Special education professional development training
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Special Education Professional Development Training. I. Confidentiality II. ADHD III. Response to Intervention IV. Problem Solving Teams (PST) V. Special Education Process. Percentages per Disability Categories in Shelby County . Confidentiality.

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Special Education Professional Development Training

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Special education professional development training

Special Education Professional Development Training

I. Confidentiality

II. ADHD

III. Response to Intervention

IV. Problem Solving Teams (PST)

V. Special Education Process


Percentages per disability categories in shelby county

Percentages per Disability Categories in Shelby County


Special education professional development training

Confidentiality


Family educational rights and privacy act ferpa

Family Educational Rights and Privacy Act (FERPA)

The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) is a Federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of Education.


Ferpa

FERPA

  • FERPA gives parents certain rights with respect to their children's education records. These rights transfer to the student when he or she reaches the age of 18 or attends a school beyond the high school level. Students to whom the rights have transferred are "eligible students."


Provision of copy of records

Provision of Copy of Records

  • Parents or eligible students have the right to inspect and review the student's education records maintained by the school. Schools are not required to provide copies of records unless, for reasons such as great distance. It is impossible for parents or eligible students to remove the records. Schools may charge a fee for copies.


Amendment of records at parent s request

Amendment of Records at Parent’s Request

  • Parents or eligible students have the right to request that a school correct records which they believe to be inaccurate or misleading. If the school decides not to amend the record, the parent or eligible student then has the right to a formal hearing. After the hearing, if the school still decides not to amend the record, the parent or eligible student has the right to place a statement with the record setting forth his or her view about the contested information.


Release of information

Release of Information

  • Generally, schools must have written permission from the parent or eligible student in order to release any information from a student's education record. However, FERPA allows schools to disclose those records, without consent, to the following parties or under the following conditions (34 CFR § 99.31):


Authorized release

Authorized Release

  • School officials with legitimate educational interest;

  • Other schools to which a student is transferring;

  • Specified officials for audit or evaluation purposes;

  • Appropriate parties in connection with financial aid to a student;

  • Organizations conducting certain studies for or on behalf of the school;

  • Accrediting organizations;

  • To comply with a judicial order or lawfully issued subpoena;

  • Appropriate officials in cases of health and safety emergencies; and

  • State and local authorities, within a juvenile justice system, pursuant to specific State law.


Confidentiality agreement

Confidentiality Agreement

  • After viewing the powerpoint. You will be asked to print out and sign the Confidentiality Agreement. Pleaseturn in to your SPED Lead Teacher (Mrs. Adams)!!. One MUST be signed by each employee each year. Make sure you initial in the main office (Mrs. Lamb’s desk) when it is completed.

  • Each Shelby County Board of Education Employee must sign a form each year (i.e., bus drivers, counselor, etc)

  • Any visitors (college students, agency, etc) must sign this form as well prior to observing in a class.

  • Thanks!!


Special education professional development training

Attention Deficit / Hyperactivity Disorder


Characteristics

Characteristics

What is Attention Deficit / Hyperactivity Disorder (ADHD)?

Attention Deficit / Hyperactivity Disorder is a neurological disorder. Students with ADHD demonstrate significant impairment related to inattention and/or hyperactivity and impulsivity compared to average children of the same age.


Diagnostic criteria for adhd

Diagnostic Criteria for ADHD

  • The following symptoms are listed in the DSM-IV and are used to diagnose ADHD. At least six of these symptoms must be displayed in a number of settings, persist over six months, and must have been observed prior to age seven in order for the diagnosis to be made.


Hyperactivity symptoms

Hyperactivity Symptoms

  • Leaves seat in classroom or in other situations in which remaining seated is expected.

  • Runs about or climbs excessively in situations in which it is inappropriate

  • Has difficulty playing or engaging in leisure activities quietly

  • Is ‘on the go’ or acts as if ‘driven by a motor’

  • Talks excessively


Impulsivity symptoms

Impulsivity Symptoms

  • Blurts out answers before questions have been completed

  • Has difficulty awaiting turn

  • Interrupts or intrudes on others


Inattentive symptoms

Inattentive Symptoms

  • Fails to give close attention to details or makes careless mistakes in school work or other related activities.

  • Has difficulty sustaining attention in tasks or play activities.

  • Does not seem to listen when spoken to directly

  • Does not follow through on instructions and fails to finish schoolwork, chores, or duties

  • Has difficulty organizing tasks and activities


Inattentive con t

Inattentive (con’t)…

  • Avoids, dislikes, or reluctant to engage in tasks that require sustained mental effort

  • Loses things necessary for tasks and activities

  • Is easily distracted by extraneous stimuli that are usually easily ignored by others

  • Forgetful in daily activities


Identification rate in shelby county

Identification Rate in Shelby County

  • Lee vs. Macon made systems review eligibility of minority students in the categories of Intellectual Disability (formerly Mental Retardation) and Emotional Disability (formerly Emotional Disturbance) because of overrepresentation.

  • Since that time, the number of students has increased in the area of Other Health Impairment (OHI), specifically for attention.

  • The State Department is monitoring our numbers in the OHI category due to disporportionality and they will continue to monitor until the percentage decreases.


Accommodating students with disabilities

Accommodating Students with Disabilities


Getting students attention

Getting Students’ Attention

  • Using Clear signals: “Everybody…Ready…”

  • Model excitement and enthusiasm about the upcoming lesson

  • Use eye contact (students should be facing you, especially when direct instructions are given)

  • Color is very effective in getting attention. May use color to highlight key terms.

  • Use visual signals

  • Vary your tone of voice: loud, soft, whisper

  • Signal students auditorily: ring a bell, use a timer, play music

  • Theatrics may spark an interest


Focus students attention

Project your voice to be heard clearly by students

Be aware of competing sounds in room (air conditioning, humming of fluorescent lights).

Be aware that it is not that students are not focusing; they are focusing on EVERYTHING!!!

Use hands-on presentations / demonstrations

Use a laser pointer

Use visuals (pictures, diagrams, manipulatives)

Ask students to illustrate key points

Use clozemethod (class notes with key terms missing)

Explain the purpose and relevance of your lesson

Focus Students’ Attention


Accommodations for seat work

Seat student near a “study buddy” or a good role model

Increase distance between desks

Allow extra time to complete work

Assist student in setting short-term goals

Give clear, concise instructions

Cue student to stay on task (private cue / signal)

Pair written instructions with oral instructions

Use contracts, charts, and BIPs for on-task behavior

Accommodations for Seat Work


Accommodations for seat work1

Accommodations for Seat Work

  • Give assignments one at a time to avoid work overload

  • Chunking – give assignments in smaller chunks

  • Reduce amount of homework

  • Use buff colored paper instead of white

  • Take tests in a quiet environment

  • Be aware of lighting – can cause a glare on white paper


Maintaining students attention

Maintaining Students’ Attention

  • Move around the classroom to maintain your visibility

  • Be PREPARED and avoid lag-time in instruction

  • Use direct instruction techniques

  • Use motivating games and computer programs for skill building and practice

  • Use cooperative learning groups


Planning and organization

Planning and Organization

  • Provide organization rules

  • Provide student with homework assignment book

  • Supervise writing down of homework assignments

  • MODEL planning and organization by your classroom and actions

  • Send daily / weekly reports home (you can also set up a blog for the students and students’ parents to view daily)

  • Allow students to have an extra set of books at home

  • Encourage learning of keyboarding skills

  • Do not penalize for poor handwriting if that is an area of concern

  • Regularly check desk and notebook for neatness


Behavior

Allow students to stand at times while working

Supervise closely during transition times

Praise appropriate behavior

Prompt appropriate social behavior either verbally or with a private signal

Praise compliant behavior (we know that students should be compliant at all times, but we know there are those who need encouraging!)

Provide immediate feedback

Ignore minor, inappropriate behavior (when acceptable)

Acknowledge positive, appropriate behavior of nearby students

Monitor social interactions

Encourage cooperative learning tasks with other students

Provide lessons on social skills

Behavior


Special education professional development training

Response to Intervention


Best practices

Best Practices

  • Individuals with Disabilities Education Act (IDEA) aligned with No Child Left Behind emphasizes accountability, high standards and proven scientifically, research based instruction to provide effective interventions for struggling learners.

  • RTI is the practice of providing high-quality research-based instruction and interventions matched to student needs and using learning rate over time with level of performance to inform educational decisions.


Alabama s rti framework

Alabama’ s RtI Framework

  • Tier I Instruction – Core Instruction

    * Research-based curricula and instructional strategies

    * Strategic teaching in ALL classes

    * Peer-driven/Cooperative Learning

    * Increased Student engagement

  • Tier II Instruction – General Ed. Classroom

    * Differentiated strategic teaching

    * Teacher models strategies & scaffolding techniques

    * Implementation of direct interventions related to student needs

  • Tier III Intervention – Small Group Setting

    * Research-based and target-level intervention strategies implemented

    * Intensive instruction on a daily basis


Grade 4 12 tier model

Grade 4-12 Tier Model

PlusSpecial Education

? %

Tier 3

5%

Intensive Intervention classes

Differentiated strategy instruction in content classes small group-intentional groupings

15%

Tier 2

Tier 1

80%

Core instruction=Strategy instruction in content classes whole and small group


Problem solving team pst

Problem Solving Team (PST)

  • PST is an intervention program designed to provide help to general education students who have been identified as at-risk in the area of academics or behavior.

  • Team is made up of an administrator, PST coordinator, counselor, and general ed. teachers

  • Student is screened for Vision/Hearing and Reading/Math deficits

  • Team will collaborate about specific needs and provide strategies to target specific skill areas.


How students are referred to pst

How students are referred to PST

  • If anyone has a D or an F, you MUST begin using Tier 2 strategies with those students and keep documentation by using the Tier 2 Checklist (a copy can be found in the PST folder on the Faculty Share drive).

  • At the end of the nine weeks if the same student is failing, you MUST give PST coordinator (Mrs. Rath) a copy of the Tier 2 checklist. From that point, we will complete a PST referral and begin the PST process (vision and hearing screening, Scholastic Reading Inventory, and Scholastic Math Inventory, etc.).


Special education professional development training

  • If PST interventions have been ineffective, a referral to SPED may be the appropriate next step.

  • There have been incidents when students are referred to special education and placed on PST intervention during the referral process.


Special education professional development training

Quiz

Name: _____________________________ Date: _____________

  • True / False – A parent does not have the right to correct their child’s records if they believe that they are misleading or inaccurate.

  • True / False – Each Shelby County Board of Education employee and all visitors who are observing in a classroom must sign a Confidentiality Agreement form.

  • List the two (2) categories in Special Education that have the highest percentage of students being served in Shelby Countty

  • 1)

  • 2)

  • True / False – Individuals with Disabilities Education Act (IDEA) does not require a research-based reading program prior to referring a student to Special Education.

  • True / False – A student can have a PST plan and an IEP simultaneously.

  • Tier I / Tier II / Tier III (choose ONE) focuses on improving the core classroom instruction that ALL students receive.

  • Yes / No Have I printed out the Confidentiality agreement & turned it in to my SPED Lead teacher?

  • Any comments / questions:__________________________________________________________________________________________________________


Reminders

Reminders:

  • Sign and date the

    CONFIDENTIALITY AGREEMENT

    (If you did not complete the Confidentiality Agreement at the faculty meeting, please notify Mrs. Adams for another copy.)

  • Print and complete the QUIZ

  • Turn in both to Mrs. Adams and initial the form in the main office when completed!!


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