Program Bolster Meeting Particular Learning Incapacities April 2008.


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The Individuals with Disabilities Act (IDEA) of 2004 obliges DPI to have set up a ... associated with having a particular learning incapacity is not because of need ...
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Program Support Meeting Specific Learning Disabilities April 2008 Presented by: Kathy Laffin WI Dept of Public Instruction

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PART I: Identifying Specific Learning Disabilities Interconnections: Identification of Young Children Speech Language Specific Learning Disabilities

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Cognitive Disability Orthopedic Impairment Visual Impairment Hearing Impairment Speech or Language Impariment Specific Learning Disability Emotional Behavioral Disability Autism Traumatic Brain Injury Other Health Impairment Significant Developmental Delay Impairment Areas http://dpi.wi.gov/sped/pi11_0701.html#cd

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http://dpi.wi.gov/sped/sdd.html

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Significant Developmental Delay (a) Significant formative deferral implies kids, ages 3, 4 and 5 years old or underneath necessary school participation age, who are encountering huge postponements in the ranges of physical, insight, correspondence, social—passionate or versatile advancement.

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Significant Developmental Delay (b) All other suspected disabilities under this segment should be considered before distinguishing a kid\'s essential debilitation as huge formative postponement.

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Significant Developmental Delay (c) A kid might be recognized as having critical formative deferral when postponements being developed altogether challenge the kid in two or a greater amount of the accompanying five noteworthy life exercises: 1. Physical movement in gross engine aptitudes 2. Subjective action 3. Correspondence action in expressive dialect 4. Enthusiastic movement 5. Versatile action

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Significant Developmental Delay (d) Documentation of huge formative deferrals under standard. (c) and their impeding impact upon the kid\'s every day life might be based upon subjective and quantitative measures including the majority of the accompanying: 1. A formative and essential wellbeing history , including comes about because of vision and listening to screenings and other appropriate data from guardians … . 2. Perception of the youngster in his or her day by day living environment… 3. Comes about because of standard—referenced instruments OR different instruments to report the noteworthy deferrals… .

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http://dpi.wi.gov/sped/pdf/elg-sdd-001.pdf NOTE extra data at http://dpi.wi.gov/sped/bul97-01.html including Q & An archive

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State Performance Plan http://dpi.wi.gov/sped/spp.html

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State Performance Plan The Individuals with Disabilities Act (IDEA) of 2004 requires DPI to have set up a State Performance Plan that assesses the State\'s endeavors to execute the necessities and motivations behind IDEA and depicts how the State will enhance execution. As a feature of the State Performance Plan, DPI, with partner information, set quantifiable and thorough focuses for markers built up by OSEP under the need zones. For markers identified with consistence, OSEP set the objective at 100%. For pointers identified with unbalanced representation of racial and ethnic gatherings, OSEP set the objective at 0%. http://dpi.wi.gov/sped/doc/spp-tar-goal.doc

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http://dpi.wi.gov/sped/pdf/spp-lea-involvemt.pdf

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State Performance Plan Special Education Procedural Compliance Self-Assessment http://dpi.wi.gov/sped/spp-selfassmt.html The Wisconsin Department of Public Instruction (WDPI) conducts recurrent consistence observing of open offices. Repeating consistence observing is led through an open organization self-appraisal of a specialized curriculum necessities. Every year the WDPI confirms the self-appraisals of chose open offices. The appraisal utilizes tests of understudies\' individualized instruction program records, interviews, and different sources. The prerequisites are identified with Wisconsin\'s Continuous Improvement and Focused Monitoring System (CIFMS) needs and IDEA State Performance Plan pointers. All open organizations will be observed amid the present IDEA State Performance Plan (SPP) cycle, finishing with the 2010-2011 school year. One-fifth of the general population offices are observed every year starting with the 2006-2007 school year. http://dpi.wi.gov/sped/xls/selfassmt-cycle.xls

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IDEA Preschool Discretionary Grants SPP #7 Child Outcomes SPP #8 Family Outcomes SPP #6 Preschool Educational Environments SPP #12 Transition from Part C State Performance Plan System of Personnel Development Early Childhood Program Support/Leadership Networks and Community Partnerships

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Child Outcome Part B Indicator #7 Percent of preschool youngsters with IEPs who exhibit enhanced: A. Positive social-enthusiastic aptitudes (counting social connections); B. Procurement and utilization of learning and abilities (counting early dialect/correspondence and early education); and C. Utilization of proper practices to address their issues. Areas take an interest in the gathering of information for this pointer around the same time in which they finish the self-evaluation of procedural consistence. Passage information is gathered on all preschool-age kids who at first enter custom curriculum in the area amid the cycle year. Exit information for every one of these kids is gathered when they exit from preschool projects or turn age 6. http://dpi.wi.gov/sped/spp-preout.html

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Child Outcome Part B Indicator #7 http://www.collaboratingpartners.com/Early_OSEP.htm

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Preschool Educational Environments Part B Indicator #6 Percent of preschool youngsters with IEPs who got custom curriculum and related administrations in settings with regularly creating peers (e.g., early adolescence settings, home, and low maintenance early youth/low maintenance early youth specialized curriculum settings). Data is gathered every year through the \'tyke check\' process. http://dpi.wi.gov/sped/spp-environmt.html

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Family Outcomes Part B Indicator #8 Percent of guardians with a kid accepting custom curriculum administrations who report that schools encouraged guardian contribution as a method for enhancing administrations and results for youngsters with handicaps. . This marker applies to all of Part B (3-21). Information are gathered through an inspecting procedure in accordance with the self appraisal cycle. http://dpi.wi.gov/sped/spp-standard involvmt.html

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Transitions from Part B Indicator #12 Percent of kids alluded by Part C before age 3, who are discovered qualified for Part B, and who have an IEP created and executed by their third birthdays. Information are gathered yearly with the Local Performance Plan (LPP). http://dpi.wi.gov/sped/spp-tran-presch.html

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Transitions from Part C Part B Indicator #12 DRAFT Timeline – Pending Part C Regulations Child\'s 3 rd Birthday No over 9 months earlier and not later than 90 days preceding the third birthday. No less than 9 months before the third birthday 120 days preceding the third birthday 15 + 60 30 B-3 move arranging exercises and IFSP documentation Transition Planning Conference Referral Received Electronically or in reviewing to 15 business days Undefined; up to parent. Inside 60 schedule days Within 30 date-book days After guardian agree IEP Meeting to Determine Eligibility Request Parent Consent for Evaluation Receive Parent Consent for Evaluation IEP and Placement Developed IEP Implemented OR Notice sent that no extra information are required 60 Within 60 logbook days

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For More Information State: www.dpi.wi.gov www.collaboratingpartners.com Listing of Statewide Training and Technical Assistance Personnel: www.collaboratingpartners.com/SE_TechA.htm National: The National Early Childhood Technical Assistance Center: www.nectac.org The National Early Childhood Transition Center: www.ihdi.uky.edu/nectc/Naitonal Individualizing Preschool Inclusion Project http://www.individualizinginclusion.us/The National Early Childhood Technical Assistance Center http://www.nectac.org The Center for the Social Emotional Foundations of Early Learning CSEFEL Mary L. Subsides Educational Consultant/619 Coordinator mary.peters@dpi.wi.gov

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Speech and Language (SL) Special Education Service Related Service SL Eligibility Checklist: http://www.dpi.wi.gov/sped/pdf/elg-spl-001.pdf

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Speech or Language (SL) Impairment Speech or Language Impairment implies : A hindrance of discourse or sound creation, voice, familiarity, or dialect that altogether influences instructive execution or social, enthusiastic or professional improvement. PI 11.36(5)(a)

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SL Eligibility Criteria Oral Communication Language Norm Referenced Measures - 1.75 S.D. Meddles with oral correspondence Informal Assessment PI 11.36(5)

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Eligibility Criteria Oral Communication Alternate Method Formal tests are improper Requires two casual estimation techniques Affects tyke\'s instructive execution or social, passionate, or professional advancement

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SL Eligibility Criteria Speech Or Sound Production Norm Or Criterion Referenced Testing Below 1.75 S.D. on trial of verbalization or phonology (or) Sound blunders past the time when 90% of regularly creating youngsters have gained the sound (or)

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SL Eligibility Criteria Speech Or Sound Production One or a greater amount of the tyke\'s phonological examples of sound are no less than 40% disarranged (or) The kid scores in the moderate to significant scope of phonological procedure use on formal test AND

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SL Eligibility Criteria Speech Or Sound Production Intelligibility of the kid\'s discourse is essentially influenced Anecdotal reporting (e.g. guardian report) Intelligibility proportion (investigation of kid\'s discourse) PI 11.36(5)

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Eligibility Criteria: Voice Documentation of a vocal debilitation Atypical normal for din, pitch, quality, or reverberation for tyke\'s age and sexual orientation Not because of impermanent variables Allergies, respiratory infection, pubescence PI 11.36(5)

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Eligibility Criteria: Fluency Speaking practices singe

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