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Keeping Connected Staff Meeting

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Title: Keeping Connected Staff Meeting


1
Keeping Connected Staff Meeting
Exceptional Education
  • Teaching Staff
  • August 10, 2007

2
AGENDA
  • Welcome Back
  • Rick Wamer Got Talk?
  • The Exceptional Education Department
  • Medicaid
  • Your School Based Ex. Ed. Team
  • Arizona Professional Teaching Standards
  • TIENET Announcements
  • Navigating the Ex. Ed. Website
  • Myth Busters
  • Door Prizes
  • The Simple Truths of Service

3
Objectives
  • Participants will have an increased understanding
    of the Exceptional Education department, its
    vision mission and organizational structure
  • Participants will have increased knowledge of
    resources to begin their work with students with
    disabilities.

4
Guiding Principles for How We Learn Together
  • Take time to meet and share with new colleagues.
  • Be open to divergent perspectives and other
    participants points of view.
  • Share in the responsibility for the success of
    todays work.
  • Limit side conversations during the direct
    instruction portions of the day.
  • Silence your cell phone or beeper.

From the Arizona Foundation for Resource Education
5
  • Keeping Connected

6
Vision
  • The Exceptional Education Department shares the
    vision of Tucson Unified School District as a
    professional learning community that responds to
    the individual needs of students within a diverse
    population of TUSD students

7
Vision
  • We strive to ensure that our teachers and support
    staff will be prepared to implement
    research-based practices while recognizing the
    inherent strengths of students and their families
    and communities with regard to individual
    differences in language, culture and ability.

8
Vision
  • We are committed to preparing students for a
    multitude of roles within the local community and
    global economy

9
Introductions
  • Lorraine St. Germain, Executive Director,
    Exceptional Education

Carol Trunnel Assistant Director Leadership Team 2
Terri Polan Assistant Director Leadership Team 1
Scott Hagerman Admin. Support Leadership Team 3
Darlene Sithole Assistant Director Leadership
Team 4
Brenda Hanna Assistant Director Leadership Team 5
10
Introductions
  • Program Coordinators - Schools
  • Maura Ingle, Leadership Teams 1 2
  • Tari Tenace, Leadership Teams 3 4
  • Program Coordinators Special Projects
  • Cathy Taylor, Technology Assessment
  • Paul Ohm, Preschool Program
  • Dan Perino, Transition Programs
  • To Be Announced, Medicaid Coordinator

11
Introductions
  • Itinerant Leads
  • Kate Mader, Behavior/Integration Team
  • Vicki Dawson, Social Workers
  • Betsy Lindsey, OT, PT, APE
  • James McClelland, Psychologists
  • Lynn Rawls, HI/VI Teachers
  • Lori Taniguchi, Speech/Lang. Pathologists
  • Kathryn Martin, Direct Link


12
Introductions
  • Special Teams
  • Luanna Shibuya, Multicultural Consultation Team
    (MCT),
  • Kacey Chandler, Autism
  • Mary Neale, Professional Development,
  • TBA, Assistive Technology
  • TBA, Ombudsperson
  • Penni Natvig, Child Find
  • Kent Knight, Sign Language Interpreters


13
Celebrating Our Exceptional Education Support
Staff
Central Office
  • Lynda Lane, Executive Assistant
  • Ben Martinez, Budget Technician
  • Jeannie Martinez, Administrative Assistant
  • JoAnn Corbett, Staff Assistant
  • Carmen Quintero, Administrative Assistant

14
Celebrating Our Exceptional Education Support
Staff
Exceptional Education Compliance Technicians
Rosemont Service Center
  • Sandy Marschinke
  • Emme Merino
  • Kerri Moreno
  • Maria Ramirez
  • Betsey Stockton
  • Bibi Najera, Records
  • Gail Steinbach
  • Shawna Gerlach
  • Marie Matthews
  • Pam Diebold
  • Lori Dupont
  • Yolanda Federico

15
Celebrating Our Exceptional Education Support
Staff
Exceptional Education Compliance Technicians
High Schools
  • Gwen Miller
  • Catalina/Howenstine
  • Norma Guerreo Cholla
  • Deborah Gary Palo Verde
  • Ericka Escalante Tucson
  • Carol Giorgi-Allread Sabino
  • Diane Zawacki Santa Rita
  • Monica Majalca
  • Sahuaro
  • Claudia Rincon

16
Celebrating Our Exceptional Education Support
Staff
Ajo Service Center
  • Shelley Sykora, Administrative Assistant
  • Marla Sweeney, Administrative Assistant

Technology (AR)
  • Reina Robles, Technology/Data Support Specialist
  • Lindy Jones, Technology/Data Support Specialist
  • Matt Olson, Technology/TIENET System Administrator

17
Celebrating Our Exceptional Education Support
Staff
Rosemont Service Center
  • Gloria Gonzales, Medicaid Admin. Assistant
  • Judy Quezada, Medicaid Admin. Assistant
  • Danna Sandrock, Preschool Admin. Assistant
  • Joe Villa, Instructional Staff Dev. Specialist

18
Medicaid
  • Direct Service Claiming (DSC)
  • and
  • Medicaid Administrative Claiming (MAC)

19
How to Utilize your Site Based Team Effectively
20
Our Team? Absolutely!
Before looking to resources outside of your
school, consider what your site-based team can
offer
  • Your site-based team is replete with exceptional
    knowledge, talents and skills.
  • Tapping into others as well as our own strengths
    to help support others, helps us maintain a
    positive attitude toward what we do and provides
    for a range of interesting opportunities within
    our own work experience.

21
Site-Based Team Resources Examples
  • Curb Side" Supervision/Consultation
  • Paperwork/TIENET
  • Mental Health Issues
  • Knowledge of Special Populations
  • FBA /Behavior Plans
  • Classroom Management
  • Teaching Tips

22
Arizona Professional Teaching Standards
23
STANDARDS
  • Something established for use as a rule or basis
    of comparison in measuring or judging capacity,
    quantity, content, extent, values, quality
  • A level of excellence, attainment, regarded as a
    measure of adequacy


  • Websters

TR-08
24
Why Are Standards Important?
  • Three principle reasons
  • Standards serve to clarify.
  • Standards serve to raise expectations.
  • Standards provide a common set of expectations.
  • McREL, online, 2001

25
Arizonas Professional Teacher Standards
  • Although the TUSD teacher evaluation instrument
    does not use these specific professional
    standards per se, they are valuable, useful and
    widely used in the teaching field.

26
Professional Teaching Standards
  • Standard 1 Instructional Design
  • Standard 2 Learning Climate
  • Standard 3 Instructional implementation and
    management
  • Standard 4 Assessment and Communication
  • Standard 5 Collaboration with colleagues,
    parents, the community and other agencies

27
Professional Teaching Standards
  • Standard 6 Self - review and evaluation
  • Standard 7 General Academic Knowledge
  • Standard 8 Planning instruction,
    learning environment and student assessment
  • Standard 9 Individual Education Programs

28
Standard Nine
  • In collaboration with other professionals and
    parents, the special education teacher
    participates in the design, implementation, and
    assessment of individualized education programs

29
Measures of Performance
  • Demonstrates knowledge of disabilities and their
    educational implications
  • Demonstrates knowledge of state and federal
    education laws, rules, and regulations
  • Demonstrates knowledge of the ability to use a
    variety of assistive devices that support student
    learning

30
Measures of Performance
  • Applies specialized diagnostic and assessment
    procedures to assist in determining special
    education eligibility for all areas of suspected
    disability
  • Assists in the design and implementation of
    individualized adaptations, and individual
    behavior management techniques

31
Measures of Performance
  • Utilizes paraeducators and paratherapists
    effectively through training and supervision

32
How We Teach Makes A Difference!
33
BEST PRACTICE
  • Used to describe solid, reputable,
    state-of-the-art work in a field. If a
    practitioner follows best practice standards,
    s/he is aware of current research and
    consistently offers clients the full benefits of
    the latest knowledge, technology, and procedures.
  • Zemelman, Daniels, Hyde, 1998

TR-10
34
TIENET ANNOUNCEMENTS
35
TIENET
  • New Teacher Training
  • 1010 E Tenth Basement Lab
  • August 15th Part I 130 330
  • August 22nd Part II 130 330
  • E-mail Carmen Quintero to Register
    carmen.quintero_at_tusd1.org

36
TIENET Reminders
  • Please do not share passwords
  • Step by Step Directions on the Web
  • http//edweb.tusd.k12.az.us/exced/EEMS/eems_StepBy
    Steps.htm
  • New Enhancements listed at this Website
    http//edweb.tusd.k12.az.us/exced/EEMS/eems_main.h
    tm

37
TIENET New Log In
You do not need a u before your user ID
38
TIENET New Log In
Use your TUSD user name
39
TIENET New Log In
Use your TUSD password
40
TIENET New Log In
Select INST for instructional network
41
TIENET Location Changes
  • TUSD People Soft will not update assignments in
    TIENET until late August.
  • Teachers who have changed sites will not have
    access to their students until their location is
    changed in TIENET.
  • This can be done by e-mailing your Exceptional
    Education Compliance Technician (Rosemont
    232-8300)

42
TIENET
  • TIENET IEPs must be finalized by the person
    responsible for the IEP document (Case Manager)
  • Parents must be sent a copy of the finalized IEP
    within 5 days of the meeting.

43
Exceptional Education Website
44
Myth Busters
45
Myth All IEPs must be placed in the students
cum file
  • MythBuster Only the current IEP is placed in the
    cum file, the expired IEP is removed and shredded.

46
Myth When parents request a one-on-one teacher
assistant, the team generally agrees and puts it
on the IEP.
  • MythBuster This is a team decision, the parent
    is an important member of the team, but they are
    not the sole decision-maker. The team must
    collect data prior to consideration of additional
    adult support. Please review the new procedures
    guidelines for this determination on the
    Exceptional Education website in the Procedures
    Manual.

47
Myth Service is suspended while special
education teachers and related service providers
are conducting DIBELS activities.
  • MythBuster IEP services are never suspended when
    school is in session. Special Education Staff may
    assist with DIBELS, but they must still provide
    services to all students according to the IEP.

48
Myth Resource teachers are entitled to work one
full day per week on their paperwork.
  • MythBuster IEP services are based on student
    need and not for staff convenience. Staff should
    be providing services to students each day they
    are in the school.

49
Myth Accommodations that are not provided during
instructional time can be provided for students
on exams and other assessments.
  • MythBuster Accommodations must be provided more
    often than not during instructional time and
    documented on the IEP in order to use these
    accommodations for assessments

50
Myth A manifestation determination must be held
if the student is suspended for a cumulative or
consecutive total of 6 days.
  • MythBuster On the 10th cumulative or consecutive
    day of suspension in a school year, the process
    for manifestation determination must be followed.

51
Myth The team should make arrangements to
conduct a Child Study to include extensive
interventions for an extended period of time when
a parent requests a special education evaluation.
  • MythBuster If there is a written request from
    the parent for an evaluation, proceed with the
    evaluation. If it is an oral request by the
    parent, the Child Study Process may be explained
    and should be put into immediate effect. This
    process should not take longer 30 days to
    determine if the interventions are successful or
    that an evaluation is warranted.

52
Myth Functional Behavior Assessments are only
conducted during times when students are
suspended from school.
  • MythBuster A Functional Behavior Assessment is
    conducted whenever a Team thinks there is a
    behavior issue for any student and it needs to be
    thoughtfully assessed. This could occur during a
    Child Study.

53
Myth Teams need the Behavior Integration Team to
develop individual behavior plans for students.
  • MythBuster The psychologist or teacher conducts
    the FBA and based on the results, the team
    develops the Behavior Intervention Plan (BIP).
    The team must utilize the BIP for at least a
    month before discussing the need for additional
    assistance. If the BIP is determined to be
    ineffective, the team may request that the
    psychologist send a referral to the BIT.

54
Myth The current performance component of a goal
in an IEP is a duplicate of the information
written in the present levels of functional and
academic performance section.
  • MythBuster The current performance component of
    the goal is the specific baseline of students
    functioning level and it must be in mathematical
    terms in accordance with the criteria. The
    present levels and academic performance and
    functional performance section is a narrative and
    it is a more broad depiction of the students
    ability.

55
Myth Prior Written Notices are only necessary at
MET meetings.
  • MythBuster A PWN is used in many instances. They
    are required whenever a Team proposes or refuses
    to initiate or change identification, evaluation,
    or educational placement, or the provision of
    FAPE to the child. If you are unsure, check with
    your psychologist.

56
Myth By the age of 14, transition services and
needs of the student must be part of the IEP.
  • MythBuster A transition plan must be in effect
    prior to age 16.

57
Myth Related service providers and resource
teachers postpone IEP services during the first
two weeks or last two weeks of school while they
schedule services.
  • MythBuster IEP services must be in place from
    the first day of school until the last day of
    school unless all students are not in attendance
    (vacation, early release days, grading days, etc.)

58
Myth The parent is unable to meet with the team
until after the expiration date and the team
agrees to wait until the parent is available.
  • MythBuster There must be an active IEP in place
    at all times. Teams should begin to arrange the
    IEP meeting 2-3 months in advance to avoid going
    beyond the expiration date. (continued on the
    next slide)

59
Myth continued from previous slide.
  • Teams may send 3 documented invitations (the 1st
    one is 10 days in advance) to the parent and then
    Team may proceed after the third attempt without
    the parent if they cannot arrange to attend or do
    not reply. It is preferable to have a mutually
    agreed upon time, but this does not always occur
    within the timeline and we must have an IEP in
    compliance according to IDEA.

60
Myth Compensatory services need to be provided
minute for minute.
  • MythBuster Teams should not assume compensatory
    minutes will be minute for minute. The amount of
    compensatory services should be based on the
    subsequent harm that was caused by the lack of
    service, and what it will take to compensate for
    the void of services in order to allow the
    student to make progress on their
    goals/objectives.

61
Myth School team members should recommend and
encourage parents to visit and choose other
schools for the following year placements.
  • MythBuster The Team decides the service
    placement (LRE) after developing the IEP, but the
    District decides the location of this placement,
    not the parent.

62
Myth There are not enough signatures on the IEP
signature page after the meeting, the special
education teacher must ask a general education to
sign that they attended the IEP meeting.
  • MythBuster Only those participants who attend
    the IEP meeting sign on this sheet. A general
    teacher must attend the meeting and sign at that
    time.

63
Myth Students classified as English Language
Learners (ELL) who demonstrates significant
difficulties in the area(s) of academics, social
emotional, and/or communication should be
referred for a special education comprehensive
evaluation.
  • MythBuster Follow the same procedures that are
    indicated for students who are monolingual
    English, however, include a member of the
    Multicultural Team (MCT) in the process.
    (continue to next slide)

64
Myth continued from previous slide
  • This may consist of, but may not be limited to
    the following
  • Child Study process
  • Pyramid of interventions
  • Differentiated instruction
  • In addition, if there is sufficient evidence to
    indicate a comprehensive evaluation needs to be
    completed, a psychologist from the Multicultural
    Team must attend the MET review meeting. No
    request for evaluation or permission to evaluate
    should be written without the input from a MCT
    psychologist.

65
Myth I do not like these IEPs I do not like
them Geez Louise We test, we check We plan, we
meet But nothing ever seems complete If you will
let me be I will try again Youll see
  • MythBusters Say!!
  • I almost like these IEPs!
  • I think Ill write 6003
  • And I will practice day and night
  • Until they say
  • Youve got it right!
  • Dr. Seuss IEP
  • Author unknown

66
Acknowledgements
Lori Taniguchi Betsy Lindsey Robyn Simental Lynn
Rawls Vicki Dawson James McClelland Paul
Ohm Marie Matthews Kerry Moreno Pam Diebold Sandy
Marschinke Yolanda Federico Gail Steinbach Maria
Ramirez
Emme Merino Betsey Stockton Shawna Gerlach Lori
Dupont Gwen Miller DD Gary Aida Sanchez Monica
Majalca Erika Escalante Norma Guerrero Carol
Giorgi-Allread Diane Zawacki Claudia
  • Carmen Quintero
  • Terri Polan
  • Mary Neale
  • Cathy Taylor
  • Lindy Jones
  • Reina Robles
  • JoAnn Corbett
  • Jeannie Martinez
  • Lynda Lane
  • Brenda Hanna
  • Darleen Sithole
  • Maura Ingle
  • Scott Hagerman
  • Tari Tenace

67
Door Prizes
68
Service at
  • Dignity
  • Welcome
  • Understanding and Empathy
  • Fairness
  • Problem Solving
  • Information
  • Confidentiality
  • Results

69
  • Have a Great Year!
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