If It Isn’t Written If It Isn’t Written Down, Down,

It Didn’t HappenIt Didn’t Happen

Kathleen Whelan-Gioia M.S., M.Ed.Education SpecialistCalifornia Department of EducationDiagnostic Center, South

Who am I?Who am I?

Diagnostic CentersDiagnostic CentersCalifornia Department of EducationCalifornia Department of Education

Diagnostic Center, South 4339 State University Drive Los Angeles, CA 90032

(323) 222-8090 www.dcs-cde.ca.gov

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Diagnostic CentersDiagnostic CentersDepartment of EducationDepartment of EducationSpecial Schools Division

Locations Northern, Central & Southern California

Cost No cost to families or LEA’s

Services Center-based Transdisciplinary

Assessment Field-based Assessment Training & Consultation

Let’s BeginLet’s BeginHow many of you are content at your

job?

How many would rather be doing something else?

How many of you would rather be doing something else, for less money, as long as it gave you a greater sense of satisfaction?

Why is job satisfaction Why is job satisfaction important?important? Approximately 4,587 new Special

Education teachers were hired in California during 2008-2009.

Over 30% will leave the profession within five years, for reasons other than retirement.

Why?

Center for Teacher Quality, April 2010

Is it a Simmer, or a Slow Is it a Simmer, or a Slow Burn?Burn?Some issues are:

Too little time for planning and collaboration

IEPs and related paperwork

Lack of understanding from general education colleagues

Lack of support from district office

Unsupportive principal

Center for Teacher Quality, April 2009

Basically…Basically…

Professionals who feel in control of work demands and their environments are more likely to experience self efficacy.

DocumentatiDocumentationon

A Funny Thing About A Funny Thing About

Documentation…Documentation…

IN GOD WE TRUSTIN GOD WE TRUST

ALL OTHERS BRING DATAALL OTHERS BRING DATA

Documentation for IDEA

Purpose: To show that you have met legal requirements, including

timelines, regulations, and the you have included parents in the decision-making process.

Typical Documents Consent Forms Parents Rights Assessment Reports Individualized Education Program (IEP)

Data Collection, work samples

Documentation of NCLB

Purpose: to ensure the academic achievement of all students, including students with disabilities, English Learners, and students from low socio-economic homes and minority students.

Typical Documents Testing Results Progress Reports Benchmarks Work Samples

Components-Components-DocumentationDocumentation Regular, consistent documentation of skill

acquisition for IEP goals and objectives

Programming decisions are based on skill acquisition data

Teacher communicates with parent as per IEP regarding skill acquisition

Staff are trained in data collection systems

Professional ResponsibilityProfessional Responsibility Your services are mandated by

federal and state laws and regulations.

Documentation and recordkeeping is mandated by law.

Maintaining data supports Team Efficiency and Student Progress.

Professional Professional ResponsibilityResponsibility When service providers/educators sign their

contract, they are in essence agreeing to abide by specific procedures, practices and protocols dictated by the school administration.

This is in addition to complying to the ethics of the profession and best practice standards established for the teaching profession.

It is when these professionals choose not to follow these guidelines that personal liability may enter into the conversation.

Why should we monitor progress?Why should we monitor progress? California Education Code (56362) says

that parents of special education students are to receive progress reports on IEP goals at least as often as parents of general education students receive progress reports/report cards.

Monitoring progress and analyzing data supports collaboration among the IEP Team.

Why else should we monitor and Why else should we monitor and document progress?document progress?

According to IDEA, educators must: assess and ensure the effectiveness of efforts to educate children with disabilities.

Doing so substantiates that you are working on IEP goals as per the law.

If you ever need to demonstrate that you are teaching to master IEP goals – you have documentation.

Progress MonitoringProgress Monitoring

Is repeated practice to measure a student’s academic performance and in turn evaluate the effectiveness of instruction .

Is conducted to (a) estimate rates of improvement, (b) identify students who are not demonstrating adequate progress and/or (c) compare the efficacy of different forms of instruction to design more effective, individualized instruction.

Record Keeping and Documentation

Document everything….conversations with team members, parents, administrators, advocates, phone calls, strategies, and interventions.

Lack of documentation is lethal; poor documentation is worse.

Let’s Set the StageLet’s Set the Stage IEP (Educational Benefit)

IEP monitoring

Collaboration with Gen Ed teachers

Parent communication

Progress documentation

Free Appropriate Public Education

“Ensures access of the child to thegeneral curriculum, so the child can meetthe educational standards within the jurisdiction of the public agency that apply to children”

sec 300.39(b)(3)(ii)

Least Restrictive Environment

To the maximum extent appropriate, children with disabilities are educated with children who are not disabled.

Therefore…

Must consider general education classroom as the first placement option with use of supplemental aids and services before exploring other options.

LRE + FAPE = LRE + FAPE = Educational BenefitEducational Benefit

Students with disabilities have:A right to a free and appropriate public

education (FAPE), In the least restrictive environment

(LRE),As described in the IEP to provide

“Educational Benefit.”

Educational BenefitEducational Benefit

The student’s program should be “reasonably calculated” to result in Educational Benefit.

Basically the IEP will become the road map which will enable the student

to have passing grades, advance from grade to grade, make progress toward meeting goals

Recording Student Progress Failure to make progress can be seen as a

denial of FAPE

Record and account for any lack of student progress

If a student is not making progress, reconvene an IEP to address this issue

Don’t let student progress go undocumented.

Bottom line…Bottom line…

Districts are responsible for: Developing programs designed to

provide FAPE for every child. Providing programs that offer

Educational Benefit.

Court opinion have held that school districts are the education experts.

Let’s TalkLet’s TalkWhat types of data are you

seeing in your classroom?

What are you currently doing with your data?

Data can be used to show Data can be used to show trends and growth over time.trends and growth over time.

What is an effective “Data What is an effective “Data Driven” approach?Driven” approach?

Who, What, and WhenWho, What, and When Who – you, aides, classroom volunteers, or

the students can self monitor.

What – portfolio, student file, check off list, various low tech to high tech systems.

When – minimum-weekly

Necessary OutcomesNecessary Outcomes Baseline or progress data can be tracked

over time.

Results can be compare to specific criteria.

Progress and hurdles can be shared with parents, students, and IEP team members.

Data can dictate necessary modifications and supports.

Data results can craft new IEP goals.

It Is the Process, not the It Is the Process, not the FormsForms

So…. The following forms can be changed, modified

and amended to your specific use.

Customize as you wish.

Share them with colleagues.

Let’s Look at Let’s Look at FormsFormsThere are three categories:

Teacher/DIS generated to record data.

Gen Ed, DIS collaboration

School/Home Communication

Teacher/DIS/Related Teacher/DIS/Related Services FormsServices Forms

CodingCoding

Teachers often use different methods and idiosyncratic symbols to collect data.

This can make interpreting the results difficult to follow, unless you are aware of the symbols.

CodingCoding

Whatever codes you choose to use to record, they must be universal to your team in the meaning, use and interpretation

The objective is to recreate the dynamics of the instructional environment and /or lesson delivery on paper.

Additional SuggestionsAdditional Suggestions P – physical prompt PP – partial physical prompts P+V – physical and verbal prompt G – gestural NI – not introduced U – unable * – unwilling / – worked on with assistance X – able to do independently

Some SuggestionsSome Suggestions P/I, P/O – push in/pull out Sm grp-3 – small group with 3 students Ind – Individual Goal #1,3 DUR 20 – duration 20 mins By whom – colored pens Const. – consultation Mon – monitor

Speech and Language CodesSpeech and Language Codes GSM – General story mechanics

TT – turn taking

Rt – story retell

SS-Int – social skills lesson on initiating

Con – conversation

ExampleExample

One example of effective coding may look like this:

Sm gp-3, TT, Goal 1,330 mins, speech room, KWG

You will need the data from the past to record growth and to

write future goals.

Attendance Log

DIS – Time Log

Student Roster

Log Book

NOT GOOD ENOUGH

BehaviorsBehaviors

Be sure to only record observable behaviors.

Behavior FormsBehavior Forms

Positive Environments, Network of Trainers (PENT)

Forms to document Forms to document behaviorsbehaviors

TThhee PPoowweerr ooff OObbsseerrvvaattiioonn

We are constantly relying on our skill to observe.

Layer that skill with the demands of remembering.

Add to that the details that can be naturally lost from the first observation to the time we actually record the information.

Test the PowerTest the Power

Goal TrackingGoal Tracking

Directly related to the skills being taught (goals and standards).

Multiple parallel forms offer different ways to assess the skill.

Sensitive to small increments of growth.

What About Meeting Goal What About Meeting Goal Criteria?Criteria?

Think “CDE”

Mastery = Mastery = C D EC D E

CConsistently over time

DDemonstrated across all environments and performed

EEasily and with confidence

Charting DataCharting Data

CollaborationCollaboration

Dictated by the IEP Dictated by the IEP DocumentDocument

Service delivery

Who you team with daily/monthly?

Expectations among the team

Collaboration Collaboration ChecklistsChecklists

Create form to support your efforts

and responsibilities

From ______________ Date___________ To_________________ RE:____________ How Are We Doing? ____________________ is a student in your __________________class. Class work: Homework: Tests: Study Buddies: Current Grade: Accommodations/ Modifications: What’s useful and what is not? Concerns: Let’s schedule a meeting time: Yes___ Not necessary at this time___ Thank you for taking the time to complete this form. When you are done, please return the form to me. Kathy Whelan-Gioia, Diagnostic Center, Southern California

ConsultationConsultation

Dictated by Best Dictated by Best PracticesPracticesConsultation efforts supports program

effectiveness by ensuring the services are appropriate to the needs of the student. Consultation includes:

dialog report discuss

advise inform tellAnd it is documented in writing.

Therefore..Therefore..

In addition to maintaining accurate records that demonstrate “Proof of Practice,” professionals must also: Follow district procedure.

Ask – when in doubt inquire about a process, a problem or a practice.

School - Home CommunicationSchool - Home Communication

Personal Notes

Once a personal note is shared, it becomes an educational record.

Form created on The Writing Center by The Learning Company

Upper Grades and Upper Grades and BeyondBeyond

Middle and high school student may want to create a monthly flyer, newsletter or video of the current happenings at school.

This could be a easy extension of a literature class, or writing assignment.

E-Mail SavvyE-Mail SavvyIf you must: Use the e-mail from your

business address. Guide your contact to

discuss issues in person. Always maintain a

professional style in your writing and CC your immediate supervisor.

Are subject to subpoena

So..So..

What can you document?

In addition to Academics In addition to Academics Goals..Goals..

The efforts /procedures used to monitor growth are the same that are used to: track behavior, record IEP team communication/collaboration, as well as documenting parent concerns and correspondence.

What do I do first?What do I do first?

Get a binder for each student.

How can I How can I remember all of the remember all of the steps?steps? Think:

GINA’S BinderGINA’S Binder

Let’s take Reading, FirstLet’s take Reading, FirstGG oal tracking sheet

II EP goal description that relates to Reading

NN otice given to other service providers regarding supports

AA ccommodations/ modifications referred to in the IEP

SS amples of work that demonstrate efforts at approaching mastery.

Your New MnemonicYour New MnemonicBB inder divided into sections

II nsert tangible work products

NN eat and organized

DD ate your data

EE ducate staff to record

RR eview progress to draft new goals

What is in the Appendix?What is in the Appendix? Original notices sent to the IEP

members are kept in the appendix of the binder:

Gen Ed/DIS Collaboration Forms

Home/School Notices

It’s a Beautiful Thing!It’s a Beautiful Thing!Basically, data creation, collection, and consideration tell the story of how our students progress, grow, and learn.

~Whelan-Gioia 2006

When Does It End?When Does It End?Never!

It is ongoing and constant.

Therefore put a system together that is easy, accurate and reliable.

How Long Is Never?How Long Is Never?Classification of Records Both Title 5 and Ed Code refer specifically to classification of

records. Best Practice dictates the records be held for 2 to 3 years

after their usefulness ends. Given that the statute of limitations on a complaint is two

years, some districts are maintaining records for 3 years after usefulness.

This could be interpreted as three years after the student has left the district.  

One district (Hueneme School District) has shared that their records are being stored on disc, to save space, time, ease of recovery.

Something Else to Something Else to RememberRemember

In addition to maintaining accurate records that demonstrate “Proof of Practice”, satisfying Educational Benefit and FAPE, teachers must also Follow district procedure Act on information given to you

regarding a student Ask – when in doubt inquire about a

process, a problem or a practice.

A Must for the A Must for the Educators in the Educators in the Industry…Industry…

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If You Can Keep Your If You Can Keep Your Head…Head…

How do you keep your meeting running efficiently?

AgendaAgendaSuggestions1. Introductions: record start time, list attendees2. Parent Rights and Responsibilities: given, reviewed,

acknowledged3. Purpose: annual, initial, tri, amendment or request

etc. 4. Parent Concerns: recorded5. General Educators, DIS, and Sped staff report goal

progress - highlights are recorded6. New goals are introduced by each member7. Eligibility: reviewed and acknowledged by the team

Agenda Agenda (cont)(cont)

8. State testing accommodations reviewed by team

9. Accommodation and modifications are discussed, reviewed and recorded

10. Service page is reviewed11. Notes are read to IEP team12. Signatures taken – attendance/

agreement13. Adjournment: record time

Also..Also..Some districts… allow parents to review draft goals

ahead of time present a time line with the agenda offer parents a worksheet to write

questions/concerns before the meetingWhat else is used to support the

process?

NarrativesNarratives

Notes are required when they: document compliance of procedures

attempt to clarify, elaborate on a service/placement

add content/details that cannot be included in the preprinted form.

AlsoAlso

Scribes state which topics were discussed and if consensus was met by the team.

Document parent’s refusal to consent and why.

Ground RulesGround RulesOne person speaks at a time.Get agreement on the agenda.Keep the meeting focused on the child.Listen carefully to the ideas of others. If you do not understand what someone

is saying, please ask for an explanation.Be polite and respectful.

Top Ten Ways to Avoid the Top Ten Ways to Avoid the Shark PoolShark Pool10. Dates and Timelines

Invitations, assessments, follow-up meetings9. Present Level Portfolio

Demonstrate level via work samples. Record and chart growth over time.

8. Goals Are measurable, including benchmarks, or

short term objectives an are aligned to standards.

Student efforts are monitored and recorded by the responsible party as noted on the IEP.

7. Steps toward Mastery Work samples, observations, pre/post test – whatever you use

– tie it to a goal, use it often, & date it

6. Core IEP Team members Present – 1 Sped +I Gen Ed ,multiple teachers may

mean multiple attendees. If a teacher has unique knowledge or is the best source, not

having that teacher present could be viewed as a denial of FAPE

5. Location, Duration and Frequency Note the location sited on the IEP, and keep to it.

(speech room, classroom) Note and record when meetings and services begin

and end Track the frequency of services and record

Top Ten Ways to Avoid the Top Ten Ways to Avoid the Shark PoolShark Pool

4. Always keep parents informed.

3. Document the training of staff to support, record, guide, teach and instruct – continuously.

2. When possible and definitely when the student turns 15, invite the student to the IEP.

1. Case managers – manage the case.

Top Ten Ways to Avoid the Top Ten Ways to Avoid the Shark PoolShark Pool

Key PointsKey Points1. Plan smart, work efficiently and protect your name and

career.

2. Remember: Report /record

observable behaviors and

work product. date every work sample, correspondence, note.

3. Set up your system so you have three resources that verify both your efforts and your students.

Documentation at the IEP Documentation at the IEP TableTable

Documentation on all areas of need (e.g., goals)

Work samples related to goals/standards

Portfolio of student progressData that shows growth over time Reports/feedback from all adults

working with the student

Now what happens?Now what happens?Take the strategies that we reviewed

today back to your classroom.

See how many you can implement

The goal is to create a flow in your room that supports your students and you as a professional.

Teachers must…Teachers must… Think on their feet. Use their heads. Always know what the other hand is doing. Read between the lines. Wait for the second shoe to drop. Take it on the chin.

And still, at times, they get kicked in the end. but

if it’s not written down, it didn’t happen.

Kathleen Whelan-Gioiakwgioia@dcs-cde.ca.gov

Thank you for your attendance Thank you for your attendance in this training.in this training.