Welcome to Fresno Unified Saturday Workshops

1. Welcome to Fresno Unified Saturday Workshops December 5, 2015

2. Session IV Procedures, Progress Reports and Areas of Disability Kem and Jeannette Vestal

3. OUR COMMITMENT, OUR BOLD STAND, OUR EXPECTATION Every student can and must learn at grade level and beyond. Every student moves a minimum of a grade level a year.

4. Binder All participants have received a 3 ring binder and numbered tabs Please include PPT’s, handouts, etc. under each numbered tab during the weeks attended (1st workshop materials under tab 1, 2nd workshop materials under tab 2, etc.)

5. Criteria for success for binder All participants will be asked to complete the following in their binders: Work from each session properly organized under each numbered tab. All tasks that are completed from sessions attended (quickwrites, handouts, etc) One page typed reflection of session attended or an example/picture of an artifact(s) demonstrating how you’ve implemented the learned strategies included in binder. Complete this by the next workshop.

6. FPU Units • Participants will have the opportunity to receive 3 units of professional growth from Fresno Pacific University. • REQUIREMENTS: • Attend all 7 Saturday workshops • Written notification of CSET/RICA testing must be emailed prior to missed Saturday workshop to receive an exemption. (tony.fiori@fresnounified.org) • If an absence from workshop is due to a district training on a Saturday, please include a note in your binder under the tab for the month you missed. • Completed binder turned in at final Saturday workshop (April 2).

7. About Us Kem Jeannette 9th year in Special Education Currently working at Sunnyside High School and with the Para Academy Training Program Current Position: Mild/Moderate teacher and co-teacher • 27th year in Education • Currently working at Sunnyside High Schooland with T2T • Current Position: Coordinator of SpEd services at Sunnyside High

8. CSTPs

9. FUSD Core Beliefs

10. Agenda • Introduction • Oops! • KWL Completion • Procedures Check List • IEP Progress Reports • Brochures • Next Steps and Evaluation December 5, 2015

11. Outcomes • BTEOTLSWBAT • Determine the best way to stay organized when planning an IEP • Gather information for Progress Reports, complete Progress Reports and send them home in a timely manner • Identify characteristics of Areas of Disability and learn to recognize them in your students

12. OOPS!! • If you were here last time, please complete the provided evaluation based on what you remember from the November 7th class • If you were not here, take a minutes to let your colleagues finish this task

13. Remember this?? Building Background What do I KNOW? What do I WONDER? What have I LEARNED? • Take a few moments to fill in the first two boxes about the following IEP components: • Accommodations • Goals • Behavior Plans • Discuss this info with an elbow partner

14. KWL Charts – you should have 3 • Take the charts out and review what you wrote last month • Take about 9 minutes to complete the final column if you have not already done so • What questions do you want to discuss related to the three charts?

15. Questions about last class?

16. IEP Procedures Checklist

17. Procedures List • It is important for case managers to make sure they have completed all tasks related to an IEP • Who should be invited? • Where will the meeting take place? • When will the meeting take place • What pages should be completed?

18. Sample Check Lists Sequence of Forms found in SEIS Reference Library Teacher Created

19. Sample Check Lists

20. Checklists for different kinds of meetings…

21. Additional Resources Not the SEIS kind!!

22. Questions about IEP Procedures Checklists?

23. Progress Reports

24. Progress Reports • Purpose • Legal requirements • Who gets them • When • Gathering information -What should be included? • Comparing forms • Calendaring • Organizing caseload Pesky little things, aren’t they??

25. Progress Reports • Update parents on progress toward goals Purpose

26. Progress Reports • IDEA requires that parents of students with disabilities will receive updates on progress toward goals at least as often as their non-disabled peers receive information on grades • 4 times per year minimum – one of which is at the annual meeting Legal Requirements and Who Gets Them

27. Progress Reports • Sent home within a two week window around the time report cards are sent home for all students • Teachers may complete this information before or after report cards are sent home When?

29. Progress Reports • What do you need to properly complete a Progress Report? • Current grades • Comments from teachers (if possible) indicating current performance in class or progress toward goals • Anecdotal behavior info (if appropriate) Gathering Information

30. Progress Reports • Current grades • Use your resources – ATLAS can tell you what you need to know about assignments, overall grades, attendance • Look for missing assignments, low scores in a particular area, assignments in a group that receive similar grades • Look for the good as well – what is the student doing right? Gathering Information

31. Progress Reports • Comments from teachers (if possible) indicating current performance in class or progress toward goals • Send an email or talk with other teachers the student sees • Don’t forget PE, service providers, lunch staff, recess staff – anyone who can provide insight into how the student is doing Gathering Information Hint: Use the feedback forms you got last month!!

32. Progress Reports • Student is making progress toward goal • Student is making limited progress toward goal • Student is making some progress toward goal • Student is not making progress toward goal • Student is making limited progress toward goal Sample “Summary of Progress” box content

33. Progress Reports • Student is able to read simple sentences and answer 2-3 comprehension questions independently without prompts • Student is able to identify the variable in a simple equation but is not able to solve for the variable • Student is able to write a simple paragraph with a topic sentence, appropriate punctuation and needed capital letters • Student is able to transition form one task to another with 1 prompt in the time allotted • Student is not able to stay in his seat for more than 8 minutes at a time Sample “Comment” box content

34. Progress Reports • Anecdotal behavior info (if appropriate) • Use ATLAS behavior logs • Talk with VP or Principal • Talk with the school nurse or psych if needed • Reach out to anyone who can help you determine current behavioral functioning • Don’t use just one source – doing that may create a biased view of the student even if that one source is you! Gathering Information

35. Progress Reports • Elementary Information Needed • You are likely to be the main source of info • Don’t let that limit your info gathering • Contact anyone who has regular contact with the student (see below) • Secondary Information Needed • Reach out to all the teachers the students sees – not all will respond • Remember to check with VP, school psych, • instructional assistants, attendance secretary • Use ATLAS – it’s a great resource Gathering Info

36. Comparing Forms Progress Reports

37. Comparing Forms Progress Reports

38. Progress Reports • All Progress Reports should be sent out within a two week window • Check to see when report cards will be given out at your school • Highlight the week before the grades are finalized and the week after, not including any school holidays Calendaring

39. Progress Reports • Progress Reports are sent out October, December, March and June • Any meetings held at which you provided parents with a goal summary (A/A’d progress report with the annual review box completed) that are held within a month of PR time do not have to be done • Any meetings that will be held within a month of the PR time do not have to be done • (These are rough estimates of time) Organizing Your Caseload

40. Caseload Examples Progress Reports Progress reports are due March 18th – which of these have to be reported?

41. What does your school do to make Progress Reports a priority? • AC to come together to write reports • A coordinated form to send out to gather info • Contest to see who gets the most done on time within a year • Observation forms to be completed by teachers or instructional assistants

42. Progress Reports • Using your computer or phone, look at your school website and determine the three remaining reporting periods for this school year • Using the provided calendar, highlight the two week period around report cards during which progress reports should be completed • Do not include holiday time in your two week window When are yours due?

43. Questions about Progress Reports?

44. Break Time!!

45. Areas of Disability

46. Have you met kids with these disabilities? 

47. Disability Info • The nation’s special education law is called the Individuals with Disabilities Education Act, IDEA. • IDEA defines the term “child with a disability.” • The IDEA’s disability terms and definitions guide how States define disability and who is eligible for special education and related services. • Students who receive special education and related services are categorized under one of IDEA’s disability terms. • There are a total of 13 different terms that a student can be categorized under.

48. Qualifying Areas of Disability • Autism • Specific learning disability • Emotional disturbance • Intellectual disability • Other health impairment • Speech or language impairment • Hearing impairment • Deaf-blindness • Deafness • Multiple disabilities • Orthopedic impairment • Traumatic brain injury • Visual impairment, including blindness

49. Autism (ASD) • A developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child’s educational performance. • Characteristics associated with autism: engaging in repetitive activities, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. • A child who shows the characteristics of autism after age 3 could be diagnosed as having autism if the criteria above are satisfied. • *Recent changes in DSM V- be a life long learner!!! • Students receiving services 2013-2014: 84,713

50. Specific Learning Disability (SLD) • A disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations. • The term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. • The term does not include learning problems that are primarily the result of visual, hearing, or motor disabilities; of intellectual disability; of emotional disturbance; or of environmental, cultural, or economic disadvantage. • Students receiving services 2013-2014: 281,882 • Fat City