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Special Education Professional Development Training

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Special Education Professional Development Training I. Confidentiality II. ADHD III. Response to Intervention IV. Problem Solving Teams (PST) V. Special Education Process – PowerPoint PPT presentation

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Title: Special Education Professional Development Training


1
Special Education Professional Development
Training
  • I. Confidentiality
  • II. ADHD
  • III. Response to Intervention
  • IV. Problem Solving Teams (PST)
  • V. Special Education Process

2
  • Confidentiality

3
Family Educational Rights and Privacy Act (FERPA)
  • The Family Educational Rights and Privacy Act
    (FERPA) (20 U.S.C. 1232g 34 CFR Part 99) is a
    Federal law that protects the privacy of student
    education records. The law applies to all schools
    that receive funds under an applicable program of
    the U.S. Department of Education.

4
  • FERPA gives parents certain rights with respect
    to their children's education records. These
    rights transfer to the student when he or she
    reaches the age of 18 or attends a school beyond
    the high school level. Students to whom the
    rights have transferred are "eligible students."

5
Provision of Copy of Records
  • Parents or eligible students have the right to
    inspect and review the student's education
    records maintained by the school. Schools are not
    required to provide copies of records unless, for
    reasons such as great distance, it is impossible
    for parents or eligible students to review the
    records. Schools may charge a fee for copies.

6
Amendment of Records at Parents Request
  • Parents or eligible students have the right to
    request that a school correct records which they
    believe to be inaccurate or misleading. If the
    school decides not to amend the record, the
    parent or eligible student then has the right to
    a formal hearing. After the hearing, if the
    school still decides not to amend the record, the
    parent or eligible student has the right to place
    a statement with the record setting forth his or
    her view about the contested information.

7
Release of Information
  • Generally, schools must have written permission
    from the parent or eligible student in order to
    release any information from a student's
    education record. However, FERPA allows schools
    to disclose those records, without consent, to
    the following parties or under the following
    conditions (34 CFR 99.31)

8
  • School officials with legitimate educational
    interest
  • Other schools to which a student is
    transferring
  • Specified officials for audit or evaluation
    purposes
  • Appropriate parties in connection with financial
    aid to a student
  • Organizations conducting certain studies for or
    on behalf of the school
  • Accrediting organizations
  • To comply with a judicial order or lawfully
    issued subpoena
  • Appropriate officials in cases of health and
    safety emergencies and
  • State and local authorities, within a juvenile
    justice system, pursuant to specific State law.

9
  • Schools may disclose, without consent,
    "directory" information such as a student's name,
    address, telephone number, date and place of
    birth, honors and awards, and dates of
    attendance. However, schools must tell parents
    and eligible students about directory information
    and allow parents and eligible students a
    reasonable amount of time to request that the
    school not disclose directory information about
    them. Schools must notify parents and eligible
    students annually of their rights under FERPA.
    The actual means of notification (special letter,
    inclusion in a PTA bulletin, student handbook, or
    newspaper article) is left to the discretion of
    each school.

10
  • For additional information or technical
    assistance, you may call (202) 260-3887 (voice).
    Individuals who use TDD may call the Federal
    Information Relay Service at 1-800-877-8339.
  • U.S. Department of Education

11
  • Please print out the linked form. Sign the
    Confidentiality Agreement and turn in to your
    SPED Lead Teachers box. One MUST be signed by
    each employee each year.
  • Each Shelby County Board of Education Employee
    must sign a form each year (i.e., bus drivers,
    counselor, etc)
  • Any visitors (college students, agency, etc) must
    sign this form as well prior to observing in a
    class.
  • Thanks!!

12
Destruction of Records
  • All of the students special education records
    are to be maintained until the student exits the
    school system. Once the student exits, the
    records are to be maintained for five years. At
    all times, records are to be kept in a locked
    area and kept confidential. Once the records
    have been maintained for the five-year period,
    contact the Special Services Center for the
    procedure to destroy the records. Records may
    not be destroyed without parent notification and
    when destroyed, they myst be burned or shredded.

13
  • Attention Deficit / Hyperactivity Disorder

14
Characteristics
  • What is Attention Deficit / Hyperactivity
    Disorder (ADHD)?
  • Attention Deficit / Hyperactivity Disorder is a
    neurological disorder. Students with ADHD
    demonstrate significant impairment related to
    inattention and/or hyperactivity and impulsivity
    compared to average children of the same age.

15
Diagnostic Criteria for ADHD
  • The following symptoms are listed in the DSM-IV
    and a re used to diagnose ADHD. At least six of
    these symptoms must be displayed in a number of
    settings, persist over six months, and must have
    been observed prior to age seven in order for the
    diagnosis to be made.

16
Inattentive Symptoms
  • Fails to give close attention to details or makes
    careless mistakes in school work or other related
    activities.
  • Has difficulty sustaining attention in tasks or
    play activities.
  • Does not seem to listen when spoken to directly
  • Does not follow through on instructions and fails
    to finish schoolwork, chores, or duties
  • Has difficulty organizing tasks and activities

17
  • Avoids, dislikes, or reluctant to engage in tasks
    that require sustained mental effort
  • Loses things necessary for tasks and activities
  • Is easily distracted by extraneous stimuli that
    are usually easily ignored by others
  • Forgetful in daily activities

18
Hyperactivity Symptoms
  • Leaves seat in classroom or in other situations
    in which remaining seated is expected.
  • Runs about or climbs excessively in situations in
    which it is inappropriate
  • Has difficulty playing or engaging in leisure
    activities quietly
  • Is on the go or acts as if driven by a motor
  • Talks excessively

19
Impulsivity Symptoms
  • Blurts out answers before questions have been
    completed
  • Has difficulty awaiting turn
  • Interrupts or intrudes on others

20
Identification Rate in Shelby County
  • Lee vs. Macon made systems review eligibility of
    minority students in the categories of Mental
    Retardation and Emotional Disturbance because of
    overrepresentation.
  • Since that time, the number of students has
    increased in the area of Other Health Impairment
    (OHI), specifically of attention.
  • The State Department is monitoring our numbers in
    the OHI category due to disporportionality and
    they will continue to monitor until the
    percentage decreases.

21
Percentages per Disability Categories in Shelby
County (2009-10 school year)
Category
Autism 260 13.87
Developmental Delay 208 11.09
Emotionally Disturbed 110 5.87
Hearing Impaired 15 0.80
Mental Retardation 116 6.19
Multiple Disabilities 60 3.20
Orthopedically Impaired 14 0.75
Category
Other Health Impaired 316 16.85
Specific Learning Disability 485 25.87
Speech Language Impaired 273 14.56
Traumatic Brain Injury 9 0.48
Visually Impaired 9 0.48
Total 1875 100
22
Accommodations
  • Various accommodations can be utilized by all
    teachers for students with deficits in attending.
  • Many of these accommodations can be used at all
    levels of Response to Intervention (RtI) Tier 1,
    Tier 2, and Tier 3.

23
Getting Students Attention
  • Use storytelling
  • Clearly signal EverybodyReady
  • Model excitement and enthusiasm about the
    upcoming lesson
  • Use eye contact (students should be facing you,
    especially when direct instructions are given)
  • Color is very effective in getting attention. May
    use color to highlight key terms.
  • Use visual signals
  • Vary your tone of voice loud, soft, whisper
  • Signal students auditorily ring a bell, use a
    timer, play music
  • Theatrics may spark an interest

24
Focus Students Attention
  • Project your voice to be heard clearly by
    students
  • Be aware of competing sounds in room (air
    conditioning, humming of fluorescent lights).
  • Be aware that it is not that students are not
    focusing they are focusing on EVERYTHING!!!
  • Use hands-on presentations / demonstrations
  • Use a laser pointer
  • Use visuals (pictures, diagrams, manipulatives)
  • Ask students to illustrate key points
  • Use cloze method (class notes with key terms
    missing)
  • Explain the purpose and relevance of your lesson

25
Accommodations for Seat Work
  • Seat student near a study buddy or a good role
    model
  • Increase distance between desks
  • Allow extra time to complete work
  • Assist student in setting short-term goals
  • Give clear, concise instructions
  • Cue student to stay on task (private cue /
    signal)
  • Pair written instructions with oral instructions
  • Use contracts, charts, and BIPs for on-task
    behavior

26
Accommodations for Seat Work
  • Give assignments one at a time to avoid work
    overload
  • Chunking give assignments in smaller chunks
  • Reduce amount of homework
  • Use buff colored paper instead of white
  • Take tests in a quiet environment
  • Be aware of lighting can cause a glare on white
    paper

27
Maintaining Students Attention
  • Move around the classroom to maintain your
    visibility
  • Be PREPARED and avoid lag-time in instruction
  • Use direct instruction techniques
  • Use motivating games and computer programs for
    skill building and practice
  • Use cooperative learning groups

28
Planning and Organization
  • Provide organization rules
  • Provide student with homework assignment book
  • Supervise writing down of homework assignments
  • MODEL planning and organization by your classroom
    and actions
  • Send daily / weekly reports home (you can also
    set up a blog for the students and students
    parents to view daily)
  • Allow students to have an extra set of books at
    home
  • Encourage learning of keyboarding skills
  • Do not penalize for poor handwriting if that is
    an area of concern
  • Regularly check desk and notebook for neatness

29
Behavior
  • Allow students to stand at times while working
  • Supervise closely during transition times
  • Praise appropriate behavior
  • Prompt appropriate social behavior either
    verbally or with a private signal
  • Praise compliant behavior (we know that students
    should be compliant at all times, but we know
    there are those who need encouraging!)
  • Provide immediate feedback
  • Ignore minor, inappropriate behavior (when
    acceptable)
  • Acknowledge positive, appropriate behavior of
    nearby students
  • Monitor social interactions
  • Encourage cooperative learning tasks with other
    students
  • Provide lessons on social skills

30
  • Any person who does not recognize talents as well
    as weaknesses that make children with ADHD / ADD
    different, will find it difficult to be
    supportive.
  • Alice Mae Smith

31
  • Response to Intervention

32
Best Practices
  • Individuals with Disabilities Education Act
    (IDEA) requires a research based program to be
    used in reading before identification. The goal
    of the Response to Intervention (RtI) model is to
    address deficits as soon as the interferences of
    learning are noticed instead of waiting for the
    students to fail. It is important to utilize the
    interventions in Tier Two to be able to correctly
    identify what program a student needs and / or to
    totally remediate the deficit.

33
Alabama s RtI Framework
  • Two documents for download at alsde.edu (special
    links)
  • Response to Instruction Alabama Core Support For
    All Students
  • A Problem Solving Team Process

34
Problem Solving Teams (PST)
  • An Overview

35
Questions ???
  • Screening questions
  • What are some examples of universal screeners?
  • What areas must be screened?
  • When do you screen?

36
Screening What and When
  • Screen basic math and reading skills
  • For K-3 students, ALL students should be screened
    3 times per year.
  • For grade 4-12 students, schools could
  • Screen all students (as in K-3)
  • screen all entering students
  • complete a records review and then screen
    students below a designated level

37
System-wide intervention criteria
  • School systems will need to determine the
    screening outcomes which will result in
    intervention consideration and referral to one of
    the problem solving teams.
  • If score is below ___ then student will be
    reviewed by the appropriate problem solving team
  • Could choose arbitrary percentile score
  • Could choose score which predicts success on high
    stakes test like ARMT or ASGHE

38
Screening and Progress Monitoring
  • Need to select a screening tool which also has
    some useful progress monitoring tools built into
    their package
  • Progress should be monitored weekly
  • Incorrect progress monitoring tool use is a deal
    breaker
  • Shelby Countys process http//www.shelbyed.k12.a
    l.us/intranet/forms/internal_use.htm

39
Questions ???
  • Tier questions
  • Define Tier II and Tier III.
  • Who would be in Tier II?
  • Examples of class set-up for Tier II
  • Amount of intervention times for Tier II
  • Intervention strategies for Tier II
  • How long in Tier II before you move to Tier III?
  • What does Tier II look like?
  • How is Tier III different from activities in Tier
    II?

40
Elementary Tier Model (K-3)
Plus Special Education
?
5
Tier 3
Intensive Intervention 60 minutes
Intervention 30 minutes per day in the classroom
Tier 2
15
Comprehensive Core 90 minutes per day reading 60
minutes per day math
Tier 1
80
41
Academically, what should Tier 1 include for
elementary students?
  • MINIMUM of 90 minutes in reading and 60 minutes
    in math of uninterrupted core instruction
  • NRP and NMAP suggest a combination of whole and
    small group differentiated instruction
  • The five big ideas from the NRP and critical
    benchmarks from NMAP!

42
Tier 2 for elementary students.
  • Additional small group instruction
  • Best when provided by classroom teacher
  • At least 10-12 weeks in duration
  • Frequent progress monitoring
  • May need additional rounds of Tier 2 if
    adequate progress is being made
  • May need to move to Tier 3 if inadequate
    progress is being made

43
Tier 3 for K-3 students
  • Intensive intervention
  • Does not replace or supplant (Tier 1) but may
    replace Tier 2
  • Designed to meet identified student needs in
    math, reading, and behavior
  • Student will miss something
  • Decide what will be missed
  • Schedule for success!
  • Who might provide this intervention?
  • Title I reading, math, or behavior
    interventionists SPED Para Classroom teacher,
    etc

44
Grade 4-12 Tier Model
Plus Special Education
?
5
Tier 3
Intensive Intervention classes
Differentiated strategy instruction in content
classes small group-intentional groupings
15
Tier 2
Tier 1
80
Core instructionStrategy instruction in content
classes whole and small group
45
About Grades 4-12 Tier 1
  • Students learn how to learn
  • Strategic teaching in ALL classes
  • Some time for students to work with peers daily
    in ALL classes
  • Encourages student engagement
  • Students become active participants in the
    learning process
  • Students make their own meaning

46
About Grades 4-12 Tier 2
  • Differentiated strategic teaching
  • Teacher explicitly models strategies with
    students and scaffolds as needed
  • Opportunities for peer-tutors and heterogeneous
    grouping (weaker with stronger and teacher
    rotates among groups)
  • Opportunities for homogeneous grouping (weak come
    together and teacher works with that group)

47
About Grades 4-12 Tier 3
  • Intensive intervention classes for students who
    need them (math, reading, and behavior)
  • Reading Word-level interventions and
    comprehension interventions
  • Math Computation and problem solving
    interventions
  • Behavior- small group sessions/classes
  • Scheduling options
  • Grade specific intervention times
  • Acceleration block

48
Questions ???
  • Intervention questions
  • Intervention strategies for Tier II
  • Examples of Tier III interventions

49
Some ideas from K-3 Intervention Research
Scammacca, N., Vaughn, S., Roberts, G., Wanzek,
J., Torgesen, J. K. (2007).
  • All of the effective Tier 2 interventions
    included training in
  • phonological awareness
  • decoding, and word study
  • guided and independent reading of progressively
    more difficult texts
  • writing exercises
  • engaging students in practicing comprehension
    strategies while reading text.

50
An intervention study illustrating effective
Tier 2 options.
51
Early Interventions in Reading (Torgesen and
Mathes, 2005)
  • 120 lessons, 40 minutes, 3-5 students
  • Mathes, et al 2005 study .
  • Excellent gains after 91 hours of instruction
  • Only 1 of the students were reading below the
    average range (30th percentile)!
  • Intervention students had steeper rates of
    improvement than typical readers on word reading,
    passage fluency, and phonological awareness.
  • Published by SRA

52
Responsive Reading Instruction (Denton and
Hocker, 2006)
  • 40 minute lessons 3 students
  • Mathes, et al 2005 study .
  • Excellent gains after 91 hours of instruction
  • Only 7 of the students were reading below the
    average range (30th percentile)!
  • Intervention students had steeper rates of
    improvement than typical readers on word reading,
    passage fluency, and phonological awareness.
  • Published by Cambrium Learning

53
Tier 3 Literacy Interventions
  • No standard treatment protocols at this
    level.one size will not fit all!
  • Word-level interventions
  • Comprehension/Vocabulary interventions

54
Word-level Interventions Emphasize (Simmons
Kame'enui, 2004)
  • Phonemic awareness (prerequisite skills)
  • Letter sound correspondence
  • Regular word reading (using decoding skills)
  • Regular word reading in text (lots of text!)
  • Irregular word reading
  • Advanced word analysis
  • All six syllable types
  • Prefixes and suffixes

55
Comprehension/Vocabulary Interventions Emphasize
  • Magnificent seven (Pearson, et al., 1992)
  • Making connections to prior knowledge
  • Inferring and predicting
  • Asking questions
  • Determining important ideas and summarizing
  • Visualizing
  • Synthesizing and retelling
  • Monitoring and clarifying understanding of text
    and vocabulary

56
Examples of Tier 3 Word-Level Interventions
  • LANGUAGE!
  • Read 180
  • Failure Free Reading
  • SRA Reading
  • Wilson Reading System
  • Fast ForWord
  • EdMark
  • Power Up Building Reading Strength

57
Examples of Tier 3 Math Interventions
  • Voyager Math
  • SRA Math
  • Fast Math

58
Questions ???
  • RTI and SPED eligibility questions
  • When should referral be to SPED?
  • What must SPED look for in RTI information before
    accepting a referral?

59
When should referral be to SPED?
  • When the process has been followed with
    consistency and documentation shows the need for
    more intensive interventions.
  • Some valuable documentation forms
  • Forms used by Shelby County Board of Education
  • http//www.shelbyed.k12.al.us/intranet/forms/inter
    nal_use.htm

60
One more thing SPED after RTI?
  • LRE will be impacted!
  • How will we use inclusion?
  • Need for DIRECT services
  • Intensive, intensive intervention if Tiers did
    not result in success!
  • Probably some 11
  • Must have homogeneous grouping if not 11
  • Ongoing progress monitoring

61
  • BASC 2-SOS should be administered prior to
    referral to Special Education.
  • If attention or behavior is the area of concern,
    the SCBOE Behavior Intervention Plan (BIP) must
    be developed and implemented.
  • http//www.shelbyed.k12.al.us/instruction/speciale
    ducation/forms.htm (BIP forms are located at the
    bottom of the page on this link)

62
  • Make sure that there are appropriate
    interventions listed for each area of concern
  • Have the administrator review the plan prior to
    referral for Special Education

63
  • Special Education Process

64
Completion of the Referral Process
  • If PST interventions have been ineffective, a
    referral to SPED may be the appropriate next
    step. Contact your schools REM chair
  • A Referral process will be completed in full in
    SETS by the REM chairperson
  • BASC 2-SOS will be completed within a week prior
    to referral to SPED (for comparison purposes re
    initial BASC 2-SOS)

65
Timelines for Completing SPED Process
  • Eligibility Process 60 days to complete
    testing.
  • 30 days to have REM meeting
  • 30 days to hold IEP meeting if student is
    eligible for Special Education services
  • If the student is not eligible, refer the student
    back to BBSST for accommodations.

66
  • Please refer to the REM powerpoint for additional
    information.
  • This will prepare YOU for any type of
    participation in the Referral process.
  • This powerpoints also states what is mandatory
    for a referral to be accepted and what will
    prevent the team from accepting a referral.

67
  • Reminder
  • Print out the Confidentiality agreement, sign
    date it
  • Refer to the REM powerpoint
  • Print out evaluation and turn in with the
    Confidentiality agreement
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