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GENERAL SUPERVISION… POLICIES… PROCEDURES…

WELCOME. GENERAL SUPERVISION… POLICIES… PROCEDURES… PRACTICES…. General Supervision Policies, Procedures, and Practices. Compliant IEPs: From Planning to Paper.

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GENERAL SUPERVISION… POLICIES… PROCEDURES…

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  1. WELCOME... GENERAL SUPERVISION… POLICIES… PROCEDURES… PRACTICES…

  2. General Supervision Policies, Procedures, and Practices Compliant IEPs: From Planning to Paper

  3. Agenda Procedures and Practices to Identify and Correct Non-Compliant IEPs • Component 1: Identification of Noncompliant IEPs • Component 2: Ensuring Compliant IEPs Once Non- Compliance is Identified

  4. Definitions… Policy… A written mandate that is “Board Approved” and aligned with state and federal regulations. Procedures… A written sequence of steps used to implement policies, rules, and regulations. Practices… The implementation of procedures documented using student record reviews, interviews, observations, etc.

  5. Definitions…Today’s Focus… Procedures… A written sequence of steps used to implement policies, rules, and regulations. Practices… The implementation of procedures using student record reviews, interviews, observations, etc.

  6. …REGARDING… GENERAL SUPERVISION OF COMPLIANT IEPS

  7. When you leave at the end of this session… What two things do you want to know about practices and procedures regarding compliant IEPs that you don’t know now?

  8. Definitions… Procedures… A written sequence of steps used to implement policies, rules, and regulations. Practices… The implementation of procedures documented via student record reviews, interviews, observations, etc.

  9. An Effective Supervision System…IEPs Procedures and Practices Component 1…Identification of Non-compliant IEPs • Supervision • IEP Review • Inter-rater Reliability

  10. Component 1…Identification of Non-Compliant IEPs How does your district currently identify noncompliant IEPs ? Share that information with the person next to you.

  11. Component 1…Identification of Non-Compliant IEPs SUPERVISION

  12. Component 1…Identification of Non-Compliant IEPs Supervision Peer Review Supervisor Review Inter-rater Reliability

  13. Component 1…Identification of Non-Compliant IEPs What is the purpose of “peer review” regarding identifying non-compliant IEPs? What is the purpose of “supervisor review” regarding identifying IEP non-compliance? What are the “pros” and “cons” of each?

  14. Component 1…Identification of Non-Compliant IEPs • Supervision • Peer Review • Make it Positive • Teachers Support Each Other • Teachers May Make Changes Prior to a Supervisor Review • Supervisor Review • Individual Supervisors Review Selected IEPs • A Group of Supervisors Review Selected IEPs At One School • Non-compliance is Identified and Changes Must be Made

  15. Component 1…Identification of Non-Compliant IEPs • Supervision • Inter-rater Reliability • Initial Training • Systematic Follow-Up

  16. Component 1…Identification of Non-Compliant IEPs Inter-rater Reliability…is the degree of agreement among raters…when rating or reviewing material. What does this mean for IEP Reviews? Peers and/or supervisors must all use the same criteria when reviewing IEPs…so that compliant and non-compliant IEPs are viewed the same way.

  17. Component 1…Identification of Non-Compliant IEPs High inter-rater reliability…leads to the following “Both the lead teacher and principal said that my goals weren’t measurable…that’s not what they said before… so I asked one of the special education coordinators and she said the same thing.”

  18. Component 1…Identification of Non-Compliant IEPs Poor inter-rater reliability leads to the following… “Mr. Smith said my goals were fine, but Ms. Jones said two of them weren’t measurable.” I wish they’d make up their minds!” “My supervisor didn’t find any problems with the PLAAFP in my IEPs, but the Focused Monitoring Team from DOE said that the “Needs” were global and not specific…what’s up with that?”

  19. INTER-RATER RELIABILITY Initial Training Systematic Follow-Up Formal Informal • Establish specific criteria for each section of the IEP • Train peers and/or supervisors until a pre- determined percentage is met, i.e. 85%-90% of reviewers rated the area compliant or non-compliant

  20. Inter-rater Reliability Specific Criteria…Examples • PLAAF • Student Needs (Criteria) must • describe what the student needs to learn • be able to begin developing a goal • be aligned with goals • Measurable Goals (Criteria) must include • Conditions (Material/Stimuli) • Observable Student Behavior • Criteria for Performance • Aligned with Needs in the PLAAFP

  21. Inter-rater Reliability • Systematic Follow-Up • Formal Schedule formal groups of peers and/or supervisors periodically throughout the year —Informal • Staff Meetings…once a month spend 15 minutes and have teachers, peers, and supervisors rate a couple of samples and discuss • Email…a couple of samples and have staff rate them and share ratings during a staff meeting • Others?

  22. Component 1…Identification of Non-Compliant IEPs Supervision Should IEPs be part of Performance Evaluations Why? Why not?

  23. Component 1…Identification of Non-Compliant IEPs IEPS

  24. Component 1…Identification of Non-Compliant IEPs • In your opinion…what must be included when identifying non-compliance regarding IEPs? • Once non-compliance is identified, what happens in your district?

  25. Component 1…Identification of Non-Compliant IEPs • IEP Review… SHOW ME THE DATA! • Identify Area/s of Non-Compliance • AnalyzeArea/s of Non-Compliance • IEP Supervision Matrix, Teacher • IEP Supervision Matrix, Master

  26. IEP Review…Identify Areas of Non-Compliance Once Peers and/or Supervisors are Trained…And Inter-rater Reliability is Established… Identification of Non-Compliant Areas is a relatively straightforward task… • Develop and Implement a system for assigning peers/supervisors to groups of teachers • Review IEPs and note areas of non-compliance • Implement the “Tell’em and Fix’em” Policy…

  27. The “Tell’em and Fix’em” Policy… Tell’em to Fix’em…

  28. The Tell’em and Fix’em Policy So….using the Tell’em and Fix’em Policy… • Teachers are told which areas are non-compliant. • Given some guidance …”the “conditions under which the behavior will occur are missing; the accommodations aren’t aligned with the “Needs in the PLAAF”; etc. • The teacher talks with his/her colleagues; gets some additional information from handouts; and revises non-compliant areas.

  29. IEP Review…Identify Areas of Non-Compliance True or False… Implementation of the “Tell’em and Fix’em” Policy results in systemic change so that significantly fewer areas of non-compliance are identified during the next review of IEPs.

  30. Leaving the “Tell’em and Fix’em” Policy What’s required for systemic change to occur? • Identify each area of non-compliance…but more importantly… • Identify the reason for the non-compliance…

  31. Leaving the “Tell’em and Fix’em” Policy Why aren’t this teacher’s goals measurable? …Because…the teacher… • doesn’t know the difference between a goal & a measurable goal? • knows they’re different, but doesn’t know how they’re different? • knows the components of a measurable goal, but..struggles with… • only one component, i.e. the “conditions , observable behavior, criteria, etc.” ? • Generating measurable goals accurately because the teacher lacks understanding of instructional skill sequences? Other reasons??

  32. Moving to the “Data Analysis” Policy • Identify each area of IEP non-compliance • Identify teachers who have problems in specific areas • Plan “Targeted Professional Learning” to address those areas…

  33. Component 2…Ensuring Compliant IEPs Once Non-Compliance Is Identified PROFESSIONAL LEARNING

  34. Component 2…Ensuring Compliant IEPs Once Non-Compliance Is Identified What do you consider to be aspects of professional learning regarding compliant IEPs? THREE OF THE MOST IMPORTANT

  35. Consider this… • The Ever Popular… SPRAY N’ PRAY POLICY OR • Targeted Professional Development That Is… • Content Specific • Job Embedded • Cumulative • Implementation isSupervised

  36. Targeted Professional Learning Targeted Professional Learning Targets a Specific… By Definition…then…Targeted Professional Learning Requires… Data driven decisions in order to identify the individuals and content for effective professional learning • Group of Individuals • Kind of Content

  37. Data • IEP Supervision Matrix, Teacher • IEP Supervision Matrix, Master • Documents such as these are invaluable tools in making data-driven decisions when providing targeted professional learning

  38. Component 2…Ensuring Compliant IEPs Once Non-Compliance Is Identified Professional Learning (PL) is Content Specific… IEP Supervision Matrix can be an invaluable tool in analyzing the PL needs of the staff in order to develop a “content specific” plan for PL. An IEP Supervision Matrix can identify the… • Content to be targeted • The Teachers in need of training in that content • The Teachers who are highly skilled and can be paired with less skilled teachers.

  39. Component 2…Ensuring Compliant IEPs Once Non-Compliance Is Identified Professional Learning (PL) is Content Specific… and Job Embedded… Participants use the IEPs for which they are responsible as the content for all PL. Participants apply what they have learned in each PL session to each of their IEPs in question.

  40. Component 2…Ensuring Compliant IEPs Once Non-Compliance Is Identified Professional Learning (PL) is Content Specific… Job Embedded…and Cumulative All previous content areas become an explicit part of each new content area.

  41. Component 2…Ensuring Compliant IEPs Once Non-Compliance Is Identified Professional Learning (PL) is Content Specific… Job Embedded…Cumulative…andImplementation is Supervised Coaching is scheduled on a regular basis. Coaching forms are completed after each session: IEP Targets that were addressed well. IEP Targets that were not addressed well. IEP Targets for the next session. Date and Time of the next session

  42. Component 2…Ensuring Compliant IEPs Once Non-Compliance Is Identified PROFESSIONAL LEARNING NEW STAFF VETERAN STAFF

  43. Component 2… Ensuring Compliant IEPs Once Non-Compliance Is Identified Based on your experience, are the professional learning needs different for new staff and veteran staff? If yes, how are they different? If no, how are they the same?

  44. Component 2… Ensuring Compliant IEPs Once Non-Compliance Is Identified Was your response data-based? If yes, what kind of data? If no, why not?

  45. Component 2:Ensuring Compliant IEPs Professional Learning for New Staff and Veteran Staff • IEP Supervision Matrix, Teacher • IEP Supervision Matrix, Master • Documents such as these are invaluable tools in making data-driven decisions when providing targeted professional learning • A tool like this can support the decision to require specific kinds of professional learning for specific groups of individuals…when some may demand “to know why they’re required to do this?!?

  46. Contact Information Ms. Donna Ann Flaherty,Program Specialist Professional Learning Unit Georgia Department of Education Division for Special Education Services and Supports 1870 Twin Towers East Atlanta, Georgia 30334 404-657-9972 dflaherty@doe.k12.ga.us Website: http://www.gadoe.org/ci_exceptional.aspx

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