Department of

Related ServicesOPENING MEETING 2014-2015

DSD Related Services Department Point of Contact

• Adapted PE – Bradie Ormond• Audiology – Jocelyn Taylor• Hearing Specialists – Bradie Ormond• Interpreting Services – Cheryl Orme• Speech Language Pathologists – Cheryl Orme• Occupational Therapists and COTA – Jocelyn Taylor• Physical Therapists – Cheryl Orme• Psychologists – Bradie Ormond • Vision Specialists – Jocelyn Taylor

District and Department Goals

Davis School District: Learning FirstDepartment of Special Education:• Graduation Rates• Student Proficiency

Department of Related Services• Student Learning Outcomes (measures of proficiency for groups) • Standards-Based IEP and Service Delivery (condition portion of the IEP)

What Process Did We Use? 4DX | From X to Y by ___

4

Principles of 4DX

• Focus• Leverage• Engagement• Accountability

KEEPA

KEEP A COMPELLINGSCOREBOARD

FOCUS ON WIGS

ACT ON LEAD

MEASURES

CADENCE OF ACCOUNTABILITY

5

DSD SPED Wildly Important Goals (WIGS)

6

LAG VERSUS LEAD MEASURES

LAG• By the time you get the data, the result

has already happened: they are always lagging.

• Formula: From X to Y by when.• The whirlwind is full of lag measures.

• MEASURES THE GOAL

LEAD• Foretell the result• Teams can make a lead measure

happen without a significant dependence on another team.

• PREDICTIVE• INFLUENCEABLE

7

STND 5

Ascending

A 70

71.6

73.3

79.9

79.9

80

81.6

C 85

Y 85

85

88.3

88.3

89.9

90

Median 91.6

92.4

93.3

93.3

95

95

95.8

96.6

98.3

98.3

98.3

98.3

100

100

100

Total 2594

N 29

Mean 89.4

Mode 98.3

Median 91.6

WCA1 WCA2 Test

Ascending Ascending Asending

0 0 Y 64

0 Y 40 68

C 40 C 70 72

Y 50 70 80

50 70 C 84

70 70 84

80 80 84

80 80 84

80 80 84

80 80 88

A 90 80 88

90 80 88

90 80 88

90 80 A 92Median 90 A 90

Median 92

90 90 92

90 90 92

90 90 92

90 90 96

90 90 96

90 100 96

100 100 96

100 100 96

100 100 96

100 100 96

100 100 100

` 100 100 100

100 100 100

100 100 100

Total232

0 Total240

0 Total258

8

N 29 N 29 N 29

Mean 80.0 Mean 82.8 Mean 89.2

Mode 90Mode 100 Mode 96

Median 90

Median 90

Median 92

Autopsy Whole Class Data DisplayStandard 5

Student AStudent CStudent Y

• Homework

• Weekly Common Assessment 1-2

(formative)

• Test (summative)

8

Concept Analysis and Homework / Assessment Comparison

*SWD Lesson 6 (odds) Homework Lesson 7 Homework *WCA 2Fractional Parts Lines,

Segments, and Rays

Linear Measure

Summary

A 80% 60% 90%C 86.6% 83.3% 70%Y 80% 90.4% 40%

mean 88.6% 90.4% 82.8%median 93.3% 93.3% 90%mode 100% 96.6% 100%

Green font= at or above measure of central tendency (MCT)Red font = below MCT

*WCA=Weekly Common Assessment

*SWD=Student with a Disability

Autopsy

9

Tracking Lead Measure Data

LAG MEASURE• Measures the goal• Measures a result

LEAD MEASURE• Predictive – measures something that

leads to the goal.• Influenceable – something we can

influence

Inference Questions Teach students to find more evidence.

DSD Overall Graduation Rate 2013 All Students 87.57%, Students with Disabilities 57.31%

• Bountiful HS 64%• Clearfield HS 70%• Davis HS 67%• Layton HS 55%• Mountain HS 50%

• Northridge HS 55.32%• Syracuse HS 64%• Viewmont HS 56%• Woods Cross HS 35%

Math Proficiencyof Students with Disabilities in

DSDGrade

3-810

Percent Proficient

37%14%

Elementary ELA Proficiency – CRTStudents with Disabilities

Grade Concept with lowest reported student proficiency1 Reading Informational Text 55.56%2 Reading Literature 75%3 Learn new words by relating them to known words and/or

concepts 62.11%4 Revise by elaborating and clarifying a written draft 70.92%5 Prepare to write by gathering / organizing information / ideas

(pre-writing) 68.57%6 Revise by elaborating and clarifying a written draft 56.80%

Elementary Math Proficiency – CRT – SWDGrade Concept with lowest reported student proficiency1 Measurement and data 80.00%2 Geometry 75.00%3 Recognize perimeter and distinguish between linear & area

measure 64.91%4 Measurement and data 72.12%5 Use equivalent fractions as a strategy to add and subtract

fractions 57.14%6 Solve real-world/mathematical problems involving area,

surface area/volume 36.27%Geometry 36.27%

Secondary ELA Proficiency – CRT – SWDGrade Concept with lowest reported student proficiency7 Seek & give information using the process of inquiry 53.03%

Use of inquiry to formulate questions & engage in gathering information 53.03%

8 Use process of inquiry to focus thinking to understanding an idea/concept 51.28%

9 Recognize perimeter and distinguish between linear & area measure 64.91%

10 Revise/edit ideas, organization, voice, word choice, sentences, fluency/convention 49.36%Write information and literary text 49.36%

11 Use the process of inquiry to draw conclusions 50.38%

Secondary Math Proficiency – CRT – SWDGrade Concept with lowest reported student proficiency7 Apply the properties of proportionality to different units of

measurements 45.38%8 Use algebraic, spatial/logical reasoning to solve geom/measurement

problems 40.92%9 Represent & compute fluently with complex numbers 75.00%

Use percentiles & measures of variability to analyze data 75.00%10 Simplify polynomials and the quotient of monomials 24.42%11 Factor Polynomials w/common monomial & factor simple quadratic

expressions 40.00%12 Describe spatial relationships using coordinate geometry 50.00%

Law Conference Update

• IDEA – 10 years in without major revisions• Dynamic Learning Maps (DLM) & Essential Elements (EE)• Evaluation … do not delay for RTI• Medical Information and diagnoses • RTI and MTSS• Placement versus location• E-mail cautions

Medical Diagnosis and 504/IDEA Eligibility

• When you receive a medical history during an evaluation:1. Don’t reject a medical diagnoses, unless there is contrary medical data 2. “Whether the student is IDEA-eligible requires more than a diagnosis or

medical opinion.” Look at evaluation and eligibility criterion, gather data through formal and informal assessments and determine eligibility as an IEP team.

• Document, document, document!• Receipt of reports form outside agencies• Team consideration of the reports• Items adopted by the team and rationale for rejected items

Administrators Boot CampThe Basics of Special Education

• Top Four Acronyms: IDEA, IEP, FAPE, LRE• Eligibility for Special Education Services (3 prongs): The team determines

1. If the child is “a child with a disability”2. If the disability affects academic and functional performance3. If the child is in need of special education and related services

• Eligibility for Related Services (2 sub-prongs)1. The student must be eligible to receive special education services2. The student must require related services to benefit from special education services

• PLAAFP is the most important section of the IEP. • Caution: Special Education is not a tutoring or mentoring service.

Basic Procedures

• On Track Registration• Mileage• Time Management Report• Housekeeping Items• Evaluate Davis

• Sign in to Evaluate Davis • Self-Assessment • Create goals (Consider RS Department

goals SLO & SB)

• Reminder for Friday: Special Education Department Opening Meeting (3 venues)

Professional Day Make Up

SEP Comp time Make UP

Planned Absence Schedule

Time Management Report(Time Card)

Time Management Report Explanation

Forms

Commitments

• Us to You• You to Us• For and behalf of students with disabilities