LCNCK Mission and Vision LCNCK Mission and Vision Mission Statement: The LCNCK is dedicated to...

LCNCK Mission and LCNCK Mission and VisionVision

Mission Statement: The LCNCK is dedicated to providing students a continuum or special education supports and services, access to the gen education curriculum and classroom and the opportunity to realize their maximum potential in the least restrictive environment.

Vision Statement: Students are prepared for success in their post-school lives including college and/or careers.

Keep the Main Thing the Keep the Main Thing the Main Thing!Main Thing!

Commit yourself to activities that level Commit yourself to activities that level the playing field and provide quality the playing field and provide quality education for all children and youth education for all children and youth with disabilities.with disabilities.

People First LanguagePeople First Language

Handout and ActivityHandout and Activity

Put the person before the disabilityPut the person before the disability

employing the word “accessible” instead of

“handicapped.”

Handbook ReviewHandbook Review

USD 333 Classified HandbookUSD 333 Classified Handbook LCNCK Certified HandbookLCNCK Certified Handbook Use of Phone and Technology Paraeducator evaluations due the end of March. Para can be evaluated at any time during the school year. Review confidentiality and blood born pathogens Review time cards and in-service hours due 10-15-14. Check school mail at least once a day. All paras required to complete a test email by sending Pat an email on first

day of school to confirm they can receive and send emails. Other

LCNCK WebsiteLCNCK Website

Staff ResourcesStaff Resources

User name: staffUser name: staff

Password: kcnclPassword: kcncl

Instructional Instructional Accommodations and Accommodations and

Curricular ModificationsCurricular Modifications

Venn DiagramVenn Diagram

ActivityActivity

Participants will be able to :

Explain the differences between accommodations and modifications.Describe the rationale for making accommodations and modifications..Identify who would benefit from accommodations and modifications and when to apply these supports.Evaluate a variety of instructional accommodations and analyze ways to use them in the classroom.Explain the process of developing curricular modifications.Understand the roles of paraeducators and teachers in the provision of accommodations and modifications.Identify the importance of monitoring and documenting student progress.

As We Start…As We Start…

I want to point out…I want to point out… Introduction – p. 1-2Introduction – p. 1-2

The TermsThe Terms Instructional AccommodationInstructional Accommodation Curricular ModificationCurricular Modification

Intent of the bookIntent of the book Overview of the bookOverview of the book

But..…!But..…!

Kids are not reading on grade levelKids are not reading on grade level Kids need more practiceKids need more practice Kids have comprehension problemsKids have comprehension problems Kids are not engagedKids are not engaged Kids can’t do the workKids can’t do the work Kids refuse to workKids refuse to work Kids are causing behavior problemsKids are causing behavior problems

Reasons (p. 6-7)Reasons (p. 6-7)

You and a partner need to write an You and a partner need to write an answer the question “Why do we make answer the question “Why do we make accommodations and modifications for accommodations and modifications for some students?” some students?” Keep it to 1-2 sentencesKeep it to 1-2 sentences You canYou can

Use the reasons on pages 6-7, orUse the reasons on pages 6-7, or Use your own wordsUse your own words

Be prepared to shareBe prepared to share

T The Fairness Issue (p. 8-T The Fairness Issue (p. 8-9)9)

Accommodations and modifications are Accommodations and modifications are necessary tools, not a privilege or a reward. necessary tools, not a privilege or a reward.

The purpose is not to make something easy, The purpose is not to make something easy, but to make participation by the student but to make participation by the student possible and the learning activity beneficial.possible and the learning activity beneficial.

Should be viewed as “prescription Should be viewed as “prescription medicine.”medicine.”

Some Kids Just Need Something Different

Different Instructional Method Materials Pacing Outcomes Focus Expectations, or even… Activity

At Least for SpEd, At Least for SpEd, It’s All About ACCESS!It’s All About ACCESS!

To the maximum To the maximum extent appropriate; extent appropriate; bring support/services bring support/services to the student; benefit to the student; benefit from being in the classfrom being in the class

IDEA-2004 specifies IDEA-2004 specifies ACCESS TO THE ACCESS TO THE GENERAL GENERAL CURRICULUM!CURRICULUM! Right of entryRight of entry AdmissionAdmission

Right to useRight to use IntroductionIntroduction ContactContact Way in Way in EntranceEntrance EntryEntry ApproachApproach GatewayGateway OpeningOpening

It Means We Must…It Means We Must… Have a method for examining student Have a method for examining student

needsneeds Understand the differences between Understand the differences between

accommodations and modificationsaccommodations and modifications Make some curricular decisions for Make some curricular decisions for

students who needs more focused students who needs more focused instructioninstruction

Search for new and creative means of Search for new and creative means of providing appropriate content and providing appropriate content and instruction in the general classroominstruction in the general classroom

Some Kids Have Problems Some Kids Have Problems with the Instruction…with the Instruction…

May call for skills or strategies that the May call for skills or strategies that the student does not possessstudent does not possess

May present activities that do not lead to May present activities that do not lead to masterymastery

Not enough repetitionNot enough repetition May not give students cues about how to May not give students cues about how to

think about or study the informationthink about or study the information May not provide flexible options to allow May not provide flexible options to allow

students to demonstrate competence students to demonstrate competence

But Some Have Problems But Some Have Problems with the Content…with the Content…

May be very abstract, complex, or May be very abstract, complex, or inadequately organizedinadequately organized

May use vocabulary that is unfamiliar May use vocabulary that is unfamiliar May present too much informationMay present too much information May not be relevantMay not be relevant May call for knowledge or background May call for knowledge or background

information that the student does not information that the student does not possesspossess

In the General Classroom, Students Can:

…do what everyone else is doing

…do what everyone else is doing WITH SUPPORT

…do what everyone else is doing WITH CHANGES

…do something SORT OF LIKE what everyone else is doing (parallel)

…do SOME of what everyone else is doing (partial participation)

…do SOMETHING DIFFERENT (alternative)



…do what everyone else is doing WITH CHANGES/MODIFICATION




Least Resource Intensive

MOST Resource Intensive







SMALLEST Number of Students

GREATEST Number of Students

Where’s the Line?







Doing What Everyone Else is Doing

Accommodations: Are instructional modifications No changes in content (level 0) Support or reinforcement (level 1) Changes how and where content is

received, used, and sent back by students. (level 2)

Curricular Modifications Curricular Modifications Are….Are….

Simply called modificationsSimply called modifications More than accommodations in the More than accommodations in the

classroomclassroom Can be addressed through differentiationCan be addressed through differentiation

Changes to content expectationsChanges to content expectations Changes to student participationChanges to student participation

Curricular Modifications Curricular Modifications Are….Are….

Changes to the actual content or Changes to the actual content or intent of the learning activityintent of the learning activity Do something sort of like what everyone Do something sort of like what everyone

else is doing inelse is doing in parallel parallel participation. participation. (level 3)(level 3)

Do some of what everyone else is doing Do some of what everyone else is doing in in partial partial participation. (level 4)participation. (level 4)

Do something different in an Do something different in an alternativealternative activity. (level 5)activity. (level 5)

Accommodation Basics (p. 11-Accommodation Basics (p. 11-16)16)

Whom?Whom?

When?When?

What?What?

How Much?How Much?

Section 4 – Accommodation Section 4 – Accommodation Strategies (p. 27-84)Strategies (p. 27-84)

General Tips and Skills (p. 27-29)General Tips and Skills (p. 27-29) Accommodations for Common Accommodations for Common

Challenges (p. 29-33)Challenges (p. 29-33) Specific Tips and Skills (p. 33-85)Specific Tips and Skills (p. 33-85)

ACTIVITYACTIVITY

Something Like, Part of, or Something Different

Once the appropriate level of accommodation moves beyond “what everyone else is doing”, modifications get “trickier”

Supporting Curricular Modifications (p. 87-94)

The “Tricks” and When to Use Them!

The whole concept of making

curricular modifications is huge, and can get confusing.

Gary

Some Realizations are…Not all students will or should… Learn all of the content Do all of the assignments or instructional

activities Be graded the same wayAll student should… Be exposed to basic concepts Have meaningful instruction Progress in the general curriculum, to the

extent possible and appropriate (access)

There’s A Difference!There’s A Difference!

Page 21 – Crossword puzzlePage 21 – Crossword puzzle Page 23– Science WorksheetsPage 23– Science Worksheets Page 24,25 – ComparisonPage 24,25 – Comparison

TEST: Label the parts of the TEST: Label the parts of the egg.egg.

TEST: Label the parts of the TEST: Label the parts of the egg.egg.

Germinal Disc

Albumen

Air Cell

Outer Membrane

Yolk

Chalaza

Vitelline Membrane

Inner Membrane

Shell

The Only Way to Make Appropriate Curricular

Modifications…is to plan and define exactly what part

of the curriculum or what content should be achieved by the student or students for a subject area or class, unit of study, an individual lesson, or an individual instructional activity.

Don’t wait and just modify the test or grading scale!

SupportingCurricular Modifications

Start with the big picture. Standards, course and unit orientation.

Target the most basic information, skills or concepts. Choices have to be made.

Prioritize. List the information, skills or concepts to be learned in order of importance, then start at the top of the list. You not get mastery on the whole list.

Task Analyze. Choose or define steps and structure the instruction to move the student through those steps

Structure team planning. Share information, define learning, problem solve, and use a format (form 8 as an example).

How to MAKECurricular Modifications

Increase the Odds. Reinforce information increase memory and recognition factor by teaching key vocabulary and concepts as sight words and connect to visual, auditory and kinesthetic memory.

Back up to go forward. Always connect new learning to something the student already knows or understands, then move forward.

Key to concrete or tangible examples, application and practice. Conceptual or abstract learning or examples will be difficult.

Repetition is necessary. (again and again)

How to MAKECurricular Modifications Choose information that relates to

real life or a necessary skill that the student will need to know or use. Infuse basic skills whenever possible.

Connect to standards. Move to a more general standard or to a lower grade level equivalent or to an IEP goal.

Avoid creating mountains in the Dead Sea. The intent is to raise the water level!

Facilitate partial participation Parts of what everyone else is doing may be very appropriate

The Real Trick is Deciding The Real Trick is Deciding that…that…

Curricular modifications are appropriate (and Curricular modifications are appropriate (and the right thing to do).the right thing to do).

Direct instruction on target concepts is better Direct instruction on target concepts is better than “scattered” learning on everythingthan “scattered” learning on everything

Students receiving curricular modifications Students receiving curricular modifications don’t have to go somewhere else or be don’t have to go somewhere else or be labeled with a disability!labeled with a disability!

We can find compromises to the grading issueWe can find compromises to the grading issue We can structure and provide the necessary We can structure and provide the necessary

supports for effective curricular modificationssupports for effective curricular modifications

Curricular Modifications are Written into the IEP

Direct content vocabulary instruction Reduced objectives or outcomes Prioritized standards/objectives Differentiated instruction (structured choices) Parallel instruction, materials, topic/subject Shortened assignments Partial participation Alternative instructional activities,

assignments, projects, or materials Modified/Alternative grading Replacement activities

Share InformationShare Information

Take what you know about the studentTake what you know about the student Accommodations/Modifications Share SheetAccommodations/Modifications Share Sheet Individual Program Share Sheet Individual Program Share Sheet Student Instructional ProfileStudent Instructional Profile

Take what you know about the instructional Take what you know about the instructional settingsetting General Classroom Instructional InventoryGeneral Classroom Instructional Inventory

……then DO SOMETHING! TOGETHER!then DO SOMETHING! TOGETHER!

Planning Ahead FormPlanning Ahead Form

Some Practical TipsSome Practical Tips Start with the end in mindStart with the end in mind Use simplified visuals, structure, and hold Use simplified visuals, structure, and hold

the student accountable for the contentthe student accountable for the content Develop anything that will structure and Develop anything that will structure and

guide learningguide learning Categorize content as MUST KNOW, NICE Categorize content as MUST KNOW, NICE

TO KNOW, and TRIVIALTO KNOW, and TRIVIAL Provide choices and alternative methods Provide choices and alternative methods

of instruction – Differentiate!of instruction – Differentiate! Use research-based strategiesUse research-based strategies

Reading Strategies

28 reading strategies were reviewed and the top five were: Direct teaching of vocabulary Teaching pre-, during-, post-reading

strategies Fluency building, high frequency words Chunking and questioning aloud Relating to student experiences

Math Strategies

20 math strategies were reviewed and the top five were: Tactile, concrete experiences of math Daily re-looping of previously learned

materials Problem solving instruction and task

analysis strategies Teacher think-aloud Student think-aloud

Science and Social Study Strategies

23 content area strategies were reviewed and the top five were: Hands-on, active participation Using visuals Using pictures to demonstrate steps Using pre-reading strategies in content

areas Modeling/teacher

demonstration

Tips for Making This Happen Be aware of the target students and consider

individual IEP needs in planning Brush up on basic communication and

“people” skills Incorporate strategies and techniques that

have a sound research base. Do more than whole group instruction Not everything works Make major changes only at natural breaks,

like the end of a semester

Progress MonitoringProgress Monitoring

Paras are a very important part of the job Paras are a very important part of the job of implementing accommodations and of implementing accommodations and modifications. If students aren’t getting it modifications. If students aren’t getting it then something about the instruction then something about the instruction needs to changeneeds to change

Questions??Questions??

Para InfoPara Info

Plan into your schedule a consistent time to meet and Plan into your schedule a consistent time to meet and check in with paras.check in with paras.

Any para working with students should have direct Any para working with students should have direct access to the IEP to support instruction.access to the IEP to support instruction.

Provide paras the information they need to do their Provide paras the information they need to do their job.job.

Paras can work the day before school begins in your Paras can work the day before school begins in your district at your request. (part or entire day)district at your request. (part or entire day)

Webkidss UpdatesWebkidss Updates

The Message Center on Webkidss will be used for all IEP and The Message Center on Webkidss will be used for all IEP and student related communication.student related communication.

This is a secure site so use full student names.This is a secure site so use full student names. Send all paperwork minus the DRAFT to LCNCK office within 2 Send all paperwork minus the DRAFT to LCNCK office within 2

days of any meeting or amendment without meeting.days of any meeting or amendment without meeting. Paperwork will be reviewed at LCNCK office. Paperwork will be reviewed at LCNCK office. If any paperwork or IEP corrections are required you will be If any paperwork or IEP corrections are required you will be

notified via the Message Center on Webkidss.notified via the Message Center on Webkidss. Corrections must be completed within 2 days.Corrections must be completed within 2 days. Email when corrections are completed using the Message Email when corrections are completed using the Message

Center.Center. Once all paperwork is in order, the office will send a copy of the Once all paperwork is in order, the office will send a copy of the

paperwork to parents. paperwork to parents.

Location Duration Location Duration FrequencyFrequency

What parts of the IEP need L/D/F What parts of the IEP need L/D/F documented?documented? Special education servicesSpecial education services Related ServicesRelated Services Program ModificationsProgram Modifications Supports for School Personnel & ATSupports for School Personnel & AT Supplementary Aids and ServicesSupplementary Aids and Services

including Accommodationsincluding Accommodations

What needs to be What needs to be documented?documented?

DDescription of the service to be providedescription of the service to be provided Projected date for the beginning of servicesProjected date for the beginning of services Frequency (when) of the serviceFrequency (when) of the service Location (where) of the serviceLocation (where) of the service Duration (how long) of the serviceDuration (how long) of the service

For accommodations, this does NOT mean the For accommodations, this does NOT mean the IEP yearIEP year

The description of the service should explain The description of the service should explain what is expected for the student and the schoolwhat is expected for the student and the school

TransitionTransition Conduct transition assessment to inform transition Conduct transition assessment to inform transition

needs and postsecondary and annual goalsneeds and postsecondary and annual goals Coordinate PLAAFPs to include transition and Coordinate PLAAFPs to include transition and

academic and other current levels and needsacademic and other current levels and needs Write Measurable Postsecondary Write Measurable Postsecondary

There must be at least 2 postsecondary goals (one for There must be at least 2 postsecondary goals (one for training/education and one for employmenttraining/education and one for employment

Align Annual Goals with Postsecondary goals and Align Annual Goals with Postsecondary goals and transition needs. Align all pieces of the transition transition needs. Align all pieces of the transition plan with measurable postsecondary goals.plan with measurable postsecondary goals.

Transition ReviewsTransition Reviews

Your school psychologist will review the Your school psychologist will review the transition section of a student’s IEP.transition section of a student’s IEP.

Using the message center on Webkidss, Using the message center on Webkidss, email the school psych when the transition email the school psych when the transition section of the IEP is ready to review. (Must section of the IEP is ready to review. (Must be within 2 days following the IEP meeting.)be within 2 days following the IEP meeting.)

Respond to any corrections within 2 days Respond to any corrections within 2 days and use the message center to let the and use the message center to let the school psych know when completed.school psych know when completed.

Vocational ProgramVocational Program

If a student works independently without If a student works independently without support do not enter direct service time support do not enter direct service time on the anticipated service page. on the anticipated service page.

If IEP support is required on the job, If IEP support is required on the job, enter direct service time on anticipated enter direct service time on anticipated service page.service page.

X code for consulting does not factor into X code for consulting does not factor into LRE.LRE.

Promoting Student Promoting Student Self-Determination Self-Determination

Students should be involved or take a leadership Students should be involved or take a leadership role in developing their own IEP and transition role in developing their own IEP and transition goals.goals.

Beginning at 5Beginning at 5thth grade a student’s IEP should grade a student’s IEP should include a self-determination goal and objectives.include a self-determination goal and objectives.

Self-determination includes teachable, measurable Self-determination includes teachable, measurable skills, such as choice making, decision making, and skills, such as choice making, decision making, and problem solving.problem solving.

There is a positive relationship between self-There is a positive relationship between self-determination and improved post school outcomes. determination and improved post school outcomes.

(Goals examples found in handout provided.)(Goals examples found in handout provided.)

IEP RemindersIEP Reminders

Document the projected date of beginning Document the projected date of beginning of all servicesof all services

Meet the requirement for 10 day notice for IEP Meet the requirement for 10 day notice for IEP meetingmeeting

Provide parents with DRAFT IEP at least 1 day Provide parents with DRAFT IEP at least 1 day prior to the scheduled IEP meetingprior to the scheduled IEP meeting

Write measurable goalsWrite measurable goals

http://www.ksdetasn.org/cms/index.php/iep-training-http://www.ksdetasn.org/cms/index.php/iep-training-coaching-resourcescoaching-resources

Select a skill component Select a skill component and develop a goaland develop a goal

• Remember that a goal has 4 Remember that a goal has 4 Components:Components:

a.a. BehaviorBehavior

b.b. ConditionsConditions

c.c. CriteriaCriteria

d.d. TimeframeTimeframe6060

What are the greatest What are the greatest IEP issues for Kansas? IEP issues for Kansas?

Was the notice of the IEP meeting given to the parents (and student if Was the notice of the IEP meeting given to the parents (and student if 18 years or older) at least 10 calendar days before the IEP meeting? 18 years or older) at least 10 calendar days before the IEP meeting?

Did an LEA representative attend the IEP meeting? Did an LEA representative attend the IEP meeting?

Does the IEP include the projected date for the beginning of Does the IEP include the projected date for the beginning of

services, including special education services, related services, including special education services, related services, services, and supplementary aids and services; program and supplementary aids and services; program accommodations and modifications; and/or supports for school accommodations and modifications; and/or supports for school personnel? personnel?

Does the IEP include the anticipated frequency, location, and Does the IEP include the anticipated frequency, location, and duration of duration of services and modifications? services and modifications?

What are other IEP problems What are other IEP problems for Kansas? for Kansas?

Providing a laundry list of accommodations and failing Providing a laundry list of accommodations and failing to describe frequency, location, and duration for each to describe frequency, location, and duration for each accommodation listed. accommodation listed. ––For example: when is “extended time” allowed? For example: when is “extended time” allowed? ––Have you described this with sufficient specificity Have you described this with sufficient specificity that parents and teachers agree on that parents and teachers agree on how/when/where/under what circumstances the how/when/where/under what circumstances the accommodation of “extended time” is used? accommodation of “extended time” is used? ••Failing to write measurable post-secondary goals Failing to write measurable post-secondary goals ••Failing to write measurable goals for students Failing to write measurable goals for students identified as gifted identified as gifted

Prior Written Notice Prior Written Notice RemindersReminders

F.1. Description of proposed services: Describe only the F.1. Description of proposed services: Describe only the proposed location, duration and frequency of sped and proposed location, duration and frequency of sped and related services. Be careful not to predetermine services related services. Be careful not to predetermine services without meaningful parent participation. without meaningful parent participation.

F.2. Explanation why action is proposed: Proposed action is F.2. Explanation why action is proposed: Proposed action is calculated to address student’s individual needs and is calculated to address student’s individual needs and is reasonably calculated to provide student with meaningful reasonably calculated to provide student with meaningful education benefit.education benefit.

F.3. Harmful Effects: Do not leave blank or say there are F.3. Harmful Effects: Do not leave blank or say there are no harmful effects.no harmful effects.

MedicaidMedicaid

Includes SL, OT, PT, and School Psych Includes SL, OT, PT, and School Psych completing new and reevaluation completing new and reevaluation assessments.assessments.

Logs due on or before the last day of each Logs due on or before the last day of each month. month.

Providers need to sign at top of Medicaid log Providers need to sign at top of Medicaid log form and put initials by signature. Can then form and put initials by signature. Can then use initials to document remainder of services.use initials to document remainder of services.

Logs must have original signatures.Logs must have original signatures.

Recent Audit FindingsRecent Audit Findings

Drivers Education and ESYDrivers Education and ESY

Need to complete ESY section on student Need to complete ESY section on student IEPs for accommodations for FY 15.IEPs for accommodations for FY 15.Students who participated in Driver’s Ed Students who participated in Driver’s Ed during summer of FY14 and received during summer of FY14 and received accommodations will require amendment accommodations will require amendment paperwork to be completed for the auditorpaperwork to be completed for the auditor..

Emergency Safety Emergency Safety InterventionsInterventions

Use of positive behavioral intervention strategiesUse of positive behavioral intervention strategies Use of De-escalation TechniquesUse of De-escalation Techniques Use of Prevention TechniqueUse of Prevention Technique

If you can see it comingIf you can see it coming, , every effort every effort should be made for prevention. should be made for prevention.

There are many concerns about current ESI regulations There are many concerns about current ESI regulations regarding seclusion and restraint at State /Federal regarding seclusion and restraint at State /Federal level. level.

Other Misc.Other Misc.

If you send a fax to the LCNCK office with a signature, If you send a fax to the LCNCK office with a signature, write copy on it.write copy on it.

If you receive a request for any records please notify If you receive a request for any records please notify the LCNCK office. Records will be sent from the office.the LCNCK office. Records will be sent from the office.

Technology problems: check with the tech person Technology problems: check with the tech person assigned to your building first to determine the assigned to your building first to determine the problem. Contact LCNCK office if tech person problem. Contact LCNCK office if tech person recommends something need to be purchased to fix recommends something need to be purchased to fix the problem.the problem.

Misc. Log in InformationMisc. Log in Information

specialedconnection.comspecialedconnection.com

Username: pinlcnckUsername: pinlcnck

Password: special26Password: special26

LCNCK website to access staff resourcesLCNCK website to access staff resources

User name: staffUser name: staff

Password: kcnclPassword: kcncl

Infinitext myinfinitec.orgInfinitext myinfinitec.org

Screen nameScreen name

passwordpassword

State Assessment State Assessment InformationInformation

Test taken last spring is the new Test taken last spring is the new assessment. assessment.

Grades 3-8Grades 3-8 At high school local LEA can decide if At high school local LEA can decide if

student already has taken a college student already has taken a college readiness assessment ACT/SAT readiness assessment ACT/SAT student would not have to take the student would not have to take the state assessment.state assessment.

State AssessmentState Assessment

Change from previous model: Is the student at Change from previous model: Is the student at grade level?grade level?

Current model: Is the student on track and have Current model: Is the student on track and have the skills to be post school ready for work or the skills to be post school ready for work or school?school?

Beginning 14-15 year model will be a growth over Beginning 14-15 year model will be a growth over time measurement. time measurement.

State is developing the CPASS: Career Readiness State is developing the CPASS: Career Readiness Assessment with College career ready cut scores Assessment with College career ready cut scores for student’s plan of study.for student’s plan of study.

Why the Changes??Why the Changes??

Early 70’s: 25% of students required some Early 70’s: 25% of students required some post secondary education or industry post secondary education or industry recognized certificationrecognized certification

2014 53% 2014 53% 2018 Projected 64%2018 Projected 64%

In 2012 77% of studIn 2012 77% of studenents started post-ts started post-secondary and 50% completed 1 year.secondary and 50% completed 1 year.

KEEP EvaluationKEEP Evaluation

The use of student growth data to The use of student growth data to inform personnel decision will not inform personnel decision will not come into play until 2017-2018.come into play until 2017-2018.

A matrix some sort will be used to A matrix some sort will be used to determine the summative evaluation determine the summative evaluation rating.rating.

I will be in contact with staff I will be in contact with staff scheduled for evaluations this year.scheduled for evaluations this year.

Parents of children with developmental disabilities often experience greater stress than moms and dads of typically-developing kids.

At the outset, assessments showed that 85 percent of the mothers had elevated stress, 48 percent were clinically depressed and 41 percent had anxiety disorders.

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