New Teacher Training

New TeacherTraining West Clermont Local School District 2009-2010

Welcome New Teachers! • Kimberly Bischof • Bridget Grace • Lynn Niergarth • Josh Belcher • Kathy Ballitch • Katie Mellman • Stephanie Rowland • AHS • Veronica Moermond • Rachel Gibson • Christine Zboril • Nichelle Mitchell

Your Special Education Administration Team • Laura Nazzarine • Director of Special Education • Sara Jane Hutcherson and Linda Diener • 943-5029 • Chuck Boothby • Special Education Supervisor • Boothby_c@westcler.org 943-5043 • Chris Curtin • Special Education Supervisor • Curtin_c@westcler.org 943-5011 • Julie Carter • Special Education Supervisor and Transition Coordinator • Carter_j@westcler.org 943-5025

Agenda • Day 1 September 18th, 2009 • Introduction and Overview - Nazzarine • Whose Idea is This?- Team • Evaluation Team Report- Randy Siler • Developing Present Levels- Carolyn Holland • Developing Goals and Objectives- Renee Renken • Progress Book- Question and Answer Workshop- Team • Day 2 September 21st, 2009 • IEP Procedures- Team • Building Rapport with Parents, Student, & Staff Communication- Team • Alternate Assessment Overview • OAT/OGT- Nazzarine • Discipline / Behavior Intervention • FBA, BIP, Manifestations • Progress Monitoring

Training Objectives • Introduce new teachers to forms and procedures related to special education • Familiarize teachers with “Whose IDEA Is This” and law pertaining to special education • Teachers will become proficient in reading and interpreting ETRs and writing IEPs • Teachers will be introduced to progress monitoring strategies and data disc • Teachers will become familiar with intervention strategies and understand the correlation between these and OAT/OGT success • Behavior intervention and processes such as FBA and Manifestation Determination will be reviewed • Teacher will become familiar with the process & requirements for Alternate Assessment • Progress Monitoring – Application with data disc

Our mission is to ensure academic excellence for all students, in a safe environment, supported by parents and the community.

Philosophies • Special Education Services in the West Clermont Schools are committed to educating students in the least restrictive environment. • Special Education Services are distributed throughout the district in order to maintain students in their neighborhood schools as often as possible. • Each building provides a continuum of services where teams of intervention specialists serve students cross-categorically.

Special Education Teacher Expectations • Teach (one on one, small group within or outside classroom, whole group, and co-teach) • Share student’s IEP goals and expectations with regular education teacher of service • Prepare lesson plans, implement lessons, assess student work, collect data and share data with IEP team members • Collaborate with academic team and help develop conventional teaching methods to meet individual student needs in relation to grade level content standards • Meet weekly with general education teachers- Discuss daily schedule, modifications, behaviors, assignments, upcoming assessments and future planning (all modifications will be completed before assignment or assessment is given) • Liaison to special service personnel (OT, PT, Speech etc…) • Administration, including updating and maintaining pupil MFE, IEP and student records and progress monitoring • Work with “at risk” students and collaborate with colleagues to identify or rule out student’s special needs • Communicate with parents and or guardian of special education students • Attend meetings and in-service trainings

District Demographics* as of 09-01-09

Special Education Acronyms • ADD • AU • BIP • CD- DD? • FBA • CEC • ED • ESL • FAPE • HI • IDEIA • SLP • IEP • LRE • MD • MFE • PT • OHI • SLD • PDD • TBI • VI • ADHD • OT

ADD- Attention Deficit Disorder • AU – Autism • BIP – Behavior Intervention Plan • CD – Cognitive Disorder- Developmental Delay? • FBA – Functional Behavior Analysis • CEC – Council for Exceptional Children • ED – Emotional Disturbance • ESL- English as a Second Language • FAPE – Free and Appropriate Education • HI – Hearing Impairment • IDEIA – Individuals with Disabilities Education Improved Act • SLP – Speech and language Pathologist • IEP – Individualized Education Plan • LRE – Least Restrictive Environment • MD- Multiple Disabilities • MFE- Multi-factored Evaluation • PT – Physical Therapy • OHI – Other Health Impaired • SLD – Specific Learning Disabilities • PDD- Pervasive Developmental Disorder • TBI- Traumatic Brain Injury • VI- Visual Impairment • ADHD- Attention Deficit Hyperactive Disorder • OT – Occupational Therapy

Special Education Resources • Whose IDEA Is This? • EMIS • IEP Procedures • Phone Log • Collaboration/ Communication Log • Attempts to Obtain Parent Participation • Prior Written Notice • Parent Excusal Form • Physical Safe Hold Report

Whose Idea Is This? Parent’s Guide to Individuals with Disabilites Education Improvement Act of 2004 (IDEA)

Whose Idea is This?A Resource Guide for Parents • This Resource Guide MUST be presented and reviewed with parents EVERY time there is an IEP / ETR meeting. • Parents check/sign on IEP form that they received notice of procedural safeguards. • The Resource Guide is presented to parents when there are disciplinary actions such as suspensions. • The Resource Guide is presented when a student reaches “the age of majority”.

Whose Idea is This?A Resource Guide for Parents • Relevant Sections to be presented to parents: • Steps to getting services • Answers to frequently Asked Questions • Commonly used terms • Disability Conditions Defined • Request for Due Process

IEP Individualized Education Program

Individualized Education Plan (IEP)(Form PR-07) • Each school district shall have an IEP in effect for each child with a disability within its jurisdiction who is receiving special education and related services by the child’s third birthday and at the beginning of each subsequent school year. • In completing the future planning section, the IEP team should discuss and develop a plan to assist in addressing the child’s future. Family and student preferences and interests are an essential part of future’s planning.

Individualized Education Plan (IEP)(Form PR-07) • The IEP team should review relevant data including the Evaluation Team Report, in determining the child’s level of performance. • In reviewing data, the team should consider: • How the child’s disability affects the child’s involvement and progress in the general curriculum, or for preschool children, how the disability affects the child’s participation in age-appropriate activities; • How the strengths and interests of the child and the input of the parents will enhance the education of the child; • If it is an annual review, the degree to which the current annual goals and instructional objectives are being achieved by the child.

Based upon the review, the IEP team should identify and document the child’s Present Levels of Performance, which should accurately describe the effects of the child’s disabilities on the child’s involvement and progress in the general curriculum. • The IEP team shall document measurable goals and their related content areas, benchmarks/short-term objectives, and student progress. • The IEP shall also describe how the parents, legal guardians will be informed of progress at least as often as parents of a nondisabled child. The IEP team must determine how the progress towards annual goals will be measured.

To complete the portion of the IEP that identifies the services to be provided, the IEP team will need to determine and document the special education and related services and supplementary aids and services to be provided to the child, and a statement of program accommodations or modifications that will be provided to the child. • The IEP team must identify and document the initiation date of the services, the expected duration of the services, and the frequency of the services across all goals to be provided.

Based upon the information that the district has gained as part of developing the present levels of performance, the IEP team must determine if issues related to any of the following Special Factors need to be considered in the development of the student’s IEP: • Behavior – if impedes learning of self or others • Limited English proficiency • Visual impairments • Communication • Deafness/hearing impairments • Assistive technology services and devices

In addition to the Special Factors listed, other considerations to be made by the IEP team include issues involved in: • Physical education • Extended school year • Transition service requirements at age 14 • Testing and assessment • Transfer of Rights *For visual impairments, transition services, and testing and assessment, complete the applicable section of the IEP form as appropriate.

The IEP team must determine and document the Least Restrictive Environment (LRE) in which the identified services will be delivered so that each goal may be achieved. The IEP team shall explain why the child will not participate with nondisabled children in the regular classroom if the child’s LRE is someplace other than the regular classroom. • Reference: Rule 3301-51-07(A) Operating Standards

Progress Book IEP

REMINDERS! • Make sure an invitation is sent out 2 weeks prior. • All attempts to contact parents are documented. • Please make sure that a draft copy is sent home prior to the meeting! • Review Timelines- 30/60/30 - However the 60 for the ETR(MFE) starts when parent permission is signed and 30 for the IEP begins once the MFE is signed. • The most recent Progress Monitoring from the previous IEP MUST be attached to the new IEP and sent to the main office no later than a day after the meeting is held. • All initial IEP’s and MFE’s must be sent over to the main office together in order for the office to get them into the system. • Please send the forms over in this order: EMIS, IEP with signature page, Parent Invitation, Progress Monitoring

IEP Page 1 Main Points • “Other Information”- Consider this similar to the bottom box on the old special factors page with additional information needed. • Summary of Special Education Services • MUST INCLUDE: LRE, Disability Category, Related Service Codes • Other language spoken at home, medication • List attempts to contact if the IEP is held without the parent • Medical Information • Any additional information that would be useful • Pull in information from the general factors (number 10)

IEP Page 1 Continued • Meeting Information: • Amendments- The process will remain the same. We will not use the amendment section on page 1 of the IEP. There will be an attachment page that will be used for all amendments. • Review Other Than Annual Review- only when adopting an IEP • IEP Time Lines: • Reminder that all IEP ending dates must be one day prior to the start date of the current IEP. Please make sure all lines on this box are filled in!

IEP SECTIONS Section 1- Future Planning • This section has not changed, however the vision statement must be collected prior to the meeting! • The IEP team shall ensure that family and student preferences and interests are an essential part of the planning process. The team will document the planning information on the IEP. (OS page 65) Section 2 -Special Instructional Factors • Same as the top part of the old special factors page of the IEP.

IEP SECTIONS Section 3- Profile • Include strengths and weaknesses • Address characteristics of the disability • Interests of the student • Detailed data on how the student is performing in relationships to typically developing peers. • Concerns of the parents for the education of their child • The results of the performance on any state or district wide assessments • Academic, developmental, and functional needs of the child

IEP SECTIONS Section 4 and 5- Postsecondary Transition • For age 14 and 15 the statement needs to focus on the courses of study, including small school. • For age 16 Age Appropriate Transition Assessments must be summarized and Postsecondary Transition Services must be included. • The school district is responsible for the activities that may enable a student achieve the post secondary goal, NOT the goal itself. • Under person agency responsible list the title of the person. • Beginning date is the date the IEP starts. • Duration depends on the activity (i.e. Occupational Orientation-1 semester)

IEP SECTIONS Section 6 -Measurable Annual Goals • Present Level of Academic Achievement and Functional Performance- This must be goal specific and content driven and must include the baseline data that the goal is focusing on. This is where we put the current academic or behavior data that supports the goal and objective. • For students that are also ESL the score from the Ohio Test of Language Acquisition (OTELA) • The Annual Goal must be measurable, include the state standard, and should reflect the end criteria of the benchmarks. • Measurable Objectives (benchmarks) should be broken down into quarterly measurable objectives.

IEP SECTIONS Section 7- Description(s) of Specially Designed Services • Under ‘Specially Designed Instruction’ use the statement: “Direct and consultative special education services provided by special education staff.” • Under ‘Provider Title’, place the title of the teacher “Special Education Teacher or Special Education Tutor” • For ‘Location of Services’ place where the services will be provided. For example: learning lab for reteaching of concepts, general education classroom, speech room, motor room etc. • Goals Addressed: Enter the number of each goal that will be supported by the service listed.

IEP SECTIONS Section 7- Description(s) of Specially Designed Services Continued… • Under Amount of Time place ‘225 minutes weekly.’ If questions arise between times for direct and consult services or the number of total minutes consult with your supervisor. This is a great example as to why a draft should be sent home prior to the meeting to make sure you are prepared for these type of questions! • Frequency- daily • The same process is used for related services (OT, PT, SLP, VI, etc) • Assistive technology is used for very few students. For most students, it is the parents decision to use assistive technology and the cost of replacement and maintenance are the parents responsibility. Some examples of assistive technology would be FM systems, big mac switches, and augmentative communication devices.

IEP SECTIONS Section 7- Description of Specially Designed Instruction Continued… • Accommodations provide access to, but do not alter the amount or complexity, testing accommodations go here and these should be linked to the present levels of performance. • Modifications alter the content (decreasing amount or complexity) • Support for School Personnel • This portion can be left blank • HQT Teachers • District Wide Professional Development 09-10 School Year • Consultation with other professionals. • Services to support medical needs are done through consulting with Cathy Martens. For example, any time a student has a seizure disorder Cathy Martens needs to be present to develop a plan.

IEP SECTIONS Section 8- Transportation as a Related Services • The only students that we list as requiring special transportation are those students who require the use of a wheel chair lift bus. • Accommodations can be provided on a typical bus but any accommodations must be approved by your supervisor or principal. • If an aide on the bus is being considered the Director of Special Education must be notified. Section 9- Nonacademic and Extracurricular Activities “The child will have equal access to participate in nonacademic/ extra curricular activities as there non-disabled peers.” • If they choose not to participate – “At this time, the students’ parents have elected not to participate in non-academic and/or extracurricular activities.” • Give examples of specific clubs that students have the right to access. All students have the right to try out for a team but there is no right t play if they do not make the team

IEP SECTIONS Section 10- General Factors • Each one of these issues are addressed in the IEP. • The last general factor is ESY- ‘extended school year’ services. • For the majority of the students there is no reason for ESY and the first box should be checked. • If there needs to be a discussion around the second or the third box please make sure your principal or supervisor is at the meeting. • ESY must relate back to an IEP goal and objective!

IEP SECTIONS Section 11- Least Restrictive Environment • If the child is in the home school the first box is checked yes. • The second box is checked no if the LRE code is IE14 or higher. If the LRE is IE13 then the box is checked yes. Section 12- Statewide and District Wide Testing • If the team chooses to excuse a student from the consequences, there must be justification. The two reasons for this are: ‘The students curriculum is significantly different’ or ‘The child requires accommodations that are beyond the accommodations allowed for children taking state wide assessments.’ • If a student is on alternate assessment they must be so in all areas. There also must be justification: “Due to the nature or severity of the students disability, the student will participate in Alternate Assessment.”

IEP SECTIONS Section 13- Meeting Participants • This is much like the top portion of the current signature page. The change comes in the form of the second section where people who are excused are written down. • For an IEP member to be excused from the meeting the parents needs to know about it in advance. • The person missing the meeting must be excused in writing by the parent and must submit written input into the IEP. Section 14- Signatures • The set up is different but the parents will need to sign for the same reasons. • The first section is for initials IEPs only. • The second section is for an annual review • The third section deals with change of placement. • The parents must also sign the bottom 2 boxes that they received their procedural safeguards and that they are leaving with a copy!

Progress Book – Special Services 9.1

Updates Text boxes in the new program DO NOT expand You can add additional information to an attachment page, but this page is yet to be uploaded on the new program! You DO NOT need to clarify the person responsible by stating their name on the services page of the IEP For amendments that result in the addition or subtraction of a related service, you MUST do a new front AND section 7, “Specially Designed Instruction” You must check the “complete” button on the Open Task page prior to sending the IEP to main office

Creating your Class List Go to pb.westcler.org District ID: westclermont User ID: lastfirstnames Password: password

You will have an “Educational Support” class when you log In, click on this link to begin!

Click on “Update Roster”

Click on “Add Students

Schools are represented by #s – your School should show up by default! Staff in more than one building can select Students from more than one school by Using the dropdown box You can select the grade to look at or search By last name. If you select no grade level, All students from the building will be listed

You can select the grade to look at or search By last name. If you select no grade level, All students from the building will be listed

Select students by clicking the Boxes next to their names After selecting all students, click “Save”

After saving, Close the window!

Saved students should now be on your roster! Click on “Grade Book” At the top of the page to return home

You can add students as the year goes on from this screen By again clicking on “Educational Support” and Going through this process

New Teacher Training