The document provides information about Winterfield Elementary's EC department. It includes an agenda covering topics like Child Find, special education plans and services, MTSS, ECATS, and accommodations. The EC team is introduced which consists of an administrator, two EC teachers, and an assistant. A quote emphasizes that all children can learn. Child Find and its legal requirements are explained. The differences between IEPs and 504 plans are outlined. The MTSS process and tiers of support are described. ECATS is the software used to access student files. Accommodations and the difference between accommodations and modifications are defined.

1. Winterfield
Elementary
EC 101

2. Agenda ➢ Child Find
➢ Special Education during Plan C
➢ IEP vs. 504
➢ MTSS → EC
➢ ECATS
➢ Accommodations
2

3. EC Team
Admin: Natalie LaRusch
EC Teacher: Emily Bond
EC Teacher Assistant: Aiesha Perry
3

4. “
“Every child can learn,
just not on the same day,
or in the same way.”
-George Evans
4

5. 1.
Child Find
What is it?

6. Child Find
At a Glance
○ Child Find is part of a federal law called the
Individuals with Disabilities Act (IDEA).
This law protects the rights of students
with disabilities.
○ Child Find is a legal requirement that
schools find all children who have
disabilities and who may be entitled to
special education services
○ The school must evaluate any child that it
knows or suspect has a disability.
6

7. Does Child Find mean the school
has to agree to every request for an
evaluation?
○ If the school knows or suspects the student has
a disability, then by IDEA law, the school must
agree to do an evaluation.
○ The school doesn’t have to agree to every
request for evaluation. If there’s no reason to
think the student has a disability that requires
services, the school doesn’t have to evaluate.
Child Find
7

8. 2.
The IEP

9. Specially
Designed
Instruction
(SDI)
● SDI: adapting, as appropriate, the content, methodology, or
delivery of instruction
○ Content: What is taught
○ Methodology: Adjustments that change the standard or what is
being measured
○ Delivery: Where and when learning occurs
● Designed and delivered by the EC teacher to address IEP
goals
○ Supported by EC Teacher Assistant or other EC staff under the
guidance of the EC Teacher
● Requires feedback and progress monitoring to adjust
instruction to ensure meaningful progress
● Essential to address gaps and accelerate student progress
beyond multi-tier supports in gen ed alone
● SDI must be designed by the EC teacher
○ Others may assist in the delivery, but may not be the primary
deliverer, of SDI

10. Specially
Designed
Instruction
(SDI)
● SDI alterations may include:
○ Purpose/appropriateness of task
○ Complexity of the task
○ Size of the task
○ Time allotted
○ Pace of instruction
○ Environment
○ Order of learning
○ Instructional procedures and routines
○ Resources and materials
○ Application and demonstration of knowledge
○ Level of support/assistance from specialists
○ Student independence, participation, and motivation

11. Specially
Designed
Instruction
(SDI)
● SDI is monitored for effectiveness:
○ Progress monitoring plan
○ Analysis of data
○ Collaborative, systematic data review, analysis, and
problem solving by IEP to determine when/if
adjustments need to be made
○ Through IEP team feedback
○ Through gen ed progress monitoring data
○ By the LEA (admin) to ensure the IEP is implemented as
written
● Parents receive quarterly progress reports towards
meeting each annual goal
○ Additionally, the EC team is responsible for
communicating with EC parents at least twice/month

12. Instructional
Expectations
● Who teaches what to EC students? The gen ed
teacher is responsible for delivery of grade-level
instruction to all students, including EC students.
○ The way the content is delivered may be
modified
○ The EC teacher will delivery SDI in order to
assist students to meet their IEP goals
○ Close communication is necessary between
EC and gen ed teacher to determine what
each student needs
■ Knowing each student’s IEP and goals is
the responsibility of the EC team and gen
ed teacher

13. Instructional
Expectations
● CLASSROOM TEACHERS DO NOT MODIFY
INSTRUCTION WITHOUT CLEAR GUIDANCE
FROM EC
○ This means that classroom teachers MUST
teach all students, including EC students, grade
level content and standards
○ Accommodations (supports) should be put in
place
○ Changing the standards (WHAT is taught) is
NOT done by general education teachers
● SDI is designed to meet students’ IEP goals. The EC
team will work to help the student meet those goals
○ The classroom teacher works to help the
student meet the grade level goals

14. Instructional
Expectations
● A meeting will take place between the EC team
and gen ed teachers to review each IEP
○ This meeting will ensure the IEP is
understood by all
○ EC teacher will provide service delivery
times/days/mode
○ EC teacher will provide information about
how to meet the student’s needs outside of
EC service delivery time

15. 3.
EC Grading Policy
CMS Grading Policy for
Students with Disabilities

16. EC Grading
Policy
● EC students will receive a progress report with
each report card
○ The EC progress report will update the
parents on the students’ progress towards
meeting their IEP goals
● The IEP Team is required to convene in order to
review, and if necessary, to revise a student’s IEP
whenever a student is failing a subject(s) or
class(es) to address any lack of expected progress
in the general curriculum.
○ New or additional interventions or strategies
may be implemented to improve student
performance.

17. EC Grading
Policy
● Students with disabilities may require accommodations and
modifications to their grades, IEP Teams cannot provide an
accommodation or modification such as using a different
grading scale or using a different type of grade
○ Teachers should maintain written documentation to
support grades earned for all students
● Students with disabilities should not only be assessed in
relation to their grade level peers; they should also be
assessed based on progress while taking into account special
needs related to their disability. Examples of this may include
basing part of a grade that the student earns on:
o student use of strategies to complete work
o grades earned on assignments for which appropriate
accommodations and modifications are provided
o progress on IEP goals, including measures of
improvement

18. EC Grading
Policy
● For students with a 504 plan or Individualized
Education Plan (IEP), teachers should assess student
work based on these accommodated assignments and
assessments and not compared to their peers or other
norm-referenced standards.
● Students with accommodations can receive below
grade-level marks, these marks should be based on
the students’ performance with specified
accommodations.
● If a student with accommodations is failing, the 504
or IEP team should reconvene to review and amend
the plan as needed.

19. 4.
IEP vs. 504
What’s the Difference?

20. IEP vs. 504
IEP
The Individualized
Educational Plan
(IEP) is a plan or
program developed
to ensure that a
child with a
disability identified
under the law
receives
specialized
instruction and
related services.
504 Plan
Developed to
ensure that a child
who has a disability
identified under
the law receives
accommodations
that will ensure
their academic
success and access
to the learning
environment.
What’s the Difference?
○ Not all students who
have disabilities require
specialized instruction.
○ The IDEA process for
IEP’s is more involved
than that of Section
504 and requires
documentation of
measurable growth.
○ 504 plans require
schools to eliminate
barriers that prevent a
student from
participating fully in
school.
○ Both are updated
annually.
20

21. 5.
MTSS → EC
The Process to Identify

22. MTSS Process
❏ Core: Majority of students
❏ Supplemental: Small groups (10-25%)
❏ Intensive: Individual students (<10%)
❏ (Each tier takes at least 6 weeks of
documentation)
❏ Interventions not working? Team
decision to complete a referral to the EC
team.
❏ EC team, if in agreement, begins testing.
22

23. 6.
ECATS
What Do I Need to Know?

24. ECATS
How Do I
Get There?
24

25. ECATS
○
25
Your EC
students will
be listed here

26. ECATS
26
When you click on a student’s name, choose the ‘Special Education’ tab
at the top to see IEP overview. IEP details is linked at the bottom of
this screen.

27. 7.
Accommodations
What Do I Need to Know?

28. Modifications
vs.
Accommodations
28
Accommodation Changing HOW a
student learns
material and
students are still
meeting the same
expectation
Provide student
with graph paper
to line up numbers
when adding or
providing student
with a calculator
Modification
*The EC team is
the ONLY one
who will make
modifications
Changing
WHAT a
student is
taught or
expected to
learn
Provide student
with fewer
problems or
problems not
addressing all
the standards

29. Accommodations
When a student has an IEP, a 504 plan, and/or and
ELL (English Language Learner) plan students are
eligible to receive classroom and/or testing
accommodations. These accommodations are put
in place to level the playing field; they are not
meant to give anyone a “leg up.”
• These are changes in procedures or materials
to ensure equitable access to instructional and
assessment content
• Decisions must be made with the best interest
of the student in mind
29

30. Accommodations
• The student’s eligibility and justification
for accommodations must be
documented (data)
• All testing accommodations must be
used during instruction and
documented for classroom use
• Not all accommodations used during
instruction may be used as testing
accommodations (i.e. read aloud for
reading, graphic organizers, grading)
– Only approved NCDPI testing
accommodations are allowed
30

31. Accommodations:
Mark in Book
• Not applicable for online Testing
• May be used in the regular classroom
setting
– No separate setting required
• Students must NOT be given an
answer sheet
– Very common
irregularity/misadministration
– Do not include answer sheets for
students with MIB r
• Staff must transcribe responses
31

32. Accommodations:
Read to Self
• Student may read the test aloud,
but the test administrator/proctor
may not help or correct errors the
student makes
• May be documented in addition to
Test Administrator Reads Test
Aloud
• Separate Setting one-on-one
required
32

33. Accommodations:
Test Read Aloud:
Human
• For paper/pencil tests
• Test administrator will read aloud the
whole test to the student
• Test administrator must read carefully
so as not to give away answers,
specifically in math
• Specified on the plan how the test will
be read aloud:
– Everything
– Other (words only, no graphs)
– By student request
33

34. Accommodations:
Test Read Aloud:
Computer
○ Student clicks on speaker button
located on the computer screen that
will read questions and answer choices
to the student (this accommodation
includes words on maps, tables, graphs,
charts, computer screen, etc.)
○ Must document with or without
headphones
○ Regular classroom setting if using
headphones
○ Separate setting one-on-one required if
not using headphones
34

35. Accommodations:
Test Read Aloud:
Computer
○ Student clicks on speaker button
located on the computer screen that
will read questions and answer choices
to the student (this accommodation
includes words on maps, tables, graphs,
charts, computer screen, etc.)
○ Must document with or without
headphones
○ Regular classroom setting if using
headphones
○ Separate setting one-on-one required if
not using headphones
35

36. Accommodations:
Multiple Test
Sessions
○ More frequent breaks
◦ Ex: 5 minute break every 30 minutes
○ Separate Setting required if breaks
are different than the standard script
○ Only students with same breaks can
test together
36

37. Accommodations:
Extended Time
○ For students who need extra time and
have Extended Time documented in
their plan
○ Document estimated extended time,
but the student is allowed as much
time as needed up to a full school day
○ All students get 1 extra hour
automatically on state tests.
◦ Students should get Extended Time if
they will need more time beyond the
extra 1 hour already given to all
students
37