Beginning of the Year Meeting
8/21/13, 11:00 am-1:00 pm
SHS, Room 300
Sabrina A. Scott, Student Services Director
AGENDA
11:00-11:30
District/Department
Updates & Expectations 2013-14
11:30-12:00
Data Collection – Academic & Behavior
12:00-12:40
ETR (Evaluation Team Report)
IEP (Individualized Education Program)
SDI (specially designed instruction)
12:40-1:00
FBA (Functional Behavior Assessment
BIP (Behavior Intervention Plan)
INTRODUCTIONS
SHARING POSITIVES
–Lunch on Sabrina – EAT EAT EAT!!!
–Preschool Donation
–Sabrina news
–From you…..
State of the state for:
Student Services
STATE OF THE STATE,
Student Services of Sandusky City Schools
•
Report Card--Expectations for ALL to learn and make PROGRESS in GEN ED curriculum
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Student Services --GENERAL EDUCATION (Response to Instruction and Intervention (RtII), Restraint
and
Seclusion/ Positive Behavioral Interventions and Supports (PBIS), Academic Achievement for ALL)
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Student Services--SPECIAL EDUCATION (IDEA/ Operating Standards)
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Legal--Federal and State Legislation--R & S/ PBIS, IDEA, Section 504, ELL, Home Schooling
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Research/ practice--DSM-V, RtII (Wilson, Number Worlds, etc.)
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Fiscal--Federal/ State $, Parent Choices (SCCS, Haughland, Open-enrollment, contracts)
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High Quality Education--Specialization (ABC); Continuity (Preschool-12+), Consistency (across
buildings,
teachers, etc.)
•
BOTTOM LINE: Being a Winning District--Customer Service, Adult Accountability, and...
Student Achievement!
Student Services Updates
for
2013-14
School Year
Vision 2014: R-E-A-C-H
2009-10 Responsiveness
2010-11 Effectiveness
2011-12 Achievement
2012-13 Customization
2013-14 High Quality
2013-14: The Year of “HIGH QUALITY”
HIGH QUALITY
Specialization
Continuity
Everyone, Everyday, Everywhere
Consistency
PROGRAMS
PERSONNEL
Special Education
 Intervention Specialists (SCS & SCCS)
 Paraprofessionals
 School Psychologists
 Related Services:
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Speech/ Language Pathologists
Occupational Therapists (ESC)
Physical Therapists (ESC)
Social Workers
Educational Interpreters
Hearing Impaired Teachers (ESC)
Visual Impaired Teachers (ESC)
Educational Audiologist (ESC)
School Nurse (SCS & Public Health Department)
PERSONNEL
General Education / Overall District
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Administrative Assistants
– Shawnda Ramon:
– Sue Prochazka:
– Joani O’Rork:
– Lynne Kaufman:
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Assistant to the Director
Data Warehouse (PBIS, RtII, Medicaid, IEP Anywhere);
Psychs/ABC
All Records Requests
Preschool
School Nurses (district, nonpublic, building, individual)
English Language Learners (ELL) Tutor
School Counselors
SERVICES
 Assistive Technology (AT)
• Thanks Sean & Leslie
 Mental Health
 PBIS
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Psychs
Counselors
Social Workers
Intervention Specialists
 DSM-V 2013 – Implications for ED, AU
CURRICULUM, INSTRUCTION &
ASSESSMENT
• Student Services within Academic Department
• New Standards & Curriculum
– A (Academic): EXPECT ALL TO MAKE PROGRESS
– B (Behavior): Social skills curriculum
– C (Community): Extended Standards
– Preschool: Early Learning & Development Standards
EXPECTATIONS for 2013-14
• Focus: OUTCOMES - ACHIEVEMENT
– Academic [including alternate assessment, OTELA,
RtII (ALL students)]
– Behavior (PBIS, Restraint & Seclusion, State
Performance Plan – see handout)
– Community (including Life readiness)
HOUSEKEEPING
Everyone:
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Responsible for Academic Achievement - PROGRESS in GENERAL ED CURRICULUM
Responsible for College - Career-Life Readiness
Responsible for ETR/ IEP compliance (dates per Shawnda; checklists per Sue; preschool license per Lynne)
ABC/ Psychs/ Therapists:
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A--Beth Werling for Out-of-District (checklists, meetings, consultation); Kristen for Wilson, Number Worlds (monitoring)
B--Karen PBIS District Coordinator (trainer, consultant); Sean for PBIS and SPP (data collection, analysis, consultation)
C--Bill Myers (liaison to SS office, district team leader); Bill Carter for assessments, data analysis
A--part of curriculum/ academic dept
BC/preschool--focus for Student Services for 2013-14 (contracts, standards, legal, community, research)--seeing overlap!!
Therapies--Leslie (district contact--within, outside; AT (IPads, Kurzweil, etc.); related services team leader)
Recruitment and Retention:
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SAS as district rep in region (brochures, website, newsletters, data analysis, networking)
Customer Service to district:
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SS phone book, ABC/psych liaison to you, Admin Assts to support SAS/ ABC/ preschool
BLISS:
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Legislative body for local procedures for special ed - NEED A (Academic) people--support practices, buildings (e.g., Section 504, ELL,
RtII, IDEA)
Contracted Services:
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Same as last year: NPESC (OT, PT) and NCOESC (VI, HI, audiologist, Title III)
HOUSEKEEPING
Administrative Assistants:
• Shawnda - for SAS/ BOE
• Sue - for ABC/psychs
• Lynne - for preschool
• Joani - for record requests
Important dates:
• 8/22 - IEP Anywhere 8:30-11:30
• 8/23 - C-team Extended Standards curriculum mapping
• 8/30 - all staff PD
PARTYING GIFTS
• Whose IDEA Booklets
• Meeting Summary Forms
THANK YOU FOR
ALL YOU DO!!!!
Here’s to a
great year!!!!!
“A” Data Collection
• What is Academic Data Collection?
– Academic data collection measures academic performance
and progress (skill growth) of children (i.e., district-wide,
building-wide, groups, and individual students)
– It is SCIENTIFIC!
• Why is academic data collection important?
– Academic data collection assists school staff and teachers
in identifying academic needs
– It helps us understand if our instructional practices and
interventions are working
– Academic data collection reflects WHAT we are actually
doing in the classroom
“A” Data Collection
• “A” data collection needs to continue throughout the
Response to Instruction and Intervention process
(RtII)
• “A” data collection also needs to continue if a
student has been initially identified
• “A” data collection for ALL students, including those
on IEPs, should reflect the data collection we do for
RtII children
• We need to have the data available to reflect
progress on IEP goals
“A” Data Collection
• Things to note:
– RtII and IEP goals need to
be measurable, so we
can easily collect the data
to show progress
– Data needs to be
measurable!!!
– Anecdotal records should
be more supplemental
data
– The type of data
collected needs to reflect
what we are trying to
measure
“A” Data Collection
• Differences between data collection:
– Curriculum-Based Assessment (CBA)
• Shows mastery of the curriculum
• Great for Tier I
• Examples: MAP Assessment, formative and summative
assessments, short cycle assessments
– Curriculum-Based Measurement (CBM)
• Student GROWTH or PROGRESS measures
• Can be used at all Tiers
• Examples: DIBELS, EasyCBM, AIMSweb
“A” Data Collection
• CBM Warehouse
– http://www.interventioncentral.org/curriculumbased-measurement-reading-math-assesmenttests#1
• CBM Manual for Teachers
– http://www.jimwrightonline.com/pdfdocs/cbaMa
nual.pdf
Specially Designed Instruction (SDI)
& Evaluation Team Reports (ETR)
What is Specially Designed Instruction
(SDI)?
• SDI can be defined as adapting, as appropriate to
the needs of an eligible child, the content,
methodology, or delivery of instruction to:
• Address the unique needs of a child as a result of
his/her disability
• Ensure access of the child to the general curriculum
(National Dissemination Center for Children with Disabilities (NICHCY), 2013)
What makes SDI different
from instruction that a
general education student
receives?
• Specially Designed Instruction is
linked to a student’s IEP goals and
objectives.
• SDI should be planned, organized,
and meaningful in that it is an
intentional and systematic process
aimed to target a student’s needs
that are listed in his/her IEP goals
and objectives.
SDI: Interventions vs.
Accommodations vs. Modifications
• Interventions: An evidenced-based intervention refers
to a specific strategy or program that has been proven
to be effective to improve a targeted skill when
implemented and monitored with integrity.
• The goal of an intervention is to provide additional or
modified instruction to help a student achieve
adequate progress in a specific area.
– Example: Wilson Reading System & Fundamentals
SDI: Interventions vs.
Accommodations vs. Modifications
• Accommodations: An accommodation
eliminates or reduces obstacles associated
with a student’s ability to perform at the same
standard of performance expected of general
education students.
– Example: Additional time, preferential seating
SDI: Interventions vs.
Accommodations vs. Modifications
• Modifications: A modification is a change that
revises the standard of performance and/or
alters the expectations.
Best Evidenced-Based SDI
Interventions
• Results gathered from a 70 study meta analysis
• Data gathered on students grades 6-12
• Academic content areas included science,
social studies, English
• Settings included general education, pull-out,
and resource room
• Study looked at effects on treatment,
maintenance, and generalization
• Mean effect size of .50 demonstrated
moderate effect and .80 or above indicates a
large impact.
Best Evidenced-Based SDI
Interventions
1. Explicit Instruction (1.68):
Includes direct instruction and
practice
1. Interventions include:
1. Teaching in small steps
2. Guided practice
3. Independent practice
Best Evidenced-Based SDI
Interventions
2. Mnemonic Strategies (1.47): Teaches
students to make associations between
facts. Effective in helping students
memorize material such as lists, groups,
and chronologies.
* Examples Include:
* Keyword
* Pegword
* Letter Strategies
* Visual Cues
Best Evidenced-Based SDI
Interventions
3. Classroom Learning Strategies (1.11):
Instructing students in methods for
processing and studying content area
subject matter.
1. Strategies Include:
1.
2.
3.
4.
5.
6.
Study skills instruction
Note-taking strategies
Self-question strategies
Self-monitoring
Summarization
Text Structures
Best Evidenced-Based SDI
Interventions
4. Study Aids (.94): Instruction and
practice in using materials to
understand and remember
subject area content.
1. Examples include:
1. Study guides
2. Advanced Organizers such as text
outlines
3. Text Structures
4. Aids should be a combination of
teacher-directed and student-directed
Best Evidenced-Based SDI
Interventions
5. Spatial and Graphic Organizers (.93):
Help students understand and
remember information.
* Assists students with sorting
concepts, facts, and ideas using
charts, diagrams, graphs, or other
graphic organizers
*Examples Include:
* Concept diagrams
* Concept comparison routines
* Other graphic organizers
Best Evidenced-Based SDI
Interventions
6. Hands-On or Activity Based
Learning (.63): Instruction and
interaction with relevant content
specific materials.
1. Examples include:
1. Science Labs
2. Project-Based Learning
3. Peer Tutoring/Cooperative grouping
Best Evidenced-Based SDI
Interventions
7. Computer-Assisted Instruction
(.63): The use of computerbased applications to deliver
instruction.
1. Examples include:
1. Drill and practice
2. Strategy instruction
3. Simulations
Behavior Strategies
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It is essential that we explicitly teach behavior
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Don’t expect it if you don’t teach it
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Three Essential Elements
1. Develop Relationships
• Greet your students daily
• Get to know what they are interested in
• Listen to them
2. Create clear, reasonable, enforceable guidelines that are
taught and practiced regularly
3. Create routines
1. Build a regular schedule
2. Create procedures for bathroom, transitions, and getting
out of seat
3. Prepare students for changes in routines
Behavior Strategies
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Behavior Momentum: When expecting a student to complete a difficult
request or task, precede it with three simple requests, then provide the difficult
task. Reinforce the student for completion of each task. More likely to
complete the difficult task.
Behavior Interspersal: Intersperse difficult tasks or requests with less difficult
ones. Best when combined with behavior momentum. Place easier tasks
within sets of target tasks
Attributions: Attribute student success to what they did—their effort at the
task
Behavior Rehearsal: When preparing for a new situation, provide student with
exact steps to prepare the student. Use What Ifs
Behavior Specific Praise: When providing verbal positive reinforcement, let
the student know exactly what behavior he exhibited was desired. Directly link
your praise to the specific behavior you are trying to increase.
Nonverbal and Picture Cues: Establish a visual cue. Have loads of visual cues—
visual posted expectations that use pictures—consider photos of students
following rules. Then a reminder: “What do you need to do to follow rule #3.
Remember SPORT rules—short, positive, observable, reinforced, taught.
Choice: You may do this or this—it is your choice. I know you can make a good
decision for yourself. Reinforce good choices.
Proximity Control: Close but not too close. Moving around the room.
Respecting personal space.
Nintendo Effect: Capitalizing on the student’s interests to engage them in nonpreferred activities. Project based on interest like superman, trains, Nemo.
Building Team Work
• Suggestions for successful communication and
collaboration:
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Starting from the beginning
Be sure your teacher has each child’s IEP
Behavior Improvement Plan
Coach your cooperating teachers on differentiating
instruction
• Touch base with students on your caseload
• Adapt homework for the students in your caseload
• Celebrate Success
Evaluation Team Reports (ETR)
Overview
• ETR Check-list
• What parts of an ETR are important to read when
creating or modifying an IEP?
• Background History
• Classroom Based Evaluations
• Team Summary (Part 2)– Intervention Data, Assessment
Results, Needs, & Implications
Background History
• The background history provides
you with a brief summary of the
student’s past including:
– Attendance
– Medical Information
– Intervention History
– Other relevant information
• Typically located within a Part 1
Classroom Based Evaluations
• Classroom based evaluations and
information provided in a report
by a teacher or intervention
specialist may include:
– Academic Skills
– Behavior
– Observation Information
– Intervention Data
Team Summary (Part 2)Intervention Data
• Intervention history and data can
be located throughout
teacher/intervention specialist
reports.
• This information is summarized on
Part 2 of the ETR under the
“Intervention Summary” section.
Team Summary (Part 2)Assessment Results
• All assessment results are located throughout
individual Part 1 reports. Assessments may
include:
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Academic
Cognitive
Behavior
Adaptive Behavior
Social Emotional
Sensory
Fine Motor
Gross Motor
Speech/Language
• These results are summarized on Part 2 of the ETR
under the “Summary of Assessment Results”
section.
Team Summary (Part 2)Needs
• Based on gathered information, parent
input, assessments, and observations, a
child’s educational needs are determined.
• These needs are summarized on Part 2 of
the ETR under the “Description of
Educational Needs” section.
• Needs can be translated into IEP goals and
objectives.
**Please note: Several needs can be
combined into one IEP goal with multiple
objectives. Every need listed does not require
an individual goal.
Team Summary (Part 2)Implications
• Implications for instruction include:
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The impact on a child’s education
Intervention recommendations
Accommodations & Modifications
Progress monitoring suggestions
• These recommendations are
located on Part 2 of the ETR under
the “Implications for Instruction and
Progress Monitoring” section.
Team Summary (Part 2)Implications
• Implications for instruction include:
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–
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The impact on a child’s education
Intervention recommendations
Accommodations & Modifications
Progress monitoring suggestions
• These recommendations are
located on Part 2 of the ETR under
the “Implications for Instruction and
Progress Monitoring” section.
References
• National Dissemination Center for Children with Disabilities (NICHCY),
2013. Special Education. Retrieved on August 15, 2013 from: http://
nichcy.org/schoolage/iep/iepcontents/specialeducation