West Clermont Local School District 2009-2010 New Teacher Training.

West Clermont Local School District2009-2010

New TeacherTraining

Welcome New Teachers!

Kimberly Bischof Bridget Grace Lynn Niergarth Josh Belcher Kathy Ballitch Katie Mellman

Stephanie RowlandAHSVeronica MoermondRachel GibsonChristine ZborilNichelle Mitchell

Your Special Education Administration Team

Laura NazzarineDirector of Special EducationSara Jane Hutcherson and Linda Diener943-5029

Chuck BoothbySpecial Education [email protected] 943-5043

Chris CurtinSpecial Education Supervisor [email protected] 943-5011

Julie CarterSpecial Education Supervisor and Transition

[email protected] 943-5025

mailto:[email protected]



Agenda Day 1 September 18th, 2009

Introduction and Overview - NazzarineWhose Idea is This?- TeamEvaluation Team Report- Randy SilerDeveloping Present Levels- Carolyn HollandDeveloping Goals and Objectives- Renee RenkenProgress Book- Question and Answer Workshop- Team

Day 2 September 21st, 2009 IEP Procedures- TeamBuilding Rapport with Parents, Student, & Staff

Communication- TeamAlternate Assessment OverviewOAT/OGT- NazzarineDiscipline / Behavior InterventionFBA, BIP, ManifestationsProgress Monitoring

Training Objectives•Introduce new teachers to forms and procedures related to special education

•Familiarize teachers with “Whose IDEA Is This” and law pertaining to special education

•Teachers will become proficient in reading and interpreting ETRs and writing IEPs

•Teachers will be introduced to progress monitoring strategies and data disc

•Teachers will become familiar with intervention strategies and understand the correlation between these and OAT/OGT success

•Behavior intervention and processes such as FBA and Manifestation Determination will be reviewed

•Teacher will become familiar with the process & requirements for Alternate Assessment

•Progress Monitoring – Application with data disc

Our mission is to ensure academic excellence for all students, in a safe environment, supported by parents and the community.

Philosophies

Special Education Services in the West Clermont Schools are committed to educating students in the least restrictive environment.

Special Education Services are distributed throughout the district in order to maintain students in their neighborhood schools as often as possible.

Each building provides a continuum of services where teams of intervention specialists serve students cross-categorically.

Special Education Teacher Expectations

Teach (one on one, small group within or outside classroom, whole group, and co-teach)

Share student’s IEP goals and expectations with regular education teacher of service

Prepare lesson plans, implement lessons, assess student work, collect data and share data with IEP team members

Collaborate with academic team and help develop conventional teaching methods to meet individual student needs in relation to grade level content standards

Meet weekly with general education teachers- Discuss daily schedule, modifications, behaviors, assignments, upcoming assessments and future planning (all modifications will be completed before assignment or assessment is given)

Liaison to special service personnel (OT, PT, Speech etc…) Administration, including updating and maintaining pupil MFE, IEP and student

records and progress monitoring Work with “at risk” students and collaborate with colleagues to identify or rule

out student’s special needs Communicate with parents and or guardian of special education students Attend meetings and in-service trainings

District Demographics* as of 09-01-09

District Student Enrollment

District

Special Education

Enrollment

District Special Education

8661 1394 16%

Special Education Acronyms

ADDAUBIPCD- DD?FBACECEDESLFAPEHIIDEIASLP

IEPLREMDMFEPTOHISLDPDDTBIVIADHDOT

ADD- Attention Deficit Disorder

AU – Autism

BIP – Behavior Intervention Plan

CD – Cognitive Disorder- Developmental Delay?

FBA – Functional Behavior Analysis

CEC – Council for Exceptional Children

ED – Emotional Disturbance

ESL- English as a Second Language

FAPE – Free and Appropriate Education

HI – Hearing Impairment

IDEIA – Individuals with Disabilities Education Improved Act

SLP – Speech and language Pathologist

IEP – Individualized Education Plan

LRE – Least Restrictive Environment

MD- Multiple Disabilities

MFE- Multi-factored Evaluation

PT – Physical Therapy

OHI – Other Health Impaired

SLD – Specific Learning Disabilities

PDD- Pervasive Developmental Disorder

TBI- Traumatic Brain Injury

VI- Visual Impairment

ADHD- Attention Deficit Hyperactive Disorder

OT – Occupational Therapy

Special Education Resources

Whose IDEA Is This?EMISIEP ProceduresPhone LogCollaboration/ Communication LogAttempts to Obtain Parent ParticipationPrior Written NoticeParent Excusal FormPhysical Safe Hold Report

Whose Idea Is This?

Parent’s Guide to Individuals

with Disabilites Education Improvement

Act of 2004 (IDEA)

Whose Idea is This?A Resource Guide for Parents

This Resource Guide MUST be presented and reviewed with parents EVERY time there is an IEP / ETR meeting.Parents check/sign on IEP form that they

received notice of procedural safeguards.

The Resource Guide is presented to parents when there are disciplinary actions such as suspensions.

The Resource Guide is presented when a student reaches “the age of majority”.

Whose Idea is This?A Resource Guide for Parents

Relevant Sections to be presented to parents:Steps to getting servicesAnswers to frequently Asked Questions

Commonly used termsDisability Conditions DefinedRequest for Due Process

IEP

Individualized Education Program

Individualized Education Plan (IEP)(Form PR-07)

Each school district shall have an IEP in effect for each child with a disability within its jurisdiction who is receiving special education and related services by the child’s third birthday and at the beginning of each subsequent school year.

In completing the future planning section, the IEP team should discuss and develop a plan to assist in addressing the child’s future. Family and student preferences and interests are an essential part of future’s planning.

The IEP team should review relevant data including the Evaluation Team Report, in determining the child’s level of performance.

In reviewing data, the team should consider:How the child’s disability affects the child’s involvement and progress in

the general curriculum, or for preschool children, how the disability affects the child’s participation in age-appropriate activities;

How the strengths and interests of the child and the input of the parents will enhance the education of the child;

If it is an annual review, the degree to which the current annual goals and instructional objectives are being achieved by the child.

Individualized Education Plan (IEP)(Form PR-07)

Based upon the review, the IEP team should identify and document the child’s Present Levels of Performance, which should accurately describe the effects of the child’s disabilities on the child’s involvement and progress in the general curriculum.

The IEP team shall document measurable goals and their related content areas, benchmarks/short-term objectives, and student progress.

The IEP shall also describe how the parents, legal guardians will be informed of progress at least as often as parents of a nondisabled child. The IEP team must determine how the progress towards annual goals will be measured.

To complete the portion of the IEP that identifies the services to be provided, the IEP team will need to determine and document the special education and related services and supplementary aids and services to be provided to the child, and a statement of program accommodations or modifications that will be provided to the child.

The IEP team must identify and document the initiation date of the services, the expected duration of the services, and the frequency of the services across all goals to be provided.

Based upon the information that the district has gained as part of developing the present levels of performance, the IEP team must determine if issues related to any of the following Special Factors need to be considered in the development of the student’s IEP:

Behavior – if impedes learning of self or othersLimited English proficiencyVisual impairmentsCommunicationDeafness/hearing impairmentsAssistive technology services and devices

In addition to the Special Factors listed, other considerations to be made by the IEP team include issues involved in:Physical educationExtended school yearTransition service requirements at age 14Testing and assessmentTransfer of Rights

*For visual impairments, transition services, and testing and assessment, complete the applicable section of the IEP form as appropriate.

The IEP team must determine and document the Least Restrictive Environment (LRE) in which the identified services will be delivered so that each goal may be achieved. The IEP team shall explain why the child will not participate with nondisabled children in the regular classroom if the child’s LRE is someplace other than the regular classroom.

Reference: Rule 3301-51-07(A) Operating Standards

Progress Book IEP

REMINDERS!

Make sure an invitation is sent out 2 weeks prior. All attempts to contact parents are documented. Please make sure that a draft copy is sent home prior to the meeting! Review Timelines- 30/60/30 - However the 60 for the ETR(MFE) starts when

parent permission is signed and 30 for the IEP begins once the MFE is signed. The most recent Progress Monitoring from the previous IEP MUST be

attached to the new IEP and sent to the main office no later than a day after the meeting is held.

All initial IEP’s and MFE’s must be sent over to the main office together in order for the office to get them into the system.

Please send the forms over in this order: EMIS, IEP with signature page, Parent Invitation, Progress Monitoring

IEP Page 1 Main Points

“Other Information”- Consider this similar to the bottom box on the old special factors page with additional information needed. Summary of Special Education Services

MUST INCLUDE: LRE, Disability Category, Related Service Codes

Other language spoken at home, medicationList attempts to contact if the IEP is held without the parentMedical InformationAny additional information that would be useful

Pull in information from the general factors (number 10)

IEP Page 1 ContinuedMeeting Information:

Amendments- The process will remain the same. We will not use the amendment section on page 1 of the IEP. There will be an attachment page that will be used for all amendments.

Review Other Than Annual Review- only when adopting an IEP

IEP Time Lines:Reminder that all IEP ending dates must be one day prior to

the start date of the current IEP. Please make sure all lines on this box are filled in!

IEP SECTIONS

Section 1- Future Planning

This section has not changed, however the vision statement must be collected prior to the meeting!

The IEP team shall ensure that family and student preferences and interests are an essential part of the planning process. The team will document the planning information on the IEP. (OS page 65)

Section 2 -Special Instructional Factors Same as the top part of the old special factors page of the

IEP.

IEP SECTIONSSection 3- Profile

Include strengths and weaknessesAddress characteristics of the disabilityInterests of the studentDetailed data on how the student is performing in relationships

to typically developing peers. Concerns of the parents for the education of their childThe results of the performance on any state or district wide

assessmentsAcademic, developmental, and functional needs of the child

IEP SECTIONSSection 4 and 5- Postsecondary Transition

For age 14 and 15 the statement needs to focus on the courses of study, including small school.

For age 16 Age Appropriate Transition Assessments must be summarized and Postsecondary Transition Services must be included.

The school district is responsible for the activities that may enable a student achieve the post secondary goal, NOT the goal itself.

Under person agency responsible list the title of the person. Beginning date is the date the IEP starts. Duration depends on the activity (i.e. Occupational Orientation-1 semester)

IEP SECTIONSSection 6 -Measurable Annual Goals

Present Level of Academic Achievement and Functional Performance- This must be goal specific and content driven and must include the baseline data that the goal is focusing on. This is where we put the current academic or behavior data that supports the goal and objective.

For students that are also ESL the score from the Ohio Test of Language Acquisition (OTELA)

The Annual Goal must be measurable, include the state standard, and should reflect the end criteria of the benchmarks.

Measurable Objectives (benchmarks) should be broken down into quarterly measurable objectives.

IEP SECTIONS

Section 7- Description(s) of Specially Designed Services

Under ‘Specially Designed Instruction’ use the statement:“Direct and consultative special education services provided by

special education staff.”Under ‘Provider Title’, place the title of the teacher “Special Education

Teacher or Special Education Tutor”For ‘Location of Services’ place where the services will be provided.

For example: learning lab for reteaching of concepts, general education classroom, speech room, motor room etc.

Goals Addressed: Enter the number of each goal that will be supported by the service listed.

Section 7- Description(s) of Specially Designed Services Continued…

Under Amount of Time place ‘225 minutes weekly.’ If questions arise between times for direct and consult services or the number of total minutes consult with your supervisor. This is a great example as to why a draft should be sent home prior to the meeting to make sure you are prepared for these type of questions!

Frequency- dailyThe same process is used for related services (OT, PT, SLP, VI, etc)Assistive technology is used for very few students. For most students,

it is the parents decision to use assistive technology and the cost of replacement and maintenance are the parents responsibility. Some examples of assistive technology would be FM systems, big mac switches, and augmentative communication devices.

IEP SECTIONS

Section 7- Description of Specially Designed Instruction Continued…

Accommodations provide access to, but do not alter the amount or complexity, testing accommodations go here and these should be linked to the present levels of performance.

Modifications alter the content (decreasing amount or complexity)Support for School Personnel

This portion can be left blank HQT Teachers District Wide Professional Development 09-10 School YearConsultation with other professionals.

Services to support medical needs are done through consulting with Cathy Martens. For example, any time a student has a seizure disorder Cathy Martens needs to be present to develop a plan.

IEP SECTIONS

Section 8- Transportation as a Related Services

The only students that we list as requiring special transportation are those students who require the use of a wheel chair lift bus.

Accommodations can be provided on a typical bus but any accommodations must be approved by your supervisor or principal. If an aide on the bus is being considered the Director of Special Education must be notified.

Section 9- Nonacademic and Extracurricular Activities

“The child will have equal access to participate in nonacademic/ extra curricular activities as there non-disabled peers.”

If they choose not to participate – “At this time, the students’ parents have elected not to participate in non-academic and/or extracurricular activities.”

Give examples of specific clubs that students have the right to access. All students have the right to try out for a team but there is no right t play if they do not make the team

IEP SECTIONS

IEP SECTIONSSection 10- General Factors

Each one of these issues are addressed in the IEP. The last general factor is ESY- ‘extended school year’ services.

For the majority of the students there is no reason for ESY and the first box should be checked.

If there needs to be a discussion around the second or the third box please make sure your principal or supervisor is at the meeting.

ESY must relate back to an IEP goal and objective!

IEP SECTIONSSection 11- Least Restrictive Environment If the child is in the home school the first box is checked yes. The second box is checked no if the LRE code is IE14 or higher. If the LRE is

IE13 then the box is checked yes.

Section 12- Statewide and District Wide Testing If the team chooses to excuse a student from the consequences, there must

be justification. The two reasons for this are: ‘The students curriculum is significantly different’ or ‘The child requires accommodations that are beyond the accommodations allowed for children taking state wide assessments.’

If a student is on alternate assessment they must be so in all areas. There also must be justification:

“Due to the nature or severity of the students disability, the student will participate in Alternate Assessment.”

Section 13- Meeting Participants

This is much like the top portion of the current signature page. The change comes in the form of the second section where people who are excused are written down.

For an IEP member to be excused from the meeting the parents needs to know about it in advance.

The person missing the meeting must be excused in writing by the parent and must submit written input into the IEP.

Section 14- Signatures

The set up is different but the parents will need to sign for the same reasons. The first section is for initials IEPs only. The second section is for an annual review The third section deals with change of placement.

The parents must also sign the bottom 2 boxes that they received their procedural safeguards and that they are leaving with a copy!

IEP SECTIONS

Progress Book – Special Services 9.1

UpdatesText boxes in the new program DO NOT expandYou can add additional information to an attachment page,

but this page is yet to be uploaded on the new program!You DO NOT need to clarify the person responsible by

stating their name on the services page of the IEPFor amendments that result in the addition or subtraction of

a related service, you MUST do a new front AND section 7, “Specially Designed Instruction”

You must check the “complete” button on the Open Task page prior to sending the IEP to main office

Creating your Class List

Go to pb.westcler.org

District ID: westclermontUser ID: lastfirstnamesPassword: password

Go to pb.westcler.org

District ID: westclermontUser ID: lastfirstnamesPassword: password

You will have an “Educational Support” class when you logIn, click on this link to begin!

Click on “Update Roster”

Click on “Add Students

Schools are represented by #s – yourSchool should show up by default!

Staff in more than one building can selectStudents from more than one school by

Using the dropdown box

You can select the grade to look at or searchBy last name. If you select no grade level,All students from the building will be listed

You can select the grade to look at or searchBy last name. If you select no grade level,All students from the building will be listed

Select students by clicking theBoxes next to their names

After selecting all students, click“Save”

After saving, Close the window!

Saved students should now be on your roster! Click on “Grade Book”At the top of the page to return home

You can add students as the year goes on from this screenBy again clicking on “Educational Support” and

Going through this process

Progress Book 9.1Special Services

Navigating the new programCreating IEP formsImporting state standards to goal pagesCreating from existing documentsWhat about Progress Monitoring?????

Navigating Special Services

Click on “Special Services” to get to the IEP Program – you will be prompted to

Log in again!

You can go to PBSS.westcler.org to log in As well

A whole new look!!!!

You decide what tasks are priorityAnd when these tasks expire!

This special services home page displaysAll of the tasks that you are currently

Working on

Click on “Open Tasks” to work on Individual student forms

The “Open Tasks” screen will allow youTo pull down your class list and choose

A student to work on

After choosing the student, click “new”To begin working on a new task

This screen allowsYou to pick the task

You wish to completeAnd set a completion

date

You will choose from anInitial IEP, a Periodic

Review, an over age 14Periodic Review, a FinalIEP for graduation, etc…

For example, we will look At writing a Periodic Review

For an 11th grader

Choose an end Date by clicking on

The calendar.

This end date is a Tool to help you

Manage time and Get IEPs done on

time

The “Due Date” is the due Date of the IEP!

At the start of the yearYou can input this so all

Of your students will showUp on the “Open Tasks”Page and you can see

When their IEPs are due!

Click on “start task”When you’re readyTo begin working

All of the new IEP forms listed here, simply click To begin working!

Scroll down for more pages

Check Boxes to Print as you go, print button atBottom of this page

You can mark this as a priority task if it is Due soon

You can change student information if need Be through Student Properties

Begin working on your IEP by clicking on “Cover Page”

You can change the name of the form, mark complete when You are finished

A spell checker is built in the program

Right click on the word to retrieve Suggestions or to add the word into your

Dictionary (ETR is a good example)

Example of spell checker

Save and close when you’re done!Sessions time out in one hour.

Importing State Standards into Goal Pages

Click on “Goal” from Open Tasks page to start

Click on “Bank Import”

Click on “Edit Goals Section”

Must click on “Edit Goals!!!!!”This defaults to your PLOP!!!

Click on “Add Standards”

Use dropdown boxes to select standards from the appropriate Grade level

After selecting Reading Standards for this 11th

Grader, We now need To check off the standard

That applies to the MEASURABLE

Annual goal on our IEP

After making my selection I then Click “Add Selected Items”

You can click “Return to IEP” and the Ohio Academic Standard will appearIn the Goals section of your IEP

“Return to IEP” will save Your work and get you Back to the IEP form

The standard appears in the “Measurable Annual Goal”Section….don’t forget to write a MEASURABLE

Goal for the student!

You can click here to create additional pagesOr you can create new from above

To create from an existing document, click theIcon that looks like 2 pieces of paper

Select the task and page that you want to Create your form from!

DO NOT Close Task when all forms Are completed. We are trying to restrict

Access to this option!

Progress Book – Additional Information

Add demographic information here – County, District ofResidence, etc…

Clicking on “Add a Form” will allow you to accessthe parent invitation form as well as an attachment page

You MUST check the completed buttonat the top prior to sending the IEP to

Main office to be finalized!!!

IEP Meeting Procedures

IEP ProceduresBefore, During and After the IEP Meeting

Two Weeks Prior to IEP

1. Provide written notice of IEP meeting to parents, service providers (OT, PT) and outside agencies

2. Input forms sent to general education teachers listing meeting time and place

3. Update progress Monitoring Form and collect graphs and data

One Week Prior to IEP

1. Confirm with Principal or Supervisor meeting time

2. Email Team Members a reminder of the meeting time and place

3. Send home a copy of a DRAFT of the IEP- Note DRAFT

4. Confirm the room location

One Week Prior to IEP

1. Confirm with Principal or Supervisor meeting time

2. Email Team Members a reminder of the meeting time and place

3. Send home a copy of a DRAFT of the IEP- Note DRAFT

4. Confirm the room location

Two Days Prior to IEP

1. Make copies of IEP for all member of the team

2. Make copies of teacher input

3. Begin completions of EMIS forms

Two Days Prior to IEP

1. Make copies of IEP for all member of the team

2. Make copies of teacher input

3. Begin completions of EMIS forms

During the IEP

1. Who Must Be in Attendance?- Principal or supervisor (May Not Conduct Meeting Without One!)

2. A General Education Teacher

3. A representative from district with financial responsibility (if applicable)

4. Additional Participants- Support staff (PBSS, Speech, OT, PT etc…), Counselor

During the IEP

1. Who Must Be in Attendance?- Principal or supervisor (May Not Conduct Meeting Without One!)

2. A General Education Teacher

3. A representative from district with financial responsibility (if applicable)

4. Additional Participants- Support staff (PBSS, Speech, OT, PT etc…), Counselor

IEP ProceduresBefore, During and After the IEP MeetingIEP ProceduresBefore, During and After the IEP Meeting

Please Bring

1. Progress Monitoring from Current IEP

2. Current IEP

3. Draft of New IEP

4. EMIS Form

5. “Whose IDEA is it?” Handbook

6. Copies of teacher input form

7. A copy of the parent invitation if you haven’t received it earlier from parents

Please Bring

1. Progress Monitoring from Current IEP

2. Current IEP

3. Draft of New IEP

4. EMIS Form

5. “Whose IDEA is it?” Handbook

6. Copies of teacher input form

7. A copy of the parent invitation if you haven’t received it earlier from parents

Agenda for Meeting

1. Introduce all member of the team

2. Present teacher input forms and excuse teachers that are not present. Have teacher initial signature page next to teacher’s name- Parent has the right to stop the meeting

3. Confirm receipt of the IEP and invitation (If you have not received receipt of invitation, ask parent to sign another one

4. Review the IEP

-Confirm Front Page Data (Address, Phone etc.)

-Discuss Future Planning Section

-Discuss Present Levels

5. Review current IEP progress monitoring and mastery of goals

6. Allow time for parent questions or concerns

7. Explain the alignment of goals and objectives

“These goals come directly from the 8th grade English content standards that all 8th grade students are working on this year.”

Agenda for Meeting

1. Introduce all member of the team

2. Present teacher input forms and excuse teachers that are not present. Have teacher initial signature page next to teacher’s name- Parent has the right to stop the meeting

3. Confirm receipt of the IEP and invitation (If you have not received receipt of invitation, ask parent to sign another one

4. Review the IEP

-Confirm Front Page Data (Address, Phone etc.)

-Discuss Future Planning Section

-Discuss Present Levels

5. Review current IEP progress monitoring and mastery of goals

6. Allow time for parent questions or concerns

7. Explain the alignment of goals and objectives

“These goals come directly from the 8th grade English content standards that all 8th grade students are working on this year.”



8. Discuss Modifications- (extended time, calculator)

9. Discuss and complete Testing Page

10. Discuss and complete Special Factors Page

-ask parents if there is anything that they would like to add to the additional information box (special medication, health issues etc…)

11. Have all present sign the IEP signature page

-Parent signs for periodic review

-Parent signs acknowledging receipt of “Whose Idea is It?”

12. Complete EMIS and have administrator sign off

*NOTE*

All handwritten changes or any future addendums must be added to the computer program before the

conclusion of the meeting. Parents MUST leave with a completed IEP!

8. Discuss Modifications- (extended time, calculator)

9. Discuss and complete Testing Page

10. Discuss and complete Special Factors Page

-ask parents if there is anything that they would like to add to the additional information box (special medication, health issues etc…)

11. Have all present sign the IEP signature page

-Parent signs for periodic review

-Parent signs acknowledging receipt of “Whose Idea is It?”

12. Complete EMIS and have administrator sign off

*NOTE*

All handwritten changes or any future addendums must be added to the computer program before the

conclusion of the meeting. Parents MUST leave with a completed IEP!



After the IEP

1. Parents receive copy of IEP and “Whose Idea Is This”?

2. Teacher puts IEP in proper order

-EMIS

-Parent Invitation Page

-Student Information / Present Levels Page

-Annual Goals and Objectives Pages

-Special Factors Page

-Testing Page

-Signature Page

-Copies of Progress Monitoring, and Teacher Input forms

3. Copy for your records and send original to main office within 24 hours

4. Put new IEP in (small schools binder / office folder and a copy for your own records)

After the IEP

1. Parents receive copy of IEP and “Whose Idea Is This”?

2. Teacher puts IEP in proper order

-EMIS

-Parent Invitation Page

-Student Information / Present Levels Page

-Annual Goals and Objectives Pages

-Special Factors Page

-Testing Page

-Signature Page

-Copies of Progress Monitoring, and Teacher Input forms

3. Copy for your records and send original to main office within 24 hours

4. Put new IEP in (small schools binder / office folder and a copy for your own records)

Building Rapport

Building Rapport with StudentsHaving rapport as the foundation for any

relationship means that when there are tough issues to discuss, you can more easily find solutions and move on. Fortunately, you can learn how to build rapport. Rapport happens at many levels. You can build rapport all the time through:The places and people you spend time with The way you look, sound, and behave The skills you have learned The values that you live by Your beliefs Your purpose in life Being yourself

Strategies to Build Rapport Take a genuine interest in getting to know what's

important to the other person. Start to understand them rather than expecting them to understand you first.

Pick up on the key words, favorite phrases and way of speaking that someone uses and build these subtly into your own conversation.

Notice how someone likes to handle information. Do they like lots of details or just the big picture? As you speak, feed back information in this same portion size.

Look out for the other person's intention — their underlying aim — rather than what they do or say. They may not always get it right, but expect their heart to lie in the right place.

Adopt a similar stance to them in terms of your body language, gestures, voice tone and speed.

Parent Communication

Parent CommunicationKeep a phone log and communicate with

parents on a regular basis!Allow parents access to you and respect

their wishes to speak with you by returning calls within 24 hours

Develop a system that works for you and the parents you are working with

Parent School

I want the best for my child. Great! Wes are on the same page. We all want is best for our kids!

They don’t do anything unless we ask them/ tell/ force them.

We strive to provide any service requested of us.

They don’t use any of the information I have been reading or have referred to.

Our staff is well trained and we rely on the latest studies in literature.

Their methods are not working for my child.

We would be happy to consider alternative methods…if the parents suggest any.

“If you are not ready today, you will be even less so tomorrow!”

Ovid

“Even when your students don’t believe in themselves, you need to believe in them, for them!”

Collaboration

Collaboration with Regular Ed Teachers

Intervention Strategies

Intervention Strategies for Students

Directions or Instructions: Make sure directions and/or instructions are given in limited numbers. Give directions/instructions verbally and in simple written format. Ask students to repeat the instructions or directions to ensure understanding occurs. Check back with the student to ensure he/she hasn't forgotten. Chunk your information, when 2 things are done, move to the next two.


Assignments: A student with special needs will often need assignments modified or reduced. Always ask yourself, 'How can I modify this assignment to ensure the students at risk are able to complete it'. Sometimes you'll simplify the task, reduce the length of the assignment or allow for a different mode of delivery. How can you assure that the student has access to the general education curriculum and are focusing on important state level standards and benchmarks?


Contracts: It may help to have a working contract between you and your students. This helps prioritize the tasks that need to be done and ensure completion happens. Each day write down what needs to be completed, as the tasks are done, provide a checkmark or happy face. The goal for using contracts is to eventually have the student come to you for completion sign offs. You may wish to have reward systems in place also.


Hands On: As much as possible, think in concrete terms and provide hands on tasks. This means a child doing math may require a calculator or counters. The child may need to tape record comprehension activities instead of writing them. A child may have to listen to a story being read instead of reading it him/herself. Always ask yourself if the child should have an alternate mode or additional learning materials to address the learning activity.


Tests/Assessments: Tests can be done orally if need be. Break tests down in smaller increments by having a portion of test in the morning, another portion after lunch and the final part the next day.

Seating: Where are your students seated? Hopefully they are near a helping peer or with quick access to the teacher. Those with hearing or sight issues need to be close to instruction which often means near the front.


Parental Involvement: Planned intervention means involving parents. Do you have an agenda in place that goes home each night? Are parents also signing the agenda or contracts you have set up? How are you involving parental support at home for homework or additional follow up?

Alternate Assessment

Introduction

ALL children enrolled in any public school district are required to participate in state assessments

References: IDEIA, NCLB and Ohio Law

Chapter 1

1

In Ohio, there are three ways to assess student achievement of academic content standards:

1. participation in the general assessment without accommodations

2. participation in the general assessment with allowable accommodations

3. participation in an alternate assessment

Further information: Ohio Statewide Testing Program Rules Book or the Office for Exceptional ChildrenPg. 1

Which students should take an alternate assessment?

Ohio’s Alternate Assessment was developed for students with significant cognitive disabilities.

Participation decisions are made by the student’s IEP team Follow Ohio Guidelines for Participation in Alternate Assessment (chapter 2)

Pg. 2

What is an Alternate Assessment?

Must be aligned with the State’s content and student achievement standards.

Must report student achievement in the same way as the State’s regular assessment.advanced, accelerated, proficient, basic, limited

Must serve the same purpose as the assessment for which it is an alternatei.e., Reading, Writing, Mathematics, Science,

Social Studies

Pg. 9

Is there a “cap” on how many children may participate in alternate assessment?

The IEP team decides how a student will participate in statewide assessment.

Federal rules limit the number of alternate assessments scores a district may count as “proficient” in district accountability

This limit is set at 1% of tested populationAnnual appeal process for states and districts to

seek waiver of impact of 1% capWaivers are granted for one year only

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Should students who are not expected to do well on the general assessments participate in alternate assessments?

No. The decision about a student’s participation in the alternate assessment must not be made on the basis of the student’s “perceived probability” of poor achievement on the general assessments. As many students as possible should participate in the general assessments.

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Can students participate in the general assessment in one content area (e.g., mathematics) and participate in the alternate assessment in another content area (e.g., reading)?

No. If a student can participate in any part of the general assessment, then he or she should take the entire general assessment with accommodations as needed.

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What grades and subjects are in the alternate assessment?

The same grades and subjects as are tested in the general assessment.

It is critical that the EMIS grade level assignment corresponds to the Alternate Assessment Collection of Evidence that is submitted for a student.

The district of residence and the district of service must reconcile the specific grade level for each student prior to completing the AASWD.

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What about the “2% AASWD” flexibility that the USDOE has written about?

Final federal regulations have now been issued on what has come to be known as the 2% assessment.

The Ohio Department of Education will be gathering input in the coming year on the most appropriate ways to develop an assessment based on modified academic achievement standards for certain students with disabilities.

The population for whom such assessments would be appropriate is NOT the same as the current AASWD.

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Revised2007-08

Ohio AASWD Decision Making Framework for Participation

Pg. 7

AASWD Administration Flowchart(With Typical Time Frames)

IEP team identifies the students who will participate in the Alternate Assessment.

Enrollment information is sent to District Test Coordinators and

returned to contractors.(October/November)

Assessment materials sent to District Test Coordinators.

(January)

Educational team collects, documents and organizes COEs.

(September – March)

Administrator reviews and signs completed COEs.

(February – March)

Completed COEs are sent to contractors.

(March)

COEs are scored.(April)

Score reports are shipped to districts.

(May – June)

Educational team identifies content standards based on student’s grade level;

selects benchmarks, applications and tasks.

(September – December)

Pg. 9

Relationship of AASWD and the IEP

Standards-based Instructional Activities

Alternate Assessment:Demonstration of performance areas

IEP Goals:Progress in skill areas

(progress monitoring) (“snapshot” of achievement)

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Entry Sheet 1(ELA-Reading:Informational

Text or

Writing:Writing

Conventions)

12

3

Entry Sheet 3(Science:PhysicalSciences)

1 23

Entry Sheet 4(Social Studies:

Economics)1 2

3

Reading or Writing Mathematics

Science Social Studies

opti

onal

opti

onal

opti

onal

1 23

opti

onalEntry Sheet 2

(Mathematics:Patterns,

Functions andAlgebra)

Visual Representation of COE 2008-09OGT

3

Pg. 19

Understanding Behavior and Behavior Interventions –

Tonya Schmidt

FBA / BIP / Manifestation Determination

Functional Behavior Assessment (FBA) Procedures

A Functional Behavior Assessment (FBA) is a collaborative problem-solving process that

is used to describe the “function” or purpose of a student’s behavior. Understanding the

“function” that a behavior serves for the student assists directly in designing educational

programs and developing behavior plans with a high likelihood of success.

The collaborative problem solving process is the foundation for many team processes in

education, including the IEP processes, functional behavior assessment, behavior

intervention planning process, and intervention-based assessment.

Manifestation Determination Review

(Form PR-03)

A manifestation determination review is required to determine the relationship between a child’s disability and the behavior subject to disciplinary action.

The reviews must be conducted by the IEP team and other qualified personnel. The team must consider, in terms of the behavior subject to disciplinary action, all relevant information, including but not limited to, the child’s IEP, any teacher observations, and any relevant information provided by the parents of the child.

Summary of data that may be reviewed:

EvaluationsInformation provided by parentsStudent’s IEPStudent’s placementObservation of the student

Reference: Rule 3301-51-05(K)(7)

Progress Monitoring

Progress Reports

It is the district’s expectation that you put all progress monitoring in a separate file folder using the data disc this school year.

Progress monitoring must be sent home at mid-term and quarterly.

West Clermont Local School District 2009-2010 New Teacher Training.

Documents

Transcript of West Clermont Local School District 2009-2010 New Teacher Training.