Special Education In-service

1. Special Education In-service August 9, 2012

2. Folder Contents • Case Load • OT Consent Forms • IEP Annual Review Report • Compliance Monitoring Form • Phys Ed Testing Accommodation Sheet • Student Data • Preschool Updates (SLP)

3. Case Loads • “Mark It Up” • Highlight your name • Write BIP by those with behavior plans • ® by those currently being retained • AAA by any not noted • Note those with OT/PT

4. OT Consent • Send form home in “back to school packet” • Collect form and return to SSport at CCBOE • OT Services begin: September 4/5 • BHS-Tuesday Meet in: Gifted Classroom • LHS-Tuesday Meet in: Extra K classroom • HHS-Wednesday Meet in: Elem Counselor Office • Prescriptions: Send to CCBOE Attn: Sport

5. Compliance Monitoring FOrm • Complete for every IEP • Internal Audit • Folder Organization • Upload documents: FBA, BIP, Testing forms • Include Progress Monitoring, Annual Goal Progress Reports, INOW Progress Reports, Conference Notes, documentation of parent contact, etc.

6. Standards Based IEPS • Spring Training: Covington Co Rep • August 16 Training: Register via STIPD • (PD Title #TU687) • Use Data to Drive Instructional Focus in IEP and related services • Use ARMT+ Blueprints to help determine areas for focus

7. Specialized Instruction • RTI (Response to Instruction) • TIER III Intervention • First step… identify interferences • Next… design instruction to target interference • Then… progress monitor to determine improvement or need instructional change

8. Summary of Interferences to Reading Comprehension Speaking Writing System of Language System of Print System of Meaning Reading Comprehending 3. The reader lacks the power to say what each word requires. (Accuracy) 4. The reader is cumbersome in word recognition and does not identify words instantly. (Automaticity) 5. The reader fails to read with ease, appropriate speed and phrasing, and, therefore, is unable to devote sufficient attention to building meaning. (Fluency) 1. The reader’s system of meaning does not overlap sufficiently with the author’s system of meaning. 2. The reader’s system of language (i.e., vocabulary, syntax, idioms) does not overlap sufficiently with the author’s expression. 6. The reader does not attend to the degree needed to build meaning. (Attention/Motivation/Disposition) IMPLICATION: At every stage of reading development, teachers must be able to identify whether the interferences to comprehension stem from the system of print, the system of language, the system of meaning and/or from inattention. Teachers must make certain that students recognize the source(s) of the interference and have the strategies necessary to overcome each type of interference.

9. System of Print • Phonemic Awareness: Hear sounds, produce sounds, discriminate sounds • Phonics: Recognize that these letters make these sounds… decoding • Accuracy, Automaticity, Fluency

10. System of Print… • Each table generate some strategies to use when the System of Print is the interference. • Are we equipped to provide specialized instruction to address the system of print?

11. System of Language • Vocabulary, Syntax, Idioms • How do we address these interferences? • Are we equipped to provide instruction when system of language is interference?

12. System of Meaning • Usually directly tied to interferences with system of Language and/or Print • What strategies/resources can we use? • Are we equipped to target system of meaning interferences?

13. Schedule • Schedule should reflect time for specialized instruction • Target those 2 or more grade levels behind in reading and/or math • Target math interferences as well…additive, multiplicative, OGAP training forthcoming to identify interferences and help with strategies to target specific interferences. • Creative scheduling…may not be 5 days/week • Write IEP to minimum…can always do more

14. What does specialized instruction look like? • It does not look like …students working on worksheets the entire time they are with you. • It does require explicit instruction….I do, we do, y’all do, you do • It will require modeling repeatedly until students can complete similar activities on their own. • Students should be talking, writing, investigating, reading, and listening (TWIRL)

15. Points to Remember… • Profile should tell story of student’s education…where currently placed, when services began, what needs are and how they effect educational performance, student interests, info from parents and teachers, most recent evaluation information • Maintain integrity of IEP Team: ensure participation of required members

16. Points to Remember… • Include teacher of the area of need when possible • Invite School Administrators to serve as LEA • Teacher should only sign as LEA as a last resort • If a student is repeatedly absent, in hall, in time out, in office, receiving CP…they probably need a FBA and a BIP • Monitor student discipline…no surprises!! Talk to or check with students daily when possible….

17. Points to Remember… • You are the “LEAD” Cheerleader for your students • Be a motivational leader… • encouragement is KEY • One the greatest gifts a leader can give to those around them is hope. Never underestimate its POWER.

18. My Contact Information • Email: ssport@crenshaw-schools.org • Office: 334-335-6519 x 101 • Cell: 334-429-1465