A Special Session on CAPs
Presentation developed by
and delivered by
Plan for the Afternoon
Introductions and explanations:
Dr. Melody Bounds
CAPs overview: Dr. Marilyn Friend
10 Tips: Ms. Linda Greaux
Dr. John McCook, Ms. Velva Haynes
Dr. Joe Olmi, Ms. Vivian Whitson
Dr. Marilyn Friend, Ms. Linda Greaux
Prepare a draft CAP (final copy due June 24)
I Think We Have A Problem…
What are activities?
Activities must be
As specific as possible
Directly tied to evidence within the
report and experiences of group
Sequential and targeted
NO INTERVENTIONS DESIGNED TO APPROPRIATELY
ADDRESS BEHAVIORAL CONCERNS AS POSSIBLE
INDICATORS OF EmD
Training 1. General training about EmD
Training 2. Case based instruction about characteristics of EmD
that begins to differentiate between behavior problems and
Training 3. Teacher groups (by grade clusters, e.g., 4th and 5th
grade) will present cases of students with behavioral problems
and discuss circumstances and characteristics as learned in
What are Appropriate Timelines for Each
If training is an activity, the timeline section
must include the date(s) of training
If developing a new document or form, this
section must include the date it will be
If reviewing files, this section must include
the timeframe in which the files will be
reviewed (e.g., monthly, quarterly)
Who is Responsible?
• CAP must specifically identify
• Who will be responsible for completing
• Who will be responsible for
supervising each activity
Why is Each Activity Included?
Questions to be addressed are
Why is this activity most
What is the relationship between
the activity and the evidence of
Effective prereferral interventions have not
occurred, resulting in an over-identification
of students with SLD
ACTIVITY: Regular education TST chair
assigned at each site
WHY: To provide adequate screening,
implementation, and documentation of
differentiated instruction based on general
What are Deliverables?
• Examples may include
Outcomes resulting from the training (e.g,
new observable behaviors)
Training materials, agenda (not sufficient by
itself for evidence of change)
Documentation of meeting timelines
Summary/documentation of record reviews
How will the District Follow-Up/Self
• Describe how each specific activity will be
followed-up, monitored, and maintained by the
district to ensure that the expected changes
• Must be measurable
• Must be specific
• Who will do it?
• What will be done?
• How will it be documented?
• When will it be done?
Students with disabilities do not have access to the
general education curriculum
ACTIVITY: Special Education Director will meet with High School
staff to identify the general education opportunities available to
general education students and develop a protocol that will be
used in IEP meetings to consider those opportunities for students
with disabilities. Special Education Director will model use of this
protocol for each HS special education teacher during an actual
IEP meeting for one of their students.
FOLLOW-UP: Sp. Ed. Director to attend IEP with meeting with
each special education teacher to observe use of the protocol to
effectively consider opportunities for inclusion.
What Resources are Needed to
Accomplish this Activity?
Internal to the district
Outside the district
Let’s Do It!