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SEAC Meeting January 10, 2012

SEAC Meeting January 10, 2012. Data Collection a nd Progress Monitoring Tools. Feedback from November 1. RtI Tiered Intervention (Tiers 1,2, and 3) Effective communication Strong staff knowledge of RtI Watch the acronyms. Feedback from November 1.

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SEAC Meeting January 10, 2012

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  1. SEAC MeetingJanuary 10, 2012 Data Collection and Progress Monitoring Tools

  2. Feedback from November 1 • RtI Tiered Intervention (Tiers 1,2, and 3) • Effective communication • Strong staff knowledge of RtI • Watch the acronyms

  3. Feedback from November 1 • RtI Problem Solving Process – Parent Involvement Component • Listen to parents • Report progress periodically • Set high expectations for students • Embrace technology

  4. Feedback from November 1 • RtI Problem Solving Process – Data Analysis • Technology is making access to data easier • Who gives assessments and how are they administered? • Make sure parents know how to access Parent Portal in Infinite Campus

  5. Feedback from November 1 • RtI Progress Monitoring Tools • How do schools monitor progress? • Is all progress monitoring related to formal assessments? • Parents aren’t sure educators know about varying assessments • What does it mean to “progress monitor?

  6. What do we do with your feedback? • Process with Special Education Directors • Training for Special Education Leadership Team • Plan Professional Development • Guide District Direction for Special Education Programming

  7. Data Collection and Progress Monitoring Tools • Data Collection for special education identification and re-eligibility purposes • How is data used after a child has been placed on an IEP? • As a parent, how can you know that your child is making progress toward goals and objectives?

  8. Tonight’s Presentation • Video Interviews with practitioners • Information regarding assessments used to identify and progress monitor students with disabilities • Tools used for monitoring student progress

  9. Early Childhood Formative Assessment 3 times per year for ALL students in Jeffco Preschool Programs • Part of the Results Matters program for preschoolers across Colorado • Results are maintained on-line

  10. Early Childhood Assessments • CHILD FIND • Can be initiated by the parent, a physician, or a preschool teacher • Children Birth – Age 3 receive a full evaluation • Children Ages 3 – 5 who are not currently attending preschool receive a developmental screening prior to a formalized assessment • Individualized Education Program (IEP) is developed for students with significant delays

  11. Let’s talk about Speech and Language! • Lee Connelly • SLP at Devinny Elementary • Role of SLP • Assessments Used • Data Collected • Progress Monitoring Tools

  12. Video #1 Speech Language

  13. Speech-Language Services in Schools • SLPs provide appropriate speech-language services in: • Pre-K • Elementary Schools • Secondary Schools • SLPs work with students exhibiting the full range of communication disorders

  14. SLPs and Literacy • Current research • Literacy is essential to success in our society • Studies have shown that children with language impairments are 4 to 5 times more likely to have difficulties reading than children without language impairments. • Speech-language pathologists play an important role in the prevention of literacy problems.

  15. What About Emotional Disabilities? • Special Ed referral evidence: • Achievement Data • Report Cards • Office Referrals • Attendance Records • Positive Behavior Support (PBS) SchoolData • Behavior Support Plans

  16. Existing Data • Included as part of the assessment process • Teams may collect additional data • Individual evaluations • BASC • Connors

  17. Progress reports • Provided to parents at the same reporting intervals as General Ed. • On-going communicationand collaboration with parents and agency mental health providers. • On-going Achievement and Behavioral Data • How well is the student is progressing on their IEP goals?

  18. Eric Thompson • SLP • ABLLS Assessment • Developmental Disabilities • Administered over time • Data Collected • Creating goals for IEP and helps in placement decisions

  19. Video #2 Developmental Disabilities • Center Programs • Significantly Limited Intellectual Capacity (SLIC) • Multiple or Physical Disabilities (Challenge)

  20. Deaf and Hard of Hearing • Assessments for students with a Hearing Disability primarily address the following: Academic Achievement, Communication, Audiology, and Functional Listening Skills. • Assistive Technology role at School • Communication Plans • On-going Communication and Collaboration with Parents

  21. Video #3 • O’Lynne Nation • Area Coordinator • Autism Specialist • Barriers to child’s learning • Tacting and manding • Ongoing guides to instruction

  22. Autism Spectrum Disorders • Program Enhancements: • Re-Think Autism (web based platform) • VIZZLE (data collection)

  23. Other Possible CommunicationTools for Progress Monitoring • Parent Portal • Teacher websites • Back and forth notebooks • Email • Phone calls • Conference calls • Skype/Facetime

  24. Group Discussions

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