Beginning of the Year Meeting 8/21/13, 11:00 am-1:00 pm SHS, Room 300

1. Beginning of the Year Meeting 8/21/13, 11:00 am-1:00 pm SHS, Room 300 Sabrina A. Scott, Student Services Director

2. AGENDA 11:00-11:30 District/Department Updates & Expectations 2013-14 11:30-12:00 Data Collection – Academic & Behavior 12:00-12:40 ETR (Evaluation Team Report) IEP (Individualized Education Program) SDI (specially designed instruction) 12:40-1:00 FBA (Functional Behavior Assessment BIP (Behavior Intervention Plan)

3. INTRODUCTIONS

4. SHARING POSITIVES • Lunch on Sabrina – EAT EAT EAT!!! • Preschool Donation • Sabrina news • From you…..

5. State of the state for: Student Services

6. STATE OF THE STATE, Student Services of Sandusky City Schools • Report Card--Expectations for ALL to learn and make PROGRESS in GEN ED curriculum • Student Services --GENERAL EDUCATION (Response to Instruction and Intervention (RtII), Restraint and Seclusion/ Positive Behavioral Interventions and Supports (PBIS), Academic Achievement for ALL) • Student Services--SPECIAL EDUCATION (IDEA/ Operating Standards) • Legal--Federal and State Legislation--R & S/ PBIS, IDEA, Section 504, ELL, Home Schooling • Research/ practice--DSM-V, RtII (Wilson, Number Worlds, etc.) • Fiscal--Federal/ State $, Parent Choices (SCCS, Haughland, Open-enrollment, contracts) • High Quality Education--Specialization (ABC); Continuity (Preschool-12+), Consistency (across buildings, teachers, etc.) • BOTTOM LINE: Being a Winning District--Customer Service, Adult Accountability, and... Student Achievement!

7. Student Services Updates for 2013-14 School Year

8. Vision 2014: R-E-A-C-H • 2009-10 Responsiveness • 2010-11 Effectiveness • 2011-12 Achievement • 2012-13 Customization • 2013-14 High Quality • 2013-14: The Year of “HIGH QUALITY” HIGH QUALITY Specialization Continuity Consistency Everyone, Everyday, Everywhere

9. PROGRAMS

11. PERSONNELSpecial Education Intervention Specialists (SCS & SCCS) Paraprofessionals School Psychologists • Related Services: • Speech/ Language Pathologists • Occupational Therapists (ESC) • Physical Therapists (ESC) • Social Workers • Educational Interpreters • Hearing Impaired Teachers (ESC) • Visual Impaired Teachers (ESC) • Educational Audiologist (ESC) • School Nurse (SCS & Public Health Department)

12. PERSONNELGeneral Education / Overall District  Administrative Assistants • Shawnda Ramon: Assistant to the Director • Sue Prochazka: Data Warehouse (PBIS, RtII, Medicaid, IEP Anywhere); Psychs/ABC • Joani O’Rork: All Records Requests • Lynne Kaufman: Preschool  School Nurses(district, nonpublic, building, individual)  English Language Learners (ELL) Tutor  School Counselors

13. SERVICES • Assistive Technology (AT) • Thanks Sean & Leslie • Mental Health • PBIS • Psychs • Counselors • Social Workers • Intervention Specialists • DSM-V 2013 – Implications for ED, AU

14. CURRICULUM, INSTRUCTION & ASSESSMENT • Student Services within Academic Department • New Standards & Curriculum • A (Academic): EXPECT ALL TO MAKE PROGRESS • B (Behavior): Social skills curriculum • C (Community): Extended Standards • Preschool: Early Learning & Development Standards

15. EXPECTATIONS for 2013-14 • Focus: OUTCOMES - ACHIEVEMENT • Academic [including alternate assessment, OTELA, RtII (ALL students)] • Behavior (PBIS, Restraint & Seclusion, State Performance Plan – see handout) • Community (including Life readiness)

16. HOUSEKEEPING Everyone: • Responsible for Academic Achievement - PROGRESS in GENERAL ED CURRICULUM • Responsible for College - Career-Life Readiness • Responsible for ETR/ IEP compliance (dates per Shawnda; checklists per Sue; preschool license per Lynne) ABC/ Psychs/ Therapists: • A--Beth Werling for Out-of-District (checklists, meetings, consultation); Kristen for Wilson, Number Worlds (monitoring) • B--Karen PBIS District Coordinator (trainer, consultant); Sean for PBIS and SPP (data collection, analysis, consultation) • C--Bill Myers (liaison to SS office, district team leader); Bill Carter for assessments, data analysis • A--part of curriculum/ academic dept • BC/preschool--focus for Student Services for 2013-14 (contracts, standards, legal, community, research)--seeing overlap!! • Therapies--Leslie (district contact--within, outside; AT (IPads, Kurzweil, etc.); related services team leader) Recruitment and Retention: • SAS as district rep in region (brochures, website, newsletters, data analysis, networking) Customer Service to district: • SS phone book, ABC/psych liaison to you, Admin Assts to support SAS/ ABC/ preschool BLISS: • Legislative body for local procedures for special ed - NEED A (Academic) people--support practices, buildings (e.g., Section 504, ELL, RtII, IDEA) Contracted Services: • Same as last year: NPESC (OT, PT) and NCOESC (VI, HI, audiologist, Title III)

17. HOUSEKEEPING Administrative Assistants: • Shawnda - for SAS/ BOE • Sue - for ABC/psychs • Lynne - for preschool • Joani - for record requests Important dates: • 8/22 - IEP Anywhere 8:30-11:30 • 8/23 - C-team Extended Standards curriculum mapping • 8/30 - all staff PD

18. PARTYING GIFTS • Whose IDEA Booklets • Meeting Summary Forms

19. THANK YOU FOR ALL YOU DO!!!! Here’s to a great year!!!!!

20. “A” Data Collection • What is Academic Data Collection? • Academic data collection measures academic performance and progress (skill growth) of children (i.e., district-wide, building-wide, groups, and individual students) • It is SCIENTIFIC! • Why is academic data collection important? • Academic data collection assists school staff and teachers in identifying academic needs • It helps us understand if our instructional practices and interventions are working • Academic data collection reflects WHAT we are actually doing in the classroom

21. “A” Data Collection • “A” data collection needs to continue throughout the Response to Instruction and Intervention process (RtII) • “A” data collection also needs to continue if a student has been initially identified • “A” data collection for ALL students, including those on IEPs, should reflect the data collection we do for RtII children • We need to have the data available to reflect progress on IEP goals

22. “A” Data Collection • Things to note: • RtII and IEP goals need to be measurable, so we can easily collect the data to show progress • Data needs to be measurable!!! • Anecdotal records should be more supplemental data • The type of data collected needs to reflect what we are trying to measure

23. “A” Data Collection • Differences between data collection: • Curriculum-Based Assessment (CBA) • Shows mastery of the curriculum • Great for Tier I • Examples: MAP Assessment, formative and summative assessments, short cycle assessments • Curriculum-Based Measurement (CBM) • Student GROWTH or PROGRESS measures • Can be used at all Tiers • Examples: DIBELS, EasyCBM, AIMSweb

24. “A” Data Collection • CBM Warehouse • http://www.interventioncentral.org/curriculum-based-measurement-reading-math-assesment-tests#1 • CBM Manual for Teachers • http://www.jimwrightonline.com/pdfdocs/cbaManual.pdf

25. Specially Designed Instruction (SDI) & Evaluation Team Reports (ETR)

26. What is Specially Designed Instruction (SDI)? • SDI can be defined as adapting, as appropriate to the needs of an eligible child, the content, methodology, or delivery of instruction to: • Address the unique needs of a child as a result of his/her disability • Ensure access of the child to the general curriculum (National Dissemination Center for Children with Disabilities (NICHCY), 2013)

27. What makes SDI different from instruction that a general education student receives? • Specially Designed Instruction is linked to a student’s IEP goals and objectives. • SDI should be planned, organized, and meaningful in that it is an intentional and systematic process aimed to target a student’s needs that are listed in his/her IEP goals and objectives.

28. SDI:Interventionsvs. Accommodations vs. Modifications • Interventions: An evidenced-based intervention refers to a specific strategy or program that has been proven to be effective to improve a targeted skill when implemented and monitored with integrity. • The goal of an intervention is to provide additional or modified instruction to help a student achieve adequate progress in a specific area. • Example: Wilson Reading System & Fundamentals

29. SDI:Interventionsvs. Accommodations vs. Modifications • Accommodations: An accommodation eliminates or reduces obstacles associated with a student’s ability to perform at the same standard of performance expected of general education students. • Example: Additional time, preferential seating

30. SDI:Interventionsvs. Accommodations vs. Modifications • Modifications: A modification is a change that revises the standard of performance and/or alters the expectations.

31. Best Evidenced-Based SDIInterventions • Results gathered from a 70 study meta analysis • Data gathered on students grades 6-12 • Academic content areas included science, social studies, English • Settings included general education, pull-out, and resource room • Study looked at effects on treatment, maintenance, and generalization • Mean effect size of .50 demonstrated moderate effect and .80 or above indicates a large impact.

32. Best Evidenced-Based SDIInterventions • Explicit Instruction (1.68): Includes direct instruction and practice • Interventions include: • Teaching in small steps • Guided practice • Independent practice

33. Best Evidenced-Based SDIInterventions 2. Mnemonic Strategies (1.47): Teaches students to make associations between facts. Effective in helping students memorize material such as lists, groups, and chronologies. * Examples Include: * Keyword * Pegword * Letter Strategies * Visual Cues

34. Best Evidenced-Based SDIInterventions • Classroom Learning Strategies (1.11): Instructing students in methods for processing and studying content area subject matter. • Strategies Include: • Study skills instruction • Note-taking strategies • Self-question strategies • Self-monitoring • Summarization • Text Structures

35. Best Evidenced-Based SDIInterventions • Study Aids (.94): Instruction and practice in using materials to understand and remember subject area content. • Examples include: • Study guides • Advanced Organizers such as text outlines • Text Structures • Aids should be a combination of teacher-directed and student-directed

36. Best Evidenced-Based SDIInterventions • Spatial and Graphic Organizers (.93): Help students understand and remember information. * Assists students with sorting concepts, facts, and ideas using charts, diagrams, graphs, or other graphic organizers *Examples Include: * Concept diagrams * Concept comparison routines * Other graphic organizers

37. Best Evidenced-Based SDIInterventions • Hands-On or Activity Based Learning (.63): Instruction and interaction with relevant content specific materials. • Examples include: • Science Labs • Project-Based Learning • Peer Tutoring/Cooperative grouping

38. Best Evidenced-Based SDIInterventions • Computer-Assisted Instruction (.63): The use of computer-based applications to deliver instruction. • Examples include: • Drill and practice • Strategy instruction • Simulations

39. Behavior Strategies • It is essential that we explicitly teach behavior • Don’t expect it if you don’t teach it • Three Essential Elements 1. Develop Relationships • Greet your students daily • Get to know what they are interested in • Listen to them • Create clear, reasonable, enforceable guidelines that are taught and practiced regularly • Create routines 1. Build a regular schedule 2. Create procedures for bathroom, transitions, and getting out of seat 3. Prepare students for changes in routines

40. Behavior Strategies • Behavior Momentum: When expecting a student to complete a difficult request or task, precede it with three simple requests, then provide the difficult task. Reinforce the student for completion of each task. More likely to complete the difficult task. • Behavior Interspersal: Intersperse difficult tasks or requests with less difficult ones. Best when combined with behavior momentum. Place easier tasks within sets of target tasks • Attributions: Attribute student success to what they did—their effort at the task • Behavior Rehearsal: When preparing for a new situation, provide student with exact steps to prepare the student. Use What Ifs • Behavior Specific Praise: When providing verbal positive reinforcement, let the student know exactly what behavior he exhibited was desired. Directly link your praise to the specific behavior you are trying to increase. • Nonverbal and Picture Cues: Establish a visual cue. Have loads of visual cues—visual posted expectations that use pictures—consider photos of students following rules. Then a reminder: “What do you need to do to follow rule #3. Remember SPORT rules—short, positive, observable, reinforced, taught. • Choice: You may do this or this—it is your choice. I know you can make a good decision for yourself. Reinforce good choices. • Proximity Control: Close but not too close. Moving around the room. Respecting personal space. • Nintendo Effect: Capitalizing on the student’s interests to engage them in non-preferred activities. Project based on interest like superman, trains, Nemo.

41. Building Team Work • Suggestions for successful communication and collaboration: • Starting from the beginning • Be sure your teacher has each child’s IEP • Behavior Improvement Plan • Coach your cooperating teachers on differentiating instruction • Touch base with students on your caseload • Adapt homework for the students in your caseload • Celebrate Success

42. Evaluation Team Reports (ETR) Overview • ETR Check-list • What parts of an ETR are important to read when creating or modifying an IEP? • Background History • Classroom Based Evaluations • Team Summary (Part 2)– Intervention Data, Assessment Results, Needs, & Implications

43. Background History • The background history provides you with a brief summary of the student’s past including: • Attendance • Medical Information • Intervention History • Other relevant information • Typically located within a Part 1

44. Classroom Based Evaluations • Classroom based evaluations and information provided in a report by a teacher or intervention specialist may include: • Academic Skills • Behavior • Observation Information • Intervention Data

45. Team Summary (Part 2)- Intervention Data • Intervention history and data can be located throughout teacher/intervention specialist reports. • This information is summarized on Part 2 of the ETR under the “Intervention Summary” section.

46. Team Summary (Part 2)- Assessment Results • All assessment results are located throughout individual Part 1 reports. Assessments may include: • Academic • Cognitive • Behavior • Adaptive Behavior • Social Emotional • Sensory • Fine Motor • Gross Motor • Speech/Language • These results are summarized on Part 2 of the ETR under the “Summary of Assessment Results” section.

47. Team Summary (Part 2)- Needs • Based on gathered information, parent input, assessments, and observations, a child’s educational needs are determined. • These needs are summarized on Part 2 of the ETR under the “Description of Educational Needs” section. • Needs can be translated into IEP goals and objectives. **Please note: Several needs can be combined into one IEP goal with multiple objectives. Every need listed does not require an individual goal.

48. Team Summary (Part 2)- Implications • Implications for instruction include: • The impact on a child’s education • Intervention recommendations • Accommodations & Modifications • Progress monitoring suggestions • These recommendations are located on Part 2 of the ETR under the “Implications for Instruction and Progress Monitoring” section.

49. Team Summary (Part 2)- Implications • Implications for instruction include: • The impact on a child’s education • Intervention recommendations • Accommodations & Modifications • Progress monitoring suggestions • These recommendations are located on Part 2 of the ETR under the “Implications for Instruction and Progress Monitoring” section.

50. References • National Dissemination Center for Children with Disabilities (NICHCY), 2013. Special Education. Retrieved on August 15, 2013 from: http:// nichcy.org/schoolage/iep/iepcontents/specialeducation