Post on 17-Mar-2016
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If It Isn’t Written If It Isn’t Written Down, Down,
It Didn’t HappenIt Didn’t Happen
Kathleen Whelan-Gioia M.S., M.Ed.Education SpecialistCalifornia Department of EducationDiagnostic Center, South
Who am I?Who am I?
Diagnostic CentersDiagnostic CentersCalifornia Department of EducationCalifornia Department of Education
Diagnostic Center, South 4339 State University Drive Los Angeles, CA 90032
(323) 222-8090 www.dcs-cde.ca.gov
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SANJOA QUIN
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KERN(Nor th & West)
SANLUIS
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SACRAM ENTOCO NTRACO STA
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SANBENITO
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SISK IYO UM ODO C
HU M BO LD T
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TEHAM A
PL UMAS
M ENDO CINO G LEN N
LA KECO LUSA
BUTT E SIERRA
NEVADAPLACER
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SUTT ER
SO LANO
SANM ATEO
SANTACRU Z
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SANTACLA RA
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DCN
DCS
Diagnostic CentersDiagnostic CentersDepartment of EducationDepartment of EducationSpecial Schools Division
Locations Northern, Central & Southern California
Cost No cost to families or LEA’s
Services Center-based Transdisciplinary
Assessment Field-based Assessment Training & Consultation
Let’s BeginLet’s BeginHow many of you are content at your
job?
How many would rather be doing something else?
How many of you would rather be doing something else, for less money, as long as it gave you a greater sense of satisfaction?
Why is job satisfaction Why is job satisfaction important?important? Approximately 4,587 new Special
Education teachers were hired in California during 2008-2009.
Over 30% will leave the profession within five years, for reasons other than retirement.
Why?
Center for Teacher Quality, April 2010
Is it a Simmer, or a Slow Is it a Simmer, or a Slow Burn?Burn?Some issues are:
Too little time for planning and collaboration
IEPs and related paperwork
Lack of understanding from general education colleagues
Lack of support from district office
Unsupportive principal
Center for Teacher Quality, April 2009
Basically…Basically…
Professionals who feel in control of work demands and their environments are more likely to experience self efficacy.
DocumentatiDocumentationon
A Funny Thing About A Funny Thing About
Documentation…Documentation…
IN GOD WE TRUSTIN GOD WE TRUST
ALL OTHERS BRING DATAALL OTHERS BRING DATA
Documentation for IDEA
Purpose: To show that you have met legal requirements, including
timelines, regulations, and the you have included parents in the decision-making process.
Typical Documents Consent Forms Parents Rights Assessment Reports Individualized Education Program (IEP)
Data Collection, work samples
Documentation of NCLB
Purpose: to ensure the academic achievement of all students, including students with disabilities, English Learners, and students from low socio-economic homes and minority students.
Typical Documents Testing Results Progress Reports Benchmarks Work Samples
Components-Components-DocumentationDocumentation Regular, consistent documentation of skill
acquisition for IEP goals and objectives
Programming decisions are based on skill acquisition data
Teacher communicates with parent as per IEP regarding skill acquisition
Staff are trained in data collection systems
Professional ResponsibilityProfessional Responsibility Your services are mandated by
federal and state laws and regulations.
Documentation and recordkeeping is mandated by law.
Maintaining data supports Team Efficiency and Student Progress.
Professional Professional ResponsibilityResponsibility When service providers/educators sign their
contract, they are in essence agreeing to abide by specific procedures, practices and protocols dictated by the school administration.
This is in addition to complying to the ethics of the profession and best practice standards established for the teaching profession.
It is when these professionals choose not to follow these guidelines that personal liability may enter into the conversation.
Why should we monitor progress?Why should we monitor progress? California Education Code (56362) says
that parents of special education students are to receive progress reports on IEP goals at least as often as parents of general education students receive progress reports/report cards.
Monitoring progress and analyzing data supports collaboration among the IEP Team.
Why else should we monitor and Why else should we monitor and document progress?document progress?
According to IDEA, educators must: assess and ensure the effectiveness of efforts to educate children with disabilities.
Doing so substantiates that you are working on IEP goals as per the law.
If you ever need to demonstrate that you are teaching to master IEP goals – you have documentation.
Progress MonitoringProgress Monitoring
Is repeated practice to measure a student’s academic performance and in turn evaluate the effectiveness of instruction .
Is conducted to (a) estimate rates of improvement, (b) identify students who are not demonstrating adequate progress and/or (c) compare the efficacy of different forms of instruction to design more effective, individualized instruction.
Record Keeping and Documentation
Document everything….conversations with team members, parents, administrators, advocates, phone calls, strategies, and interventions.
Lack of documentation is lethal; poor documentation is worse.
Let’s Set the StageLet’s Set the Stage IEP (Educational Benefit)
IEP monitoring
Collaboration with Gen Ed teachers
Parent communication
Progress documentation
Free Appropriate Public Education
“Ensures access of the child to thegeneral curriculum, so the child can meetthe educational standards within the jurisdiction of the public agency that apply to children”
sec 300.39(b)(3)(ii)
Least Restrictive Environment
To the maximum extent appropriate, children with disabilities are educated with children who are not disabled.
Therefore…
Must consider general education classroom as the first placement option with use of supplemental aids and services before exploring other options.
LRE + FAPE = LRE + FAPE = Educational BenefitEducational Benefit
Students with disabilities have:A right to a free and appropriate public
education (FAPE), In the least restrictive environment
(LRE),As described in the IEP to provide
“Educational Benefit.”
Educational BenefitEducational Benefit
The student’s program should be “reasonably calculated” to result in Educational Benefit.
Basically the IEP will become the road map which will enable the student
to have passing grades, advance from grade to grade, make progress toward meeting goals
Recording Student Progress Failure to make progress can be seen as a
denial of FAPE
Record and account for any lack of student progress
If a student is not making progress, reconvene an IEP to address this issue
Don’t let student progress go undocumented.
Bottom line…Bottom line…
Districts are responsible for: Developing programs designed to
provide FAPE for every child. Providing programs that offer
Educational Benefit.
Court opinion have held that school districts are the education experts.
Let’s TalkLet’s TalkWhat types of data are you
seeing in your classroom?
What are you currently doing with your data?
Data can be used to show Data can be used to show trends and growth over time.trends and growth over time.
What is an effective “Data What is an effective “Data Driven” approach?Driven” approach?
Who, What, and WhenWho, What, and When Who – you, aides, classroom volunteers, or
the students can self monitor.
What – portfolio, student file, check off list, various low tech to high tech systems.
When – minimum-weekly
Necessary OutcomesNecessary Outcomes Baseline or progress data can be tracked
over time.
Results can be compare to specific criteria.
Progress and hurdles can be shared with parents, students, and IEP team members.
Data can dictate necessary modifications and supports.
Data results can craft new IEP goals.
It Is the Process, not the It Is the Process, not the FormsForms
So…. The following forms can be changed, modified
and amended to your specific use.
Customize as you wish.
Share them with colleagues.
Let’s Look at Let’s Look at FormsFormsThere are three categories:
Teacher/DIS generated to record data.
Gen Ed, DIS collaboration
School/Home Communication
Teacher/DIS/Related Teacher/DIS/Related Services FormsServices Forms
CodingCoding
Teachers often use different methods and idiosyncratic symbols to collect data.
This can make interpreting the results difficult to follow, unless you are aware of the symbols.
CodingCoding
Whatever codes you choose to use to record, they must be universal to your team in the meaning, use and interpretation
The objective is to recreate the dynamics of the instructional environment and /or lesson delivery on paper.
Additional SuggestionsAdditional Suggestions P – physical prompt PP – partial physical prompts P+V – physical and verbal prompt G – gestural NI – not introduced U – unable * – unwilling / – worked on with assistance X – able to do independently
Some SuggestionsSome Suggestions P/I, P/O – push in/pull out Sm grp-3 – small group with 3 students Ind – Individual Goal #1,3 DUR 20 – duration 20 mins By whom – colored pens Const. – consultation Mon – monitor
Speech and Language CodesSpeech and Language Codes GSM – General story mechanics
TT – turn taking
Rt – story retell
SS-Int – social skills lesson on initiating
Con – conversation
ExampleExample
One example of effective coding may look like this:
Sm gp-3, TT, Goal 1,330 mins, speech room, KWG
You will need the data from the past to record growth and to
write future goals.
Attendance Log
DIS – Time Log
Student Roster
Log Book
NOT GOOD ENOUGH
BehaviorsBehaviors
Be sure to only record observable behaviors.
Behavior FormsBehavior Forms
Positive Environments, Network of Trainers (PENT)
Forms to document Forms to document behaviorsbehaviors
TThhee PPoowweerr ooff OObbsseerrvvaattiioonn
We are constantly relying on our skill to observe.
Layer that skill with the demands of remembering.
Add to that the details that can be naturally lost from the first observation to the time we actually record the information.
Test the PowerTest the Power
Goal TrackingGoal Tracking
Directly related to the skills being taught (goals and standards).
Multiple parallel forms offer different ways to assess the skill.
Sensitive to small increments of growth.
What About Meeting Goal What About Meeting Goal Criteria?Criteria?
Think “CDE”
Mastery = Mastery = C D EC D E
CConsistently over time
DDemonstrated across all environments and performed
EEasily and with confidence
Charting DataCharting Data
CollaborationCollaboration
Dictated by the IEP Dictated by the IEP DocumentDocument
Service delivery
Who you team with daily/monthly?
Expectations among the team
Collaboration Collaboration ChecklistsChecklists
Create form to support your efforts
and responsibilities
From ______________ Date___________ To_________________ RE:____________ How Are We Doing? ____________________ is a student in your __________________class. Class work: Homework: Tests: Study Buddies: Current Grade: Accommodations/ Modifications: What’s useful and what is not? Concerns: Let’s schedule a meeting time: Yes___ Not necessary at this time___ Thank you for taking the time to complete this form. When you are done, please return the form to me. Kathy Whelan-Gioia, Diagnostic Center, Southern California
ConsultationConsultation
Dictated by Best Dictated by Best PracticesPracticesConsultation efforts supports program
effectiveness by ensuring the services are appropriate to the needs of the student. Consultation includes:
dialog report discuss
advise inform tellAnd it is documented in writing.
Therefore..Therefore..
In addition to maintaining accurate records that demonstrate “Proof of Practice,” professionals must also: Follow district procedure.
Ask – when in doubt inquire about a process, a problem or a practice.
School - Home CommunicationSchool - Home Communication
Personal Notes
Once a personal note is shared, it becomes an educational record.
Form created on The Writing Center by The Learning Company
Upper Grades and Upper Grades and BeyondBeyond
Middle and high school student may want to create a monthly flyer, newsletter or video of the current happenings at school.
This could be a easy extension of a literature class, or writing assignment.
E-Mail SavvyE-Mail SavvyIf you must: Use the e-mail from your
business address. Guide your contact to
discuss issues in person. Always maintain a
professional style in your writing and CC your immediate supervisor.
Are subject to subpoena
So..So..
What can you document?
In addition to Academics In addition to Academics Goals..Goals..
The efforts /procedures used to monitor growth are the same that are used to: track behavior, record IEP team communication/collaboration, as well as documenting parent concerns and correspondence.
What do I do first?What do I do first?
Get a binder for each student.
How can I How can I remember all of the remember all of the steps?steps? Think:
GINA’S BinderGINA’S Binder
Let’s take Reading, FirstLet’s take Reading, FirstGG oal tracking sheet
II EP goal description that relates to Reading
NN otice given to other service providers regarding supports
AA ccommodations/ modifications referred to in the IEP
SS amples of work that demonstrate efforts at approaching mastery.
Your New MnemonicYour New MnemonicBB inder divided into sections
II nsert tangible work products
NN eat and organized
DD ate your data
EE ducate staff to record
RR eview progress to draft new goals
What is in the Appendix?What is in the Appendix? Original notices sent to the IEP
members are kept in the appendix of the binder:
Gen Ed/DIS Collaboration Forms
Home/School Notices
It’s a Beautiful Thing!It’s a Beautiful Thing!Basically, data creation, collection, and consideration tell the story of how our students progress, grow, and learn.
~Whelan-Gioia 2006
When Does It End?When Does It End?Never!
It is ongoing and constant.
Therefore put a system together that is easy, accurate and reliable.
How Long Is Never?How Long Is Never?Classification of Records Both Title 5 and Ed Code refer specifically to classification of
records. Best Practice dictates the records be held for 2 to 3 years
after their usefulness ends. Given that the statute of limitations on a complaint is two
years, some districts are maintaining records for 3 years after usefulness.
This could be interpreted as three years after the student has left the district.
One district (Hueneme School District) has shared that their records are being stored on disc, to save space, time, ease of recovery.
Something Else to Something Else to RememberRemember
In addition to maintaining accurate records that demonstrate “Proof of Practice”, satisfying Educational Benefit and FAPE, teachers must also Follow district procedure Act on information given to you
regarding a student Ask – when in doubt inquire about a
process, a problem or a practice.
A Must for the A Must for the Educators in the Educators in the Industry…Industry…
Sign up to receive updates from these websites:
www.wrightslaw.com/advoc/articles
www.faganfriedman.com/newsflash
If You Can Keep Your If You Can Keep Your Head…Head…
How do you keep your meeting running efficiently?
AgendaAgendaSuggestions1. Introductions: record start time, list attendees2. Parent Rights and Responsibilities: given, reviewed,
acknowledged3. Purpose: annual, initial, tri, amendment or request
etc. 4. Parent Concerns: recorded5. General Educators, DIS, and Sped staff report goal
progress - highlights are recorded6. New goals are introduced by each member7. Eligibility: reviewed and acknowledged by the team
Agenda Agenda (cont)(cont)
8. State testing accommodations reviewed by team
9. Accommodation and modifications are discussed, reviewed and recorded
10. Service page is reviewed11. Notes are read to IEP team12. Signatures taken – attendance/
agreement13. Adjournment: record time
Also..Also..Some districts… allow parents to review draft goals
ahead of time present a time line with the agenda offer parents a worksheet to write
questions/concerns before the meetingWhat else is used to support the
process?
NarrativesNarratives
Notes are required when they: document compliance of procedures
attempt to clarify, elaborate on a service/placement
add content/details that cannot be included in the preprinted form.
AlsoAlso
Scribes state which topics were discussed and if consensus was met by the team.
Document parent’s refusal to consent and why.
Ground RulesGround RulesOne person speaks at a time.Get agreement on the agenda.Keep the meeting focused on the child.Listen carefully to the ideas of others. If you do not understand what someone
is saying, please ask for an explanation.Be polite and respectful.
Top Ten Ways to Avoid the Top Ten Ways to Avoid the Shark PoolShark Pool10. Dates and Timelines
Invitations, assessments, follow-up meetings9. Present Level Portfolio
Demonstrate level via work samples. Record and chart growth over time.
8. Goals Are measurable, including benchmarks, or
short term objectives an are aligned to standards.
Student efforts are monitored and recorded by the responsible party as noted on the IEP.
7. Steps toward Mastery Work samples, observations, pre/post test – whatever you use
– tie it to a goal, use it often, & date it
6. Core IEP Team members Present – 1 Sped +I Gen Ed ,multiple teachers may
mean multiple attendees. If a teacher has unique knowledge or is the best source, not
having that teacher present could be viewed as a denial of FAPE
5. Location, Duration and Frequency Note the location sited on the IEP, and keep to it.
(speech room, classroom) Note and record when meetings and services begin
and end Track the frequency of services and record
Top Ten Ways to Avoid the Top Ten Ways to Avoid the Shark PoolShark Pool
4. Always keep parents informed.
3. Document the training of staff to support, record, guide, teach and instruct – continuously.
2. When possible and definitely when the student turns 15, invite the student to the IEP.
1. Case managers – manage the case.
Top Ten Ways to Avoid the Top Ten Ways to Avoid the Shark PoolShark Pool
Key PointsKey Points1. Plan smart, work efficiently and protect your name and
career.
2. Remember: Report /record
observable behaviors and
work product. date every work sample, correspondence, note.
3. Set up your system so you have three resources that verify both your efforts and your students.
Documentation at the IEP Documentation at the IEP TableTable
Documentation on all areas of need (e.g., goals)
Work samples related to goals/standards
Portfolio of student progressData that shows growth over time Reports/feedback from all adults
working with the student
Now what happens?Now what happens?Take the strategies that we reviewed
today back to your classroom.
See how many you can implement
The goal is to create a flow in your room that supports your students and you as a professional.
Teachers must…Teachers must… Think on their feet. Use their heads. Always know what the other hand is doing. Read between the lines. Wait for the second shoe to drop. Take it on the chin.
And still, at times, they get kicked in the end. but
if it’s not written down, it didn’t happen.
Kathleen Whelan-Gioiakwgioia@dcs-cde.ca.gov
Thank you for your attendance Thank you for your attendance in this training.in this training.