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Special Education Framework An Administrator's Guide to Instructionally Appropriate IEP’s
Special Education Framework An Administrator's Guide to Instructionally
Appropriate IEP’s
Our accountability system has two overarching objectives
and
Growth for all students, every year
Faster growth for those students who are furthest behind
Beliefs • All students can learn and demonstrate growth (ALL means ALL) • Specialized instruction (IDEA, ELL and Title) is a continuum of services
(not a place) • Relationships and collaboration (tearing down silos of education) so
stakeholders will focus on decisions that are best for ALL students • Responsibility and accountability in teaching and supporting ALL
students • Strong leadership at all levels to ensure that students are supported in
the least restrictive environment • High quality professional learning empowers all stakeholders and builds
capacity for the success of ALL students
Key Goals of Special Populations Improving Student Outcomes • Prevention • Intervention • Achievement • Outcomes Managing Performance • Effective employees at every level of the
organization with a focus on improving student outcomes.
What does your landscape for SWDs look like?
• Activity 1 - Think about students in your building. Consider these 4 questions:
1. How many students are on an IEP in your building?
2. How many students have speech impairments? How many have Language Impairments, Autism, Specific Learning Disabilities, or Other Health Impairments (approx..)?
3. Where is the majority of time spent by students on an IEP (general education vs. special education)? What does the typical day look like for a student that receives Special Education services?
4. What are your achievement results for students with disabilities? Share in your group and share out
TN landscape for SWDs
6.50%
0.01%
4.54%
2.72%
1.08% 6.44%
1.74%
0.47% 12.94%
[PERCENTAGE]
22.07% 0.28% 0.50%
Disability % AUTISM
DEAF-BLINDNESS
DEVELOPMENTAL DELAY
EMOTIONAL DISTURBANCE
HEARING IMPAIRMENTS
INTELLECTUAL DISABILITY
MULTIPLE DISABILITIES
ORTHOPEDIC IMPAIRMENTS
OTHER HEALTH IMPAIRMENTS
SPECIFIC LEARNING DISABILITIES
SPEECH OR LANGUAGE IMPAIRMENTS
TRAUMATIC BRAIN INJURY
VISUAL IMPAIRMENTS
SLD
SLI
OHI
What are your concerns about SWDs in your building?
• Activity 2-Think about the information you just shared and discuss the following questions:
1. Concerns for SWDs?
2. Are students with disabilities showing academic gains in your building?
3. Do you think that you are appropriately scheduling students with disabilities for interventions?
4. Do you have research based interventions for SWDs?
Discuss and share out
How are we scheduling SWDs for Instruction & Intervention?
In General Ed 80% or more of the day
In General Ed 40%-70% of the day
In General Ed <40% of the day
Comparing SWDs achievement data to ALL students
Changes that have occurred to increase achievement results for SWDs Policy Changes & Practices that will Impact the way IEPs are written
• Identifying students with a Specific Learning Disability – As of July 1, 2014, RTI² will be the framework used by teams to identify a
student with a Specific Learning Disability.
• Evaluation timeline changes – As of January 29, 2014 TN changed to a 60 calendar day evaluation timeline
which aligns with federal guidelines. A program will be implemented within 30 calendar days from eligibility determination.
Policy Changes & Practices Impacting the way IEPs are written
• Elimination of short term objectives – As of March 31, 2014, TN will no longer have the requirement of
benchmarks or short term objectives in IEPs, except for the students who participate in the alternate assessment
• Progress monitoring tools will chart progress towards goals • Students receiving intervention through special education will be
progress monitored in their specific area of deficit. • Communication regarding progress through regular progress reports • Academic Progress monitoring data will be shared with parents as
frequently as non-disabled peers.
Special Education Framework: Moving from Standards Based IEPs to
Instructionally Appropriate IEPs
• Tennessee Department of Education developed an IEP task force – A Multidisciplinary team (43) from across the state – Developed Special Education Framework Manual
• 1st draft completed Feb 28, 2014 • Second draft completed March 28, 2014 • Will work from a draft for summer of 2014
– Developed Implementation guide
• Draft completed March 28, 2014 • Will work from draft for Summer of 2014
Special Education Framework: Manual Overview
• Component 1: General Special Education Information
• Component 2: Evaluations and Eligibility
• Component 3: Narratives • Component 4: Present Levels of Educational Performance
(PLEP) • Component 5: Measurable Annual Goals (MAGs) • Component 6: Special Education Interventions
Special Education Framework: Manual Overview
• Component 7: Progress Monitoring • Component 8: Core Instruction for Students with a Disability • Component 9: Post-Secondary Transition Services • Component 10: Accommodations • Component 11: Delivery of Special Education Intervention and
Services • Component 12: Behavior, Assessment and Policy Please see www.tnspdg.com
How can you improve instructional practices within your building? Link Student’s Needs, Interventions and Supports
Disability Disability Interventions and Supports
On a Continuum, Specialized Education is the Most Intensive Intervention
Core Instruction Plus Tier II (30 minutes daily)
Core Instruction Plus Tier III (45-60 minutes daily)
Core Instruction Plus Sp.Ed Intervention (More Intensive than general education interventions)
Specific Learning Disabilities • “Specific Learning Disability” The term Specific Learning
Disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations, and that adversely affects a child’s educational performance. Such term includes conditions such as perceptual disabilities (e.g., visual processing), brain injury that is not caused by an external physical force, minimal brain dysfunction, dyslexia, and developmental aphasia.
Specific Learning Disabilities Discrepancy
• IQ= ability • Achievement • Is there a significant
discrepancy between actual and predicted achievement?
Response to Instruction and Intervention (RTI2)
• Underachievement • Lack of Response
• Student Rate of Improvement (ROI)
• Gap Analysis • Exclusionary Factors
Rate of Improvement & Progress Monitoring
• Progress Monitoring- Progress monitoring is used to assess students’ academic performance, to quantify a student rate of improvement or responsiveness to instruction, and to evaluate the effectiveness of instruction. Progress monitoring can be implemented with individual students or an entire class.
• Rate of Improvement (ROI)- The expected rate of
improvement on progress monitoring assessments is the number of units of measure (e.g., words read correctly [wrc], correct responses, correct digits) a child has made per week since the beginning of the intervention. To discover this rate, teachers should divide the total number of units gained by the number of weeks that have elapsed. The ROI is compared to the improvement of a typical peer to determine adequate progress.
SLD: Associated Deficits • Academics
– Specific area of deficit: • Basic Reading Skills • Reading Fluency • Reading Comprehension • Written Expression • Mathematics Calculation • Mathematics Problem Solving
Areas of Deficit: Reading Basic Reading
Phonological Awareness Phonics
Reading Fluency
Fluency
Reading Comprehension
Text Comprehension Vocabulary
Areas of Deficit: Math
Math Problem Solving Numbers and operations Base ten Place Value Geometry,
algebra, etc.
Math Calculation
Basic Facts Complex Computation Decimals, fractions, etc.
Core Instruction and Transition Progress Monitoring
(Data)
Narratives: Strengths, Concerns, Adverse
Impact
Present Levels of Educational Performance
(PLEP)
Measurable Annual Goal
(MAG)
Accommodations
Special Education Interventions
Core Instruction Transition
Core Instruction and Transition • ALL students are provided instruction based on state
standards The most intensive interventions (special education), are
in addition to core instruction-not a replacement Intervention
– Based on individual area of need – Content/Skill specific – Does not necessarily include all content areas or skills
• Transition – Begins in kindergarten – Focuses on career and college readiness – Uses current and previous data to inform and guide Transition
planning
“Least Dangerous Assumption” • States that in the absence of absolute evidence, it is
essential to make the assumption that, if proven to be false, would be least dangerous to the individual.
• Therefore, the IEP teams should operate from the
criterion of least dangerous assumption by considering the least restrictive setting, general education, first, for all students, regardless of disability, before considering more restrictive settings.
• Evidence and data collected should be discussed before
making the determination that a student requires a more restrictive setting at each IEP meeting (Rossetti & Tashie, 2013).
ALL Students Receive High Quality Core Instruction Special Education is Not a Place!
• Indicator 5 of the Annual Performance Report – Children with IEPs are served inside the regular classroom 80% or
more of the day to the extent possible – Should have evidence of LRE
• Data used to support the team decision
• Continuum of Services – General Education teachers are the content experts – Interventions are in addition to the 80% core instruction – Intervention must match the specific area(s) of deficit
• Neither IDEA nor the Department of Education define inclusion and instead refer to the requirement of school districts to place students in the least restrictive environment
Tennessee State Standards: Application to Students with Disabilities
• Students with disabilities are a heterogeneous group with one common characteristic: – the presence of disabling conditions that significantly hinder their
abilities to benefit from general education
• Participate with success: – Instructional Supports – Instructional Accommodations – Assistive technology devices and supports
Meet Willow Reads
• She is a student in your school with a Specific Learning Disability in the area of basic reading.
• Please review Willow’s file and we will work through and Instructionally Appropriate IEP for her
Setting the Stage for a Successful Meeting
• Be present and engaged • Be strategic on parent placement
• Smile • Introduce all meeting participants • Remain focused on the student needs • Eliminate distractions
What to look for in Narratives: Strengths, Concerns, Adverse Impact
Progress Monitoring (Data)
Narratives: Strengths, Concerns,
Adverse Impact
Measurable Annual
Goal(MAG)
Special Education Intervention
Accommodation
Present Levels of Educational
Performance (PLEP)
Core Instruction Transition
Developing A Strong Narrative
A quick snapshot describing the student’s strengths and
concerns • Must include:
• Student’s strengths • Parent concerns in their own words, to the greatest extent
possible • Impact on Mastery of Standards/Core Instruction • Medical information, even if no concerns (don’t leave blank) • Must pass the “stranger test”
Example Narratives
Student’s Strengths: Ex. Expressive Language- Olivia’s receptive language skills are a strength, as are her math calculation skills and conversational skills. Olivia exhibits good attention in class, perseveres on tasks, and enjoys working with her peers. Medical Information: Ex. Susan’s parents indicated there are no medical concerns at this time.
– Do not leave this area blank
Example Narrative
Adverse Impact: Ex. Deafness-Associated deficit in Reading Donna’s significant hearing loss and subsequent deficits in the areas of speech, language, and reading, including difficulty expressing her knowledge and understanding and in decoding words, impacts her mastery of the standards.
Example Narratives Parent Concerns: Ex. Expressive Language Mr. & Mrs. Test are very concerned about Olivia’s “immature” language use and difficulty expressing herself clearly. It is taking Olivia several hours to complete her homework, and she becomes frustrated and upset. This is affecting her, as she doesn’t want to go to school, because she is embarrassed when she can’t answer questions correctly in class. Adverse Impact: Ex. Expressive Language Olivia’s expressive language impairment impacts her ability to answer questions, use subject-specific vocabulary, and express herself clearly in class. This impacts her participation to demonstrate her knowledge and skills in academic areas.
Narrative Activity In this case study: • What strengths are important to be discussed for Willow?
• What are some questions you would ask to further guide
planning based on the associated areas of deficit and the impact on mastery of standards?
• Are there any additional questions you would ask to assist in
identifying who the student truly is?
In your school: • What are some hurdles you face regarding parent engagement
in IEP meetings? – How can you as a leader encourage and facilitate parental
involvement?
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Activity – 20 Minutes
What to look for in Present Levels of Educational Performance (PLEP)
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Core Instruction Transition
Progress Monitoring (Data)
Narratives: Strengths, Concerns, Adverse
Impact
Measurable Annual
Goal(MAG)
Special Education Intervention
Accommodation
Present Levels of Educational
Performance (PLEP)
Present Levels of Educational Performance (PLEP)
• Describes the unique needs of the student that the IEP will address – Identifies the student’s level of performance using current data – Identifies the students area(s) of strength – Identifies area of exceptionality (deficit) – Written in positive terms
• Describes current academic and functional performance
Without proper PLEPs, the IEP team cannot develop appropriate goals, accommodations, or select an
appropriate program for the student.
6 Steps to Writing a Sound PLEP
1. Bring current data to the IEP meeting 2. Be very specific and make sure it is an accurate reflection.
• Not how a student functions on a particular day, but consistently (show a pattern)
3. Review current test scores, progress monitoring, and evaluation results prior to the meeting • Ensure understanding of the student’s specific needs and current
functioning levels 4. Write in positive terms 5. Describe the impact of deficit area on mastery of standard(s) 6. Use the “stranger test” to assess PLEP
• Another district/teacher should be able to begin instruction immediately with the details in the IEP
Example PLEP-Associated Deficit in Reading
PLEP May be entered separately or May be entered under area of deficit (Basic Reading Skills) and all assessment in that specific area may be entered together. Present Levels of Educational Performance Test of Silent Word Reading Fluency (TOSWRF) Area Assessed: Academics- Reading Fluency Subtest: Reading Fluency In looking at Susan’s protocol, it appears that she worked very slowly. She managed to divide 45 words on the form, but made 10 errors. Her descriptive rating indicated that she fell within the below average range. Reading Fluency: Given a 1 minute grade level passage, Susan read 25 words correctly with 11 errors. This is significantly below the 10th percentile according to winter norms. Susan’s current reading fluency difficulties impacts her mastery of reading standards and access and participation in content instruction that requires reading. Date Administered: 01/30/2014 * EXCEPTIONAL YES/NO (REQUIRED): Yes Age Equiv.: 7.0 Grade Equiv.: 2.0 Percentile Rank: 13 Std. Score: 83
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PLEP-Associated Deficit in Reading Subtest: Basic Reading Letter Sound Fluency: Given a 1 minute letter sound fluency assessment, Susan accurately sounded 42 letters. This represents the 45th percentile. Word Identification Fluency: Given a 1 minute grade level passage, Susan read 25 words correctly with 11 errors. This is significantly below the 10th percentile according to winter norms. Susan’s current reading fluency difficulties impacts her mastery of reading standards and access and participation in content instruction that requires reading. Date Administered: 01/30/2014 * EXCEPTIONAL YES/NO (REQUIRED): Yes
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Example Present Levels of Educational Performance (PLEP)
• After you view PLEPS consider these questions: • Do you know in which area(s) the student is exceptional? Marked
Yes • Do you know in which area(s) the student requires intervention? • Do you know where to begin instruction/intervention? • Do you know how the area of exceptionality is aligned to the
standards? • Do you know how the area of deficit will impact the student on
the Mastery of standards? – Ex. Reading fluency deficit will impact student throughout core
instruction in all content areas. – Ex. Math Calculation deficit will impact student in content area(s)
related to math.
Aligning exceptional PLEP (deficit area) with core instruction (standards)
Alignment of core instruction with area of deficit: Susan significantly struggles in the area of pre-reading and reading skills. Susan’s reading deficits will impact her mastery of standards, specifically standards that include reading and reading comprehension.
Other Examples: • Reading fluency deficit will impact student throughout
core instruction in all content areas. • Ex. Math Calculation deficit will impact student in
content area(s) related to math.
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PLEP Activity In this case study: • What does the data tell you about Willow?
• Based on the data, can the team make a decision concerning
the need for instruction and intervention on a foundational skill?
• What additional data would you ask for to assist in planning?
In your school: • How do you make sure that everyone is familiar with and
understands the data used to make instructional decisions?
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Activity – 20 Minutes
What to look for in a Measurable Annual Goal
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Core Instruction Transition
Progress Monitoring (Data)
Narratives: Strengths, Concerns, Adverse
Impact
Present Levels of Educational Performance
(PLEP)
Special Education Intervention
Accommodation
Measurable Annual Goal
(MAG)
Measurable Annual Goal
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Present Level of Educational
Performance
(PLEP)
Measurable Annual Goal
(MAG)
MAG is linked to Present Levels of Educational Performance
MAG Summary
• Individual needs are the basis for a student’s goal • Directly linked to the exceptional area(s) of the PLEP • Measurable and very specific • Numbers must be included in the goal
– Rate of improvement may be used to set academic goals
• Must meet the student’s needs that result from the disability to enable the student to be involved and make progress in the general curriculum
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www.pattan.net http://www.ksde.org
Measurable Annual Goal (MAG) Template:
• Given_______(condition/materials/setting/accommodation,
_______(student name) will _______(do what measurable/ observable skill/behavior in functional terms), _____(to what extent/how well to determine mastery), ________(# of times/frequency/how consistently), by ________(how often) evaluated/determined by _____(measure)
www.pattan.net http://www.ksde.org
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Goals Are: Goals Are Not:
Specific, measurable skills General concepts and ideas
Individualized to the student’s needs
Grade level
Related to an individual student’s deficits
Standards
Directly related to that individual student’s PLEP
Related to core instruction tutoring
Example Goals Reading • Given a curriculum based measure (at student instructional level after
1 year), Jennifer will read 94 words per minute with 95% accuracy for 5 consecutive trials on a 1 minute reading probe that will be completed 1 x per week.
Math Calculation • Given multiplication problems with 3-digit numbers and graph paper,
Jack will follow the steps of computation in order to compute and answer the problems with 80% accuracy on 3 consecutive assessments within 1 month.
Basic Word-decoding • Given a 1st grade curriculum based measure, without prompting,
Frank will decode consonant-vowel-consonant-e words with 90% accuracy for 4 consecutive opportunities on a 1 minute probe that will be completed 1x per week.
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Example MAGs Behavior • During unstructured tasks, Alison will remain within her desk
work area, defined by tape and furniture with no more than 1 prompt for 80% of the activities within the school week as measured by a systematic observation tool.
Social/Emotional • Given small group activities, Henry will participate as defined
by sitting with his group and answering 2 questions on topic 80% of the opportunities given within a 2 week period.
Adaptive • At lunch, Marcus will open food containers including plastic
tubes, bags and paper wrappers with no assistance 90% of opportunities given within a month time frame.
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Questions to Consider: Measurable Annual Goals
• When you review Measurable Annual Goals, ask: – Are they measurable? – Are they observable? – Are they reasonable? – Do they include criteria for mastery?
Ask: • What skills does the student require to master the
content of the curriculum? Rather Than: • What curriculum content does the student need to
master?
Measurable Annual Goal vs. Short Term Objectives
• Very specific, no longer broad • Includes criteria for mastery
within the goal • May have more measurable
annual goals if distinctly different skills
Measurable Annual Goal Short term objectives
• Instead progress monitor or monitor the progress toward the goal.
• If need short term objective you can still use them.
• Required for students on alternate assessment
MAG Activity
In this case study: • What area(s) of need would you expect a goal to be written for
based on the student’s PLEP? In your school: • How can you facilitate discussion between special education
and general education teachers as they work together towards the development of measurable annual goal(s)?
• What benefits do you foresee taking place throughout your
school climate, student progress and student morale, as teachers work together towards student specific goals? 56
Activity – 20 Minutes
How do we determine appropriate Accommodations?
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Core Instruction Transition
Progress Monitoring (Data)
Narratives: Strengths, Concerns,
Adverse Impact
Present Levels of Educational
Performance (PLEP)
MAGs
Special Education Interventions
Accommodation
Accommodations and Modifications
• Accommodations change how the student is taught or expected to learn. – provide equitable access during instruction and assessments and
neither change the construct being assessed, nor compromise the integrity or validity of the assessment or content.
– intended to reduce or even eliminate the effects of a student’s disability;
– do not reduce learning expectations, if based on need
• Modifications change what the student is taught or expected to learn. – a change in what is being taught to or expected from the student – The least dangerous assumption would be that students are able
to participate within the core curriculum without modifications unless student performance data indicates otherwise.
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Modifications
Modifications change the “what.” This is a very significant decision that should only be considered as a last resort. • Scaffolding, accommodations, support, interventions, and
additional adult assistance should all be tried first with data collected to determine effectiveness and fidelity of each accommodation.
• Modifications are restrictive by nature. They are only the
Least Restrictive Environment (LRE) once all other options have been implemented with fidelity and data has been collected. Only then can we determine that modifications are required.
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Accommodations and Modifications
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Accommodation Modification • Graphic organizer • Text to speech with the book • Template for long division • Raised line paper • Calculator • Class lecture notes ahead of time • Completed agenda with homework
expectations • Sensory break “pass” • Picture schedule • Word processor for writing assignments • Shortened assignments • Assignment broken into smaller tasks • Oral assessment for understandings
• Partially completed graphic organizer with fewer links and less complexity
• Low level high interest reading with text to speech
• Simple division facts with pictures, graphics, manipulatives, or number line
• Dotted words and letters to trace • Modified rubric for presentation to
include fewer elements and more explicit understandings
• Essential elements from instruction taught with hands-on materials
• Assessed on only a portion of the test or concept
5 Step Process for Accommodation Selection
1. Expect all students to achieve grade-level academic
content standards 2. Learn about accommodations 3. Select accommodations 4. Administer accommodations during assessment 5. Evaluate and improve accommodation use
Accommodation Summary
• Enable students to participate more fully in instruction and assessments and to demonstrate their knowledge and skills
• Based on individual needs and not disability category, English language proficiency alone, level of instruction, amount of time spent in a general education classroom, program setting, or availability of staff
Accommodations must be based on a documented need in the instruction/assessment setting and should not be provided for
the purpose of giving the student an enhancement that could be viewed as an unfair advantage.
Participation in State Assessments
• The Individuals with Disabilities Education Act (IDEA) and Title I of the Elementary and Secondary Education Act (ESEA) each require all students with disabilities to be included in State assessment systems. The prohibition against exclusion from participation or denial of benefits to, or discrimination against, individuals with disabilities contained in section 504 of the Rehabilitation Act and Title II of the Americans with Disabilities Act applies to state assessment and accountability systems.
• In addition to state assessments, the IDEA (section 612(a)(16)) requires that all students with disabilities participate in district-wide assessment programs and that alternate assessments be provided for students with disabilities who cannot participate in grade-level assessments, even with accommodations.
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State Assessment Participation Options
• General grade-level assessment, with or without accommodations – TCAP Achievement Grades 3-8 – TCAP End of Course (for Secondary)
• Alternate assessment based on alternate academic achievement standards – NCSC for ELA and Math Grades 3-8, 11 – Alternate Science – Alternate Social Studies (delayed until the 2015-16 school year)
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Accommodations and Modifications Activity
In this case study: • What accommodations and modifications are appropriate? • Do the accommodations and modifications you have discussed
help build independency and self-advocacy for the future?
In your school: • Are modifications used as a last resort? • Is there a plan in place to train para-professional and teachers
on the use of accommodations and modifications?
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Activity – 10 Minutes
Service Delivery
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Core Instruction Transition
Progress Monitoring (Data)
Narratives: Strengths, Concerns,
Adverse Impact
Present Levels of Educational
Performance (PLEP)
MAGs
Accommodations
Special Education Interventions
Considerations of Service Delivery
• Least Restrictive Environment – All students are general education students first – All students receive high quality core instruction— for
students with the most significant needs, the “how” and “where” is the “I” in IEP
• Areas of deficit • Scheduling Intervention required to meet student’s
need – Directly linked to the MAG – A person is not an intervention
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Considerations of Service Delivery Cont.
• Student independence – The MAGs should be increasing the student’s skills so he
or she requires increasingly less accommodation/modifications the following year.
• Collaboration between general and special education teachers
• Training support for staff/peers – May be noted in the MAGs under “details—
supplementary supports for school personnel” Ex: A child has a visual schedule. A special education professional would provide a fifteen minute training to all staff on that particular schedule.
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Service Delivery Activity
In this case study: • What services are appropriate for this student? • As general and special education teachers collaborate,
what should their conversations be focus on?
In you school: • How can you encourage and establish collaboration if it is
not taking place? • Do teachers, paraprofessional and other support staff
need training in providing intervention?
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Activity – 10 Minutes
Progress Monitoring: What to look for?
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Core Instruction Transition
Narratives: Strengths, Concerns, Adverse
Impact
Present Levels of Educational Performance
(PLEP)
MAGs
Special Education Interventions
Accommodation
Progress Monitoring
(Data)
Instructionally Relevant Data/Progress Monitoring May Include
• Structured observations of targeted behavior in class • Student self-monitoring checklist • Written tests • Behavior charting • Work samples • Summative Assessments • Formative Assessments • Curricular Based Measures (CBMs) • Academic achievement • Functional performance • Social development • Physical development and management needs
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Progress Monitoring
• Should be on the same schedule as report cards and progress reports for the entire school
• Sent home as often as all students receive progress notes, IEP or not
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Transition
• At age 14 “above the line” must be included in the IEP, – This IEP may actually be the one held when the student is 13, with dates
to reflect 14th birthday – Measurable post-secondary goals for Employment and
Education/Training are the two required. The other two are optional, individual decisions
– Focus plan of study of Course of Study is required with all 4 years of high school coursework included. Should be updated annually to reflect courses completed
– PLEP should include a transition assessment
• At age 16 the entire plan must be developed to include transition activities – Participation in planning from the student – At a minimum, one goal related to transition
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References Kansas Department of Education
http://www.ksde.org
Pennsylvania Department of Education www.pattan.net
Tennessee Department of Education Website
http://www.tennessee.gov/education/speced/secondary_trans.shtml
TOPS (Transition Outcomes Project) Information http://cuttingedj.net/index.html
GAO report on Problems that Impede Youth Transition
http://www.gao.gov/assets/600/592329.pdf
NSTTAC - National Secondary Transition Technical Assistance Center http://nsttac.org/
Transition Innovation – Region V Technical Assistance & Continuing Education Center (TACE)
Helpful Links
Tennessee Department of Education Website http://www.tennessee.gov/education/speced/secondary_trans.shtm TOPS (Transition Outcomes Project) Information http://cuttingedj.net/index.html GAO report on Problems that Impede Youth Transition http://www.gao.gov/assets/600/592329.pdf NSTTAC - National Secondary Transition Technical Assistance Center http://nsttac.org/ Transition Innovation – Region V Technical Assistance & Continuing Education Center (TACE) [email protected] Special Education -- State Personnel Development Grants Program www.tnspdg.com
RTI Resources Re-Evaluation Temporary Solutions
Free Resources EasyCBM.com DIBELS.com Interventioncentral.org Universal Design for Learning http://www.cast.org/ http://www.udlcenter.org/
Programming Team Tie Hodack, Executive Director, Instructional Programs
Joann Lucero, Literacy Intervention Specialist [email protected]
Ryan Mathis, Mathematics Intervention Specialist
Alison Gauld, Behavior and Low Incidence Coordinator [email protected]
Jill Omer, Speech, Language and Autism Coordinator
Blake Shearer, High School Intervention and Transition Coordinator [email protected]
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