Keeping Connected Staff Meeting

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Keeping ConnectedStaff Meeting
Exceptional Education

• Teaching Staff
• August 10, 2007

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AGENDA

• Welcome Back
• Rick Wamer Got Talk?
• The Exceptional Education Department
• Medicaid
• Your School Based Ex. Ed. Team
• Arizona Professional Teaching Standards
• TIENET Announcements
• Navigating the Ex. Ed. Website
• Myth Busters
• Door Prizes
• The Simple Truths of Service

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Objectives

• Participants will have an increased understanding
  of the Exceptional Education department, its
  vision mission and organizational structure
• Participants will have increased knowledge of
  resources to begin their work with students with
  disabilities.

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Guiding Principles for How We Learn Together

• Take time to meet and share with new colleagues.
• Be open to divergent perspectives and other
  participants points of view.
• Share in the responsibility for the success of
  todays work.
• Limit side conversations during the direct
  instruction portions of the day.
• Silence your cell phone or beeper.

From the Arizona Foundation for Resource Education
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• Keeping Connected

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Vision

• The Exceptional Education Department shares the
  vision of Tucson Unified School District as a
  professional learning community that responds to
  the individual needs of students within a diverse
  population of TUSD students

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Vision

• We strive to ensure that our teachers and support
  staff will be prepared to implement
  research-based practices while recognizing the
  inherent strengths of students and their families
  and communities with regard to individual
  differences in language, culture and ability.

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Vision

• We are committed to preparing students for a
  multitude of roles within the local community and
  global economy

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Introductions

• Lorraine St. Germain, Executive Director,
  Exceptional Education

Carol Trunnel Assistant Director Leadership Team 2
Terri Polan Assistant Director Leadership Team 1
Scott Hagerman Admin. Support Leadership Team 3
Darlene Sithole Assistant Director Leadership
Team 4
Brenda Hanna Assistant Director Leadership Team 5
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Introductions

• Program Coordinators - Schools
• Maura Ingle, Leadership Teams 1 2
• Tari Tenace, Leadership Teams 3 4

• Program Coordinators Special Projects
• Cathy Taylor, Technology Assessment
• Paul Ohm, Preschool Program
• Dan Perino, Transition Programs
• To Be Announced, Medicaid Coordinator

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Introductions

• Itinerant Leads
• Kate Mader, Behavior/Integration Team
• Vicki Dawson, Social Workers
• Betsy Lindsey, OT, PT, APE
• James McClelland, Psychologists
• Lynn Rawls, HI/VI Teachers
• Lori Taniguchi, Speech/Lang. Pathologists
• Kathryn Martin, Direct Link

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Introductions

• Special Teams
• Luanna Shibuya, Multicultural Consultation Team
  (MCT),
• Kacey Chandler, Autism
• Mary Neale, Professional Development,
• TBA, Assistive Technology
• TBA, Ombudsperson
• Penni Natvig, Child Find
• Kent Knight, Sign Language Interpreters

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Celebrating Our Exceptional Education Support
Staff
Central Office

• Lynda Lane, Executive Assistant
• Ben Martinez, Budget Technician
• Jeannie Martinez, Administrative Assistant
• JoAnn Corbett, Staff Assistant
• Carmen Quintero, Administrative Assistant

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Celebrating Our Exceptional Education Support
Staff
Exceptional Education Compliance Technicians
Rosemont Service Center

• Sandy Marschinke
• Emme Merino
• Kerri Moreno
• Maria Ramirez
• Betsey Stockton
• Bibi Najera, Records

• Gail Steinbach
• Shawna Gerlach
• Marie Matthews
• Pam Diebold
• Lori Dupont
• Yolanda Federico

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Celebrating Our Exceptional Education Support
Staff
Exceptional Education Compliance Technicians
High Schools

• Gwen Miller
• Catalina/Howenstine
• Norma Guerreo Cholla
• Deborah Gary Palo Verde
• Ericka Escalante Tucson

• Carol Giorgi-Allread Sabino
• Diane Zawacki Santa Rita
  
• Monica Majalca
• Sahuaro
• Claudia Rincon

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Celebrating Our Exceptional Education Support
Staff
Ajo Service Center

• Shelley Sykora, Administrative Assistant
• Marla Sweeney, Administrative Assistant

Technology (AR)

• Reina Robles, Technology/Data Support Specialist
• Lindy Jones, Technology/Data Support Specialist
• Matt Olson, Technology/TIENET System Administrator

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Celebrating Our Exceptional Education Support
Staff
Rosemont Service Center

• Gloria Gonzales, Medicaid Admin. Assistant
• Judy Quezada, Medicaid Admin. Assistant
• Danna Sandrock, Preschool Admin. Assistant
• Joe Villa, Instructional Staff Dev. Specialist

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Medicaid

• Direct Service Claiming (DSC)
• and
• Medicaid Administrative Claiming (MAC)

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How to Utilize your Site Based Team Effectively
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Our Team? Absolutely!
Before looking to resources outside of your
school, consider what your site-based team can
offer

• Your site-based team is replete with exceptional
  knowledge, talents and skills.
• Tapping into others as well as our own strengths
  to help support others, helps us maintain a
  positive attitude toward what we do and provides
  for a range of interesting opportunities within
  our own work experience.

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Site-Based Team ResourcesExamples

• Curb Side" Supervision/Consultation
• Paperwork/TIENET
• Mental Health Issues
• Knowledge of Special Populations
• FBA /Behavior Plans
• Classroom Management
• Teaching Tips

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Arizona Professional Teaching Standards
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STANDARDS

• Something established for use as a rule or basis
  of comparison in measuring or judging capacity,
  quantity, content, extent, values, quality
• A level of excellence, attainment, regarded as a
  measure of adequacy
• 
  
  
• Websters

TR-08
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Why Are Standards Important?

• Three principle reasons
• Standards serve to clarify.
• Standards serve to raise expectations.
• Standards provide a common set of expectations.
• McREL, online, 2001

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Arizonas Professional Teacher Standards

• Although the TUSD teacher evaluation instrument
  does not use these specific professional
  standards per se, they are valuable, useful and
  widely used in the teaching field.

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Professional Teaching Standards

• Standard 1 Instructional Design
• Standard 2 Learning Climate
• Standard 3 Instructional implementation and
  management
• Standard 4 Assessment and Communication
• Standard 5 Collaboration with colleagues,
  parents, the community and other agencies

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Professional Teaching Standards

• Standard 6 Self - review and evaluation
• Standard 7 General Academic Knowledge
• Standard 8 Planning instruction,
  learning environment and student assessment
  
• Standard 9 Individual Education Programs

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Standard Nine

• In collaboration with other professionals and
  parents, the special education teacher
  participates in the design, implementation, and
  assessment of individualized education programs

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Measures of Performance

• Demonstrates knowledge of disabilities and their
  educational implications
• Demonstrates knowledge of state and federal
  education laws, rules, and regulations
• Demonstrates knowledge of the ability to use a
  variety of assistive devices that support student
  learning

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Measures of Performance

• Applies specialized diagnostic and assessment
  procedures to assist in determining special
  education eligibility for all areas of suspected
  disability
• Assists in the design and implementation of
  individualized adaptations, and individual
  behavior management techniques

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Measures of Performance

• Utilizes paraeducators and paratherapists
  effectively through training and supervision

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How We Teach Makes A Difference!
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BEST PRACTICE

• Used to describe solid, reputable,
  state-of-the-art work in a field. If a
  practitioner follows best practice standards,
  s/he is aware of current research and
  consistently offers clients the full benefits of
  the latest knowledge, technology, and procedures.
  
• Zemelman, Daniels, Hyde, 1998

TR-10
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TIENET ANNOUNCEMENTS
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TIENET

• New Teacher Training
• 1010 E Tenth Basement Lab
• August 15th Part I 130 330
• August 22nd Part II 130 330
• E-mail Carmen Quintero to Register
  carmen.quintero_at_tusd1.org

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TIENET Reminders

• Please do not share passwords
• Step by Step Directions on the Web
• http//edweb.tusd.k12.az.us/exced/EEMS/eems_StepBy
  Steps.htm
• New Enhancements listed at this Website
  http//edweb.tusd.k12.az.us/exced/EEMS/eems_main.h
  tm

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TIENET New Log In
You do not need a u before your user ID
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TIENET New Log In
Use your TUSD user name
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TIENET New Log In
Use your TUSD password
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TIENET New Log In
Select INST for instructional network
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TIENET Location Changes

• TUSD People Soft will not update assignments in
  TIENET until late August.
• Teachers who have changed sites will not have
  access to their students until their location is
  changed in TIENET.
• This can be done by e-mailing your Exceptional
  Education Compliance Technician (Rosemont
  232-8300)

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TIENET

• TIENET IEPs must be finalized by the person
  responsible for the IEP document (Case Manager)
• Parents must be sent a copy of the finalized IEP
  within 5 days of the meeting.

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Exceptional Education Website
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Myth Busters
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Myth All IEPs must be placed in the students
cum file

• MythBuster Only the current IEP is placed in the
  cum file, the expired IEP is removed and shredded.

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Myth When parents request a one-on-one teacher
assistant, the team generally agrees and puts it
on the IEP.

• MythBuster This is a team decision, the parent
  is an important member of the team, but they are
  not the sole decision-maker. The team must
  collect data prior to consideration of additional
  adult support. Please review the new procedures
  guidelines for this determination on the
  Exceptional Education website in the Procedures
  Manual.

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Myth Service is suspended while special
education teachers and related service providers
are conducting DIBELS activities.

• MythBuster IEP services are never suspended when
  school is in session. Special Education Staff may
  assist with DIBELS, but they must still provide
  services to all students according to the IEP.

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Myth Resource teachers are entitled to work one
full day per week on their paperwork.

• MythBuster IEP services are based on student
  need and not for staff convenience. Staff should
  be providing services to students each day they
  are in the school.

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Myth Accommodations that are not provided during
instructional time can be provided for students
on exams and other assessments.

• MythBuster Accommodations must be provided more
  often than not during instructional time and
  documented on the IEP in order to use these
  accommodations for assessments

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Myth A manifestation determination must be held
if the student is suspended for a cumulative or
consecutive total of 6 days.

• MythBuster On the 10th cumulative or consecutive
  day of suspension in a school year, the process
  for manifestation determination must be followed.

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Myth The team should make arrangements to
conduct a Child Study to include extensive
interventions for an extended period of time when
a parent requests a special education evaluation.

• MythBuster If there is a written request from
  the parent for an evaluation, proceed with the
  evaluation. If it is an oral request by the
  parent, the Child Study Process may be explained
  and should be put into immediate effect. This
  process should not take longer 30 days to
  determine if the interventions are successful or
  that an evaluation is warranted.

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Myth Functional Behavior Assessments are only
conducted during times when students are
suspended from school.

• MythBuster A Functional Behavior Assessment is
  conducted whenever a Team thinks there is a
  behavior issue for any student and it needs to be
  thoughtfully assessed. This could occur during a
  Child Study.

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Myth Teams need the Behavior Integration Team to
develop individual behavior plans for students.

• MythBuster The psychologist or teacher conducts
  the FBA and based on the results, the team
  develops the Behavior Intervention Plan (BIP).
  The team must utilize the BIP for at least a
  month before discussing the need for additional
  assistance. If the BIP is determined to be
  ineffective, the team may request that the
  psychologist send a referral to the BIT.

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Myth The current performance component of a goal
in an IEP is a duplicate of the information
written in the present levels of functional and
academic performance section.

• MythBuster The current performance component of
  the goal is the specific baseline of students
  functioning level and it must be in mathematical
  terms in accordance with the criteria. The
  present levels and academic performance and
  functional performance section is a narrative and
  it is a more broad depiction of the students
  ability.

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Myth Prior Written Notices are only necessary at
MET meetings.

• MythBuster A PWN is used in many instances. They
  are required whenever a Team proposes or refuses
  to initiate or change identification, evaluation,
  or educational placement, or the provision of
  FAPE to the child. If you are unsure, check with
  your psychologist.

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Myth By the age of 14, transition services and
needs of the student must be part of the IEP.

• MythBuster A transition plan must be in effect
  prior to age 16.

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Myth Related service providers and resource
teachers postpone IEP services during the first
two weeks or last two weeks of school while they
schedule services.

• MythBuster IEP services must be in place from
  the first day of school until the last day of
  school unless all students are not in attendance
  (vacation, early release days, grading days, etc.)

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Myth The parent is unable to meet with the team
until after the expiration date and the team
agrees to wait until the parent is available.

• MythBuster There must be an active IEP in place
  at all times. Teams should begin to arrange the
  IEP meeting 2-3 months in advance to avoid going
  beyond the expiration date. (continued on the
  next slide)

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Myth continued from previous slide.

• Teams may send 3 documented invitations (the 1st
  one is 10 days in advance) to the parent and then
  Team may proceed after the third attempt without
  the parent if they cannot arrange to attend or do
  not reply. It is preferable to have a mutually
  agreed upon time, but this does not always occur
  within the timeline and we must have an IEP in
  compliance according to IDEA.

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Myth Compensatory services need to be provided
minute for minute.

• MythBuster Teams should not assume compensatory
  minutes will be minute for minute. The amount of
  compensatory services should be based on the
  subsequent harm that was caused by the lack of
  service, and what it will take to compensate for
  the void of services in order to allow the
  student to make progress on their
  goals/objectives.

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Myth School team members should recommend and
encourage parents to visit and choose other
schools for the following year placements.

• MythBuster The Team decides the service
  placement (LRE) after developing the IEP, but the
  District decides the location of this placement,
  not the parent.

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Myth There are not enough signatures on the IEP
signature page after the meeting, the special
education teacher must ask a general education to
sign that they attended the IEP meeting.

• MythBuster Only those participants who attend
  the IEP meeting sign on this sheet. A general
  teacher must attend the meeting and sign at that
  time.

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Myth Students classified as English Language
Learners (ELL) who demonstrates significant
difficulties in the area(s) of academics, social
emotional, and/or communication should be
referred for a special education comprehensive
evaluation.

• MythBuster Follow the same procedures that are
  indicated for students who are monolingual
  English, however, include a member of the
  Multicultural Team (MCT) in the process.
  (continue to next slide)

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Myth continued from previous slide

• This may consist of, but may not be limited to
  the following
• Child Study process
• Pyramid of interventions
• Differentiated instruction

• In addition, if there is sufficient evidence to
  indicate a comprehensive evaluation needs to be
  completed, a psychologist from the Multicultural
  Team must attend the MET review meeting. No
  request for evaluation or permission to evaluate
  should be written without the input from a MCT
  psychologist.

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Myth I do not like these IEPs I do not like
them Geez LouiseWe test, we checkWe plan, we
meetBut nothing ever seems completeIf you will
let me beI will try againYoull see

• MythBusters Say!!
• I almost like these IEPs!
• I think Ill write 6003
• And I will practice day and night
• Until they say
• Youve got it right!
• Dr. Seuss IEP
• Author unknown

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Acknowledgements
Lori Taniguchi Betsy Lindsey Robyn Simental Lynn
Rawls Vicki Dawson James McClelland Paul
Ohm Marie Matthews Kerry Moreno Pam Diebold Sandy
Marschinke Yolanda Federico Gail Steinbach Maria
Ramirez
Emme Merino Betsey Stockton Shawna Gerlach Lori
Dupont Gwen Miller DD Gary Aida Sanchez Monica
Majalca Erika Escalante Norma Guerrero Carol
Giorgi-Allread Diane Zawacki Claudia

• Carmen Quintero
• Terri Polan
• Mary Neale
• Cathy Taylor
• Lindy Jones
• Reina Robles
• JoAnn Corbett
• Jeannie Martinez
• Lynda Lane
• Brenda Hanna
• Darleen Sithole
• Maura Ingle
• Scott Hagerman
• Tari Tenace

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Door Prizes
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Service at

• Dignity
• Welcome
• Understanding and Empathy
• Fairness
• Problem Solving
• Information
• Confidentiality
• Results

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• Have a Great Year!