New and Almost New Special Education Teacher Meeting August 28th 2014 ASC

Special Educator 2014 User  Here are the user access privileges in EIEP:  Own/view student caseload  Assign team members  Upload external documents  View draft documents  View school/user/student compliance  View school level reports  Edit all pages except Personal Demographics and Eligibility pages  Create all documents except Eligibility  Create draft and final Re-evaluation documents  Edit Alternate Assessment page

Certifying Specialist User Access  Users have these privileges:  View students at own schools (all grades)  Assign case manager  Assign IEP team members  Access process wizard  Upload external documents  Add/remove doctor authorization for services  Add Medicaid consent/ eligibility  View draft documents  View user/student compliance  View school/user reports  Edit Eligibility tab  Edit Status of Service on Eligibility tab  Edit all pages except the following fields on the Personal Demographics page: state ID #, school or grade level  Create all documents  Create Eligible/Non-Eligible documents  Create Re-evaluation documents  Create draft timeline extension requests  Edit all pages and create all documents  Edit Alternate Assessment pages

Password changes  User may change their password on the ‘MyInfo’ tab  Password must include at least one capital letter, one number, one special character and at least eight alpha/numeric characters in length.

Compliance Symbols Meanings  Student Specific (green checkmarks, yellow triangles, red stop signs including ECO and TEIS)  Click symbol to view compliance with each student  Green check means student has current eligiblity and IEP  T with an arrow means transferred student and will only be removed when a new IEP is developed  R with an arrow up means a student has been reactivated into EIEP  Yellow triangle means it has been more than 335 days since the last IEP date or it has been more than 23 days since the eligiblity was created and no IEP has been finalized in EIEP  Red stop sign means more than 365 days since last IEP or more than 30 calendar days since the eligibility date and no IEP has been finalized in EIEP  Yellow triangle with an E means it has been more than 20 days since the initial consent received date and eligibility has not been determined  Yellow triangle with T means a 3 year reevaluation is due in 2 months  Red stop sign with a T means a 3 year reevaluation is due  Yellow triangle with a 6 means the student is 5.5 to 6 years old and has no outcomes listed in the ECO tab in EIEP  Red stop sign with a 6 means the student is 6 years old or older with no outcomes listed in the ECO tab

School changes within system  Once this occurs in PowerSchool then the change is rolled over the next school day and the change is automated in EIEP.  Your school-level department leader can assist with assigning a case manager in EIEP

In-state transfers  Existing IEPs from within Tennessee  Send student name/DOB/prior school to Brian Cinnamon or Linda Loggans  Transfers can only be made by EdPlan in Easy IEP; request has to be made for sending school to inactive in EIEP as well (Brian or Linda will do this)  Implement existing IEP until team meeting held to modify/finalize new IEP; must occur in a reasonable amount of time (as soon as you have reviewed the IEP and can develop a draft; and provide 10 days notice of a meeting)

Out-of-state transfers  Upon notice of enrollment of student with special education services, request sped records from previous school  PowerSchool populates EASY IEP, so we can’t manually add student. The quicker secretaries put the students in PowerSchool, the quicker EIEP is populated.  Request school psychologist to review records for eligibility purposes  School Psychologist will create Reevaluation Review Section III Documents and Eligibility Report -(Either Out of State Transfer or "regular" Eligibility Report indicating the student meets TN criteria for a disability)  Create draft of other components of the Re-evaluation Summary Report  Input data from out of state IEP into EIEP to create either (1) interim IEP in the case of Eligibility-Out of State Transfer or (2) annual IEP in the case of "regular" Eligibility (i.e., out of state evaluation meets TN criteria for disability determination)  Convene IEP meeting to finalize Re-evaluation Summary Report and IEP, and to sign Eligibility Report created by school psychologist  If School Psychologist is not present at IEP Team meeting, notify the psychologist or the school Department Leader so that the Eligibility Report (either Out of State Transfer or "regular") can be finalized in EIEP. This will enable the IEP to be finalized.

IEP Documents  All forms must be created in EIEP  Certain forms that are generated that require physical signatures or hand-written observations must be uploaded to the documents page in EIEP via PaperClip- department leaders can assist with familiarizing teachers to this procedure.  PaperClip information is also in the documents section of the Special Education Website.

Eligibility Reports  Eligible  Unless Certifying Specialist User, you will need assistance from the school-level department leader or School Psychologists in creating an eligibility document; print a copy and have all IEP members sign; give parent(s) a copy  Not Eligible  Unless Certifying Specialist User, you will need assistance from the school-level department leader or School Psychologists in creating an eligibility document; print a copy and have all IEP members sign; give parent(s) a copy  Reminder that the Eligibility Process tab must have all of the components completed before an eligibility document can be created

Invitation to a Meeting  Must be sent for every IEP meeting at least 10 days (calendar days) before the scheduled meeting. If the meeting needs to convene before 10 days out, you still must schedule the meeting 10 days out and ask the parent if they would agree to meet earlier.  If parents agree, then they can check the 2 nd box ( I CANNOT MEET AT THE DATE OR TIME SHOWN ABOVE. I CAN MEET WITH YOU ON (date) _______________at (time) ________________.) and note the earlier date. This serves as a “Waiver” for their 10 days’ notice.

Invitation to a Meeting Con't  If the parent, guardian and /or non-minor student does not respond to the first meeting invitation within two school days:  A second invitation must be sent  A follow-up phone call must be made and documented  If no response then:  A third invitation must be sent certified mail  If there still has been no response, then the IEP Team can meet - unless it is an Initial Placement meeting. A parent has to be in attendance for the initial placement.

Initial Consent for Eligibility Evaluation  Send to parents as soon as you receive notice that an evaluation has been requested. Check all appropriate boxes. Refer to the Referral Checklist(s) that are appropriate for the suspected disability/disabilities.  When you receive the Consent for Initial Evaluation back from the parent, be sure to record the "date received" in the box at the bottom of the form. The 60 calendar days deadline begins from the date the school receives back the form. This is the "date of initial consent" entered in EasyIEP by Kaye Gillenwater when the referral file is sent to her.

Prior Written Notice The purpose for the PWN is one of the following:  Has been referred for initial evaluation  Has been referred for a comprehensive re-evaluation (after Reevaluation Summary Report is completed and IEP team decision is to conduct a comprehensive reevaluation)  On _____ an IEP Team Meeting was held to discuss a change in education  On _____ an IEP Team Meeting will be held to discuss a change in education  Revocation of Services by Parent Request  Dismissal/exit from special education services

Prior Written Notice Con't  Notice must be given in writing whenever:  A referral is accepted  The school system has refused to evaluate a student referred by his or her parent, guardian, or non-minor student  A decision is made to conduct one or more assessments that are not routinely given to all grade level peers, and that are not part of systematic screening for RTI.

Instructionally Appropriate IEPs The Framework...  Present Levels of Educational Performance  Measurable Annual Goal (MAG) based on area of skill deficit  Goals are specific, measurable, individualized to the student's needs, connected directly to skill deficit, connected to the PLEP

So in what area do we intervene? PLEP: Current data Exceptional PLEP requires a MAG MAG drives specific intervention Present Level of Performance (PLEP) Measurable Annual Goal (MAG)

Present Levels of Educational Performance (PLEP)  Describes the unique needs of the student that the IEP will address Identifies the student’s level of performance using current data Identifies the students area(s) of strength Identifies area of exceptionality (deficit) Written in positive terms  Describes current academic and functional performance Without proper PLEPs, the IEP team cannot develop appropriate goals, accommodations, or select an appropriate program for the student.

6 Steps to Writing a Sound PLEP 1.Bring current data to the IEP meeting 2.Be very specific and make sure it is an accurate reflection. Not how a student functions on a particular day, but consistently (show a pattern) 3.Review current test scores, progress monitoring, and evaluation results prior to the meeting Ensure understanding of the student’s specific needs and current functioning levels 4.Write in positive terms 5.Describe the impact of deficit area on Mastery of Standard(s) 6.Use the “stranger test” to assess PLEP Another district/teacher should be able to begin instruction immediately with the details in the IEP

PLEP-Associated Deficit in Reading Subtest: Basic Reading Letter Sound Fluency: Given a 1 minute letter sound fluency assessment, Susan accurately sounded 42 letters. This represents the 45th percentile. Word Identification Fluency: Susan identified 6 words from the CBM third grade word list in one minute. This represents the 10th percentile according to winter norms. Date Administered: 01/30/2014 * EXCEPTIONAL YES/NO (REQUIRED): Yes 20

MAG Summary  Individual needs are the basis for a student’s goal  Directly linked to the exceptional area(s) of the PLEP  Measurable and very specific  Numbers must be included in the goal  Rate of improvement may be used to set academic goals  Must meet the student’s needs that result from the disability to enable the student to be involved and make progress in the general curriculum 21

Measurable Annual Goal Template  Given______(condition/materials/setting) Mary will ______(do what measurable/observable skill behavior in functional terms), __________ (to what extent/how well to determine mastery), _______(# of times/frequency/how consistently), by _________(how often) evaluated/determined by ____________( measure)

Example Goals Reading  Given a curriculum based measure (at student instructional level after 1 year), Jennifer will read 94 words per minute with 95% accuracy for 5 consecutive trials on a 1 minute reading probe that will be completed 1 x per week. Math Calculation  Given multiplication problems with 3-digit numbers and graph paper, Jack will follow the steps of computation in order to compute and answer the problems with 80% accuracy on 3 consecutive assessments within 1 month. Basic Word-decoding  Given a 1 st grade curriculum based measure, without prompting, Frank will decode consonant-vowel-consonant-e words with 90% accuracy for 4 consecutive opportunities on a 1 minute probe that will be completed 1x per week. 23

Example MAGs Behavior  During unstructured tasks, Alison will remain within her desk work area, defined by tape and furniture with no more than 1 prompt for 80% of the activities within the school week as measured by a systematic observation tool. Social/Emotional  Given small group activities, Henry will participate as defined by sitting with his group and answering 2 questions on topic 80% of the opportunities given within a 2 week period. Adaptive  At lunch, Marcus will open food containers including plastic tubes, bags and paper wrappers with no assistance 90% of opportunities given within a month time frame. 24

Guiding Principles for Intervention  The measurable annual goal drives the intervention.  The intervention provided in the continuum of services must be the most intense intervention.  The effectiveness of the intervention will be continuously monitored to determine if the intervention needs to be changed.  See Characteristics of intervention sheet The goal of the intervention is to work towards the measurable annual goal so the student meets his goal and no longer requires an IEP. 25

Ask Yourself?  “What prerequisite skills/knowledge does the student need to close the gap between his/her present levels of academic achievement and the grade-level standards?”  “What skills are required to demonstrate proficiency on assessed state indicators? What are the prerequisite skills required for mastery?” 26

Accommodations and Modifications  Accommodations change how the student is taught or expected to learn.  provide equitable access during instruction and assessments and neither change the construct being assessed, nor compromise the integrity or validity of the assessment or content.  intended to reduce or even eliminate the effects of a student’s disability;  do not reduce learning expectations, if based on need  Modifications change what the student is taught or expected to learn.  a change in what is being taught to or expected from the student  The least dangerous assumption would be that students are able to participate within the core curriculum without modifications unless student performance data indicates otherwise. 27

28 Accommodations and Modifications AccommodationModification  Graphic organizer  Text to speech with the book  Template for long division  Raised line paper  Calculator  Class lecture notes ahead of time  Completed agenda with homework expectations  Sensory break “pass”  Picture schedule  Word processor for writing assignments  Shortened assignments  Assignment broken into smaller tasks  Oral assessment for understandings  Partially completed graphic organizer with fewer links and less complexity  Low level high interest reading with text to speech  Simple division facts with pictures, graphics, manipulatives, or number line  Dotted words and letters to trace  Modified rubric for presentation to include fewer elements and more explicit understandings  Essential elements from instruction taught with hands-on materials  Assessed on only a portion of the test or concept

Resources   cation.shtml cation.shtml  ageid=117483&sessionid=3d8c434ff1278b54ce45853be30c1 8bd ageid=117483&sessionid=3d8c434ff1278b54ce45853be30c1 8bd