Beginning of the Year Meeting

8/21/13, 11:00 am-1:00 pmSHS, Room 300

Sabrina A. Scott, Student Services Director

AGENDA

11:00-11:30 District/Department Updates & Expectations 2013-14

11:30-12:00 Data Collection – Academic & Behavior

12:00-12:40 ETR (Evaluation Team Report)IEP (Individualized Education Program)SDI (specially designed instruction)

12:40-1:00 FBA (Functional Behavior Assessment BIP (Behavior Intervention Plan)

INTRODUCTIONS

SHARING POSITIVES

–Lunch on Sabrina – EAT EAT EAT!!!–Preschool Donation–Sabrina news–From you…..

State of the state for:Student Services

STATE OF THE STATE, Student Services of Sandusky City Schools

• Report Card--Expectations for ALL to learn and make PROGRESS in GEN ED curriculum

• Student Services --GENERAL EDUCATION (Response to Instruction and Intervention (RtII), Restraint and

Seclusion/ Positive Behavioral Interventions and Supports (PBIS), Academic Achievement for ALL)

• Student Services--SPECIAL EDUCATION (IDEA/ Operating Standards)

• Legal--Federal and State Legislation--R & S/ PBIS, IDEA, Section 504, ELL, Home Schooling

• Research/ practice--DSM-V, RtII (Wilson, Number Worlds, etc.)

• Fiscal--Federal/ State $, Parent Choices (SCCS, Haughland, Open-enrollment, contracts)

• High Quality Education--Specialization (ABC); Continuity (Preschool-12+), Consistency (across buildings,

teachers, etc.)

• BOTTOM LINE: Being a Winning District--Customer Service, Adult Accountability, and... Student Achievement!

Student Services Updates for

2013-14 School Year

Vision 2014: R-E-A-C-H 2009-10 Responsiveness 2010-11 Effectiveness 2011-12 Achievement 2012-13 Customization 2013-14 High Quality

2013-14: The Year of “HIGH QUALITY”

HIGH QUALITY

Specialization Continuity Consistency

Everyone, Everyday, Everywhere

PROGRAMS

PERSONNELSpecial Education

Intervention Specialists (SCS & SCCS)

Paraprofessionals

School Psychologists

Related Services:– Speech/ Language Pathologists– Occupational Therapists (ESC)– Physical Therapists (ESC)– Social Workers– Educational Interpreters– Hearing Impaired Teachers (ESC)– Visual Impaired Teachers (ESC)– Educational Audiologist (ESC)– School Nurse (SCS & Public Health Department)

PERSONNELGeneral Education / Overall District

Administrative Assistants– Shawnda Ramon: Assistant to the Director– Sue Prochazka: Data Warehouse (PBIS, RtII, Medicaid, IEP Anywhere);

Psychs/ABC– Joani O’Rork: All Records Requests– Lynne Kaufman: Preschool

School Nurses (district, nonpublic, building, individual)

English Language Learners (ELL) Tutor School Counselors

SERVICES

Assistive Technology (AT)• Thanks Sean & Leslie

Mental Health PBIS

• Psychs• Counselors• Social Workers• Intervention Specialists

DSM-V 2013 – Implications for ED, AU

CURRICULUM, INSTRUCTION & ASSESSMENT

• Student Services within Academic Department

• New Standards & Curriculum– A (Academic): EXPECT ALL TO MAKE PROGRESS– B (Behavior): Social skills curriculum– C (Community): Extended Standards– Preschool: Early Learning & Development Standards

EXPECTATIONS for 2013-14

• Focus: OUTCOMES - ACHIEVEMENT

– Academic [including alternate assessment, OTELA, RtII (ALL students)]

– Behavior (PBIS, Restraint & Seclusion, State Performance Plan – see handout)

– Community (including Life readiness)

HOUSEKEEPINGEveryone:• Responsible for Academic Achievement - PROGRESS in GENERAL ED CURRICULUM• Responsible for College - Career-Life Readiness• Responsible for ETR/ IEP compliance (dates per Shawnda; checklists per Sue; preschool license per Lynne)

ABC/ Psychs/ Therapists:• A--Beth Werling for Out-of-District (checklists, meetings, consultation); Kristen for Wilson, Number Worlds (monitoring)• B--Karen PBIS District Coordinator (trainer, consultant); Sean for PBIS and SPP (data collection, analysis, consultation)• C--Bill Myers (liaison to SS office, district team leader); Bill Carter for assessments, data analysis• A--part of curriculum/ academic dept• BC/preschool--focus for Student Services for 2013-14 (contracts, standards, legal, community, research)--seeing overlap!!• Therapies--Leslie (district contact--within, outside; AT (IPads, Kurzweil, etc.); related services team leader)

Recruitment and Retention:• SAS as district rep in region (brochures, website, newsletters, data analysis, networking)

Customer Service to district: • SS phone book, ABC/psych liaison to you, Admin Assts to support SAS/ ABC/ preschool

BLISS:• Legislative body for local procedures for special ed - NEED A (Academic) people--support practices, buildings (e.g., Section 504,

ELL, RtII, IDEA)

Contracted Services:• Same as last year: NPESC (OT, PT) and NCOESC (VI, HI, audiologist, Title III)

HOUSEKEEPINGAdministrative Assistants:• Shawnda - for SAS/ BOE• Sue - for ABC/psychs• Lynne - for preschool• Joani - for record requests

Important dates:• 8/22 - IEP Anywhere 8:30-11:30• 8/23 - C-team Extended Standards curriculum mapping• 8/30 - all staff PD

PARTYING GIFTS

• Whose IDEA Booklets

• Meeting Summary Forms

THANK YOU FOR ALL YOU DO!!!!

Here’s to a great year!!!!!

“A” Data Collection• What is Academic Data Collection?

– Academic data collection measures academic performance and progress (skill growth) of children (i.e., district-wide, building-wide, groups, and individual students)

– It is SCIENTIFIC!• Why is academic data collection important?

– Academic data collection assists school staff and teachers in identifying academic needs

– It helps us understand if our instructional practices and interventions are working

– Academic data collection reflects WHAT we are actually doing in the classroom

“A” Data Collection

• “A” data collection needs to continue throughout the Response to Instruction and Intervention process (RtII)

• “A” data collection also needs to continue if a student has been initially identified

• “A” data collection for ALL students, including those on IEPs, should reflect the data collection we do for RtII children

• We need to have the data available to reflect progress on IEP goals

“A” Data Collection• Things to note:

– RtII and IEP goals need to be measurable, so we can easily collect the data to show progress

– Data needs to be measurable!!!

– Anecdotal records should be more supplemental data

– The type of data collected needs to reflect what we are trying to measure

“A” Data Collection

• Differences between data collection:– Curriculum-Based Assessment (CBA)

• Shows mastery of the curriculum• Great for Tier I• Examples: MAP Assessment, formative and summative

assessments, short cycle assessments– Curriculum-Based Measurement (CBM)

• Student GROWTH or PROGRESS measures • Can be used at all Tiers• Examples: DIBELS, EasyCBM, AIMSweb

“A” Data Collection

• CBM Warehouse– http://www.interventioncentral.org/curriculum-b

ased-measurement-reading-math-assesment-tests#1

• CBM Manual for Teachers– http://www.jimwrightonline.com/pdfdocs/cbaMa

nual.pdf

Specially Designed Instruction (SDI) & Evaluation Team Reports (ETR)

What is Specially Designed Instruction (SDI)?

• SDI can be defined as adapting, as appropriate to the needs of an eligible child, the content, methodology, or delivery of instruction to:• Address the unique needs of a child as a result of

his/her disability• Ensure access of the child to the general curriculum

(National Dissemination Center for Children with Disabilities (NICHCY), 2013)

What makes SDI different from instruction that a general education student receives? • Specially Designed Instruction is

linked to a student’s IEP goals and objectives.

• SDI should be planned, organized, and meaningful in that it is an intentional and systematic process aimed to target a student’s needs that are listed in his/her IEP goals and objectives.

SDI: Interventions vs. Accommodations vs. Modifications

• Interventions: An evidenced-based intervention refers to a specific strategy or program that has been proven to be effective to improve a targeted skill when implemented and monitored with integrity.

• The goal of an intervention is to provide additional or modified instruction to help a student achieve adequate progress in a specific area.

– Example: Wilson Reading System & Fundamentals

SDI: Interventions vs. Accommodations vs. Modifications

• Accommodations: An accommodation eliminates or reduces obstacles associated with a student’s ability to perform at the same standard of performance expected of general education students.

– Example: Additional time, preferential seating

SDI: Interventions vs. Accommodations vs. Modifications

• Modifications: A modification is a change that revises the standard of performance and/or alters the expectations.

Best Evidenced-Based SDIInterventions• Results gathered from a 70 study meta analysis• Data gathered on students grades 6-12• Academic content areas included science, social

studies, English• Settings included general education, pull-out,

and resource room• Study looked at effects on treatment,

maintenance, and generalization• Mean effect size of .50 demonstrated moderate

effect and .80 or above indicates a large impact.

Best Evidenced-Based SDIInterventions1. Explicit Instruction (1.68):

Includes direct instruction and practice

1. Interventions include:1. Teaching in small steps2. Guided practice3. Independent practice

Best Evidenced-Based SDIInterventions2. Mnemonic Strategies (1.47): Teaches

students to make associations between facts. Effective in helping students memorize material such as lists, groups, and chronologies.

* Examples Include:* Keyword* Pegword* Letter Strategies* Visual Cues

Best Evidenced-Based SDIInterventions3. Classroom Learning Strategies (1.11):

Instructing students in methods for processing and studying content area subject matter.

1. Strategies Include:1. Study skills instruction2. Note-taking strategies3. Self-question strategies4. Self-monitoring5. Summarization6. Text Structures

Best Evidenced-Based SDIInterventions4. Study Aids (.94): Instruction and

practice in using materials to understand and remember subject area content.

1. Examples include:1. Study guides2. Advanced Organizers such as text outlines3. Text Structures4. Aids should be a combination of teacher-

directed and student-directed

Best Evidenced-Based SDIInterventions5. Spatial and Graphic Organizers (.93):

Help students understand and remember information. * Assists students with sorting concepts, facts, and ideas using charts, diagrams, graphs, or other graphic organizers*Examples Include:

* Concept diagrams* Concept comparison routines* Other graphic organizers

Best Evidenced-Based SDIInterventions6. Hands-On or Activity Based

Learning (.63): Instruction and interaction with relevant content specific materials.

1. Examples include:1. Science Labs2. Project-Based Learning3. Peer Tutoring/Cooperative grouping

Best Evidenced-Based SDIInterventions7. Computer-Assisted Instruction

(.63): The use of computer-based applications to deliver instruction.

1. Examples include:1. Drill and practice2. Strategy instruction3. Simulations

Behavior Strategies

Behavior Strategies• Behavior Momentum: When expecting a student to complete a difficult request or

task, precede it with three simple requests, then provide the difficult task. Reinforce the student for completion of each task. More likely to complete the difficult task.

• Behavior Interspersal: Intersperse difficult tasks or requests with less difficult ones. Best when combined with behavior momentum. Place easier tasks within sets of target tasks

• Attributions: Attribute student success to what they did—their effort at the task• Behavior Rehearsal: When preparing for a new situation, provide student with exact

steps to prepare the student. Use What Ifs• Behavior Specific Praise: When providing verbal positive reinforcement, let the

student know exactly what behavior he exhibited was desired. Directly link your praise to the specific behavior you are trying to increase.

• Nonverbal and Picture Cues: Establish a visual cue. Have loads of visual cues—visual posted expectations that use pictures—consider photos of students following rules. Then a reminder: “What do you need to do to follow rule #3. Remember SPORT rules—short, positive, observable, reinforced, taught.

• Choice: You may do this or this—it is your choice. I know you can make a good decision for yourself. Reinforce good choices.

• Proximity Control: Close but not too close. Moving around the room. Respecting personal space.

• Nintendo Effect: Capitalizing on the student’s interests to engage them in non-preferred activities. Project based on interest like superman, trains, Nemo.

Building Team Work

• Suggestions for successful communication and collaboration:

• Starting from the beginning• Be sure your teacher has each child’s IEP• Behavior Improvement Plan• Coach your cooperating teachers on differentiating

instruction• Touch base with students on your caseload • Adapt homework for the students in your caseload• Celebrate Success

Evaluation Team Reports (ETR) Overview

• ETR Check-list

• What parts of an ETR are important to read when creating or modifying an IEP?

• Background History• Classroom Based Evaluations• Team Summary (Part 2)– Intervention Data,

Assessment Results, Needs, & Implications

Background History

• The background history provides you with a brief summary of the student’s past including: – Attendance– Medical Information– Intervention History– Other relevant information

• Typically located within a Part 1

Classroom Based Evaluations

• Classroom based evaluations and information provided in a report by a teacher or intervention specialist may include:– Academic Skills– Behavior– Observation Information– Intervention Data

Team Summary (Part 2)- Intervention Data

• Intervention history and data can be located throughout teacher/intervention specialist reports.

• This information is summarized on Part 2 of the ETR under the “Intervention Summary” section.

Team Summary (Part 2)- Assessment Results

• All assessment results are located throughout individual Part 1 reports. Assessments may include:– Academic– Cognitive– Behavior– Adaptive Behavior– Social Emotional– Sensory– Fine Motor– Gross Motor– Speech/Language

• These results are summarized on Part 2 of the ETR under the “Summary of Assessment Results” section.

Team Summary (Part 2)- Needs

• Based on gathered information, parent input, assessments, and observations, a child’s educational needs are determined.

• These needs are summarized on Part 2 of the ETR under the “Description of Educational Needs” section.

• Needs can be translated into IEP goals and objectives.

**Please note: Several needs can be combined into one IEP goal with multiple objectives. Every need listed does not require an individual goal.

Team Summary (Part 2)- Implications

• Implications for instruction include:– The impact on a child’s education– Intervention recommendations– Accommodations & Modifications– Progress monitoring suggestions

• These recommendations are located on Part 2 of the ETR under the “Implications for Instruction and Progress Monitoring” section.

Team Summary (Part 2)- Implications

• Implications for instruction include:– The impact on a child’s education– Intervention recommendations– Accommodations & Modifications– Progress monitoring suggestions

• These recommendations are located on Part 2 of the ETR under the “Implications for Instruction and Progress Monitoring” section.

References

• National Dissemination Center for Children with Disabilities (NICHCY), 2013. Special Education. Retrieved on August 15, 2013 from:

http:// nichcy.org/schoolage/iep/iepcontents/specialeducation