New Teacher Training

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					   New Teacher

West Clermont Local School District
          Welcome New Teachers!
   Kimberly Bischof    Stephanie Rowland
   Bridget Grace       AHS
   Lynn Niergarth      Veronica Moermond
   Josh Belcher          Rachel Gibson
   Kathy Ballitch        Christine Zboril
   Katie Mellman         Nichelle Mitchell
  Your Special Education
  Administration Team
 Laura Nazzarine
   Director of Special Education
   Sara Jane Hutcherson and Linda Diener
   943-5029

 Chuck Boothby
   Special Education Supervisor
   943-5043

 Chris Curtin
   Special Education Supervisor
   943-5011

 Julie Carter
   Special Education Supervisor and Transition Coordinator
   943-5025
 Day 1           September 18th, 2009
     Introduction and Overview - Nazzarine
     Whose Idea is This?- Team
     Evaluation Team Report- Randy Siler
     Developing Present Levels- Carolyn Holland
     Developing Goals and Objectives- Renee Renken
     Progress Book- Question and Answer Workshop- Team

 Day 2           September 21st, 2009
     IEP Procedures- Team
     Building Rapport with Parents, Student, & Staff Communication- Team
     Alternate Assessment Overview
     OAT/OGT- Nazzarine
     Discipline / Behavior Intervention
     FBA, BIP, Manifestations
     Progress Monitoring
Training Objectives
•Introduce new teachers to forms and procedures related to special education
•Familiarize teachers with “Whose IDEA Is This” and law pertaining to special
•Teachers will become proficient in reading and interpreting ETRs and writing IEPs
•Teachers will be introduced to progress monitoring strategies and data disc
•Teachers will become familiar with intervention strategies and understand the correlation
between these and OAT/OGT success
•Behavior intervention and processes such as FBA and Manifestation Determination will
be reviewed
•Teacher will become familiar with the process & requirements for Alternate Assessment
•Progress Monitoring – Application with data disc
 Our mission is to ensure academic excellence for
 all students, in a safe environment, supported by
 parents and the community.
 Special Education Services in the West Clermont Schools are
  committed to educating students in the least restrictive

 Special Education Services are distributed throughout the district
  in order to maintain students in their neighborhood schools as
  often as possible.

 Each building provides a continuum of services where teams of
  intervention specialists serve students cross-categorically.
       Special Education Teacher
 Teach (one on one, small group within or outside classroom, whole group,
    and co-teach)
   Share student’s IEP goals and expectations with regular education teacher of
   Prepare lesson plans, implement lessons, assess student work, collect data and
    share data with IEP team members
   Collaborate with academic team and help develop conventional teaching methods
    to meet individual student needs in relation to grade level content standards
   Meet weekly with general education teachers- Discuss daily schedule,
    modifications, behaviors, assignments, upcoming assessments and future
    planning (all modifications will be completed before assignment or assessment is
   Liaison to special service personnel (OT, PT, Speech etc…)
   Administration, including updating and maintaining pupil MFE, IEP and student
    records and progress monitoring
   Work with “at risk” students and collaborate with colleagues to identify or rule out
    student’s special needs
   Communicate with parents and or guardian of special education students
   Attend meetings and in-service trainings
          District Demographics
                   * as of 09-01-09

District Student        District       District Special
  Enrollment       Special Education     Education

    8661                1394                16%
        Special Education

 ADD                    IEP
 AU                     LRE
 BIP                    MD
 CD- DD?
                         MFE
                         PT
                         OHI
                         SLD
 ED                     PDD
 ESL                    TBI
 FAPE                   VI
 HI                     ADHD
 IDEIA                  OT
   ADD- Attention Deficit Disorder                      IEP – Individualized Education Plan

   AU – Autism                                          LRE – Least Restrictive Environment

   BIP – Behavior Intervention Plan                     MD- Multiple Disabilities

   CD – Cognitive Disorder- Developmental Delay?        MFE- Multi-factored Evaluation

   FBA – Functional Behavior Analysis                   PT – Physical Therapy

   CEC – Council for Exceptional Children               OHI – Other Health Impaired

   ED – Emotional Disturbance                           SLD – Specific Learning Disabilities

   ESL- English as a Second Language                    PDD- Pervasive Developmental Disorder

   FAPE – Free and Appropriate Education                TBI- Traumatic Brain Injury

   HI – Hearing Impairment                              VI- Visual Impairment

   IDEIA – Individuals with Disabilities Education      ADHD- Attention Deficit Hyperactive Disorder
    Improved Act
                                                         OT – Occupational Therapy
   SLP – Speech and language Pathologist
      Special Education Resources
 Whose IDEA Is This?
 IEP Procedures
 Phone Log
 Collaboration/ Communication Log
 Attempts to Obtain Parent Participation
 Prior Written Notice
 Parent Excusal Form
 Physical Safe Hold Report
Whose Idea Is This?

     Parent’s Guide to Individuals
with Disabilites Education Improvement
         Act of 2004 (IDEA)
               Whose Idea is This?
            A Resource Guide for Parents

 This Resource Guide MUST be presented and reviewed
  with parents EVERY time there is an IEP / ETR
   Parents check/sign on IEP form that they received notice of
    procedural safeguards.

 The Resource Guide is presented to parents when there
  are disciplinary actions such as suspensions.

 The Resource Guide is presented when a student reaches
  “the age of majority”.
             Whose Idea is This?
           A Resource Guide for Parents

 Relevant Sections to be presented to parents:
   Steps to getting services
   Answers to frequently Asked Questions
   Commonly used terms
   Disability Conditions Defined
   Request for Due Process

Individualized Education
          Individualized Education Plan (IEP)
                     (Form PR-07)

 Each school district shall have an IEP in effect for each child
  with a disability within its jurisdiction who is receiving
  special education and related services by the child’s third
  birthday and at the beginning of each subsequent school

 In completing the future planning section, the IEP team
  should discuss and develop a plan to assist in addressing
  the child’s future. Family and student preferences and
  interests are an essential part of future’s planning.
             Individualized Education Plan (IEP)
                        (Form PR-07)

 The IEP team should review relevant data including the Evaluation Team
  Report, in determining the child’s level of performance.
 In reviewing data, the team should consider:
    How the child’s disability affects the child’s involvement and progress in
     the general curriculum, or for preschool children, how the disability affects
     the child’s participation in age-appropriate activities;

    How the strengths and interests of the child and the input of the parents
     will enhance the education of the child;

    If it is an annual review, the degree to which the current annual goals and
     instructional objectives are being achieved by the child.
 Based upon the review, the IEP team should identify and
  document the child’s Present Levels of Performance, which
  should accurately describe the effects of the child’s
  disabilities on the child’s involvement and progress in the
  general curriculum.

 The IEP team shall document measurable goals and their
  related content areas, benchmarks/short-term objectives,
  and student progress.

 The IEP shall also describe how the parents, legal guardians
  will be informed of progress at least as often as parents of a
  nondisabled child. The IEP team must determine how the
  progress towards annual goals will be measured.
 To complete the portion of the IEP that identifies the
  services to be provided, the IEP team will need to
  determine and document the special education and
  related services and supplementary aids and services to
  be provided to the child, and a statement of program
  accommodations or modifications that will be provided
  to the child.

 The IEP team must identify and document the initiation
  date of the services, the expected duration of the
  services, and the frequency of the services across all
  goals to be provided.
 Based upon the information that the district has gained as part of
  developing the present levels of performance, the IEP team must
  determine if issues related to any of the following Special
  Factors need to be considered in the development of the
  student’s IEP:

   Behavior – if impedes learning of self or others
   Limited English proficiency
   Visual impairments
   Communication
   Deafness/hearing impairments
   Assistive technology services and devices
 In addition to the Special Factors listed, other
  considerations to be made by the IEP team include
  issues involved in:
   Physical education
   Extended school year
   Transition service requirements at age 14
   Testing and assessment
   Transfer of Rights

  *For visual impairments, transition services, and testing and
    assessment, complete the applicable section of the IEP form as
 The IEP team must determine and document the Least
  Restrictive Environment (LRE) in which the identified
  services will be delivered so that each goal may be
  achieved. The IEP team shall explain why the child will not
  participate with nondisabled children in the regular
  classroom if the child’s LRE is someplace other than the
  regular classroom.

 Reference: Rule 3301-51-07(A) Operating Standards
Progress Book IEP
 Make sure an invitation is sent out 2 weeks prior.
 All attempts to contact parents are documented.
 Please make sure that a draft copy is sent home prior to the meeting!
 Review Timelines- 30/60/30 - However the 60 for the ETR(MFE) starts when
  parent permission is signed and 30 for the IEP begins once the MFE is signed.
 The most recent Progress Monitoring from the previous IEP MUST be attached
  to the new IEP and sent to the main office no later than a day after the meeting
  is held.
 All initial IEP’s and MFE’s must be sent over to the main office together in
  order for the office to get them into the system.
 Please send the forms over in this order: EMIS, IEP with signature page,
  Parent Invitation, Progress Monitoring
   IEP Page 1 Main Points
 “Other Information”- Consider this similar to the bottom box on
  the old special factors page with additional information needed.
    Summary of Special Education Services
      MUST INCLUDE: LRE, Disability Category, Related Service
    Other language spoken at home, medication
    List attempts to contact if the IEP is held without the parent
    Medical Information
    Any additional information that would be useful
      Pull in information from the general factors (number 10)
IEP Page 1 Continued
 Meeting Information:
   Amendments- The process will remain the same. We will
    not use the amendment section on page 1 of the IEP. There
    will be an attachment page that will be used for all
   Review Other Than Annual Review- only when adopting an

 IEP Time Lines:
   Reminder that all IEP ending dates must be one day prior
    to the start date of the current IEP. Please make sure all
    lines on this box are filled in!
                          IEP SECTIONS
Section 1- Future Planning

 This section has not changed, however the vision statement
  must be collected prior to the meeting!
 The IEP team shall ensure that family and student preferences and
  interests are an essential part of the planning process. The team will
  document the planning information on the IEP. (OS page 65)
Section 2 -Special Instructional Factors

 Same as the top part of the old special factors page of the
                       IEP SECTIONS
Section 3- Profile

 Include strengths and weaknesses
 Address characteristics of the disability
 Interests of the student
 Detailed data on how the student is performing in relationships
  to typically developing peers.
 Concerns of the parents for the education of their child
 The results of the performance on any state or district wide
 Academic, developmental, and functional needs of the child
                             IEP SECTIONS
Section 4 and 5- Postsecondary Transition

 For age 14 and 15 the statement needs to focus on the courses of study,
    including small school.
   For age 16 Age Appropriate Transition Assessments must be summarized and
    Postsecondary Transition Services must be included.
   The school district is responsible for the activities that may enable a student
    achieve the post secondary goal, NOT the goal itself.
   Under person agency responsible list the title of the person.
   Beginning date is the date the IEP starts.
   Duration depends on the activity (i.e. Occupational Orientation-1 semester)
                         IEP SECTIONS
Section 6 -Measurable Annual Goals

 Present Level of Academic Achievement and Functional Performance- This
  must be goal specific and content driven and must include the baseline data
  that the goal is focusing on. This is where we put the current academic or
  behavior data that supports the goal and objective.
 For students that are also ESL the score from the Ohio Test of Language
  Acquisition (OTELA)
 The Annual Goal must be measurable, include the state standard, and should
  reflect the end criteria of the benchmarks.
 Measurable Objectives (benchmarks) should be broken down into quarterly
  measurable objectives.
                         IEP SECTIONS

Section 7- Description(s) of Specially Designed Services

 Under ‘Specially Designed Instruction’ use the statement:
    “Direct and consultative special education services provided by
                         special education staff.”
 Under ‘Provider Title’, place the title of the teacher “Special
  Education Teacher or Special Education Tutor”
 For ‘Location of Services’ place where the services will be provided.
  For example: learning lab for reteaching of concepts, general
  education classroom, speech room, motor room etc.
 Goals Addressed: Enter the number of each goal that will be
  supported by the service listed.
                        IEP SECTIONS
Section 7- Description(s) of Specially Designed Services Continued…

 Under Amount of Time place ‘225 minutes weekly.’ If questions arise
  between times for direct and consult services or the number of total
  minutes consult with your supervisor. This is a great example as to
  why a draft should be sent home prior to the meeting to make sure you
  are prepared for these type of questions!
 Frequency- daily
 The same process is used for related services (OT, PT, SLP, VI, etc)
 Assistive technology is used for very few students. For most students,
  it is the parents decision to use assistive technology and the cost of
  replacement and maintenance are the parents responsibility. Some
  examples of assistive technology would be FM systems, big mac
  switches, and augmentative communication devices.
                          IEP SECTIONS
Section 7- Description of Specially Designed Instruction Continued…

 Accommodations provide access to, but do not alter the amount or
  complexity, testing accommodations go here and these should be
  linked to the present levels of performance.
 Modifications alter the content (decreasing amount or complexity)
 Support for School Personnel
   This portion can be left blank
   HQT Teachers
   District Wide Professional Development 09-10 School Year
   Consultation with other professionals.
 Services to support medical needs are done through consulting with
  Cathy Martens. For example, any time a student has a seizure disorder
  Cathy Martens needs to be present to develop a plan.
                                 IEP SECTIONS
Section 8- Transportation as a Related Services

 The only students that we list as requiring special transportation are those students
  who require the use of a wheel chair lift bus.
 Accommodations can be provided on a typical bus but any accommodations must be
  approved by your supervisor or principal.
    If an aide on the bus is being considered the Director of Special Education must be notified.

Section 9- Nonacademic and Extracurricular Activities

          “The child will have equal access to participate in nonacademic/ extra
                    curricular activities as there non-disabled peers.”

 If they choose not to participate – “At this time, the students’ parents have elected not
  to participate in non-academic and/or extracurricular activities.”
 Give examples of specific clubs that students have the right to access. All students
  have the right to try out for a team but there is no right t play if they do not make the
                         IEP SECTIONS
Section 10- General Factors

 Each one of these issues are addressed in the IEP.
 The last general factor is ESY- ‘extended school year’ services.
   For the majority of the students there is no reason for ESY and the
    first box should be checked.
   If there needs to be a discussion around the second or the third box
    please make sure your principal or supervisor is at the meeting.
   ESY must relate back to an IEP goal and objective!
                          IEP SECTIONS
Section 11- Least Restrictive Environment
 If the child is in the home school the first box is checked yes.
 The second box is checked no if the LRE code is IE14 or higher. If the LRE is
  IE13 then the box is checked yes.

Section 12- Statewide and District Wide Testing
 If the team chooses to excuse a student from the consequences, there must
  be justification. The two reasons for this are: ‘The students curriculum is
  significantly different’ or ‘The child requires accommodations that are beyond
  the accommodations allowed for children taking state wide assessments.’
 If a student is on alternate assessment they must be so in all areas. There also
  must be justification:
      “Due to the nature or severity of the students disability, the student will
                         participate in Alternate Assessment.”
                            IEP SECTIONS
Section 13- Meeting Participants

 This is much like the top portion of the current signature page. The change comes in
  the form of the second section where people who are excused are written down.
 For an IEP member to be excused from the meeting the parents needs to know about it
  in advance.
 The person missing the meeting must be excused in writing by the parent and must
  submit written input into the IEP.

Section 14- Signatures

 The set up is different but the parents will need to sign for the same reasons.
   The first section is for initials IEPs only.
   The second section is for an annual review
   The third section deals with change of placement.
 The parents must also sign the bottom 2 boxes that they received their procedural
   safeguards and that they are leaving with a copy!
Progress Book – Special Services 9.1
 Text boxes in the new program DO NOT expand
 You can add additional information to an attachment page,
  but this page is yet to be uploaded on the new program!
 You DO NOT need to clarify the person responsible by
  stating their name on the services page of the IEP
 For amendments that result in the addition or subtraction of a
  related service, you MUST do a new front AND section 7,
  “Specially Designed Instruction”
 You must check the “complete” button on the Open Task
  page prior to sending the IEP to main office
Creating your Class List

                           Go to

                       District ID: westclermont
                       User ID: lastfirstnames
                        Password: password
You will have an “Educational Support” class when you log
               In, click on this link to begin!
Click on “Update Roster”
Click on “Add Students
   Schools are represented by #s – your
    School should show up by default!

 Staff in more than one building can select
  Students from more than one school by
          Using the dropdown box

You can select the grade to look at or search
 By last name. If you select no grade level,
 All students from the building will be listed
You can select the grade to look at or search
 By last name. If you select no grade level,
 All students from the building will be listed
Select students by clicking the
 Boxes next to their names

                                  After selecting all students, click
After saving, Close the window!
Saved students should now be on your roster! Click on “Grade Book”
               At the top of the page to return home
You can add students as the year goes on from this screen
     By again clicking on “Educational Support” and
               Going through this process
Progress Book 9.1
 Special Services
   Navigating the new program
   Creating IEP forms
   Importing state standards to goal pages
   Creating from existing documents
   What about Progress Monitoring?????
Navigating Special Services

             Click on “Special Services” to get to the IEP
                  Program – you will be prompted to
                             Log in again!

              You can go to to log in
                              As well
A whole new look!!!!
You decide what tasks are priority
  And when these tasks expire!
This special services home page displays
  All of the tasks that you are currently
                Working on
Click on “Open Tasks” to work on
     Individual student forms
The “Open Tasks” screen will allow you
To pull down your class list and choose
         A student to work on
After choosing the student, click “new”
   To begin working on a new task
 This screen allows
 You to pick the task
You wish to complete
And set a completion
  You will choose from an
   Initial IEP, a Periodic
  Review, an over age 14
 Periodic Review, a Final
 IEP for graduation, etc…

 For example, we will look
At writing a Periodic Review
     For an 11th grader
 Choose an end
Date by clicking on
  The calendar.

This end date is a
 Tool to help you
Manage time and
Get IEPs done on
The “Due Date” is the due
     Date of the IEP!

  At the start of the year
 You can input this so all
Of your students will show
 Up on the “Open Tasks”
 Page and you can see
When their IEPs are due!

      Click on “start task”
      When you’re ready
       To begin working
All of the new IEP forms listed here, simply click
                To begin working!

          Scroll down for more pages

Check Boxes to Print as you go, print button at
           Bottom of this page
 You can mark this as a priority task if it is
                Due soon

You can change student information if need
      Be through Student Properties
Begin working on your IEP by clicking on “Cover Page”
You can change the name of the form, mark complete when
                    You are finished
 A spell checker is built in the program

  Right click on the word to retrieve
Suggestions or to add the word into your
  Dictionary (ETR is a good example)
Example of spell checker

            Save and close when you’re done!
             Sessions time out in one hour.
Importing State Standards into Goal

       Click on “Goal” from Open Tasks page to start
Click on “Bank Import”
                  Click on “Edit Goals Section”

Must click on “Edit Goals!!!!!”
This defaults to your PLOP!!!
Click on “Add Standards”
Use dropdown boxes to select standards from the appropriate
                       Grade level
 After selecting Reading
  Standards for this 11th
 Grader, We now need
To check off the standard
   That applies to the
   Annual goal on our
After making my selection I then
   Click “Add Selected Items”
You can click “Return to IEP” and the Ohio Academic Standard will appear
                     In the Goals section of your IEP

                                                  “Return to IEP” will save
                                                   Your work and get you
                                                    Back to the IEP form
The standard appears in the “Measurable Annual Goal”
   Section….don’t forget to write a MEASURABLE
                Goal for the student!
You can click here to create additional pages
     Or you can create new from above
To create from an existing document, click the
      Icon that looks like 2 pieces of paper
Select the task and page that you want to
          Create your form from!
 DO NOT Close Task when all forms
Are completed. We are trying to restrict
        Access to this option!
Progress Book – Additional Information
Add demographic information here – County, District of
                 Residence, etc…
    Clicking on “Add a Form” will allow you to access
the parent invitation form as well as an attachment page
You MUST check the completed button
 at the top prior to sending the IEP to
      Main office to be finalized!!!
Day 2
IEP Meeting Procedures
      IEP Procedures
      Before, During and After the IEP Meeting
Two Weeks Prior to IEP
1.    Provide written notice of IEP meeting to parents, service providers (OT, PT) and outside agencies
2.    Input forms sent to general education teachers listing meeting time and place
3.    Update progress Monitoring Form and collect graphs and data

One Week Prior to IEP
1.   Confirm with Principal or Supervisor meeting time
2.   Email Team Members a reminder of the meeting time and place
3.   Send home a copy of a DRAFT of the IEP- Note DRAFT
4.   Confirm the room location

Two Days Prior to IEP
1.   Make copies of IEP for all member of the team
2.   Make copies of teacher input
3.   Begin completions of EMIS forms
    IEP Procedures
    Before, During and After the IEP Meeting

During the IEP
1.    Who Must Be in Attendance?- Principal or supervisor (May Not Conduct Meeting Without
2.    A General Education Teacher
3.    A representative from district with financial responsibility (if applicable)
4.    Additional Participants- Support staff (PBSS, Speech, OT, PT etc…), Counselor

                       Please Bring
                       1.    Progress Monitoring from Current
                       2.    Current IEP
                       3.    Draft of New IEP
                       4.    EMIS Form
                       5.    “Whose IDEA is it?” Handbook
                       6.    Copies of teacher input form
                       7.    A copy of the parent invitation if you
                             haven’t received it earlier from
                         IEP Procedures
             Before, During and After the IEP Meeting
Agenda for Meeting                                           8.    Discuss Modifications- (extended time, calculator)
1.    Introduce all member of the team                       9.    Discuss and complete Testing Page
2.    Present teacher input forms and excuse teachers        10.   Discuss and complete Special Factors Page
      that are not present. Have teacher initial signature         -ask parents if there is anything that they would
      page next to teacher’s name- Parent has the right            like to add to the additional information box
      to stop the meeting                                          (special medication, health issues etc…)
3.    Confirm receipt of the IEP and invitation (If you      11.   Have all present sign the IEP signature page
      have not received receipt of invitation, ask parent          -Parent signs for periodic review
      to sign another one
                                                                   -Parent signs acknowledging receipt of
4.    Review the IEP                                               “Whose Idea is It?”
      -Confirm Front Page Data (Address, Phone etc.)         12.   Complete EMIS and have administrator sign off
      -Discuss Future Planning Section
      -Discuss Present Levels                                                        *NOTE*
5.    Review current IEP progress monitoring and              All handwritten changes or any future addendums must
      mastery of goals                                                be added to the computer program before the
6.    Allow time for parent questions or concerns                    conclusion of the meeting. Parents MUST leave
7.    Explain the alignment of goals and objectives                               with a completed IEP!
      “These goals come directly from the 8th grade
      English content standards that all 8th grade
      students are working on this year.”
                  IEP Procedures
      Before, During and After the IEP Meeting

After the IEP
1.    Parents receive copy of IEP and “Whose Idea Is This”?
2.    Teacher puts IEP in proper order
      -Parent Invitation Page
      -Student Information / Present Levels Page
      -Annual Goals and Objectives Pages
      -Special Factors Page
      -Testing Page
      -Signature Page
      -Copies of Progress Monitoring, and Teacher Input forms
3.    Copy for your records and send original to main office within 24 hours
4.    Put new IEP in (small schools binder / office folder and a copy for your
      own records)
Building Rapport
Building Rapport with Students
 Having rapport as the foundation for any relationship means that
  when there are tough issues to discuss, you can more easily find
  solutions and move on. Fortunately, you can learn how to build
  rapport. Rapport happens at many levels.You can build rapport all
  the time through:
   The places and people you spend time with
   The way you look, sound, and behave
   The skills you have learned
   The values that you live by
   Your beliefs
   Your purpose in life
   Being yourself
Strategies to Build Rapport
 Take a genuine interest in getting to know what's important to the other
    person. Start to understand them rather than expecting them to understand you
   Pick up on the key words, favorite phrases and way of speaking that someone
    uses and build these subtly into your own conversation.
   Notice how someone likes to handle information. Do they like lots of details or
    just the big picture? As you speak, feed back information in this same portion
   Look out for the other person's intention — their underlying aim — rather
    than what they do or say. They may not always get it right, but expect their
    heart to lie in the right place.
   Adopt a similar stance to them in terms of your body language, gestures, voice
    tone and speed.
Parent Communication
Parent Communication
 Keep a phone log and communicate with parents on a regular
 Allow parents access to you and respect their wishes to speak
  with you by returning calls within 24 hours
 Develop a system that works for you and the parents you are
  working with
“Even when your students don’t believe in themselves, you need to believe in them, for them!”

Parent                                           School
I want the best for my child.                    Great! Wes are on the same page.
                                                 We all want is best for our kids!
They don’t do anything unless we                 We strive to provide any service
ask them/ tell/ force them.                      requested of us.
They don’t use any of the information Our staff is well trained and we rely
I have been reading or have referred on the latest studies in literature.
Their methods are not working for                We would be happy to consider
my child.                                        alternative methods…if the parents
                                                 suggest any.

                                  “If you are not ready today, you will be even less so tomorrow!”
Collaboration with Regular Ed Teachers
Intervention Strategies for Students
 Directions or Instructions: Make sure directions and/or
  instructions are given in limited numbers. Give
  directions/instructions verbally and in simple written
  format. Ask students to repeat the instructions or directions
  to ensure understanding occurs. Check back with the student
  to ensure he/she hasn't forgotten. Chunk your information,
  when 2 things are done, move to the next two.
Intervention Strategies for Students
 Assignments: A student with special needs will often
  need assignments modified or reduced. Always ask
  yourself, 'How can I modify this assignment to ensure
  the students at risk are able to complete it'. Sometimes
  you'll simplify the task, reduce the length of the
  assignment or allow for a different mode of delivery.
  How can you assure that the student has access to the
  general education curriculum and are focusing on
  important state level standards and benchmarks?
Intervention Strategies for Students
 Contracts: It may help to have a working contract
  between you and your students. This helps prioritize the
  tasks that need to be done and ensure completion
  happens. Each day write down what needs to be
  completed, as the tasks are done, provide a checkmark
  or happy face. The goal for using contracts is to
  eventually have the student come to you for completion
  sign offs.You may wish to have reward systems in place
Intervention Strategies for Students
 Hands On: As much as possible, think in concrete
  terms and provide hands on tasks. This means a child
  doing math may require a calculator or counters. The
  child may need to tape record comprehension activities
  instead of writing them. A child may have to listen to a
  story being read instead of reading it him/herself.
  Always ask yourself if the child should have an alternate
  mode or additional learning materials to address the
  learning activity.
Intervention Strategies for Students
 Tests/Assessments: Tests can be done orally if need
  be. Break tests down in smaller increments by having a
  portion of test in the morning, another portion after
  lunch and the final part the next day.
 Seating: Where are your students seated? Hopefully
  they are near a helping peer or with quick access to the
  teacher. Those with hearing or sight issues need to be
  close to instruction which often means near the front.
Intervention Strategies for Students
 Parental Involvement: Planned intervention means
  involving parents. Do you have an agenda in place that goes
  home each night? Are parents also signing the agenda or
  contracts you have set up? How are you involving parental
  support at home for homework or additional follow up?
Alternate Assessment
                                                  Chapter 1

       ALL children enrolled in any public
        school district are required to participate
        in state assessments

    References: IDEIA, NCLB and Ohio Law

    In Ohio, there are three ways to assess
    student achievement of academic content
        1. participation in the general assessment
           without accommodations
        2. participation in the general assessment with
           allowable accommodations
        3. participation in an alternate assessment

             Further information: Ohio Statewide Testing Program Rules Book
Pg. 1                      or the Office for Exceptional Children
        Which students should take an
        alternate assessment?

         Ohio’s Alternate Assessment was
         developed for students with significant
         cognitive disabilities.

         Participation decisions are made by the
         student’s IEP team
          Follow Ohio Guidelines for
           Participation in Alternate Assessment
           (chapter 2)
Pg. 2
   What is an Alternate Assessment?
         Must be aligned with the State’s content and student
          achievement standards.

         Must report student achievement in the same way as the
          State’s regular assessment.
           advanced, accelerated, proficient, basic, limited

         Must serve the same purpose as the assessment for which it is
          an alternate
           i.e., Reading, Writing, Mathematics, Science, Social Studies

Pg. 9
        Is there a “cap” on how many children may
        participate in alternate assessment?

         The IEP team decides how a student will participate in
          statewide assessment.

         Federal rules limit the number of alternate assessments scores a
          district may count as “proficient” in district accountability
              This limit is set at 1% of tested population
              Annual appeal process for states and districts to seek waiver of impact
               of 1% cap
              Waivers are granted for one year only

Pg. 2
        Should students who are not expected to
        do well on the general assessments
        participate in alternate assessments?

        No. The decision about a student’s participation in the
         alternate assessment must not be made on the basis of the
         student’s “perceived probability” of poor achievement on
         the general assessments. As many students as possible
         should participate in the general assessments.

Pg. 2
        Can students participate in the general
        assessment in one content area (e.g.,
        mathematics) and participate in the alternate
        assessment in another content area (e.g.,

        No. If a student can participate in any part of the
        general assessment, then he or she should take the
        entire general assessment with accommodations as

Pg. 3
          What grades and subjects are in the
          alternate assessment?

         The same grades and subjects as are tested in the general
         It is critical that the EMIS grade level assignment
          corresponds to the Alternate Assessment Collection of
          Evidence that is submitted for a student.
         The district of residence and the district of service must
          reconcile the specific grade level for each student prior to
          completing the AASWD.

Pg. 3
          What about the “2% AASWD”
          flexibility that the USDOE has written
         Final federal regulations have now been issued on what has
          come to be known as the 2% assessment.
         The Ohio Department of Education will be gathering
          input in the coming year on the most appropriate ways to
          develop an assessment based on modified academic
          achievement standards for certain students with
         The population for whom such assessments would be
          appropriate is NOT the same as the current AASWD.

Pg. 4
        Ohio AASWD Decision Making
        Framework for Participation


Pg. 7
        AASWD Administration Flowchart
        (With Typical Time Frames)
            IEP team identifies the                                             Educational team identifies content
         students who will participate   Enrollment information is sent to   standards based on student’s grade level;
        in the Alternate Assessment.      District Test Coordinators and       selects benchmarks, applications and
                                             returned to contractors.                         tasks.
                                               (October/November)                    (September – December)

         Administrator reviews and          Educational team collects,
                                                                                   Assessment materials sent to
          signs completed COEs.          documents and organizes COEs.
                                                                                    District Test Coordinators.
            (February – March)                (September – March)

        Completed COEs are sent to              COEs are scored.                     Score reports are shipped to
               contractors.                         (April)                                   districts.
                 (March)                                                                    (May – June)

Pg. 9
         Relationship of AASWD and the IEP

                              Instructional Activities

             IEP Goals:                          Alternate Assessment:
                                                     Demonstration of
         Progress in skill areas
                                                     performance areas

         (progress monitoring)                  (“snapshot” of achievement)

Pg. 14
              Visual Representation of COE 2008-09
           Entry Sheet 1

                                                    Entry Sheet 2

           Informational                           (Mathematics:
               Text                                   Patterns,
                or         1                                          1 2
              Writing:         2                   Functions and
              Writing                  3              Algebra)                3

             Reading or Writing                          Mathematics


         Entry Sheet 3
                                                    Entry Sheet 4
                           1 2                     (Social Studies:   1 2
                                    3                Economics)                  3

                   Science                                  Social Studies
Pg. 19
Behavior and Behavior
   Interventions –
   Tonya Schmidt
 FBA / BIP /
Functional Behavior Assessment (FBA)

 A Functional Behavior Assessment (FBA) is a collaborative problem-solving
    process that
   is used to describe the “function” or purpose of a student’s behavior.
    Understanding the
   “function” that a behavior serves for the student assists directly in designing
   programs and developing behavior plans with a high likelihood of success.
   The collaborative problem solving process is the foundation for many team
    processes in
   education, including the IEP processes, functional behavior assessment,
   intervention planning process, and intervention-based assessment.
   Manifestation Determination Review
                     (Form PR-03)
 A manifestation determination review is required to
  determine the relationship between a child’s disability
  and the behavior subject to disciplinary action.

 The reviews must be conducted by the IEP team and
  other qualified personnel. The team must consider, in
  terms of the behavior subject to disciplinary action, all
  relevant information, including but not limited to, the
  child’s IEP, any teacher observations, and any relevant
  information provided by the parents of the child.
 Summary of data that may be reviewed:

     Evaluations
     Information provided by parents
     Student’s IEP
     Student’s placement
     Observation of the student

 Reference: Rule 3301-51-05(K)(7)
Progress Monitoring
Progress Reports
 It is the district’s expectation that you put all progress
  monitoring in a separate file folder using the data disc this
  school year.
 Progress monitoring must be sent home at mid-term and

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