WELCOME BACK

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WELCOME BACK
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AGENDA

• Welcome and Introductions
• Exceptional Children Program Updates
• Testing and Accommodations
• Transition
• CECAS Training
• Q and A Wrap up

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Welcome!

• New Personnel ECHS District
• AES/SES Speech Mia Morris
• AES/BES/BMS/ECHS/HIES/SES OT Jennifer Baldwin
• BES Mary Grace Clement Delisa Murray (started
  2nd semester 05/06)

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Welcome!

• New Personnel - WCHS district
• MMS Mirela Rangu Michelle Roberson
• MPS Linda Marino
• NES June Dickinson Lynda Thomas
• NMS Todd Briggs Lisa Taylor
• WCHS Neal OHara (started 2nd semester 05/06,
  2nd Life Skills class)

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Welcome!

• New Personnel CHS district
• BSES Linda Sorgel
• BCMS Stacy Boucher Sharon Farmer SLP (started
  2nd semester 05/06)
• CHS Michael Grice Kimberly Meaney
• WOES Kathy Eatmon

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Welcome!

• Bridges Alternative School New Opportunities of
  Carteret County Tiffany Matthews
  ________________

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Welcome!

• Contracted
• OT Jeff Stone
• Crystal Coast OT Julie Slusher Pam Hill or
  Michelle Roberts
• Speech Therapy Providers Tammy Diechman
• Careworks Valerie Jaecksch _________
• John Sexton Associates Tammy Port,
  Audiologist
• Invision Therapy John Higgins, OM

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EC Office

• Janice Carroll, Transition Coordinator located at
  WCHS
• School Psychs same except that Joanne Rittschof,
  school psych will serve BMS

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Special Education

• Putting the Pieces Together
• August 2006

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IDEA 2004

• Continue to use
• Procedures Governing Programs for Children with
  Disabilities AND
• IDEA 2004 Technical Assistance Document

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IDEA 2004

• What do I need to know?
• Everything!
• New Federal Regulations will become NC Procedures
  
• What we now have as NC Procedures will become
  State Guidelines

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State Performance Plan

• State Performance Plan (SPP)
• Why do I need to know about the SPP?
• Where is it?
• What is it?
• 20 Indicators state must meet LEAs responsible
  for 15
• Continuous Improvement Monitoring System (CIMS)
• Phase I 05/06 Self-Assessment
• Phase II 06/07 Continuous Improvement Performance
  Plan (CIPP)
• Meeting local, state, and federal outcomes
• Reminder US Dept. of Ed. (USED) states 100 of
  special ed records will be in compliance
• 100 means when a record is out of compliance,
  the school has one year to bring it into
  compliance and keep it there

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NC General Statute

• Alternative Schools
• G.S. 115C-105, Article 8c
• State requirements for placement at Bridges
  Alternative School
• should reflect in LEA 17 (05/06 51)
• Could use as stepping stone for NDC students and
  Eckerd Camp students entering Carteret County
  Public Schools
• Students returning from state prison system
• Students returning from long hospitalization
  (mental health)
• New Opportunities of Carteret County
• Day Treatment
• Full day or partial day

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EC Web pages

• NC Procedures
• IDEA Technical Assistance Document
• Federal Regulations
• NC DPI EC Division memos
• NC General Statute 115-C Article 9
• NC General Statute 115-C Article 8c
• NC General Statute HB 1032
• The Deborah Greenblatt Act Brochure Training
  Power Pt
• The NC Special Ed Reference (NCSER)
• State Performance Plan
• CIMS, Corrective Action, Strategies
• EC webpage

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Area cited for Carteret CountyOver-Identification
Number of SWD
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Area cited for Carteret County Over-Identificatio
nPercent of ADM that are SWD

• NC for the 04/05 school year 14
• Funding cap is 12.5
• Child Count 12/1/05 4/1/06
• Carteret 17 17
• Brunswick 13 14
• Craven 12 12
• Duplin 11 11
• Pender 12 13
• Sampson 12 14

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Area cited for Carteret County Over-Identificatio
n Percent of ADM that are SWD
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9 year trend since IEP Teams began making
placement decisionsIDEA 97
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Area cited for Carteret County Disproportionality

• NC identified 73 traditional LEAs and 8 charter
  schools with significant disproportionality based
  on Westats Disproportionality Excel Spreadsheet
  Application. A Focused Record Review and
  Intensive Intervention will be conducted in these
  school systems over the next two years.
• Yes, we are one of the 73, but.

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Area cited for Carteret County Risk Ratio gt3
significant
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Implementing IEPs

• Many parent calls about schools not implementing
  the IEP
• Admin. must have a way of monitoring
  implementation and
• Quarterly progress reports
• Special ed teachers need to keep attendance
• Must meet w/general ed to complete the progress
  report both need to initial it

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What are we going to do?

• We Need a Strong LEA Representative at IEP team
  meetings, especially Initial Placement meetings
• August 1st BOE approved 2 program specialists
• CHANGES IN SPECIAL ED TEAMS AT EACH SCHOOL?
• From SPED Liaison to Team Leader or Dept. Chair?
• Allow that person to serve all consultative
  students or teach ½ of the day, and be in charge
  of all records?
• Review records before sending to Central Office
• Example CHS

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What are we going to do? Positive Behavior Support

• PBS at BSES, MPS, MES, MMS, NES, WOES will
• Increase achievement levels
• Decrease office referrals and suspensions
• Decrease referrals to and placement in special
  ed.
• Increase student attendance
• Increase faculty and staff attendance

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What are we going to do?The Hill Center

• The Hill Center training will help if our grant
  is approved we can begin the training in 06/07
• AES, BAS, BES, BSES, HIES, MPS, NES, SES
• LANGUAGE! Program at NES SES is helping

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What are we going to do?

• Quarterly Internal Record Reviews (IRR) or more
  often, if needed, at Central Office and on-site
  (some unannounced)
• Special Ed Team Leader will participate in IRR
  first date will be in Sept. to review 06-07 IEPs
  will notify schools of date
• 2nd date will be 10/6/06 date all records for
  transfer students (outside of LEA) are due
• Will use DPI Compliance sheets for white notes
• Will send to Principal who must assure corrective
  action will occur and be monitored.

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What are we going to do?New Rule 1Review
Consultative Students needs

• Re SWD that have been consultative for two or
  more consecutive years and are making progress
• IEP Team must meet to reevaluate the need for
  special education, even if not due for a 3 year
  reevaluation
• Options
• Continue in special education
• Exit w/a 504 Plan for accommodations
• Exit

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New Rule 2 LRETransportation as a Related
Service Cited as Non-compliant

• Special Ed Teams and APs must review
  transportation as a related service for all SWD.
• Note all supplementary aids, services,
  modifications and accommodations must be used
  before removing a SWD to a more restrictive
  environment.
• Its possible that the bus driver needs
  in-service training on behavior management.
• The IEP Team must meet this fall on the ones that
  could ride the long bus.
• Students are placed at a young age and often
  never taken off of the short buses.
• Many, even the Life Skills students, can ride the
  long bus.

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New Rule 2 LRETransportation as a Related
Service Cited as Non-compliant

• Each year at the Annual Review of the IEP, the
  IEP Team needs to delete transportation as a
  related service for students placed due to
  behavior.
• These students need to start with a blank slate
  the next school year.
• Need to meet on each one this fall

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New Rule 2 LRETransportation as a Related
Service Cited as Non-compliant

• After 10 suspensions off the bus, the IEP Team
  must complete an FBA using data from the
  administration and the bus driver.
• Then the IEP Team must meet to develop a BIP for
  bus behavior.
• The BIP must be implemented consistently for 4-6
  weeks.
• Reminder The 10 day FBA rule is from IDEA
  applies to OSS also

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New Rule 2 LRETransportation as a Related
Service Cited as Non-compliant

• If student behavior does not improve, the IEP
  Team needs to meet to review the BIP.
• If there is a need for a monitor on the long bus,
  contact the EC Director.
• Student can continue to be suspended off of the
  long bus.
• The IEP Team may decide the parent must
  transport.
• We can reimburse for mileage.

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New Rule 2 LRETransportation as a Related
Service Cited as Non-compliant

• Placement on the short bus w/transportation as a
  related service is the Last Resort. The IEP Team
  must use data in making the decision. The IEP
  Team must document action taken to change the
  behavior. The reason for removing student from
  the LRE must be documented on the IEP (DEC 4
  pg4). The team must set a target date to meet
  and review the placement.

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Initial Placements Meet as a Team to refer
Make Appropriate Placements

• IDEA 2004 states the IEP Team will meet to
  determine if student should be evaluated (DEC 1)
• So Invitation must be sent to parent all
  members of IEP Team must be present for the
  referral meeting.
• 05/06 Examples of Inappropriate Placements
• Speech Impairment
• Other Health Impairment
• Behavioral-Emotional Disabilities
• Specific Learning Disabilities

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Initial Placement SIReferral

• SI DEC 1.doc

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Initial Placement SIEligibility

• SI DEC 3.doc

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Initial Placement SIIEP Present Level of
Performance

• SI DEC 4.doc

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Initial Placement SIPlacement as SI

• SI DEC 5.doc

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Initial Placement OHIReferral

• OHI DEC 1.doc

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Initial Placement OHIEligibility

• OHI DEC 3.doc

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Initial Placement BED

• Academics/Behavior ?
• Then both sharp slide downhill, failing, class
  clown
• Interventions successful
• Seating in back of room stopped clowning
  behavior, hospitalization and meds addressed
  emotional difficulties, etc.
• Academics/Behavior ?
• Teachers still wanted to place BED
• next years teachers may not be as patient
• Behavior and Emotions were situational

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Initial Placement SLD

• Placed on discrepancy only
• Was receiving Title 1 and Math Tutoring
• Served in special ed for reading and math
• Nothing different could have continued with
  more intensive Title 1 and Math Tutoring services
• Parent referral
• Reminder private diagnosis must be considered,
  cannot be the only factor in deciding placement

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Why RTI?

• RTI is the marriage of CBM and PSM

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CBM

• CBM Curriculum Based Measurement
• Data collection tools derived directly from the
  curriculum the student is expected to learn (high
  levels of reliability)
• Remember Precision Teaching?

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PSM

• Problem Solving Model
• An approach to developing interventions and
  ensuring positive student outcomes, rather than
  determining failure or deviance (Deno, 1995)
• Seven step cyclical process that is inductive,
  empirical, and rooted in behavioral analysis
• Focus now is on diagnosis and disability
• PSM focuses on the problem and how to solve it

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RTI levels

• Levels I III
• Function of general ed.
• Specific interventions that increase in intensity
• Level IV
• Referral to special ed.
• Identified as Entitled or Not-Entitled
• Elem. School in New Hanover several at Level
  III, as of May 4th, 2006, none at Level IV, i.e.
  NO referrals to special ed.

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Exiting is the Goal

• Exiting is the Goal upon entry into Level III or
  Level IV
• Before exiting from Level III or IV
• Decrease intensity of services until student
  becomes successful w/minimal service in general
  ed.

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New Rule 3SST

• Change SAT to Student Success Team
• Data must be collected for the Intervention
  Strategies
• Data must be recorded beginning with baseline and
  progress or lack there of
• All data must be included with the RE forms in
  the confidential record
• Do NOT accept referral without the data
  Example..

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Goal Read 100 Dolch Words

• 1st 2 months of school Baseline 20
• Goal End of 4th month 50 words

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Putting the Pieces Together for Student Success
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Putting the Pieces Together for Student Success
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Putting the Pieces Together for Student Success
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Putting the Pieces Together for Student Success
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Putting the Pieces Together for Student Success
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TESTING and Accountability
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TESTING OPTIONS
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A Guide for IEP Teams When Making Decisions about
Testing Options
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ALTERNATE ASSESSMENT OPTIONS

• NCCLAS
• Reading Grades 3-8
• Math Grades 3-8
• Science Grades 5 and 8 (pilot assessment)
• Writing Grades 4, 7, and 10
• End of Course (Algebra I, II, Biology, Chemistry,
  Civics, Eng I, Geometry, Physical Science,
  Physics, US History)
• NCEXTEND2 EOG Grades 3-8
• Reading Grades 3-8
• Math Grades 3-8
• Science Grades 5 and 8 (pilot assessment)
• Writing Grades 4 and 7 (extended response)
• NCEXTEND2 OCS
• Life Skills Science I and II
• Occupational Mathematics I
• Occupational English I
• Writing at Grade 10 (for all students assigned to
  grade 10 OCS program)
• NCEXTEND1

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NCCLAS Update Information

• Fully approved by federal government for AYP
  calculations
• Emphasis on eligibility criteria and instruction
• Assessment is on assigned grade level

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NCCLAS Eligibility Criteria for SWD

• Must have a current IEP documentation stating
  that the student participates in the NCCLAS for
  specific assessments (EOG, EOC)
• IEP team determines that the student, due to
  nature of his/her special needs, cannot
  participate in the standard administration, with
  or without accommodations
• EXAMPLES of SWD who might require the use of
  NCCLAS
• Students who are unable to access the
  paper/pencil test, even with accommodations
• Newly blinded student
• Student with recent traumatic brain injury
• Student with physical disabilities that prohibit
  student from being able to manipulate materials
  within the standard tests, even with the use of
  assistive technology and approved accommodations
• The number of SWD requiring this assessment will
  be very SMALL

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NCEXTEND2 Update Information

• No final regulations on 2 issue (December)
• NCEXTEND2 not fully approved
• Emphasis on eligibility criteria and instruction
  (NCSCS)
• SBE approved the cut scores (academic achievement
  standards) for the EXT2 Reading EOG, Grades 3 8
  (Effective only for the 2005-2006 AYP
  calculations not yet approved for inclusion in
  the 2006-2007 AYP calculations)

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NCEXTEND2 cont

• Based on Modified Achievement Standards
• No federal definition has been established
• Final regulations not yet released not yet
  approved
• Students are assessed on grade-level SCS
• Achievement levels are modified (standard for
  proficiency will differ from the general
  assessments)
• Only for students who meet the eligibility
  criteria for NCEXTEND2
• What does the NCEXTEND2 look like?
• Shorter version of the general assessments
• 40 questions per subject tested
• Shorter passages
• 3 choices
• Simplified vocabulary
• Steered clear of passages with cultural jargon
• Modified achievement standards

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NCEXTEND2 EOG Reading (3-8) Interim Cut Scores
(for 2005-2006 AYP calculations)
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NCEXTEND2 EOG Eligibility Criteria for SWD

• The student must have a current IEP
• The student DOES NOT have a current 504 plan
• The student, if identified as limited English
  proficient (LEP), must have a current IEP
• The student IS NOT identified as having a
  significant cognitive disability
• The student IS NOT receiving instruction in the
  SCOS through the Essences/Extensions

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NCEXTEND2 EOG Eligibility Criteria for SWD
(cont)

• The students disability has precluded the
  student from achieving grade level proficiency,
  as demonstrated by objective evidence (e.g.
  results from standardized state tests, IQ tests,
  achievement tests, aptitude tests, and
  psychological evaluations).
• It is the expectation that more than one
  objective measure would be used to assist in the
  evaluation of a students assessment placement.
• The nature of the students disability may
  require assessments that are different in design.

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• NOTE
• NCEXTEND2 Grade 3 Pre-Test in
• Reading/Math IS NOT AVAILABLE
• however, IEPs should still reflect
• documentation of NCEXTEND2 as
• assessment option (if student meets
• eligibility criteria)
• Field testing general administration
• (expanded sample to include general ed students
  and students with disabilities)

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NCEXTEND1 (effective 2006-2007 school year)

• What is it?
• It replaces the NC Alternate Assessment
  Portfolio
• It is a performance-based assessment designed to
  assess students with severe cognitive
  disabilities in grades 3-8 and 10
• The EXTEND1 assesses achievement on NC Extended
  Content Standards in
• English/Lang Arts and Mathematics (grades 3-8 and
  10),
• Science (grades 5, 8, and 10), and
• Writing (grades 4, 7, and 10)
• May download the NC Extended Content Standards at
  the following address http//www.ncpublicschools
  .org/ec/
• Every EC teacher needs a copy of the grade level
  extensions for the assigned grades of the
  NCEXTEND1 students.

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Grade 8 ELA Extended Content Standards

• SCS Competency Goal 5 The learner will
  respond to various literary genres using
  interpretative and evaluative processes.
• Extension The learner will explore and respond
  to a variety of print and non-print texts
  (functional and literary)
• Explore, analyze and/or evaluate relationships of
  characters, ideas, concepts (including literary
  devices) and/or experiences
• Extend understanding by creating products that
  exemplify specific types of text

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The teacher has to determine the access level of
the student
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NCEXTEND1 Eligibility Criteria

• The student must have a current IEP.
• The student must have a significant cognitive
  disability.
• The student requires extensive and explicit
  instruction to acquire, maintain, and generalize
  new reading, mathematics, science, and writing
  skills for independent living.
• The student exhibits severe and pervasive delays
  in multiple areas of development and in adaptive
  behavior (e.g. mobility, communication, daily
  living skills, and self care).
• The students IEP annual goals focus on the
  functional application of academics.
• The student is receiving instruction in the grade
  level Standard Course of Study (SCS) Extensions
  for the subject(s) in which the students are
  being assessed.

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NCEXTEND1 RegistrationOctober 23rd November
3rd

• Principals will need to assign 2 assessors (at
  beginning of school until October 23rd)
• Special ed teacher, OT, PT, Speech
• Cannot be an assistant
• Teachers will conduct the NCEXTEND1 registration
  procedure for each student designated to
  participate in the NCEXTEND1 assessment (w/ test
  coordinator)
• Student demographic information
• Decision tree process for determining appropriate
  access level (symbolic, early symbolic,
  presymbolic) only assessor 1 will input (may be
  last yrs teacher)
• Before October 23rd, teachers need to learn your
  students strengths, weaknesses, and levels
  (symbolic, early symbolic, presymbolic) AND
  consult with general education teachers
• Tasks will be generated 3 for ELA 3 for Math
  (gr. 3-8, 10), 3 for Science (gr. 5, 8, 10), 2
  for writing (gr. 4, 7, 10)
• MORE TRAINING LATER

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What is NOT on the Eligibility Criteria

• The student is unable to pass the NCEXTEND2
• THEREFORE, it is NOT a reason to place a student
  on the NCEXTEND1!

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EXIT STANDARDS

• Ninth graders - 2006-2007
• Will only apply to student following the Career
  Preparation, College Technical Preparation, or
  College University Preparation Course of Study
• Students will be required to perform at
  Achievement Level III or above on the 5 EOC
  assessments (Alg. 1, Biology, English I, Civics
  and Economics and US History)

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• ITEM WRITERS
• NC TESTING PROGRAM
• Writer/Reviewer Interest Form
• DPI will provide training and will reimburse
  travel, lodging, and meals
• 1st training in September
• 100 for every 10 items that youve written and
  is accepted

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What are Testing Accommodations?

• Changes in the administration of an assessment,
  such as setting, scheduling, timing, presentation
  format, response mode, or others
• Valid accommodations do not change the construct
  intended to be measured by the assessment or the
  meaning of the resulting scores
• Accommodations are used for equity, not
  advantage, and serve to level the playing field
• Allow student to access the standard test
  administration
• For students with an IEP or Section 504 plan

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Instructional vs. Testing Accommodations
INSTRUCTIONAL Graphic Organizers
Peer Tutor
TESTING
Modified Assignments
Mark in book
Study Guides
Extended Time
Demonstration teaching
Large Print
Testing in Separate Room

• Assessment accommodations must also be used in
  instruction, but not all
• instructional accommodations are appropriate
  assessment accommodations

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Types of Accommodations

• Modified Test Formats
• Braille Edition
• Large Print Edition
• One Item Per Page
• Must be ordered at least 60 working days
• prior to test date

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Types of Accommodations, cont

• Assistive Technology (AT) Devices and Special
  Arrangements
• AT Devices
• Dictation to a Scribe
• Interpreter/Transliterator Signs/Cues Test
• Student Marks Answers in Test Book
• Student Reads Test Aloud to Self
• Test Administrator Reads Test Aloud (Math only)
• Everything
• By Student Request
• Everything but numbers

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Types of Accommodations, cont

• Special Test Environments
• Hospital/Home Testing
• Multiple Testing Sessions
• Scheduled Extended Time
• Extra 30 minutes
• 1.5 x the allotted test time
• Testing in a Separate Room

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Documentation of Accommodations

• All testing accommodations must be documented in
• IEP
• 504 Plan
• Whatever is documented must be used on day of
  test
• Accommodations must be used regularly during
  instruction and similar classroom assessments
• This was a repetitive area of non-compliance
  during record reviews

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REMEMBER

• Each childs access to the test needs to be
  looked at INDIVIDUALLY
• Accommodations are child-specific and
  test-specific
• More does not necessarily mean better
• No blanket decisions for a group of students

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How to Document Participationon the IEP (DEC 4,
page 3)_______________________________

• The team discusses the testing options
• Team determines the assessment in which the
  student will participate
• Team determines if any accommodations are to be
  used
• Clearly explain and document specific procedures
  for accommodation use

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• Refer to the Testing Students with Disabilities
  publication for more information at
• www.ncpublicschools.org/accountability/accountabil
  ity/policies/tswd
• Accommodations Summary Form (in packet)
• Accommodations Notification Form

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Other notes

• ALL TEACHERS NEED TO CHECK CECAS
• Grade Changes
• School Changes
• If transportation was deleted, check
  transportation section to take off special
  transportation arrangements (local district)
• TEACHER SCHEDULES due after first 10 days
  (electronic only will be emailed to you)
• List of students placed in foster homes in
  Carteret County from another LEA that werent
  here last year
• Teachers will receive 200 for supplies/materials
• EC Dept. will purchase CDs for everyone to use
  with CECAS
• EC FORMS
• Directions from DPI website in packet
• Can download from DPI or Carteret County Schools
  website under Exceptional Children
• Only Functional Behavior Assessment (FBA) and
  Behavior Intervention Plan (BIP) forms will be
  available at Central Office

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• CECAS training
• Goal By January 1, 2007, well be using CECAS
  EC forms for all students
• ASSISTIVE TECHNOLOGY TEAM
• SURVEY SHEET (complete before leaving today)
• EVALUATION FORM

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We must do

• To make appropriate placements in Special Ed.