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New Special Education Teacher Training (NSETT)

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New Special Education Teacher Training (NSETT) Day 2 October 2013 – PowerPoint PPT presentation

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Title: New Special Education Teacher Training (NSETT)


1
New Special Education Teacher Training (NSETT)
  • Day 2
  • October 2013

2
NSETT Purpose
  • Provide participants with
  • Available resources and supports
  • Review of key IDEA compliance requirements
  • Examples of compliance to practice
  • Opportunity for practice, networking, questions,
    and reflection

3
Rules of the Road
  • Breaks Cell Phones Parking Lot ?s

4
Agenda
  • Day 1
  • Day 2
  • Structure of Support
  • Getting Started Binder
  • Framework for Teaching
  • Special Education Process
  • Child Find
  • Referral to Consider SpEd Evaluation
  • Written Notice and Consent
  • Evaluation and Eligibility
  • IEP Development
  • IEP Team
  • Present Level of Performance
  • Goal
  • Services
  • Accommodations/ Adaptations
  • Written Notice and Consent

5
Training Norms
  • This training is yours and its success depends
    largely on you.
  • Enter into the discussion enthusiastically.
  • Contribute positively to the discussion.
  • Confine your discussion to the topic.
  • Only one person at a time should talk.
  • Be patient with others.
  • Appreciate the other persons point of view.
  • Listen to others. Listening is an art.

6
Special Education Process
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8
Individualized Education Program (IEP)
  • A written document developed for an eligible
    student with a disability to document the
    specially designed instruction and related
    services to be provided
  • A product of collaboration among the IEP team
    members who
  • Identify unique needs of the student
  • Plan the special education services to meet the
    unique needs of the student

9
Developing the IEP
  • The IEP Team will consider
  • The strengths of the student
  • Concerns of the parents and/or adult student for
    enhancing the education of the student
  • Results of the initial or most recent evaluation
  • e.g., data collected during the implementation of
    the previous IEP/IFSP can serve as recent
    evaluation
  • Academic, functional, and developmental needs
  • Social/Emotional needs
  • Behavioral needs

10
The IEP Team
  • Parent and/or adult student
  • General Education Teacher
  • Special Education Teacher/Service Provider (e.g.
    SLP for a Speech only student)
  • District Representative
  • Student
  • Related Service Provider(s)
  • Individual who can interpret evaluation results
    and implications (e.g., School Psychologist, SLP,
    Nurse, etc.)
  • Other
  • Transition agencies (secondary and preschool)
  • Individuals with knowledge/expertise

11
An IEP meeting is held
  • Annually (prior to the expiration date of the
    previous IEP)
  • Within 30 calendar days after an initial
    evaluation that finds a student eligible for
    special education
  • To consider revision to the IEP
  • At the request of any IEP Team member
  • To review and/or develop a Behavior Intervention
    Plan
  • To address discipline requirements

12
IEP Meeting Invitation
  • Schedule the meeting at a mutually agreed upon
    time with the parents and/or adult student and
    the district
  • The invitation shall include
  • Purpose, time, and location
  • Who will be attending or invited
  • Information informing the parents that they have
    the right to bring other people to the meeting
  • Provide a copy of the Procedural Safeguards
    Notice (at least annually)

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15
IEP Cover Sheet
  • All IEPs shall include
  • Date of the IEP Meeting
  • General demographic information
  • Students full (legal) name, birth date, grade
  • Native language
  • Ethnicity
  • Birth date and age
  • Identification Number
  • Name, address, phone number, native language of
    parent(s)

16
The IEP Cover Sheet Documents
  • IEP Team attendance and participation
  • Documentation of who did or did not attend
    meeting
  • Does not reflect agreement or disagreement
  • Required Members
  • Parent and/or Adult Student
  • Special Education Teacher/Service Provider
  • General Education Teacher
  • District Representative
  • Individual to interpret evaluation
    results/implications

17
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18
You Do It File Review Activity
  • Look at the first page of the IEP you have
    brought with you. Does it satisfy the criteria
    for a compliant cover sheet?
  • Would you change anything?

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21
Present Level of Performance (PLOP)
  • Identifies the present levels of academic
    achievement and functional performance in an area
    of need (Note IDEA uses the term Present Level
    of Academic and Functional Performance)
  • Provides a brief but clear description of the
    students educational and/or functional skills
    using a measurable baseline that is directly
    related to an annual goal

22
PLOP Components
  • Tell how the students disability effects his/her
    involvement and progress in the general education
    curriculum
  • Are written in objective, measureable terms
  • Show a direct relationship to other components of
    the IEP (goals, special education services, LRE
    determinations, etc)
  • Provide a baseline for goal development
  • Reference Idaho Core Standards

23
  • General Education Content Standards
  • Idaho Core Standards
  • English/Language Arts and Math
  • Idaho eGuidelines (Early Childhood)
  • Basic Workplace Competencies
  • Idaho Health Content Standards

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28
You Do It File Review Activity
  • Look at the PLOP for at least one of the goals in
    the IEP you have brought with you.
  • Does it satisfy the criteria for a PLOP?
  • Would you change anything?

29
Goals
  • Written, measurable statements that describe what
    a student is reasonably expected to accomplish
    within the time period covered by the IEP
    (typically 1 year)
  • Written to enable the student to be involved in
    and make progress in the general education
    curriculum and meet other education needs that
    result from the disability

30
Components of a Measurable Annual Goal
  • Begins with baseline measurement stated in the
    PLOP
  • Includes the behavior, the performance criteria,
    and the evaluation procedure
  • Includes a condition if needed for clarification
  • When do you need to add objectives/benchmarks to
    a goal?

31
Behavior and Conditions
  • Behavior (target skills) clearly identifies the
    performance that is being monitored
  • It represents an action that can be directly
    observed and measured.
  • Conditions specify the manner in which progress
    toward the goal occurs.
  • Conditions describe the specific resources that
    must be present for a student to reach the goal.
    The condition of the goal should relate to the
    behavior being measured.
  • For example, a goal relating to reading
    comprehension may require the use of a graphic
    organizer. The graphic organizer is the
    condition.

32
Criteria, Procedure and Schedule
  • Criterion identifies how much, how often, or to
    what standard the behavior must occur in order to
    demonstrate that the goal has been achieved
  • The goal criterion specifies the amount of growth
    that is expected.
  • Procedure identifies how the behavior and
    criteria are documented
  • Timeframe (Schedule) identifies the amount of
    time in the goal period and is usually specified
    in the number of weeks or a certain date for
    completion.

33
Progress Monitoring
  • Progress Monitoring is a scientifically based
    practice that is used to assess a students
    academic and/or behavioral performance and
    evaluate the effectiveness of instruction.
  • There are a variety of ways that this can be
    done, and how you collect the data will depend on
    the goal.
  • Measurable academic achievement, developmental,
    and functional annual goals are written to enable
    the student to be involved in and make progress
    in the general education curriculum and to meet
    other educational needs that result from the
    disability.

34
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38
You Do It File Review Activity
  • Look at a goal in the IEP you have brought with
    you.
  • Does it satisfy the criteria for a compliant
    goal?
  • Would you change anything?

39
Reporting Progress Toward Goals to Parents and/or
Adult Student
  • The IEP includes a statement describing how and
    when progress toward goals is measured and
    reported.
  • This statement includes both
  • how the progress will be measured
  • when and how progress will be reported to the
    parents and/or adult student

40
Reporting HOW
  • A description of how parent and/or adult student
    will be informed of the students progress
    toward the annual goals, including whether
    progress is sufficient for student to achieve
    goal
  • What has been mastered so far?
  • What is currently being taught or practiced?
  • Will the student meet the goal within the
    specified time frame?

41
Reporting WHEN
42
You Do It File Review Activity
  • Look at how you are reporting progress to
    parents.
  • Does the statement include the how and when of
    reporting progress?
  • Is there anything you would change?

43
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44
Special Education and Related Services
  • Special education includes specially designed
    instruction (SDI) to meet the unique needs of the
    student.
  • Related services are services required to assist
    a student with a disability to benefit from
    special education as described in the IEP.

45
Special Education and Related Services
  • These services might include
  • Audiology
  • Speech Therapy
  • Language Therapy
  • Psychological Services
  • Physical Therapy
  • Occupational Therapy
  • Social Work Services
  • Supports for school staff
  • Behavior Intervention

46
Special Education and Related Services
  • Include
  • Description
  • Location
  • Duration
  • Frequency
  • Start and End Dates
  • Show a direct relationship to the other
    components of the IEP
  • Statement of Service Delivery

47
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49
School-Based Medicaid
  • Changes in services this year
  • Information and Webinars on Idaho Training
    Clearinghouse
  • Communities School-Based Medicaid
  • Ask for guidance from your district

50
Find the Mistake
51
You Do It File Review Activity
  • Look at the IEP Services Grid you have brought
    with you.
  • Does it satisfy the criteria for compliance?
  • Would you change anything?

52
Transportation
  • Transportation is a related service if special
    arrangements resulting from the students
    disability are required to assist a student with
    a disability to benefit from special education.
  • IEP team considers need
  • Does the students disability prevent him/her
    from using same transportation as students
    without disabilities?

53
Extended School Year
54
Limited English Proficiency
55
Hearing and Vision Impairment
56
You Do It File Review Activity
  • Look at your IEP Services and Other
    Considerations form.
  • Does it satisfy the criteria for compliance?
  • Would you change anything?

57
Accommodations
  • Accommodations Idaho Definition
  • Changes in the curriculum, instruction, testing
    format, or procedures enabling students with
    disabilities to participate in a way which allows
    them to demonstrate their abilities rather than
    disabilities

58
Accommodations
  • Categories of accommodations
  • Presentation
  • Response
  • Timing/scheduling
  • Setting
  • Accommodation Wheel

59
Accommodations Examples
  • Response accommodations
  • Scribe
  • Word processor
  • Tape recorder
  • Responding in test booklet (not on answer sheet)
  • Monitoring of test response, if answer sheet is
    used
  • Calculator
  • Spelling and grammar checker
  • Braille

60
Adaptations
  • Adaptations Idaho Definition
  • Changes to the curriculum, instruction, or
    assessments that fundamentally alter the
    requirements, but that enable a student with an
    impairment that significantly impacts performance
    an opportunity to participate

61
Adaptations Examples
  • Fewer concepts to be mastered
  • Different test questions
  • Material at a different reading level

62
Documenting Accommodations and/or Adaptations in
the IEP
  • IEP Accommodations Pages
  • Form 410d Classroom and Statewide Assessment
    Participation

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66
Federal and State Law
  • Federal and state laws require all students with
    disabilities be included in all statewide and
    district wide assessments.
  • IEP Teams must address
  • Need for accommodations and/or adaptations to
    facilitate student access to grade-level
    instruction and statewide assessments
  • Use of alternate assessments to assess the
    achievement of students who cannot participate in
    general assessment

67
  • Eligibility for a student to take the IAA The
    student must meet all of the criteria listed
    below for the IEP Team to determine that the
    student is eligible to participate in an
    alternate assessment
  • The students demonstrated cognitive ability and
    adaptive behavior prevent completion of the
    general academic curriculum even with program
    accommodations and/or adaptations
  • The students course of study is primarily
    functional-skill and living-skill oriented
    (typically not measured by state or district
    assessments) and
  • The student is unable to acquire, maintain, or
    generalize skills (in multiple settings) and to
    demonstrate performance of these skills without
    intensive and frequent individualized
    instruction.
  •  

68
You Do It File Review Activity
  • Look at the IEP Accommodations page you have
    brought with you.
  • Does it satisfy the criteria for compliance?
  • Would you change anything?

69
Behavior
70
FAPE and LRE
  • IEP team explains the extent to which the student
    will not participate in the general education
    classroom, curriculum, or extra
    curricular/non-academic activities.
  • The IEP includes a written explanation justifying
    the teams decision.
  • LRE statement aligns to Service Page

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74
You Do It File Review Activity
  • Look at the LRE Placement and Educational
    Environment page you have brought with you.
  • Does it satisfy the criteria for compliance?
  • Would you change anything?

75
Consent for Initial Provision of Special
Education and Related Services
  • .Consent for initial provision of special
    education and related services
  • Parental consent for the initial provision of
    special education and written notice for the
    implementation of the IEP are required

76
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77
You Do It File Review Activity
  • Look at your IEP LRE Placement and Written Notice
    Forms.
  • Do they satisfy the criteria for compliance?
  • Would you change anything?

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81
Reflection
  • Day 2 Agenda
  • IEP Development
  • IEP Team
  • Present Level of Performance
  • Goal
  • Services
  • Accommodations / Adaptations
  • Written Notice and Consent

82
Thank You!
  • Thank you for the commitment you have made to
    teach children with disabilities in Idaho.
  • http//www.youtube.com/watch?vTlp7UvLvqXI
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