Kodo Millet PPT made by Ghanshyam bairwa college of Agriculture kumher bhara...
Sydney quon
1. Intensive Intervention &
Instruction on the Move!
Sydney Quon, Director LAUSD SELPA
Jackie Mora, Specialist-behavior Intervention LAUSD
Kim Dammann, Special Education Director KIPP Schools
Amie Baral, Intensive Support Program Specialist
Chime Charter
2. Session Objectives
1) Gain knowledge of how to creatively structure tier 3
intervention and instructional programs
2) Gain knowledge on how to develop tier 3 programs
that serve multiple grade levels at multiple school sites
within a district/network
3) Gain knowledge on effective strategies and
programming for working with students with
disabilities
3. Background
82 schools: elementary, middle school, high
school running mainly inclusive programs
Vary in number of students: 250-3,500
Average students with disabilities: 9%
-1.8% with moderate-severe disabilities
Geographic area covered: 770 square miles
Increase need for support for students with
more significant needs (academic &
behavior)
5. Discussion
From a central office standpoint, how do
you provided support to schools?
What does your needs assessment consist
of?
What are some of the factors you consider in
determining the level of support needed per
school?
What about staffing considerations?
6. Tiered System Approach to Support
Intensivespecial
education staff
model lessons/strategies, IEP
development & participation, direct
student support services
Strategic-special
education teachers,
support staff and
intervention staff
Universal-general and
special education staff,
administrators and support
staff
targeted small group trainings,
consultation, case management
support, coaching
professional
developments,
conferences, trainer of
trainers
7. Panel Discussion
Please pass any index cards with
questions you have to the front
We will infuse questions from the
audience into the panel discussion
We will also take applicable questions
from the audience as they arise
8. Intensive Support Services
Assessing the need:
Number of referrals for placement to a more
restrictive environment
“Counseling Out”
Increase in the number of requests for support for
modifying curriculum, alternate curriculum support,
certificate of completion track
Increase in number of students with
moderate/severe disabilities applying and being
accepted to Charters
9. Intensive Support Services
Students Served include, but not limited too:
Students on the Autism Spectrum
-Including Asperger's
Emotionally Disturbed (ED)
-Depression, Psychosis, Anxiety, ObsessiveCompulsive, Conduct Disorders
Intellectually Disabled (ID)
10. Intensive Support Services
Services Provided:
Professional development, trainings
Consultation
Curriculum and lesson modification
Assistance with IEP development/writing
Attendance at IEP meetings
Limited direct services with students
11. Intensive Support Services
Outcomes of support provided:
0 students returned to an SDC placement since 20112012 school year
0 SLD and a decrease in AUT students sent to NPS
since 2011-12 school year
Development of “hybrid” support models and shared
programs within the network of schools
Capacity built within school staff to retain students
in an inclusive models
Increase of number of students with
moderate/severe disabilities attending Charters
12. Intensive Diagnostic Education Center (IDEC)
Individual and small group instruction (2-3 students)
Intensive instruction on temporary basis (9-12 months)
Uses evidence-based practices
Staffed by teacher and paraprofessional
Consultation with Moderate/Severe teacher
Mild/Moderate & Moderate/Severe students
8 or fewer students (grades 4-12)
Transitional class for students coming from more
restrictive placements (SDC)
GE setting for all classes, except ELA and Math
Multidisciplinary approach (include DIS), when possible
13. IDEC
Rotational Model:
1) Direct Instruction with teacher
2) Independent/Guided practice with
paraprofessional
3) Blended Learning/Computer-based
14. IDEC
Minutes:
ELA
720 per week (12 hours)
144 per day (2.4 hours)
Math
300 per week (5 hours)
60 per day (1 hour)
*Morning sessions and afternoon to reach maximum
# students possible
15. IDEC
Referral/Diagnostics:
Students receive battery of diagnostic tests
determine:
Qualification into program
Curriculum/instructional programs to be used
Student groupings
Strengths and weaknesses of each student
•
•
•
•
16. IDEC
ELA Diagnostics
Math Diagnostics
Measures of Academic
Measures of Academic
Progress (MAP) - RIT
Lexile
Basic Reading Inventory
San Diego Quick
Gray Oral Reading Test
(GORT)
Accelerated Reader
Curriculum-Based
Assessments
Teacher Input
Parent Input
Progress (MAP) - RIT
Curriculum Based
Assessments
Teacher Input
Parent Input
WJ (if available)
17. IDEC
Curriculum & Programs
Lexia
Achieve3000
Linda Mood Bell - V/V
Unique Learning
Kurzweil/Firefly
Touch Math
ST Math
Vmath
Measures of Academic Progress (MAP)
18. Baseline Data - Non-IDEC and IDEC
Insert Chart with current data prior to presentation
22. IDEC
Progress Monitoring:
Use data to regroup students based on skill needs
Regrouping occurs often based on student
progress
Tailor made tracking document that informs
instruction
Teacher inputs data into weekly progress
monitoring tool
Data transferred to tracking document
***Document is still a work in progress
•
•
•
•
25. Behavior Support
Needs Assessment Data :
Consultation for individual “HOT” cases
Behavior (Individual Student, Classroom and School-Wide)
IEP Writing
FBA/FAA Data Tools and Development
BII and BID duties/qualifications/training
Behavioral Training
#1 support most asked for: Change of placement
observation requests
We as a team knew they also needed Behavioral
Support because we looked at the DATA:
26. Behavior Support
2012-2013 LAUSD Suspension Data:
•
1% suspension rate district-wide
• Huge improvement
•
23% of LAUSD suspensions are
special education students
27. Behavior Support
2012-2013 Charter Data:
Total number of students enrolled: 88,567
# of Suspension Incidents
5,722 total
1,291 of the total incidents
were Special Ed students
2,373 of the total incidents
were African American
students
# of Students Suspended
4,058 total
790 of the total students
suspended were Special Ed
students
1,505 of the total students
suspended were African
American students
Disproportionality?
29. Adapted from:
Sprague & Walker, 2004
Targeted Support based on DATA & Needs:
Targeted/
Intensive
(High-Risk schools)
Individual Interventions
School visits for face to face consultation and support.
Trainings: All listed in Universal section for entire school,
select group or individual staff (as needed).
Attend IEP meeting for individual cases that are ”High Risk”.
Set-up “home” school visits to see if LRE is appropriate.
Consultation:
Selected
(At-Risk Schools)
Small Group Strategies
Universal
(All Schools)
School-wide,
Culturally Relevant
Systems of Support
Suspension - Expulsion
Threat Assessment - Crisis Situations
IEP Writing – BSP/BIP and FBA Development
SWPBIS
Classroom Management: observations/strategies
Individual Students
Paraeducator strategies and support
Training and Support:
School Wide Positive Behavior Intervention Support
(SWPBIS) and Positive Behavior Support (PBS)
Classroom Management Strategies
Implementation of Accommodation/Modification in GE
IEP writing – BSP and FBA development & implementation
Strategic Alternatives to out-of-school suspensions
Responding to Behavior 101
Defusing Disruptive Behavior
Non-Violent Crisis Intervention (NCI)
Suspension Data is shared on a monthly basis
30. Online Behavioral Trainings
Ethics of Discipline:
Suspension Alternatives
Boosting Classroom Management:
Fundamentals of CHAMPs and
Discipline in the Secondary
Classroom (DSC)
4 Modules offered & a Free Book
Positive Behavior
Support
31. Behavior Support
How do we know the support is working/helping?
Survey data from training evaluations are analyzed which
guides our next steps as well as future training
development.
A confidential rating sheet has also been used, if charter
staff are not satisfied with training and direct supports
given, we make changes to our supports.
# of requests for 2012-2013 = 42 total
# of requests for 2013-2014 = 46 as of Dec. 2013
AND…
32. Behavior Support
Change of Placement due to Behavior for
Fully Autonomous Charter Schools
Placements back
into the District:
2011-2012 = 0
2012-2013 = 0
2013-2014 = 0
(as of Dec. 2013)
NPS Placements:
July- Dec. + Jan.-June = Total
2011-2012: 3 + 4 = 7
2012-2013: 5 + 4 = 9
2013-2014: 1 + ? = ?
33. Charter School Suspension Data Comparison
Sept. 30, 2012
956
events
1,831 days
Nov. 4, 2012
1,840 events
3,497 days
Sept. 30, 2013
505
events
864 days
Nov. 4, 2013
1,170 events
2,050 days
