Transcript Special Education Professional Development Training

I. Confidentiality
II. ADHD
III. Response to Intervention
IV. Problem Solving Teams (PST)
V. Special Education Process
Percentages per Disability Categories in Shelby County
Category
2009-2010
2010-2011
Autism
260
290
Developmental Delay
208
160
Emotional Disabilities
110
118
15
22
116
137
Multiple Disabilities
60
66
Orthopedically Impaired
14
25
Specific Learning Disability
348
472
Other Health Impairments
316
249
Speech or Language Impairments
273
382
Traumatic Brain Injury
9
5
Visual Impairments
9
14
Total
1875
1940
Hearing Impaired
Intellectual Disabilities
Confidentiality
Family Educational Rights and Privacy Act
(FERPA)
The Family Educational Rights and
Privacy Act (FERPA) (20 U.S.C. §
1232g; 34 CFR Part 99) is a Federal law
that protects the privacy of student
education records. The law applies to
all schools that receive funds under an
applicable program of the U.S.
Department of Education.
FERPA
 FERPA gives parents certain rights
with respect to their children's
education records. These rights
transfer to the student when he or she
reaches the age of 18 or attends a
school beyond the high school level.
Students to whom the rights have
transferred are "eligible students."
Provision of Copy of Records
 Parents or eligible students have the right
to inspect and review the student's
education records maintained by the
school. Schools are not required to
provide copies of records unless, for
reasons such as great distance. It is
impossible for parents or eligible students
to remove the records. Schools may
charge a fee for copies.
Amendment of Records at
Parent’s Request
 Parents or eligible students have the right to
request that a school correct records which
they believe to be inaccurate or misleading.
If the school decides not to amend the
record, the parent or eligible student then
has the right to a formal hearing. After the
hearing, if the school still decides not to
amend the record, the parent or eligible
student has the right to place a statement
with the record setting forth his or her view
about the contested information.
Release of Information
 Generally, schools must have written
permission from the parent or eligible
student in order to release any
information from a student's education
record. However, FERPA allows
schools to disclose those records,
without consent, to the following
parties or under the following
conditions (34 CFR § 99.31):
Authorized Release
 School officials with legitimate educational interest;
 Other schools to which a student is transferring;
 Specified officials for audit or evaluation purposes;
 Appropriate parties in connection with financial aid to a student;
 Organizations conducting certain studies for or on behalf of the
school;
 Accrediting organizations;
 To comply with a judicial order or lawfully issued subpoena;
 Appropriate officials in cases of health and safety emergencies; and
 State and local authorities, within a juvenile justice system, pursuant
to specific State law.
Confidentiality Agreement
 After viewing the powerpoint. You will be asked
to print out and sign the Confidentiality
Agreement. Please turn in to your SPED Lead
Teacher (Mrs. Adams)!!. One MUST be signed
by each employee each year. Make sure you
initial in the main office (Mrs. Lamb’s desk)
when it is completed.
 Each Shelby County Board of Education
Employee must sign a form each year (i.e., bus
drivers, counselor, etc)
 Any visitors (college students, agency, etc) must
sign this form as well prior to observing in a
class.
 Thanks!!
Attention Deficit /
Hyperactivity
Disorder
Characteristics
What is Attention Deficit / Hyperactivity
Disorder (ADHD)?
Attention Deficit / Hyperactivity Disorder is
a neurological disorder. Students with
ADHD demonstrate significant
impairment related to inattention and/or
hyperactivity and impulsivity compared to
average children of the same age.
Diagnostic Criteria for ADHD
 The following symptoms are listed in the
DSM-IV and are used to diagnose ADHD.
At least six of these symptoms must be
displayed in a number of settings,
persist over six months, and must have
been observed prior to age seven in
order for the diagnosis to be made.
Hyperactivity Symptoms
 Leaves seat in classroom or in other
situations in which remaining seated is
expected.
 Runs about or climbs excessively in
situations in which it is inappropriate
 Has difficulty playing or engaging in leisure
activities quietly
 Is ‘on the go’ or acts as if ‘driven by a motor’
 Talks excessively
Impulsivity Symptoms
 Blurts out answers before questions
have been completed
 Has difficulty awaiting turn
 Interrupts or intrudes on others
Inattentive Symptoms
 Fails to give close attention to details or
makes careless mistakes in school work or
other related activities.
 Has difficulty sustaining attention in tasks or
play activities.
 Does not seem to listen when spoken to
directly
 Does not follow through on instructions and
fails to finish schoolwork, chores, or duties
 Has difficulty organizing tasks and activities
Inattentive (con’t)…
 Avoids, dislikes, or reluctant to engage
in tasks that require sustained mental
effort
 Loses things necessary for tasks and
activities
 Is easily distracted by extraneous
stimuli that are usually easily ignored
by others
 Forgetful in daily activities
Identification Rate in Shelby County
 Lee vs. Macon made systems review eligibility of
minority students in the categories of
Intellectual Disability (formerly Mental Retardation)
and Emotional Disability (formerly Emotional
Disturbance) because of overrepresentation.
 Since that time, the number of students has
increased in the area of Other Health
Impairment (OHI), specifically for attention.
 The State Department is monitoring our
numbers in the OHI category due to
disporportionality and they will continue to
monitor until the percentage decreases.
Accommodating
Students with
Disabilities
Getting Students’ Attention
 Using Clear signals: “Everybody…Ready…”
 Model excitement and enthusiasm about the
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upcoming lesson
Use eye contact (students should be facing you,
especially when direct instructions are given)
Color is very effective in getting attention. May use
color to highlight key terms.
Use visual signals
Vary your tone of voice: loud, soft, whisper
Signal students auditorily: ring a bell, use a timer,
play music
Theatrics may spark an interest
Focus Students’ Attention
 Project your voice to be
heard clearly by students
 Be aware of competing
sounds in room (air
conditioning, humming of
fluorescent lights).
 Be aware that it is not that
students are not focusing;
they are focusing on
EVERYTHING!!!
 Use hands-on
presentations /
demonstrations
 Use a laser pointer
 Use visuals (pictures,
diagrams,
manipulatives)
 Ask students to
illustrate key points
 Use cloze method (class
notes with key terms
missing)
 Explain the purpose and
relevance of your
lesson
Accommodations for Seat Work
 Seat student near a
“study buddy” or a good
role model
 Increase distance
between desks
 Allow extra time to
complete work
 Assist student in setting
short-term goals
 Give clear, concise
instructions
 Cue student to stay on
task (private cue /
signal)
 Pair written instructions
with oral instructions
 Use contracts, charts,
and BIPs for on-task
behavior
Accommodations for Seat Work
 Give assignments one
at a time to avoid work
overload
 Chunking – give
assignments in
smaller chunks
 Reduce amount of
homework
 Use buff colored
paper instead of
white
 Take tests in a quiet
environment
 Be aware of lighting –
can cause a glare on
white paper
Maintaining Students’ Attention
 Move around the classroom to maintain your
visibility
 Be PREPARED and avoid lag-time in
instruction
 Use direct instruction techniques
 Use motivating games and computer
programs for skill building and practice
 Use cooperative learning groups
Planning and Organization
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Provide organization rules
Provide student with homework assignment book
Supervise writing down of homework assignments
MODEL planning and organization by your
classroom and actions
Send daily / weekly reports home (you can also set
up a blog for the students and students’ parents to
view daily)
Allow students to have an extra set of books at home
Encourage learning of keyboarding skills
Do not penalize for poor handwriting if that is an
area of concern
Regularly check desk and notebook for neatness
Behavior
 Allow students to stand
 Provide immediate
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at times while working
Supervise closely
during transition times
Praise appropriate
behavior
Prompt appropriate
social behavior either
verbally or with a
private signal
Praise compliant
behavior (we know that
students should be
compliant at all times,
but we know there are
those who need
encouraging!)
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feedback
Ignore minor,
inappropriate behavior
(when acceptable)
Acknowledge positive,
appropriate behavior of
nearby students
Monitor social
interactions
Encourage cooperative
learning tasks with
other students
Provide lessons on
social skills
Response to
Intervention
Best Practices
 Individuals with Disabilities Education Act
(IDEA) aligned with No Child Left Behind
emphasizes accountability, high standards and
proven scientifically, research based instruction
to provide effective interventions for struggling
learners.
 RTI is the practice of providing high-quality
research-based instruction and interventions
matched to student needs and using learning
rate over time with level of performance to
inform educational decisions.
Alabama’ s RtI Framework
 Tier I Instruction – Core Instruction
* Research-based curricula and instructional strategies
* Strategic teaching in ALL classes
* Peer-driven/Cooperative Learning
* Increased Student engagement
 Tier II Instruction – General Ed. Classroom
* Differentiated strategic teaching
* Teacher models strategies & scaffolding techniques
* Implementation of direct interventions related to student
needs
 Tier III Intervention – Small Group Setting
* Research-based and target-level intervention strategies
implemented
* Intensive instruction on a daily basis
Grade 4-12 Tier Model
Plus
Special Education ? %
Tier 3
Intensive
Intervention
classes
5%
Differentiated
15%
Tier 2 strategy instruction
in content classes small
group-intentional groupings
Tier 1
Core instruction=Strategy
instruction in content classes
whole and small group
80%
Problem Solving Team (PST)
 PST is an intervention program designed to
provide help to general education students
who have been identified as at-risk in the
area of academics or behavior.
 Team is made up of an administrator, PST
coordinator, counselor, and general ed.
teachers
 Student is screened for Vision/Hearing and
Reading/Math deficits
 Team will collaborate about specific needs
and provide strategies to target specific skill
areas.
How students are referred to PST
 If anyone has a D or an F, you MUST begin using
Tier 2 strategies with those students and keep
documentation by using the Tier 2 Checklist (a
copy can be found in the PST folder on the
Faculty Share drive).
 At the end of the nine weeks if the same student
is failing, you MUST give PST coordinator (Mrs.
Rath) a copy of the Tier 2 checklist. From that
point, we will complete a PST referral and begin
the PST process (vision and hearing screening,
Scholastic Reading Inventory, and Scholastic
Math Inventory, etc.).
 If PST interventions have been
ineffective, a referral to SPED may be
the appropriate next step.
 There have been incidents when
students are referred to special
education and placed on PST
intervention during the referral
process.
Quiz
Name: _____________________________ Date: _____________
•True / False – A parent does not have the right to correct their child’s
records if they believe that they are misleading or inaccurate.
•True / False – Each Shelby County Board of Education employee and
all visitors who are observing in a classroom must sign a Confidentiality
Agreement form.
•List the two (2) categories in Special Education that have the highest
percentage of students being served in Shelby Countty
•1)
•2)
•True / False – Individuals with Disabilities Education Act (IDEA) does
not require a research-based reading program prior to referring a
student to Special Education.
•True / False – A student can have a PST plan and an IEP
simultaneously.
•Tier I / Tier II / Tier III (choose ONE) focuses on improving the core
classroom instruction that ALL students receive.
•Yes / No Have I printed out the Confidentiality agreement & turned it in
to my SPED Lead teacher?
•Any comments /
questions:_________________________________________________
_________________________________________________________
Reminders:
 Sign and date the
CONFIDENTIALITY AGREEMENT
(If you did not complete the Confidentiality Agreement at the faculty meeting,
please notify Mrs. Adams for another copy.)
 Print and complete the QUIZ
 Turn in both to Mrs. Adams and initial
the form in the main office
when completed!!