December 18, 2006 8:30 - 12:00 Intermediate Unit I

1. 1 OT/PT TRAINING December 18, 2006 8:30 - 12:00 Intermediate Unit I

2. 2 PRESENTERS Toni Lozar - Assistant Director of Special Education, IU I Dennis Taylor - Supervisor of Special Education - TEAM 7 Mary Ann Rocco - Lead Support Teacher, Autism, OT, PT, ACCESS Kathy Yarnevich - ACCESS Accountant Supervisor/OT-PT Service Coordinator

3. 3 AGENDA Welcome and Introductions Review of Packet/handouts ER/IEP Formats, Input, Web-based Systems, Chapter 15 Service Agreements Writing Measurable Goals/Objectives Data Collection/Progress Monitoring Behavior Support and Confidentiality Logs, ACCESS, etc Questions/Answers

4. 4 Training Objectives Understand major changes in special education procedures brought about by IDEA 2004 Understand how to report input for evaluation reports/IEPS/Chapter 15 Service Agreements Write IEP goals/objectives containing the required components Review procedures for data collection and progress monitoring Understand aspects of behavior support and confidentiality as it pertains to OT/PT services Complete logs/ACCESS forms accurately

5. 5 IDEA 2004 Individual with Disabilities Education Act (IDEA) - reauthorized and signed into law in December 2004 Final regulations - published in Federal Register - August 14, 2006 - became effective October 13, 2006 Chapter 14 - PA Special Education Standards/Regulations

6. 6 BASIS FOR REFERRAL Suspected disability which may impact child�s progress in general education curriculum Does the child exhibit gross or fine motor difficulties which may impede his/her access to the curriculum? An OT/PT evaluation cannot stand alone when doing an Initial Evaluation!

7. 7 EDUCATIONAL vs. MEDICAL MODEL Student/child Disability Schools IDEA/ADA IEP team Daily program Guaranteed by law Learn/increase skills Patient Injury/illness/anomaly Hospitals/clinics Health legislation Medical team Episodic/when needed Insurance/payment Heal/cure/rehabilitate

8. 8 MODELS (cont.) To reduce effects of chronic conditions Functional skills to attain educational objectives Large caseloads with limited time for therapy Collaborative services To treat acute conditions Developmental milestones Smaller caseloads with extended therapy time Discipline based services

9. 9 Initial Evaluation

10. 10 Procedure for Initial Evaluations Procedure for Initial Evaluations Referral is received at Intermediate Unit 1 OT referrals go directly to the agency office with transmittal form PT referrals are directly assigned by Kathy Yarnevich

11. 11 Procedure for Initial Evaluations IU coordinator sends the referral form to the agency for OT and to the therapist for PT Referral information includes: signed parent permission Prescription / teacher input forms (if available) reports forwarded with the referral form Evaluation is completed with recommendations Therapist is responsible for dissemination to: LEA IU Other contact persons listed on the referral form Do not send the evaluation report directly to the parent. Do not submit your goals and objectives with this. If using a web-based program, the report will be on the IEP Writer or Logic House If not using a web-based program, a hard copy of the report will have to be sent to the LEA as well as the IU.If using a web-based program, the report will be on the IEP Writer or Logic House If not using a web-based program, a hard copy of the report will have to be sent to the LEA as well as the IU.

12. 12 Evaluation Report Areas that you need to address on the report Classroom Observation - Section III - B Evaluation - Section V Summary - Section VII make statement of eligibility Conclusions *Make sure you recommend frequency, duration, location etc.

13. 13 Options Options for finalizing the report Face to face meeting Routing the ER for members to sign

14. 14 Evaluation Report Timelines Timelines for completion: School Age ER 60 school days from district�s receipt of signed permission to evaluate Early Intervention ER 60 calendar days from receipt of signed permission to evaluate

15. 15 The IEP

16. 16 THE IEP IEP must be held within 30 days from the evaluation report. Services will not start until the IEP is completed Signing the IEP indicates attendance, not agreement Initial evaluation - Information from OT / PT will be provided to the teacher After the evaluation is completed, the IEP is heldAfter the evaluation is completed, the IEP is held

17. 17 Information Provided Information provided by OT, PT to the teacher Present Educational Levels - Section II - B Strengths and Needs - Section II - C Accommodations for State and Local Assessments - Section - III Goals and Objectives - Section - V Short Term objectives for PASA students only Program Modifications and Specially Designed Instruction - Section VI - A Related Services Section VI - B Supports For School Personnel - VI - C Extended School Year - Section VII - D

18. 18 Accommodations for State and Local Assessments - Section III

19. 19 WRITING MEASURABLE GOALS/OBJECTIVES

20. GENERAL EDUCATION CURRICULUM

21. Measurable Action Verbs Reference as Bloom�s Taxonomy. Briefly discuss different stages (See Below) Encourage teacher to NOT use only knowledge level verbs for life skill students. There are many life skill students that are at the analysis/synthesis development in some stages. Knowledge - Requires memory only in order to repeat information Comprehension - Requires rephrasing or explaining information Application - Requires the application of knowledge to determine answer Analysis - Requires identifying motives or causes, drawing conclusions, or determining evidence Synthesis - Requires making predictions, producing original communications or problem solving with more than one possible solution Evaluation - Requires making judgments or offering supported opinions Reference as Bloom�s Taxonomy. Briefly discuss different stages (See Below) Encourage teacher to NOT use only knowledge level verbs for life skill students. There are many life skill students that are at the analysis/synthesis development in some stages. Knowledge - Requires memory only in order to repeat information Comprehension - Requires rephrasing or explaining information Application - Requires the application of knowledge to determine answer Analysis - Requires identifying motives or causes, drawing conclusions, or determining evidence Synthesis - Requires making predictions, producing original communications or problem solving with more than one possible solution Evaluation - Requires making judgments or offering supported opinions

22. 22 Non-measurable Seems too frustrated Making a lot of progress in � Reading at the 4th grade level� Improved cognitive skills.. Overall needs help in everything.. Bothers his peers..a lot.. Is a good looking boy that�

23. GENERAL EDUCATION CURRICULUM Now that we have present educational levels, it�s time to move on to determining annual goals. Prior to writing goals, the IEP team must answer the question � Given the student�s strengths and needs, how will the district respond to these needs?� The answer to this question is the statement of special education and related services needed to address the student�s needs and allow access and progress in the general education curriculum. Once formulated, it�s time to write goals and objectives. Writing goals begin with asking � If the services and instruction we are providing is effective, what will we see in the student�s behavior that tells us so?� The purpose of the mandated goals and objectives is to evaluate the services and instruction we are providing to the student. We need to know when or if to change what we are doing, to change the service we are providing. Let�s look now at annual goals. Now that we have present educational levels, it�s time to move on to determining annual goals. Prior to writing goals, the IEP team must answer the question � Given the student�s strengths and needs, how will the district respond to these needs?� The answer to this question is the statement of special education and related services needed to address the student�s needs and allow access and progress in the general education curriculum. Once formulated, it�s time to write goals and objectives. Writing goals begin with asking � If the services and instruction we are providing is effective, what will we see in the student�s behavior that tells us so?� The purpose of the mandated goals and objectives is to evaluate the services and instruction we are providing to the student. We need to know when or if to change what we are doing, to change the service we are providing. Let�s look now at annual goals.

24. 24 Annual Goals Annual goals are measurable estimates of expected student outcomes in an academic year based on the student�s present levels of performance and anticipated rate of learning

25. 25 Required Characteristics of Annual Goals Annual goals must be functional Annual goals must be measurable

26. 26 Annual Goals Must Be Functional Reflect a real need, are immediately useful & important for independence Support meaningful participation in future environments. Support the greatest number of other skills or functional tasks across cognitive, affective, and psychomotor domains as appropriate

27. 27 Annual Goals Must Be Functional Support & enhance participation in routine, appropriate, daily activities Address family concerns and any cultural considerations. Motivated the student to learn

28. 28 Annual Goals Must Be Measurable Measurable annual goals should: Address identified needs from present levels of educational performance Provide clear focus for instruction Allow us to select appropriate materials Improve instructional efficiency

29. 29 Annual Goals Must Be Measurable Continued� Measurable annual goals should: Enable progress monitoring Communicate expectations Project student performance at the end of one year of instruction

30. 30 A Formula For Writing Measurable Annual Goals Condition Student�s Name Clearly Defined Behavior Performance Criteria

31. 31 Condition Describes the situation in which the student will perform the behavior. (e.g.. accommodations, assistance provided prior to or during assessment) Examples: From a drawn model Given one inch line writing paper and a pencil Given a location with stairs

32. 32 Clearly Defined Behavior Describe the behavior in measurable, observable terms Ask yourself�what will the student actually DO? Examples: Say, print, write, cut, walk, point to� Non-examples: Understand, know, recognize, behave, comprehend, improve�

33. 33 Clearly Defined Behavior Example From a drawn model, Vicki will copy Utilizing stairs within the school environment, Juan will walk up and down Clearly Defined Behavior Will copy Will walk up and down

34. 34 Performance Criteria Criterion Level The level the student must demonstrate for mastery Number of Times Needed to Demonstrate Mastery How consistently the student needs to perform the skill(s) before it�s considered �mastered� Evaluation Schedule How frequently the teacher plans to assess the student Method of evaluation

36. 36 Performance Criteria Example Utilizing stairs in the school environment, Juan will walk up down four steps without hand support, alternating her feet with verbal cues, in 80% of the trials for 3 consecutive weeks. Performance Criteria 80% of the trials for 3 consecutive weeks

37. From a drawn model, Vicki will copy simple circular shapes and lines (horizontal, vertical, diagonal lines, circle, cross, T) 4 of 5 times per item. Condition: Student Name: Clearly Defined Behavior: Performance Criteria: Measurable Annual Goal Practice Does this goal measure up?

38. GENERAL EDUCATION CURRICULUM

39. 39 Short - Term Objectives/Benchmarks Describes meaningful intermediate and measurable outcomes between the student�s present levels of performance and the annual goals.

40. 40 Goals Vs. Short-Term Objective Understanding the difference is the relationship Where am I going? Versus How will I get there? A goal estimates and describes the outcome you expect in a year based on a student�s present level performance and rate of progress. An objective describes intermediate outcomes or steps that take the student from his current level of achievement to the goal.

41. 41 Short-Term Objectives/Benchmarks Related to outcome, rather than process for achieving the outcome Specific and measurable, rather than broad and intangible Concerned with students not teachers

42. 42 Short-Term Objectives/Benchmarks Serve as a mechanism to plan the steps toward reaching the annual goal. Provide ways to objectively measure progress or lack of progress toward their annual goal. Must be developed for each annual goal if student takes the PASA (Alternate Assessment). Must be stated in objective measurable terms.

43. 43 A Formula for Writing Measurable Short-Term Objectives/Benchmarks Should include: Condition Student�s name Clearly defined behavior Performance criteria

44. 44 Program Modification and Specially Designed Instruction Section VI - A Provide modification or specially designed instruction Provide Location, Frequency, Projected Beginning Date and anticipated duration Date.

45. 45 Related Services - Section VI B Check (v)the service being provided Include Location, Frequency, Projected Beginning Date and Anticipated Duration Date. Be specific about the recommendation for frequency of service

46. 46 Supports for School Personnel Provided for the Child - Section VI C If a student is receiving consultative service only, then list the service under Supports For School Personnel Provided for the Child. Consultative Service is not considered Direct Service.

47. 47 Extended School Year  Section VI - D ESY is a maintenance program If providing services for ESY, write the service to be provided. Indicate the goals that need to be worked on during ESY. Include Location, Frequency, Projected Beginning Date and Anticipated Duration Date. It is an IEP decision and must be supported by data. Students in the target group must be completed by the end of February. (Autism, Mentally Retarded, Emotionally Disturbed, Multiple Disabilities

48. 48 IEP Review / Revision Must be revised annually. Can be revised at other times during the year May be revised at other times without convening the IEP meeting, as long as the parent and LEA agree to do so. Must be documented on the front page of the IEP Must send out a copy of the changes made

49. 49 IEP Review / Revision Provide input to the classroom teacher in a timely manner Present Educational Levels should reflect progress on IEP Goals and Objectives that have been addressed

50. 50 The Reevaluation

51. 51 Evaluation/Reevaluation Reports The Reevaluation Process Are now 3 ways to complete the reevaluation process Waive the reevaluation Reevaluation where no additional data is necessary Reevaluation where additional data is necessary Permission to reevaluate is issued

52. 52 1. Waive Reevaluation If reevaluation is being waived, you will not be required to submit input.

53. 53 2. Reevaluation - No Additional Data Reevaluation is required every three (3) years Reevaluation is required every two (2) years for a student with mental retardation Input needs to be included under �Existing Evaluation Data� Make the recommendation for the continuation or discontinuation of services to the teacher.

54. 54 3. Reevaluation Where Additional Data is Necessary If the team decides new information is needed form the OT/PT, a permission to reevaluate will be issued by the LEA. The new OT / PT information will be placed under Summary of Findings / Interpretation of Additional Data.

55. 55 Procedures for Dismissing Students Related services can be dismissed through the IEP process. OT / PT needs to provide information to the IEP team explaining the reason for dismissal of services. Remember: This is a team decision. Explain dismissal procedures to parents. Explain dismissal procedures to parents.

56. 56 Web - Based Systems Many of the school districts are using a web - based document system. If your district has provided you with a code and password to get on Logic House or IEP Writer, then you must complete your documents on those systems. Send a hard copy to Kathy Yarnevich at the Intermediate Unit 1.

57. 57 CHAPTER 15 SERVICE AGREEMENTS Students are evaluated for Chapter 15 services as they are for Chapter 14 services. (Special Education Services) Input must be provided the same way as you would for Chapter 14. Services cannot be provided until the district authorizes the services to begin and you receive the information from either the district or Intermediate Unit 1.

58. 58 DATA COLLECTION Data should be collected each time the student is seen. No specific data collection tool is required. Data collection is required to be summarized quarterly. Data summary is recorded on the goal and objective pages of the IEP and provided to the teacher.

59. 59 Progress Monitoring Progress monitoring is the ongoing process which involves; Collecting and analyzing data to determine student progress towards specific skills Making instructional decisions based on the review and analysis of student data

60. 60 Goals Provide data to assist in making decisions about students Provide data on student performance Provide data for the reevaluation process Provide data for eligibility

61. 61 Steps in Progress Monitoring Measurable annual goals and objectives Data collection decisions Data collection tools and schedules Representing the data Evaluation of the data Instructional adjustments Communicating progress

62. 62 BEHAVIOR SUPPORT Students with disabilities who engage in inappropriate behavior, disruptive or prohibited activities, and/or actions injurious to themselves or others� Shall be disciplined in accordance with: Individualized Education Program, (IEP), Behavior Intervention Plan (BIP), and the Board Policy Go Over the board policyGo Over the board policy

63. 63 Student Contact Logs Student contact logs are used by Intermediate Unit 1 Itinerant staff to track service delivery provided to students. Is optional Documents services delivered Documents when and why services were not delivered Documents make-up sessions provided

64. 64 CONFIDENTIALITY Refers to your obligation not to disclose or transmit information to unauthorized parties. In schools, it means establishing procedures that limit access to information about students and their families.

65. 65 LOGS/ACCESS

66. 66 SBAP PDE launched the School Based Access Program (SBAP) in 1991-92 as an avenue for schools to receive federal funding through Medicaid. The program allows schools to receive federal Medicaid reimbursement for providing IEP health-related services to Medical Assistance-eligible students.

67. 67 Reimbursable Services Assistive Devices Audiology Interpreter Services- limited Nursing (RN, LPN) Occupational Therapy Orientation and Mobility Personal Care Assistants Physical Therapy Physician Psychiatry Psychology Social Work Speech/Language/ Hearing Teachers of the Hearing Impaired Special Transportation Vision-limited

68. 68 Service Log Documentation All service providers must comply with the requirement to produce service documentation that is timely, complete and legible.

69. 69 Service Log Requirements Mandated, legible information on service records include: The student�s name and date of birth Service provider�s full name and title Diagnosis/condition Dates of service Type of service (group or individual) Length of treatment and/or collateral service Treatment Keys Daily progress indicator Monthly Progress Statement Provider�s signature and, if applicable, a supervisory signature All logs are to be completed in either blue or black ink All logs must be the originals; copies are not acceptable

70. 70 HOW TO CONTACT US Dennis Taylor taylord@iu1.k12.pa.us 1-800-328-6481 ext 208 Mary Ann Rocco roccom@iu1.k12.pa.us Phone number Kathy Yarnevich yarnevichk@iu1.k12.pa.us 1-800-328-6481 ext Toni Lozar lozart@iu1.k12.pa.us 1-800=328-6481 ext

71. 71 QUESTIONS ????