best Evidenced-Based SDIInterventions7. Computer-Assisted Instruction
(.63): The use of computer-based applications to deliver instruction.
1. Examples include:1. Drill and practice2. Strategy instruction3. Simulations
Behavior Strategies
Behavior Strategies• Behavior Momentum: When expecting a student to complete a difficult request or
task, precede it with three simple requests, then provide the difficult task. Reinforce the student for completion of each task. More likely to complete the difficult task.
• Behavior Interspersal: Intersperse difficult tasks or requests with less difficult ones. Best when combined with behavior momentum. Place easier tasks within sets of target tasks
• Attributions: Attribute student success to what they did—their effort at the task• Behavior Rehearsal: When preparing for a new situation, provide student with exact
steps to prepare the student. Use What Ifs• Behavior Specific Praise: When providing verbal positive reinforcement, let the
student know exactly what behavior he exhibited was desired. Directly link your praise to the specific behavior you are trying to increase.
• Nonverbal and Picture Cues: Establish a visual cue. Have loads of visual cues—visual posted expectations that use pictures—consider photos of students following rules. Then a reminder: “What do you need to do to follow rule #3. Remember SPORT rules—short, positive, observable, reinforced, taught.
• Choice: You may do this or this—it is your choice. I know you can make a good decision for yourself. Reinforce good choices.
• Proximity Control: Close but not too close. Moving around the room. Respecting personal space.
• Nintendo Effect: Capitalizing on the student’s interests to engage them in non-preferred activities. Project based on interest like superman, trains, Nemo.
Building Team Work
• Suggestions for successful communication and collaboration:
• Starting from the beginning• Be sure your teacher has each child’s IEP• Behavior Improvement Plan• Coach your cooperating teachers on differentiating
instruction• Touch base with students on your caseload • Adapt homework for the students in your caseload• Celebrate Success
Evaluation Team Reports (ETR) Overview
• ETR Check-list
• What parts of an ETR are important to read when creating or modifying an IEP?
• Background History• Classroom Based Evaluations• Team Summary (Part 2)– Intervention Data,
Assessment Results, Needs, & Implications
Background History
• The background history provides you with a brief summary of the student’s past including: – Attendance– Medical Information– Intervention History– Other relevant information
• Typically located within a Part 1
Classroom Based Evaluations
• Classroom based evaluations and information provided in a report by a teacher or intervention specialist may include:– Academic Skills– Behavior– Observation Information– Intervention Data
Team Summary (Part 2)- Intervention Data
• Intervention history and data can be located throughout teacher/intervention specialist reports.
• This information is summarized on Part 2 of the ETR under the “Intervention Summary” section.
Team Summary (Part 2)- Assessment Results
• All assessment results are located throughout individual Part 1 reports. Assessments may include:– Academic– Cognitive– Behavior– Adaptive Behavior– Social Emotional– Sensory– Fine Motor– Gross Motor– Speech/Language
• These results are summarized on Part 2 of the ETR under the “Summary of Assessment Results” section.
Team Summary (Part 2)- Needs
• Based on gathered information, parent input, assessments, and observations, a child’s educational needs are determined.
• These needs are summarized on Part 2 of the ETR under the “Description of Educational Needs” section.
• Needs can be translated into IEP goals and objectives.
**Please note: Several needs can be combined into one IEP goal with multiple objectives. Every need listed does not require an individual goal.
Team Summary (Part 2)- Implications
• Implications for instruction include:– The impact on a child’s education– Intervention recommendations– Accommodations & Modifications– Progress monitoring suggestions
• These recommendations are located on Part 2 of the ETR under the “Implications for Instruction and Progress Monitoring” section.
Team Summary (Part 2)- Implications
• Implications for instruction include:– The impact on a child’s education– Intervention recommendations– Accommodations & Modifications– Progress monitoring suggestions
• These recommendations are located on Part 2 of the ETR under the “Implications for Instruction and Progress Monitoring” section.
References
• National Dissemination Center for Children with Disabilities (NICHCY), 2013. Special Education. Retrieved on August 15, 2013 from:
http:// nichcy.org/schoolage/iep/iepcontents/specialeducation