Catching Up and Planning

							A Special Session on CAPs

      Presentation developed by
           Sandy Schmitz
          and delivered by
           Marilyn Friend
Plan for the Afternoon

  Introductions and explanations:
   Dr. Melody Bounds
  CAPs overview: Dr. Marilyn Friend
  10 Tips: Ms. Linda Greaux
  Work groups:
        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
     members
    Sequential and targeted
Example: Activities
 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
     suspected EmD

    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
     Training 2.
What are Appropriate Timelines for Each
Activity?
  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
   completed
  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
     each activity
   • Who will be responsible for
     supervising each activity
Why is Each Activity Included?

  Questions   to be addressed are
    Why  is this activity most
     appropriate?
    What is the relationship between
     the activity and the evidence of
     change?
Example: Why

 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
     curriculum
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)
    New forms/procedures

    Documentation of meeting timelines

    Summary/documentation of record reviews
How will the District Follow-Up/Self
Assess?

  • Describe how each specific activity will be
      followed-up, monitored, and maintained by the
      district to ensure that the expected changes
      take place
  •   Must be measurable
  •   Must be specific
      •   Who will do it?
      •   What will be done?
      •   How will it be documented?
      •   When will it be done?
Example: Follow-Up/Assessment

 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?


  Fiscal
  Human
  Internal to the district
  Outside the district
Let’s Do It!