Hot TopicsDEC 2012Elementary Resource and

Coteachers

Goal Setting- Improve Communication and Efficiency

of Established Procedures Review Procedures to Ensure

Comprehension Cover any questions affecting your team

Continuation of Services

Descriptions of Services we provide… DO NOT CREATE CUSTOM SERVICES!!! EASY has a drop down menu for all

services SCS provides When determining a student’s service –

think of the big pictureELEMENTARY…..

Coteaching- Special Education Teacher works alongside the General Education Teacher simultaneously

Description of Services We Provide cont… Resource Services- For Students working towards a High

School Diploma-*In Reading or Math, up to 60 minutes of intervention instruction using Sidewalks or/and Number Worlds.*Grade Level Instruction should be received in the general education classroom

Description of Services We Provide.. Academic Consultation –

Consulting with the General Education teacher twice a month for 15 minutes on any needs the student or teacher may have

Functional Skills- Services received in the Special Education

classroom with the exception of (if able) Science and Social Studies, MAPS, lunch, recess

Students not working towards High School Diploma

Middle School Continuum of Service CoTeaching Language Arts and Math Tier 3 Intervention (Academic Support in

Powerschool) Taught by Special Ed Teacher with only Special

Education Students = 1 hour a day (Resource Learning Lab)

Functional Skills Class – Not earning regular diploma

Note: No Resource Services all Day No CoTeaching/Resource Science and SS

High School Continuum of SPED ServicesOptions-

– CoTeaching• English I, II, III, IV• Algebra I, Geometry, Algebra II, Bridge Math

– Resource• Learning Lab• Algebra IA/IB• Geometry A/B• Biology A/B

– FS/AFS

TNDP: Programming Options What options are available for

students with disabilities? Math requirements can be

satisfied by: Algebra IA/IB Geometry A/B

Science requirements can be satisfied by: Biology A/B Another Lab Science

The Fine Arts and Foreign Language requirements may be waived for students who are certain they are not going to attend a university and be replaced with courses designed to enhance and expand the elective focus (career tech, etc.).

How are students with disabilities eligible for the above options? In order to qualify for the math and

science options, students must have a documented disability in reading and/or math.

If students choose the options in math and science, how will this impact their options before and after graduation? SPED students utilizing the Algebra

A/B and/or Biology A/B options will graduate with a regular high school diploma.

SPED students utilizing the Algebra A/B and/or Biology A/B options may not satisfy the admission requirements for a four-year college/university.

SPED students utilizing the Algebra A/B and/or Biology A/B options may be eligible for admission to a two-year college, technical school or military.

Standards Based IEPS

Standards-Based IEPs What is a Standards-based IEP?Historically IEPs have focused on a student’s acquisition

of basic academic or functional skills and have had little if any relationship to a specific academic area or grade-level expectations.

In contrast, the process used to develop a standards-based IEP is directly tied to the state’s content standards. Both the student’s present level of performance (often referred to as “PLOP”) and the annual IEP goals are aligned with the state’s grade-level standards, creating a plan that is aimed at getting the student to a proficient level on all state standards.

Present Level of PerformanceStep One: Every IEP begins with the development of a statement

describing the student’s current levels of academic achievement and functional performance - the ‘PLOP’.

The PLOP should : Identify the skills and knowledge the student has already attained relative to grade-level standards. This should be a short narrative statement.

Remember – initial IEP includes all areas assessed. Yearly IEPs should include only current exceptional areas. Pre- voc MUST be addressed on every IEP until student ages into Transition age requirement of 14.

Present Level of Performance –where to pull from The PLOP identifies

specific levels of achievement in areas such as:

Reading Math Behavior

Social/Emotional Vocational or Pre-

Vocational Skills Functional Skills

PLOPs can be Multiple Measures:

Curriculum/Standards Based Formative Assessment Tests (ThinkLink,

Discovery Education, TCAP...) Descriptive - Skill Checklists (pre-voc and voc) AND Norm Referenced Tests (e.g.,

WJ-III, KTEA, Goldman Fristoe, Brigance, ABBLS)

PLOP Example: Reading As measured by the 4th grade Discovery Education

Assessment, Wendy scored Below Basic in the areas of Language & Vocabulary and Writing. Wendy was not able to identify the correct use of nouns/pronouns, verbs, and adjectives. She was not able to correct incomplete sentences or recognize usage error within context. In the area of Writing, Wendy was not able to choose a topic sentence or select details that support a topic sentence. Wendy did not select appropriate time-order/transitional words to enhance a writing sample. On the 4th grade DEA, Wendy scored Proficient in the areas of Logic, Information, and Literature. Wendy can use comprehension strategies to derive meaning while reading and checking for understanding after reading.

Reminders: Annual goals and objectives will be

created for all areas marked as exceptional in the PLOP

Do not write a PLOP for Cognitive Processing or Intellectual Functioning

Teacher observation can not be a stand alone assessment source

Step 2:Standard Aligned Goals

Every goal must relate to a need identified in the PLOP. Annual goals are written only in areas that directly affect involvement and

progress in the general education curriculum resulting from the student’s disability.

Therefore, science and social studies should no longer be separate areas of need under goals & objectives, since those areas do not directly relate to a need identified in the PLOP.

In many cases, if needed, a science or social studies objective would be directly tied to the specific skill deficits (i.e., reading or mathematics) that impact mastery of a standard.

Example: Annual goal (Reading Comprehension): Karen will use active comprehension

strategies to analyze text for fact and opinion, cause-effect, inferences, and conclusions.

Objective (Science): Given evidence from a dataset, Karen will determine cause and effect relationships that explain a phenomenon with 80% accuracy as measured by standard tests, teacher tests, and observations.

Annual Goals3 critical elements of ANNUAL GOAL: 1. The student ...(WHO – use a

name not “The Student”) 2. Will do what ... (the BEHAVIOR or

SKILL) 3. Under what conditions...

(Specific SITUATION - not a percentage)

Here is an example of an annual reading goal that contains all of the 3 critical elements:

Grade Level Expectation GLE 0201.1.2 Employ a variety of strategies to decode

words and expand vocabulary. Jacob will increase his basic reading skills in the areas of

fluency and decoding through various guided reading activities.

Jacob will increase his comprehension skills by employing a variety of strategies to decode words and expand vocabulary using printed text.

This means YOU will have to edit the EasyIEP goals !!! Take care to remove the GLE number as it may imply the student will function on grade level within a year.

Step 3:Writing Objectives The Sequential Steps Needed to Master the Grade-

Level Annual Goal Prioritized by the Student’s Individual Need

Ask Yourself: What skills must this student learn in order to become proficient on the annual goal(s)?

What access skills related to the annual goal must this student learn?

What growth and progress can be reasonably expected of this student in the coming year?

Will the expected growth and rate of progress close the achievement gap for this student?

Remember - not perfection, but progress toward mastery.

http://www.state.tn.us/education/curriculum.shtml

ExampleJohn will correctly use mathematical language, symbols, and definitions while developing mathematical reasoning. Select in objectives in EASYIEP: 0206.3.1 –Given rules, John will

complete tables to reveal both arithmetic and geometric patterns at a proficiency rate of 80% to be measured by standardized and teacher-made test.

0606.3.6 –John will use equations to describe simple relationships shown in a table or graph at a proficiency rate of 80% to be measured by standardized and teacher-made test.

Customize or edit Objectives (to individualize more): 0206.3.1 - John will complete tables in order to determine geometric patterns at a proficiency rate of 80% to be measured by standardized and teacher-made test.

0606.3.6 - John will use equations to describe simple relations shown in a table or graph at a proficiency rate of 80% to be measured by standardized and teacher-made test.

Last Step- Monitor Progress Assess and report the student’s progress reports

through-out the year – on the same schedule as report cards. Progress monitoring is conducted in order to track the student’s progress and make needed adjustments throughout the year.

BE PROACTIVE – address issues as they arise. Do not blindly click number ”3” – “progress made and

objective expected to be master at year end”. You are accountable for documenting student skill

acquisition accurately. Utilize this process to proactively assess the formative state of student’s learning – adjusting as needed.

Extended School Year

Criteria for ESY Services Most students receiving services in

resource and/or co-teaching, would not likely require ESY to provide a FAPE.

Review the ESY Guidelines Packet if there is a question concerning the criteria for ESY.

The ESY IEP Team Review Form is included in the ESY Guideline packet that has been sent via email to clericals.

Criteria for ESY services cont.Let’s review the criteria….. Level of support Rate of progress Social Emotional Behavior needs Physical needs Regression/recoupment after a break Attendance

FBA/BIPCrisis

Management and Documentation

FBA/BIP Parental consent must be obtained yearly. IEP teams cannot just review the FBA/BIP and

continue it into the next year. The behavior should change over the course of the year!

You must have both documents! The FBA identifies the problem and the BIP identifies solutions!

The behaviors identified for change must be reflected in the goals and objectives on the IEP.

Questions? Ask your SRT/Project REACH Consultant.

Crisis Documentation Every time a period of isolation, transportation or

restraint is implemented, documentation must be completed.

All persons involved in the procedure must sign the form.

Each semester a summary form along with ALL documentation forms must be sent to Joyce Keohane at DEC as requested. Totals will be sent to the state.

Only certified (CPI or PCM) staff members can implement crisis intervention procedures.

Questions? Contact Joyce Keohane or your SRT.

Crisis Management Training Staff members should review the SCS policy

6053 concerning crisis management training and adherence to the Positive Behavior Supports Act.

Recertification for staff must occur yearly. It is the responsibility of the staff member

to keep up with their training dates and register for recertification as appropriate.

Questions? Contact Joyce Keohane (bkeohane)or your SRT.

Teacher Role in Manifestation

Determinations/ IEP placements in EIP

Manifestation Determinations• Attendance & Long-Term Suspension• Roles of ALL Participants:

– To determine if conduct in question has a substantial relationship to disability

– To establish whether or not the district failed to implement the student’s IEP

• SPED Teacher– Will have the SPED file and “Adverse Effects” from the last

psychoeducational report to read to the team to assist in determination

• Administrator– States the conduct in question and disciplinary action taken –or-

Provides a summary of attendance history in question– Brings to the meeting paperwork for alternative school unless

obtained from parent at the time of the suspension

IEP Placements to Alternative Settings• RAL/RAN

– Alternative Learning Specialist must be invited

– DEC Specialist for school must be invited

• STEP/EIP– DEC Specialist for

STEP must be invited– Transportation

Specialist invited

• IEP Placements require the agreement of the IEP team members

• Require evidence of interventions attempted, implementation/revisions to the behavior plan, extensive efforts with progressive discipline and Least Restrictive Environments

Modified Academic Achievement Standards

AssessmentTCAP MAAS2011-2012

What is MAAS? MAAS=Modified Academic Achievement

Standards Assessment An Alternate Assessment based on Grade

Level curriculum standards Remains challenging for eligible students,

but may be easier than the General Achievement Assessment The manner in which student’s are assessed

is more appropriate for this population

How is MAAS more appropriate? Test design is specific for MAAS

Shorter Assessment Shorter Reading Passages Fewer Items per Content Area

Three Answer Options Decreased Cognitive Complexity

Simplified Language Charts, Graphs, Tables are Simplified MAAS Specific Words Emphasized Segments Culled to be Included with the Item

More Simplistic Print Style Larger Print Type Increased White Space

Eligibility Guidelines: TCAP MAAS1. The student has an IEP based in the

general curriculum standards. Functionally Delayed is NOT an IDEA

disability. A student with a primary disability of FD may be assessed with MAAS. However, scores will count as Non-Proficient and he will be counted as a Non-Participant for AYP purposes.

Eligibility Guidelines: TCAP MAAS2. The student’s progress to date in response to

appropriate instruction, including special education and related services designed to address the student’s individual needs, is such that, even if significant growth occurs, the IEP Team is reasonably certain that the student will not achieve grade-level proficiency.

The IEP Team must use multiple valid measures of student’s progress over time in making this determination.

Eligibility Guidelines: TCAP MAAS3. The student is not eligible for TCAP-Alt PA.

4. The decision for TCAP MAAS participation is not based on a student’s disability category, racial or economic background, excessive or extended absences, or Limited English proficiency.

Eligibility Guidelines: TCAP MAAS5. The decision for TCAP MAAS participation is based on the needs of the student and is not based upon anticipated impact on system and/or school performance scores.

Eligibility Flowchart

Student is eligible for MAAS! What now? IEP team will determine which

accommodations are appropriate per content areas.

Finalized lists are due to Chris Manguso March 1, 2012.

Accommodations Must be implemented throughout the

school year on a routine basis. Allowable

Based on individual student need and may be used by any student as necessary.

Special Must be documented on the IEP and used

consistently in the classroom

TCAP Allowable Accommodations

Testing Accommodation TCAP/MAASBraille or Large Print AllowedSign Oral Instructions Verbatim AllowedRe-read/sign Oral Instructions Verbatim

Allowed

Calculator/Mathematics Tables Math Only/Tables: ×, ÷, +, −Flexible Setting AllowedVisual/Tactile Aids AllowedAuditory Aids AllowedMultiple Testing Sessions AllowedFlexible Scheduling AllowedScribe/Recording Answers AllowedMarking in Test Booklet AllowedStudent Reads Aloud to Self Allowed

TCAP/MAAS Special Accommodations

Testing Accommodation TCAP/MAASA. Extended Time Extended time limits determined

by IEPB. Read Aloud Internal Test Instructions/Items

May be used for all content areas

C. Prompting Upon Request May be used for all content areasD. Interpreter Signs/Cues Test As indicated on IEP with verified

Hearing Impairment/Deafness. May be use for all content areas

E. Manipulatives IEP goal in mathematics where manipulatives are consistently used

F. Assistive Technology IEP goal where technology is consistently used throughout educational program. Technology used is necessary for post-school success

G. Calculator As indicated on IEP for use in the content area of Science

I. Unique Accommodation DOE approval required prior to use

EOC/Gateway Special AccommodationsTesting Accommodation TCAP/MAASA. Extended Time N/A- UntimedB. Read Aloud Internal Test Instructions/Items

May be used for all content areas

C. Prompting Upon Request May be used for all content areasD. Interpreter Signs/Cues Test As indicated on IEP with verified

Hearing Impairment/Deafness. May be use for all content areas

E. Manipulatives IEP goal in mathematics where manipulatives are consistently used

F. Assistive Technology IEP goal where technology is consistently used throughout educational program. Technology used is necessary for post-school success

G. Calculator See Allowable Accommodation Chart for appropriate calculator use

I. Unique Accommodation DOE approval required prior to use

SPED Testing: Additional Information Testing and Evaluation Site:

http://www.tn.gov/education/assessment/alt_TCAP.shtml

Chris Manguso 321-2734 cmanguso@scsk12.org