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Exceptional Education. Keeping Connected Staff Meeting. Teaching Staff August 10, 2007. AGENDA. Welcome Back Rick Wamer “Got Talk?” The Exceptional Education Department Medicaid Your School Based Ex. Ed. Team Arizona Professional Teaching Standards TIENET Announcements

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Keeping connected staff meeting

Exceptional Education

Keeping ConnectedStaff Meeting

Teaching Staff

August 10, 2007

Keeping connected staff meeting


  • Welcome Back

  • Rick Wamer “Got Talk?”

  • The Exceptional Education Department

  • Medicaid

  • Your School Based Ex. Ed. Team

  • Arizona Professional Teaching Standards

  • TIENET Announcements

  • Navigating the Ex. Ed. Website

  • Myth Busters

  • Door Prizes

  • The Simple Truths of Service


  • Participants will have an increased understanding of the Exceptional Education department, its vision mission and organizational structure

  • Participants will have increased knowledge of resources to begin their work with students with disabilities.

Guiding principles for how we learn together
Guiding Principles for How We Learn Together

  • Take time to meet and share with new colleagues.

  • Be open to divergent perspectives and other participants’ points of view.

  • Share in the responsibility for the success of today’s work.

  • Limit side conversations during the direct instruction portions of the day.

  • Silence your cell phone or beeper.

From the Arizona Foundation for Resource Education


  • The Exceptional Education Department shares the vision of Tucson Unified School District as a professional learning community that responds to the individual needs of students within a diverse population of TUSD students


  • We strive to ensure that our teachers and support staff will be prepared to implement research-based practices while recognizing the inherent strengths of students and their families and communities with regard to individual differences in language, culture and ability.


  • We are committed to preparing students for a multitude of roles within the local community and global economy


Lorraine St. Germain, Executive Director, Exceptional Education

Carol Trunnel

Assistant Director

Leadership Team 2

Terri Polan

Assistant Director

Leadership Team 1

Scott Hagerman

Admin. Support

Leadership Team 3

Darlene Sithole

Assistant Director

Leadership Team 4

Brenda Hanna

Assistant Director

Leadership Team 5


  • Program Coordinators - Schools

    • Maura Ingle, Leadership Teams 1 & 2

    • Tari Tenace, Leadership Teams 3 & 4

  • Program Coordinators – Special Projects

    • Cathy Taylor, Technology & Assessment

    • Paul Ohm, Preschool Program

    • Dan Perino, Transition Programs

    • To Be Announced, Medicaid Coordinator


  • Itinerant Leads

    • Kate Mader, Behavior/Integration Team

    • Vicki Dawson, Social Workers

    • Betsy Lindsey, OT, PT, APE

    • James McClelland, Psychologists

    • Lynn Rawls, HI/VI Teachers

    • Lori Taniguchi, Speech/Lang. Pathologists

    • Kathryn Martin, Direct Link


  • Special Teams

    • Luanna Shibuya, Multicultural Consultation Team (MCT),

    • Kacey Chandler, Autism

    • Mary Neale, Professional Development,

    • TBA, Assistive Technology

    • TBA, Ombudsperson

    • Penni Natvig, Child Find

    • Kent Knight, Sign Language Interpreters

Celebrating our exceptional education support staff
Celebrating Our Exceptional Education Support Staff

  • Lynda Lane, Executive Assistant

  • Ben Martinez, Budget Technician

  • Jeannie Martinez, Administrative Assistant

  • JoAnn Corbett, Staff Assistant

  • Carmen Quintero, Administrative Assistant

Central Office

Celebrating our exceptional education support staff1

Gail Steinbach

Shawna Gerlach

Marie Matthews

Pam Diebold

Lori Dupont

Yolanda Federico

Sandy Marschinke

Emme Merino

Kerri Moreno

Maria Ramirez

Betsey Stockton

Bibi Najera, Records

Celebrating Our Exceptional Education Support Staff

Exceptional Education Compliance Technicians

Rosemont Service Center

Celebrating our exceptional education support staff2

Gwen Miller


Norma Guerreo Cholla

Deborah Gary Palo Verde

Ericka Escalante Tucson

Carol Giorgi-Allread Sabino

Diane Zawacki Santa Rita

Monica Majalca


Claudia Rincon

Celebrating Our Exceptional Education Support Staff

Exceptional Education Compliance Technicians

High Schools

Celebrating our exceptional education support staff3
Celebrating Our Exceptional Education Support Staff

  • Shelley Sykora, Administrative Assistant

  • Marla Sweeney, Administrative Assistant

Ajo Service Center

Technology (A&R)

  • Reina Robles, Technology/Data Support Specialist

  • Lindy Jones,Technology/Data Support Specialist

  • Matt Olson,Technology/TIENET System Administrator

Celebrating our exceptional education support staff4
Celebrating Our Exceptional Education Support Staff

  • Gloria Gonzales, Medicaid Admin. Assistant

  • Judy Quezada, Medicaid Admin. Assistant

  • Danna Sandrock, Preschool Admin. Assistant

  • Joe Villa, Instructional Staff Dev. Specialist

Rosemont Service Center


Direct Service Claiming (DSC)


Medicaid Administrative Claiming (MAC)

Our team absolutely
Our Team? Absolutely!

  • Your site-based team is replete with exceptional knowledge, talents and skills.

  • Tapping into other’s as well as our own strengths to help support others, helps us maintain a positive attitude toward what we do and provides for a range of interesting opportunities within our own work experience.

  • Before looking to resources outside of your school, consider what your site-based team can offer:

Site based team resources examples
Site-Based Team ResourcesExamples

  • “Curb Side" Supervision/Consultation

  • Paperwork/TIENET

  • Mental Health Issues

  • Knowledge of Special Populations

  • FBA /Behavior Plans

  • Classroom Management

  • Teaching Tips

Arizona professional teaching standards
Arizona Professional Teaching Standards


  • Something established for use as a rule or basis of comparison in measuring or judging capacity, quantity, content, extent, values, & quality

  • A level of excellence, attainment, regarded as a measure of adequacy



Keeping connected staff meeting

Why Are Standards Important?

Three principle reasons:

  • Standards serve to clarify.

  • Standards serve to raise expectations.

  • Standards provide a common set of expectations.

    McREL, online, 2001

Arizona s professional teacher standards

Arizona’s Professional Teacher Standards

Although the TUSD teacher evaluation instrument does not use these specific professional standards per se, they are valuable, useful and widely used in the teaching field.

Professional teaching standards
Professional Teaching Standards

Standard 1: Instructional Design

Standard 2: Learning Climate

Standard 3: Instructional implementation and management

Standard 4: Assessment and Communication

Standard 5: Collaboration with colleagues, parents, the community and other agencies

Professional teaching standards1
Professional Teaching Standards

  • Standard 6: Self - review and evaluation

  • Standard 7: General Academic Knowledge

  • Standard 8: Planning instruction, learning environment and student assessment

  • Standard 9: Individual Education Programs

Standard nine
Standard Nine

In collaboration with other professionals and parents, the special education teacher participates in the design, implementation, and assessment of individualized education programs

Measures of performance
Measures of Performance

  • Demonstrates knowledge of disabilities and their educational implications

  • Demonstrates knowledge of state and federal education laws, rules, and regulations

  • Demonstrates knowledge of the ability to use a variety of assistive devices that support student learning

Measures of performance1
Measures of Performance

  • Applies specialized diagnostic and assessment procedures to assist in determining special education eligibility for all areas of suspected disability

  • Assists in the design and implementation of individualized adaptations, and individual behavior management techniques

Measures of performance2
Measures of Performance

  • Utilizes paraeducators and paratherapists effectively through training and supervision

Best practice

  • Used to describe solid, reputable, state-of-the-art work in a field. If a practitioner follows best practice standards, s/he is aware of current research and consistently offers clients the full benefits of the latest knowledge, technology, and procedures.

    Zemelman, Daniels, & Hyde, 1998



  • New Teacher Training

    1010 E Tenth Basement Lab

    August 15th Part I 1:30 – 3:30

    August 22nd Part II 1:30 – 3:30

    E-mail Carmen Quintero to Register

Tienet reminders
TIENET Reminders

  • Please do not share passwords

  • Step by Step Directions on the Web

  • New Enhancements listed at this Website:

Tienet new log in

You do not need a “u” before your user ID

Tienet new log in1

Use your TUSD user name

Tienet new log in2

Use your TUSD password

Tienet new log in3

Select “INST” for instructional network

Tienet location changes
TIENET Location Changes

  • TUSD People Soft will not update assignments in TIENET until late August.

  • Teachers who have changed sites will not have access to their students until their location is changed in TIENET.

  • This can be done by e-mailing your Exceptional Education Compliance Technician (Rosemont 232-8300)


  • TIENET IEP’s must be finalized by the person responsible for the IEP document (“Case Manager”)

  • Parents must be sent a copy of the finalized IEP within 5 days of the meeting.

Myth all ieps must be placed in the student s cum file

Myth:All IEPs must be placed in the student’s cum file

MythBuster: Only the current IEP is placed in the cum file, the expired IEP is removed and shredded.

Keeping connected staff meeting
Myth: When parents request a one-on-one teacher assistant, the team generally agrees and puts it on the IEP.

  • MythBuster: This is a team decision, the parent is an important member of the team, but they are not the sole decision-maker. The team must collect data prior to consideration of additional adult support. Please review the new procedures & guidelines for this determination on the Exceptional Education website in the Procedures Manual.

Keeping connected staff meeting
Myth: Service is suspended while special education teachers and related service providers are conducting DIBELS activities.

  • MythBuster: IEP services are never suspended when school is in session. Special Education Staff may assist with DIBELS, but they must still provide services to all students according to the IEP.

Myth resource teachers are entitled to work one full day per week on their paperwork
Myth:Resource teachers are entitled to work one full day per week on their paperwork.

  • MythBuster: IEP services are based on student need and not for staff convenience. Staff should be providing services to students each day they are in the school.

Keeping connected staff meeting
Myth: Accommodations that are not provided during instructional time can be provided for students on exams and other assessments.

  • MythBuster: Accommodations must be provided more often than not during instructional time and documented on the IEP in order to use these accommodations for assessments

Keeping connected staff meeting
Myth: A manifestation determination must be held if the student is suspended for a cumulative or consecutive total of 6 days.

  • MythBuster: On the 10th cumulative or consecutive day of suspension in a school year, the process for manifestation determination must be followed.

Keeping connected staff meeting

Myth: The team should make arrangements to conduct a Child Study to include extensive interventions for an extended period of time when a parent requests a special education evaluation.

  • MythBuster: If there is a written request from the parent for an evaluation, proceed with the evaluation. If it is an oral request by the parent, the Child Study Process may be explained and should be put into immediate effect. This process should not take longer 30 days to determine if the interventions are successful or that an evaluation is warranted.

Keeping connected staff meeting
Myth: Functional Behavior Assessments are only conducted during times when students are suspended from school.

  • MythBuster: A Functional Behavior Assessment is conducted whenever a Team thinks there is a behavior issue for any student and it needs to be thoughtfully assessed. This could occur during a Child Study.

Myth teams need the behavior integration team to develop individual behavior plans for students
Myth: Teams need the Behavior Integration Team to develop individual behavior plans for students.

  • MythBuster: The psychologist or teacher conducts the FBA and based on the results, the team develops the Behavior Intervention Plan (BIP). The team must utilize the BIP for at least a month before discussing the need for additional assistance. If the BIP is determined to be ineffective, the team may request that the psychologist send a referral to the BIT.

Keeping connected staff meeting

Myth: The current performance component of a goal in an IEP is a duplicate of the information written in the present levels of functional and academic performance section.

  • MythBuster: The current performance component of the goal is the specific baseline of student’s functioning level and it must be in mathematical terms in accordance with the criteria. The present levels and academic performance and functional performance section is a narrative and it is a more broad depiction of the student’s ability.

Myth prior written notices are only necessary at met meetings
Myth: Prior Written Notices are only necessary at MET meetings.

  • MythBuster: A PWN is used in many instances. They are required whenever a Team proposes or refuses to initiate or change identification, evaluation, or educational placement, or the provision of FAPE to the child. If you are unsure, check with your psychologist.

Myth by the age of 14 transition services and needs of the student must be part of the iep
Myth: By the age of 14, transition services and needs of the student must be part of the IEP.

  • MythBuster: A transition plan must be in effect prior to age 16.

Keeping connected staff meeting

Myth: Related service providers and resource teachers postpone IEP services during the first two weeks or last two weeks of school while they schedule services.

  • MythBuster: IEP services must be in place from the first day of school until the last day of school unless all students are not in attendance (vacation, early release days, grading days, etc.)

Keeping connected staff meeting

Myth: The parent is unable to meet with the team until after the expiration date and the team agrees to wait until the parent is available.

  • MythBuster: There must be an active IEP in place at all times. Teams should begin to arrange the IEP meeting 2-3 months in advance to avoid going beyond the expiration date. (continued on the next slide)

Myth continued from previous slide
Myth: continued from previous slide.

Teams may send 3 documented invitations (the 1st one is 10 days in advance) to the parent and then Team may proceed after the third attempt without the parent if they cannot arrange to attend or do not reply. It is preferable to have a mutually agreed upon time, but this does not always occur within the timeline and we must have an IEP in compliance according to IDEA.

Keeping connected staff meeting
Myth: School team members should recommend and encourage parents to visit and choose other schools for the following year placements.

  • MythBuster: The Team decides the service placement (LRE) after developing the IEP, but the District decides the location of this placement, not the parent.

Keeping connected staff meeting

Myth: There are not enough signatures on the IEP signature page after the meeting, the special education teacher must ask a general education to sign that they attended the IEP meeting.

  • MythBuster: Only those participants who attend the IEP meeting sign on this sheet. A general teacher must attend the meeting and sign at that time.

Keeping connected staff meeting

Myth: Students classified as English Language Learners (ELL) who demonstrates significant difficulties in the area(s) of academics, social emotional, and/or communication should be referred for a special education comprehensive evaluation.

  • MythBuster: Follow the same procedures that are indicated for students who are monolingual English, however, include a member of the Multicultural Team (MCT) in the process. (continue to next slide)

Myth continued from previous slide1
Myth:continued from previous slide

  • This may consist of, but may not be limited to the following:

    • Child Study process

    • Pyramid of interventions

    • Differentiated instruction

  • In addition, if there is sufficient evidence to indicate a comprehensive evaluation needs to be completed, a psychologist from the Multicultural Team must attend the MET review meeting. No request for evaluation or permission to evaluate should be written without the input from a MCT psychologist.

Keeping connected staff meeting

Myth: I do not like these IEPs I do not like them Geez LouiseWe test, we checkWe plan, we meetBut nothing ever seems completeIf you will let me beI will try againYou’ll see

MythBusters: Say!!

I almost like these IEPs!

I think I’ll write 6003

And I will practice day and night

Until they say

“You’ve got it right!”

Dr. Seuss’ IEP

Author unknown


Lori Taniguchi

Betsy Lindsey

Robyn Simental

Lynn Rawls

Vicki Dawson

James McClelland

Paul Ohm

Marie Matthews

Kerry Moreno

Pam Diebold

Sandy Marschinke

Yolanda Federico

Gail Steinbach

Maria Ramirez

Emme Merino

Betsey Stockton

Shawna Gerlach

Lori Dupont

Gwen Miller

DD Gary

Aida Sanchez

Monica Majalca

Erika Escalante Norma Guerrero

Carol Giorgi-Allread

Diane Zawacki


Carmen Quintero

Terri Polan

Mary Neale

Cathy Taylor

Lindy Jones

Reina Robles

JoAnn Corbett

Jeannie Martinez

Lynda Lane

Brenda Hanna

Darleen Sithole

Maura Ingle

Scott Hagerman

Tari Tenace

Keeping connected staff meeting

Service at

  • Dignity

  • Welcome

  • Understanding and Empathy

  • Fairness

  • Problem Solving

  • Information

  • Confidentiality

  • Results