Thursday, October 13, 2016

Special Education Specialists

Laurie Carey – Accountability, Child Find

Mari Garza – Vision, Speech, Parent

Christa Rasche – Secondary Transition

Dr. Kay Smith – LIDs, Early Childhood, AT

Veronica Trevino - Behavior

Erika West – Progress in the General Curriculum, Dyslexia

Jodi Ferguson, Associate Director

Linda Riddle, Administrator

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Regional Network of

Special Education Directors Meetings

Thursday, September 15, 2016 Workshop # 1336389

Thursday, October 13, 2016 Workshop # 1336390

Wednesday, November 9, 2016 Workshop # 1336391

Thursday, January 26, 2017 Workshop # 1336392

Thursday, March 2, 2017 Workshop # 1336395

Thursday, April 6, 2017 Workshop # 1336394

Thursday, May 18, 2017 Workshop # 1336396

All meetings are scheduled to begin at 9:00 a.m.

AgendaWelcome

Professional DevelopmentDiscipline and the Special Education Student presented by R.J. Alvarado

TEA UpdatesMOE Calculation Tool TETN 10:00 – 11:00 a.m.Nonpublic Day and Residential Facilities

Legal Hot TopicsPersonal Injury Cases

Program Updates

Working Session: Creating Reading Goals and Objectives

Professional Developments

• TETN SPED STAAR Accommodations – October 26th

• SPED Fall Trainings (online)

• Conquering Reading Challenges Series presented by Stephanie Spaan –November 30 – December 1

• Elevate by Walsh, Anderson – November 3rd

• SAVE THE DATE SPED Finance - January 12th

• Special Education Legal Update with Cynthia Buechler - January 31th

At Risk for Cancellation

• Reading for LIDS

• Travel Training Secondary Transition (guest speakers)

Professional Developments

Discipline and the Special Education Student

R.J. Alvarado

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TEA Updates

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TETN

MOE Calculation Tool

10:00 – 11:00 a.m.

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Residential Facility Tracker

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Residential Facility Tracker

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http://tea.texas.gov/pmi/SPEDRFmonitoring/

Residential Facility Tracker

• Detention centers

• Treatment centers

• Group foster care

• Any non-educational purpose

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Residential Facility Tracker

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Nonpublic Day and Residential Facilities

http://bit.ly/2e5N4JL

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Nonpublic Day and Residential Facilities

• Placement by ARD committee

– Nonpublic Day School

• ADA eligibility code 0-Enrolled, Not in Membership

• Instructional arrangement (IA) 60

– Residential Facilities

• ADA eligibility code 0-Enrolled, Not in Membership

• Instructional arrangement (IA) 50

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http://bit.ly/2e5N4JL

Contracts no more than 365 days during the 2016-2017

School Year

2016-2017 Effective Dates of Approved Applications

Application is received at TEA by December 1st

For placements prior to December 1, 2016 for the current

school year

Application is received at TEA after December 1st

Date of placement if the application is received at the TEA

within 30 school days of ARD decision; or

Date of TEA receipt if received more than 30 school days after

the ARD decision

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Timeline for the 2016-2017

Application Process

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Consider all options and lesser restrictive placements.

List the services which the district is unable to provide and which the facility will provide.

Document the appropriateness of the facility for the student

Establish, in writing, criteria, and estimated timelines for the student’s return to the district (reintegration plan). If it is not an initial placement, the committee should review and document the student’s progress on the goals/objectives for return to the district.

Verify/document

nonpublic day/residential placement is needed

the educational program provided at the facility is appropriate

the placement is the least restrictive environment

IEP must contain specific goals/objectives addressing the services (academic,

related services, behavior therapy, etc.) for which funding is requested.

ARD MeetingBefore the district places a student in, or refers a student to, a facility, the district

shall conduct an ARD committee meeting in accordance with state and federal

requirements. 19 TAC 89.61(a)(4)

Nonpublic Day and Residential Facilities

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http://bit.ly/2e5N4JL

Nonpublic Day and Residential Facilities

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Nonpublic Day and Residential Facilities

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Nonpublic Day

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Residential Facility

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Residential Facilities

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A residential application may be approved for educational purposes only.

The application shall not be approved if the application indicates that the:

placement is due primarily to the student’s medical problems

placement is due primarily to problems in the student’s home

district does not have a plan, including timelines and criteria, for the student’s

return to the local school program

district did not attempt to implement lesser restrictive placements prior to

residential placement (except in emergency situations as documented by the

ARD committee)

placement is not cost effective when compared with other alternative

placements

residential facility provides unfundable/unapprovable services

19 TAC 89.61(b)(1)

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Application Approval

PBMAS Reporting Requirements

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• 16-17 change in methodology

• Target date for ISAM- week of October 24th

• Initial Submission- November 28

SPED Compliance Review

Stage 1 and 2

Compliance Review NOT Required

SPED Compliance Review

Compliance review required

Newly Identified

Stage 3

As determined by TEA staff

Compliance Review NOT

required

Previously stage 3 in 2015-16

Previously stage 4 in 2015-16

Stage 3

SPED Compliance Review

Compliance review required

Newly Identified

Stage 4

Flexibility if on-site visit prior

to Nov 28

Compliance Review NOT

required

Previously stage 3 in 2015-16

Previously stage 4 in 2015-16

Stage 4

PBMAS Reporting Requirements

• Special Education Compliance Review-stage 3 or 4

– TEA Website

– Special Education Intervention Guidance and Resources Review

– Review based on Indicators of 2, 3, or 4

• Districts That Serve Students with Disabilities Who Reside In Residential Facilities

– TEA Website

– Special Education Residential Facilities Intervention Guidance and Resources TEA Website

– RF Manual

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Legal Updates

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Program Updates

Assistive Technology

• AT Indicator in PEIMS

– Historically 0 or 1

– Revision to drop down menu

– Better alignment between PEIMS and District Software

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Assistive Technology

• Accessibility Requirements : New Texas Administrate Code Rules for Publishers

• Instructional Materials Allotment

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Assistive Technology

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https://www.atia.org/webinars/tatn-atia-webinars-program-portal/

Vision Services

• Assessment will continue with the English Braille American Edition (EBAE)

• Unified English Braille (UEB) Braille Format for STAAR Testing will not be available until spring of 2018

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Vision Services

• VI Family Picnic 2016 Student White Cane Safety Celebration

– October 15, 2016

– Cole Park

– 218 RSVP

– Agenda

• Proclamation

• Speakers

• White Cane Day March

• Picnic

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Early Childhood

• ESC2 PPCD website name change to Early Childhood

– Students with disabilities ages 3 to 5 years

– Placement

– PPCD typically as a classroom

• How many inclusive early childhood classrooms are in Region2?

• PBMAS not meeting target for special education students ages 3-5 years in general education setting (target 30%/Region 2 29.7%)

• How many early childhood SPED Teachers attend PD with their peers?

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Parent Coordination

Districts Participating in Parent Survey for 2016-17 School Year

• ARANSAS COUNTY ISD

• BROOKS COUNTY ISD

• BEN BOLT-PALITO BLANCO ISD

• RICARDO ISD

• DR M L GARZA-GONZALEZ CHARTER SCHO

• CALALLEN ISD

• TULOSO-MIDWAY ISD

• INGLESIDE ISD

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Foreign Language & Dyslexia –What options are available?

Depends on degree plan

Foundation

Minimum

Recommended

Distinguished

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Foundation Degree Plan

Texas Administrative Code, Rule §74.12(b)(5) outlines the LOTE (languages other than English) requirements:

(A) any two levels in the same language

(B) second credit may be substituted, if it is determined by the committee outlined in (C) that the student is unlikely to be able to complete the second credit.

OR

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(D) A student, who due to a disability, is unable to complete two credits in the same language in a language other than English, may substitute a combination of two credits from English language arts, mathematics, science, or social studies or two credits in career and technical education or technology applications for the LOTE credit requirements. The determination regarding a student's ability to complete the LOTE credit requirements will be made by:

(i) the student's ARD committee if the student receives special education services under the TEC, Chapter 29, Subchapter A; or

(ii) the committee established for the student under Section 504, Rehabilitation Act of 1973 (29 United States Code (USC), §794) if the student does not receive special education services under the TEC, Chapter 29, Subchapter A, but is covered by the Rehabilitation Act of 1973.

If a student with dyslexia is no longer receiving remedial instruction, are they still coded in

PEIMS with a “1”

YES

Behavior

Topics to Review and Discuss:

• Region 2 Restraint Data Overview

• Region 2 Discipline Removal Information

• Creating Function Based Behavior Intervention Plans for Persistent Misbehavior will be held at Education Service Center on Wed, October 26,2016. Session ID # 1349568

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Secondary Transition

• First Meeting – update

– 9 districts registered and 5 attended

– Attendees were satisfied and indicated that they will continue participation

“It will be beneficial to understand how other districts are addressing transition so that we can be consistent throughout the region.”

“Looking forward to working collaboratively”

– Recommend each districts’ TED register and attend future meetings

• Next meeting is January 10, 2017 @ 4:00 PM via Zoom (online event)

• Will discuss Transition Assessment

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• Region 2 school districts will be meeting at TWS-VR on Monday, October 17th from 9:00 – 11:30 AM

Autism

• Autism CircuitParticipating Districts:CCISD, Mathis, San Diego, Tuloso Midway, Ingleside, Brush Country, Freer, Orange Grove and Calallen

• Trainings:– TSLAT online modules and resources– In-Home/Community and Parent Training TOT– What All Teachers Should Know About ASD– Where The Wild Things Are! EBP

SAVE THE DATE:25th Annual Texas Autism Conference

August 3-4, 2017 in San Antonio, Texas

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October 26, 2016 – 10:00 AM to 12:00 PM

STAAR Accommodations Update (#1365361)

This TETN will provide districts and ESCs with updates related to accommodations for use with both the STAAR Online Testing Platform, and the general STAAR for the spring of 2017.

Presenters will:

• Discuss where to find accommodation information

• How to determine student eligibility for accommodations

• How to document accommodation decisions and use

TEA Focus on Reading for SPED Students

Statewide initiative to improve STAAR Reading 3-8 performance

for special education students

Creating Reading Goals and Objectives

Presented by Erika West

Purpose

In order to move the needle on the reading performance for our students in special education, we must create better goals.

Where will I be if I walk for 3 hours?

What Do I Need to Know?

• Where are you?

• How fast do you walk?

• Is there any construction?

• Is the route accessible? What AT will I need to make it accessible?

• Where do you want to go?

The Analogy

The Process

Academic Achievement

PLAAFP

Functional Performance

Annual Goal

Trina

• 1st Grade Student

• Annual ARD is in 4 weeks

• Special Education Teacher takes baseline data

• Data will be used to create goals and objectives if appropriate

Trina’s Baseline Data

• Tested with DIBELS Next

• Baseline Scores on Word Identification Fluency were:38, 40, 41

• Score indicates number of words read correctly in one minute

Baseline Data Scenario

Benchmarking

• For a typically developing 1st grader, the end-of-year benchmark is 60 words correct per minute on Word Identification Fluency.

• Trina is not a typically developing 1st grader.

Rate of Weekly Improvement Norms

Trina’s Goal

• Baseline Info: 38, 40, 41

• 11 weeks of instruction left

• Norms indicate that students in 1st grade are expected to add 1.5 words every week.

• 11 * 1.5 = 16.5

• We expect Trina to add 16.5 more words by the end of 11 weeks.

• Add 16.5 to the median of 40 = 56.5

• Trina’s goal at the end of 11 weeks is 57 WPM on WIF.

What About Objectives?

What Can We Use to Monitor Progress

One of the easiest ways to obtain baseline data and monitor progress is with the use of Curriculum Based Measurement (CBM).

Letter Sound Fluency

Word Identification Fluency

Passage Reading Fluency

Cloze Passages

Benefits of Using CBMs

• Brief and easy to administer

• Administered the same way every time

• Each probe is a different test, but assesses the same skills at the same difficulty level

• Scored for reading accuracy and speed

• Scores are graphed

CBM in Reading

• Letter Sound Fluency (Kindergarten)

• Word Identification Fluency (Grade 1)

• Passage Reading Fluency (Grades 1-8)

• Maze Fluency (Grades 1-6)

Making Progress?

• If Trina was reading 25 WPM on Level C and is now reading 15 WMP on Level D, has she made progress?

• Use one level to test throughout the year to quickly see progress (i.e., 30 WMP on 1st grade level compared to 45 WMP on 1st grade level).

• This level is only used for progress monitoring purposes, and not for instruction purposes. For example: if a student starts reading at Level C; she can still move to levels E, G, and J as her reading improves for instructional purposes.

Annual Goals

• Statements that describe what a student with a disability can reasonably be expected to accomplish within a twelve month period in a student’s special education program

• Skills and/or knowledge that will be mastered, not an activity

A goal should not be something that can be accomplished by a one-time activity; it will take a period of time to learn the skills needed to master a goal.

Busting Annual Goal Myths

• There is no expectation from TEA that every student have at least one academic and one functional goal.

• Annual goals do not have to be identified as academic or functional in the ARD/IEP.

• Neither type of goal is more important than the other; the goals must meet the child’s needs that result from his/her disability.

• Having an annual goal in a content area does not automatically constitute modified content in that area.

Busting Annual Goal Myths

• Having an annual goal that modifies content in a content area/course does not automatically mean a student qualifies to take STAAR-Alt2.

• Standards-based annual goals do not have to reference the TEKS to which they are aligned.

• Annual goals are not a restatement of the enrolled grade level TEKS.

• Annual goals are not taught in place of the enrolled grade level content standards. Hence, mastery of/progress toward annual goals does not equate to a course grade.

A Note…

• Academic goals must be aligned with enrolled grade level standards

• Functional goals have no standard with which to align

4 Elements in IEP Goal Development

Timeframe Conditions

Behavior Criterion

IEP Goal

Timeframe

Identifies the amount of time in the goal period and is usually specified in the number of weeks or a certain date for completion.

Example: “within 36 instructional weeks” might be the timeframe for an annual goal.

Conditions

• Specify the manner in which progress toward the goal occurs. Conditions describe the specific resources that must be present for students to reach the goal.

• The condition of the goal should relate to the behavior being measured.

Example: a graphic organizer could be a condition.

Behavior

• Clearly identifies the skill or performance that is being monitored.

• It represents an action that can be directly observed and measured.

Example: “points to the yellow object” could be a behavior.

Criterion

• Identifies how much, how often, or what standard the behavior must occur in order to demonstrate that the goal has been achieved.

• The goal criterion specifies the amount of growth that is expected.

Example: “in 7 out of 10 trials” might be a criterion.

1st Grade ELA / Reading TEKS

(3) Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:

(A) decode words in context and in isolation by applying common letter-sound correspondences, including:

(i) single letters (consonants) including b, c=/k/, c=/s/, d, f, g=/g/ (hard), g=/j/ (soft), h, j, k,l, m, n, p, qu=/kw/, r, s=/s/, s=/z/, t, v, w, x=/ks/, y, and z;

(ii) single letters (vowels) including short a, short e, short i, short o, short u, long a (a-e), long e (e), long i (i-e), long o (o-e), long u (u-e), y=long e, and y=long i;

(iii) consonant blends (e.g., bl, st);

(iv) consonant digraphs including ch, tch, sh, th=as in thing, wh, ng, ck, kn, -dge, and ph;

(v) vowel digraphs including oo as in foot, oo as in moon, ea as in eat, ea as in bread, ee, ow as in how, ow as in snow, ou as in out, ay,ai, aw, au, ew, oa, ie as in chief, ie as in pie, and -igh; and

(vi) vowel diphthongs including oy, oi, ou, and ow;

Writing Appropriate Goals

Within 36 instructional weeks, using a modified reading list of high frequency words, Trina will master 1st grade level TEKS with 70% mastery.

Within 36 instructional weeks, using a modified reading list of high frequency words, Trina will use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Trina will continue to apply earlier standards with great depth in increasingly more complex texts with 70% mastery.

Standards-Based IEP Goal

Within 36 instructional weeks, using a modified reading list of high frequency words for instruction, Trina will read 1st grade words at a rate of 57 words per minute.

What Are Benchmarks/Short-Term Objectives?

• Benchmarks/short-term objectives describe the steps in order for a student to move from the PLAAFP to the measurable annual goal.

• Like the annual goal, benchmarks/short-term objectives should include the following:

– Timeframe

– Conditions

– Behavior

– criterion

When are Benchmarks/Short-Term Objectives Needed?

IDEA 2004 requires that benchmarks/short-term objectives be part of the annual goal for any student who takes an alternate assessment judged against alternate achievement standards.

Benchmarks/Short-Term Objectives

• Are intermediate steps a student will take to progress from his/her PLAAFP to his/her annual goal

• Are required to be included in all annual goals for students who take STAAR Alt-2

• Are optional for students who do not take STAAR Alternate

• Must be written in measurable terms

How Are Short-Term Objectives/Benchmarks Aligned with Enrolled Grade-Level Goals?

The short-term objectives/benchmarks are the steps a student must take to progress from the PLAAFP to the enrolled grade-level annual goal. These steps may encompass skills that are below the enrolled grade-level.

How Many Short-Term Objectives/Benchmarks Must Be Included in an Annual Goal?

TEA requires that, when benchmarks/short-term objectives are included with an annual goal, there must be at least two.

Hints

• ARD Committees are not required to include the number of the particular TEKS and/or Student Expectation aligned to each annual goal.

• For a student who takes an alternate state assessment, the student needs an academic standards-based IEP goal that corresponds with the tested content area.

Hints

• It is not required to write goals for each tested objective on a state assessment.

• The ARD committee may use the essence statements developed for the alternate state assessment to write standards-based IEP goals.

Modified Content & an Alternate Assessment

Having an academic/standards-based goal does not automatically qualify a student to take an alternate state assessment.

Standards-Based IEP Goals & Objectives

Within 36 instructional weeks, using a modified reading list of high frequency words for instruction, Trina will read 1st grade words at a rate of 57 words per minute.

By the 1st 6-weeks, using a modified reading list of high frequency words for instruction, Trina will read 1st grade words at a rate of 49 words per minute.

By the 2nd 6-weeks, using a modified reading list of high frequency words for instruction, Trina will read 1st grade words at a rate of 58 words per minute.

Additional Support Websites

• http://www.interventioncentral.org

• http://studentprogress.org/

• http://www.intensiveintervention.org/

FREE CBMs

• https://easycbm.com/

• http://dibels.org

• https://dibels.uoregon.edu/

• http://terpconnect.umd.edu/~dlspeece/cbmreading/index.html

• http://www.interventioncentral.org/curriculum-based-measurement-reading-math-assesment-tests

Questions?

Erika West, Special Education Specialist

erika.west@esc2.us

(361) 561-8506

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