Effective Case Management Committee

1. Effective Case Management Committee IEP Part III Session Basic Evaluation Training November 3rd, 2011 Moderated by: Dyanne Tilley Jennifer Munson Charles Hallman

2. Review Present level statements drive the entire IEP. IEPs are never, ever, ever late. The IEP provides a snapshot of a student, what would another district think of your work?

3. Preparing the IEP • Update Progress Report • print and attach. • Archive the previous IEP • if not already Archived. • New Present Level statement is created with input from all pertinent staff. • Use the Validate button! • Draft IEPs shall be reviewed by the DH.

4. Invitationsonce wereNotice of Meetingsare nowInvitations (again) Who to invite? What to do with invitation? When to invite? Where to hold the meetings? Why do we always send out the safeguards?

5. Notice of Provision of Programs and Services New Form! Replaces page 6 of the IEP, but is not part of the IEP. Must be given to parent within 7 CALENDAR days of the IEP, Amendment, MDR, IAES, Nonpublic Service Plan, Change of Placements Only initials require parent signature.

7. Terminations • Needs to be done when it can be confirmed that student has: • Moved • Dropped out • Graduated • Aged out • Died • Revocation of Services

8. Revocation of Parental Consent • Parent can choose to not have special education services at any time. • When a parent makes this request there are 2 forms to complete. • Revocation of Parental Consent • Notice of Cessation

9. Archiving Documents • All Archiving is to be done by the case manager. • Archive after all additional input has been electronically entered. • Archive within 10 days of the meeting.

10. Basic Evaluation Training

11. Three Year Every 3 years Student Eligibility is reviewed through evaluation . REED is completed prior to IEP/MET. REED Is not a Three year IEP. Usually coordinated by the MET Team. Annual Every 365 days Student remains eligible. Case Manager coordinates the IEP with the Team. Annual Vs. Three Year IEPs

12. Evaluations Case Manager • WRAT Teacher Consultant(academic) • WCJ III-R • KTEA Psychologist(Cognitive functioning) • WCJ Cognitive • WRIT • UNIT Speech Pathologist (articulation & Language)

13. Current Data • Current means less than 12 months old. • Don’t repeat old test scores from previous IEPs. • If standardized test scores are not available, use what is • Unit tests, common assessments, teacher observations, etc. • Must compare student to peer group.

14. Presenting Data to Parents Always set a positive tone with parents when you are working with test scores. Whenever possible have the person that gave and scored the test give results. Present scores in an understandable format to parents. (GE 4.7 SS 81) Make sure to explain to parents that scores are just one of many parts of an IEP.

15. Help!Who to turn to… If you don’t completely understand all of the numbers, neither will the parents! Network and talk with the test administrators to gain their wisdom. Always be willing to tell parents that you will find an answer for them.

16. REED(Review of Existing Educational Data) • Form is done by the evaluation team. • Initials • 3 years • Change of primary certification • Always attached to IEP • 30 school days from signature to completion of IEP

17. Response to Intervention (RtI) Introduction and Overview • Complete Survival Kit contents and further information can be found at www.wwcsd.net/groups under “Response to Intervention K-4”  • Response to Intervention (RTI) is an integrated, research-based approach to address the goal of enhanced educational outcomes for all children. Wayne-Westland’s Response to Intervention process includes several key components: • A 4-tier delivery model designed to provide support matched to student need. • Early identification of students not achieving at benchmark to drive instruction and/or interventions. • High quality instruction and interventions matched to student need with increasing levels of intensity based on progress monitoring. • The use of a variety of ongoing assessment data to determine which students are not meeting success academically and/or behaviorally.

18. Federal, State, & County Policy • IDEA 300.307(a) from 2004 • a) General. A State must adopt, consistent with 300.309, criteria for determining whether a child has a specific learning disability as defined in 300.8(c)(10). In addition, the criteria adopted by the State: • 1) Must not require the use of a severe discrepancy between intellectual ability and achievement for determining whether a child has a specific learning disability, as defined in 300.8(c)(10); • 2) Must permit the use of a process based on the child’s response to scientific, research-based intervention, and • 3) May permit the use of other alternative research-based procedures for determining whether a child has a specific learning disability, as defined in 300.8(c)(10).

19. Federal, State, & County Policy Michigan’s rules R 340.1713(2)In determining whether a student has a learning disability, the state shall: Not require the use of a severe discrepancy between intellectual ability and achievement. Permit the use of a process based on the child’s response to scientific, research-based intervention. Permit the use of other alternative research-based procedure From Michigan Criteria for Determining the Existence of a Specific Learning Disability- October 2010- Required Documents to Be Given to Parents The school district must document that parents received specific information concerning their student’s participation in any response to a scientific, research-based intervention process. The information provided to parents must meet all of the IDEA regulation requirements specified at 34 CFR § 300.311. The information parents must receive includes: Amount and nature of student performance data that will be collected and general education services that will be provided. Strategies for increasing the student’s rate of learning. Parent’s right to request an evaluation.

20. Future Shifts in the Law LEARN Act – Literacy core for the reauthorization of “No Child Left Behind” Act • RtI Language is specifically stated in the LEARN Act as Multi-Tier System of Supports (MTSS): • A comprehensive system of differentiated supports that includes evidence-based instruction, universal screening, progress monitoring, formative assessment, and research-based interventions matched to student needs, and educational decision-making using student outcome data. *Child Find is always taken into consideration*

21. Overview and Flow Charts

22. Overview and Flow Charts

23. PLC Format for PLC Discussion Session Focus of the discussion- What are you taking away? What do you need for next time? What support can we offer?

24. Next Meeting Jan. 26th, 2012 (yes 2012) Subject:MDRs Thanks for your Participation! See you next year!