Special Education Council

1
Special Education Council

• October 12. 2007
• ESC, Board Room
• 800 to 1030 a.m.

2
Connecting Time How Do You Solve This?

• As you greet your colleagues see what they think
  about these 2 situations
• A 6th grade student moves into the District with
  an incomplete SNAP IEP. The students evaluation
  date was 5/2007..
• A first graders minutes of service reflect ECSE
  service minutes

3
To Do List

• Update of CaseloadsDecember 1st Childcount
• ESY Determination
• Ten weeks after school starts (approx. Nov. 12th)
  is the day to have data collected to determine
  regression following summer break.
• There will be significant regression of a skill
  or acquired knowledge from the pupils level of
  performance on an annual goal that requires more
  than the length of the break in instruction to
  recoup.

4
To Do District and State Testing

• BST Testing
• Writing for 10-12 on 11-27-07
• Math for 11-12 on 11-28-07
• Reading for 11-12 on 11-29-07
• All accommodation materials needed to be ordered
  by this past Thursday. For future reference all
  materials need to be ordered by the end of
  September.

5
Due Process Assessment

• District Assessments
• Alternative Assessment none is available
• Can be exempt

6
Due Process ECSE Federal Settings

• ESCE federal settings are to be used for
  kindergarten students until they turn 6. Once
  they turn 6, K-12 settings are used.
• For a child who attends a regular kindergarten
  program and/or a child care setting with less
  than 50 disabled children
• 80 or more of the day Fed. Setting 31
• 40 to 79 of the day Fed. Setting 32
• 1 to 39 of the day Fed. Setting 33
• -0 of the day Fed. Setting 41
• (all education is with disabled peers)

7
Due Process ECSE Federal Settings

• Calculation Formula
• Time in regular program (divided by)
• Time in regular program PLUS
• Time spent receiving sp. ed. and related services
• X 100 of time for Federal Setting code

8
Due Process Evaluation Timeline

• Begin with the last Evaluation Report minus 31
  school days
• Day 1 The day after permission is received
• Day 10 Schedule Eligibility Determination
  meeting by Day 25
• Day 15 NOTM sent out
• Day 25 Draft ER and Eligibility. Meeting held
• Day 30 ER is mailed
• Day 31 The ER is in the parents hands

9
Due Process IEP Timeline

• The annual IEP is due one calendar year from the
  last IEP Meeting Date
• Monitoring looks at this date to determine
  compliance
• IEP Meeting Date (Day 1)
• Day (school) 11 new IEP is sent out
• Start Date on page 2 Add 15 calendar days to the
  date the IEP is sent out

10
Forms Notice of Team Meeting

• Membership
• Still being discussed at state level
• Who is on the plan is who needs to write
  information ahead of time
• The law says you only need to have required
  members on the form
• DISCUSSION?????????

11
October 17th WorkshopSecondary Instructional
Staff --OGM Auditorium

• 730 -1200
• Transition New Requirements
• Transition Services Panel
• Writing Transition Goals and Objectives
• Curriculum Strategies/NCI Refresher
• 1200 Lunch
• 100 - 300 In Building PLC time

12
October 17th WorkshopElementary Academic Staff
--OGM room 112

• 800 - 1100 General Education Curriculum
• Research Process
• DRA
• Word Analysis
• 1100 - 1200 Lunch
• 1200-330 AIMsweb
• Strategies
• PLC

13
October 17th WorkshopDCD Staff

• DCD/MM and STRIVE at OGM 325
• 730-830 - Department meeting
• DCD STRIVE K-12
• 830-1130 - AbleNet
• 1230-300 - Curriculum Research and PLC
• DCD/MM K-12 at OLE 310
• 830-1130 Curriculum Research and Discussion
• 100-200 Lisa Grundstrom, Reading Best
  Practice
• 200-300 PLC
• DCD/MM 6-12 OGM
• 800-1215 Transition Curriculum Workshop
• 1030-1130 Research Curriculum
• 1230-300 Research Curriculum and PLC

14
October 17th WorkshopOther Staff

• ASD K-5
• 800-1100 5 Star Research at designated bldg.
• 1200-330 Data Collection /PLC _at_WW
• ASD K-5
• 800-1015 Transition workshop _at_ OGM aud.
• 1030-330 PLCs
• DAPE
• 800-1100 Dept. Mtg./TGMD-2 _at_ OLM DAPE office
• 1200-330 PLC _at_ OLM DAPE office
• OT/PT
• 800-1100 Due Process _at_ SW
• 1200-330 PLC _at_ SW

15
Oct. 17th WorkshopOther Staff

• SLP/DHH
• 800-1100 PLC _at_ OGM 401
• 1200-330 Review materials _at_ OGM 401
• Social Workers
• 800-1200 Dept. Mtg./Spkr. _at_ OGM 109
• 100-330 AIMS Web/RTI _at_ OGM 109
• Psychologists
• 800-1200 Speaker (Shakopee) Dept. Mtg.
• 100-330 AIMS Web/RTI _at_ OGM 109

16
October 17th WorkshopOther Staff

• BTC
• 800-1100 Transition Inservice _at_ Pond 209
• 1200-330 PLC _at_ Pond 209
• ECSE
• 830-1200 Data Collection _at_ SW
• 100-400 PLCs _at_ SW
• K-12 ESL
• 800-1100 Dept. Mtg. _at_ OGM 406
• 1200-330 PLC _at_ OGM 406

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October 17th WorkshopDPP/C Options

• Participate in Paraprofessional options
• 2. Choose not to participate in day. This is an
  extra day so doesnt impact your pay
• 3. As determined by TF and DPP/C work in building
  on due process
• EACH DPP/C
• MUST EMAIL
• Sandy Schafroth with their plan for the day by
  October 15!!!!!

18
October 17th WorkshopDPP/C Options

• 800-1050 Three fifty minute sessions _at_
  OGM/ESC
• 1200-300 Sp.Ed. para/clerk meeting
• -Survey results
• -Para Collaboration Grants
• -Handbook
• -Blood Born Pathogen Training
• -Open Forum

19
Break Out

• DPP/C to 610A
• Include in your discussion Staff Devel. needs

20
Updates

• Skills Tutor
• Staffing
• CIP plan
• Kansas Learning Strategies
• NCI Training
• SECAC Transition Parent Checklist

21
What is RTI?

• 3 tiered model of instructional support for ALL
  students
• Comprised of 3 main components
• Evidenced based instruction
• Universal screening and progress monitoring
• Problem solving approach to determine components
  of interventions
• Assumption to be made if student is not
  successful- struggling either with curriculum or
  instruction- change needs to be made in either
  one or both

22
Where did it come from?

• Presidents Commission on Excellence in Special
  Education
• Emphasis should be on prevention and intervention
  rather than wait to fail.
• Shared responsibilities and full integration of
  general and special education systems.
• Current methods of identity (IQ-achievement
  discrepancy) lack validity.
• Focus on implementation of evidence-based
  practices.

23
Early Intervening Services (EIS) and IDEA
Reauthorization (P.L. 108-446)

• New language in IDEA
• A local educational agency (LEA) may not use
  more than 15 of the amount such agency receives
  under this part (Part B)
• to develop and implement coordinated, early
  intervening services
• for students in kindergarten through grade 12
  (with particular emphasis on students in
  kindergarten through grade 3) who do not meet the
  definition of a child with a disability
• but who need additional academic and behavioral
  support to succeed in a general education
  environment.
  Sec. 613(f)(1)

24
EIS and IDEA Reauthorization (P.L. 108-446)

• EIS Activities
• The funds are intended to build school staff
  capacity for delivering scientifically-based
  academic and behavioral interventions including
  scientifically-based literacy instruction and,
  providing educational and behavioral
  evaluations, services, and supports, including
  scientifically-based literacy instruction.
• Sec.
  613(f)(2)

25
What Does RTI Implementation Look Like?

• Three tiers of increasingly intense instruction
• Students receive high-quality instruction in
  general education setting (Tier 1)
• General education assumes an active role in
  student assessment and in evaluating the general
  education curriculum
• General education conducts universal screening of
  reading and math

26
What Does RTI Implementation Look Like?
(continued)

• Students not responsive to adjustments in the
  core curriculum in Tier 1 (_at_ 6-8 weeks) are
  considered for more intense instruction (Tier 2
  or 3), must have screening data and progress
  monitoring data to support.
• In Tier 2 students receive scientifically-based
  small group instruction (_at_ 9 weeks) and progress
  monitoring.

27
What Does RTI Implementation Look Like?
(continued)

• In Tier 3, students receive scientifically-based
  individual instruction (special education
  teacher) and progress monitoring.
• Continuous progress monitoring of student
  performance (e.g., weekly, daily or biweekly)
  occurs for Tier 2 and 3 scientifically-based
  interventions or for a return to a previous Tier.
  

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What is Bloomington currently doing?

• Progress monitoring the following groups of
  students in special education LD, EBD, DCD/MM
  and ASD using AIMSweb
• Progress monitoring the following students in
  general education
• -VVE using DIBELS (Dynamic Indicators of Basic
  Early Literacy Skills)
• -Pond using IGDI (Individualized Growth
  Development Indicators for Infants Toddlers)

29
What is Bloomington currently doing?continued

• Pilot program at Jefferson- Personal Learning
  Profile
• Across the district K-Plus
• Research based interventions- WW
• Positive Behavior Intervention Supports- IM, OGM,
  OMS

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RTI Goal for 07-08 School Year

• Pilot RTI model at three elementary schools
• School wide screening of all students
• Progress monitor students utilizing AIMSweb and
  other tools
• Provide resources (support, training, CBMs,
  research-based interventions, etc.)
• Develop a pyramid of interventions for teachers
  to utilize
• Other

31
AIMSweb

• Intervention specific instruction goal to
  standardize instruction
• Follow up with data collection
• Itinerant staff

32
AIMSwebGoal Choice

• Enter SLA, Initial Performance, and Goal Scores
  enter appropriate scores (reading will
  generally have 3 separate grade levels with one
  score from each)
• Initial program label enter your title (e.g.,
  LD teacher, Multi Cat. Teacher, ASD teacher). In
  the box labeled initial Program Descriptor
  enter the intervention being used (e.g., Read
  Naturally, SQRRR, Kansas Strategies), the
  frequency ( of times per week) and the intensity
  ( minutes per session).
• (e.g., Read Naturally 3x/week for 30 min. each
  session)

33
AIMSwebUpdates from the schools

• There have been two cheat sheets sent to teacher
  administering and devleoping a goal.
• Each school has been visited and staff that has
  requested has been offered assistance.
• In all 35 teachers have requested assistance
  either before of after school or during their
  prep times.
• Reminder I am available to come out and help.
• Ext 6507 or email

34
Next Meeting

• November 16, 2007
• ESC, Board Room
• Treats in November by
• Kennedy
• Normandale Hills