the exceptional children’s education act
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The Exceptional Children’s Education Act . Day One Special Education Procedures Summer 2014. Welcome!. Name. School or Worksite. Name. A Unique Fact about You. Agenda: Day One. What does this look like to you?. Setting Norms. Norm One Norm Two Norm Three. - PowerPoint PPT PresentationTRANSCRIPT
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The Exceptional Children’s Education Act
Day OneSpecial Education Procedures
Summer 2014
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Welcome!
Name
School or Worksite
Name
A Unique Fact about
You
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Agenda: Day One
Mee
t You
r Te
am Introductions
Setting Norms
Course Overview
State of the State
Understanding IEP Roles
IEP
Proc
ess
MTSS
Child Find
Referrals
Multidisciplinary Evaluation Reports
Determination of Disability
IEP Development
Multidisciplinary PLOP and Special Factors
Goals
Accommodations, Services, and LRE
Elig
ibili
ty D
eter
min
atio
n
Intellectual Disability
Other Health Impairment
Serious Emotional Disability
Autism
Specific Learning Disability
Other Disabling Conditions
Effe
ctiv
e IE
P Te
amw
ork
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Setting Norms•Norm One•Norm Two•Norm Three
What does this look like to
you?
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Page numbers to key documents are indicated in the upper right-hand corner.
KeySymbol Meaning
Something new or changes in procedures
Requires effective teamwork
Task
Difference between Enrich and Encore
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Agenda: Day One
Mee
t You
r Te
am Introductions
Setting Norms
Course Overview
State of the State
Understanding IEP Roles
IEP
Proc
ess
MTSS
Child Find
Referrals
Multidisciplinary Evaluation Reports
Determination of Disability
IEP Development
Multidisciplinary PLOP and Special Factors
Goals
Accommodations, Services, and LRE
Elig
ibili
ty D
eter
min
atio
n
Intellectual Disability
Other Health Impairment
Serious Emotional Disability
Autism
Specific Learning Disability
Other Disabling Conditions
Effe
ctiv
e IE
P Te
amw
ork
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ECEA Overview/ObjectivesGoal One: Participants will become familiar with the multiple resources to support in the special education qualification process and the development of an IEP
Goal Two: Participants will understand the tools found in the IEP process to support the closing of the gap for students with a disability
Goal Three: Participants will develop background knowledge needed to implement Enrich, the new IEP system
Goal Four: Participants will understand how to determine eligibility under the revised Exceptional Children Education Act
Utilize the note-catcher to organize
your thoughts and
remember your
questions!
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Agenda: Day One
Mee
t You
r Te
am Introductions
Setting Norms
Course Overview
State of the State
Understanding IEP Roles
IEP
Proc
ess
MTSS
Child Find
Referrals
Multidisciplinary Evaluation Reports
Determination of Disability
IEP Development
Multidisciplinary PLOP and Special Factors
Goals
Accommodations, Services, and LRE
Elig
ibili
ty D
eter
min
atio
n
Intellectual Disability
Other Health Impairment
Serious Emotional Disability
Autism
Specific Learning Disability
Other Disabling Conditions
Effe
ctiv
e IE
P Te
amw
ork
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Yes we can make a difference!
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State of the State
Jigsaw data review: Each person in your team will get one page of data. Each page is different. Take 5 minutes to review your chart.
Share with your table something you learned from your data.
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Students with disabilities in
DPS lag behind the state
proficiency average for
students with disabilities.
ELL proficiency has improved for
all groups except those in
Special Education.
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.
The largest population are students with a SLD, yet have some of the
largest gaps.
Students with a speech
language disability have grown in both DPS and the
state.
Students with autism have exceeded the
state proficiency levels.
State of the State: Key Points
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1994
Procedure 2001 Procedure1999
guidelines
ECEA 2004
IDEA2004
ECEA2014
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ECEA Overview/ObjectivesGoal One: Goal Two:
Goal Three: Goal Four:
Utilize the note-catcher to organize
your thoughts and
remember your
questions!
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Agenda: Day One
Mee
t You
r Te
am Introductions
Setting Norms
Course Overview
State of the State
Understanding IEP Roles
IEP
Proc
ess
MTSS
Child Find
Referrals
Multidisciplinary Evaluation Reports
Determination of Disability
IEP Development
Multidisciplinary PLOP and Special Factors
Goals
Accommodations, Services, and LRE
Elig
ibili
ty D
eter
min
atio
n
Intellectual Disability
Other Health Impairment
Serious Emotional Disability
Autism
Specific Learning Disability
Other Disabling Conditions
Effe
ctiv
e IE
P Te
amw
ork
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IEP RolesObjectives
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.
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Jigsaw: Your table will be given the Roles of IEP team Members from the CDE Procedure Manual. Each person take a different role.
Read through the role and note anything that is different from current practice.
Share with your table what is different from your current practice
What is one next step your team might attempt after studying the roles of IEP team members?
Page 107-115 in Procedural Manual: The Colorado State Recommended IEP
Role of the IEP Team Members
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Roles of the IEP Team Members
What is one next step your team might attempt after studying the
roles of IEP team members?
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Key Points: Roles of IEP Team Members•Summary
Rol
es a
nd R
espo
nsib
ilityEach team
member has a specific role
Rol
es a
nd R
espo
nsib
ilityKnowing the roles can improve team effectiveness
Rol
es a
nd R
espo
nsib
ilityTeams can
start to develop a strategy to insure each person knows their role
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Agenda: Day One
Mee
t You
r Te
am Introductions
Setting Norms
Course Overview
State of the State
Understanding IEP Roles
IEP
Proc
ess
MTSS
Child Find
Referrals
Multidisciplinary Evaluation Reports
Determination of Disability
IEP Development
Multidisciplinary PLOP and Special Factors
Goals
Accommodations, Services, and LRE
Elig
ibili
ty D
eter
min
atio
n
Intellectual Disability
Other Health Impairment
Serious Emotional Disability
Autism
Specific Learning Disability
Other Disabling Conditions
Effe
ctiv
e IE
P Te
amw
ork
![Page 20: The Exceptional Children’s Education Act](https://reader036.vdocument.in/reader036/viewer/2022070422/56816460550346895dd63b99/html5/thumbnails/20.jpg)
Multi-tiered Support Systems•Objectives
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.
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Multi-tiered Systems of Support
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
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Multi-tiered System of Supports (MTSS)
Integrated ContinuumAcademic
ContinuumBehavior
ContinuumAdapted from the OSEP TA Center for PBISAdapted from the OSEP TA Center for PBIS
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RtI
PBIS
AcademicSupports
BehaviorSupports
MTSS
What Happened to RTI and PBIS?
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http://standardstoolkit.dpsk12.org
/
Data Inquiry Cycle is found in the Standards Tool Kit
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
Does General Education Know?
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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.
What Does This Mean for Our School?
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Key Points: Multi-tiered Support Systems•Summary
MTS
SMTSS incorporates RTI and PBIS M
TSS In DPS the
Inquiry cycle must be used by a problem solving team when addressing children’s needs
MTS
SDPS has provided resourced for all problem solving teams on the inquiry cycle
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Agenda: Day One
Mee
t You
r Te
am Introductions
Setting Norms
Course Overview
State of the State
Understanding IEP Roles
IEP
Proc
ess
MTSS
Child Find
Referrals
Multidisciplinary Evaluation Reports
Determination of Disability
IEP Development
Multidisciplinary PLOP and Special Factors
Goals
Accommodations, Services, and LRE
Elig
ibili
ty D
eter
min
atio
n
Intellectual Disability
Other Health Impairment
Serious Emotional Disability
Autism
Specific Learning Disability
Other Disabling Conditions
Effe
ctiv
e IE
P Te
amw
ork
![Page 28: The Exceptional Children’s Education Act](https://reader036.vdocument.in/reader036/viewer/2022070422/56816460550346895dd63b99/html5/thumbnails/28.jpg)
IEP Process: Child Find and Referrals
Steps in the Child Find Process
Analysis of a Referral
Determination if Additional Data is Necessary to Complete an Evaluation
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IEP RolesObjectives
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.
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Child Find and Referrals
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
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Your table will get two referrals
Use the guiding questions in the IEP Guiding Questions flip chart to evaluate the two referrals.
Based on your discussion, which one is a referral that can proceed to the evaluation stage of the process?
Referrals
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ReferralsPage 13 in Procedural Manual: The Colorado State Recommended IEP
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Example 1Grade Level Data Team
Example 2Student
InterventionTeam
Example 3Special team for a unique
situation
Example 4The IEP Team
Who Is This Problem-solving Team?
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Example 1Grade 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.
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.
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Example 2Student
InterventionTeam
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.
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.
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Example 3Special 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
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
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Example 4The IEP Team
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. 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.
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.
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Page 13 in Procedural Manual: The Colorado State Recommended IEP
We are concerned about our daughter.
The school convenes a problem solving team to address concerns.
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.
Referrals
or
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Page 10 in Procedural Manual: The Colorado State Recommended IEP Referral Team
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- ELA-E,T or S (for all ELL Students) R R R R R
Community Service Agency O O I O I
Related Services (Psy, SW, Nursing, OT/PT, SLP, etc) 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
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Page 13-14 in Procedural Manual: The Colorado State Recommended IEP
1. Determine if referral is appropriate. If yes, then…
2. Review formal and informal data from a variety of sources.
3. 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.
Review of Existing Data
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Child Find and Referrals: Key Points•Summary
Ref
erra
lReferrals should indicate participation in the Multi-Tiered Systems of Supports
Ref
erra
lAn Evaluation Team reviews the referral and determines next steps
Ref
erra
lAll referrals require the same problem solving process; the teams might look different each time
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Agenda: Day One
Mee
t You
r Te
am Introductions
Setting Norms
Course Overview
State of the State
Understanding IEP Roles
IEP
Proc
ess
MTSS
Child Find
Referrals
Multidisciplinary Evaluation Reports
Determination of Disability
IEP Development
Multidisciplinary PLOP and Special Factors
Goals
Accommodations, Services, and LRE
Elig
ibili
ty D
eter
min
atio
n
Intellectual Disability
Other Health Impairment
Serious Emotional Disability
Autism
Specific Learning Disability
Other Disabling Conditions
Effe
ctiv
e IE
P Te
amw
ork
![Page 44: The Exceptional Children’s Education Act](https://reader036.vdocument.in/reader036/viewer/2022070422/56816460550346895dd63b99/html5/thumbnails/44.jpg)
IEP Process: Multidisciplinary Evaluation Report•Objectives
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.
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Initial 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
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
![Page 46: The Exceptional Children’s Education Act](https://reader036.vdocument.in/reader036/viewer/2022070422/56816460550346895dd63b99/html5/thumbnails/46.jpg)
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.
Evaluation
And
Present Levels
Evaluation
Present Levels
To determine eligibility
To create specially designed
instruction
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Page 10 in Procedural Manual: The Colorado State Recommended IEP Referral Team
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 ELA- S, T, E (for all ELL Students) R R R R R
Community Service Agency O O I O I
Related Services(Psy, SW, Nursing, OT/PT, SLP, etc) 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
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What Evaluation Report Present Level of
Performance (PLOP): Formally known as PLAAF
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?
Evaluation Report v. Present Level Performance Report
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Your table will get two evaluation reports; one generated in Enrich and one generated in Encore
Using a Venn Diagram, how are they alike and how are they different
Evaluation Report v. Present Level Performance Report
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Page 15 in Procedural Manual: The Colorado State Recommended IEP
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 not documented in
the Evaluation Report
Elements•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
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Now that you see how reports are completed in Enrich, discuss as a team possible behaviors, strategies or suggestions for teams to help create one cohesive report.
List your strategies and be ready to share your best idea. All strategies created in these trainings will be shared with the entire district.
Multi-disciplinary Evaluation Reports
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Shared secure site to
document individual
assessments and
interpretations.
Regularly schedule kid-talk meetings.
Only address areas of
concern. Not everyone
may need to be present.
Pre-meetings to document
everybody's finding
Multi-disciplinary Evaluation Reports
One person is designated as
the report writer; all
others share their
interpretations of the data . Have DOTS
install Lync on all your
computers so you can do a conference
call for folks who are in different
locations.
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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
Multi-disciplinary Evaluation Reports
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But wait…What happens to our reports? Our reports help to rule out areas of concern. How will
we actually know if our area is an area of
concern without doing an evaluation and
documenting that on a report.
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Evaluation Report•Summary
Eva
luat
ionEvaluation
reports and Present Level Report are separate with a different purpose
Eva
luat
ionEvaluations only occur in the areas of concern. MTSS should help to indicate areas of concern.
Eva
luat
ionEvaluations
are multi-disciplinary and address a suspected disability
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Agenda: Day One
Mee
t You
r Te
am Introductions
Setting Norms
Course Overview
State of the State
Understanding IEP Roles
IEP
Proc
ess
MTSS
Child Find
Referrals
Multidisciplinary Evaluation Reports
Determination of Disability
IEP Development
Multidisciplinary PLOP and Special Factors
Goals
Accommodations, Services, and LRE
Elig
ibili
ty D
eter
min
atio
n
Intellectual Disability
Other Health Impairment
Serious Emotional Disability
Autism
Specific Learning Disability
Other Disabling Conditions
Effe
ctiv
e IE
P Te
amw
ork
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Determination of Eligibility
Predetermination
Professional Judgment
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IEP Process: Determination of Eligibility •Objectives
Participants will understand the nuance of predetermination of a disability.
Participants will define professional judgment.
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Determination of Eligibility
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
Page 10 in Procedural Manual: The Colorado State Recommended IEP
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Predetermination
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Scenario One
In the evaluation report there is a statement made about the skills that the
student needs to work on, the intervention that the student will be receiving, and who will be providing
that intervention.
Scenario Two
IEP team had a
preparatory meeting prior to the IEP meeting with the parents to discuss
assessment results and prepare a draft IEP.
Which one is predetermination?
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Universal Data
Formal Testing
Progress Monitoring
Screeners
Ethnographic Data
Professional Judgment
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Professional Judgment
“If you can back up your decision with evidence it is using
professional judgment. If you cannot, then you are using intuition, not judgment.”
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SPED and MHASupport Partners
Associate PartnersSpecialists
When in doubt…
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Key Points: Determination of Eligibility•Summary
Det
erm
inat
ion
of D
isab
ilityPredeterminati
on can easily occur; keep all possible determination discussion in the determination of disability meeting
Det
erm
inat
ion
of D
isab
ility
Professional Judgment means making a decision based on a robust body of evidence not gut feelings
Det
erm
inat
ion
of D
isab
ility
When in doubt use your resources to assist.
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Lunch BreakReturn by 12:30
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Agenda: Day One
Mee
t You
r Te
am Introductions
Setting Norms
Course Overview
State of the State
Understanding IEP Roles
IEP
Proc
ess
MTSS
Child Find
Referrals
Multidisciplinary Evaluation Reports
Determination of Disability
IEP Development
Multidisciplinary PLOP and Special Factors
Goals
Accommodations, Services, and LRE
Elig
ibili
ty D
eter
min
atio
n
Intellectual Disability
Other Health Impairment
Serious Emotional Disability
Autism
Specific Learning Disability
Other Disabling Conditions
Effe
ctiv
e IE
P Te
amw
ork
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IEP DevelopmentIEP Meeting Agenda
Active Participation
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IEP Process: IEP Development •Objectives
Participants will understand that an Individualized Education Plan is only
developed if the student qualifies.
Participants will explain how to increase parent and student participation in
Individualized Education Planning meetings.
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IEP Development
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
Page 10 in Procedural Manual: The Colorado State Recommended IEP
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Page 17 and 19 in Procedural Manual: The Colorado State Recommended IEP
Important Concept
If a draft IEP is developed prior to the IEP Team meeting, it must be clear to the parent that the services are preliminary recommendations for review and discussion.
Copies of draft proposals should be provided to parents prior to the meeting.
Determination of Eligibility•Determination of Eligibility
▫Is the child eligible based on the evaluation?
▫If no, IEP is not developed.•IEP Development
▫Collaborative access and specially designed instructional plan
▫For those who are eligible
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Page 10 in Procedural Manual: The Colorado State Recommended IEP Referral Team
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 ELA –E, T, S (for all ELL Students) R R R R R
Community Service Agency O O I O I
Related Services (Psy, SW, Nursing, OT/PT, SLP, etc.) 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
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Page 19 in Procedural Manual: The Colorado State Recommended IEP
We are going to pass out a copy of a DPS suggested IEP agenda.
Three groups will get a different set of questions.
Group 1 Why have an agenda? Why would you want to start with future aspirations?
Group 2 What is the most effective way to share the present levels?
Group 3 Why not do the goals at the end of the meeting?
IEP Meeting Agenda
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Page 21 in Procedural Manual: The Colorado State Recommended IEP
Sample IEP Meeting Agenda
1. Introduced IEP team participants2. State the purpose for the meeting3. Ask if parents have questions about procedural
safeguards, rights and responsibilities4. Discuss future aspirations (all) and post
secondary outcomes (secondary) 5. Present levels of academic achievement and
functional performance6. Determine and special factors7. Determined transition needs8. Develop annual goals9. Determine of accommodations and modifications10.Determine service delivery11.Determine placement in least restrictive
environment12.Distribute copies of IEP documents
Group 1Why have an
agenda?Why would you
want to start with future
aspirations?
Group 2 What is the most effective way to
share the present levels?
Group 3 Why not do the
goals at the end of the meeting?
Meeting Agenda
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Page 19 in Procedural Manual: The Colorado State Recommended IEP
What is your
preference for the date and time of
the meeting ? Do you need an
interpreter? Other
accommodation?
How is your child going to change the world?
Parent Participation• If parent cannot attend, use other
methods, such as a conference call.
• Use several methods of contact: Call, e-mail, home visit, US mail, etc.
• If the parent does not show up after several methods, proceed and document.
• Make sure the parent understands the proceedings.
• Provide the parent with a questionnaire to complete about their child and allow the parent to share at the meeting.
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http://www.imdetermined.org/youth
What does self-determination mean to you?
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What strategies do you use as an IEP team to increase student participation in an IEP meeting?
Student Participation
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http://www.imdetermined.org/one_pager
The One Pager
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Download the ‘one pager’ from iamdetermined.com and complete it on your self. Be ready to share with the group.
Student Participation
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http://www.imdetermined.org/student_involvement
Student-led IEP
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Key Points: IEP Development•Summary
IEP
Dev
elop
men
t An agenda keeps the meeting organized and reduces potential problems IE
P D
evel
opm
ent Specific
strategies to increase parent participation
IEP
Dev
elop
men
t Specific strategies to increase student participation
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Agenda: Day One
Mee
t You
r Te
am Introductions
Setting Norms
Course Overview
State of the State
Understanding IEP Roles
IEP
Proc
ess
MTSS
Child Find
Referrals
Multidisciplinary Evaluation Reports
Determination of Disability
IEP Development
Multidisciplinary PLOP and Special Factors
Goals
Accommodations, Services, and LRE
Elig
ibili
ty D
eter
min
atio
n
Intellectual Disability
Other Health Impairment
Serious Emotional Disability
Autism
Specific Learning Disability
Other Disabling Conditions
Effe
ctiv
e IE
P Te
amw
ork
![Page 85: The Exceptional Children’s Education Act](https://reader036.vdocument.in/reader036/viewer/2022070422/56816460550346895dd63b99/html5/thumbnails/85.jpg)
The necessary components of a Present Level Report
Present Level Report
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IEP Process: Present Level of Performance •Objectives
Participants will understand that a present level of performance is only completed if the
student qualifies for an IEP.
Participants will know the elements to a present level of performance report.
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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: Present Level of Performance
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Each team will receive a copy of the Enrich PLOP and a set of guiding questions.
Sort the guiding questions into the most appropriate categories of the PLOP.
Page 22 in Procedural Manual: The Colorado State Recommended IEP
PLOP
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Page 22 in Procedural Manual: The Colorado State Recommended IEP
Student’s strengths, personal interests,
achievements.
• What are the student’s academic strengths?
• What are the student’s developmental strengths?
• What are the student’s interests?
• What are the students significant personal attributes?
• What are the student’s accomplishments?
• What are the students aptitudes including post-secondary outcomes stated as an end result?
PLOP
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Page 22 in Procedural Manual: The Colorado State Recommended IEP
Results of the most recent formal and informal
evaluation (could be a synthesis of the Evaluation
report).
• Describe the student- age, grade, disability (you can do this now because you have already determined eligibility)
• What is a summary of the evaluation report or recent evaluations including the interpretation?
• What was their progress towards previous IEP goals?
PLOP
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Page 22 in Procedural Manual: The Colorado State Recommended IEP
Needs and impact of their disability on his/her involvement
and process in the general education curriculum
• What does the student need?
• What recommendations do you have for the student?
• What specially designed instruction does the student need?
PLOP
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Key Points: Present Level of Performance•Summary
PLO
PAddresses strengths, present levels and needs
PLO
POn all subsequent annuals, should address progress on IEP goals
PLO
PIs also a multi-disciplinary report
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FBA/BIP Clarification
Assistive Technology
Special Factors
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IEP Process: Special Factors •Objectives
Participants will know when to use a Functional Behavior Assessment.
Participants will know when assistive technology is addressed on an IEP.
Participants will know when a bi-lingual specialist (ELA- E, S, or T) must be involved
in the process.
Participants will understand the body of evidence necessary for extended school year
services.
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Page 22 in Procedural Manual: The Colorado State Recommended IEP FBAs and BIPs
Functional Behavior Assessments and Behavior Intervention Plans
can be used at all levels of MTSS.
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Could this student benefit from assistive technology?
Assistive Technology is not just for profound-needs students. Many mild-needs students could benefit from
AT.
Assistive Technology
• 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 functional capabilities of a child with a disability
• Exception: The term does not include a medical device that is surgically implanted or the replacement of such a device
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AT Scavenger Hunt
Where is the form used to check out equipment? Click on the link and look at the AT request form.
Where is the IEP team worksheet? Click here and read through the steps to determine a which AT is most appropriate.
How do I set up Learning Ally for my student? Click here to look at the DPS Learning Ally website. Who is our Learning Ally Manager?
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ESY Guidelines must be given to
parents at the year IEP meeting
Guidelines must be explained to
parents
Eligibility is based on regression and
recoupment and/or predictive
factors
Regression/ Recoupment
and/or Predictive facts that are
related to their IEP goals
Concrete Body of Evidence (not gut
feelings)
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ESYRegression and Recoupment
Predictive Factors
Regression- refers to a decline in knowledge and skills that result from an interruption in education
• Type and Severity• Rate of Progress• Alternative
Resources• Behavior/Physical • Ability to interact
with non-disabled peers
• Curriculum that needs continuous reinforcement
• Vocational needs • Other relevant
factors
Recoupment is the amount of time it takes to regain the prior level of functioning
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English Language Learners
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Key Points: Special Factors•Summary
Spec
ial F
acto
rs FBA and
BIP can be done at all stages of MTSSSp
ecia
l Fac
tors
AT and ESY should be considered for every IEP
Spec
ial F
acto
rsELL Students require extra effort and time; Must include a bi-lingual specialist (ELA-E, S, or T)
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Agenda: Day One
Mee
t You
r Te
am Introductions
Setting Norms
Course Overview
State of the State
Understanding IEP Roles
IEP
Proc
ess
MTSS
Child Find
Referrals
Multidisciplinary Evaluation Reports
Determination of Disability
IEP Development
Multidisciplinary PLOP and Special Factors
Goals
Accommodations, Services, and LRE
Elig
ibili
ty D
eter
min
atio
n
Intellectual Disability
Other Health Impairment
Serious Emotional Disability
Autism
Specific Learning Disability
Other Disabling Conditions
Effe
ctiv
e IE
P Te
amw
ork
![Page 104: The Exceptional Children’s Education Act](https://reader036.vdocument.in/reader036/viewer/2022070422/56816460550346895dd63b99/html5/thumbnails/104.jpg)
GoalsIEP Goals
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IEP Process: Special Factors •Objectives
Participants will use goals as a road map for specially designed instruction.
Participants will elevate the importance of goals.
Participants will develop meaningful objective that provide the blueprint to
achieve the goal.
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Page 23-24 in Procedural Manual: The Colorado State Recommended IEP
Turn and Talk
What is the purpose of a goal?
What role to goals play in specially
designed instruction?
Goals
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Page 23-24 in Procedural Manual: The Colorado State Recommended IEP
Direct correspondence between present levels and needs
Consider the standards but not
written verbatim of the standards
Ages 15+ have annual goals and post-
secondary goals. Annuals goals have a direct link to the post-
secondary goal.
What will be accomplished in the
next 365 days?
What is the potential for learning and rate
of development?
What is needed to close the
achievement gap?
Requirements
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Colorado Academic and Health Standards
Health Standards
Page 23-24 in Procedural Manual: The Colorado State Recommended IEP
Academic Standards
Literacy
CCSS EEO
Math CCSSEEO
Science
EEO
Social Studies
EEO
Arts
World Language
s
PEMovement
Competence and
Understanding
WellnessPhysical and
Personal
WellnessEmotional and
Social
Prevention
Risk Managemen
t
The Standards
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• Is this goal measurable?• Is the goal designed to close the achievement gap?• Does the goal provide a road map for their specially designed
instruction?• Is it a SMART goal? (specific, measureable, attainable, results
driven or relevant, and time bound)
Your team will be given 4 goals. For each goal answer the following questions.
Discuss as a team the difference between the goals that answer these questions and those that do not answer these questions?
Goals that Provide a Road Map for SDI
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Page 23-24 in Procedural Manual: The Colorado State Recommended IEP
Results-driven
Strategic
Describe an improvement from current level
Reflect an area of need related to progress in Gen Ed
PrioritizedSmart Goals
Describe conditions under which the student will perform
Measurable level of attainment
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Page 23-24 in Procedural Manual: The Colorado State Recommended IEP
Improve reading comprehension
GOAL
Why isn’t the student at grade level? What is the root cause?
Develop Comprehension Strategies
Increase their accuracy in oral reading
Increase their speed in oral reading
Develop morphological awareness
Master the syllable types
Master the 70 Orton Grapheme
Manipulate speech sounds at the oral level
OB
JEC
TIVE
SObjectives
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TASK
Subtask
Subtask
Subtask
Subtask
Decode unknown
single-syllable words
Correctly answer
addition and subtraction
facts Identify r-controlled, vowel teams, and bossy
e syllables
Identify open and closed syllables
Match the speech sounds of English to corresponding
graphemes
Identify the speech sounds of
English
Utilizes common fact strategies
(e.g. double plus, count one, etc. )
Addition: combines two sets; minus:
removes from one set
Counts forward or backward from
given number by1, 2, or 3
Finds numbers on a number line
Brush Teeth
Replaces cap and returns tooth
brush
Brushes teeth and rinses mouth
Unscrews cap on tooth paste;
squeezes ¾ inch of paste on brush
Steps for Task Analysis
Turns on water and wets bristles on toothbrush
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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
Steps for Task Analysis
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Each team will be given one broad goal based on a state standard, a students grade level, their baseline of functioning, the root cause of their deficit, and a bunch of possible objectives
Determine the relevant objectives and then place the objectives in order from the most basic skills to the more advanced skill
Page 23-24 in Procedural Manual: The Colorado State Recommended IEP
Goals and Objectives
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Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Organize relevant ideas and details to convey a central idea or prove a point
Develop a topic sentence, transitions, key ideas and conclusion sentences to create a well-organized paragraph
Ensure subject-verb and pronoun-antecedent agreement.
Write multi-paragraph compositions that have clear topic development, logical organization, effective use of detail, and variety in sentence structure
Spell high-frequency words correctly
Include cause and effect, opinions and other opposing viewpoints in persuasive writing
Capitalize holidays, product names, and geographic names.
Develop text that explains a process; define a problem and offer a solution; or support an opinion
Print all upper- and lowercase letters.
Follows the recursive writing model to complete a writing task
Write complete simple sentences.
These become your objectives to the
goal.
Marie will write with focus,
organization and detail as measured
by the following objectives…
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…all IEP goals must have short
term objectives orbenchmarks,
regardless of the disability.
In order to close the achievement gap and provide
a strong roadmap for
specially designed
instruction…
Goals and Objectives
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Progress reporting at least with
each report card cycle
All Colorado Standards are loaded to reference
Goal can be broad
Measureable element will be in the objective
Progress monitoring can be tracked directly in Enrich
Goals and Objectives
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Key Points: Goals and Objectives•Summary
Goa
ls Goals are
based on the Colorado Academic and Health/PE standards
Goa
ls Goals are
the roadmap or compass to the specially designed instruction
Goa
lsGoals will have measureable objectives starting in July 2014
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Agenda: Day One
Mee
t You
r Te
am Introductions
Setting Norms
Course Overview
State of the State
Understanding IEP Roles
IEP
Proc
ess
MTSS
Child Find
Referrals
Multidisciplinary Evaluation Reports
Determination of Disability
IEP Development
Multidisciplinary PLOP and Special Factors
Goals
Accommodations, Services, and LRE
Elig
ibili
ty D
eter
min
atio
n
Intellectual Disability
Other Health Impairment
Serious Emotional Disability
Autism
Specific Learning Disability
Other Disabling Conditions
Effe
ctiv
e IE
P Te
amw
ork
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Accommodations and Modifications
Determining accommodations and modifications
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IEP Process: Accommodations and Modification•Objectives
Participants will be able to find appropriate accommodations in the Colorado Department
of Education Accommodations manual.
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• Allows student to complete the same assessment or assignment
Accommodations
• Adjustment to an assessment or assignment
Modification
Accommodations and Modifications
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Verse
s Accommodations and modifications were
checked off
You must determine the most appropriate accommodations and modifications and type them in. 3-4 high impact accommodations are usually adequate.
Checklist
Use the CDE accommodations manual for
guidance.
If the accommodation is considered assistive technology, indicate it in the special factors .
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Accommodations Scavenger Hunt
Go to page 65
With one of your students in mind, choose one of the student characteristics.
Go to the respective table for that characteristic.
Look through the list of accommodations and determine which are appropriate for your student.
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Key Points: Accommodations•Summary
Acco
mm
odat
ionsEnrich will not
have checklists
Acco
mm
odat
ionsThe CDE
accommodations manuals provides guidance on selecting accommodations
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Determining Services Service Delivery
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Services Related Services
Primary IEP Services They support the IEP services
Speech Language Only
Special Education cannot be a related service to a child who only qualifies for Speech Language
Special Education Related services might include Speech Language, Motor, Health, Transportation, Assistive Technology, Mental Health, Interpreter, Braille, etc…
Service Delivery
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Least Restrictive EnvironmentDetermining LRE
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Page 26 in Procedural Manual: The Colorado State Recommended IEP
• With accommodations
• With modifications
• Supplementary aids
General Education
? • Inclusive
services
Services in
General Education
?
• Resource Room
Services outside General
Education? • Center Based Programing
Services in a
Special Classroo
m?
• Out of District
Services in a Special School?
PLACEMENTLocation is determined by the SPED Director
LRE Process
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IEP Implementation
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
Page 10 in Procedural Manual: The Colorado State Recommended IEP
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Summary
Preview of Tomorrow
Evaluation
Wrap-up
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District focus on closing the
achievement gap and the IEP is the
compass to guide achievement.
MTSS is the pre-referral process.
Focus on streaming lining procedures and processes; only focus on areas of concern.
Evaluation Reports and Present Level
Reports are not the same thing. Both require a multi-
disciplinary approach. IEP goals will now
include objectives to help in the design of specially designed
instruction.
Every IEP is individual and the
process must reflect this individualization.
Key Ideas for Day One
Effective team work is going to by critical
in moving forward with the shifts in practice under
ECEA.
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Agenda: Day Two
Mee
t You
r Te
am Introductions
Setting Norms
Course Overview
State of the State
Understanding IEP Roles
IEP
Proc
ess
MTSS
Child Find
Referrals
Multidisciplinary Evaluation Reports
Determination of Disability
IEP Development
Multidisciplinary PLOP and Special Factors
Goals
Accommodations, Services, and LRE
Elig
ibili
ty D
eter
min
atio
n
Intellectual Disability
Other Health Impairment
Serious Emotional Disability
Autism
Specific Learning Disability
Other Disabling Conditions
Effe
ctiv
e IE
P Te
amw
ork
Questions?
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