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WELCOME BACK

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1. WELCOME BACK. 2. AGENDA. Welcome and Introductions. Exceptional ... Lisa Taylor ... School & New Opportunities of Carteret County Tiffany Matthews ... – PowerPoint PPT presentation

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Title: WELCOME BACK


1
WELCOME BACK
2
AGENDA
  • Welcome and Introductions
  • Exceptional Children Program Updates
  • Testing and Accommodations
  • Transition
  • CECAS Training
  • Q and A Wrap up

3
Welcome!
  • New Personnel ECHS District
  • AES/SES Speech Mia Morris
  • AES/BES/BMS/ECHS/HIES/SES OT Jennifer Baldwin
  • BES Mary Grace Clement Delisa Murray (started
    2nd semester 05/06)

4
Welcome!
  • New Personnel - WCHS district
  • MMS Mirela Rangu Michelle Roberson
  • MPS Linda Marino
  • NES June Dickinson Lynda Thomas
  • NMS Todd Briggs Lisa Taylor
  • WCHS Neal OHara (started 2nd semester 05/06,
    2nd Life Skills class)

5
Welcome!
  • New Personnel CHS district
  • BSES Linda Sorgel
  • BCMS Stacy Boucher Sharon Farmer SLP (started
    2nd semester 05/06)
  • CHS Michael Grice Kimberly Meaney
  • WOES Kathy Eatmon

6
Welcome!
  • Bridges Alternative School New Opportunities of
    Carteret County Tiffany Matthews
    ________________

7
Welcome!
  • Contracted
  • OT Jeff Stone
  • Crystal Coast OT Julie Slusher Pam Hill or
    Michelle Roberts
  • Speech Therapy Providers Tammy Diechman
  • Careworks Valerie Jaecksch _________
  • John Sexton Associates Tammy Port,
    Audiologist
  • Invision Therapy John Higgins, OM

8
EC Office
  • Janice Carroll, Transition Coordinator located at
    WCHS
  • School Psychs same except that Joanne Rittschof,
    school psych will serve BMS

9
Special Education
  • Putting the Pieces Together
  • August 2006

10
IDEA 2004
  • Continue to use
  • Procedures Governing Programs for Children with
    Disabilities AND
  • IDEA 2004 Technical Assistance Document

11
IDEA 2004
  • What do I need to know?
  • Everything!
  • New Federal Regulations will become NC Procedures
  • What we now have as NC Procedures will become
    State Guidelines

12
State Performance Plan
  • State Performance Plan (SPP)
  • Why do I need to know about the SPP?
  • Where is it?
  • What is it?
  • 20 Indicators state must meet LEAs responsible
    for 15
  • Continuous Improvement Monitoring System (CIMS)
  • Phase I 05/06 Self-Assessment
  • Phase II 06/07 Continuous Improvement Performance
    Plan (CIPP)
  • Meeting local, state, and federal outcomes
  • Reminder US Dept. of Ed. (USED) states 100 of
    special ed records will be in compliance
  • 100 means when a record is out of compliance,
    the school has one year to bring it into
    compliance and keep it there

13
NC General Statute
  • Alternative Schools
  • G.S. 115C-105, Article 8c
  • State requirements for placement at Bridges
    Alternative School
  • should reflect in LEA 17 (05/06 51)
  • Could use as stepping stone for NDC students and
    Eckerd Camp students entering Carteret County
    Public Schools
  • Students returning from state prison system
  • Students returning from long hospitalization
    (mental health)
  • New Opportunities of Carteret County
  • Day Treatment
  • Full day or partial day

14
EC Web pages
  • NC Procedures
  • IDEA Technical Assistance Document
  • Federal Regulations
  • NC DPI EC Division memos
  • NC General Statute 115-C Article 9
  • NC General Statute 115-C Article 8c
  • NC General Statute HB 1032
  • The Deborah Greenblatt Act Brochure Training
    Power Pt
  • The NC Special Ed Reference (NCSER)
  • State Performance Plan
  • CIMS, Corrective Action, Strategies
  • EC webpage

15
Area cited for Carteret CountyOver-Identification
Number of SWD
16
Area cited for Carteret County Over-Identificatio
nPercent of ADM that are SWD
  • NC for the 04/05 school year 14
  • Funding cap is 12.5
  • Child Count 12/1/05 4/1/06
  • Carteret 17 17
  • Brunswick 13 14
  • Craven 12 12
  • Duplin 11 11
  • Pender 12 13
  • Sampson 12 14

17
Area cited for Carteret County Over-Identificatio
n Percent of ADM that are SWD
18
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19
9 year trend since IEP Teams began making
placement decisionsIDEA 97
20
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21
Area cited for Carteret County Disproportionality
  • NC identified 73 traditional LEAs and 8 charter
    schools with significant disproportionality based
    on Westats Disproportionality Excel Spreadsheet
    Application. A Focused Record Review and
    Intensive Intervention will be conducted in these
    school systems over the next two years.
  • Yes, we are one of the 73, but.

22
Area cited for Carteret County Risk Ratio gt3
significant
23
Implementing IEPs
  • Many parent calls about schools not implementing
    the IEP
  • Admin. must have a way of monitoring
    implementation and
  • Quarterly progress reports
  • Special ed teachers need to keep attendance
  • Must meet w/general ed to complete the progress
    report both need to initial it

24
What are we going to do?
  • We Need a Strong LEA Representative at IEP team
    meetings, especially Initial Placement meetings
  • August 1st BOE approved 2 program specialists
  • CHANGES IN SPECIAL ED TEAMS AT EACH SCHOOL?
  • From SPED Liaison to Team Leader or Dept. Chair?
  • Allow that person to serve all consultative
    students or teach ½ of the day, and be in charge
    of all records?
  • Review records before sending to Central Office
  • Example CHS

25
What are we going to do? Positive Behavior Support
  • PBS at BSES, MPS, MES, MMS, NES, WOES will
  • Increase achievement levels
  • Decrease office referrals and suspensions
  • Decrease referrals to and placement in special
    ed.
  • Increase student attendance
  • Increase faculty and staff attendance

26
What are we going to do?The Hill Center
  • The Hill Center training will help if our grant
    is approved we can begin the training in 06/07
  • AES, BAS, BES, BSES, HIES, MPS, NES, SES
  • LANGUAGE! Program at NES SES is helping

27
What are we going to do?
  • Quarterly Internal Record Reviews (IRR) or more
    often, if needed, at Central Office and on-site
    (some unannounced)
  • Special Ed Team Leader will participate in IRR
    first date will be in Sept. to review 06-07 IEPs
    will notify schools of date
  • 2nd date will be 10/6/06 date all records for
    transfer students (outside of LEA) are due
  • Will use DPI Compliance sheets for white notes
  • Will send to Principal who must assure corrective
    action will occur and be monitored.

28
What are we going to do?New Rule 1Review
Consultative Students needs
  • Re SWD that have been consultative for two or
    more consecutive years and are making progress
  • IEP Team must meet to reevaluate the need for
    special education, even if not due for a 3 year
    reevaluation
  • Options
  • Continue in special education
  • Exit w/a 504 Plan for accommodations
  • Exit

29
New Rule 2 LRETransportation as a Related
Service Cited as Non-compliant
  • Special Ed Teams and APs must review
    transportation as a related service for all SWD.
  • Note all supplementary aids, services,
    modifications and accommodations must be used
    before removing a SWD to a more restrictive
    environment.
  • Its possible that the bus driver needs
    in-service training on behavior management.
  • The IEP Team must meet this fall on the ones that
    could ride the long bus.
  • Students are placed at a young age and often
    never taken off of the short buses.
  • Many, even the Life Skills students, can ride the
    long bus.

30
New Rule 2 LRETransportation as a Related
Service Cited as Non-compliant
  • Each year at the Annual Review of the IEP, the
    IEP Team needs to delete transportation as a
    related service for students placed due to
    behavior.
  • These students need to start with a blank slate
    the next school year.
  • Need to meet on each one this fall

31
New Rule 2 LRETransportation as a Related
Service Cited as Non-compliant
  • After 10 suspensions off the bus, the IEP Team
    must complete an FBA using data from the
    administration and the bus driver.
  • Then the IEP Team must meet to develop a BIP for
    bus behavior.
  • The BIP must be implemented consistently for 4-6
    weeks.
  • Reminder The 10 day FBA rule is from IDEA
    applies to OSS also

32
New Rule 2 LRETransportation as a Related
Service Cited as Non-compliant
  • If student behavior does not improve, the IEP
    Team needs to meet to review the BIP.
  • If there is a need for a monitor on the long bus,
    contact the EC Director.
  • Student can continue to be suspended off of the
    long bus.
  • The IEP Team may decide the parent must
    transport.
  • We can reimburse for mileage.

33
New Rule 2 LRETransportation as a Related
Service Cited as Non-compliant
  • Placement on the short bus w/transportation as a
    related service is the Last Resort. The IEP Team
    must use data in making the decision. The IEP
    Team must document action taken to change the
    behavior. The reason for removing student from
    the LRE must be documented on the IEP (DEC 4
    pg4). The team must set a target date to meet
    and review the placement.

34
Initial Placements Meet as a Team to refer
Make Appropriate Placements
  • IDEA 2004 states the IEP Team will meet to
    determine if student should be evaluated (DEC 1)
  • So Invitation must be sent to parent all
    members of IEP Team must be present for the
    referral meeting.
  • 05/06 Examples of Inappropriate Placements
  • Speech Impairment
  • Other Health Impairment
  • Behavioral-Emotional Disabilities
  • Specific Learning Disabilities

35
Initial Placement SIReferral
  • SI DEC 1.doc

36
Initial Placement SIEligibility
  • SI DEC 3.doc

37
Initial Placement SIIEP Present Level of
Performance
  • SI DEC 4.doc

38
Initial Placement SIPlacement as SI
  • SI DEC 5.doc

39
Initial Placement OHIReferral
  • OHI DEC 1.doc

40
Initial Placement OHIEligibility
  • OHI DEC 3.doc

41
Initial Placement BED
  • Academics/Behavior ?
  • Then both sharp slide downhill, failing, class
    clown
  • Interventions successful
  • Seating in back of room stopped clowning
    behavior, hospitalization and meds addressed
    emotional difficulties, etc.
  • Academics/Behavior ?
  • Teachers still wanted to place BED
  • next years teachers may not be as patient
  • Behavior and Emotions were situational

42
Initial Placement SLD
  • Placed on discrepancy only
  • Was receiving Title 1 and Math Tutoring
  • Served in special ed for reading and math
  • Nothing different could have continued with
    more intensive Title 1 and Math Tutoring services
  • Parent referral
  • Reminder private diagnosis must be considered,
    cannot be the only factor in deciding placement

43
Why RTI?
  • RTI is the marriage of CBM and PSM

44
CBM
  • CBM Curriculum Based Measurement
  • Data collection tools derived directly from the
    curriculum the student is expected to learn (high
    levels of reliability)
  • Remember Precision Teaching?

45
PSM
  • Problem Solving Model
  • An approach to developing interventions and
    ensuring positive student outcomes, rather than
    determining failure or deviance (Deno, 1995)
  • Seven step cyclical process that is inductive,
    empirical, and rooted in behavioral analysis
  • Focus now is on diagnosis and disability
  • PSM focuses on the problem and how to solve it

46
RTI levels
  • Levels I III
  • Function of general ed.
  • Specific interventions that increase in intensity
  • Level IV
  • Referral to special ed.
  • Identified as Entitled or Not-Entitled
  • Elem. School in New Hanover several at Level
    III, as of May 4th, 2006, none at Level IV, i.e.
    NO referrals to special ed.

47
Exiting is the Goal
  • Exiting is the Goal upon entry into Level III or
    Level IV
  • Before exiting from Level III or IV
  • Decrease intensity of services until student
    becomes successful w/minimal service in general
    ed.

48
New Rule 3SST
  • Change SAT to Student Success Team
  • Data must be collected for the Intervention
    Strategies
  • Data must be recorded beginning with baseline and
    progress or lack there of
  • All data must be included with the RE forms in
    the confidential record
  • Do NOT accept referral without the data
    Example..

49
Goal Read 100 Dolch Words
  • 1st 2 months of school Baseline 20
  • Goal End of 4th month 50 words

50
Putting the Pieces Together for Student Success
51
Putting the Pieces Together for Student Success
52
Putting the Pieces Together for Student Success
53
Putting the Pieces Together for Student Success
54
Putting the Pieces Together for Student Success
55
TESTING and Accountability
56
TESTING OPTIONS
57
A Guide for IEP Teams When Making Decisions about
Testing Options
58
ALTERNATE ASSESSMENT OPTIONS
  • NCCLAS
  • Reading Grades 3-8
  • Math Grades 3-8
  • Science Grades 5 and 8 (pilot assessment)
  • Writing Grades 4, 7, and 10
  • End of Course (Algebra I, II, Biology, Chemistry,
    Civics, Eng I, Geometry, Physical Science,
    Physics, US History)
  • NCEXTEND2 EOG Grades 3-8
  • Reading Grades 3-8
  • Math Grades 3-8
  • Science Grades 5 and 8 (pilot assessment)
  • Writing Grades 4 and 7 (extended response)
  • NCEXTEND2 OCS
  • Life Skills Science I and II
  • Occupational Mathematics I
  • Occupational English I
  • Writing at Grade 10 (for all students assigned to
    grade 10 OCS program)
  • NCEXTEND1

59
NCCLAS Update Information
  • Fully approved by federal government for AYP
    calculations
  • Emphasis on eligibility criteria and instruction
  • Assessment is on assigned grade level

60
NCCLAS Eligibility Criteria for SWD
  • Must have a current IEP documentation stating
    that the student participates in the NCCLAS for
    specific assessments (EOG, EOC)
  • IEP team determines that the student, due to
    nature of his/her special needs, cannot
    participate in the standard administration, with
    or without accommodations
  • EXAMPLES of SWD who might require the use of
    NCCLAS
  • Students who are unable to access the
    paper/pencil test, even with accommodations
  • Newly blinded student
  • Student with recent traumatic brain injury
  • Student with physical disabilities that prohibit
    student from being able to manipulate materials
    within the standard tests, even with the use of
    assistive technology and approved accommodations
  • The number of SWD requiring this assessment will
    be very SMALL

61
NCEXTEND2 Update Information
  • No final regulations on 2 issue (December)
  • NCEXTEND2 not fully approved
  • Emphasis on eligibility criteria and instruction
    (NCSCS)
  • SBE approved the cut scores (academic achievement
    standards) for the EXT2 Reading EOG, Grades 3 8
    (Effective only for the 2005-2006 AYP
    calculations not yet approved for inclusion in
    the 2006-2007 AYP calculations)

62
NCEXTEND2 cont
  • Based on Modified Achievement Standards
  • No federal definition has been established
  • Final regulations not yet released not yet
    approved
  • Students are assessed on grade-level SCS
  • Achievement levels are modified (standard for
    proficiency will differ from the general
    assessments)
  • Only for students who meet the eligibility
    criteria for NCEXTEND2
  • What does the NCEXTEND2 look like?
  • Shorter version of the general assessments
  • 40 questions per subject tested
  • Shorter passages
  • 3 choices
  • Simplified vocabulary
  • Steered clear of passages with cultural jargon
  • Modified achievement standards

63
NCEXTEND2 EOG Reading (3-8) Interim Cut Scores
(for 2005-2006 AYP calculations)
64
NCEXTEND2 EOG Eligibility Criteria for SWD
  • The student must have a current IEP
  • The student DOES NOT have a current 504 plan
  • The student, if identified as limited English
    proficient (LEP), must have a current IEP
  • The student IS NOT identified as having a
    significant cognitive disability
  • The student IS NOT receiving instruction in the
    SCOS through the Essences/Extensions

65
NCEXTEND2 EOG Eligibility Criteria for SWD
(cont)
  • The students disability has precluded the
    student from achieving grade level proficiency,
    as demonstrated by objective evidence (e.g.
    results from standardized state tests, IQ tests,
    achievement tests, aptitude tests, and
    psychological evaluations).
  • It is the expectation that more than one
    objective measure would be used to assist in the
    evaluation of a students assessment placement.
  • The nature of the students disability may
    require assessments that are different in design.

66
  • NOTE
  • NCEXTEND2 Grade 3 Pre-Test in
  • Reading/Math IS NOT AVAILABLE
  • however, IEPs should still reflect
  • documentation of NCEXTEND2 as
  • assessment option (if student meets
  • eligibility criteria)
  • Field testing general administration
  • (expanded sample to include general ed students
    and students with disabilities)

67
NCEXTEND1 (effective 2006-2007 school year)
  • What is it?
  • It replaces the NC Alternate Assessment
    Portfolio
  • It is a performance-based assessment designed to
    assess students with severe cognitive
    disabilities in grades 3-8 and 10
  • The EXTEND1 assesses achievement on NC Extended
    Content Standards in
  • English/Lang Arts and Mathematics (grades 3-8 and
    10),
  • Science (grades 5, 8, and 10), and
  • Writing (grades 4, 7, and 10)
  • May download the NC Extended Content Standards at
    the following address http//www.ncpublicschools
    .org/ec/
  • Every EC teacher needs a copy of the grade level
    extensions for the assigned grades of the
    NCEXTEND1 students.

68
Grade 8 ELA Extended Content Standards
  • SCS Competency Goal 5 The learner will
    respond to various literary genres using
    interpretative and evaluative processes.
  • Extension The learner will explore and respond
    to a variety of print and non-print texts
    (functional and literary)
  • Explore, analyze and/or evaluate relationships of
    characters, ideas, concepts (including literary
    devices) and/or experiences
  • Extend understanding by creating products that
    exemplify specific types of text

69
The teacher has to determine the access level of
the student
70
NCEXTEND1 Eligibility Criteria
  • The student must have a current IEP.
  • The student must have a significant cognitive
    disability.
  • The student requires extensive and explicit
    instruction to acquire, maintain, and generalize
    new reading, mathematics, science, and writing
    skills for independent living.
  • The student exhibits severe and pervasive delays
    in multiple areas of development and in adaptive
    behavior (e.g. mobility, communication, daily
    living skills, and self care).
  • The students IEP annual goals focus on the
    functional application of academics.
  • The student is receiving instruction in the grade
    level Standard Course of Study (SCS) Extensions
    for the subject(s) in which the students are
    being assessed.

71
NCEXTEND1 RegistrationOctober 23rd November
3rd
  • Principals will need to assign 2 assessors (at
    beginning of school until October 23rd)
  • Special ed teacher, OT, PT, Speech
  • Cannot be an assistant
  • Teachers will conduct the NCEXTEND1 registration
    procedure for each student designated to
    participate in the NCEXTEND1 assessment (w/ test
    coordinator)
  • Student demographic information
  • Decision tree process for determining appropriate
    access level (symbolic, early symbolic,
    presymbolic) only assessor 1 will input (may be
    last yrs teacher)
  • Before October 23rd, teachers need to learn your
    students strengths, weaknesses, and levels
    (symbolic, early symbolic, presymbolic) AND
    consult with general education teachers
  • Tasks will be generated 3 for ELA 3 for Math
    (gr. 3-8, 10), 3 for Science (gr. 5, 8, 10), 2
    for writing (gr. 4, 7, 10)
  • MORE TRAINING LATER

72
What is NOT on the Eligibility Criteria
  • The student is unable to pass the NCEXTEND2
  • THEREFORE, it is NOT a reason to place a student
    on the NCEXTEND1!

73
EXIT STANDARDS
  • Ninth graders - 2006-2007
  • Will only apply to student following the Career
    Preparation, College Technical Preparation, or
    College University Preparation Course of Study
  • Students will be required to perform at
    Achievement Level III or above on the 5 EOC
    assessments (Alg. 1, Biology, English I, Civics
    and Economics and US History)

74
  • ITEM WRITERS
  • NC TESTING PROGRAM
  • Writer/Reviewer Interest Form
  • DPI will provide training and will reimburse
    travel, lodging, and meals
  • 1st training in September
  • 100 for every 10 items that youve written and
    is accepted

75
What are Testing Accommodations?
  • Changes in the administration of an assessment,
    such as setting, scheduling, timing, presentation
    format, response mode, or others
  • Valid accommodations do not change the construct
    intended to be measured by the assessment or the
    meaning of the resulting scores
  • Accommodations are used for equity, not
    advantage, and serve to level the playing field
  • Allow student to access the standard test
    administration
  • For students with an IEP or Section 504 plan

76
Instructional vs. Testing Accommodations
INSTRUCTIONAL Graphic Organizers
Peer Tutor
TESTING
Modified Assignments
Mark in book
Study Guides
Extended Time
Demonstration teaching
Large Print
Testing in Separate Room
  • Assessment accommodations must also be used in
    instruction, but not all
  • instructional accommodations are appropriate
    assessment accommodations

77
Types of Accommodations
  • Modified Test Formats
  • Braille Edition
  • Large Print Edition
  • One Item Per Page
  • Must be ordered at least 60 working days
  • prior to test date

78
Types of Accommodations, cont
  • Assistive Technology (AT) Devices and Special
    Arrangements
  • AT Devices
  • Dictation to a Scribe
  • Interpreter/Transliterator Signs/Cues Test
  • Student Marks Answers in Test Book
  • Student Reads Test Aloud to Self
  • Test Administrator Reads Test Aloud (Math only)
  • Everything
  • By Student Request
  • Everything but numbers

79
Types of Accommodations, cont
  • Special Test Environments
  • Hospital/Home Testing
  • Multiple Testing Sessions
  • Scheduled Extended Time
  • Extra 30 minutes
  • 1.5 x the allotted test time
  • Testing in a Separate Room

80
Documentation of Accommodations
  • All testing accommodations must be documented in
  • IEP
  • 504 Plan
  • Whatever is documented must be used on day of
    test
  • Accommodations must be used regularly during
    instruction and similar classroom assessments
  • This was a repetitive area of non-compliance
    during record reviews

81
REMEMBER
  • Each childs access to the test needs to be
    looked at INDIVIDUALLY
  • Accommodations are child-specific and
    test-specific
  • More does not necessarily mean better
  • No blanket decisions for a group of students

82
How to Document Participationon the IEP (DEC 4,
page 3)_______________________________
  • The team discusses the testing options
  • Team determines the assessment in which the
    student will participate
  • Team determines if any accommodations are to be
    used
  • Clearly explain and document specific procedures
    for accommodation use

83
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84
  • Refer to the Testing Students with Disabilities
    publication for more information at
  • www.ncpublicschools.org/accountability/accountabil
    ity/policies/tswd
  • Accommodations Summary Form (in packet)
  • Accommodations Notification Form

85

Other notes
  • ALL TEACHERS NEED TO CHECK CECAS
  • Grade Changes
  • School Changes
  • If transportation was deleted, check
    transportation section to take off special
    transportation arrangements (local district)
  • TEACHER SCHEDULES due after first 10 days
    (electronic only will be emailed to you)
  • List of students placed in foster homes in
    Carteret County from another LEA that werent
    here last year
  • Teachers will receive 200 for supplies/materials
  • EC Dept. will purchase CDs for everyone to use
    with CECAS
  • EC FORMS
  • Directions from DPI website in packet
  • Can download from DPI or Carteret County Schools
    website under Exceptional Children
  • Only Functional Behavior Assessment (FBA) and
    Behavior Intervention Plan (BIP) forms will be
    available at Central Office

86
  • CECAS training
  • Goal By January 1, 2007, well be using CECAS
    EC forms for all students
  • ASSISTIVE TECHNOLOGY TEAM
  • SURVEY SHEET (complete before leaving today)
  • EVALUATION FORM

87
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88
We must do
  • To make appropriate placements in Special Ed.
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