Special Education 2010-2011

1. Special Education 2010-2011 Mt. Diablo Unified

2. Special Education 2010-2011 • Yesterday (The Old days) • Yesterday (last year or so) • Today • 2011 A short history lesson…..

3. Special Education Yesterday – The Old days • Pre-loaded forms from MIS • NCR forms with too many layers • Word Documents • And everyone’s favorite: Omnifill

4. Special EducationYesterday (last year or so…) • Word Documents • Omnifill • And Encore – The pilot

5. Special Education Today • All New Forms • Legal and up-to-date • PDF Fillable • On the website • Spanish Versions in Word

6. Special Education 2011 • SEIS • Special Education Information System • Begins roll-out in January 2011 • Web-based • Uses the same State SELPA forms we are launching today

7. Special Education Today • Let’s get started!! • As of Monday, August 23, 2010 only the new State SELPA forms are to be used. • The old forms will no longer be available on the website. • Old forms may be individually requested from MIS if needed to complete old IEPs.

8. Special Education Today Some of you may be feeling anxious about this…

9. Special Education Today • We are all here to support each other. Help is available! • Let’s access a new form…

10. Accessing and Completing a Form • You will need up-to-date Adobe PDF Software (Adobe 9) on your computer www.adobe.com/products/reader/ • Go to the district website: www.mdusd.org • Select the form you need and click on it. • It will open as a PDF Fillable form

11. Accessing and Completing a Form • Once you have completed your forms (and your IEP), “save as” with student name and print them out for signature. • You must send a complete copy of the IEP to MIS in a timely manner.

12. Accessing and Completing a Form • We have more help: An IEP Manual designed to work with the new forms. • This will be available on the district website (and you are getting a copy today) • Live people at the MIS Help Desk to answer your calls and questions! X4053

13. Accessing and Completing a Form • Let’s look at the IEP Manual….

14. Supplementary Aides and Services • Sharon Krell and Melody Royal

15. Supplementary Aides and supports • Supplementary aids and services means aids, services, and other supports that are provided in regular education classes, other education-related settings, and in extracurricular and nonacademic settings, to enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate in accordance with Sec. Sec. 300.114 through 300.116.

16. Supplementary Aides and Services Speaking practically, supplementary aids and services can be accommodations and modifications to the curriculum under study or the manner in which that content is presented or a child’s progress is measured.

17. Supplementary Aides and Services • But that’s not all they are or can be. Supplementary aid and services can also include direct services and supports to the child, as well as support and training for staff who work with that child. That's why determining what supplementary aids and services are appropriate for a particular child must be done on an individual basis.

18. Supplementary Aides and Services While determinations of what supplementary aids and services are appropriate for a particular student must be made on an individual basis, some supplementary aids and services that educators have used successfully include: • assistance of an itinerant teacher with special education training, • special education training for the regular teacher, • use of computer-assisted devices, • provision of note-takers, • use of a resource room, to mention a few.

19. Supplementary Aides and Services • Presentation of subject matter needed (e.g., taped lectures, sign language, primary language, paired reading and writing); • Materials needed (e.g., scanned tests and notes into computer, shared note-taking, large print or Braille, assistive technology); • Assignment modification needed (e.g., shorter assignments, taped lessons, instructions broken down into steps, allow student to record or type assignment);

20. Supplementary Aides and Services • Self-management and/or follow-through needed (e.g., calendars, teach study skills); • Testing adaptations needed (e.g., read test to child, modify format, extend time); • Social interaction support needed (e.g., provide Circle of Friends, use cooperative learning groups, teach social skills); • Training needed for personnel.

21. Supplementary Aides and Supports • Supports to address environmental needs (e.g., preferential seating; planned seating on the bus, in the classroom, at lunch, in the auditorium, and in other locations; altered physical room arrangement); • Levels of staff support needed (e.g., consultation, stop-in support, classroom companion, one-on-one assistance; type of personnel support: behavior specialist, health care assistant, instructional support assistant);

22. Supplementary Aides and Supports • Planning time for collaboration needed by staff; • Child’s specialized equipment needs (e.g., wheelchair, computer, software, voice synthesizer, augmentative communication device, utensils/cups/plates, restroom equipment); • Pacing of instruction needed (e.g., breaks, more time, home set of materials);

23. Supplementary Aides and Services • Form 5A • Supplementary aides and services are noted for the student or personnel • Aides services and other supports that are provided in regular classes and other education related setting and in extra curricular and nonacademic setting to enable individuals with exceptional needs to be educated with nondisabled children to the maximum extend appropriate

24. Supplementary Aides and Services • The last two elements—extracurricular and nonacademic—are actually new to IDEA in 2004. Consistent with the inclusive nature of the legislation, the final Part B regulations have added the phrase "in extracurricular and nonacademic settings"  to the definition of supplementary aids and services and, thus, enlarged the scope of where supplementary aids and services must be provided, as appropriate to the child’s needs.

25. Supplementary Aides and Services • Supplementary Services • (Form 5A, pg 16 IEP handbook) • Accommodations • (Form 26B) • Modifications • Assistive devices • (form 3a)

26. Assessments Connie Cushing & Bryan Cassin

27. Assessments: When to Assess Initials Three-year re-evaluation or Triennial Manifestation- review of the records or any new assessments needed Whenever a new eligibility is suspected or there is a new request for service Possibly at transitions Special requests

28. Assessments: Compliance Issues • Timelines must be maintained • 15 day • 60 day • Three-year is to the day or earlier • No legal extensions • Use the 3-year worksheet from MDUSD 75 days prior to 3-year date • Always assess for 3-years with some exceptions: • Student was just assessed, student is in12th grade, the last 2 or 3 triennial assessments have shown the same IQ and same progress. The present levels of performance truly reflect the current functioning and no new info is needed.

29. Assessments The school must provide an assessment plan within 15 days of the referral for any proposed evaluation. The student should be entered in our Aeries system. Assessment plan must be in the primary language of the parent or other mode of communication used by the parent. Written in language easy for the public to understand. The assessment plan must include statement of the students’ primary language and language proficiency status for ELLs. A multi-disciplinary team must conduct evaluations in all areas of suspected disability by trained and knowledgeable personnel using sound instruments.

30. Assessments Include hearing and vision screenings within one calendar year, Include vision status, hearing status, Self-help as appropriate, Social emotional and behavioral status, Career and vocational abilities and interests for students 15 and older, and Evaluate related to the student’s involvement in and progress in the general curriculum.

31. Transition Plans Samantha Espinosa & Hilary Shen

32. Transition Plans • A results-oriented process that focuses on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities… based on the individual child’s needs.

33. Paperwork • Three page “new” Individual Transition Plan and Transition Services forms (p.1A* & B) • Prior Written Notice of Graduation (p.27) • When exiting, “new” Summary of Student’s Academic Achievement and Functional Performance forms (p.26A & B)

34. Legal Requirements • Magic number is 16 years old. • Need 2 post secondary goals: education and employment. (independent living skills, if appropriate) • Need 1 transition service. (the 800s) • Student & Parent must be informed 1 year prior to 18th birthday of transfer of rights.

35. Who is involved? • Student must be invited to attend IEP. • Representatives of involved agencies must be invited. Parent/Student consent must be obtained prior to invitation. • Document on the Notice of Meeting (p.24)

36. Evaluation Should consider: • strengths of student, • concerns of parent, • results of recent evaluation, • the academic, developmental, functional needs of student • Can use formal or informal evaluation tools

37. Each post secondary goal must be supported by an annual goal.

38. Confused? The use of the term “goal” to describe both what students want to happen once they leave school and also to describe what schools must do to help students achieve their long term objectives can be confusing. The IDEA ’04 requires transition services language in the IEP to include postsecondary goals, or the student’s aspirations for his or her future. The IDEA ’04 also requires annual goals in the IEP to help students achieve their goals for the future. Annual, measurable goals in the IEP should be written each year to help the student achieve his or her post-school goals. Transition to Adult Living, CDE 2007 p.6

39. The postsecondary goal is what the student wants and hopes for his or her future in terms of higher education, employment, and independent living. The annual, measurable goals in the IEP are what schools will do to help the student in high school, or earlier if appropriate, to achieve long-term goals. • The annual goals are still included under the headings described in the definition of transition services above, which include instruction, employment, and, if appropriate, daily living skills. • The annual goals must be based on age-appropriate transition assessments. • They must also support the student’s postsecondary or long-term goals for the future. Transition to Adult Living, CDE 2007 p.7

40. Post Secondary Goals • Education • Employment • Independent Living Skills Measurable postsecondary goal: • After graduation from high school, “student” will enroll in a four-year college to obtain his/her undergraduate degree in science to become a lab technician.

41. Annual Goal • Through participation in his/her English class, “student” will write an essay about his/her expectations for his/her future career, including statements of a personal goal, three or more positive aspects of the career, and a summary statement of experiences with job shadowing with 80% accuracy in grammar and spelling by [date of next annual IEP] • English Standard Writing Applications 12.2.1

43. Transition Services • 820 College awareness/preparation • 830 Vocational assessment, counseling, guidance, and career awareness • 840 Career awareness • 850 Work experience education • 855 Job coaching (includes job shadow and service learning) • 860 Mentoring • 865 Agency linkages (referral and placement) • 870 Travel training (includes mobility training) • 890 Other transition service

44. 820 College awareness/preparation 830 Vocational assessment, counseling, guidance, and career awareness 840 Career awareness 850 Work experience education 855 Job coaching (includes job shadow and service learning) 860 Mentoring 865 Agency linkages (referral and placement) 870 Travel training (includes mobility training) 890 Other transition service

45. 820 College awareness/preparation 830 Vocational assessment, counseling, guidance, and career awareness 840 Career awareness 850 Work experience education 855 Job coaching (includes job shadow and service learning) 860 Mentoring 865 Agency linkages (referral and placement) 870 Travel training (includes mobility training) 890 Other transition service

46. Resources • www.getinsights.com • www.sfbaycareermap.org • Workability (603-1487) • Transition to Adult Living http://www.calstat.org/publications/pdfs/transition_guide_07.pdf

47. Interim Placements

48. Interim Special Education Services What are they? • Interim Placements are for students coming into Mt. Diablo Unified School District with an IEP from another district. • The Interim Placement allows the school 30 days to verify that previous services are appropriate and whether services are available.

49. Interim Special Education Services • A new student with an IEP enrolls at his or her school of residence. • Site designee (School Psychologist if possible) reviews the previous IEP and completes the Interim Special Education Services worksheet.

50. Interim Special Education Services • All available reports from prior district must be attached to the Interim worksheet and sent into MIS. • If previous placement involves a Non-Public school, county services, or service specific placements, contact your Program Specialist and provide all appropriate documentation.