Name Role Site You Work With - Maine
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In the Chat Box , please note: Name Role Site You Work With
Transcript of Name Role Site You Work With - Maine
In the Chat Box,
please note:
Name
Role
Site You Work With
Please note –When you enter the meeting,
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Please leave them muted to cut back on distracting
background noise.
However, please feel free to unmute yourself and ask
questions as they come up
or
drop any questions in the Chat Box.
Thank You!
Office of Special Services
CDS
Data Collection: Interval
Zoom Meeting Date:
Tuesday 8/6/2020
Team Members
Roberta Lucas – Federal Programs Coordinator
Leora Byras – Special Education Consultant: Worked as Special Educator in an SPPS
for 25+ years. Taught all grades over the course of that time in a self-contained
classroom. Has been with the MDOE since September 2018.
Anne-Marie Adamson – Special Education Consultant: Special educator public K-12
resource room and SPED coordinator for 12 years. Facilitated CDS transition meetings
during that time. Taught Pre-K and K in private sector for 10 years. At the MDOE since
March 2020.
Colette Sullivan – Special Education Consultant: Worked as a Special Education
teacher for 30 years, primarily with students with Autism. Also worked at CDS York for 3
years, in a variety of roles, and have been with MDOE since August 2018.
Child First
Questions
Q: Feedback on goal?
A: We will be offering specific information on goals during the IEP
training.
Questions
Q: Can you elaborate on how we will know which replacement
behavior is appropriate? I foresee situations where the kid hasn't been
in a school and we think asking for a break is the appropriate
replacement behavior, but once the student is in the school setting it
may be requesting a sensory tool or asking for help is actually what
works best. We'd then need to meet and amend the IEP to correct this,
right?
A: You could amend without a meeting, however, it is very important
to have those conversations with all members of the IEP Team,
including Parents.
Questions
Q: Is this training also being offered to CDS contracted
providers once we complete it?
A: It will be made available upon request.
Questions
Q: I thought the goals need to be based on
MELDS? I have seen therapists reference
MELDS in the PLEP statement but here was it
referenced in the goal?
A: Goals are based on skill deficits identified by
evaluations. Goals need to include a reference to
which MELD it is aligned to.
Questions
Q: So we are not to use the information from a
specific evaluation? We are to be more general?
A: Present Level needs to be based on
evaluative data, but you need to drill down to skill
deficits and gather baseline data around these
deficits. The alignment between Present Level
will drive the goal.
Questions
Q: Academic needs have been grayed out on the IEP and
always checked for us as no academic needs. Is that
changing with new IEP? We had switched to just using
developmental/functional needs. We were adding an
academic PLEP if no goals in that area but academic skills
were listed as dev/functional if goals such as colors,
letters, shapes and so on.
A: This is being addressed.
QuestionsQ: Related to data, we need to remember that we develop IEPs for
children who have not yet been in a program. You can't get that type
of data when we are developing initial IEPs. For children who are 2.9
and coming into 3 year old special education services, we often are
placing them in a developmental preschool based on significance of
delay and needs and only have information on what they do at home
or during the eval. Similarly if the child is older but has only been at
home and never in a classroom. We can see from an evaluation that
they have a skill deficit in an area that would adversely affect them in a
classroom, but don't have the ability to get classroom data as they
aren't in that environment.
A: If you have identified needs and deficits based on evaluations, you
have that data to support the referral. You could also use anecdotal
information to start. The IEP is a fluid document.
Questions
Q: Am I to understand that the accommodations
will go into the IEP twice, in the PLEP and
Accommodation section?
A: The accommodations must be in Section 6.
QuestionsQ: Not sure how to write academic goals now with new changes, we
want all kids to count, ID colors, letters, shapes so how do you
propose we write academic goals now? In the past we would write to
ID a certain number of colors or shapes or letters.
A: Because the term Outcome is in Part C, the use of this word
may be confusing for Part B staff. Therefore, we will work to
develop terminology that articulates this in a clear way.
Expectations we have for all children. If the child can not reach those
Age Appropriate Expectations, they require Specially Designed
Instruction, which speaks to the distinctly measurable and persistent
skill gap. Why can’t the child do the skill? Address the WHY. MELDS
informs IEP development, but are not intended to be goals.
Questions
Q: How do we make goals broad enough across
a year that you are not changing them all the
time?
A: Choose a goal that will have the greatest
impact on the child. Figure out which goal(s) are
achievable, and if the child meets those goals, the
IEP needs to be reviewed and goals may need to
be rewritten.
Questions
Q: If it is a functional skill that is impacting his
academics then doesn't that go under functional
skills?
A: Yes.
Questions
Q: How do we get the PLEP prior to writing the
IEP for students we don't see? Many times we
hear he doesn't do the thing but have no data to
support it.
A: If it is reported that the student does not have
a skill, or has not started a skill, include that info in
the PLEP. However, you should have baseline
data to support that.
Sample IEP
Sample IEP
Sample IEP
Sample IEP
CDS IEP Submitted as
Part of the Feedback Process
Letter Identification
Rote Counting
Our guidance would be to write Academic
Needs and How Statement like this –
Letter Identification
Rote Counting
Maine’s Early Learning
and Development Standards
Letter Identification
Maine’s Early Learning
and Development Standards
Rote Counting
What kinds of data sheets might help you
develop the baseline for Letter Identification
and Rote Counting?
What kinds of data sheets might help you use
to continue tracking the goal and complete
progress monitoring in these areas?
Data Collection – Letter IdXXX can identify 5 letters with 100% accuracy when presented with
15 letter flashcards in a sequence. Typically, these letters are that
of his name.
Data Collection – Letter Id
Data Collection – Rote Counting
XXX can rote count from 1-3 with 100% accuracy. After the
number 3, he begins to repeat and skip numbers.
Data Collection – Rote Counting
XXX can rote count from 1-3 with 100% accuracy. After the
number 3, he begins to repeat and skip numbers.
Data Collection – Rote Counting
CDS IEP Submitted as
Part of the Feedback Process
Skill Deficits specific to
Impulsivity/Distractibility
Expressive/Receptive Language
Articulation
Fine/Visual Motor Skills
Our guidance would be to write
Functional/Developmental Needs and
How Statement like this –
Skill Deficits specific to
Impulsivity/Distractibility
Expressive/Receptive Language
Articulation
Fine/Visual Motor Skills
Self Regulations Skills
“XXX is very impulsive and distractible.
He has a limited attention span.”
Self Regulation Skills
This Photo by Unknown Author is licensed under CC BY-SA
Baseline Data
Baseline Data can also be gathered as part of an observation during the referral
process. Collected 3 times each day during group story time.
XXX was not able to sustain attention longer than 1 minute independently.
Addition of Intervention and
AccommodationsAdded to programming:
• Chair and Carpet square for visual expectation
• Break and Sitting (pictorial) Cards
• Direct teaching of expectation (site adopted social skills program) and Positive
Behavior Plan
Addition of Intervention and
AccommodationsAdded to programming:
• Chair and Carpet square for visual expectation
• Break and Sitting (pictorial) Cards
• Direct teaching of expectation and Positive Behavior Plan
Self Regulation Skills Development of the Goal
Highlighted Info = Age Appropriate Expectations
and would NOT necessarily be included in either the
Present Level or the Goal itself.
The remaining info reflects the Skill Deficits that you are teaching to
facilitate the Age Appropriate Expectations.
What kinds of data sheets might help you
develop the baseline for skill deficits specific
to impulsivity/distractibility,
expressive/receptive language, articulation,
fine/visual motor skills?
What kinds of data sheets might help you use
to continue tracking the goal and complete
progress monitoring in these areas?
Example
Partial Interval
https://studylib.net/doc/18266317/30-minute-weekly-interval-data-sheet-instructions--
write-a
Duration Recording
https://view.officeapps.live.com/op/view.aspx?src=https%3A%2F%2Fwww.swsc.org
%2Fcms%2Flib04%2FMN01000693%2FCentricity%2FDomain%2F130%2F4.Duration%2520Data%2520Sheet.doc
https://especiallyeducation.com/wp-content/uploads/2019/02/6-
tips-for-efficient-data-collection-3-714x1024.jpg
ABC – Antecedent/Behavior/Consequence
Example: Peer took toy from child, child hit peer, peer returned toy
Frequency – This is how many times that a behavior occurred.
Example: Child screamed 7 times during an hour observation
Rate – Ratio of count per observation time.
Example: Child engages in an average of 16 instances of screaming per hour.
Duration – A measure of the total time that the behavior occurs.
Example: One instance of screaming lasted for 37 seconds
Latency – A measure of the elapsed time from the onset of a stimulus to the initiation of a
response.
Example: Child responded to the task to write name after 16 seconds.
Interval – A time sampling method for measuring behavior in which the observation period is
divided into a series of brief time intervals. May be measured in either Partial Interval or Whole
Interval.
Example: Child engages in behavior for a portion of the observation period OR for the entire
observation period.
We asked you to consider how your
participation in this Data Series has impacted
programming for you moving forward?
Please put feedback and/or comments in the
Chat Box or send them via email.
Maine DOE is offering Contact Hours for each
Special Services Zoom meeting you view.
Please follow these steps:
1. Email Leora Byras at [email protected] at the completion
of the Training with the codes for each Zoom meeting you
viewed. You may have up to 21 codes.
2. You may re-watch both Zoom meetings that have been previously
recorded.
3. Allow at least 5 business days to receive your certificate of
participation.
Code for Contact Hours
- Code will be shared in Chat Box
Please let us know...
What questions do you have?
How can we support you?
All CDS Staff and
Support Personnel
We Appreciate You So Much!
Thank you for how hard you
ALL continue to work.
Team Members
Roberta Lucas – Federal Programs Coordinator
Leora Byras – Special Education Consultant: Worked as Special Educator in an SPPS
for 25+ years. Taught all grades over the course of that time in a self-contained
classroom. Has been with the MDOE since September 2018.
Anne-Marie Adamson – Special Education Consultant: Special educator public K-12
resource room and SPED coordinator for 12 years. Facilitated CDS transition meetings
during that time. Taught Pre-K and K in private sector for 10 years. At the MDOE since
March 2020.
Colette Sullivan – Special Education Consultant: Worked as a Special Education
teacher for 30 years, primarily with students with Autism. Also worked at CDS York for 3
years, in a variety of roles, and have been with MDOE since August 2018.
