Catching Up and Planning

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A Special Session on CAPs

• Presentation developed by Sandy Schmitz and
  delivered by Marilyn Friend

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Plan for the Afternoon

• Introductions and explanationsDr. Melody Bounds
• CAPs overview Dr. Marilyn Friend
• 10 Tips Ms. Linda Greaux
• Work groups
• Dr. John McCook, Ms. Velva Haynes
• Dr. Joe Olmi, Ms. Vivian Whitson
• Dr. Marilyn Friend, Ms. Linda Greaux
• Prepare a draft CAP (final copy due June 24)

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I Think We Have A Problem
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What are activities?

• Activities must be
• As specific as possible
• Directly tied to evidence within the report and
  experiences of group members
• Sequential and targeted

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Example Activities

• NO INTERVENTIONS DESIGNED TO APPROPRIATELY
  ADDRESS BEHAVIORAL CONCERNS AS POSSIBLE
  INDICATORS OF EmD
• Training 1. General training about EmD
• Training 2. Case based instruction about
  characteristics of EmD that begins to
  differentiate between behavior problems and
  suspected EmD
• Training 3. Teacher groups (by grade clusters,
  e.g., 4th and 5th grade) will present cases of
  students with behavioral problems and discuss
  circumstances and characteristics as learned in
  Training 2.

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What are Appropriate Timelines for Each Activity?

• If training is an activity, the timeline section
  must include the date(s) of training
• If developing a new document or form, this
  section must include the date it will be
  completed
• If reviewing files, this section must include the
  timeframe in which the files will be reviewed
  (e.g., monthly, quarterly)

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Who is Responsible?

• CAP must specifically identify
• Who will be responsible for completing each
  activity
• Who will be responsible for supervising each
  activity

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Why is Each Activity Included?

• Questions to be addressed are
• Why is this activity most appropriate?
• What is the relationship between the activity and
  the evidence of change?

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Example Why

• Effective prereferral interventions have not
  occurred, resulting in an over-identification of
  students with SLD
• ACTIVITY Regular education TST chair assigned at
  each site
• WHY To provide adequate screening,
  implementation, and documentation of
  differentiated instruction based on general
  curriculum

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What are Deliverables?

• Examples may include
• Outcomes resulting from the training (e.g, new
  observable behaviors)
• Training materials, agenda (not sufficient by
  itself for evidence of change)
• New forms/procedures
• Documentation of meeting timelines
• Summary/documentation of record reviews

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How will the District Follow-Up/Self Assess?

• Describe how each specific activity will be
  followed-up, monitored, and maintained by the
  district to ensure that the expected changes take
  place
• Must be measurable
• Must be specific
• Who will do it?
• What will be done?
• How will it be documented?
• When will it be done?

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Example Follow-Up/Assessment

• Students with disabilities do not have access to
  the general education curriculum
• ACTIVITY Special Education Director will meet
  with High School staff to identify the general
  education opportunities available to general
  education students and develop a protocol that
  will be used in IEP meetings to consider those
  opportunities for students with disabilities.
  Special Education Director will model use of this
  protocol for each HS special education teacher
  during an actual IEP meeting for one of their
  students.
• FOLLOW-UP Sp. Ed. Director to attend IEP with
  meeting with each special education teacher to
  observe use of the protocol to effectively
  consider opportunities for inclusion.

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What Resources are Needed to Accomplish this
Activity?

• Fiscal
• Human
• Internal to the district
• Outside the district

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Lets Do It!