TOT for ECEA 2014

BIG IDEAS AND CRITICAL CONTENT

http://dps-eceaenrich.wikispaces.com/home

- Site for participants - Page for presenters - trainers

manuals; todays presentations; links to videos modeling the

presentation and tips

INSTRUCTOR RESOURCES

Help needed!• critical days June 9-12; July 21; Aug

1 and 5• schedules for June be ready by

weekend• very light the second and third

weeks of June- will not need everyone

LOGISTICS

University of Phoenix Information – • Secondary at Lonetree; • Elementary at Turnpike; • If only two or three classes all will be moved to

Lonetree• Respectful of the learning environment • Need to load all materials each night • First week will have Family Liaisons; Office Staff to

help• Registration and coffee in lobby; lunch in the rooms

LOGISTICS

Priority- to be with your regionNot everyone is with their regions all the time due to the number of

registrants from your regionWill have floaters on busy days who

can answer hot topic questions

ASSIGNMENTS

Review the Norms for facilitators

Page 5 in the manual

HOT ISSUES

AGENDA

Day 1 Day 2 7:30-8:00 Registration, Setting up technology and Greet Participants

7:30-8:15 Registration, setting up technology, and coffee infusion

8:00-8:15 Introductions and Norms 8:15-9:45 Eligibility Determination for Intellectual Disability (ID), Other Health Impaired (OHI) and Serious Emotional Disability (SED)

8:15-8:30 Why are we here today? 9:45-10:00 Break8:30-10:00 The IEP Process: Roles, MTSS, Child Find, Referrals and Initial Evaluation

10:00-11:00 Wrap up ID, OHI, and SED

9:45-10:00 Break 11:00-11:30 Autism 10:00-10:45 The IEP Process: Multidisciplinary Evaluation Reports

11:30-12:15 Lunch and Break

10:45-11:30 The IEP Process: Determination of Disability

12:15-1:45 Specific Learning Disability

11:30-12:15 Lunch and Break 1:45-2:00 Break12:15- 1:30 The IEP Process: The Development of the IEP

2:00-3:00 Other Disabilities

1:30-2:00 The IEP Process: Multidisciplinary Present Level Reports and Special Factors

3:00-3:45 Effective Team Work

2:00-2:15 Break 3:45-4:00 Wrap up for Two- evaluations, questions on parking lot, etc…

2:15- 3:15 The IEP Process: Goal Writing  3:15-3:45 The IEP Process: Accommodations, Service Delivery and Determining LRE

 

3:45-4:00 Wrap up for Day One- evaluations, questions on parking lot, etc…

 

Page 7

WE CAN MAKE A DIFFERENCE!

Multi-tiered System of Supports (MTSS)Integrated Continuum

Academic Continuum

Behavior Continuum

Adapted from the OSEP TA Center for PBISAdapted from the OSEP TA Center for PBIS

RtI

PBIS

AcademicSupports

BehaviorSupports

MTSS

What happened to RTI and PBIS?

TEAM Participants MTSS Problem Solving

Multidisciplinary Evaluation Team

IEP Team IEP Revision Team

IEP Team for Transition

Parent E E E E E

General Education Teacher R R R R R

Special Education Teacher or Speech Language Pathologist

O* R R R R

Individuals who can interpret results of an evaluation

O R R R R

Special Education Director or designee

O R R R R

Student ** E E E E E

Bilingual Specialist (for all ELL Students)

R R R R R

Community Service Agency

O O I O I

Related Services O R R I I

*If considering a referral, the special education teacher or SLP is required ** students 15 and older must participate in their IEP and Transition development

E- Essential; I- Must be invited to participate ; R- Required; O- Optional

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

Initial Evaluation Referral Review Consent for

Evaluation Evaluation

Determination of Eligibility Notice of Meeting Eligibility

Meeting Consent for Initial

Provision of Services

IEP Development Notice of Meeting IEP Team IEP Meeting

IEP Implementation Disseminate IEP Provisions of

Services Progress

Reporting

Example 1Grade Level Data Team

Who is this problem solving team?

Example 2Student

InterventionTeam

Example 3Special Team

to convene for a unique situation

Example 4The IEP Team

Evaluation Report Verses

Present Level of Performance Report What Evaluation Report Present Level of

Performance (PLOP) report formerly known as PLAAPF

When? Initials and Re-evaluations (to determine qualification)

IEP Development (to create specially designed instructional plan)

Why? Determine eligibility Create a Specially Designed Instruction plan

Questions to answer What assessments were given? What do they mean? Will the student qualify?

What is a summary of their functioning? How did they do on their goals? What recommendations do you have?

Multi-disciplinary

Evaluation ReportsRecommended

Procedures

Schedule regular Referral and Re-evaluation pre-meetings with the Multidisciplinary Evaluation Team

-Multiple students at one time-Determine if evaluation needed and areas of need-Create a time line of next steps

Schedule a evaluation writing meeting

-Summarize results -Calibrate your message

Page 22 in Procedural Manual: The Colorado State Recommended IEP Student’s strengths,

personal interests, achievements.

Results of the most recent formal and

informal evaluation (could be a synthesis

of the Evaluation report).

Needs and impact of their disability on

his/her involvement and process in the general education

curriculum

PLOP

Colorado Academic and Health Standards

Health Standards

The Standards Page 23-24 in Procedural Manual: The Colorado State Recommended IEP

Academic Standards Literac

y CCSS

EEO

Math

CCSS

EEO

Science

EEO

Social Studies

EEO

Arts World Language

s

PEMovement

Competence and

Understanding

Wellness

Physical and Personal

Wellness

Emotional and Social

Prevention

Risk Managemen

t

Steps for TASK Analysis TASK: Improve Reading Comprehension

Skills

Decode multiple syllable words

Identify their syllable types

Understand phoneme grapheme

relationships

Increase reading fluency

Read 80 words per

minute

Read 90 words per minute

Read 100 words per minute

Increase vocabulary

Develop morphological awareness

Utilize reading comprehension

strategies

Use Self Monitoring

Use Visualization

Use Question

generation

Definition: Specific Learning Disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell or do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.

Specific meaning special or particular

Cognitive Impact

Interfering with

Learning

Is there an academic

skill deficit?

Did they make sufficient

progress to scientific research-

based intervention?

Is there an academic

skill deficit?

6 Grade Level CBM

probes that at or below the 12th %ile

Achieving 50%

mastery on a

criterion based

measure

At or below the 12%ile on a normed

based measure

OR

OR

Did they make sufficient

progress to scientific research-

based intervention?

• Normed• Standardized • Predictive • Associated to

the CurriculumCurriculum

Based Measure

• Criterion• Formative • Mastery of

Skills • Direct link to

the Curriculum

Mastery Based Measure

AKA: DIBELS, AimsWEB, Easy CBM, ABC of CBM,

etc

AKA: Short cycle assessments, teacher

made checklists, common assessments

DEVELOPMENTAL DELAY

Use to be…

Consideration• Only if clear determination

categories cannot be made • 7th%ile or Lower or Empirical Data

or BOE with a pattern of learning that is different from AGE expectation

• Ages 3-8 years old (must do eligibility before age 9)

PSD

Essential Resources/Staf

f

Early Childhood

Special Educators

CLARIFYING QUESTIONS