Inclusive Practices-Effective IEP

Implementation Through Progress Monitoring

Presented by Robin BristerWest Carroll Parish

www.laspdg.org

@laspdg

ConsiderationsThis webinar is being recorded and will be available for

viewing at www.laspdg.org under INCLUSIVE PRACTICES-WEBINARS

If you need to ask a question, please use the Chat Pod on your screen (NOTE: All participants will see your chat)

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--Click on the file name and then select “SAVE TO MY COMPUTER”. --Select a destination on your computer and then save the file.--NOTE: If you want these forms in Microsoft Word, you will have to download them at the website listed above after the webinar is complete

CLU Credit• In order to receive a certificate of participation for

today’s webinar (1 CLU credit contingent upon the approval of your employing school system) you will need to type the following information into the chat pod at this time:– Full name– Parish you are representing– Your complete email address

• Your certificate will be emailed to you by Friday afternoon; if you do not receive it, please email Wendy Allen wallen@lsu.edu

People First Language

Kathie Snow. (n.d.) A few words about People First Language. Disability is Natural. Retrieved August 1, 2012 from http://www.disabilityisnatural.com/images/PDF/pfl-sh09.pdf

“People First Language puts the person before the disability and describes what a person has, not who a person is.”

Please Note….

• The actual procedures presented here are mainly a district level decision

• However, as classroom teachers it is important to focus on the strategies associated with implementing best practices such as monitoring for student performance and communication with other teachers and families

About West Carroll Parish

• 5 schools in our district

• Approximately 2500 total students

• 230 students with disabilities– 8 resource classrooms– 3 self-contained classrooms– 4 speech pathologists

Why We Started Progress Monitoring

• Monitored– Students failing and not

reconvening IEP meeting in a timely manner

– Documentation of teacher collaboration

• Corrective Action Plans

Why Progress Monitor?

• Documents collaboration between the general education teacher and the special education teacher/speech therapist.

• Helps us to be more aware of our students’ progress in the general classroom.

• When asked for a list of students that were failing two or more classes, there were only ten students on the list for the entire district. Two were new to SPED, 4 received speech only, and the remaining four were students we had been working with.

Let’s Take a Poll!• Are you currently using any type of progress

monitoring practices to determine student progress?– Yes– No

• If yes, please describe in the chat pod

OutcomesOutcomes from using Progress Monitoring:

– Using this system, holds our teachers more accountable for checking on their students.

– Students’ grades have improved due to both the general ed. teacher and the special ed. teacher being more aware of the students’ grades.

– Improved teacher communications with each other and with the students.

Progress Monitoring

• Every three weeks, the general education teachers will fill out a PM1.

• You will have all students with disabilities that this teacher teaches, listed on that one page.

• Instead of giving the teacher the PM1, you can get a copy of the progress report or report card and fill in the PM1.

Special Education Weekly Progress Screening Report (PM1)

Special Education Teacher_______________________________________ Due Date____________________

General Education Teacher______________________________________ Planning Period_______________

Special Needs Students

Subject/Period

Currently Passing - No Assistance

Needed

At Risk of Failure **

Comments

Signature of General Education Teacher: ________________________________ Date: ______________ Received by: ______________________________________________________ Date: _______________ (Signature of Special Education Teacher) ** Must complete General Education Concern Form

Progress Monitoring

• If a student is failing, give the teacher a PM2 form

• After 2 PM2 forms are filled out, you will need to have a PM3 meeting

• PM3 meetings should include administrator, regular education, special education teacher and others as needed. If a face to face meeting is not possible, you may have a phone conference

General Education Concern Form (PM2)

School______________________ Student____________________Special Ed. Teacher ____________________Date _______________

Gen. Ed. Teacher Name

_____________________

Current Grade

Average

Student is having academic difficulty with: (Be specific)

REQUIRED Interventions/Strategies to be Implemented:

Subject:

Subject:

Follow up: Circle all applicable materials reviewed: _____________________________________ _______ IEP, accommodations, modifications, IEP goal, report _____________________________________ _______ card, progress report, Dibels, grade book, progress monitoring, study guides, test results, other

Comments:

Date Meeting Scheduled: _______/________/__________ Instructional Strategist: _________________________

Date Received: ____________________________________

cc: Instructional Strategist

West Carroll Parish Evidence of Collaboration (PM3)

Date: _____________________ Student: ______________________________________ School: ______________________________________

Persons at the meeting / Indicate position of each person:

______________________________________________________________ ______________________________________________________________

______________________________________________________________ ______________________________________________________________

______________________________________________________________ _______________________________________________________________

Purpose of this meeting is to discuss the student’s academic difficulties. Brainstorm solutions that are available or needed and determine the best actions to take to help the student so that he/she can be more successful in school.

(Check and Explain)

_____ Student is failing/having difficulty in ________________________________________________________________________________

Suspected reasons for failure/difficulty:_____________________________________________________________________

This committee determined that the following actions must be implemented to assist this student with the above

problems: (Explain Action Taken)

_____ Modify IEP accommodations______________________________________________________________________________________

_____ Modify IEP modifications__________________________________________________________________________________________

_____ Implement instructional strategy/intervention______________________________________________________________________

_____ Implement PBS behavior strategy/intervention _____________________________________________________________________

_____ Assign a mentor to the student who will meet with him/her every morning and/or afternoon.

The mentor will work with this student on: ___________________________________________________________________

_____ Change teacher / class schedule: _______________________________________________________________________________________

_____ Add school counseling services: provided by: _______________________________________________________________________

_____ Schedule IEP Reconvene ________________________________________________________________________________________________

_____ Other: _____________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________

Instructional Strategist visited class on: ___/___/___ Interventions Implemented See PM4

_____________________________________________________________ ____________________________________________________________ Approved by: Principal’s Signature/Date Instructional Strategist’s Signature / Date

cc: IEP Facilitator, Instructional Strategist

-----File this completed form in student’s IEP folder-----

Progress Monitoring for Students Receiving Speech

• Conducted every 3 weeks

• After PM3 meeting, speech pathologist checks to see if the student is in RtI

• If the student is not in RtI, the pathologist starts the process of the student going to RtI

Original Progress Monitoring• Each week, you will give the general education teachers a

PM1. You will have all students with disabilities that this teacher teaches listed on that one page. This needs to be turned in each week.

• If a student is failing, give the teacher a PM2 form

• After 2 PM2 forms are filled out, you will need to have a PM3 meeting

• PM3 meetings should include Administrator, Regular Education and Special Education teacher and others as needed

Special Education Weekly Progress Screening Report (PM1)

Special Education Teacher_______________________________________ Due Date____________________

General Education Teacher______________________________________ Planning Period_______________

Special Needs Students

Subject/Period

Currently Passing - No Assistance

Needed

At Risk of Failure **

Comments

Signature of General Education Teacher: ________________________________ Date: ______________ Received by: ______________________________________________________ Date: _______________ (Signature of Special Education Teacher) ** Must complete General Education Concern Form

PM1 and PM2 forms

• Special education teacher will supply general education teacher with a Special Education Progress Screening Report (PM1) for all students with disabilities. This is to be completed by general education teachers weekly. – If there is an academic problem identified on the PM1 for any

student, the general education teacher will complete the General Education Concern Form (PM2)

– The PM1 and PM2 forms will be turned in to the special education teacher each Friday

PM3 Forms• The PM2 form will be reviewed weekly. If review

indicates continued concerns, the special education teacher will schedule a meeting within 7 school days, to discuss academic concerns of individual students.

*The committee should include: Administrator, Regular Education and Special Education teacher and others as needed. Notification will be given to support staff as needed.

– At this meeting the West Carroll Parish Evidence of Collaboration Form (PM3) will be completed and decisions will be made concerning supports and strategies to be implemented. Principals must sign this form at the end of the meeting.

Pm4 form• Following development of the PM3, if weekly review

indicates continued problems, the Instructional Strategist will observe the student in his/her classroom to ensure the strategies and supports are appropriate and being implemented. Non-compliance of procedures will be reported to the school principal, and special education supervisor. (PM4)

• If non-compliance is noted, the Instructional Strategist will schedule a meeting at the school with the principal and teachers involved to discuss the compliance issues addressed on the PM4.

• Instructional Strategist will continue to monitor progress in the classroom (PM3). If the non-compliance continues, the Special Education Supervisor and Superintendent will again be notified by the program facilitator (PM4).

Failure to Implement Weekly Progress Monitoring

And Document Collaboration (PM4)

School:____________________________ Principal:___________________________

Today I reviewed the records at _____________________________ and found failure to implement:

___Special Education teacher, ________________________, is not disseminating the Weekly Progress Form before school on Monday morning. ___ General Education teacher(s), _____________________________________, is/are not completing the Weekly Progress Form and returning it to Sp. Ed on Friday afternoon. ___ Teachers and needed others are not meeting to discuss student problems and are not documenting decisions made concerning students on the Evidence of Collaboration Form. ___ Meeting to discuss student difficulties was not held during the week after reported. ___ Interventions/Strategies developed at the SBLC meeting is/are not being implemented. ___ Other__________________________________________________________ __________________________________________________________________ __________________________________________________________________

Monitored By:______________________________ Date:_________________ Principal Signature:__________________________ Date:__________________

cc: Special Education Supervisor-1st Notice

cc: Special Education Supervisor and Superintendent -2nd Notice

Progress Monitoring Flow Chart

Special Education Progress Screening Report (PM 1) Required Every Week

Academics Improve – Continue implementing interventions.

Academic Issues Continue – Schedule meeting with SBLC

SBLC meets within 7 school days Develops interventions/strategies

Document on Evidence of Collaboration Form (PM 3)

Student is having Academic Problems. Teacher Completes

General Education Concern Form (PM 2)

Academic Problems Continue – Schedule SBLC meeting

Review and revise strategies to be implemented

Teacher implements and documents the strategies. The Instructional

Strategist monitors the implementation of the strategies and

accommodations. (PM 4)

No Instructional Strategist

• One teacher at each school checks Progress Monitoring binders.

• Teachers are responsible for setting up PM3 meetings.

Family Involvement• Using the progress monitoring system makes

the teachers make more parent contact.

– Phone calls

– Meetings

– Letters

Teacher Feedback• Positives

– A good process overall when teachers turn in paperwork.

– Seeing students bring up grades.

– Teachers leaving comments saying they can see an improvement.

– Teachers comments about why the student is making poor grades.

– Seeing if modifications are truly being implemented.

Teacher Feedback• Negatives

– Added paper work for teachers.

– Teachers not turning in progress monitoring forms in a timely manner.

– Completing PM2 forms & PM3 meetings when the student lacks motivation.

– No real benefit when the student lacks motivation.

I would just like to note, neither I nor anyone on our pupil appraisal staff,

created these forms. They were given to us by a school district that has been

implementing progress monitoring for a couple of years. We graciously accepted the forms, changed them to fit our needs

and put our district’s name on them.

The contents of this PowerPoint presentation were developed under a grant from the US Department of Education, #H323A110003. However those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government.

www.laspdg.org

Questions?

After this webinar, you may email any content-related questions to Robin Brister robinbrister@wcpsb.com or call (318) 428-4215 ext 306

You may email any grant-related questions to Melanie Lemoine lemoinem@lsu.edu

REMINDER: CLU Credit• IF YOU HAVE NOT ALREADY DONE SO DURING THIS

WEBINAR…..– In order to receive a certificate of participation for today’s

webinar (1 CLU credit contingent upon the approval of your employing school system) you will need to type the following information into the chat pod at this time:

• Full name• Parish you are representing• Your complete email address

• Your certificate will be emailed to you by Friday afternoon; if you do not receive it, please email Wendy Allen wallen@lsu.edu

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