If It Isn’t Written Down,
It Didn’t Happen
Kathleen Whelan-Gioia M.S., M.Ed.
Education Specialist
California Department of Education
Diagnostic Center, South
Who am I?
Diagnostic Centers
California Department of Education
DEL
NORTE
SISKIYOU
SHASTA
TRINITY
 Diagnostic Center, South
MODOC
 4339 State University Drive
LASSEN
HUMBOLDT
TEHAMA
PLUMAS
GLENN
MENDOCINO
BUTTE
COLUSA
YUBA
LAKE
 Los Angeles, CA 90032
SIERRA
NEVADA
PLACER
SUTTER
EL DORADO
YOLO
NAPA
SONOMA
ALPINE
SOLANO
SACRAMENTO
CONTRA
COSTA
MARIN
AMADOR
SANTA
CLARA
ALAMEDA
SANTA
CRUZ
SAN
JOAQUIN
(323) 222-8090

www.dcs-cde.ca.gov
CALAVERAS
DCN
SAN
MATEO

TUOLOMNE
STANISLAUS MARIPOSA
SAN
BENITO
MONO
MERCED
MADERA
DCC
MONTEREY
FRESNO
TULARE
KINGS
INYO
SAN
LUIS
OBISPO
KERN
(North & West)
KERN
(South & East)
SANTA
BARBARA
SAN BERNARDINO
LOS ANGELES
VENTURA
DCS
RIVERSIDE
ORANGE
SAN DIEGO
IMPERIAL
Diagnostic Centers
Department of Education
Special Schools Division
 Locations

Northern, Central & Southern California
 Cost

No cost to families or LEA’s
 Services


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Center-based Transdisciplinary
Assessment
Field-based Assessment
Training & Consultation
Let’s Begin
 How many of you are content at
your job?
 How many would rather be doing
something else?
 How many of you would rather be
doing something else, for less
money, as long as it gave you a
greater sense of satisfaction?
Why is job satisfaction
important?
 Approximately 4,587 new Special
Education teachers were hired in
California during 2008-2009.
 Over 30% will leave the profession within
five years, for reasons other than
retirement.
Why?
Center for Teacher Quality, April 2010
Is it a Simmer, or a Slow Burn?
Some issues are:
 Too little time for planning and
collaboration
 IEPs and related paperwork
 Lack of understanding from general
education colleagues
 Lack of support from district office
 Unsupportive principal
Center for Teacher Quality, April 2009
Basically…
Professionals who feel in control of
work demands and their
environments are more likely to
experience self efficacy.
Documentation
A Funny Thing About
Documentation…
IN GOD WE TRUST
ALL OTHERS BRING DATA
Documentation for IDEA
 Purpose:

To show that you have met legal requirements, including
timelines, regulations, and the you have included parents in
the decision-making process.
 Typical Documents
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Consent Forms
Parents Rights
Assessment Reports
Individualized Education Program (IEP)
 Data Collection, work samples
Documentation of NCLB
 Purpose: to ensure the academic
achievement of all students, including
students with disabilities, English Learners,
and students from low socio-economic homes
and minority students.
 Typical Documents
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Testing Results
Progress Reports
Benchmarks
Work Samples
Components-Documentation
 Regular, consistent documentation of skill
acquisition for IEP goals and objectives
 Programming decisions are based on skill
acquisition data
 Teacher communicates with parent as per
IEP regarding skill acquisition
 Staff are trained in data collection systems
Professional Responsibility
 Your services are mandated by
federal and state laws and
regulations.
 Documentation and recordkeeping is
mandated by law.
 Maintaining data supports Team
Efficiency and Student Progress.
Professional Responsibility
 When service providers/educators sign their
contract, they are in essence agreeing to
abide by specific procedures, practices and
protocols dictated by the school
administration.
 This is in addition to complying to the ethics of
the profession and best practice standards
established for the teaching profession.
 It is when these professionals choose not to
follow these guidelines that personal liability
may enter into the conversation.
Why should we monitor progress?
 California Education Code (56362) says
that parents of special education
students are to receive progress reports
on IEP goals at least as often as parents
of general education students receive
progress reports/report cards.
 Monitoring progress and analyzing data
supports collaboration among the IEP
Team.
Why else should we monitor and
document progress?
According to IDEA, educators must: assess
and ensure the effectiveness of efforts to
educate children with disabilities.
Doing so substantiates that you are working
on IEP goals as per the law.
If you ever need to demonstrate that you
are teaching to master IEP goals – you
have documentation.
Progress Monitoring
 Is repeated practice to measure a student’s academic
performance and in turn evaluate the effectiveness of
instruction .
 Is conducted to (a) estimate rates of improvement, (b)
identify students who are not demonstrating adequate
progress and/or (c) compare the efficacy of different
forms of instruction to design more effective,
individualized instruction.
Record Keeping and
Documentation
 Document everything….conversations
with team members, parents,
administrators, advocates, phone calls,
strategies, and interventions.
 Lack of documentation is lethal; poor
documentation is worse.
Let’s Set the Stage
 IEP (Educational Benefit)
 IEP monitoring
 Collaboration with Gen Ed teachers
 Parent communication
 Progress documentation
Free Appropriate Public Education
“Ensures access of the child to the
general curriculum, so the child can meet
the educational standards within the
jurisdiction of the public agency that apply
to children”
sec 300.39(b)(3)(ii)
Least Restrictive Environment
To the maximum extent appropriate, children with
disabilities are educated with children who are
not disabled.
Therefore…
Must consider general education classroom as the
first placement option with use of supplemental
aids and services before exploring other
options.
LRE + FAPE =
Educational Benefit
Students with disabilities have:
 A right to a free and appropriate public
education (FAPE),
 In the least restrictive environment
(LRE),
 As described in the IEP to provide
“Educational Benefit.”
Educational Benefit
The student’s program should be
“reasonably calculated” to result in
Educational Benefit.
Basically the IEP will become the road
map which will enable the student
 to have passing grades,
 advance from grade to grade,
 make progress toward meeting goals
Recording Student Progress
 Failure to make progress can be seen as a
denial of FAPE
 Record and account for any lack of student
progress
 If a student is not making progress,
reconvene an IEP to address this issue
 Don’t let student progress go undocumented.
Bottom line…
 Districts are responsible for:


Developing programs designed to
provide FAPE for every child.
Providing programs that offer
Educational Benefit.
 Court opinion have held that school
districts are the education experts.
Let’s Talk
What types of data are you
seeing in your classroom?
What are you currently doing
with your data?
Data can be used to show trends
and growth over time.
Data
collection
Data
interpretation
and analysis
Instructional
supports
and strategies
What is an effective “Data Driven”
approach?
An effective and
efficient practice
that consists of
a THREE TIER
data collection
system
Portfolio
Daily
record sheet
Periodic
parent
notices
Who, What, and When
 Who – you, aides, classroom volunteers, or
the students can self monitor.
 What – portfolio, student file, check off list,
various low tech to high tech systems.
 When – minimum-weekly
Necessary Outcomes
 Baseline or progress data can be tracked
over time.
 Results can be compare to specific criteria.
 Progress and hurdles can be shared with
parents, students, and IEP team members.
 Data can dictate necessary modifications
and supports.
 Data results can craft new IEP goals.
It Is the Process, not the Forms
So….
 The following forms can be changed, modified
and amended to your specific use.
 Customize as you wish.
 Share them with colleagues
.
Let’s Look at Forms
There are three categories:

Teacher/DIS generated to record
data.

Gen Ed, DIS collaboration

School/Home Communication
Teacher/DIS/Related Services
Forms
Coding
 Teachers often use different methods
and idiosyncratic symbols to collect
data.
 This can make interpreting the results
difficult to follow, unless you are aware
of the symbols.
Coding
 Whatever codes you choose to use to
record, they must be universal to your
team in the meaning, use and
interpretation
 The objective is to recreate the
dynamics of the instructional
environment and /or lesson delivery on
paper.
Additional Suggestions

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


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P – physical prompt
PP – partial physical prompts
P+V – physical and verbal prompt
G – gestural
NI – not introduced
U – unable
* – unwilling
/ – worked on with assistance
X – able to do independently
Some Suggestions
P/I, P/O – push in/pull out
 Sm grp-3 – small group with 3
students
 Ind – Individual
 Goal #1,3
 DUR 20 – duration 20 mins
 By whom – colored pens
 Const. – consultation
 Mon – monitor

Speech and Language Codes
 GSM – General story mechanics
 TT – turn taking
 Rt – story retell
 SS-Int – social skills lesson on initiating
 Con – conversation
Example
One example of effective coding may
look like this:
Sm gp-3, TT, Goal 1,3
30 mins, speech room,
KWG
You will need the data from the
past to record growth and to
write future goals.
Attendance Log
DIS – Time Log
Student Roster
Log Book
NOT GOOD
ENOUGH
Behaviors
Be sure to only record
observable behaviors.
Behavior Forms
Time Sampling Record Sheet
10-minute intervals
Student:
Date:
Behavior:
Type of Time Sampling (Circle 1, 2, or 3 below)
Type 1: Whole Interval
+= behavior is continuous
in the interval
+ or -
Type 2: Partial Interval
+= single instance is
observed in the interval
Comments*
+ or -
Type 3: Momentary
+= record only if behavior
present at end of the
interval
Comments*
+ or -
8:00-8:09
11:10-11:19
2:20-2:29
8:10-8:19
11:20-11:29
2:30-2:49
8:20-8:29
11:30-11:49
2:50-2:59
8:30-8:49
11:50-11:59
3:00-3:09
8:50-8:59
12:00-12:09
3:10-3:19
9:00-9:09
12:10-12:19
3:20-3:29
9:10-9:19
12:20-12:29
3:30-3:49
9:20-9:29
12:30-12:49
3:50-3:59
9:30-9:49
12:50-12:59
4:00-4:09
9:50-9:59
1:00-1:09
4:10-4:19
10:00-10:09
1:10-1:19
4:20-4:29
10:10-10:19
1:20-1:29
4:30-4:49
10:20-10:29
1:30-1:49
4:50-4:59
10:30-10:49
1:50-1:59
5:00-5:09
10:50-10:59
2:00-2:09
11:00-11:09
2:10-2:19
Positive Environments, Network of Trainers (PENT)
Comments*
Forms to document behaviors
 We are constantly relying on our skill to
observe.
 Layer that skill with the demands of
remembering.
 Add to that the details that can be
naturally lost from the first observation
to the time we actually record the
information.
Test the Power
Goal Tracking
 Directly related to the skills being taught
(goals and standards).
 Multiple parallel forms offer different ways to
assess the skill.
 Sensitive to small increments of growth.
What About Meeting Goal Criteria?
Think “CDE”
Mastery = C D E
C onsistently over time
D emonstrated across all
environments and performed
E asily and with confidence
Charting Data
Collaboration
Dictated by the IEP Document
 Service delivery
 Who you team with daily/monthly?
 Expectations among the team
Collaboration Checklists
Create form to support your efforts
and responsibilities
From ______________
Date___________
To_________________
RE:____________
How Are We Doing?
____________________ is a student in your __________________class.
Class work:
Homework:
Tests:
Study Buddies:
Current Grade:
Accommodations/ Modifications:
What’s useful and what is not?
Concerns:
Let’s schedule a meeting time: Yes___ Not necessary at this time___
Thank you for taking the time to complete this form. When you are done, please
return the form to me.
Kathy Whelan-Gioia, Diagnostic Center, Southern California
Consultation
Dictated by Best Practices
 Consultation efforts supports program
effectiveness by ensuring the services
are appropriate to the needs of the
student. Consultation includes:
 dialog  report
 discuss
 advise  inform
 tell
 And it is documented in writing.
Therefore..
 In addition to maintaining accurate
records that demonstrate “Proof of
Practice,” professionals must also:

Follow district procedure.

Ask – when in doubt inquire about a
process, a problem or a practice.
School - Home Communication
Personal Notes
Once a personal note is shared, it
becomes an educational record.
Form created on The Writing Center
by The Learning Company
Upper Grades and Beyond
 Middle and high school student may
want to create a monthly flyer,
newsletter or video of the current
happenings at school.
 This could be a easy extension of a
literature class, or writing assignment.
E-Mail Savvy
If you must:
 Use the e-mail from your
business address.
 Guide your contact to
discuss issues in person.
 Always maintain a
professional style in your
writing and CC your
immediate supervisor.
 Are subject to subpoena
So..
What can you document?
In addition to Academics Goals..
 The efforts /procedures used to
monitor growth are the same that are
used to: track behavior, record IEP
team communication/collaboration, as
well as documenting parent concerns
and correspondence.
What do I do first?
Get a binder for each student.
How can I remember all
of the steps?
Think:
GINA’S Binder
Let’s take Reading, First
G oal tracking sheet
I EP goal description that relates to
Reading
N otice given to other service providers
regarding supports
A ccommodations/ modifications referred
to in the IEP
S amples of work that demonstrate efforts
at approaching mastery.
Your New Mnemonic
B inder divided into sections
I nsert tangible work products
N eat and organized
D ate your data
E ducate staff to record
R eview progress to draft new goals
What is in the Appendix?
 Original notices sent to the IEP
members are kept in the appendix
of the binder:

Gen Ed/DIS Collaboration Forms

Home/School Notices
It’s a Beautiful Thing!
Basically, data creation, collection,
and consideration tell the story of
how our students progress, grow,
and learn.
~Whelan-Gioia 2006
When Does It End?
 Never!
 It is ongoing and constant.
 Therefore put a system together
that is easy, accurate and
reliable.
How Long Is Never?
Classification of Records
 Both Title 5 and Ed Code refer specifically to




classification of records.
Best Practice dictates the records be held for 2 to
3 years after their usefulness ends.
Given that the statute of limitations on a complaint
is two years, some districts are maintaining
records for 3 years after usefulness.
This could be interpreted as three years after the
student has left the district.
One district (Hueneme School District) has shared
that their records are being stored on disc, to save
space, time, ease of recovery.
Something Else to Remember
In addition to maintaining accurate
records that demonstrate “Proof of
Practice”, satisfying Educational
Benefit and FAPE, teachers must also



Follow district procedure
Act on information given to you
regarding a student
Ask – when in doubt inquire about a
process, a problem or a practice.
A Must for the Educators
in the Industry…
Sign up to receive updates from these
websites:
www.wrightslaw.com/advoc/articles
www.faganfriedman.com/newsflash
If You Can Keep Your Head…
How do you keep your meeting
running efficiently?
Agenda
Suggestions
1. Introductions: record start time, list attendees
2. Parent Rights and Responsibilities: given,
reviewed, acknowledged
3. Purpose: annual, initial, tri, amendment or
request etc.
4. Parent Concerns: recorded
5. General Educators, DIS, and Sped staff report
goal progress - highlights are recorded
6. New goals are introduced by each member
7. Eligibility: reviewed and acknowledged by the
team
Agenda
8.
9.
10.
11.
12.
13.
(cont)
State testing accommodations
reviewed by team
Accommodation and modifications are
discussed, reviewed and recorded
Service page is reviewed
Notes are read to IEP team
Signatures taken – attendance/
agreement
Adjournment: record time
Also..
Some districts…
 allow parents to review draft goals
ahead of time
 present a time line with the agenda
 offer parents a worksheet to write
questions/concerns before the meeting
What else is used to support the
process?
Narratives
Notes are required when they:

document compliance of procedures

attempt to clarify, elaborate on a
service/placement

add content/details that cannot be
included in the preprinted form.
Also
 Scribes state which topics were
discussed and if consensus was met
by the team.
 Document parent’s refusal to consent
and why.
Ground Rules
 One person speaks at a time.
 Get agreement on the agenda.
 Keep the meeting focused on the child.
 Listen carefully to the ideas of others.
 If you do not understand what
someone is saying, please ask for an
explanation.
 Be polite and respectful.
Top Ten Ways to Avoid the
Shark Pool
10. Dates and Timelines
 Invitations, assessments, follow-up
meetings
9. Present Level Portfolio
 Demonstrate level via work samples.
Record and chart growth over time.
8. Goals
 Are measurable, including benchmarks, or
short term objectives an are aligned to
standards.
 Student efforts are monitored and
recorded by the responsible party as
noted on the IEP.
Top Ten Ways to Avoid the
Shark Pool
7. Steps toward Mastery

Work samples, observations, pre/post test – whatever
you use – tie it to a goal, use it often, & date it
6. Core IEP Team members


Present – 1 Sped +I Gen Ed ,multiple teachers may
mean multiple attendees.
If a teacher has unique knowledge or is the best source,
not having that teacher present could be viewed as a
denial of FAPE
5. Location, Duration and Frequency



Note the location sited on the IEP, and keep to it.
(speech room, classroom)
Note and record when meetings and services begin and
end
Track the frequency of services and record
Top Ten Ways to Avoid the
Shark Pool
4. Always keep parents informed.
3. Document the training of staff to
support, record, guide, teach and
instruct – continuously.
2. When possible and definitely when the
student turns 15, invite the student to
the IEP.
1. Case managers – manage the case.
Key Points
1. Plan smart, work efficiently and protect your name and
career.
2. Remember:

Report /record
observable behaviors and
work product.

date every work sample, correspondence, note.
3. Set up your system so you have three resources that
verify both your efforts and your students.
Documentation at the IEP Table
 Documentation on all areas of need
(e.g., goals)
 Work samples related to
goals/standards
 Portfolio of student progress
 Data that shows growth over time
 Reports/feedback from all adults
working with the student
Now what happens?
 Take the strategies that we reviewed
today back to your classroom.
 See how many you can implement
 The goal is to create a flow in your
room that supports your students and
you as a professional.
Teachers must…
 Think on their feet.
 Use their heads.
 Always know what the other hand is doing.
 Read between the lines.
 Wait for the second shoe to drop.
 Take it on the chin.
And still, at times, they get kicked in the end.
but
if it’s not written down, it didn’t happen.
Kathleen Whelan-Gioia
kwgioia@dcs-cde.ca.gov
Thank you for your attendance
in this training.