es regional training welcome! help yourself to breakfast & peruse the resource table. we will...

C S I R E G I O N A L T RA I N I N G 2 / 1 5 / 1 3

ES REGIO

NAL

TRAIN

ING

WELCOME!Help yourself to

breakfast & peruse the

resource table. We will begin

promptly at 8:30

Prese

nted b

y:

Kindra

San

chez

-Mar

ble &

Gai

l

Vivei

ros

C S I R E G I O N A L T RA I N I N G 2 / 1 5 / 1 3

P.A.C.EPROFESSIONALASSOCIATION ofCOLORADOEDUCATORS

C S I R E G I O N A L T RA I N I N G 2 / 1 5 / 1 3

PURPOSE…GOALS…OUTCOMES:

A R R I V E L E A V E

C S I R E G I O N A L T RA I N I N G 2 / 1 5 / 1 3

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Believe in yourself!

#10

C S I R E G I O N A L T RA I N I N G 2 / 1 5 / 1 3

C S I R E G I O N A L T RA I N I N G 2 / 1 5 / 1 3

PUTTING THE PIECES OF THE SPED PUZZLE TOGETHER

C S I R E G I O N A L T RA I N I N G 2 / 1 5 / 1 3

• The student’s behavior issues increased over time; parent alleged teachers failed to provide supports/accommodations for the student’s sensory needs; however, “Given the overwhelming evidence in the Record, the SCO concludes that [Student] received a multitude of sensory breaks and supports from teachers throughout the school year”

Be deliberate in what you write in the IEP and follow-it with fidelityTreat the IEP as a “living document”

added sensory aids when it became apparent they were needed/notified parents; used a behavior chart and changed it when it became ineffective; added incentives; implemented a behavior plan/discussed with parent at a meeting and via email; OT added a “heavy work activities list”; gave parent 2 additional questionnaires about behavior and sensory and incorporated into IEP notes; developed a Crisis Plan

gen ed/Sped teachers conferred with parent via email to gain insight about behaviors being displayed at home when they increased at school- parent viewed these emails as evidence of the teacher’s lack of knowledge and expertise but the SCO concluded they demonstrate the teacher’s attempts to inform and strategize with the parent on approaches which might prove successful Engage…and communicate with parents!

C S I R E G I O N A L T RA I N I N G 2 / 1 5 / 1 3

LESSONS:• Lots of documentation was requested by the SCO (including sign-in sheets,

copies of all communication, “complete copies of all service logs for all special education services supplied to [Student] during the 2009-2010 school year)

Document, document, document! Including services (schedules, calendars, etc.)

• District’s response to the complaint= 6 pages; the Parent’s reply = 23 pages (advocate also provided documentation)

Don’t underestimate how prepared parents will be. By the time they make a complaint, they’ve probably collected a lot of documentation.

• Parents questioned the effectiveness of the general education teacher in implementing the BIP because she speaks English and the IEP noted that “When [Student] becomes angry [Student] reverts completely to speaking Spanish. [Student] benefits from being spoken to in Spanish at these times to help calm [Student] down”

Consider ELA factors in all aspects of education, including behaviorFidelity is extremely important to prove students receive a FAPE

C S I R E G I O N A L T RA I N I N G 2 / 1 5 / 1 3

• During literacy in general education, the teacher said “When [Student] did not have a para, as long as [Student] was not hurting [him/her]self, I just let [Student] do what [Student] wanted. You have to choose your battles.” Teacher was found to have ignored the student.SPED is a “service” not a “place”. SPED provide “supports” for the

student but classroom teachers have the primary responsibility for students.

Don’t pawn students off on paras. Don’t use paras as babysitters.

• Parent alleged [Student’s] negative behaviors increased and resulted in [Student] exhibiting regression. Was unfounded by the SCOProvide detailed updates on goals based on evidence. (Goal= attend to

large group activities independently for 10 minutes; Progress in Feb= 5 min with adult facilitation; in May= able to attend with reinforcement and when using “Break Time Chart”)

IEP team wrote ESY would be determined after data during breaks in the school year is collected. Carefully consider ESY instead of just marking “NO”

C S I R E G I O N A L T RA I N I N G 2 / 1 5 / 1 3

MORE LESSONS:

• The School Psychologist had 30 minutes/month indirect services but did not have any documentation of consultation with teachers, service providers or parents. The Psychologist also included the student in a pull-out anger management group for 30 min/wk. for 2 months.

Follow the IEP! Document your consultation. If you want to add services, include the parent

in the decision and write and addendum.

• At a meeting to determine ESY (yeah!), the Notice was issued in both English/Spanish, dated 04/30/2010 for a 05/10/2010 meeting (sufficient notice) but the envelope was postmarked 05/05/2010 and received by the parent 05/07/2010. The SCO concluded that was insufficient notice. Parent requested a change of meeting date, district said all ESY meetings were occurring that day and held it without including the parent. The SCO finds that the parent was denied the ability to participate.

Schedule your meetings at “mutually agreeable days/times”. You can “propose” a meeting day/time but be flexible.

Parents must be give the opportunity to meaningfully participate in the meeting and development of the IEP. Always “propose” or “suggest” (meetings, services, accommodations, etc.)

C S I R E G I O N A L T RA I N I N G 2 / 1 5 / 1 3

MORE LESSONS:

• The Meeting Notice indicated the OT would attend the meeting but the OT did not attend.

Double check who will attend meetings before sending the notice.Use titles, not names. Use the Excusal Form if, due to unforeseen circumstances, someone listed on the

meeting notice can not attend. If parent is agreeable, then you’re covered and don’t have to re-schedule.

Phone participation can count.

• The meeting was held on 01/08/2012 and parent received an English version of the IEP on 03/16/2010. The SCO found the delay to be “untimely”.

Follow CSI’s IEP timelines. Issue a draft IEP.

• Spanish speaking interpreter was used at all meetings and all notices were issued to parents in English and their primary language, but they did not receive a Spanish version of the IEP until after the complaint had been filed. The district maintained “it was not a standard practice when the placement was not changed”. The SCO finds that the parent’s misunderstandings concerning the IEP were complicated by the fact that the parent had not been timely supplied with an IEP in her native language.

Issue a draft IEPEnsure the parent has meaningful participation; propose and suggestFollow best practices in using interpreters. Proper interpretation takes training.

C S I R E G I O N A L T RA I N I N G 2 / 1 5 / 1 3

SPED OUTCOMES IN COLORADORE: PEG BROWN-CLARK, ASST. COMMISSIONER &

STATE SPECIAL EDUCATION DIRECTOR

C S I R E G I O N A L T RA I N I N G 2 / 1 5 / 1 3

CH-CH-CH-CHANGES…

“Reinventing Special Education in Colorado”

Review policies, procedures, practices for potential flexibility

Review achievement/growth data Locate and scale up successful practices Discussions with OSEP regarding regulated barriers to

improving student outcomes

C S I R E G I O N A L T RA I N I N G 2 / 1 5 / 1 3

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RtI Is a ProcessNOT

A Thing

#9

C S I R E G I O N A L T RA I N I N G 2 / 1 5 / 1 3

ENROLLMENT

DETERMINATION

By: MATT HUDSON

C S I R E G I O N A L T RA I N I N G 2 / 1 5 / 1 3

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3 Things You Should NOT

Say at an IEP Meeting

#8

C S I R E G I O N A L T RA I N I N G 2 / 1 5 / 1 3

INFO, RESOURCES & STRATEGIES…OH MY!

C S I R E G I O N A L T RA I N I N G 2 / 1 5 / 1 3

…TO MAINTAIN OUR SANITY!

C S I R E G I O N A L T RA I N I N G 2 / 1 5 / 1 3

SPECIALIZED INSTRUCTION:

C S I R E G I O N A L T RA I N I N G 2 / 1 5 / 1 3

5 MINUTE BREAK

C S I R E G I O N A L T RA I N I N G 2 / 1 5 / 1 3

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NEW! CDE’s

Accommodation Manual

#7

C S I R E G I O N A L T RA I N I N G 2 / 1 5 / 1 3

BREAK OUTS: SESSION #1

Functional Behavior Assessments & Behavior Intervention Plans

GAIL VIVEIROS

What Speech-Language Pathologists Can Offer in a Multi-Disciplinary Team Approach

MICHELLE HAYDEN

Best Practices in Identifying Specific Learning Disabilities

GERRY OLVEY

C S I R E G I O N A L T RA I N I N G 2 / 1 5 / 1 3

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Make Sense of Assessment:

The RIOT/ICEL Matrix

#6

C S I R E G I O N A L T RA I N I N G 2 / 1 5 / 1 3

RIOT=

Review, Interview, Observe, Test

ICEL=

Instruction, Curriculum, Environment, Learner

C S I R E G I O N A L T RA I N I N G 2 / 1 5 / 1 3

“I pledge a lesson to the frog of the United States of American and to the wee puppet for witches hands. One Asian under God in the vestibule with little tea and just rice for all.”

In The Year Of The Boar and Jackie Robinson by Bette Bao Lord

ELLs face the double challenge of learning academic content and the language of instruction simultaneously; You can’t really learn until you comprehend

ELA 101

C S I R E G I O N A L T RA I N I N G 2 / 1 5 / 1 3

We think kids get to a certain level then they’re fine or “Proficient” and we exit them from ELA

At that point we are legally able to treat those students as though they were never English Language Learners; we treat them the same as native English speakers; we shouldn’t

Vocabulary- develops very slowly over time; peaks about age 56; millions of words in the English language

The average kindergarten student starts school with 2,000 words; sufficient to be conversational

• H.S. Graduates have about 20,000

• College 30,000

• Professionals 40,000

ELA 101…CONT.

C S I R E G I O N A L T RA I N I N G 2 / 1 5 / 1 3

BICS- is the surface structure of the language; it’s the “tip of the iceberg”; kids will develop this without comprehensible input in 1-3 years

• with comprehensible input it’s about 1 year

Can’t assume BICS (or non-accented language) and sounding like all the other kids means an ELL is the same as native English speakers

If an ELL could read then the perception is that they’re actually advanced; reading “in spite of” being an ELL

CALP- the formation of ideas, grammar, the structure of language, idioms, humor, reasoning

• language as it interacts at its highest level

• Important when going from learning to read to reading to learn

5-7 years for “beginning” CALP; there’s a continuum; it’s solidified much later

If you have CALP in L1 learning L2 is easier; a transfer occurs Why “bi-lingual” instruction is effective

“Anterior” in Eng and in Span are spelled the same way and have the same meaning but they “sound” different so there’s no connection that they are actually the same word

Need CALP to understand this; Sam didn’t get this until he was 30 working in a hospital

C S I R E G I O N A L T RA I N I N G 2 / 1 5 / 1 3

Accent correlates to “when” ELLs started learning L2 not proficiency

Achievement Trajectories for ELLs: see what you’re choosing

• 2-way: ½ each language; highest achievers at 70th percentile

• Late-exit or maintenance bilingual programs: won’t be bilingual/biliterate but will succeed and fail at the exact same rate as their native peers; true equity; 54th percentile;

• Transition or early-exit bilingual; K-2nd or 3rd then forced transition to English: give some help but not much based on how language acquisition naturally occurs; 32nd percentile

• Content-based ESL only (using words from the curriculum not how foreign language is taught in H.S. “hola Maria, donde esta la biblioteca): 22nd percentile

• ESL pullout traditional: 11th percentile (equates a ss 81); these students are failing b/c of the type of program they are given not because of any type of deficiencies

The academic peak for ELLs is 4th grade then they lose ground with ESL (content based and pullout traditional)

In 5th grade, the academic success of students between early exit bilingual and ESL programs doesn’t differ; but ESL falls backwards and bilingual continues to progress so at 12th grade is 32nd percentile vs. 22nd and 11th (achievement gap)

If you cut kids off before they get to CALP, you can’t get them to the 50th percentile

C S I R E G I O N A L T RA I N I N G 2 / 1 5 / 1 3

SELF-TALK

Constant chatter going on in our heads all day long whether we know it or not

You can’t think without language and you can’t learn language without thinking; if 1 is strained the other is strained; they go hand in hand

Usually ages 5-8 you see kids muttering or whispering while writing or even drawing: helpful, allow it; attempts to get the frontal lobe together

The importance of creating a strong L1; even if ELLs seem to speak English well, they will most likely still self-talk in their L1  How we create memories of our lives is largely linguistic: very rarely

will you have a memory prior to being able to speak unless there’s trauma 

Self-talk it just happens; it’s hard to turn it off but we tell kids all the time to be quiet

Guess what else, most of school requires self-talk 

 DEMO: the start to Kindra’s day

C S I R E G I O N A L T RA I N I N G 2 / 1 5 / 1 3

A coffee liquor Produced from coffee beans cultivated in the remote mountains of Mexico, Kahlúa's unique taste is attributed to the quality of its ingredients. Fertile soil and temperate climate yield coffee of superior quality, which is the essence of Kahlúa's distinct flavour. The art of distillation perfected in Mexico is skilfully joined with Mexico's premium coffee to produce this exceptional liqueur

CULTURE MATTERS!

C S I R E G I O N A L T RA I N I N G 2 / 1 5 / 1 3

AMOCO- cultural and linguistic experiences mediate learning: general knowledge and cultural artifacts

“A moco”…without the experience this is how it’s interpreted

C S I R E G I O N A L T RA I N I N G 2 / 1 5 / 1 3

1972 Chevrolet Nova

“No va”…is why they stopped making them

C S I R E G I O N A L T RA I N I N G 2 / 1 5 / 1 3

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Pamela Trujillo:

Using surveys to gain teacher input on ELD

plans

#5

C S I R E G I O N A L T RA I N I N G 2 / 1 5 / 1 3

BON APP

ETIT

,

NOW W

E CAN

EAT!

We will resume at 1:00

C S I R E G I O N A L T RA I N I N G 2 / 1 5 / 1 3

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Alpine Custom

Spreadsheets

#4

C S I R E G I O N A L T RA I N I N G 2 / 1 5 / 1 3

There’s no attention to an ELLs ability to “think” in English; we focus on the ability to “speak” in English

Students can “decode” but not “comprehend”

WJ Study: Broad English Ability is “speaking” the language, not “thinking” in English; be careful how you interpret

Thinking and reasoning in English are hard

Especially when using it for academic purposes

Plus doing it simultaneously A student can reach speaking proficiency

in 4th grade comparable to native English speakers but they don’t stay there; the gap widens and they fall behind as the academic content gets more difficult; in 9th grade the gap significantly widened which is H.S. when we’re supposed to set students up for the rest of their lives

CULTURALLY/LINGUISTICALLY DIVERSE STUDENTS & SPECIAL EDUCATION (CLD)

C S I R E G I O N A L T RA I N I N G 2 / 1 5 / 1 3

The odds of an ELL being evaluated fairly is “Juan in a Million”

Education follows Maturation- we know when it’s appropriate to introduce various academic standards/content

If instruction doesn’t match their developmental level, they can’t do it but it’s not a disorder (babies can’t read)

Consider content but also pace and rate of progress monitoring U.S. behind Zimbabwe and Ghana in math; does it make sense

if we want to raise our math achievement to start teaching calculus to kindergartners

C S I R E G I O N A L T RA I N I N G 2 / 1 5 / 1 3

Psychs & SPED teachers should be part of the pre-referral process; the more you can collect before evaluating the more valid your assessment will be and the more efficient your assessment will be

Issues in Modified or Altered Methods of Evaluation: any alteration introduces error that invalidates scores; you can’t assign meaning to the scores you receive

• Don’t modify for the purpose of generating a score

No tests are standardized using interpreters (Michelle) Can do it to help you see what the child is doing, understand the nature of their

thought processes and errors, student behavior to challenges Make sure the interpreter understands the child’s dialect and culture so they are

valuable Do it for the purpose of qualitative data; don’t use the scores; =Dynamic

Assessment

Sam recommends: administer it in the standardized way first then follow-up; last resort is testing the limits but you can’t use the scores

Can’t give credit when they provide a correct answer in their native language but notate it Some tests permit a Spanish response, so give credit if allowed but just know they don’t

always standardized the other responses

C S I R E G I O N A L T RA I N I N G 2 / 1 5 / 1 3

CSI’S CLD TEAM

2 Step Best Practice/Evidence Based Approach

I. Test in English following standardized scores; if scores are Average then you have evidence to support there are not areas of cognitive deficiency; use the cultural matrix

II. Bilingual Assessment of select tests Practice effect is minimal (but don’t do it consecutively) If can’t demonstrate a skill in English but can in L1 then there’s

sound qualitative information they have a learning capacity after only 1 “exposure” not explicit instruction

C S I R E G I O N A L T RA I N I N G 2 / 1 5 / 1 3

JABBERWOCKYLewis Carroll

`Twas brillig, and the slithy toves  Did gyre and gimble in the wabe:

All mimsy were the borogoves,  And the mome raths outgrabe.

What things were slithy,?

What were the borgroves?

What kind of raths were there?

(Can get all right but not comprehend what it means. Relate to WJ III)

C S I R E G I O N A L T RA I N I N G 2 / 1 5 / 1 3

ASSESSMENTS FOR ELLS

W-APT• Placement test

• Administered 30 days or 2 weeks

ACCESS• Proficiency test

• Administered in January

C S I R E G I O N A L T RA I N I N G 2 / 1 5 / 1 3

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Differentiation

#3

C S I R E G I O N A L T RA I N I N G 2 / 1 5 / 1 3

C S I R E G I O N A L T RA I N I N G 2 / 1 5 / 1 3

BREAK OUTS: SESSION #2

Executive Functioning/ADHD/Memory & the Brain KINDRA SANCHEZ-MARBLE

Writing Measureable Goals/Progress Monitoring GAIL VIVEIROS

Oral Language/Writing Strategies MICHELLE HAYDEN

C S I R E G I O N A L T RA I N I N G 2 / 1 5 / 1 3

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Gradual Release of

Responsibility: “I-We-Y’All-You”

#2

C S I R E G I O N A L T RA I N I N G 2 / 1 5 / 1 3

Gradual Release of Responsibility leads to Independence

“I” do it- teacher

“We” do it- teacher and student

“Y’all”- student/student (groups/pairs)

“You do it”- student

 Called scaffoldingUsually, we jump from “I” do it to “You” do itSay, “I-We-Y’All-You”! 

C S I R E G I O N A L T RA I N I N G 2 / 1 5 / 1 3

BREAK OUTS: SESSION #3

Eligibility Determination for ADHD, SIED, OHP: IEP or 504?

GAIL VIVEIROS & KINDRA SANCHEZ-MARBLE

Listening/Reading Comprehension Strategies MICHELLE HAYDEN

C S I R E G I O N A L T RA I N I N G 2 / 1 5 / 1 3

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The Animal School

#1

C S I R E G I O N A L T RA I N I N G 2 / 1 5 / 1 3

C S I R E G I O N A L T RA I N I N G 2 / 1 5 / 1 3

Q & A…EVALUATIONS…ADJOURNMENT