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Day 2 Special Education PACTA PIL Special Education Service Delivery, IEP Implementation and Student Achievement. Brenda Kauffman, Special Education Consultant Donna S. Weldon, Esq. September 17, 2010. Agenda. Scenarios Keys to Success for Students with IEPs in CTE

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Day 2 Special Education PACTA PILSpecial Education Service Delivery, IEP Implementation and Student Achievement

Brenda Kauffman, Special Education Consultant

Donna S. Weldon, Esq.

September 17, 2010


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Agenda

  • Scenarios

  • Keys to Success for Students with IEPs in CTE

    • Special Education Service Delivery Models

    • Transition

    • Supplemental Supports and Services - SDI

  • IEPs

  • Roles Responsibilities

  • Activities and Planning


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GOAL:

To ensure every student achieves proficiency by 2014.

To achieve this goal, it is necessary that the career technical centers and the sending school districts coordinate courses and academic supports.




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At the end of today’s session,

  • You should be knowledgeable about special education in the least restrictive environment and IEP processes so that you can provide leadership and oversight in your schools.

  • You will be able to read IEPs and determine if your school is able to deliver the supports and services that are listed

  • You will know what you need to do if a student is not making progress, is failing and/or you are having trouble delivering the IEP

  • You will have drawn your school’s special education organizational chart

  • You will have drawn your IEP flow chart

  • You will have access to tools that support the transition process as well as the preparation for the demands of career technical education

  • You will access to a tool that can be used to profile a class and then used to specify appropriate supports and services for individual students.

  • You will have resources that will provide information and guidelines regarding special education issues.

  • You will have a plan for how to move forward with the components of special education delivery to support student achievement in your school.


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Activation Strategy: So, where are we???

What are we doing well?

Aha Moments from 9-16

Special

Education

Student

What are we not doing? What do we need to do better

What is the urgency?


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Key to Achievement for Students with IEPs

  • Special education service delivery model embedded in overall effective, evidence based career technical education system

  • Special education staff to case manage, write IEPs, provide direct support to students and staff

  • CTE staff that understand their roles and responsibilities regarding serving students with IEPs in the general career technical training programs

  • Training for referring teams about the opportunities and demands of CTE

  • Collaboration / Communication between the referring school and CTC as well as between the academic and the career technical programs

  • Knowledgeable participants at IEP meeting

  • Systematic use of tools like Skills Alignment Charts by referring schools and CTC to prepare students for the demands of the career technical training program and to determine goals and pinpoint SDI

  • Full IEP implementation

  • Progress Monitoring and Instruction

  • Revision as needed


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What is Special Education?

…the free and appropriate pubic education (FAPE) of students with special needs that is based on and addresses the unique individual differences and needs of each student

…the education of students with disabilities in the least restrictive environments (LRE) to the maximum extent possible withthe use of supplementary aids and services.

…the education of students with special needs based on an individually developed and systematically monitored plan of annual educational goals, teaching procedures, interventions, specially designed instruction (SDI), supports and services (the IEP).


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Federal and Commonwealth Commitment: LRELeast Restrictive Environment

Recognizing that the placement decision is an Individualized Education Program (IEP) team decision, our goal for each child is to ensure IEP teams begin with the general education setting with the use of Supplementary Aids and Services before considering a more restrictive environment.


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Student placement decisions begin with a consideration of the general education classroom with the use of a wide array of supplementary aids and services, resulting in general class placement for students representative of the full range of disabilities for meaningful portions of the school day. All general educators expect that they will have students with disabilities in their classrooms and welcome them as members.

Student Placement & LRE


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What the general education classroom with the use of a wide array of supplementary aids and services does Special Education Look Like in a CTE

Fair, Equal Outcomes High Expectations

Supports and Services

  • It is not a place or a class; it is a service.

  • It is inclusive education… The students with disabilities in your class are fully included in the general career technical education program with mostly the same expectations as all students but with supplementary aids and service that provide support to the student and to you.

  • Full inclusion means high expectations for students and high expectations for staff.


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Who are the students the general education classroom with the use of a wide array of supplementary aids and services

  • 29% to 60% of the students enrolled in CTE schools are students with IEPs (Jobs for the Future)

  • PSSA

    The proportion of career and technical education students taking the 11th grade PSSA that have IEPs is double the proportion of all students taking the 11th grade PSSA that have IEPs – 26.6% versus 13.6%.

  • AYP

  • Graduates/Completers

  • NOCTI

  • Transition to employment

  • Transition to post secondary training


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Why the general education classroom with the use of a wide array of supplementary aids and services are the students with IEPs coming to LCCTC

  • CTE has a history of providing excellent education, training and support to this population

  • CTE provides rigorous and relevant programming

  • CTE provides career training leading to job skills and/linkages to post secondary training

  • CTE is the keystone of the transition plans for many student with IEPs

  • CTE is drop out prevention for some students


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Head Swimming??? the general education classroom with the use of a wide array of supplementary aids and services


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Special Education Service Delivery Models the general education classroom with the use of a wide array of supplementary aids and services


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Special Education in LCCTC: the general education classroom with the use of a wide array of supplementary aids and servicesOne CTE Special Education Service Delivery Model

  • Cross System Service Delivery Model with emphasis on collaboration

    LCCTC 16 Referring Districts IU 13

  • Heavy emphasis on aligning the preferral and application processes with the transition planning process to increase the number of students who re-are placed in programs that meet their career interests, abilities and aptitudes (Skills Alignment Charts)

  • Heavy emphasis on visitations, guidance and the application/admissions process


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Cross System Service Delivery Model with emphasis on collaboration

Heavy emphasis on aligning the pre-referral and application processes with the transition planning process to increase the number of students who are placed in programs that meet their career interests, abilities and aptitudes (Skills Alignment Charts)

Heavy emphasis on visitations, guidance and the application/admissions process

Special education staff to student ratio

Collaborative IEP process with districts, CTC and IU Special Educators at mtgs

IEPs for full day students written by your special education staff for your program and reviewed with you early in the school year

Array of special education support services available for you and for the students daily/as per schedule

CTE teacher delivers IEP with support from IU special educator and team as well as with support from CTE administration and IU special education team

CTE monitors progress/works with IU special education teacher to monitor progress

CTE teacher implements behavior plans with support of special education team

CTE teacher communicates student performance issues concerns to parents, special education support teacher, CTC administration and/or RtII groups

Special Education StaffLCCTC/IU13/16 district Special Education Service Delivery ModelFee for Service

  • Special education staff to student ratio following Chapter 14 Guidelines

  • Array of special education support services assigned only to you and available for you and for the students daily/as per schedule

    • Itinerant Learning Support Teachers for Full Day Students

    • Learning Facilitators for Half Day Students

    • Special Education Consultants

    • Psychologist

    • Social Worker

    • Supervisor


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Training, Collaboration and Communication collaborationLCCTC/IU13/16 district Special Education Service Delivery Model

  • Training for CTE staff

  • Training for district referring teams

  • Training for Special Education direct service staff

  • Time for outreach and collaboration with referring districts

  • Collaboration and communication with job alike groups

  • Checks and balances regarding referrals

  • Informal and formal networks of communication focusing on macro as well as individual issues related to special education service delivery and special education student concerns


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IEP PROCESS collaborationLCCTC/IU13/16 district Special Education Service Delivery Model

  • Collaborative IEP process with districts. Minimally, CTC Guidance and IU Special Educators at meetings

  • IEP schedule developed by CTC guidance and IU team

  • IEPs for full day students written by your special education staff for your program and reviewed with you early in the school year

  • IEPs for Cluster students are written by districts but with input from LFer and your Guidance staff and then reviewed with you early in the school year

  • CTE teacher delivers IEP with support from IU special educator and team as well as with support from CTE administration and IU special education team


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Next Steps for 2010/2011 SY collaboration

  • Continued collaboration between entities

  • IEP implementation in CTE classes with emphasis on the role of the CTE teacher

  • Implementation of IEP goals that are specific to each child and to each CTE program

  • Progress monitoring and documentation

  • Request for increased CTE teacher involvement in the IEP process

  • Assessment and refinement of service delivery


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Activity: collaborationYour Special Education Organizational Chart/Service Delivery Model

  • Make a graphic that represents your Special Education Service Delivery System

  • Include how many students with IEPs/number of general career technical students, number of referring districts, type of school.

  • Highlight key components of special education service delivery, areas of strength and those of concern


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The Key to Special Education Delivery is the IEP. collaborationAn IEP is to Special Education what a Blueprint or work contract is one of the trade areas in your school.

…the education of students with special needs based on an individually developed and systematically monitored plan of annual educational goals, teaching procedures, interventions, specially designed instruction, supports and services (the IEP). . .


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‘IEP must be reasonably calculated to enable the child to receive meaningful education benefit in light of their intellectual potential……’

Donna Weldon, Special Education PIL

PACTA, September 2010


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Key to Achievement for receive meaningful education benefit in light of their intellectual potential……’ Students with IEPs – Well Written IEPs

  • Knowledgeable stakeholders at IEP meeting

    • Pertinent PLAAFP

    • Transition Plan based on assessment, interest, ability, aptitude and preparation for demands of training or work environment

    • Goals that address student needs in CTE program

    • Supplementary Supports and Services

      • Specially Designed Instruction

      • Related Services

      • Supports for School Personnel

  • Full IEP implementation

  • Progress Monitoring and Instruction

  • Revision as needed


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Complexity of IEP Implementation receive meaningful education benefit in light of their intellectual potential……’

Students requiring intensive support

Students requiring moderate support

Students requiring minimal support

RtII Triangle used to provide structure for conceptualizing CTC demographics

Many complex supports & services

Basic supports/services

More

Supports/

Services


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In the IEP for CTE Students, we receive meaningful education benefit in light of their intellectual potential……’

  • Provide information in depth information about the student in the Present Level of Academic Achievement and Functional Performance (PLAAFP)

  • Consider program elements of the general career technical education setting using the Skills Alignment Chart

  • Identify potential barriers to learning and curriculum access in the general education classroom using the Skills Alignment Chart

  • Identify strategies and services to eliminate barriers using the Skills Alignment Chart and the IEP team’s knowledge of student and CTE programming

  • Discuss and analyze appropriate supplementary supports and service options, goals and determine viable means for implementation in developing the IEP


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Sections/Content of the IEP receive meaningful education benefit in light of their intellectual potential……’The Annotated IEP – A Reference Tool

IEP Team Members

Special Considerations

Present Levels of Academic Achievement and Functional Performance

Parent Concerns

How disability affects progress in general curriculum**

Participation in State and Local Assessments

Transition Services – Course of Study*

Goals and Objectives as well as Progress Monitoring Requirements

Supplementary Aids and Services**

Specially Designed Instruction

Related Services

Supports for School Personnel

Educational Placement / LRE Questions


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Who Contributes to the IEP receive meaningful education benefit in light of their intellectual potential……’ Team

Are you at the table?

  • Student, if 14 or older

  • Parent/Guardian

  • Regular Education Teacher

  • Special Education Teacher

  • Career Tech Representative*

  • LEA Representative

  • Community Agency Representative, if parents agree

  • Specialists as appropriate – OT, PT, JTer

Is your CTE teacher present?

Who represents you?/Do IEPs reflect their input?


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IEP Participation receive meaningful education benefit in light of their intellectual potential……’

Students requiring intensive support

Students requiring moderate support

Students requiring minimal support

RtII Triangle used to provide structure for conceptualizing CTC demographics

As Many Staff As Appropriate to Needs

Standard Participants

Teacher, if possible, as well

Supports/Services


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The receive meaningful education benefit in light of their intellectual potential……’

GO-TO

Person

IEP CASE MANAGER

  • Special Education Teacher:

    • Manages special education paperwork

    • Writes IEPs for full day students

    • Works with teachers and administration to implement the IEP and behavior plan if appropriate

    • Collaborates and coordinates to ensure all services are delivered

    • Progress monitors student/Works with teachers to monitor progress

    • Communicates with teacher and student regularly

    • Along with teacher, communicates with parents

    • Works with teacher, student, parent to determine if more supports and services are needed. Documents on IEP as revision. May need to reconvene IEP team.

    • Guides reevaluation process.


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Transition receive meaningful education benefit in light of their intellectual potential……’


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Individuals with Disabilities Education Act receive meaningful education benefit in light of their intellectual potential……’

IDEA 2004

Primary Purpose

  • To ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living H.R.1350 (IDEA 2004)


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Transition Services receive meaningful education benefit in light of their intellectual potential……’300.43(IDEA 2004)

Transition Services means a coordinated set of activities for a child with a disability that is designed to be within a results oriented process, that is focused on improving the academic and functional achievement of a child with a disability to facilitate the child’s movement from school to post-school activities, including post secondary education, vocational education, integrated employment (including supported employment), continuing and adult education , adult services, independent living or community participation. Is based on the individual child’s needs, taking into account the child’s strengths, preferences and interests….


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Transition Goals Must Be Based on Transition Assessment receive meaningful education benefit in light of their intellectual potential……’

Transition assessment is an ongoing process of collecting information on the student’s strengths, needs, preferences and interests as they relate to the demands of current and future living, learning and working environments.”

Pamela Leconte

Assess for Success, 2007


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SECONDARY TRANSITION ROADMAP receive meaningful education benefit in light of their intellectual potential……’


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Transition Requirements Set Program of Study to Reach Post School Goals

  • Transition services are required for students age 14 or younger if determined appropriate by the IEP team.

    • If the students does not attend the meeting, the school must take steps to ensure that the student’s preferences and interests are considered.

    • Student must be made aware of educational options available to him/her, such as the Career and Technical Education but must also determine post secondary training and employment opportunities

    • Academic program, course of study should prepare student for desired post school goals


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TRANSITION GOALS School Goals

  • Annual goals must be measureable estimates of expected student outcomes in an academic year based on the student’s present level of academic achievement and functional performance and anticipated rate of learning.

  • Annual goals should lead to achievement of the post-secondary goals.

  • Annual goals must address education and training, employment and, as needed, independent living.


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Supplementary Supports and Services School Goals

SDI

Related Services

Supports for School Personnel


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Supplementary Supports and Services ( School Goals SaS)Key to Achievement and to Successful LRE Placement

Supports w/in the general career technical program related to how disability affects progress in general curriculum**

  • Specially Designed Instruction (SDI)

  • Supports for School Personnel (BK’s note: under utilized)

  • Related Services


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The Extent of Supplemental Supports and Services Will Vary in Complexity, in Intensity and Frequency of Delivery

Students requiring intensive support

Students requiring moderate support

Students requiring minimal support

RtII Triangle used to provide structure for conceptualizing CTC demographics

Most

Daily

Many to Fewest

Many

Daily to weekly

Could be daily/weekly/periodically. Often independent/teacher driven


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Supplementary Aids and Services in Complexity, in Intensity and Frequency of Delivery

Source: Etscheidt & Bartlett, 1999


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SaS: Instructional Examples – in Complexity, in Intensity and Frequency of Delivery

What you might see

  • Using a keyboard/portable electronic device

  • Instruction in keyboarding skills/ use of a scribe or note taker

  • Reading directions aloud

  • Using special writing tools

  • Providing charts/conversion charts/visual cues

  • Color coding

  • Providing graphic organizers

    Modifying curricular goals may not be possible

    in CTE setting


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SaS Physical Examples in Complexity, in Intensity and Frequency of Delivery

What you might see

  • Preferential seating

  • Adaptive equipment

  • Visual Reminders

  • Student requested breaks in pre-set area out of the classroom

  • Separate study area that is designated as distraction free setting for seatwork/homework

  • Water bottle or sensory object at desk


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SaS in Complexity, in Intensity and Frequency of Delivery: Behavioral Examples

  • Support for rules and expectations

  • Increased direct instruction for rules, expectations, safety protocol

  • Individualized behavioral support plan

  • Social skills training

  • Staff supports– daily check-ins

  • Counseling supports

  • Communication with parents

  • Self reporting of behavior

  • Peer support


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Transition to CTE and the Identification of Supplemental Supports and Services for Inclusion in CTE are Frequently Disjointed & “Fuzzy” Processes

  • Students take interest inventories, ability and aptitude tests – scores are reported

  • Students take tours of CTE schools/programs

  • Students apply to CTE programs sometimes without the blessing or knowledge of the IEP team

  • IEP teams talk about academic profiles but frequently do little to address how the child’s disability would affect his/ her involvement in the general career technical education curriculum

  • CTE representatives talk about the demands of the CTE programs but IEP teams often to not address the student’s needs for supplemental supports and services in relation to the rigorous CTE training environment

  • Students are frequently accepted with little synthesis of the planning, preparation and design for supports needed for them to be successful


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Must begin with an understanding of the instructional context of the general education classroom

Universal design for learning work

Organize types of supplementary aids and services

Ecological Inventory approach/discrepancy analysis (environmental scan)

Identification of and elimination of curriculum barriers (CAST)

Instructional, social, physical, and collaborative domains from the literature

(Etscheidt & Bartlett, 1999)

How to Think About the Design of SDI, Supplementary Supports and Services


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C context of the general education classroomompile Information About Student; Identify Student Strengths and Needs

Develop Profile of General Education Classroom(s)

Identify Potential Barriers to Curricular Access and Instruction

Identify Strategies and Services to Eliminate Barriers

Identify Viable Alternatives for Implementation

A Multi-Step Process

48


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Tools to Address Preparation and Determination of Needed Supplemental Supports and Services Problems

Skills Alignment Charts

Class Profiles


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Discrepancy Chart/Skills Alignment Chart: Supplemental Supports and Services ProblemsA Tool to Help Students Prepare ALL Students with IEPs for transition to the Rigor of Career Tech Education and for IEP Teams to Pinpoint Support Needs


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Document Camera – Sample Discrepancy Charts, IEP Planning Tools, Skills Alignment Charts

  • Lancaster County Career Technical Center and IU 13

  • Berks County Career Technical Center

  • Lenape AVTS

  • Sommerset


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Another Tool for students with complex needs…and possibly for students with moderate needs

SAS Class Profile Modified for CTE


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Supplementary Aids and Services (SAS) Consideration Tool Modified for Use in CTE 1

Student:

Date:

Identify classroom(s) used as a reference point for Step 1:

Completed By:

Step 1: Develop Profile of General Education Classroom(s).

Step 2: Identify Potential Barriers to Curricular Access and Instruction

Step 3: Identify Strategies and Services to Eliminate Barrier

Create a profile of the instructional environment(s) by circling the number that best describes the frequency of use of identified materials and instructional practices.

Identify any difficulties you can anticipate for this student (if nothing is changed) based on his/her current skills, needs, and learning profile.

Identify Supplementary Aids and Services to address potential barriers. Consider all possibilities, consulting available resources and support personnel.

1.1 Instructional Method/ Materials

Frequency of Use2

  • Printed Materials

  • Textbook

  • Workbook

  • Trade book

  • Worksheets

  • Newspapers/magazines

  • Other ____________________

  • Other ____________________

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

2Coding Key:

1 = never; 2 = occasionally; 3 = frequently


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References Cited Modified for Use in CTE

  • Supplementary Aids and Services (SaS) Considerations Toolkit, PaTTAN website: www.pattan.net

  • Center for Applied Special Technology (CAST). http://www.cast.org/teachingeverystudent/

  • Etscheidt, S. K., & Bartlett, L. (1999). The IDEA Amendments: A four-step approach for determining supplementary aids and services. Exceptional Children, 65(2), 163-174.


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BREAK Modified for Use in CTE


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PROGRESS MONITORING Modified for Use in CTE forInformed Instructional Decision-Making

Progress monitoring is the ongoing process of collecting and analyzing data to determine student progress.


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HOW DO I PROGRESS MONITOR? Modified for Use in CTE

  • How does progress monitoring work?

  • To implement progress monitoring, the student’s current levels of performance are determined and goals are identified for learning that will take place over time. The student’s performance is measured on a regular basis (weekly or monthly). Progress toward meeting the student’s goals as defined by the IEP is measured by comparing expected and actual rates of learning. Based on these measurements, teaching is adjusted as needed. Thus, the student’s progression of achievement is monitored and instructional techniques are adjusted to meet the individual students learning needs.


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WHAT ARE THE BENEFITS OF PROGRESS MONITORING? Modified for Use in CTE

  • While a requirement for special education and is component of many of the School Reform initiatives, progress monitoring provides benefits to the educational process.

  • Some benefits include:

    • accelerated learning because students are receiving more appropriate instruction;

    • a day-to-day to inform instructional decisions;

    • timely interventions when student is not making progress;

    • documentation of student progress for accountability purposes;

    • more efficient communication with families and other professionals about students’ progress;

    • higher expectations for students by teachers


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How do you monitor progress? Modified for Use in CTE

  • What data is collected?

    • Frequency rate, percentage, duration, quality of product or performance, level or frequency of assistance, time requirement to complete task

  • Where will it be collected

    • Classroom, cafeteria, lab area, training site,

  • How often as defined by IEP/student goals

    • Daily, weekly, monthly, quarterly

  • Who will collect the data?

    • Career technical teacher, special education teacher, paraeducator, student, disciplinarian

  • How will data be collected

    • Structured surveys or interviews, observations, teacher made lists, rubrics, assessment checklists, rating scales, curriculum based assessment, anecdotal records

  • How will data be represented

    • Graphs, charts and checklists


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    Sample Progress Monitoring Modified for Use in CTE

    Document Camera


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    So, turn to the person sitting behind you and share how you are monitoring progress in your school?

    Benchmark

    Frequency

    Who is doing it?


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    And, what happens if the student is not making progress? are monitoring progress in your school?

    Emphasis on what the staff does to support

    • Communication to inform case manager, parents, district

    • Consultation, observation to ensure IEP is being delivered w/ fidelity. Adjust as needed.

    • May need to revise IEP to add more SaS

    • May need to reconvene IEP team/add/revise goals or behavior plan


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    PHILLIP M.’s IEP are monitoring progress in your school?


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    Using Phillip’s IEP are monitoring progress in your school?

    • Who participated in the meeting from your school?

    • What special considerations are noted that will require your school’s attention?

    • List pertinent details in PEL that will shape Phillip's educational plan in his Auto Body program?

    • How do academic achievement and functional performance affect student’s involvement in the general career technical curriculum?

    • What activities are listed on Transition Plan that you will be responsible for delivering? How would your school delivery those services?


    Phillip s iep con t l.jpg
    Phillip’s IEP – con’t are monitoring progress in your school?

    • List accommodations for PSSA. Is NOCTI addressed on this IEP?

    • How would you ensure that Phillip received instruction, weekly charting and progress monitoring on the IEP goals listed for CTC?

    • Could the 3rd goal accommodate Phillip’s needs at the CTE? If so, what steps would you take?

    • List SDI requirements and note how you would implement in your school. What do you look for in your class walk throughs?


    Phillip s iep con t66 l.jpg
    Phillip’s IEP con’t are monitoring progress in your school?

    • Should AT be included in Related Services for this student in your school?

    • Identify the Supports for School Personnel. Do they provide adequate training and support for your staff to implement this IEP?

    • Based on the questions noted under Educational Placement, do the statements reflect Phillip’s programming needs in the CTE?


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    Read the IEP from your school are monitoring progress in your school?

    • IF you were the CTE teacher, could you implement the IEP as written? To do so, what supports would you need?

    • Does the IEP reflect the demands of the CTE program in the PLAAFP, Course of Study, Goal, SDI?

    • What gaps do you see?

    • What conversations do you need to have with which stakeholders to follow up?


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    IEP Activity are monitoring progress in your school?

    • Review IEP goals, conditions and SDI

    • What is the frequency for SDI and progress monitoring

    • What supports are available to your teacher/staff

    • Does your teacher need more support than is listed

    • What must the teacher do

    • What must the student do

    • What should the special educator do

    • What should the principal do

    • Describe how you would support your teacher who had these students in his/her class in terms of implementing the IEP

    • Describe the evidence you would look for as your walked through class to ensure that the IEP was being implemented

    • Discuss how you would provide oversight to make sure student was making progress

    • Identify the steps you would take if the student was not making progress


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    Key Implementation Guidelines for the School Year to Ensure Student Achievement

    • Current IEPs on site, reviewed by CTE teacher and implemented

    • Supports and services are in place or teacher is asking for assistance

    • Student progress and performance data is being monitored, interventions added to programming as needed

    • Communication with parents and district stakeholders (when appropriate) is on-going and at multiple levels in relation to overall student performance

    • PBSP/BIPs are implemented

    • Disciplines are monitored to ensure that PBSPs/interventions are in place

    • IEP team reconvenes as needed

    • Analysis of IEP student performance to determine needs for supports

    • Communication, outreach, cross system stakeholder training and planning for 10/11 school year, special education service delivery in the CTE and referral/admissions processes to the CTE


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    Evidence Student Achievement: What You May Look For Working together to ensure that we are delivering supports and services as per IEP.

    Students performance or lack performance as noted on Classmate grades or NOCTI

    Student discipline data

    Documentation of student visits to Learning Support Room

    Off task student behavior

    Presence of Special Education Staff in class doing small group instruction/providing individualized interventions

    System for implementing IEPS and system for organizing required SDI

    Evidence of progress monitoring/data collection

    Differentiated instruction – reteaching, special vocabulary sessions, modeling with small group, peer tutors, visual aids, student use of calculators or formula/conversion charts in lab area, work ethic skill reminders, peer tutors, teacher notes

    Teaching Plans with SDI notations/Reminders regarding Special Education Services


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    LUNCH Student Achievement


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    PROCESS Student Achievement


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    Roles and Responsibilities Student Achievement

    • Administration

    • Guidance

    • CTE Teacher

    • Special Education Teacher/IEP Case Manager

    • Paraeducator


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    Administration’s Role Student Achievement

    • LEADERSHIP: Working collaboratively to

      • Develop the vision and the expectations regarding special education service delivery

      • Process and support the ‘why’ of inclusion and student enrollment

      • Establish goals for implementation

      • Determine connections, incentives, accountability

      • Align special education plan to overall school improvement efforts to support student achievement


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    Leadership’s Role in Implementation Student Achievement

    • Staff

    • Training

    • Structure and time

    • Support

    • Oversight

      • Student progress and performance

      • Data

      • Staff implementation and staff performance


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    Principal’s Role Student Achievement

    • Staff performance – support and accountability

    • Student performance – oversight, questioning if students are not performing, oversight of interventions

    • Time and Structure – time to meet

    • Training – lunch time, after school meetings

    • Communication with district stakeholders and with Executive Director


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    Guidance Counselor’s Role Student Achievement

    • Provide information about programs

    • Guide students in the pre-referral process

    • Use of interest, ability and aptitude information to guide students in the CTE selection process

      (CAUTION: Can not pre-determine enrollment)

    • May include outreach to referring districts


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    The Student Achievement

    GO-TO

    Person

    IEP CASE MANAGER

    • Special Education Teacher:

      • Manages special education paperwork

      • Writes IEPs for full day students

      • Works with teachers and administration to implement the IEP and behavior plan if appropriate

      • Collaborates and coordinates to ensure all services are delivered

      • Progress monitors student/Works with teachers to monitor progress

      • Communicates with teacher and student regularly

      • Along with teacher, communicates with parents

      • Works with teacher, student, parent to determine if more supports and services are needed. Documents on IEP as revision. May need to reconvene IEP team.

      • Guides reevaluation process.


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    Teacher’s Responsibilities Student Achievement

    • To provide input into IEP meetings/To participate when invited

    • To implement the IEP specifically for each student

    • To ask for assistance if IEP is not clear and/or if implementation is not possible in your setting

    • To immediately report concerns/failure/failed performance to Special Education Support Team and CTC Admin Team

    • To monitor progress and adjust instruction and interventions as needed

    • To communicate with parents and support team if the student is not making progress

    • To maintain confidentiality


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    Paraeducator’s Student Achievement Responsibilities

    • To provide input to teacher in preparation for IEP meeting/To participate when invited

    • Under the direction of the special education teacher, to assist with the implementation of the IEP specifically for each student

    • To ask for assistance if IEP implementation requirements are not clear

    • To immediately report concerns/failure/failed performance to the teacher, special education teacher

    • To monitor progress and communicate with teacher so that he/ she can adjust instruction and interventions or contact parents as needed

    • To maintain confidentiality


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    Evidence Student Achievement:Together, WE need to ensure that we are delivering supports and services as per IEP.

    Students performance or lack performance as noted on Classmate grades or NOCTI

    Student discipline data

    Documentation of student visits to Learning Support Room

    Off task student behavior

    Presence of Special Education Staff in class doing small group instruction/providing individualized interventions

    System for implementing IEPS and system for organizing required SDI

    Evidence of progress monitoring/data collection

    Differentiated instruction – reteaching, special vocabulary sessions, modeling with small group, peer tutors, visual aids, student use of calculators or formula/conversion charts in lab area, work ethic skill reminders, peer tutors, teacher notes

    Teaching Plans with SDI notations/Reminders regarding Special Education Services


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    Special Education Resources Student Achievement

    PaTTAN Publications and Training

    Intermediate Unit Trainers

    CT DSLs

    PACTA Sp Professional Organization

    Penn State McKeesport

    Websites

    CEC, NICHY, NSTTAC, NASDE

    Disability Websites


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    Setting Priorities to Ensure High Quality Student AchievementSpecial Education Service Delivery Components Activity

    • Review your IEP Component worksheet. Identify areas of need. Establish priorities.

    • Share with partner.

    • Report out.


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    Stand and Stretch Student Achievement


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    Questions..Self-Reflection!@#$#@!? Student Achievement

    • So how are we doing?

    • Are we providing services as presented?

    • Where are our gaps?

    • Does the leadership team fully understand our special education service delivery model?

    • Does the staff ?

    • Are we represented at IEP meetings?

    • Are we implementing IEP requirements/using SDI/monitoring progress and changing instruction?

    • Does my staff have time to meet with special educators?

    • In a discipline process, are we following SDI, PBSPs?

    • How are we partnering with our constituent districts to serve their students effectively?

    • How are we working with parents?


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    Final Training Activity Student Achievement: Your School’s Plan for Increasing Achievement for Students with IEPs

    • Create a graphic or a list that represents your special education service delivery model (How do services flow)

    • Create an organizational chart that represents your staffing for special education and its hierarchy. Identify job descriptions to be modified to include special education responsibilities and best practices.

    • Create a flow chart that represents the steps students take in the referral, application IEP and enrollment process

    • Identify areas of concern and next steps

    • Use the information above to modify the attached MOU to reflect the needs of your delivery model


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    Closing Remarks & Reminders Student Achievement

    • Questions/Comments

    • Evaluation Forms

    • Robert - Assignments


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    YOUR QUESTIONS Student Achievement


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    Thank You Student Achievement


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