New Teacher
Training
West Clermont Local School District
2009-2010
Welcome New Teachers!
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Kimberly Bischof
Bridget Grace
Lynn Niergarth
Josh Belcher
Kathy Ballitch
Katie Mellman
 Stephanie Rowland
 AHS
 Veronica Moermond
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Rachel Gibson
Christine Zboril
Nichelle Mitchell
Your Special Education
Administration Team
 Laura Nazzarine
 Director of Special Education
 Sara Jane Hutcherson and Linda Diener
 943-5029
 Chuck Boothby
 Special Education Supervisor
 Boothby_c@westcler.org 943-5043
 Chris Curtin
 Special Education Supervisor
 Curtin_c@westcler.org 943-5011
 Julie Carter
 Special Education Supervisor and Transition Coordinator
 Carter_j@westcler.org 943-5025
Agenda
 Day 1
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Introduction and Overview - Nazzarine
Whose Idea is This?- Team
Evaluation Team Report- Randy Siler
Developing Present Levels- Carolyn Holland
Developing Goals and Objectives- Renee Renken
Progress Book- Question and Answer Workshop- Team
 Day 2
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September 18th, 2009
September 21st, 2009
IEP Procedures- Team
Building Rapport with Parents, Student, & Staff Communication- Team
Alternate Assessment Overview
OAT/OGT- Nazzarine
Discipline / Behavior Intervention
FBA, BIP, Manifestations
Progress 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,
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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
 ADD
 AU
 BIP
 CD- DD?
 FBA
 CEC
 ED
 ESL
 FAPE
 HI
 IDEIA
 SLP
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IEP
LRE
MD
MFE
PT
OHI
SLD
PDD
TBI
VI
ADHD
OT
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ADD- Attention Deficit Disorder
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IEP – Individualized Education Plan
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AU – Autism
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LRE – Least Restrictive Environment
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BIP – Behavior Intervention Plan
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MD- Multiple Disabilities
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CD – Cognitive Disorder- Developmental Delay?
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MFE- Multi-factored Evaluation
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FBA – Functional Behavior Analysis
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PT – Physical Therapy
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CEC – Council for Exceptional Children
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OHI – Other Health Impaired
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ED – Emotional Disturbance
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SLD – Specific Learning Disabilities
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ESL- English as a Second Language
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PDD- Pervasive Developmental Disorder
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FAPE – Free and Appropriate Education
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TBI-Traumatic Brain Injury
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HI – Hearing Impairment
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VI-Visual Impairment
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IDEIA – Individuals with Disabilities Education
Improved Act
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ADHD- Attention Deficit Hyperactive Disorder
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OT – Occupational Therapy
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SLP – Speech and language Pathologist
Special Education Resources
 Whose IDEA Is This?
 EMIS
 IEP Procedures
 Phone Log
 Collaboration/ Communication Log
 Attempts to Obtain Parent Participation
 Prior Written Notice
 Parent Excusal Form
 Physical 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 services
 Answers to frequently Asked Questions
 Commonly used terms
 Disability Conditions Defined
 Request 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.
Individualized Education Plan (IEP)
(Form PR-07)
 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.
 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 others
 Limited English proficiency
 Visual impairments
 Communication
 Deafness/hearing impairments
 Assistive 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 education
 Extended school year
 Transition service requirements at age 14
 Testing and assessment
 Transfer 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, medication
 List attempts to contact if the IEP is held without the parent
 Medical Information
 Any additional information that would be useful
 Pull in information from the general factors (number 10)
IEP Page 1 Continued
 Meeting 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 SECTIONS
Section 3- Profile
 Include strengths and weaknesses
 Address characteristics of the disability
 Interests of the student
 Detailed data on how the student is performing in relationships
to typically developing peers.
 Concerns of the parents for the education of their child
 The results of the performance on any state or district wide
assessments
 Academic, developmental, and functional needs of the child
IEP SECTIONS
Section 4 and 5- Postsecondary Transition
 For age 14 and 15 the statement needs to focus on the courses of study,
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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 SECTIONS
Section 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.
IEP SECTIONS
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- daily
 The 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 Year
 Consultation 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
Section 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 SECTIONS
Section 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.”
IEP SECTIONS
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!
Progress Book – Special Services 9.1
Updates
 Text boxes in the new program DO NOT expand
 You 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 IEP
 For 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: westclermont
User ID: lastfirstnames
Password: password
You will have an “Educational Support” class when you log
In, click on this link to begin!
Click on “Update Roster”
Click on “Add Students
Schools are represented by #s – your
School should show up by default!
Staff in more than one building can select
Students from more than one school by
Using the dropdown box
You can select the grade to look at or search
By 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 search
By last name. If you select no grade level,
All students from the building will be listed
Select students by clicking the
Boxes 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 screen
By again clicking on “Educational Support” and
Going through this process
Progress Book 9.1
 Special Services
 Navigating the new program
 Creating IEP forms
 Importing state standards to goal pages
 Creating from existing documents
 What 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 priority
And when these tasks expire!
This special services home page displays
All 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 you
To 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 allows
You to pick the task
You wish to complete
And set a completion
date
You will choose from an
Initial IEP, a Periodic
Review, an over age 14
Periodic Review, a Final
IEP 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 year
You can input this so all
Of your students will show
Up on the “Open Tasks”
Page and you can see
When their IEPs are due!
Click on “start task”
When you’re ready
To 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 at
Bottom 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 appear
In 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 pages
Or you can create new from above
To create from an existing document, click the
Icon 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 of
Residence, etc…
Clicking on “Add a Form” will allow you to access
the parent invitation form as well as an attachment page
You MUST check the completed button
at the top prior to sending the IEP to
Main office to be finalized!!!
Day 2
IEP Meeting Procedures
IEP Procedures
Before, 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
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
IEP Procedures
Before, During and After the IEP Meeting
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
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
IEP Procedures
Before, During and After the IEP Meeting
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.
9.
10.
11.
12.
Discuss Modifications- (extended time, calculator)
Discuss and complete Testing Page
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…)
Have all present sign the IEP signature page
-Parent signs for periodic review
-Parent signs acknowledging receipt of
“Whose Idea is It?”
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!
IEP Procedures
Before, During and After the IEP Meeting
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 Students
 Having 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
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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 Communication
 Keep 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
“Even when your students don’t believe in themselves, you need to believe in them, for them!”
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 Our staff is well trained and we rely
I have been reading or have referred on the latest studies in literature.
to.
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
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.
Intervention Strategies for Students
 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?
Intervention Strategies for Students
 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.
Intervention Strategies for Students
 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.
Intervention Strategies for Students
 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.
Intervention Strategies for Students
 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
Chapter 1
Introduction
 ALL children enrolled in any public
school district are required to participate
in state assessments
References: IDEIA, NCLB and Ohio Law
1
In Ohio, there are three ways to assess
student achievement of academic content
standards:
participation in the general assessment
without accommodations
2. participation in the general assessment with
allowable accommodations
3. participation in an alternate assessment
1.
Pg. 1
Further information: Ohio Statewide Testing Program Rules Book
or the Office for Exceptional Children
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 alternate
 i.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 population
 Annual appeal process for states and districts to seek waiver of impact
of 1% cap
 Waivers are granted for one year only
Pg. 2
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.
Pg. 2
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.
Pg. 3
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.
Pg. 3
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.
Pg. 4
Ohio AASWD Decision Making
Framework for Participation
Revised
2007-08
Pg. 7
AASWD Administration Flowchart
(With Typical Time Frames)
IEP team identifies the
students who will participate
in the Alternate Assessment.
Pg. 9
Enrollment information is sent to
District Test Coordinators and
returned to contractors.
(October/November)
Administrator reviews and
signs completed COEs.
(February – March)
Educational team collects,
documents and organizes COEs.
(September – March)
Completed COEs are sent to
contractors.
(March)
COEs are scored.
(April)
Educational team identifies content
standards based on student’s grade level;
selects benchmarks, applications and
tasks.
(September – December)
Assessment materials sent to
District Test Coordinators.
(January)
Score reports are shipped to
districts.
(May – June)
Relationship of AASWD and the IEP
Standards-based
Instructional Activities
IEP Goals:
Pg. 14
Alternate Assessment:
Progress in skill areas
Demonstration of
performance areas
(progress monitoring)
(“snapshot” of achievement)
Visual Representation of COE 2008-09
3
Algebra)
2
3
Entry Sheet 3
(Science:
Physical
1 2
Sciences)
Pg. 19
Science
optional
Reading or Writing
3
1 2
optional
1
Entry Sheet 2
(Mathematics:
Patterns,
Functions and
3
Mathematics
Entry Sheet 4
(Social Studies:
Economics)
1 2
Social Studies
optional
Entry Sheet 1
(ELA-Reading:
Informational
Text
or
Writing:
Writing
Conventions)
optional
OGT
3
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:





Evaluations
Information provided by parents
Student’s IEP
Student’s placement
Observation 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.