SPED PD

Do Now

http://www.pbs.org/wgbh/misunderstoodminds/attention.html GS

Debrief With your elbow partner discuss

how this process was for you, and what challenges you faced.

Discuss what the purpose of this activity might have been.

GS

GS

Objective Today I will be able to explain key Special

Education concepts (LRE, IEP, 504, SST) so that I can respond to interview and survey questions during DVR.

Today I will be able to identify accommodations, modifications, services, strengths, and areas of need for students with IEPs so that I can locate key information that I will use to support my students.

GS

Agenda

Disability Simulation & Intro 10 min

The IEP Process20 Min

Logistics20 min

Passport & Mini BSP Scavenger

Hunt 20 Min

GS

DVRAs mandated in the Modified Consent Decree, the Los Angeles Unified School District conducts the District Validation Review (DVR) to monitor special education programs. A DVR team is scheduled to conduct the DVR at your school during the 2014-2015 school year.

Our tentative date is: September 22, 2014

GS

What you Need to Know about DVR…….

As part of the review, the DVR team is asking that each school staff member complete a written survey regarding special education. You will receive this at PD the first week of September.

Classrooms will be chosen randomly for the DVR team to observe

Any teacher may be interviewed by the DVR team regarding implementation of services and/or accommodations documented in IEPs and Section 504 Plans

GS

A Note of the Modified Consent Decree (MCD)

LAUSD monitors our school to ensure we are providing appropriate services (transition plans & BSPs), our suspension rates of SWD, parent participation in IEPs, due dates for IEPs (time lines and procedures), and Least Restrictive Environment.

MCD Data

GS*Take with a grain of salt as some data is not

accurate*

What is an IEP?What is your role in

the IEP process?

The IEP ProcessWhat is an IEP?

• Each public school child receiving special education and related services must have an Individualized Education Program (IEP).

• The IEP meeting is where the school team and the family create the plan which guides the delivery of special education supports and services for the student with a disability.

• The IEP covers topics such as current performance, annual goals, services and supports, accommodations, participation in state and district-wide tests, needed transition services, and measured progress.

• The IEP is a legal document.

What is your role?

• Teachers are expected to help students access the course content and help students meet their IEP goals

• Teachers are expected to come to IEP meetings when requested (at least one general education teacher will come to each meeting)

• Teachers are expected to provide all accommodations and modifications to all students with IEPs based on their IEP

• Collaborate with the IEP case carrier if adjustments need to be made to the supports

GS

Least Restrictive Environment (LRE)

“To the maximum extent appropriate, children with

disabilities should be educated with children who are not

disabled.”

GS

“To the maximum extent appropriate, children with disabilities should be educated with children who are not

disabled.”

What is LRE? Where do you think this quote came from? How does this quote frame how we educate our students

with disabilities? GS

Level 5

• Self Contained-Special Education Program (SDP, Alternate curriculum (mod/sev.)

• Transition-Embedded in SPED Curriculum

Level 1

• General Education (RSP)

• Consultation Services

• Transition Services –Pull-Out Direct Instruction

Level 2

• General Education (RSP)

• Consultation Services

• Support inside GE

• Transition Services –Pull-Out Direct Instruction

Level 4

• Special Education Program (SDP mild/mod.)

• Consultation Services

• General Education with collaborative support

• Transition –Embedded in Advisory

Level 3

• General Education (RSP)

• Consultation Services

• Pull-Out Direct Support with AS

• Transition-Embedded in AS/LC Curriculum

Green Dot Special Ed Levels of Support

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Referrals for Special Education

CA Ed Code, Section 56303 A pupil shall be referred for special educational

instruction and services only after the resources of the regular education program have been considered and, where appropriate, utilized.

Student Success Team (SST) Utilize school’s Student Success Team to address regular education program resources

for student

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Referrals for Special Education Continued

Any person may make formal request for special education assessment

Request must be in writing Use Request for Special Education Assessment form Determine if accommodations or modifications were implemented Determine if requestor wishes to postpone request until accommodations or modifications have been implemented and results evaluated Develop and provide Special Education Assessment Plan to parents within 15 days of request, if requestor does not wish to postpone

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What is the role of a SST? What is the role of SST and the referral process for a SPED evaluation within the framework of LRE?

 

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IEP or 504

Covered by IDEA (Special Education Law)

Students must qualify for Special Education Services through a formal evaluation process Parent involvement is mandated

Provides services & accommodations and modifications

Schools receive federal funding

Covered by Civil Rights Law (Rehabilitation Act)

Process is informal

Parent involvement is not mandated

Provides student with reasonable accommodations and modifications within the general education setting

Schools do not receive federal funding CP

Facts About Our SPED Program

Every year we have averaged about 20% Special Education students (100-110 students on average have IEPs)

We have 7 SPED teachers, 9 para –educators, a full time school psychologist & interns, roving specialists in Speech, OT, and APE.

We offer a full continuum of services to our students. GS

SPED Websitehttp://apwspedteam.weebly.com/

GS

Learning Center Steps

*Please do not send students who do not have IEPs or a 504s*

Complete the Google Doc

(on SPED website)

Send student with completely

filled out orange pass

LC teacher will send student

back to class at the end of the assignment

with the back side of the orange pass

filled out

AC

AC

Requesting Help Is there a particular student who is exhibiting

academic or behavioral challenges that you are unsure how to intervene with………

HE

Suspecting a Student May Have an IEP or a 504 Plan? Submit the student’s name in the

Google Doc.

AB

Academic Success

All of the SPED teachers will be teaching AS this year during Advisory.  In order to ensure that AS is most meaningfully spent, the AS teachers need to have copies of your lesson plans, unit plans, worksheets, assessments etc.

You may provide this information to the team in 1 of 2 ways:

1.) There are green boxes in the copy room that you can place your copies in.

2.) Electronically upload your information into our Drop Box (link will be sent out during the PD). If you are not going to electronically upload then we ask that you just don't respond to the DropBox invitation.

LD

Power School Simulation

JO

Confidential Folder The SPED team is coming around with

a Red Confidential Folder.

This folder is where you are to keep all Passports, mini BSPs, and all other CONFIDENTIAL student information.

GS

Passport and Mini-BSP Deep Dive

Sections of the IEP Passport IEP/BSP

Point Person

Areas with processing deficits

Instructional and Testing Accommodations

Break Card ExampleExpectations for the break: Time: The break is only 5 minutes long. She knows that mom is in the loop with the team and she is also keeping track of whether or not she is able to take her breaks responsibly. 

Where: B is only allowed to take a break outside the classroom or within the same row as her classroom. Please reinforce that the Break Pass is different from the bathroom pass. 

Why: The pass is only to be used when stressful situations arise from the classroom (i.e. starting to become verbally aggressive to her peers, putting her head down when the work is too hard, when defiance is beginning to trigger frustration)

Support Services

Students receive services mostly

during SDP classes (SDP) or during Advisory

(RSP)

Present Levels and Annual Goals

TIP: • When we request information from teachers with regard to student performance

in their respective classes, it’s helpful to review the present levels from the previous IEP to identify areas of strength and need.

• Reviewing the annual goal and providing feedback on student progress based on this is also very helpful for us when we prepare for their next IEP review.

Additional Info and Teacher Sign-Off

When you receive your red folders, we will be asking you to sign a master copy that indicates that you have

received your IEP passports/mini-BSPs and that you are aware that you have a legal obligation to abide by the

students’ IEPs.

Mini-BSPs

What to do

Passports and Mini BSP Scavenger Hunt

1.) What is one academic strength this student exhibits?

2.) What is one academic area of need this student exhibits?

3.) List two of the student’s accommodations.

4.) Does this student have any support services?

5.) What Behavior is the BSP targeting?

6.) If a student exhibits the target behavior again what are the reactive steps all staff are to use every time? GS