- DPS

Report
The Exceptional Children’s Education Act
Day One
Orientation to Special Education
Special Education Procedures
Summer 2014
Welcome!
Name
School or
Worksite
Name
A Unique
Fact about
You
Course
Overview
Special
Education In
DPS Resources
First 30 Days
State of the
State
Understanding
IEP Roles
Child Find
Multidisciplinary
Evaluation
Reports
Determination of
Eligibility
IEP Development
Multidisciplinary
PLOP and Special
Factors
Goals
Accommodations,
Services, and LRE
Intellectual
Disability
Other Health
Impairment
Serious
Emotional
Disability
Autism
Specific
Learning
Disability
Other
Disabling
Conditions
Effective IEP Teamwork
Setting
Norms
MTSS
Eligibility Determination
Introductions
IEP Process
Meet Your Team
Agenda: Day One
Setting Norms
• Norm One
• Norm Two
• Norm Three
What does this
look like to you?
Course
Overview
Child Find
Multidisciplinary
Evaluation
Reports
Special
Education In
DPS Resources
Determination of
Eligibility
First 30 Days
Multidisciplinary
PLOP and Special
Factors
State of the
State
Understanding
IEP Roles
IEP Development
Goals
Accommodations,
Services, and LRE
Intellectual
Disability
Other Health
Impairment
Serious
Emotional
Disability
Autism
Specific
Learning
Disability
Other
Disabling
Conditions
Effective IEP Teamwork
Setting Norms
MTSS
Eligibility Determination
Introductions
IEP Process
Meet Your Team
Agenda: Day One
ECEA
Overview/Objectives
Utilize the notecatcher to
organize your
thoughts and
remember your
questions!
Goal One: Participants will become
familiar with the multiple resources to
support in the special education
qualification process and the
development of an IEP
Goal Two: Participants will
understand the tools found in the IEP
process to support the closing of the
gap for students with a disability
Goal Three: Participants will develop
background knowledge needed to
implement Enrich, the new IEP
system
Goal Four: Participants will
understand how to determine
eligibility under the revised
Exceptional Children Education Act
Course
Overview
Special
Education In
DPS
Resources
First 30 Days
State of the
State
Understanding
IEP Roles
Child Find
Multidisciplinary
Evaluation
Reports
Determination of
Eligibility
IEP Development
Multidisciplinary
PLOP and Special
Factors
Goals
Accommodations,
Services, and LRE
Intellectual
Disability
Other Health
Impairment
Serious
Emotional
Disability
Autism
Specific
Learning
Disability
Other
Disabling
Conditions
Effective IEP Teamwork
Setting Norms
MTSS
Eligibility Determination
Introductions
IEP Process
Meet Your Team
Agenda: Day One
DPS Resources
Objective
Participants will become aware of supports and
resources in DPS for Special Education
Division of Student Services
• IDEA and
ECEA
• School
Records and
Budget
• Mental
Health and
Discipline
• SEAS
Special
Education
Social
Emotional
Learning
Operations
Related
Services
• 504, Nursing,
Therapists
• Instruction
and PD
We work relentlessly to ensure equitable opportunities and
successful outcomes for all students.
John
Simmons
Executive Director
Diann
Richardson
John
Liberatore
Director of Special
Education
Gene
Bamesberger
Associate Director of
Special Education
Eldridge
Greer
Director of Social
Emotional Learning
Josh Drake
Director of Strategic
Initiatives
Director of Related
Services
Steve
Nederveld
Associate Director of
Related Services
Tom O’Keefe
Director of Operations
What and Who of
Special Education…
•
•
•
•
Individuals with a Disability Education
Act (IDEA)
Exceptional Children's Education Act
(ECEA)
Special Education Support Partners
Full Continuum of Services
• Every school supports students who
require services under IDEA and
ECEA
• Center programs for students who
require a more restrictive
environments
We work relentlessly to ensure equitable opportunities and
successful outcomes for all students.
Diann
Richardson
Director of Special
Education
Valerie
Calvert
Partner NW
Transformative
Audrey Ross
McCall
Partner FNE
Lee Ann Cox
Partner NNE
Hetty Pazos
Partner SW
Marianne
Sammons
Partner SE
Jane
Miyahara
Partner ECE
Rhonda
Adamson
Partner Child Find
Diann
Richardson
Director of Special
Education
Gene
Bamesberger
Associate Director
Josh Nichols
Partner Middle School
Sara Cramer
Partner 6-12 and High
School
Jared
LeMieux
Partner Intensive
Pathways
Diann
Richardson
Director of Special
Education
Gene
Bamesberger
Associate Director
Patrick
McGinty
Partner Charter 1l
Kristy
McCollum
Partner Chater 2
Diann
Richardson
Director of Special
Education
Gene
Bamesberger
Associate Director
Jackie Migler
Partner DSSN
Brittney
Cardwell
Partner Innovation
Will
Crookston
Partner WDN
The What and Who of Social
Emotional Learning…
•
•
•
•
•
Social Emotional Skills
Department of Social Work and
Educational Psychological Services
Office of Social Emotional Learning
Department of Indian Education
Special Education Assessment Services
We work relentlessly to ensure equitable opportunities and
successful outcomes for all students.
Eldridge
Greer
Director of Social
Emotional Learning
Ellen
Kelty
Program Manager
Educational Psychology
Lee
Morgan
Supervisor OSEL
Partners
Michele
Sandavol
Supervisor Special Education
Assessment Services
•
•
•
•
•
Supervisor
Michele Sandavol
Referrals are Completed On –
line
Bi-Lingual Spanish Testing
SEAS Partners- Teachers, SLP,
Nursing, Motor, Mental Health
Coordinates with the Multilingual Outreach Office for all
other testing
Questions:
[email protected]
•
•
•
•
Supervisor
Michele Sandavol
IRC Specialist
Barb Skeens
Location: 1617 S. Acoma St.
Make-it, take-it lab
Professional lending library Testing
& assessment instruments for loan
Educational resources for teachers
Graphic design support
Supervisor
Michele Sandavol
IRC Specialist
Barb Skeens
Location: 1617 S. Acoma St.
• Assessments Kits Library
• Agency SLPs- Contact Lisa Gessini to
access Assessments
• Charters- Use your related services
who have a DPS Outlook account to
check out kits
•
•
•
•
•
•
•
Supervisor
Michele Sandavol
Restrain Training
JKA- Board Polity
Required for all Center Teachers and
their paraprofessionals
Annual Training (Initial and
Refresher)
Recommended that there are at least
two individuals in all schools
Offered 2-3 times each month
Initial is a blended class and requires
on-line content to be completed
before the physical portion of the
class
The What and Who of
Related Services…
•
•
•
•
•
504 of the Rehabilitation Act
Instruction
Professional Development
Assistive Technology
Related Services
• School Nursing and Child Health
• Occupational and Physical Therapy
• Speech Language Pathology
• Audiology
• Low Incidence Disability
We work relentlessly to ensure equitable opportunities and
successful outcomes for all students.
John
Liberatore
Director of Related
Services
Steve
Nederveld
Kelley
Morrison
Associate Director of
Related Services
Kristy
Murdock
Program Manger OT/PT
Patty
Kennebec
Supervisor of Deaf and
Hard of Hearing
Donna Shocks
Program Manager Nursing
Jean Lyon
Supervisor Nursing
Robert
Frantum-Allen
Program Manger
Instruction and PD
Supervisor of OT/PT
Daisy
Vanzandt
Supervisor SLP
Director
John Liberatore
Coordinator
Paul Thompson
• Each school must designate a 504
Coordinator
• Coordinator must attend an annual
training on 504
• Highly Recommend that special
education teachers are NOT the
building 504 Coordinator, but a
Specialized Services Provider might
be the 504 Coordinator
•
•
•
•
Associate Director
Steve Nederveld
Liaisons
Bianca Tellechea
Alama Salas
Bi-lingual Spanish
Facilitate Communication
Assist parents with problem solving
and access to resources
Contact your Partner for more
information
•
•
•
•
•
Program Manager
Robert Frantum-Allen
Coordinator
Tara Donahue
Lending Library
Consultation on AT Evaluations
Manager School Assistive
Technology Representative
Partner with Educational
Technology
Professional Development on the use
of Technology in the classroom
•
•
•
•
•
Program Manager
Robert Frantum-Allen
Coordinator
Sara Dinser
Manages Logistics for Professional
Development
Separate Registration system from
the DPS system
Focus on Adult Learning Theory
Manages face-to-face and blended
learning opportunities
Coordinates' with other DPS
Departments
•
•
•
•
•
•
•
Program Manager
Robert Frantum-Allen
Coordinator
TBD
Instructional Hotline
Instructional Resource Library
Provides technical assistance on
Specially Designed Instruction
Pedagogy support
Root Cause Analysis and SDI
planning support with individual
students
Universal Design for Learning
Instructional Recommendations
•
•
•
•
•
•
•
Associate Director
Steve Nederveld
DHH Supervisor
Kristy Murdock
Educational Audiology
Teachers of the Deaf and Hard of
Hearing
Consult for Center Based Deaf and
Hard of Hearing Programs
Educational Sign Language
Interpreters
Teachers of the Visually Impaired
Orientation and Mobility Specialists
Braille support
The what and who of Student
Services Operations…
•
•
•
•
•
•
Schools Records
Medicaid
Enrich IEP Software Hotline
Extended School Year
Out of District
Special Education Budget Allocations
• Mild Moderate allocations
• Center Programs
• Specialized Services Providers
(Related Services)
We work relentlessly to ensure equitable opportunities and
successful outcomes for all students.
Tom
O’Keefe
Director of Operations
Critty
McClendon
Program Manager Out of
District and ESY
Rob
Hendershot
Program Manger
Medicaid
Barbara
Skeens
Instructional Resource
Center
Diane Ellis
Coordinator Enrich
Mike
Handley
Program Manager
Finance
•
•
•
•
Program Manager
Critty McClenden
ESY Coordinator
TBD
Summer Programming for student
who qualify
Technical assistance on qualification
procedures
Manage multiple sites
Possible Summer Employment
opportunities
Enrich Help Desk
Tamari Emory
Enrich Trainer
Diane Ellis
• IEP Platform for Denver Public
Schools
• Required to attend training before
given access to students IEP’s
Course
Overview
Child Find
Multidisciplinary
Evaluation
Reports
Special
Education In
DPS Resourcesl
Determination of
Eligibility
First 30 Days
Multidisciplinary
PLOP and Special
Factors
State of the
State
Understanding
IEP Roles
IEP Development
Goals
Accommodations,
Services, and LRE
Intellectual
Disability
Other Health
Impairment
Serious
Emotional
Disability
Autism
Specific
Learning
Disability
Other
Disabling
Conditions
Effective IEP Teamwork
Setting Norms
MTSS
Eligibility Determination
Introductions
IEP Process
Meet Your Team
Agenda: Day One
DPS Resources
Objectives
Participants will develop a plan for the first 30
days of school.
Behavior
Management
IEPs
Schedule
Data
Parents
Behavior
Management
IEPs
Schedule
Data
Parents
Behavior
Management
IEPs
Schedule
Data
Parents
Behavior
Management
IEPs
Schedule
Data
Parents
Behavior
Management
IEPs
Schedule
Data
Parents
Behavior
Management
IEPs
Schedule
Data
Parents
Behavior
Management
IEPs
Schedule
Data
Parents
Course
Overview
Child Find
Multidisciplinary
Evaluation
Reports
Special
Education In
DPS Resourcesl
Determination of
Eligibility
First 30 Days
Multidisciplinary
PLOP and Special
Factors
State of the
State
Understanding
IEP Roles
IEP Development
Goals
Accommodations,
Services, and LRE
Intellectual
Disability
Other Health
Impairment
Serious
Emotional
Disability
Autism
Specific
Learning
Disability
Other
Disabling
Conditions
Effective IEP Teamwork
Setting Norms
MTSS
Eligibility Determination
Introductions
IEP Process
Meet Your Team
Agenda: Day One
State of the State
Objectives
Participants will become aware of the current
state of Special Education in Denver Public
Schools.
Participants will realize that Specially Designed
Instruction can change the outcomes for students
with a disabiltiy.
Yes we can make a difference!
State of the State
Jigsaw data review: Each person in your team will get
one page of data. Each page is different.
Take 5 minutes to review your chart.
Share with your table something you learned from your
data.
State of the State: Key Points
ELL proficiency
has improved for
all groups except
those in Special
Education.
Students with
disabilities in DPS
lag behind the state
proficiency average
for students with
disabilities.
Students with a
The largest
speech language
population are
disability have
students with a
SLD, yet have some grown in both DPS
and the state.
of the largest gaps.
All subject areas
are deficient;
writing appears to
be the most
deficient.
Students are
struggling at ALL
grade levels.
Students with
autism have
exceeded the state
proficiency levels.
Students with
cognitive
disabilities are a
small number of
the overall
population.
Course
Overview
Child Find
Multidisciplinary
Evaluation
Reports
Special
Education In
DPS Resources
Determination of
Eligibility
First 30 Days
Multidisciplinary
PLOP and Special
Factors
State of the
State
IEP Roles
IEP Development
Goals
Accommodations,
Services, and LRE
Intellectual
Disability
Other Health
Impairment
Serious
Emotional
Disability
Autism
Specific
Learning
Disability
Other
Disabling
Conditions
Effective IEP Teamwork
Setting Norms
MTSS
Eligibility Determination
Introductions
IEP Process
Meet Your Team
Agenda: Day One
IEP Roles
Objectives
Participants will become aware of the roles and
responsibilities of Evaluation and Individual
Education Plan team members.
Participants will identify where roles and
responsibilities are strong and weak in their
various teams and establish goals to improve
evaluation and Individual Education Plan team
members effectiveness.
Page 107-115 in Procedural Manual:
The Colorado State Recommended IEP
Role of the IEP Team Members
Jigsaw: Your table will be given the Roles of IEP team Members
from the CDE Procedure Manual. Each person take a different
role.
Read through the role and note anything that is different from
current practice.
Share with your table what is different from your current practice
What is one next step your team might attempt after studying the
roles of IEP team members?
Roles of the IEP Team Members
What is one next step your team might
attempt after studying the roles of IEP
team members?
Key Points: Roles of IEP Team Members
Knowing the
roles can
improve
team
effectiveness
Roles and Responsibility
Each team
member has
a specific
role
Roles and Responsibility
Roles and Responsibility
• Summary
Teams can
start to
develop a
strategy to
insure each
person
knows their
role
Course
Overview
Child Find
Multidisciplinary
Evaluation
Reports
Special
Education In
DPS Resources
Determination of
Eligibility
First 30 Days
Multidisciplinary
PLOP and Special
Factors
State of the
State
IEP Roles
IEP Development
Goals
Accommodations,
Services, and LRE
Intellectual
Disability
Other Health
Impairment
Serious
Emotional
Disability
Autism
Specific
Learning
Disability
Other
Disabling
Conditions
Effective IEP Teamwork
Setting Norms
MTSS
Eligibility Determination
Introductions
IEP Process
Meet Your Team
Agenda: Day One
Multi-tiered Support Systems
• Objectives
Participants will understand that Multi-tiered
systems of support is an umbrella term for the
Response to Intervention and Positive Behavior
Intervention Supports.
Participants will understand that MTSS is a problem
solving process and that DPS has adopted a problem
solving process called the DPS Inquiry Cycle.
Participants will understand that ALL students who
have a need should complete the problem solving
process.
Multi-tiered Systems of Support
Multi-Tiered
Systems of Support
 Problem-solving
Team
 Inquiry Cycle
Implementation
 Adjustments with
data to determine
effectiveness
 Special teams for
unique situations
Initial Evaluation
Child Find
 Referral
 Records review
including universal  Review
 Consent for
screenings
Evaluation
 Focused Screenings

Evaluation
 Document
Interventions
 Educational
Disability Suspected
Determination of
Eligibility
 Notice of Meeting
 Eligibility Meeting
 Consent for Initial
Provision of Services
IEP Development
 Notice of Meeting
 IEP Team
 IEP Meeting
IEP Implementation
 Disseminate IEP
 Provisions of
Services
 Progress Reporting

Multi-tiered
System of
Supports
(MTSS)
Academic
Continuum
Integrated
Continuum
Adapted from the OSEP TA Center for PBIS
Adapted from the OSEP TA Center for PBIS
Behavior
Continuum
 What Happened to RTI and PBIS?
Academic
Supports
RtI
MTSS
PBIS
Behavior
Supports

Does General
Education Know?
Data Inquiry Cycle is found in the
Standards Tool Kit
http://standardstoolkit.dpsk12.
org/
DPS Response to Intervention has
launched a new website
http://rti.dpsk12.org/
DPS MTSS (PBIS) Resource can be found
on the Student Services Website
http://denver.co.schoolwebpage
s.com/education/dept/dept.php
?sectionid=82
What Does This Mean for Our
School?
Problem solving teams are looking at the body of
evidence to determine need. A problem solving
team can be a data team, student intervention
team, a special team that was created to address
a unique need or and IEP team
Problem solving teams design a plan to address
the problem.
The plan is implemented by the
designated personnel.
The problem solving teams
determines if the plan was
effective.
If the plan was not effective, attempts
to adjust the plan accordingly should
be made and re-implemented.
Key Points: Multi-tiered Support
Systems
In DPS the
Inquiry cycle
must be used
by a problem
solving team
when
addressing
children’s
needs
MTSS
MTSS
incorporates
RTI and PBIS
MTSS
MTSS
• Summary
DPS has
provided
resourced for
all problem
solving teams
on the
inquiry cycle
Course
Overview
Child Find
Multidisciplinary
Evaluation
Reports
Special
Education In
DPS Resources
Determination of
Eligibility
First 30 Days
Multidisciplinary
PLOP and Special
Factors
State of the
State
IEP Roles
IEP Development
Goals
Accommodations,
Services, and LRE
Intellectual
Disability
Other Health
Impairment
Serious
Emotional
Disability
Autism
Specific
Learning
Disability
Other
Disabling
Conditions
Effective IEP Teamwork
Setting Norms
MTSS
Eligibility Determination
Introductions
IEP Process
Meet Your Team
Agenda: Day One
IEP Process: Child Find and Referrals
Steps in the Child
Find Process
Analysis of a
Referral
Determination if
Additional Data is
Necessary to
Complete an
Evaluation
Child Find
Objectives
Participants will understand that well crafted
referrals indicate that the child received multitiered systems of support with a robust body of
evidence that includes quantitative and
qualitative data
Evaluation teams review the referral to determine
if they already have the data to qualify in the
suspected area of concern; if not then they create
a plan to collect the data.
Child Find and Referrals
Multi-Tiered
Systems of Support
 Problem-solving
Team
 Inquiry Cycle
Implementation
 Adjustments with
data to determine
effectiveness
 Special teams for
unique situations
Initial Evaluation
Child Find
 Referral
 Records review
including universal  Review
 Consent for
screenings
Evaluation
 Focused Screenings

Evaluation
 Document
Interventions
 Educational
Disability Suspected
Determination of
Eligibility
 Notice of Meeting
 Eligibility Meeting
 Consent for Initial
Provision of Services
IEP Development
 Notice of Meeting
 IEP Team
 IEP Meeting
IEP Implementation
 Disseminate IEP
 Provisions of
Services
 Progress Reporting
Referrals
Your table will have a copy
of a referral
Use the guiding questions in the
IEP Guiding Questions flip chart
to evaluate the sample referral.
Based on your discussion, do you
think this referral can proceed to
the evaluation stage of the
process?
Page 13 in Procedural Manual: The
Colorado State Recommended IEP
Referrals
Who Is This Problem-solving Team?
Example 1
Grade Level Data
Team
Example 3
Special team for a
unique situation
Example 2
Student
Intervention
Team
Example 4
The IEP Team
Example 1
Grade Level
Team
Third grade data team discovers one child who is
1.5 years delayed in his reading ability. They
analyze their data and determine that he is
struggling with decoding unknown words.
The data team decided to have him do a double
dose of skills block.
The plan is implemented by the general education
teacher.
After six weeks and using word reading lists
to progress monitoring tool, he is making
some progress but not enough to close the
gap.
The team adjusts the plan to include small group
tutoring that includes direct instruction in
phoneme/grapheme instruction. The cycle starts again.
Example 2
Student
Intervention
Team
Middle school SIT receives a referral on a student
who is very disruptive in class. The major
problem is lack of focus. Academics are fine but
very disruptive. The team collects data and
determines that he is struggling with attention.
The SIT team recommends a self-monitoring
intervention and added visual supports (e.g.
calendar, directions, etc.).
The plan is implemented by a school counselor
and social worker with general ed.
After 6 weeks and using a frequency chart to
progress monitor, he has better control in
classes where he can move more often.
Continues to struggle in math.
The team adjusts the plan with intense focus
during math time., increased visual supports, and
self-monitoring instruction. The cycle starts again.
Example 3
Special team for a
unique situation
Child shows up from Peru with bi-lateral cochlear
implants and no indication of attending school.
School pulls together a special problem solving
team that includes the audiologist, nurse, general
education teacher, ELL specialist, and a teacher of
the deaf and hard of hearing. They decide to
collect additional data including a hearing test,
interview with the family, present levels using
universal assessments and screeners, etc
The special problem solving team decides to make
a referral for special education based on the data.
It is obvious that the physical disability is
impacting learning and that they need specially
designed instruction (e.g. sign language or aural
habilitation) that is beyond the scope of general
education.
Special Education becomes the
problem solving team to determine
eligibility and the treatment plan
Example 4
The IEP Team
Parent provides the school with a private diagnosis
of dyslexia and requests testing. The Special
Education Multi-Disciplinary Evaluation team
becomes the problem solving team. School data
indicates a delay in reading.
The SPED team recommends classroom tier 2
intervention (small group phonics and double dose
of guided reading) based on difficulty with both
decoding and reading comprehension.
The plan is implemented by general education but
monitored by special education.
After 6 weeks and using a CBM (provided by
special education) the child makes tremendous
progress and closed the gap.
The Evaluation Report is completed and
determined to not qualify for Specially
Designed Instruction. Recommendations
are made that general education continues
to monitor progress.
Page 13 in Procedural Manual: The
Colorado State Recommended IEP

Referrals
We are
concerned
about our
daughter.
We would like
our daughter
tested for
special
education.
The school convenes a problem
solving team to address concerns.
The school convenes a
problem solving team to
address concerns that is now
monitored by special
education. Start a referral and
evaluate the referral.
Page 10 in Procedural Manual: The
Colorado State Recommended IEP
Referral Team
MTSS Problem
Solving
Multidisciplinary
Evaluation Team
IEP Team
IEP Revision
Team
IEP Team for
Transition
E
E
E
E
E
R
R
R
R
R
Special Education Teacher or Speech
Language Pathologist
O*
R
R
R
R
Individuals who can interpret results of an
evaluation
O
R
R
R
R
Special Education Director or designee
O
R
R
R
R
E
E
E
E
E
R
R
R
R
R
O
O
I
O
I
O
R
R
I
I
TEAM Participants
Parent
General Education Teacher
Student **
Bilingual Specialist- ELA-E,T or S
(for all ELL Students)
Community Service Agency
Related Services
(Psy, SW, Nursing, OT/PT, SLP, etc)
*If considering a referral, the special education teacher or SLP is required
** students 15 and older must participate in their IEP and Transition development
E- Essential; I- Must be invited to participate ; R- Required; O- Optional
Page 13-14 in Procedural Manual: The
Colorado State Recommended IEP
Review of Existing Data
1. Determine if referral is appropriate. If yes, then…
2. Review formal and informal data from a variety of
sources.
3. Do you already have what you need to qualify in the
suspected area of concern?
• If no, determine what else is needed.
• If yes, continue with the process.
An
Evaluation
Team reviews
the referral
and
determines
next steps
Referral
• Summary
Referrals
should
indicate
participation
in the MultiTiered
Systems of
Supports
Referral
Referral
Child Find and Referrals: Key Points
All referrals
require the
same
problem
solving
process; the
teams might
look different
each time
Course
Overview
Child Find
Multidisciplinar
y Evaluation
Reports
Special
Education In
DPS Resources
Determination of
Eligibility
First 30 Days
Multidisciplinary
PLOP and Special
Factors
State of the
State
IEP Roles
IEP Development
Goals
Accommodations,
Services, and LRE
Intellectual
Disability
Other Health
Impairment
Serious
Emotional
Disability
Autism
Specific
Learning
Disability
Other
Disabling
Conditions
Effective IEP Teamwork
Setting Norms
MTSS
Eligibility Determination
Introductions
IEP Process
Meet Your Team
Agenda: Day One
IEP Process: Multidisciplinary
Evaluation Report
• Objectives
Participants will understand that Evaluation
Reports and Present Levels of Performance are two
reports with a different purpose.
Participants will understand that the purpose of an
Evaluation Report is to determine if a student
qualifies.
Participants will understand that only areas of
concern need to be addressed in an Evaluation
Report.
Initial Evaluation
Multi-Tiered
Systems of Support
 Problem-solving
Team
 Inquiry Cycle
Implementation
 Adjustments with
data to determine
effectiveness
 Special teams for
unique situations
Initial Evaluation
Child Find
 Referral
 Records review
including universal  Review
 Consent for
screenings
Evaluation
 Focused Screenings

Evaluation
 Document
Interventions
 Educational
Disability Suspected
Determination of
Eligibility
 Notice of Meeting
 Eligibility Meeting
 Consent for Initial
Provision of Services
IEP Development
 Notice of Meeting
 IEP Team
 IEP Meeting
IEP Implementation
 Disseminate IEP
 Provisions of
Services
 Progress Reporting
Page 10 in Procedural Manual: The
Colorado State Recommended IEP
Evaluation Team
MTSS Problem
Solving
Multidisciplinary
Evaluation Team
IEP Team
IEP Revision
Team
IEP Team for
Transition
E
E
E
E
E
R
R
R
R
R
Special Education Teacher or Speech
Language Pathologist
O*
R
R
R
R
Individuals who can interpret results of an
evaluation
O
R
R
R
R
Special Education Director or designee
O
R
R
R
R
E
E
E
E
E
R
R
R
R
R
O
O
I
O
I
O
R
R
I
I
TEAM Participants
Parent
General Education Teacher
Student **
Bilingual Specialist ELA- S, T, E
(for all ELL Students)
Community Service Agency
Related Services
(Psy, SW, Nursing, OT/PT, SLP, etc)
*If considering a referral, the special education teacher or SLP is required
** students 15 and older must participate in their IEP and Transition development
E- Essential; I- Must be invited to participate ; R- Required; O- Optional
Evaluation Report v. Present Level
Performance Report
What
When?
Why?
Evaluation Report
Present Level of
Performance (PLOP):
Formally known as PLAAF
Initials and Re-evaluations (to
determine qualification)
IEP Development (to create specially
designed instructional plan)
Determine eligibility
Create a Specially Designed Instruction
plan
Questions What assessments were given? What do
to Answer they mean? Will the student qualify?
What is a summary of their functioning?
How did they do on their goals?
Multi-disciplinary Evaluation Reports
Discuss possible behaviors, strategies or suggestions for teams to
help create one cohesive report.
List your strategies and be ready to share your best idea. All
strategies created in these trainings will be shared with the entire
district.
Multi-disciplinary Evaluation
Reports
Only address
Shared secure
site to
document
individual
assessments
and
interpretations.
Regularly
schedule kidtalk meetings.
Pre-meetings
to document
everybody's
finding
One person is
designated as the
report writer; all
others share
their
interpretations
of the data .
areas of
concern. Not
everyone may
need to be
present.
Have DOTS
install Lync on
all your
computers so
you can do a
conference call
for folks who
are in different
locations.
Multi-disciplinary Evaluation
Reports
Schedule regular referral and re-evaluation pre-meetings with the Multidisciplinary
Evaluation Team
Multiple students at one
time
Determine if evaluation
needed and areas of need
Create a time line of next
steps
Schedule a evaluation writing meeting
Summarize results
Calibrate your message
But wait…
What happens to our
reports? Our reports help
to rule out areas of
concern. How will we
actually know if our area is
an area of concern without
doing an evaluation and
documenting that on a
report.
Evaluations
only occur in
the areas of
concern.
MTSS should
help to
indicate
areas of
concern.
Evaluation
• Summary
Evaluation
reports and
Present Level
Report are
separate with
a different
purpose
Evaluation
Evaluation
Evaluation Report
Evaluations
are multidisciplinary
and address a
suspected
disability
Course
Overview
Child Find
Multidisciplinary
Evaluation
Reports
Special
Education In
DPS Resources
Determination
of Eligibility
First 30 Days
Multidisciplinary
PLOP and Special
Factors
State of the
State
IEP Roles
IEP Development
Goals
Accommodations,
Services, and LRE
Intellectual
Disability
Other Health
Impairment
Serious
Emotional
Disability
Autism
Specific
Learning
Disability
Other
Disabling
Conditions
Effective IEP Teamwork
Setting Norms
MTSS
Eligibility Determination
Introductions
IEP Process
Meet Your Team
Agenda: Day One
Determination of Eligibility
Predetermination
Professional Judgment
IEP Process: Determination of
Eligibility
• Objectives
Participants will understand the nuance of
predetermination of a disability.
Participants will define professional judgment.
Page 10 in Procedural Manual: The
Colorado State Recommended IEP
Determination of Eligibility
Multi-Tiered
Systems of Support
 Problem-solving
Team
 Inquiry Cycle
Implementation
 Adjustments with
data to determine
effectiveness
 Special teams for
unique situations
Initial Evaluation
Child Find
 Referral
 Records review
including universal  Review
 Consent for
screenings
Evaluation
 Focused Screenings

Evaluation
 Document
Interventions
 Educational
Disability Suspected
Determination of
Eligibility
 Notice of Meeting
 Eligibility Meeting
 Consent for Initial
Provision of Services
IEP Development
 Notice of Meeting
 IEP Team
 IEP Meeting
IEP Implementation
 Disseminate IEP
 Provisions of
Services
 Progress Reporting
Predetermination
Which one is predetermination?
Scenario One
Scenario Two
In the evaluation report there
is a statement made about the
skills that the student needs to
work on, the intervention that
the student will be receiving,
and who will be providing that
intervention.
IEP team had a preparatory
meeting prior to the IEP
meeting with the parents to
discuss assessment results and
prepare a draft IEP.
Professional Judgment
Ethnographic Data
Screeners
Universal Data
Progress
Monitoring
Formal Testing
Professional Judgment
“If you can back up your decision with
evidence it is using professional
judgment. If you cannot, then you are
using intuition, not judgment.”
When in doubt…
Key Points: Determination of Eligibility
Professional
Judgment means
making a decision
based on a robust
body of evidence
not gut feelings
Determination of
Disability
Predetermination
can easily occur;
keep all possible
determination
discussion in the
determination of
disability meeting
Determination of
Disability
Determination of
Disability
• Summary
When in doubt
use your
resources to
assist.
Course
Overview
Special
Education In
DPS Resources
First 30 Days
Child Find
Multidisciplinary
Evaluation
Reports
Determination of
Eligibility
IEP
Development
State of the
State
Multidisciplinary
PLOP and Special
Factors
IEP Roles
Goals
Accommodations,
Services, and LRE
Intellectual
Disability
Other Health
Impairment
Serious
Emotional
Disability
Autism
Specific
Learning
Disability
Other
Disabling
Conditions
Effective IEP Teamwork
Setting Norms
MTSS
Eligibility Determination
Introductions
IEP Process
Meet Your Team
Agenda: Day One
IEP Development
IEP Meeting Agenda
Active Participation
IEP Process: IEP Development
• Objectives
Participants will understand that an Individualized
Education Plan is only developed if the student
qualifies.
Participants will explain how to increase parent and
student participation in Individualized Education
Planning meetings.
Page 10 in Procedural Manual: The
Colorado State Recommended IEP
IEP Development
Multi-Tiered
Systems of Support
 Problem-solving
Team
 Inquiry Cycle
Implementation
 Adjustments with
data to determine
effectiveness
 Special teams for
unique situations
Initial Evaluation
Child Find
 Referral
 Records review
including universal  Review
 Consent for
screenings
Evaluation
 Focused Screenings

Evaluation
 Document
Interventions
 Educational
Disability Suspected
Determination of
Eligibility
 Notice of Meeting
 Eligibility Meeting
 Consent for Initial
Provision of Services
IEP Development
 Notice of Meeting
 IEP Team
 IEP Meeting
IEP Implementation
 Disseminate IEP
 Provisions of
Services
 Progress Reporting
Page 17 and 19 in Procedural
Manual: The Colorado State
Recommended IEP

Determination of Eligibility
Important
Concept
If a draft IEP is
developed prior to the
IEP Team meeting, it
must be clear to the
parent that the
services are topics for
review and discussion.
Copies of draft
proposals should be
provided to parents
prior to the meeting.
• Determination of Eligibility
▫ Is the child eligible based on the
evaluation?
▫ If no, IEP is not developed.
• IEP Development
▫ Collaborative access and specially
designed instructional plan
▫ For those who are eligible
Page 10 in Procedural Manual: The
Colorado State Recommended IEP
Referral Team
MTSS Problem
Solving
Multidisciplinary
Evaluation Team
IEP Team
IEP Revision
Team
IEP Team for
Transition
E
E
E
E
E
R
R
R
R
R
Special Education Teacher or Speech
Language Pathologist
O*
R
R
R
R
Individuals who can interpret results of an
evaluation
O
R
R
R
R
Special Education Director or designee
O
R
R
R
R
E
E
E
E
E
R
R
R
R
R
O
O
I
O
I
O
R
R
I
I
TEAM Participants
Parent
General Education Teacher
Student **
Bilingual Specialist ELA –E, T, S
(for all ELL Students)
Community Service Agency
Related Services
(Psy, SW, Nursing, OT/PT, SLP, etc.)
*If considering a referral, the special education teacher or SLP is required
** students 15 and older must participate in their IEP and Transition development
E- Essential; I- Must be invited to participate ; R- Required; O- Optional
Page 19 in Procedural Manual: The
Colorado State Recommended IEP
IEP Meeting Agenda
We are going to pass out a copy of a DPS suggested IEP agenda.
Three groups will get a different set of questions.
Group 1 Why have an agenda? Why would you want to start with
future aspirations?
Group 2 What is the most effective way to share the present levels?
Group 3 Why not do the goals at the end of the meeting?
Page 21 in Procedural Manual: The
Colorado State Recommended IEP
Meeting Agenda
Sample IEP Meeting Agenda
1. Introduced IEP team participants
2. State the purpose for the meeting
3. Ask if parents have questions about procedural
safeguards, rights and responsibilities
4. Discuss future aspirations (all) and post secondary
outcomes (secondary)
5. Present levels of academic achievement and functional
performance
6. Determine and special factors
7. Determined transition needs
8. Develop annual goals
9. Determine of accommodations and modifications
10. Determine service delivery
11. Determine placement in least restrictive environment
12. Distribute copies of IEP documents
Group 1
Why have an
agenda?
Why would you want
to start with future
aspirations?
Group 2
What is the most
effective way to share
the present levels?
Group 3
Why not do the goals
at the end of the
meeting?
Page 19 in Procedural Manual: The
Colorado State Recommended IEP
Parent Participation
• If parent cannot attend, use other
methods, such as a conference call.
• Use several methods of contact:
Call, e-mail, home visit, US mail,
etc.
• If the parent does not show up
after several methods, proceed and
document.
• Make sure the parent understands
the proceedings.
• Provide the parent with a
questionnaire to complete about
their child and allow the parent to
share at the meeting.
What is your
preference
for the date
and time of
the meeting ?
Do you need an
interpreter?
Other
accommodation?
How is your
child going to
change the
world?
What does self-determination mean to
you?
http://www.imdetermined.org/youth
Student Participation
What strategies do you use as an IEP team to
increase student participation in an IEP
meeting?
The One Pager
http://www.imdetermined.org/one_pager
Student Participation
Download the ‘one pager’ from
iamdetermined.com and complete it on your self.
Be ready to share with the group.
Student-led IEP
http://www.imdetermined.org/student_involvement
Specific
strategies to
increase
parent
participation
IEP Development
• Summary
An agenda
keeps the
meeting
organized
and reduces
potential
problems
IEP Development
IEP Development
Key Points: IEP Development
Specific
strategies to
increase
student
participation
Course
Overview
Child Find
Multidisciplinary
Evaluation
Reports
Special
Education In
DPS Resources
Determination of
Eligibility
First 30 Days
Multidisciplinar
y PLOP and
Special Factors
State of the
State
IEP Roles
IEP Development
Goals
Accommodations,
Services, and LRE
Intellectual
Disability
Other Health
Impairment
Serious
Emotional
Disability
Autism
Specific
Learning
Disability
Other
Disabling
Conditions
Effective IEP Teamwork
Setting Norms
MTSS
Eligibility Determination
Introductions
IEP Process
Meet Your Team
Agenda: Day One
Present Level Report
The necessary components of a Present Level Report
IEP Process: Present Level of
Performance
• Objectives
Participants will understand that a present level of
performance is only completed if the student
qualifies for an IEP.
Participants will know the elements to a present
level of performance report.
Page 22 in Procedural Manual: The
Colorado State Recommended IEP
Student’s strengths,
personal interests,
achievements.
Results of the most recent
formal and informal
evaluation (could be a
synthesis of the
Evaluation report).
Needs and impact of their
disability on his/her
involvement and process
in the general education
curriculum
PLOP: Present Level of
Performance
Page 22 in Procedural Manual: The
Colorado State Recommended IEP
PLOP
Each team will receive a copy of the Enrich PLOP and a set of
guiding questions.
Sort the guiding questions into the most appropriate categories of
the PLOP.
Page 22 in Procedural Manual: The
Colorado State Recommended IEP
PLOP
Student’s strengths,
personal interests,
achievements.
• What are the student’s
academic strengths?
• What are the student’s
developmental strengths?
• What are the student’s
interests?
• What are the students
significant personal attributes?
• What are the student’s
accomplishments?
• What are the students
aptitudes including postsecondary outcomes stated as
an end result?
Page 22 in Procedural Manual: The
Colorado State Recommended IEP
PLOP
Results of the most recent formal
and informal evaluation (could be
a synthesis of the Evaluation
report).
• Describe the student- age,
grade, disability (you can do
this now because you have
already determined
eligibility)
• What is a summary of the
evaluation report or recent
evaluations including the
interpretation?
• What was their progress
towards previous IEP goals?
Page 22 in Procedural Manual: The
Colorado State Recommended IEP
PLOP
Needs and impact of their disability on
his/her involvement and process in
the general education curriculum
• What does the student
need?
• What recommendations
do you have for the
student?
• What specially designed
instruction does the
student need?
Key Points: Present Level of
Performance
On all
subsequent
annuals,
should
address
progress on
IEP goals
PLOP
Addresses
strengths,
present
levels and
needs
PLOP
PLOP
• Summary
Is also a
multidisciplinary
report
Special Factors
FBA/BIP
Clarification
Assistive
Technology
IEP Process: Special Factors
• Objectives
Participants will know when to use a Functional
Behavior Assessment.
Participants will know when assistive technology is
addressed on an IEP.
Participants will know when a bi-lingual specialist
(ELA- E, S, or T) must be involved in the process.
Participants will understand the body of evidence
necessary for extended school year services.
Page 22 in Procedural Manual: The
Colorado State Recommended IEP
FBAs and BIPs
Functional Behavior Assessments and
Behavior Intervention Plans can be
used at all levels of MTSS.
Assistive Technology
Could this student benefit from assistive technology?
• Any item, piece of equipment, or product system—
whether acquired commercially off the shelf,
modified, or customized, that is used to increase,
maintain, or improve functional capabilities of a child
with a disability
• Exception: The term does not include a medical device
that is surgically implanted or the replacement of such
a device
Assistive Technology is not just for profound-needs students.
Many mild-needs students could benefit from AT.
AT Scavenger Hunt
Where is the form used to check out equipment? Click
on the link and look at the AT request form.
Where is the IEP team worksheet? Click here and read
through the steps to determine a which AT is most
appropriate.
How do I set up Learning Ally for my student? Click
here to look at the DPS Learning Ally website. Who is
our Learning Ally Manager?
ESY
Concrete Body of
Evidence (not gut
feelings)
Guidelines must be
given to parents at
the year IEP meeting
Guidelines must be
explained to parents
Regression/
Recoupment and/or
Predictive facts that
are related to their
IEP goals
Eligibility is based
on regression and
recoupment and/or
predictive factors
ESY
Regression and
Recoupment
Predictive Factors
Regression- refers to a
decline in knowledge and
skills that result from an
interruption in education
•
•
•
•
•
Recoupment is the
amount of time it takes
to regain the prior level
of functioning
Type and Severity
Rate of Progress
Alternative Resources
Behavior/Physical
Ability to interact with
non-disabled peers
• Curriculum that needs
continuous
reinforcement
• Vocational needs
• Other relevant factors
English Language Learners
AT and ESY
should be
considered
for every IEP
Special Factors
• Summary
FBA and BIP
can be done
at all stages
of MTSS
Special Factors
Special Factors
Key Points: Special Factors
ELL Students
require extra
effort and
time; Must
include a bilingual
specialist
(ELA-E, S, or
T)
Course
Overview
Child Find
Multidisciplinary
Evaluation
Reports
Special
Education In
DPS Resources
Determination of
Eligibility
First 30 Days
Multidisciplinary
PLOP and Special
Factors
State of the
State
IEP Roles
IEP Development
Goals
Accommodations,
Services, and LRE
Intellectual
Disability
Other Health
Impairment
Serious
Emotional
Disability
Autism
Specific
Learning
Disability
Other
Disabling
Conditions
Effective IEP Teamwork
Setting Norms
MTSS
Eligibility Determination
Introductions
IEP Process
Meet Your Team
Agenda: Day One
Goals
IEP Goals
IEP Process: Goals
• Objectives
Participants will use goals as a road map for
specially designed instruction.
Participants will elevate the importance of goals.
Participants will develop meaningful objective that
provide the blueprint to achieve the goal.
Page 23-24 in Procedural Manual:
The Colorado State Recommended IEP
Goals
Turn and Talk
What is the purpose of a
goal?
What role to goals play in
specially designed
instruction?
Requirements
Direct correspondence
between present levels
and needs
Consider the standards
but not written verbatim
of the standards
Ages 15+ have annual
goals and post-secondary
goals. Annuals goals have
a direct link to the postsecondary goal.
Page 23-24 in Procedural Manual:
The Colorado State Recommended IEP
What will be
accomplished in the next
365 days?
What is the potential for
learning and rate of
development?
What is needed to close
the achievement gap?
Page 23-24 in Procedural Manual:
The Colorado State Recommended IEP
The Standards
Colorado Academic and
Health Standards
Academic Standards
Math
Literacy
CCSS
Social
Studies
Health Standards
CCSS
EEO
EEO
Arts
EEO
Physical and
Personal
PE
Movement
Competence
and
Understanding
Science
EEO
World
Languages
Wellness
Prevention
Risk
Management
Wellness
Emotional and
Social
Goals that Provide a Road Map for SDI
Your team will be given 4 goals. For each goal answer the following questions.
•
•
•
•
Is this goal measurable?
Is the goal designed to close the achievement gap?
Does the goal provide a road map for their specially designed instruction?
Is it a SMART goal? (specific, measureable, attainable, results driven or
relevant, and time bound)
Discuss as a team the difference between the goals that answer these questions and
those that do not answer these questions?
Page 23-24 in Procedural Manual:
The Colorado State Recommended IEP
Smart Goals
Strategic
Prioritized
Results-driven
Describe conditions under which the student will
perform
Measurable level of attainment
Reflect an area of need related to progress in Gen Ed
Describe an improvement from current level
 Objectives
Page 23-24 in Procedural Manual:
The Colorado State Recommended IEP
GOAL
Improve reading comprehension
Why isn’t the student at grade level? What is the root cause?
OBJECTIVES
Develop Comprehension Strategies
Increase their accuracy in oral reading
Increase their speed in oral reading
Develop morphological awareness
Master the syllable types
Master the 70 Orton Grapheme
Manipulate speech sounds at the oral level
 Steps for Task Analysis
Decode
unknown singlesyllable words
Correctly answer
addition and
subtraction facts
Identify rcontrolled, vowel
teams, and bossy e
syllables
Utilizes common
fact strategies (e.g.
double plus, count
one, etc. )
Replaces cap and
returns tooth brush
Subtask
Identify open and
closed syllables
Addition: combines
two sets; minus:
removes from one
set
Brushes teeth and
rinses mouth
Subtask
Match the speech
sounds of English to
corresponding
graphemes
Counts forward or
backward from
given number by1, 2,
or 3
Unscrews cap on
tooth paste;
squeezes ¾ inch of
paste on brush
Subtask
Identify the speech
sounds of English
Finds numbers on a
number line
Turns on water and
wets bristles on
toothbrush
TASK
Subtask
Brush Teeth
 Steps for Task Analysis
TASK: Improve Reading Comprehension Skills
Decode multiple
syllable words
Increase reading
fluency
Increase
vocabulary
Utilize reading
comprehension
strategies
Identify their
syllable types
Read 80 words
per minute
Develop
morphological
awareness
Use Self
Monitoring
Understand
phoneme
grapheme
relationships
Read 90 words
per minute
Use
Visualization
Read 100 words
per minute
Use Question
generation

Page 23-24 in Procedural Manual:
The Colorado State Recommended IEP
Goals and Objectives
Each team will be given one broad goal based on a state standard, a
students grade level, their baseline of functioning, the root cause of
their deficit, and a bunch of possible objectives
Determine the relevant objectives and then place the objectives in
order from the most basic skills to the more advanced skill
Write multi-paragraph
compositions that have
clear topic development,
logical organization,
effective use of detail, and
variety in sentence
structure
Organize relevant ideas
and details to convey a
central idea or prove a
point
Capitalize holidays,
product names, and
geographic names.
Ensure subject-verb and
pronoun-antecedent
agreement.
Spell high-frequency
words correctly
Write complete simple
sentences.
Print all upper- and
Develop text that
lowercase letters.
explains a process;
define a problem and
Demonstrate command
offer a solution; or These become your
of the conventions of
support an opinion objectives to the goal.
standard English
grammar
and usage
Develop a topic sentence,
Marie will
write with
when writing or
transitions, key ideasfocus, organization
and conclusion
and detailspeaking.
as measured
sentences to create a by theInclude
following
cause and effect,
well-organized
objectives…
opinions and other
paragraph
opposing viewpoints in
Follows the recursive
writing model to
complete a writing task
persuasive writing
 Goals and Objectives
In order to close
the achievement
gap and provide a
strong roadmap
for specially
designed
instruction…
…all IEP
goals must have short
term objectives or
benchmarks, regardless
of the disability.
 Goals and Objectives
Progress reporting at least with each
report card cycle
All Colorado Standards are loaded to
reference
Goal can be broad
Measureable element will be in the
objective
Progress monitoring can be tracked
directly in Enrich
Key Points: Goals and Objectives
Goals are
the roadmap
or compass
to the
specially
designed
instruction
Goals
Goals are
based on the
Colorado
Academic
and
Health/PE
standards
Goals
Goals
• Summary
Goals will
have
measureable
objectives
starting in
July 2014
Course
Overview
Child Find
Multidisciplinary
Evaluation
Reports
Special
Education In
DPS Resources
Determination of
Eligibility
First 30 Days
Multidisciplinary
PLOP and Special
Factors
State of the
State
IEP Roles
IEP Development
Goals
Accommodatio
ns, Services,
and LRE
Intellectual
Disability
Other Health
Impairment
Serious
Emotional
Disability
Autism
Specific
Learning
Disability
Other
Disabling
Conditions
Effective IEP Teamwork
Setting Norms
MTSS
Eligibility Determination
Introductions
IEP Process
Meet Your Team
Agenda: Day One
Accommodations and
Modifications
Determining accommodations
and modifications
IEP Process: Accommodations and
Modification
• Objectives
Participants will be able to find appropriate
accommodations in the Colorado Department of
Education Accommodations manual.
Accommodations and Modifications
• Allows student
to complete
the same
assessment or
assignment
• Adjustment to
an assessment
or assignment
Accommodations
Modification
Accommodations Scavenger Hunt
Go to page 65
With one of your students in mind, choose one of the
student characteristics.
Go to the respective table for that characteristic.
Look through the list of accommodations and
determine which are appropriate for your student.
Key Points: Accommodations
Enrich will not
have checklists
Accommodations
Accommodations
• Summary
The CDE
accommodations
manuals
provides
guidance on
selecting
accommodations
Service Delivery
Determining Services
Service Delivery
Services
Related Services
Primary IEP Services
They support the IEP services
Speech Language Only
Special Education cannot be a related service to a
child who only qualifies for Speech Language
Special Education
Related services might include Speech Language,
Motor, Health, Transportation, Assistive Technology,
Mental Health, Interpreter, Braille, etc…
Least Restrictive Environment
Determining LRE
Page 26 in Procedural Manual: The
Colorado State Recommended IEP
LRE Process
• With
accommodations
• With
modifications
• Supplementary
aids
• Resource
Room
Services in
General
Education?
General
Education?
• Inclusive
services
Services
outside
General
Education?
Services in
a Special
Classroom?
• Center Based
Programing
• Out of
District
Services in a
Special
School?
PLACEMENT
Location is determined by the SPED Director
Page 10 in Procedural Manual: The
Colorado State Recommended IEP
IEP Implementation
Multi-Tiered
Systems of Support
 Problem-solving
Team
 Inquiry Cycle
Implementation
 Adjustments with
data to determine
effectiveness
 Special teams for
unique situations
Initial Evaluation
Child Find
 Referral
 Records review
including universal  Review
 Consent for
screenings
Evaluation
 Focused Screenings

Evaluation
 Document
Interventions
 Educational
Disability Suspected
Determination of
Eligibility
 Notice of Meeting
 Eligibility Meeting
 Consent for Initial
Provision of Services
IEP Development
 Notice of Meeting
 IEP Team
 IEP Meeting
IEP Implementation
 Disseminate IEP
 Provisions of
Services
 Progress Reporting
Wrap-up
Summary
Preview of Tomorrow
Evaluation
Key Ideas for Day One
Evaluation Reports and
Present Level Reports are
not the same thing. Both
require a multidisciplinary approach.
MTSS is the pre-referral
process.
District focus on closing
the achievement gap
and the IEP is the
compass to guide
achievement.
Focus on streaming lining
procedures and processes;
only focus on areas of
concern.
IEP goals will now
include objectives to help
in the design of specially
designed instruction.
Effective team work is
going to by critical in
moving forward with the
shifts in practice under
ECEA.
Every IEP is individual
and the process must
reflect this
individualization.
Course
Overview
State of the
State
Understanding
IEP Roles
Child Find
Referrals
Multidisciplinary
Evaluation
Reports
Determination of
Disability
IEP Development
Multidisciplinary
PLOP and Special
Factors
Goals
Accommodations,
Services, and LRE
Intellectual
Disability
Other Health
Impairment
Serious
Emotional
Disability
Autism
Specific
Learning
Disability
Other
Disabling
Conditions
Questions?
Effective IEP Teamwork
Setting Norms
MTSS
Eligibility Determination
Introductions
IEP Process
Meet Your Team
Agenda: Day Two

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