9.21.20 Special Education Chair Meetings
The documents and videos in this article relate to the morning and afternoon sessions of Fairfax County Public Schools’ (FCPS) 9.21.20 Special Education Chair Meeting.
Both meetings cover the following topics:
- FCPS Online Campus presented by Nichole Bernard and Ken Halla
- Data Collection, presented by Jugnu Agrawal and Summer Manos (morning session), and Courtney Wilson, Summer Manos, and Brad Bartosiewicz (afternoon session)
- Sharing Successes, presented by Ellis Stack
- Career and Transition Services, presented by Janelle Ellis
- Recovery Services, presented by Debbie Lorenzo and Angelina Prestipino
- Due Process & Eligibility and SEA-STARS, presented by Lourrie Duddridge
- OSEI Updates, presented by Ellie Stack
- Related Services by Judy Duprey
While there are some scripted sections, participant questions make each meeting unique in that 1) the questions and answers are different in both sessions and 2) the depth of the discussion of questions and answers varies between the two sessions.
The videos, video transcriptions, chat transcriptions, and other documents appear below in the following order.
Documents Used In Both Meetings:
- Meeting Guide
- Grounding Activity
- Sharing Successes
- 9.21.20 Morning Meeting, Video, Part I
- 9.21.20 Morning Meeting, Video, Part 2
- 9.21.20 Morning Meeting, Video Chat
- 9.21.20 Morning Meeting, Video Transcript
- 9.21.20 Afternoon Meeting, Video,
- 9.21.20 Afternoon Meeting, Video Chat
- 9.21.20 Afternoon Meeting, Video Transcript
9.21.20 Morning and Afternoon Meetings
Click on image below to view meeting guide in full.
Click on image below to view the full document.
Click on image below to view the full document.
Morning Meeting Video Part 1
Morning Meeting Video Part 2
Morning Meeting Video Chat
Ellie Stack 00:16
Ellie Stack 01:14
Dawn Azennar – PSL (Procedural Support Liaison) 05:07
Padlet link: padlet.com/dmazennar/x8tyywh3316glvkq
Jean Massie 09:18
The IEP team needs to review the last agreed upon IEP.
part time at base school and part time online
Ellie Stack 14:17
Courtney Wolfson-ABA Coach 15:15
Courtney Wolfson-ABA Coach 16:15
Dawn Azennar – PSL (Procedural Support Liaison) 20:37
Padlet link for questions: padlet.com/dmazennar/x8tyywh3316glvkq
Rachel Perella – (BIS) 32:01
Padlet for successes and barriers padlet.com/jpagrawal1/a8nl3yemxe7ccizj
Rachel Perella – (BIS) 4:46
Special Education Resource Hub sites.google.com/fcpsschools.net/specialeducationsuggestedinstr/home
Jugnu Agrawal-ACT 35:29
There was a question about the code for Adapted Curriculum Google Classroom. It is 274kejc
Haley Guglielmi – Kilmer Center School 35:44
Jugnu Agrawal-ACT 40:02
I also encourage you to contact your ACT contact for Brigance related questiosn.
Jeanette Schutte 42:57
Where do we find this?
Jeanette Schutte 45:45
Ellie Stack 45:53
Christine Howell #2 47:00
Ellie Stack 47:11
Ellie Stack 47:18
Directions are on your meeting guide
Natalie Valenzuela #2 47:26
Lauren Keenen- Cedar Lane School 47:26
Carson Dye 47:29
what a great room!
Teri Pagliuca 47:30
Kristen McNamara 47:34
Jean Massie 47:35
Amy Haughton 47:41
Jeanette Schutte 47:42
Jessica Dunn Irving MS 47:43
I see we are group 7
Danievie MacLauchlin 47:49
Eric Lindner 47:51
can u not hear me
Cary Seago (Thoreau MS) 47:53
Colleen Wheaton 47:54
Michelle Weaver (she/her/hers) 47:55
Jennifer Kruzynski #2 47:57
Bri Kodadek 48:00
Sari Lerner 48:09
Jeanette Schutte 48:14
Go to the slide and enter your info
Cameron Hibshman-DPE Specialist 48:20
Good Morning Folks! I unfortunately am not able to participate in this activity because I’m redacting a FERPA just listening in on the meeting.
hey all: so, my learning needs honestly wasn’t met — that was too much auditory with not enough visuals for me to sift htrough
Whitney Cook 48:25
Hi Shannon ?
what do we need to do
Cameron Hibshman-DPE Specialist 48:28
Hope you’re all well! Hi Barb!
Teri Moffit SCMS 48:29
Hi good morning!
Shannon DiGaudio 48:33
Jean Massie 48:44
So, I am not able to access the link…
Walter Bagwell 48:45
Natalie Valenzuela #2 52:36
Walter Bagwell 52:47
South County HS
molly (mountain view) 52:48
Heather Padgett 52:56
thanks- it was frozen, it’s working now!
Natalie Valenzuela #2 53:07
Mine is doing that as well.
Jeanette Schutte 53:15
Our slide dissappeared.
Sara Rolander 53:17
I’m “connecting” and can’t edit anything
Walter Bagwell 53:17
sorry on the phone with a parent complaining about blackboard links
Lauren Arthur-Compton-Holmes MS 54:30
Do you want me to add something for you?
Amanda Lombardi – Chantilly CSS 54:42
do you have a shared calendar so that they can see related service provider availability?
Wayne C Biernesser 55:00
sorry, i got an urgent call…i’m back now
Heather Stokes 55:00
Our Group 17 slide is missing all of a sudden……
Nicole Moyer 55:15
Group 16’s slide disappeared too
Laurie Dufour 55:27
Laurie Dufour – Cooper MS
Whitney Cook 55:42
Whitney Cook- Woodson HS
I sent this to Ellie:
Group 16 was in the midst of typing and group 20, and now 18, has erased our slide.
Amanda Lombardi – Chantilly CSS 56:31
AP Freeman: WWMS 56:40
Ellen Reed #2
I would love to know more about IA CLTs
Ellen Reed #2 56:46
That’s a great idea!
AP Freeman: WWMS 57:07
Heather Padgett 57:25
once a week
Sara Rolander 57:33
It fixed itself.
Andrew Guillen 57:36
once a week
AP Freeman: WWMS 57:36
We have a SPED CLT meeting every Monday.
Eric Lindner 57:48
Heather Padgett 57:49
We meet first thing Friday AMs to recap the week and to set a plan in place for the next week
Eric Lindner 57:51
Ellen Reed #2 57:57
That’s awesome. A great way to build capacity
Kelly Conn-Reda 59:09
I made new group 17 slides for us
Amanda Lombardi – Chantilly CSS 59:14
yes agreed — that’s how our CLT started as well, due to tech issues; some didn’t know where the power button was
Andrew Guillen 01:00:07
great idea thank you
Haley Guglielmi – Kilmer Center School 01:00:08
Liz Miller 01:00:18
One of our group members had to recreate our slide.
Eric Lindner 01:00:18
finally – i plugged in my gaming headset lol
Nicole Moyer 01:00:36
We did the same thing.
Ellie Stack 01:00:43
Should be on part 3 of the activity: sharing details
Amanda Lombardi – Chantilly CSS 01:00:43
Debbie Lorenzo 01:00:52
Amanda Lombardi – Chantilly CSS 01:00:58
asking questions with emoji response request
Heather Padgett 01:01:33
we use thumbs up and thumbs down on camera, if finding and selecting an emoji isn’t something the student is able to do yet.
Colleen Wheaton 01:02:39
Brenda – Do you work with Adam?
Ellie Stack 01:02:52
If you did not do so, please be sure to add your name and school to Slide #1 for your group.
Laurie Dufour 01:02:58
Ellie Stack 01:03:13
I will be brining you back in 2 minutes
Jugnu Agrawal-ACT #2 01:03:54
It is such a great idea.
Heather Padgett 01:04:12
Ellie Stack 01:04:24
You will be brought back in to the main room in 30 seconds
Amanda Lombardi – Chantilly CSS 01:04:33
thanks for sharing guys
Lauren Arthur-Compton-Holmes MS 01:04:38
Yes, i had that on my list to start doing so thanks for the ideas Courtney! As a teacher, i would look forward to that!
Ellie Stack 01:04:52
You will be brought back in to the main room in five seconds
Ellie Stack 01:04:59
Ellie Stack 01:05:01
Ellie Stack 01:05:03
Dawn Azennar – PSL (Procedural Support Liaison) 01:07:33
Ellie Stack 01:18:35
Meeting Guide: docs.google.com/document/d/1P6S8tLx8379aa0taxVP4Gb7bKuO_S88fLPJqXLuogyw/copy# To see the links that Janelle referenced
Ellie Stack 01:20:10
If you did not have a chance to complete the grounding activity at the start, please do so now during break ?
Ellie Stack 01:20:12
the Grounding Activity slide. Once you enter your answer, you can click on the link in the upper right hand corner to get to the Meeting Guide. docs.google.com/presentation/d/1mWYfE877DUTe7rGZuzND82DGphuexNHyO3WIT5qjJkE/edit?usp=sharing
Amanda Lombardi – Chantilly CSS 01:26:24
Jeanette Schutte 01:30:42
Wheer is the training located?
Jeanette Schutte 01:31:11
Ellie Stack 01:32:42
Dawn Azennar – PSL (Procedural Support Liaison) 01:33:19
Padlet Questions: padlet.com/dmazennar/x8tyywh3316glvkq
Janelle Ellis 01:34:08
Naviance/Academic Career Plan information: fcpsnet.fcps.edu/is/acp
Dawn Azennar – PSL (Procedural Support Liaison) 02:04:15
Padlet link for questions: padlet.com/dmazennar/x8tyywh3316glvkq
Ellie Stack 02:26:43
Judy DuPrey 02:28:15
Cary Seago (Thoreau MS) 02:39:10
if you don’t use the advisory period in your hours can you use it for this? Is that okay?
Kira Bertheussen 02:39:29
Right, we don’t typically use Advisory for services hours
Heather Padgett 02:49:13
If someone was certified in another county but is new to FCPS this year, do they have to be certified again by FCPS?
Miranda Hendershot #2 02:49:35
If anyone has “extra testers” let me know ?
Ellie Stack 02:49:51
Heather Padgett 02:49:53
Will do- Thanks! ?
Eileen Oviatt 02:50:04
No, Miranda! Extra testers should reach out to me!
Miranda Hendershot #2 02:50:18
Ellie Stack 02:51:38
Naviance is for all students, not just SWD
Ellie Stack 02:52:34
Miranda Hendershot #2 02:52:51
Thank you all!
Shelley Miller 02:52:55
Lauren Arthur-Compton-Holmes MS 02:53:01
Thank you so much for the information!
Kira Bertheussen 02:53:01
Where can this recording be found?
AP Freeman: WWMS 02:53:01
Deb Dornemann 02:53:03
Ellen Reed #2 02:53:03
AP Freeman: WWMS 02:53:06
Jugnu Agrawal-ACT #2 02:53:07
Michelle Weaver (she/her/hers) #2 02:53:08
Jennifer Craft 02:53:09
Leah Lemon 02:53:12
Carrie Pecoraro 2 02:53:14
Amanda Lockhart 02:53:15
Dianna Bisbee 02:53:29
Thank you! This has been very helpful!!!
Ellie Stack 02:53:45
Have a great day!
Ellie Stack 02:53:49
Morning Meeting Video Transcript
- Jugnu Agrawal, Program Manager, Special Education Curriculum, Office of Special Education Instruction
- Dawn Azzenar, Procedural Support Liaisons, Procedural Support Services, Office of Special Education Procedural
- Nichole Bernard, FCPS Online Campus School Counselor
- Lourrie Duddridge, Senior Specialist, Due Process and Eligibility, Office of Special Education Procedural Support
- Judy DuPrey, Coordinator, Related Services, Office of Special Education Instruction
- Janelle Ellis, Coordinator, Career and Transition Services, Department of Counseling, College and Career Readiness, Special Education Instruction
- Ken Halla, FCPS Online ELearning Coordinator
- Debbie Lorenzo, Coordinator, Procedural Support Services, Office of Special Education Procedural Support
- Summer Manos, Procedural Support Liaison, Procedural Support Services, Office of Special Education Procedural
- Angelina Prestipino, Program Manager, Procedural Support Liaisons, Procedural Support Services, Office of Special Education Procedural
- Kristina Roman Program Manager, Procedural Support Liaisons, Procedural Support Services, Office of Special Education Procedural
- Ellie Stack, Coordinator, PreK-12 Special Education Instruction,
- Jennifer Smetek, Procedural Support Liaisons, Procedural Support Services, Office of Special Education Procedural
- Jane Strong, Director, Office of Special Education Procedural Support
- Courtney Wilson, Procedural Support Liaisons, Procedural Support Services, Office of Special Education Procedural
FCPS Online Campus
Presented by Nichole Bernard and Ken Halla
Nichole Bernard 00:06
So basically I’m here just to give a quick overview of online campus and how we are working with the school counselors at the base schools and the DSSs and as well as how we move forward with working with students with IEPs. So I just wanted to come on and share that information with all of you. Um, so a quick overview of the online campus. Uh, we deliver courses identical in content to those offered in the traditional classroom and use multimedia to engage students. Um, students are able to enroll up to two credits as part of their standard seven high school credits without any fees or tuition. So students must register for the online campus courses to the base school counselor with the approval of the DSS. Uh, they have access to the registration form the school counselors. It is on the website as well and we made it, uh, digital this year for, um, all the virtual reasons. So, uh, the school counselor is the one that would, uh, give the form to the student. Um, all students must be available to attend weekly live online class sessions during the evening at fixed weekly date and times and these classes are for one hour, uh, during the evening. So that’s definitely something to keep in mind.
Nichole Bernard 01:23
Um, some considerations for students with IEPs. So the goals for this upcoming school year and as we’re moving forward in, uh, rolling enrollments, which I’ll explain in a little bit. Ah, before sending a new registration, um, we would like the school counselor to connect with a case manager regarding the requested course or courses. Um, and at that time, they would talk about the accommodations, ah, classroom testing accommodations and services with a student’s IEP team that will be reviewed to ensure that the student will have equitable equitable access to the online course. And if it’s applicable, the IEP team will develop the plan for the student access to local support services and or amend IEP as appropriate for compliance in an online environment. The counselor would send that support planned and or amended IEP to us. Um, some of the accommodations and services that are not readily accessible through online campus is access to classroom audio material. Um, access to this is provided in online courses when available but some materials such as PDF files aren’t always accessible. Braille online campus we do not have copies of course materials in Braille. And just as a reminder, we do not have sped support, so dictation is on here, um, in English described. Some of the other accommodations that are not assessable are present materials, um read aloud, read on demand. So given the asynchronous aspect of the online learning environment, um, the online teacher will not be available to read directions assignments and assessments to the student. It will be asked that the base school provides this accommodation. Though a screen writer will read text within the online course, there may be sections within the course content the screen reader cannot access for example, image files and online assessments. So this is one where, um, you may have for me the case manager just to ensure that the student will have the access for this one. And for Adapted PE we do not have an APE teacher on staff. So the goals, ah, for online campus moving forward to would be for the school counselors and case managers to collaborate on how to provide for accommodations and services not readily accessible in the online learning environment prior to submitting an online campus registration form. So just as when the counselors are meeting with their students for academic advising and planning for the following year, um, and planning appropriate courses, AP honors and the, um, all the different options they may have, um, we would like for the counselors to also talk to the case manager if a student is requesting an online course just ensure that they will have everything they need to be successful with online campus. Um, if applicable, counselors will send the amended IEP to online campus along with the registration, um, and we will be happy to provide more guidance on accommodations and services not assessable in our courses to assist the local school IEP teams. Um, we also hope that the case managers will include the online campus teachers and goal assessment and reporting, and we want to continue to build the relationships with the base schools and ensure that all students have equitable access to their online campus courses. And then the last slide is my contact information, email and phone number. And you can reach out to me or Ken’s on here as well with any questions. As we’re moving forward the next school year are actually going through a rolling enrollment which starts today. So we may be still getting applications, um, for students taking classes. Ah, Ken, is there anything you wanted to add?
Ken Halla 05:06
Two things. Three things. One, thanks to all of you, and thanks to all of your teachers for the work you guys do, um, but what Nicole said is really important for us. We don’t have a special education person, on staff during the school year. We do during the summer. And, I would say, most of our teachers do not hear from the case managers during the year and so I, I, that worries me that the kids, some may not be getting the services they need, so if you can make sure that the, um, case managers reach out. A couple years ago, I made sure that the counselors could see student view and student view included the schedule, and I believe your case managers can do it. If they can’t, I am happy to work with It to see if we can change that. But very least counselors can see the name of our teachers, so there is a way to get hold of them. And then the last thing is are their questions? Nichole gave you guys a lot of information.
Dawn Azennar 06:13
So this is Dawn Azennar. I’ve been monitoring the Padlet and there were a few questions in there. If the team would like I’d be happy to read them.
Debbie Lorenzo 06:24
Please do Dawn. You have time.
Dawn Azennar 06:26
Oh, perfect. So the first one says thanks for the presentation. I would like to follow up regarding 504 students. Messaging to special education leads should include that there are similar expectations for access when planning for those students.
Ken Halla 06:44
And we do, we are doing that, and we do have files for you know all those students and they are receiving the, um, services, as well as for that matter of ESL kids.
Yes, thank you. You didn’t mention the 504s, but yes. Thank you.
Dawn Azennar 07:02
The next one was an elective placement statement. Is there an elective placement statement that T- like TSRC, if the proposal is for self-contained, and the students requests online campus? This seems like a mess.
Dawn Azennar 07:09
We do not getting many kids like that. We do get them from time to time and obviously, the that’s we have to work with the schools to carry that out. Ah, and it’s a little difficult because all of our classes are done at night, as Nicole said usually not before 5:30.
Debbie Lorenzo 07:45
So I’m gonna jump in this is Debbie. So you’re correct. There is not an elected there’s not like a drop-down statement. I think what they were talk- what they were talking about is on the IEP, there is in the present level of performance page, a drop-down menu. I think that’s what they were asking there isn’t a pre prescribed statement about online courses. Um, so I think that’s just something that, um, you would, um, indicate on the IEP is you know that so-and-so is taking whatever the course is on the PLOP page. If it’s not, if it’s not outlined on the transition plan, which is another place that you could put if they’re taking an online class.
Dawn Azennar 08:27
Perfect. Debbie, that leads us into the next question. Would the PLOP outline the requests by the family? When would the case manager be meeting the service hours if the student is not accessing courses?
Debbie Lorenzo 08:45
So this is really similar. So if, if the student- it depends on the student, so in some cases, some students will take online, and they may be doing something at school with it, and some students will be doing some, they’ll be doing it at home, you know, completing the coursework at home. So I think the case manager needs to check in during your, um, if you have advisory or your whatever the block that you have, that may be a good time for the case manager to be checking in. But remember, it’s just like when a student goes from team-taught to let’s say they’re going to take an AAP class. We still have to make sure that we’re monitoring the student’s, um, IEP, their goals and just checking in with them if they’re doing an online class. Because, Ken, do most of the students, is it part of their seven periods or is it an extra period that they’re taking?
Ken Halla 09:37
So first of all, there are very few students that we have who do not go into a school building. So most of our kids-
Ken Halla 09:44
Yeah, so there is a chance. I mean, it’s obviously different this year, but in a normal year, there is any norm, any number of chances in a day that you can meet with the kids. A lot of our ki- that we get kids before because half of our kids this year signed up before June, They just wanted to be in the online campus. Half of them have signed up in the last two and a half weeks. Um, so, and largely because of conflicts in school, they couldn’t get their schedule. We do have probably 300 kids who are taking an eighth class or an eighth credit, but they’re still in the schools.
Debbie Lorenzo 09:44
Yeah. That’s what I thought.
Ken Halla 09:45
Dawn, is there any other questions or was that the last one?
Dawn Azennar 10:34
We just have two more questions that piggyback on each other. If there’s time I’d be happy to read those.
Debbie Lorenzo 10:41
Yeah, um, we still have, yeah, we still have a few minutes if you want to just-
Dawn Azennar 10:46
So the first part of the question is, do we count service hours? Because it’s an elective choice, but we’re proposing, say a small group? And then the piggyback that question is, would we keep the IEP as if the student is remaining at the base school, but noting the online school, similar to TSRC?
Debbie Lorenzo 11:07
So they’re in, they’re at their base school, is this, so, to be, based on this question is the student, I would, I would assume that the student is not full time online. They’re just doing, are we talking online through Fairfax County or online through a different, because if they’re on they’re taking a course online, they’re still a Fairfax County student, so we would propose our IEP as if the student were taking, um, as if what we believe the student requires and this then is a student’s choice. Um, the parents are electing to take an online class. I’m just wondering if it’s a full-time online, that question is referring to or a part-time online, you know, just somebody taking a class?
Ken Halla 11:56
Part times, Shakita saying,
Debbie Lorenzo 11:59
Oh, part time. Okay, so yea- um, go ahead. Ken, did you want to say something?
Ken Halla 12:07
No, you’re doing great.
Debbie Lorenzo 12:09
Oh, no. So if you’re gonna, we always will propose on our IEPs what we believe the student requires, so that, it’s the same thing if they’re taking their electively go to TSRC, and then they’re choosing to attend an online course, so we can’t allow for that to change the proposal that we’re going to make. And then, and then what you will be doing if they choose not to take the self-contained class, or they’re going to take the online class, we just need to make sure that that teacher is monitoring and checking in with that student and making sure, and checking in with the online, um, Nichole or somebody from their office, because if the student is really starting to have a lot of difficulty, we should be communicating and possibly going back to IEP and really talking about whether or not this is working or not. You know, we of course, the parent, parent and student have every right to continue with the online course, but we don’t want to just forget to stop checking in on them, maybe, maybe they need to stay after and work on some assignments just like you would do if you were in a class and you want to stay after, um, and get some support. You know, there’s a lot of, there’s a lot of different creative ways you could do it during that intervention block, check in with them, see how they’re doing. But you know, if you have any questions, I would say reach out to your PSL if you have any concerns with somebody that’s online, so we could try to troubleshoot with with Nicole or with Ken. before they get so far along in the course, that it really becomes a problem for them getting like a credit for the class. Anything else can that were the call you want to add?
Ken Halla 13:49
Well, that is why the case manager reaching out is so important, because we-
Debbie Lorenzo 13:52
Ken Halla 13:53
-don’t know the case manager and Nichole, if the kid doesn’t do any work for a couple of weeks Nichole will call the counselor.
Debbie Lorenzo 14:01
Ken Halla 14:02
But we still won’t know the case management that time. We also call home. The teacher will have call home. We’ll email. Grades go home every single week all year long.
Debbie Lorenzo 14:13
Ken Halla 14:13
We don’t lose my kids through the cracks, but we do have, it, one out of every five kids in the online campus has an IEP or 504 or as an ESL kid. So you know the misnomer that we use- we don’t have those kids is gone. It’s not the way it is now. We look like Fairfax in every way. So the more you guys do, the more we appreciate it. And it’s it’s really a collaborative team effort and we thank you so much for all the work you’re doing for our combined students.
Debbie Lorenzo 14:46
Thank you so much to Nichole and Ken for being here this morning and answering questions. If we have any additional questions that come up, I’ll let you know and I’ll send them to you and then we can get back to the team. Thank you.
Nichole Bernard 14:58
Sounds good. Thank you so much.
Presented by Jugnu Agrawal and Summer Manos
Debbie Lorenzo 15:01
Okay, so we are going to move on to data collection. And we’ve got several folks. It’s we’ve got Summer, and I believe Jugnu are helping, and Courtney are helping with um the next presentation. So is Jugnu and Courtney ready to go?
Jugnu Agrawal 15:19
Yep. Ready to go. Thank you.
Debbie Lorenzo 15:21
Jugnu Agrawal 15:23
Hi, everyone. My name is Jugnu Agrawal and I am an adapted curriculum specialist with office of special education instruction. I’m going to start us off by talking about how we can collect meaningful data through virtual learning, including both synchronous and asynchronous activities. So first, what I will ask you to do is to talk about, uh, some barriers to data collection in the virtual environment and conducting assessments. We will look at some creative ways to collect data during asynchronous learning, and and with some additional resources or tools. So let’s get started.
Jugnu Agrawal 16:01
So you will see in the chat box, the link to padlets. Take a couple of minutes and indicate some successes and some barriers you have experienced while collecting data throughout virtual learning.
Jugnu Agrawal 17:00
I see a lot of responses there. Give you another 30 seconds.
Jugnu Agrawal 17:47
Yep, you guys have identified several successes and several barriers. So thank you for filling that out. Hopefully, we will give you some additional ideas and resources throughout this quick presentation to help tackle those barriers.
Jugnu Agrawal 18:05
So why do we want to collect data? Next slide, please. So why do we want to collect data during asynchronous learning? Well, we are working on tracking progress of new skills or maintenance skills and sometimes you may not have enough time to be able to collect all your data during synchronous learning. So this asynchronous becomes all the more important. What are we collecting data on? Next slide, please. Well, various targets. So we are collecting data on IEP goals and objectives, any instructional targets that you may be teaching to an individual learning that could correspond with pacing guides and learning objectives within the evidence-based programs. We know this might be difficult depending on the profile of your learner, so let’s take a look at some creative ways we can get some additional data.
Jugnu Agrawal 19:03
Some of these tools you see on this slide, you may have already used for alternative assessments like VAAP. Well, they can also be used to collect data on progress monitoring skills through virtual learning. You can have the student or caregiver take pictures or screenshots of the skill or the behavior. They can also record a video if it is a skill or behavior that lasts a period of time, like completing a work task or life skill, such as making a bed. Or you can have them submit a permanent product, which may include forms or surveys within a Google Classroom, completing an activity, or also, um, on the boardmaker online, you might also have tools for collecting data within the school’s schoolology assessments, which is I know being piloted in some of the, uh, schools, and then also DPE data collection tools available during asynchronous learning, which you have already kind of, uh, heard from, must have heard from your adopted curriculum team member. So now the next question comes, when do we set up these asynchronous learning activities? They can be set up on Mondays. You can also set up outside of the designated synchronous sessions, and hopefully these will help you transition back to brick-and-mortar buildings. And then even during transitioning, you- the students can continue to work on the skills during the asynchronous learning. I’m going to pass it over to Summer now.
Summer Manos 20:48
Hi, everyone. Um, so as Jugnu mentioned, there are several ways to collect data asynchronously and now we’re going to share some ideas for collecting data synchronously. So as Jugnu already mentioned, why would we collect synchronous- um or why would we want to collect data synchronously? And ultimately, we know that we are charged with tracking progress on new skills that students have their maintenance of skills, um, you know, we know that it’s important to have baseline data as it relates to informing IEP goals and objectives. So ultimately, that’s our why we would want to collect data in our synchronous learning environment.
Summer Manos 21:26
So what are we collecting data one, so we might have informal assessments or measures that we would use, progress monitoring tools as it relates to targeted skills, and of course, our IEP goals and objectives are what we would want to be collecting that data for.
Summer Manos 21:43
Um, so how are we going to collect that data? So when thinking about synchronous data collection, we were thinking about the fact that it’s a great opportunity for you to connect with your students or for your teachers to connect with their students in, um, that synchronous environment. And so thinking about it almost like a continuum of if a teacher can work in an individualized environment synchronously and do a cold probe, or collect some informal assessment data that way, um, that would be a great way to collect some synchronous data. An IA could also collect that information if an IA has been trained in either an assessment or an evidence-based program, and maybe there’s a probe to go along with that. And then ultimately kind of ticking up that continuum and thinking about, so if the teacher could collect data individually, then maybe in a small group during small group instruction, either the teacher or an IA could be monitoring the student and collecting data that way. And then ultimately, even in a whole class setting, through a variety of ways, pictures and samples, um, permanent products that the student might be producing during the class time, whether that be through like a forum or a survey. I know a lot of teachers are using Kahoot, so that might be a way to look at, um, how the student is performing. Um, at the exit tickets are another great way synchronously to kind of monitor studentsâ progress and look at that information. Some other things that we brainstormed, um, might also be like a whiteboard, or a self-assessment. Um, so there’s a lot of different ways that, uh, teachers could utilize that synchronous time, either again, individually in small group or whole group, in order to collect some data from students, we also had some information to share with you about the, um, the criterion referenced Brigance, that can also be administered virtually, and is required for all students assessing, um, the adapted curriculum this fall and spring. And there are specific sub tests that are available on distance learning the distance learning 24/7site in the assessment subfolder in the adapted curriculum folder, and a training for Brigance. And other informal assessments is also available on the adapted curriculum, Google classroom, and we’re going to share a little bit more, as well as some additional resources for you here in a second.
Summer Manos 24:12
Next slide. Oh, to the when- So when would we collect this synchronous data? So I know there are intervention times that are built into all of your secondary schedules, that might be a time that you might meet with a student or a small group in order to collect this information, as well as scheduling times with the family. I’m arranging a mutually convenient, um, time for a teacher, you know, conference check in and, um, then thinking about as you’re collecting that data, and we’re going to show you some sample tools for data collection in a minute. But ultimately using those tools in a way that when students do transition back to brick and mortar, that we can kind of have a seamless transition of the data collection process. And so we’re going to show some examples of how to support your teachers with that transition, um, of the data collection process here in a second as well.
Summer Manos 25:20
So on the screen, um, are two different sample data binders. On the left, you see a copy, or you see a picture of a data, an actual data binder, um, that was developed for students that are more common in the CAT A program. And you see, you would have your IEP, or progress reports, and then tabs for each of their IEP goals with a data sheet for each goal, and then the opportunity to put data samples or copies of the data samples behind each IEP goal. You might also have an FBA or BIP and that would go in in that card hard, um, data binder. On the right you seem um, excuse me, a table of contents for another data binder. This is one out of the ABA office. And it just shows again, the different sections that you might put in a traditional data binder, and what information you would want to have in that data binder as it relates to monitoring that student’s progress and keeping all of that information in one place. We put an example over on the left of the slide of two electronic data binders, so I know, um, for many of us, I like things paper, but at home in this virtual environment, it’s hard to do everything on paper just because we’re at home, and so one of the things that I’ve started doing, and we have a couple different options, as far as you could use your desktop, you could use your H drive, your school team drive. Um, I also have just that flash or that external drive that I can save student information on. So these are student folders and then in the virtual folder, or your electronic folder, you might have, again, that PDF of the IEP, PDFs of their progress reports, if they went to ESY, maybe you have their ESY progress report and their ESY data sheet, then you might also have, um, it’d be a nice place to warehouse, your data sheets, and as you’re collecting evidence of, um, data throughout the virtual learning environment, you could be putting that in each student’s folder electronically. So you might have pictures you might have, um, again, just as different samples of, of, student work that you can put in an electronic folder, as opposed to a, a binder that we might use when we’re back in brick and mortar.
Summer Manos 27:46
And then I just have one more slide that shows an example of a data sheet again, um this is for students writing goal, and you see just the the data as it relates to monitoring progress towards that goal and then where you might put the works samples.
Good morning, everybody. Um, now that we have been able to put some focus on the why, what how and when for synchronous and asynchronous data collection, we wanted to direct you to some additional tools available, um, to collect that data. So after you’ve made your plan on the type of data you’ll be collecting, and whether it’s an asynchronous or synchronous, uh, we have some resources for you. So, uh, just wanted to point out the special education instruction resource hub. So if we could click that.
Alright, so here you have a variety of resources. You’ve probably seen this. So we invite you to explore it further. But right tucked away in the top there on the right, there is a data collection link. So here you’re going to see all the various departments are represented and a large variety of data sheets. So, um, if you click the down arrow for each of the departments, so under early childhood, say, yep, adapted curriculum, uh, you’ll see that there are a variety of sheets there for you, and unless you’ve received specific guidance to use a particular data sheet or a particular department sheets, please feel free to look through, uh, the various options, um, to find what fits the needs of your data collecting.
So I did want to point out though, that there are how to documents at the bottom. So if we take a look, we could even click on the frequency link how to frequency. Yep. So each of the types of data collection, uh, has a how to guide on how to collect that data, um,in addition to all of the data sheets that are available from each of the departments. So this would be a great resource to be able to direct your teachers to and you’ll see that there are several, uh, options. Momentary time sampling duration.
So lastly, if we go back to our presentation, we have a link to the progress monitoring guidance document. Um, it begins with the fact that consider with virtual assessments, including group size, materials, access, etc. and then the document further breaks down progress monitoring tools for literacy and math. Uh, so we invite you to take a look at those and then it ends with the contact information for high incidence general curriculum staff.
So we invite you to continue to add your, um, successes and challenges to the Padlet. And that ends our presentation.
Debbie Lorenzo 31:50
Thank you guys so much. Um, Dawn, we have a little bit of time. Do we have any questions for that group?
Dawn Azennar 32:03
Jennifer was going to help us with reading the questions.
Debbie Lorenzo 32:06
Dawn Azennar 32:06
I didn’t know if she wanted to jump in.
Jennifer Smetek 32:11
Good morning, um, Debbie. Yes, we do have some questions. Um, so one of the, the first question that came in was, and I think this has probably been addressed, but um, maybe the person who typed the question could jump in if they feel it hasn’t been addressed. How do we collect data if students are unable to attend synchronous sessions due to lack of availability for caregiver or parent to help students log into class? Um I do think that we did cover some of this, but I don’t know if the poster feels like, um, they’d like a little more information or clarity on on that.
Jennifer Smetek 33:01
Okay, let’s go ahead and move on to the next question. How do we know that the asynchronous materials were completed independently, as parents are doing this with for their students, I worry about the fidelity of this data.
Debbie Lorenzo 33:25
And who wants to jump in from the group to answer this one?
Ellie Stack 33:40
I can take this, um, and the group can add in. Hi, everyone, this is Ellie Stack and this is actually one of the, uh, topics I was going to be mentioning later on. Um, as you all are having conversations with your parents, one of the things that I think I’ve heard enough that would be good for you to bring up with them is the importance fo, uh, r them having their student do the work on their own. and also to, um, to help the parents understand the type of prompts or supports that their students need. So this is a very unique situation that we’re in where parents are more involved with the education, the daytime education, uh, than they happen in the past. Of course in the past, we’ve always had this concern with homework, but one thing that I think parents are struggling with is they are seeing their child, um, either get things wrong, or, ah, they’re prompting their child to the answer before their child maybe needs the prompt. And I think it’s going to be part of our job as educators to, um, to help the parents understand the importance of our students, um, of the work showing the student’s true abilities, because that’s how we are going to be adjusting how we’re teaching, and, uh, in some cases, I think the parents just need to, to hear that and understand that. And by letting them know that they play a key part in the education, but we do need the student’s to true and accurate work, um, and then at that point, when it comes to the asynchronous, we are going to have to take the parents, you know, or student as they submit their work, in the fact that they did it independently. There is the honor code for students, but of course, we know that parents, um, sometimes do provide that extra support that our students need. But that is something to take, um, to keep in mind, uh, is just having that [inaudible] to raise the awareness of parents, and then also, um, for, ah, for parents in using some of the methods that were outlined for the asynchronous and I’ll go back to that slide. If we’re taking pictures of the student work, or even the videos, I love that video idea, um, so as a parent, the idea of making, taking videos, you know, it’s a lot of work. But it’s a great way because those videos will capture it. So that’s just an idea with that, but part of it is going to have to be making sure parents understand the purpose of this and then we are going to have to be, um, taking some of them that are word. Courtney.
Courtney Wilson 36:33
Yes, just to add. Thank you Ellie for jumping in and adding that information. Um, just to add off of that to something to keep in mind is that you will want to still measure this goal once you do get back to face to face, just because you were working on it, um, and collecting the data asynchronously. So it’s not something that I would just necessarily just drop off, even if you feel like the data says it’s mastered. I would check on it once you do get back to face to face, and you could also add in for progress reports and so forth, that the data was collected asynchronously as well, just so that you have that reflected.
I really appreciate that. That was a good point. You’re right. When it comes to the mastery of a goal. We want to be careful on that. And your point about the progress report so important.
Debbie Lorenzo 37:27
We may have one did you have? We may have time for one more question. And then we can get back to questions at the end. Again, Jennifer and Dawn, if you keep tabs of those, then we can come back to them.
Sure. Um. Someone had asked about access to the adapted curriculum, Google classroom, and I’ve added that data into the Padlet. But one question that looks like someone is asking that we may have time to address quickly is can you speak more to the expectations or administration’s administration of Brigance?
Jugnu Agrawal 38:02
Yeah, I can take that. So this is you know, hi. So for the Brigance, basically, for the criterion referenced Brigance, we have more flexibility in being able to implement that, and company has been really gracious in giving us access to some of those sub tests, uh, in the PDF format, so those are all available up there, and I have already been speaking with a lot of teachers who have been pulling their students out, like when we talked about when can the this administration be done. So that’s information. There are a lot of subtests on there, so please, uh, use those for progress monitoring and those kind of things. And those are also helpful tools for you to kind of, uh, collect data on some of those IEP goals that might be in there. So hopefully that answers your question about the Brigance.
Debbie Lorenzo 38:56
Thank you, everyone.
And so, at the start of the year, even though we are virtual, we still have the obligation to be doing progress monitoring on our students and that includes the beginning of the year assessment. Um, and right now, I do believe from for our kids, it’s even more important than ever, because, uh, because of the education they’ve received since March, uh, just to get a feel for where our students are. Uh, and so given the Brigance and the other assessments that are included on that progress monitoring in the virtual environment document is so important now, as it is every year but it is important, but as, uh, what Jugnu said, when you check out that brigantes document, you are going to see that there’s a lot more flexibility with the brigands then then we might have expected in to allow us to do it virtually.
Debbie Lorenzo 39:57
Thank you, Ellie. Um, so Ellie, I’m going To turn it over to you, so you can begin the next activity which is sharing successes.
Ellie Stack 40:08
All right, well, fabulous. That brings it to sharing successes. As you all know, I don’t need to tell you all, so much has changed this school year. The what the what of the work that we do the what we’re doing hasn’t changed There’s been some additions to the what that we’re doing, but the main purpose of our jobs is still the same. What has changed tremendously, though, is the, uh, is how we are providing that work or support to our students and to our school teams. And so we want to take time today, to do an activity to allow you all to share the, um, successes that you’ve seen. So each one of you all have had to find new ways to do all of the important work that needs to be done.
Ellie Stack 41:07
So we’re going to take time, the next few minutes, to do an activity and picture us you know, over at Willow Oaks sitting at our small group tables. Uh, we’re going to break you up into tables and what we would like for you to do, well first, um, and this activity, the directions for the activity are included on your guided, uh, notes page for today. Um, so the first thing that you’re going to do is, uh, put your name on the slide and put your school, and then you’re also going to introduce yourself. And on the guided notes page, it does include, um, some, uh, guidance for introducing yourself, uh your name your school, your role at the school and how long you’ve been there, and then I would love for you to include a, um, an adjective that describes how you’re feeling today, the first day of the third week of school with how things are going. Um, so you’re going to introduce yourself. After you introduce yourself, oh, and also you need to pick a timekeeper and somebody to keep an eye on the chat window, because I will be putting different prompts or support in through the chat window. And then after you do, uh, that first slide, you’re going to go to the next slide. And as you can see on this slide, there are a couple categories. And so I want you to think of the strategies that you’ve come up with, for, uh, relationship building or collaboration at your school building, uh, communication, schedule scheduling. And then of course, there’s the other category. So think about the strategies that you’ve either used or you’ve implemented at your school that had been successful. And you’re going to list the strategy here. And so everybody’s gonna take a turn listing their strategy and it’s a lot like the job thoughts activity that you’re doing at the table with post it notes. But instead of writing on a post it note and saying it out loud, you will say it out loud as you type it on, um, the chart. So for example I’ve put up here, one relationship building is to make sure we’re using cameras as we’re meeting with people. And so we’re going to take time, I believe I put six minutes for you to everybody who’s in your group to have a turn adding their successes. And you can add as many as you can during that time period, but you’re adding one for each turn and you’re taking turns. Just put it in the column or the category that it applies to. Does it deal with relationship building our collaboration? Does it deal with communication or scheduling? Or does it not deal with one of those, it goes in the other category. All right, so you’re going to take the time for that. Then you’re going to look at the ideas that people have added and you’re going to add your initials to the, uh, votes column, you’re going to add your initials to I believe I said four topics that you want to hear more about and then after everyone adds their initials, you’re going to see which topics have the most votes and then were gonna take time. The next, the third segment of time is for whoever wrote this idea down. the one that got the most votes, that person is going to share more details about, uh, what they wrote, and when they are done sharing, we’ll come up to these ones which also have the most votes, and we’re going to share out what about those strategies.
Ellie Stack 44:47
At the end of this, you will have learned from your colleagues about some strategies that have worked at their school and we’re hoping this is going to help everybody because we don’t need to reinvent the will, wheel. If somebody is trying something at their school and it worked, it might be worth trying at my school rather than me trying to figure out how I can do it my own way. And you have time after this. The last question that’s on your notes page is for you to talk about how you’re going to share the information that you got at today’s meeting with your special ed team, because it’s a little different than like in normal times. So I’m going to post the link to this, uh, this activity in the chat window in a minute. But first, I’m going to see are there questions about the, um, the activity before I send you to your breakout rooms?
Debbie Lorenzo 45:42
I think there was one Ellie that I see so far and it was where do you where do we find this?
Ellie Stack 45:47
Yeah, I am. I’m gonna share the link with you. Now. Let’s see, I’m gonna copy the link to share with you and then I’m going to put you in random breakout rooms. All right. So there’s the link to the activity. There is a set of slides for each group and the group is by your room number. All right, so if you’re put into group number 16, you’re going to scroll down until you find group room number 16. Okay, so with that, I am coming to the breakout rooms section of my screen. And I am going to put you all into breakout rooms. Let’s let me set it up. Oh, hold on. It’s not responding to me. Uh, here we go. Now it’s responding. I’m going to send you to the groups. And we need. Sorry, my mouse is doing funny things. I’m going to randomly assigned you and here we go.
Debbie Lorenzo 59:58
Hey Ellie are we going to bring folks back in a minute?
Getting this, you know, um, but thank you guys.
Ellie Stack 1:05:35
All righty. Welcome back to the main room, everybody. I really appreciated your involvement in that activity. And I loved looking through the slides, you all, um, each of the slides, it’s funny, has a little bit of different twist to them. Uh, the one slide I was looking at here, uh, in the other column, they talked a lot about the support for the paraprofessionals. Um, in another slide, I saw how office hours to have staff come and talk to you all was really helpful. So I of course, was not able to hear the details or the conversations in all 20 rooms, uh, but I was able to see what you wrote, and that is why I’m asking for, um, if you have not already added your slide or your name to the white slide that went with your group activity. If you could add your name to the white slide that way, if I’m looking at group number eight color slide, and I see an idea here that I want more information on, I have the ability and you have the ability to then go back to their the slide that has their names and email their group and say, Hey, um, who had this idea, I would love to hear more. So not only can you learn from your group and what you all talked about, but then you can also learn from other groups. So thank you so much, uh, for your participation in that. I don’t know what happened. I know a few of the slides got deleted, about, uh, halfway through. So I don’t know what happened there. But I appreciated how the groups were able to reconnect or recreate the slide and then quickly, um, got back to speed. So thank you all for that. We are going to switch to I’m trying to navigate my screen while I talk. And let’s see, we are going to come over here to the primary case managers and Debbie.
Debbie Lorenzo 1:07:35
Hi, everyone. Thank you, Ellie. Great activity. So my my Sorry, my video hasn’t been working. I tend to have video problems with Blackboard. But I’m just going to take a few minutes, just nothing really quick. Um, I just wanted to remind everybody, I know that, um. Thank you all so much as you’ve been updating your PCM really important for us to have this, um, tab we are using it more than ever. I know DSS and Ellie, we’ve been using this as we are doing staffing meetings, when we’re in the staffing meetings, this has been a great tool to be able to pull up your schools and be able to categorize students as we get questions, or we get requests. And I know you’ve heard a little bit of rumblings about, um, the cohorts, maybe by your principals that may be starting to come in in the, um, we don’t have an actual, um, start time, but I’m sure your principals have been letting you know a little bit about it and they’re going to probably talk about it a little bit about that tomorrow at the school board meeting. But as we’re building cohorts, we’ve been going in and taking a look at like for example like who what students are in the CSS. Um, and what you know, and that has helped me and Tina and enhanced thought and Ellie to get ID IDs numbers, um, and not just having to use just validation. So the more that you can go in and update it and, uh, make any changes as things change, the more we really, really appreciate that. Um, That’s all I have to say for so we have to Janelle Ellis, who is going to talk to us about [inaudible]
Career and Transition Services
Presented by Janelle Ellis
Janelle Ellis 1:09:32
If you want to go to the next slide. So this is Janelle Ellis with career and transition services, and I just have a few items to share with you. The career portfolio, which is that white folder usually kept in each student’s special services file, or sometimes with the ETR depending on the school, um, is transitioning to an electronic format. So the career portfolio is the folder that’s used to store all of the student docs documentation related to transition planning. And it’s just a really good way to ensure that there’s continuity with planning from year to year and it helps to develop the transition plan to every year. So we have created a CTS folder for all middle and high school students within Naviance. And in your notes for this meeting, there’s a link with a two-minute video that just shows you how to access the folder and how to upload to the folder. ETRs have counselor level access to Naviance and can upload to this folder, but so can teachers and case managers who have access to Naviance for their students. So as a reminder, the types of documents, um, that should be in the folder, um, is anything related to the career skills documentation for the student, so like certificates, maybe from CTE course, ah, community work experience summaries that are completed for all students that participate in that job coach reports, employer evaluations from community work experiences, and also a lot of other things too. So the video kind of outlines the short videos will tell you more about what goes in the career portfolio. So there’s no expectation that the contents of each student’s hardcopy folio or folder will be uploaded to the new space, so nobody has to worry about that. But just going forward, document should be uploaded, and middle schools will not receive the white career portfolios in the pony this year. The expectation being that transition assessments and such will be uploaded into Naviance instead, in the CTS folder.
Janelle Ellis 1:11:43
Central Office has identified one of our resource teachers as the primary contact from central office for middle school transition support. So Maggie Contreras is, um, our job coach supervisor and is also, um, kind of the liaison for middle school transition support. Her contact information is also listed in your notes from this meeting and she’s available to answer questions both staff and parent questions. Um, and to provide training to middle school sped staff around effective transition planning. She can also, um, you know liaison with the the ETRs and arrange training for for special education staff. Um, it’s just really important for all special education staff to understand why transition services are part of the, um, IEP process at age 14 or eighth grade. Maggie’s a good resource to help build this capacity among the middle school teachers so that they can share transition information with parents when they’re asked.
Janelle Ellis 1:12:46
We will not be having students participate in community-based work experiences while the division is engaged in the 100% virtual instruction. So last year, we had over 1000 students participating in community work with close to almost 400 different employers in the area. So as you can imagine, it’s not a simple task, to bring this back to that level immediately. Um, but we are working with employers we’re maintaining contact with them. We’re surveying interests, and we will most likely need to re-establish and establish some new partners when we’re able to resume this important aspect of our career development electives. Um, I also encourage you to take time to to visit the CTS resource and curriculum hub. Um, the link is provided in your notes and this hub is also linked through the ISD curriculum hub and also through the, uh, special services curriculum hub, which was shown earlier with the data collection. And, um, in your notes, there’s a link to guidance around ETR services for alternative programs. And this link includes a list of which of the two ETRs are aligned with all of the alternative programs. So students who are placed through a hearings office, um, are entitled to ETR services in their IEP. Um while students who are electively placed in the alternative programs may have consult ETR services. The base schools are responsible for completing the IEPs for students that are assigned to alternative I mean to interagency services sites, um, but the ETRs listed there can definitely help you with with transition planning and do that. So there’s also a link to the three-tiered service approach to ETR services in your notes and this is a helpful guide for determining how and when ETR services are accessed in all schools for for students with IEPs.
Janelle Ellis 1:14:53
The next slide. Um, so CTS every year, we provide data at this meeting on the results of indicator 13, and 14 and indicator 13 requires compliance around effective transition plans, um IEPs, and indicator 14 looks at student level of engagement, one year after exit within that year after exit. So this this slide, uh, right here shows the results of indicator 13. For 2019 and 20 school year, um, let me see where I am here. So, um, most IEPs were that were not held within the annual date were to be held during March when the schools abruptly closed due to the pandemic. Um, and it’s important to know and I also wanted to state that, um, it’s been steadily improving every year. So this 3% of transition IEPs that required, okay, I’m getting mixed up here with the annual date and the post-secondary goals. So the first 3% of that transition, IEPs is reviewed required addendums to improve the post-secondary goals. But this is half of what it was cut in half from last year. Um, and there’s been steadily improvement in this every year. So the IEPs also that were not held 4% were not held within that annual day, but 80% of those were during the closures as I said the abrupt closures. And again, um, this is dropping every year as well.
Janelle Ellis 1:16:46
Okay, the next slide. This is indicator 14. This slide shows where FCPS is in relation to state targets for the number of students involved in higher education, competitive employment, or some other type of training post-secondary or some other type of employment such as military or sheltered employment, I mean, ah, supported employment. Um, note that FCPS met and exceeded the state targets. Our response rate was high again this year, due to a very tenacious and concerted effort to reach students and families. Um, so we had 19, nine 997 families or students that we actually had contact with this year out of about, um, 1800. So there’s a more detailed data breakdown that will be available soon, um, such as like the post-secondary engagement by disability, um, involvement, the student involvement in IEPS, high school satisfaction, and some more details about the students that are unengaged. And that’s coming.
Janelle Ellis 1:17:49
And then lastly, the last slide, um, I just want to make sure that everyone is aware of our upcoming events so that you can help spread the word. There’s two coming up soon, um, this fall, and the first is the community resource fair moving on to life in the community. That’s held every fall usually takes place at Lake Braddock High School, um, but this year, we’re holding it virtually This is this event is really important for students and for families who may need ongoing support once they leave FCPS. Those kind of supports might include like residential, um, ongoing employment support services, recreation, Social Security, things like that. So the fly the flyer length for this event is in your notes also and it’s also on the Parent Resource Center webpage, and then a new event that we have this year that we’re excited about is the post-secondary education boot camp for students with disabilities. And this will be a two-and-a-half-hour workshop virtually, where students will learn how to conduct college searches, complete the common apt understand disability support services better, and how to how to go about getting them and then just reach some like scaffolding and executive function support for the steps in the process going forward. So in coming years, we’ll work to hold this event earlier in the fall. But with the way that this fall has been November 9 was the earliest that we could do this this year. Especially being it’s the first one that we’ve done. So please share with teachers and any seniors this will be for seniors who are planning to attend college and can benefit from this extra support. Um, the calendar of CTS events offered throughout the year’s linked, um, in the notes. And thatâs all I have. Thank Thank you.
Debbie Lorenzo 1:19:41
Thank you. So now so we’re going to take a break at this time. Let’s come back a, um, t exactly 10 and then we’ll get moving and I will, um, talk to you a little bit about recovery services.
Debbie Lorenzo 1:25:14
Okay, I hope everyone had a chance to take a break and, um, is back. Got some coffee, got some water. I just stretch your legs. Okay, so Angelina and I are going to cover briefly cover. That’s right. There’s no lines at the bathroom. Ellie, you’re correct. Um, Angelina and I are going to review, um, recovery services with you. Um, we are just we are going to just highlight some of the key points, there is going to be a presentation and a training that we will do. Khris, Kristina, do you?
Questions Related to Janelle Ellis’ Presentation
Kristina Roman 1:25:53
Yeah, Debbie, we just, we just wanted to start with a couple of questions from the Padlet for CTS first.
Debbie Lorenzo 1:25:58
Okay, go ahead. Go right ahead.
Ellie Stack 1:26:02
Thank you so much. We had some really good questions and the first one we wanted to know about is, Will students who are 100% virtual have an opportunity for community-based work experience?
Janelle Ellis 1:26:21
Is this after, you know, at a point, are you talking about students who are electing to remain virtual the entire year, even after some groups come back?
Ellie Stack 1:26:31
Janelle Ellis 1:26:33
Right? That’s a good question and, um that would most likely I think, be up to the to the family, and we are we are working with risk management, too, as far as our our work, community work experience agreements and parent permission forms, and things like that are in process, um, for this new environment. So, um, if a student chooses to be 100%, virtual, um, I’m not sure they would elect to go to a worksite. Um, and then we have to look at our staffing as well. Um, with our job coaches and with our, um, just the way that all of that falls out to so that we have the adequate staff coverage at the work sites for students. Um, so it’s it’s just kind of it’s it’s another one of those questions that, um, there’s not a clear black and white answer for
Ellie Stack 1:27:29
Thank you so much. Another question we had was who completes the Naviance ?
Janelle Ellis 1:27:40
Naviance is the academic and holds the academic and career plan for each students. So the school counseling department, it’s my understanding is kind of the the lead, um, folks, they all the school counselors have 100% access to Naviance, and all the components of it. ETRs have similar access with a with a few things that they don’t maybe a couple things that they don’t have access to that they don’t need to but they have, um, broad access to it. And then teachers have a level of access as well for students to work with the curriculum that’s in there for Career and College Readiness, and also for the to work with the student on their academic and career plan. So, um, Naviance is something that’s a you know, district wide school wide, um, everybody should be trying to use this and it’s it’s being encouraged more and more to use it. Um, as far as the career portfolio that we’re moving into Naviance, it will be a, I think the video the two-minute video helps to explain that a little bit better, because it shows the different places that you can go in Naviance for different things. But that should help explain a little bit more about that CTS folder and how to get to it. Teachers should have access to that folder as well if they have access to that student material.
Ellie Stack 1:29:08
Thank you so much. And I imagine that the video will help answer the next two questions-
Janelle Ellis 1:29:14
Ellie Stack 1:29:14
-and that will be what will eighth grade case managers be responsible for in Naviance. Previously they started the folder and then the next a while let you answer that one. Okay.
Ellie Stack 1:29:28
Yeah, the case managers would want to ensure that the the any transition assessment that’s done like an interest inventory, say something like that there will be less that goes into the career portfolio or the this the Naviance folder in middle school, because it grows and grows as the student, um, progresses into high school. But, and, and Maggie Contreras who’s the, um, central office, middle school support person can help any of the staff that’s that has questions about how to, um, upload anything or what should be uploaded. But yeah, the video does help to clarify what goes in.
Ellie Stack 1:30:11
Perfect. And then the next one was how much turnaround training will be needed for department chairs to ensure that case managers can navi- navigate Naviance.
Janelle Ellis 1:30:23
Naviance has a lot of good, um, already training built built in, so it’s just a matter of getting going in there and doing kind of the orientation that they have in the training they have for Naviance. It’s not a difficult program to use and there’s a lot of already existing, um, training and orientation for it for staff. And now the login is the same as it is for your, um, your, you know, for your regular, your regular login that you get in for everything for the county is also now what you can get into Naviance with. It used to have to have a separate login, but now it’s the same as your FCPS login for everything else. So that makes it easier as well. And the training, um, if you that shows in the video how to access the Naviance. Um, let me see, if you’re on the intranet site, you will see a program a bar for it. Let me see. On the intranet site, you should be able to see the Naviance tab. And everything that you need to see should to get into it should be right there. So if you go to account sign on, on the intranet page, and you scroll down, you’ll see Naviance and that’s where, um, you can access information on it.
Ellie Stack 1:31:56
Thank you so much for all that good information you provided us.
Janelle Ellis 1:32:01
Yep. Thank you.
Debbie Lorenzo and Angelina Prestipino
Debbie Lorenzo 1:32:03
Thank you, everyone. Okay, so we’re going to get started. So today I’m going to spend some time with Angelina talking to you about recovery services and the IEP. Um, we have drafted a document and have asked several groups to review and provide input on this document. The information from this document was adapted from the VDOE, um, Considerations for COVID Recovery Services for Students with Disabilities. You may have seen this document, um, or provided the link a couple of weeks ago. What this document is going to include, it’s going to give you information about the definition of recovery services, it’s going to have a chart that will direct you to the data sources to use when making IEP decisions. It’s going to give you some FAQs to apply to recovery services, a sample PWN, a flow chart that takes you through different options and guides the IEP team. And then there’s a Venn diagram that’s going to compare the differences between, um, recovery and compensatory services. Um, the link to the VDOE document is included in the notes that Ellie has provided you with a link to and on Friday, I met with about fi- four principals and Angelina, and they kind of went through the document with us and gave us some input that we’ll be incorporating. Once a document is finalized, what we will do is we, um, will do a recorded training like we did with the IEP guidance document so that you can share it with your teachers and use it at CLTs and go through it slide by slide and go through the pages of it. So I’m just going to highlight the two of us are just going to highlight some information that’s pertaining to recovery services that will help you as you begin those conversations with your, um, school teams. And then the next couple of slides will link into a little bit of the information that we talked about just earlier about data collection, and how you can use the data collection that they spoke about to make decisions about, um, recovery services when you’re meeting with families.
Debbie Lorenzo 1:34:11
So as you can see in this slide, what is recovery services? Um, so when you look at recovery services, you’re thinking about that additional services and supports to bring regain lost educational skills. Despite the development of TLPs to ensure that continuing continuing to continuing, um I’m like tongue tied today of learning to to COVID-19 School closure, many students are likely to show signs of aggression, or display gaps in their learning. When schools when schools have reopened in order to mitigate this regression and close these gaps, we may find that many students with disabilities may need some type of recovery service. This means that COVID recovery services may need to be considered for any student. However, we need to remember That does not mean that every student with a disability will require require recovery services. Okay, Kristina can go to the next slide, or, or Ellie. Okay.
Debbie Lorenzo 1:35:14
As we continue to talk about recovery services and whether or not it is needed, we will continue to refer to the importance of data. The data and its analysis will be used by IEP teams to determine whether or not a student requires recovery services. We need to remember that prior to determining the need for an amount of COVID recovery services, each IEP team should consider data from a variety of sources. So that’s what Angelina is going to talk about, what are the variety of sources and what timeframes do we need to look at? So we’re going to be looking at data spanning from the continuum a pre COVID prior to the March closing to the return to school. Therefore, IEP teams should use individual student progress data and data about FCPS offerings. So what do we offer during the school closure? The need for covered services should be based on whether or not the student continue making progress in the general education curriculum, or alternative courses of study are specified in their IEP, or toward meeting their individualized IEP goals and, or if any significant regression occurred during the period of school closure.
Debbie Lorenzo 1:36:27
Again, we need we need to remember that not all students, um, I would probably say this a couple of times, with disabilities will need COVID recovery services, it’s really gonna depend depend on what the data that data is showing us. The IEP team will need to determine if and any the amount and the type of recovery services required to address those those individual student’s needs, then they will be documented in the proposal of the IEP and the information on where and how to document the services on the IEP, we’re still in discussion of how that’s going to look. We’ll be will be will we be documenting it on the PLOP, on the services page? Where we’re in discussion with Jane and our team at DP&E as to what’s the best way to document these services. So I’m going to turn the next couple of slides over to Angelina and Angelina is going to talk to you about the different timeframes and the data that you will be using when you’re considering whether or not we meet we’re require recovery services. So Angelina.
Angelina Prestipino 1:37:31
Thanks, Debbie. Good morning, everybody. So as we think about as Debbie said, we’re looking at the continuum of the timeframe. So there’s pre COVID, so that would be last August, through March, and then the COVID closure, which would have been March through June, and then certainly are returned to school, which is now moving forward. So we really need to make sure that we’re comparing that data from the timeframes. And we’re going to start with that earlier pre COVID data.
Angelina Prestipino 1:38:00
So as we begin gathering and thinking about the data, both formal and informal, ah, we want to establish that baseline so that we can compare the skills and the performance toward the IEP goals, review any of the progress that was made on those IEP goals to include those objectives and any other benchmarks. We want to look at observations and data from teachers, therapists, parents, and anybody else who may have had direct contact with the student whether through a screening assessment, or any other information that may have been obtained on that student, we want to make sure that we’re looking to include any sort of pretest and post test data, post test data, sorry, a lot of STs in there, that may be coming out of a curriculum based assessment, for example, There may be other relevant factors to consider, uh, as we’re looking at this data. So as you can see here, we provided you with some examples that could include, uh, IEP progress reporting, the data that’s coming from parents related service providers, or teachers, private evaluations that parents may have shared with us, or if we were able to get some done some of our students got assessments during the summer, maybe we have access to that. As I said earlier, any of those pre post curriculum-based measurements, certainly grades and any report cards, uh, leading up to that pre COVID timeframe can factor in as well.
Angelina Prestipino 1:39:34
So we also want to think about some questions. We’re going to walk you through some of these questions to look at each timeframe, the pre COVID, the actual closure and the return to school, to help guide your school team discussions regarding the students data. So we want to think about his team did the student make progress on her IEP goals and objectives, uh, prior to the school building, um, closure that was ordered Northam? What was the student’s baseline? Right? Where did, where did his or her IEP goals set objectives prior to this closing? What was their progress at that time? So we may not have completed those progress reports during fourth quarter, and even third quarter, we may have had minimal information just based on each person’s, uh, access to the data they may or may not have had at the time that third quarter progress reports were completed, but we certainly use whatever information we have, as we were having these conversations around the student’s progress prior to COVID-19. And as we think about the closure, then we want to start to prepare ourselves. Do we have documentation of the progress the student made during the ordered school building closure in the form of progress reports, or any other documentation or data that we might have?
Angelina Prestipino 1:40:58
Again, we know you may not have all this data, you may not have been able to collect data on the fourth quarter, uh, progress reports, or even have been able to report excuse me on the data from the third quarter progress reports. But we may have some grades, we may have other data sources. Ah, we do know that we had asked everyone to do the best they could to collect the progress monitoring data on that student’s participation, assuming they participated during [inaudible] during the closure period. So this data is going to be similar to the type of data we’ve looked at for pre COVID, except for ESY. Students may have participated in ESY, and therefore, that would be an additional data source that we may have on students. So if the student did attend the ESY you’re gonna want to make sure that we’re reviewing the progress reports for ESY, and any of the data or other work samples may have been able to get from ESY. Um, we may have students of course that are transitioning and leaving you either from elementary to middle, or middle to high, um, which may add another layer of challenge, we do understand that so you’re not going to be as familiar with that student, uh, and or his or her data from the previous year. So in those cases, we encourage you to reach out to the previous school, previous teachers, uh, and get some information from them, if at all possible prior to any staffings, so that you can get together and clarify, uh, and any of the data that you do have get any questions answered prior to going into a meeting, um, so that you can take into account all of this information. Of course, we never never, never want to forget, we want to make sure we’re including and take into account what our parents are sharing with us, us, regarding the distance learning experience for their children, uh, as they as they [inaudible] through all of that.
Angelina Prestipino 1:42:52
So as you now come to that point where you think about that school closures. Some guiding questions to consider are what were the goals and accommodations and services that we were able to offer the student through our, uh, temporary learning plans or our TLPs? Was the student able to engage? And did we see any progress or regression the educational opportunities that are offered, uh, by FCPS and provided by us. And were special education services and supports that were offered? Did the student access them? Based on what was offered during the closure, were they reasonable in light of the student’s circumstances, as well as the circumstances themselves? So as we look at bullets, two and three, be engaging in the process and the progress in those opportunities that we offered, and then in light of the circumstances, if those services were reasonable, that information is going to go into much more detail in our guidance recovery document for you, but just wanted to really make sure you understand the critical nature of looking at these two areas when we’re talking about whether or not a student made progress and why or why not. We want to consider the educational model that we offer school division to all of our students. And was the student able to take advantage of it? Did the student take advantage of this opportunity or not? Did the parents refuse to send their child? Was the student accessible for us to provide those services? And if if he or she was much of that time did they avail themselves? Was core content instruction and specialized instruction actually delivered to the students? And of course, how was the student’s performance during the closure? We’re going to want to make sure we’re right on student data regarding their participation, the work completion, their grades, any progress on their IEP goals, and again, we must not forget to get that parent input and consider that, uh, as part of this process.
Angelina Prestipino 1:45:03
So as we’re now transitioning to that return to school, and we are now gathering data beginning last week, through this first quarter, kids have returned to school. We want to keep these thoughts in mind. As, as we’re beginning our school year, we’re gathering and reviewing new data, whether it’s formal or informal. Ah, we’re looking at this first quarter instruction, to see how the student is doing. Are they needing extensive review in order to show us that they’ve learned a previously taught skill and that they still have it acquired? Are they a bit inconsistent of performance? Are they able to show us the skills that they showed us prior to pre COVID? Whether they had fully mastered them or they had partially mastered them? And then certainly, ah, we want to consider whether or not the students are are needing more. As teachers, uh, we want to look at those data points. We want to make sure that you know, as we’ve talked about, in the previous slides, carrying a lot of that data over any ESY information, grades, AP goals, any of the assessments, curriculum-based assessments, any sort of informal, uh, assessments that teachers may may be doing, you know, I know and BBCU, they may be having group conversations and having kids poll using the poll feature. bigger things such as unit assessments, any screenings or inventories, and certainly, uh, their observations of teachers. And they want to think about what are the student’s goals in the IEP and how am I keeping the data? How am I keeping track of the student’s progress? What assessments am I using on the students? Am I seeing gaps and if I’m seeing gaps, where where do they lie? What what, what needs to be addressed?
Angelina Prestipino 1:46:59
Further questions to consider, uh, about this return to school time period are, How is the student performing in this first week of school? What’s their attendance looking like? Uh, what about any assessment data? What are they looking like compared to their peers in the classroom? Again, as an example of any classroom discussions or, uh, warmups or exit tickets, how are they, how are they looking compared to their peers in the classroom? What’s their rate of learning? When you think about the contextualization of the virtual learning model that we’re providing. Is the student having any unique social emotional issues, that as a teacher, I’m already noting might be impacting their learning, um, remembering that, you know, we have to look at the whole child and, um, paying attention to any any changes in behavior, particularly if their student whom we know or the data that we got from pre COVID and from the closure doesn’t match what we’re seeing now for a student who’s really struggling all of a sudden. So we want to pay attention to these types of things.
Angelina Prestipino 1:48:00
Again, we recognize this is a great deal of information, but we want to give you an opportunity to hear it from us first, as you’re beginning to support your teachers with conversations around data collection, uh, and conversations in general around some of these guiding questions that we’re sharing today. Um, you can reach out, of course, to your related service providers, the clinical teams at your schools, your PSL, office of special education instruction. uh, team member, any one of us in the, uh, procedural support office due process and eligibility, we’re happy to help clarify, provide you any support, answer questions to the best of our ability. So now have Debbie take you through once you’ve looked at all this data, and you’re getting ready, uh, what might be some suggestions on meeting as a team, as you have important discussions with each other and with parents?
Debbie Lorenzo 1:48:50
Thank you, Angelina. Again, we do know that this like Angelina said this is a lot of information packed into a really small amount of time, so that’s why it’s going to be really important when we record the session that we also will take you through each individual slide in each part of the document. So this slide is going to take you through When should IEP teams meet? So it’s really important to remember and I know we’ve said this before that the closure of schools due to COVID is not a normal school break, and this should be taken into consideration when considering a reasonable a reasonable amount of time for recoup recoupment. We talked to you about and you know, we’ve always talked about ESY and how much time should we wait before we determine if a student requires ESY, but typically, in those conversations, we usually say the same thing. Typically all students may require six-to-eight weeks to recoup skills when they’ve had an extended break. Students with disabilities may require more than six-to-eight weeks to recoup skills based on the COVID closure. However, the determination of COVID Recovery Services is made by the IEP team after careful review of student performance and data including pre COVID closure, student participation and performance during COVID closure, and performance upon return to school, and Angelina gave you a lot of great tips on data sources that you can be using for each one of those timeframes. So it is recommended that schools schedule meetings after after date after the data has been collected. We’re saying seven to nine weeks. Um, however, if you believe, or parents are asking you to reconvene the IEP meeting, and I’ll talk about the next slide, you can reconvene prior to seven to nine weeks, we’re not saying that you can only reconvene at that timeframe. It’s if there is data already that you’ve collected after a few weeks of school and you’re ready to reconvene, you think you’ve got enough to make a decision, you can go right ahead. Um, we want you to really remember that, however, you can reconvene the IEP as I stated above, parents make a request that’s really important and I’ll talk to you a little bit about that in the next slide. Or, again, if you’re aware that a lack of expected progress toward the annual goals and in the general education curriculum, if appropriate. So you’re starting to see that the collection of student data to inform decision making for COVID recovery services. So the data you’re collecting is showing the need to go back. The results of any reevaluation conducted information about the child shared by the parent needs to be addressed or students anticipated need for COVID Recovery Services is there and you just need you at this point, you’re not going to wait any you’re not going to wait the seven to nine weeks, you’re going to move, um, forward with it. Okay, so the next slide.
Debbie Lorenzo 1:51:46
Okay, so what do you do if a parent makes a request for recov- COVID-19 recovery services. I know that in some cases, parents have either mentioned it when you were doing the IEPs for them to return to school, but, um, when a parent makes a request to discuss COVID recovery services, this must be treated as a request for an IEP meeting. When responding to a Parent Request, you need to acknowledge the receipt of that communication by the parent, then you’re going to do that you’re going to do the following: you want to communicate clearly to the parent, the amount of time and types of data required to address COVID recovery services during the conversation about the need for an IEP meeting, want them to be aware of the timeframes that we’re going to be looking at and the data that you’re going to be needing to bring to the IEP to make some good informed decisions. Be sure to document all this information, the conversations with the parent on your meeting notification log, as we’ve done with, as we, um, currently do with IEP meetings.
Debbie Lorenzo 1:52:48
Um, after you communicate the date, or the data required to make a decision to the parent, the school team may either, you can hold the meeting to hear the parent’s request, it’s okay to hold a meeting and just allow the parent to provide you with some information that they have, or you can seek parental agreement to schedule the meeting for a date in the future, when the required data for decision making will be available. So let’s let’s say the, um, you’re not ready to, um, um, have the meeting yet, it’s okay to say to the parent, you know, we’d like to collect more data so we can really make some really good informed decisions and see if the parent is willing to wait. If the parent is willing to wait, to see, ah, for the for us to be able to get together to see if we can collect more data, this should be clearly documented in a standalone PWN. And we’ve added some, we added a PWN currently right now that in in the document that will give you some a sample of what that PWN could look like. If you don’t have the data to support the conversations regarding recovery services, and you declined to hold an IEP meeting, then a PWN must be issued as soon as reasonably possible, so you can parent can agree to not hold the IEP meeting with you and you’re still gonna do a PWN, but you may also refuse to which is a refusal to hold the meeting because you really don’t have the data, and you really would like to wait, therefore in that case, you also have to give a PWN and you also have to document the reasons for the refusal, and and that’s really going to be even to justify the reasons as the need to the need for time to assess student’s progress. And again, that sample PWN we’re working on will be in the guidance document and it’ll help you, um, as you’re moving through the process.
Debbie Lorenzo 1:54:45
So the next slide in the document, in there a recovery document, we’re putting we put together, sen- four scenarios on how you can handle the IEP. It’s like a flowchart that takes you through If this occurs, then do this if that occurs and do that. So we’ll be, um, we’re hoping to get that document out to you as soon as possible. As I said, we’ve had, um, principals look at the document, OSEI is in, Ellie’s team, Tina, and Denise and Judy and Mike are looking through the document and then we will get it out as quickly as possible because we do know that parents are asking. Next slide.
Debbie Lorenzo 1:55:25
In the appendix we have on we have a Venn diagram that compares the differences between, um, recovery services and compensatory services. And I know that some of you have gotten requests from parents that say, I want to talk about recovery services or they or they maybe you have said or attorneys or advocates have said I want to talk about compensatory services.
Debbie Lorenzo 1:55:49
Um, so we have discussed in previous slides, what recovery services entail, but what makes them different, what makes it different from compensatory services. So when discussing compensatory services, and you’ll see this in this Venn diagram, it’s a couple of bullets, where what do both have and what does recovery have and what does compensatory have? The reason for providing compensatory services involves a denial of FAPE and or failure to provide the student with the services and supports outlined in the IEP. The parent continues to believe that this is compensatory, let them know recovery services are very similar, can talk through that process when, when a parent using the information that we provide to you. When we are looking at recovery services, we are considering the services due to the covid 19 pandemic school closure and not a denial of FAPE Reach out to us, reach out to your PSL if you have further questions. It’s going to be really helpful to have stampings, during the meetings that you believe we’re going to be a little bit more difficult to, um, where you need to talk through some of the data. Ultimately, FCPS needs to make a proposal either way, and clearly document in the IEP and PWN. So it’s our charge to determine whether or not that student requires recovery services or compensatory services. We just need to make sure we make the proposal PWN and move forward. The parent in either case has the right to seek dispute resolution, if they don’t agree with the FCPS proposal or refusal. So that still is, um, the same. And that doesn’t change.
Debbie Lorenzo 1:57:28
So we are done with our part of the presentation. Again, remember Angelina and I only gave you, um, just some small, you know, this is a highlight to the document, the VDOE document that they provided that we shared a few weeks ago was the 19 pages. So we tried to culminate 19 pages into about four to five pages, I think the document is. Um, so Dawn, as in our do we have? Do we have any questions? Oh, before Dawn, before Dawn and Jennifer, I just want to say Jane Strong, Dr. Strong is on with us, and she’s been listening and participating in the presentation. So I just want to acknowledge that she is with us here. She’s our director, um, for our office, and, um, she may want to chime in on some of the questions too. Okay, Jennifer.
Jennifer Smetek 1:58:20
Morning, Debbie. Good morning. Dr. Strong. We do have some questions this morning. And I think some of them may have been answered, but I’m going to go ahead. Okay. And, um, folks chime in if they feel like their question has been answered. So the first one is, Who is initiating the need for recovery services? Do we look at every student?
Debbie Lorenzo 1:58:41
And yeah, I think we’ve covered that. That could be the parent, it could be the school team. And it you know, we look we’re looking at any student, but I’m not saying that every student will require it.
Jennifer Smetek 1:58:52
Okay. How are teams going to receive pre COVID data and COVID school closure data when those students attended different schools last year? I think we also touched on that one.
Debbie Lorenzo 1:59:04
Yes, we did. Okay,
Jennifer Smetek 1:59:07
What about students aging out this year, but parents are requesting recovery services?
Debbie Lorenzo 1:59:15
So I think I and I, and I’ve heard that question come up a couple of times. I think we’re working through that what is going to be our response unless, um, and, um, take those requests to your PSL and then bring them back to they’ll bring them back to our leadership team. So we can talk through those, Jane, did you want to add anything to that?
Jane Strong 1:59:36
Hi, everybody. So um, you know, recovery services, if they are deemed to be required would be provided during this school year. So someone-
Debbie Lorenzo 1:59:47
Jane Strong 1:59:47
-who is aging out in June perhaps either through graduation or age, you know, if they qualify for recovery, it could be done before then. I had heard parents ask in town halls about the possibility of an extension of their eligibility time and, and there’s been no, um, decision to to grant that. Um, you know, as always, we would probably consider things on a case-by-case decision. In general. No, we’re not looking to extend eligibility timeframes and recovery services would be, for the most part, delivered during this, um, academic school year.
Jane Strong 1:59:51
Thank you, Jane.
Jane Strong 1:59:59
Jennifer Smetek 2:00:02
Okay. Another question that we have is for those families choosing to remain in online learning this year, do we have to wait until they return to in person learning to determine recovery services?
Debbie Lorenzo 2:00:47
No, no. So we’ll be looking at recovery services for any student that you think may require it.
Jennifer Smetek 2:00:54
Okay, another question is, shouldn’t we know what Recovery Services look like before we even start having this conversation?
Cross Talk 2:01:03
Jane Strong 2:01:11
I think Debbie said this, but I’ll reiterate that today’s presentation is a high-level overview. This was not intended to be our entire training on recovery-
Debbie Lorenzo 2:01:22
Jane Strong 2:01:23
-because that is still being developed. So what I hear in that question is kind of a desire to understand a little more about what does a recovery service look like? So, um, you know, we’ll take that feedback and hopefully be able to, perhaps incorporate some of that into our training. Ah, but that’s still being developed. As Debbie said, we have a draft, we’re still looking at, ah, making the document, uh, and the training, something that will help you with this. We understand how complex it is, uh, and so today’s slides are a high-level overview, and not the final presentation, training on recovery.
Jennifer Smetek 2:02:06
Okay, one question that I think that some of our questions specifically do speak to more of that specialized training that we’ll be getting for the COVID recovery. But one person had a question about, um, students who were unable to access services and support due to the parent’s inability to access technology, perhaps language or computer literacy issues among CAT b families? How do we consider that in our discussions?
Debbie Lorenzo 2:02:35
So again, I think when we do the actual training, you’re going to look at the data across the board, and you’re going to have to make a decision as the school team, um, whether or not that student’s is going to require recovery service based on a lot of different circumstances. So it’s really hard to say, you know, that you wouldn’t provide it, or you would provide it. It’s really gonna depend on that student’s individual needs, and depends on, um, their IEP. It’s just, it’s really hard to just say, it’s one way for everyone. It’s just it’s going to depend. And that’s why the stampings are going to be really important to have for those more complicated cases. And as we do the training, we’ll try to add more information about that in our trainings.
Jennifer Smetek 2:03:19
Okay, do you have time for more questions or are we-
Debbie Lorenzo 2:03:22
I think we want to get to our next topic, and then we can always be up time, we can always take more questions at the end.
Jennifer Smetek 2:03:29
Sounds good. Thank you.
Due Process and Eligibility and Sea-Stars
Debbie Lorenzo 2:03:30
Thank you all so much. And I’m going to turn it over to Lourrie Duddridge from our office of due process and eligibility.
Lourrie Duddridge 2:03:40
Good morning, everyone. Just a quick update, as all of you are probably aware of SEA-Stars training is now all online, including the 504 components. In your packet today, you do have the Sea-Stars training guide for 2020, as well as the 504 course requirements guidance document. The expectation is that all of our newly hired special education teachers will be trained this first semester without expectation that came out in an infogram just last week, uh, of completion by January 21, 2020. I am hopeful that everybody is having a successful venture with this new virtual training format. Um, I think it is very good for teachers that they don’t have to get a substitute. They they can kind of pace at their own need. Um, and a reminder, there are office hours for Sea-Stars supports for those taking the virtual modules, Mondayâs afternoons, and Wednesday afternoons and it’s on the DPE web page.
Lourrie Duddridge 2:05:00
Um, next step, we have a hearing and vision screenings, lots and lots of questions coming through about hearing and vision screenings and when they can be done and how they can be done. Um, if you don’t have anyone in your building that is comfortable providing that hearing and vision screening, because it was typically done by your clinician or your clinic aide or your nurse, um, just know that we’re hopeful that those folks will begin to face back in as students begin to phase back into our buildings. If the team is looking at the record, we’re not going to hold up eligibility for hearing and vision screenings, but we can look at those studentsâ screenings, the that were done in the early grades, information from the parents. We’re going to take a holistic look at all the information we have, um, as we move forward through that eligibility process. Um, we do want to make sure that we are clearly documenting on the audit trail and the FSSC 10, you know, that we did or didn’t do those, um, screenings, and if the team agrees that there’s no need or no concern about hearing and vision screenings, document that as well. If there’s a need to do them at a later time, we need to make sure that we do follow up as a team.
Lourrie Duddridge 2:06:20
Um, next up, we have present low performance pages. The PLOP. Um, we have been reviewing IEP s and we’ve noticed a trend that they are becoming more and more summative in nature about the conversation that some adults are having, rather than being very child and student proposal focused. Um, just a reminder, regulatory language that the present level of performance is where we document an objective measurable terms to the best extent possible test scores or, um, other information that’s directly related to the components of the IEP. So what we’re proposing. Um, it’s not just a point place to document what the the minutes of the meeting are, and it’s not for what the adults are doing. It’s what decisions have we made about that student’s supports and services for this upcoming IEP process? Um, so if you are for example, talking about a variety of options for a student, so you may be considered considering a general education classroom, you may be considered a general education classroom with some pullout support, or or general ed or a small group class to support a student in reading. If the team determines that a small group class is necessary to support that student, that could go on the PLOP. The other considerations now will become part of the prior written notice other options considered. Now that that PWN added it makes a nice clean distinction between what was proposed and what was merely considered by the team, not merely but taken into consideration. We go over to the next slide.
Lourrie Duddridge 2:08:27
So again, we want to clear and concise PLOP page. You know, you want to document what is discussed during the course of the meeting that’s not documented elsewhere. So if you have a reading goal, we should not see reading data on the IE- on the PLOP page. It should all be on that reading goal. If you if you don’t have a math goal, and you have to you want to talk about math, that goes on the present performance page. We want to make sure that when we are documenting the parent’s concern, we do want to document our response. But again, we want to use our present level, we want to use our PWN to document more clearly what we’ve adopted and what we’re what we are proposing, um, to kind of clearly delineate where the present performance page stops and the PWN begins. When we do reject something, again, PWN. But we do want to make sure that we are citing our data sources. When we do that have that discussion. It’s what again, what the student is doing or what we’re doing for the student in terms of proposal, not a somewhat summative, um, description of the conversations that happened at the table. This is a bit of a shift and we know it’s going to take some time, but once we start using that prior written notice that’s embedded in the IEP, I think you will find that it gets easier to kind of make that distinction between the present level of performance page being proposal and action and about the student and the PWN in that other options considered, documenting where the rest of the proposal, uh, the considerations are documented. So if you go to the next slide.
Lourrie Duddridge 2:10:18
Um, so again, we, uh, talking about that embedded prior written notice, we’ve had some questions about the tiny little box that appears up in the left-hand corner PWN will be completed at a later date. There are times when the PWN is could end up being so complicated that doing it right then and there in the meeting could hold up on an offer. Nine times out of 10, you’re probably going to be happy to having a PSL with you at that meeting where some other leadership member and they would be able to access that box for you, which would allow you to put the document on hold and write the PWN at a later time. But it is only accessible by PSL and DPE specialist administration, um, level folks, and only should be used when the nature of the PWN actually requires that. When you’re completing this internal embedded PWN, you want to be careful about your language, as always. We want complete sentences. We want to make sure that, uh, we are documenting information in every single box because every single box is required and important. You always, you have data to make your decision, and we want to make sure that you’re using appropriate language in there. When we were doing this as a standalone letter, we were talking to you the parent. So parents now sitting in front of you working on this, and it it’s lost the nature of letter as it is an embedded resource for us, a, um, a requirement for us, so you may be shifting to from you to the parent in your language, or Mrs. Smith, um, in documenting what actions or considerations the team was taking. But, again, the PWN is a reflection of FCPS his proposal. parents may not like what’s on the PWN, but they’re not disagreeing with the PWN. They’re disagreeing with the proposal. So when they go to sign, that’s where they would voice whatever concerns they have. They’re not going to disagree with the PWN. Sometimes we do have some interesting consent decisions, uh, sent back to us by parents. Um, if that consent decision is such that you need to very clearly document what will be implemented, um, in response to that partial consent or or just total disagreement, you would need to open a new PWN on the documents tab if you needed to make that new, then you could use same language when the PWN is existing, but you would need to do it on the document tab. You can’t do it in the IEP that the parent just signed, it would be an additional PWN. So in many cases, you may not have to do that that second PWN. Our proposal is our proposal and that’s what our PWN reflects. It’s again going to be some of those more complicated cases that may require that second prior written notice. Um, Jane, any comments or concerns about the PLOP or the PWN that I’ve shared?
Jane Strong 2:13:48
No, I think you went over it well. Um, you know, the only thing I’m glad you made the point at the end there are about there are some cases where you may have additional PWNs because that’s sometimes something people aren’t, you know aware of, or they’re just not used to it because it hasn’t happened to them. So that’s a good point.
Lourrie Duddridge 2:14:08
Okay, so we will party on. Well, you might have noticed that this summer, in addition to adding a PWN to the IEP, we also updated the IEP goal progress mea- measurement options on the goal pages. We just need everybody to be mindful that if you were to check something like data sheets, there is a requirement to figure out what that data sheet looks like. It doesn’t. It may be a combination of things, maybe you’re not sure a frequency or interval interval is going to be working, so you may be selecting more than one thing in there, but really, you’re going to be looking back at your goals, and you you should have in your goal, kind of told yourself what kind of data you’re looking for. If you said three out of four opportunities, he’s going to do something. Yeah, maybe it’s frequency. If you’re going to say he’s going to sit still for 15 minutes, duration. But be mindful, please, you will not be able to put this document on hold, if you have not filled in the What is it? On the other end of some of your options here. You also might notice that we took out things like classwork and homework. Well, everybody was choosing those. And they sometimes really didn’t go with what, um, they were, it was kind of like a fishing expedition. We were checking everything. So we just broke that down to work samples. Um, so again, if you have any questions about this, let us know.
Lourrie Duddridge 2:15:45
But we are fast approaching interims, um, and we want to make sure on the next slide here that we are providing, um, our progress reports, ah, as we are supposed to. So looking back to third quarter, it’s going to take some juggling, I’m sure. But you need to look back at third quarter because that was the last time we, uh, sent out interim pro- we sent out progress reports. If anyone had a one or a two, we need to make sure that those interims go out. Um, earlier, you talked about data, and how to pull it from those synchronous and asynchronous learning opportunities. In your data comments, encourage your staff to break down what the data is, so if they were in an asynchronous learning opportunity, you know, where did we pull that data? Was it from parent report? Was it as a completed assignment that was turned in or post activity assessment? So they did some asynchronous learning and the next morning, you had a quiz or you have asked questions. Um, we just need you really to be focusing on those comments sections and what your teachers are writing in there, because parents are going to want to know, where did this data come from and how do you know that that’s really reflective of my students process progress? And that would be something that you’re going to be looking at very carefully to think about those recruitment recoupment opportunities for students that Debbie was talking about earlier. And again, those progress reports will need to go out the same time that, um, report cards are sent.
Lourrie Duddridge 2:15:49
And then finally on my next slide, just a gentle reminder of friends, um that 504 initial qualification requires a full local screening team. You know, yes, some of our SPC school-based coordinators for 504 are trained in Sea-Stars, but they are not the experts. The local screening team needs to sit initial qualification. So if you as a team said during a local screening, let’s look at 504, then that team needs to be present for the initial qualification discussion. Any questions or concerns about that you certainly can reach out to due process and eligibility or Kathy Murphy who is our 504 specialist. Thanks everybody for your time today. Hopefully you learned a few things and and I will catch up with you guys if you have any questions or concerns later.
Debbie Lorenzo 2:18:26
Thank you Lourrie. Dawn are there, um, Dawn or Jennifer there any questions for Lourrie?
Dawn Azennar 2:18:32
Yes, we do have a few questions. The first one is an I know Laurie kind of address this but there was a request could default case managers please have access to the button that defers completion of the PWN.
Lourrie Duddridge 2:18:48
I certainly will bring that to team to consider but right now they do not.
Dawn Azennar 2:18:55
Perfect. Uh, the next question again, revolving around PWNs, are we completing the PWNs prior to the meeting, sending it home in draft format?
Debbie Lorenzo 2:19:07
Lourrie Duddridge 2:19:07
No. No. No. You have to have the discussion to develop a PWN.
Dawn Azennar 2:19:14
And that leads into the next part of that question, or are we completing during the meeting or after the meeting?
Lourrie Duddridge 2:19:21
Well, you certainly could have and just be careful, we don’t want 50 computers open. But you certainly could have someone who is making some notes for the prior written notice during the discussion, just like we do for the plop, oftentimes, um, but it cannot be done ahead of time, that would be predetermination, and that would be bad. IEP jail for all of us.
Dawn Azennar 2:19:47
Thank you so much. And the last two questions real quick if we have time revolve around progress reports.
Debbie Lorenzo 2:19:55
Okay, we can just, yeah, go ahead, um Dawn.
Dawn Azennar 2:19:58
Okay, the first one Is the teacher has a student who has an entirely new IEP, since March or April, so how are we going to do an interim progress report this quarter based on third quarter data?
Lourrie Duddridge 2:20:14
Well, remember, you’re going to be looking at third quarters goals, if and if they, if you made wrote a new IEP, that you would compare where they had ones or twos, because they should be still reflected in the IEP. So if there was a goal in third quarter where they got a one, which is not introduced, or two introduce, but no progress, I would think that those goals would still be reflected in the IEP.
Dawn Azennar 2:20:41
Perfect. And the last one is, Can progress reports sent home via email? Or do we still need to mail?
Lourrie Duddridge 2:20:51
I will defer that to Jane, but I would think in this day, we could email them because we are emailing other things if we have parent permission. Um, but I would just remind staff that they have to be printed and filed. They we and we do that every quarter. We don’t save it all up to the end of the year. They do need to be filed. We need to make sure that we are updating our special services files, We are back in buildings now as educators and the expectation is that all of that backlog is making it into the special services as well.
Dawn Azennar 2:21:29
Thank you very much.
Debbie Lorenzo 2:21:31
Thank you both. Um, I’m going to turn this over to Ellie for the OSEI updates. So Ellie, take it away.
Ellie Stack 2:21:37
All right. And I’m going to start the updates by posting a poll, I realized we did not ask who was in the room today and typically when we’re in person, of course, we can look around and get a feel for who’s in the room, but if you go ahead and let us know who’s with us today. I know that we have some administrators, some department chair central office. So let us know who’s in the room. We are thrilled to have you all here. And yes, we are entering the final countdown. We’ve entered the last entering the last half hour of the meeting, I did want to share some updates with you. And then after I show my slides, I am going to pull up the notes document. The guided notes for today’s meeting, you may have seen in other trainings that you’ve been to. We’re using it in a way to share information with you that is not presented necessarily during the meeting. So like Janelle referenced a few documents in a training that you would want to take time after the meeting to look at those. And you’ll notice as I go through my section that I’ve done the same thing, that there’s a number of things I’m not going to get to, but I wanted to make sure you have access to those.
Ellie Stack 2:22:53
So all right, looking at who’s in the room of the 117 people who are in the room, we do have the majority, not surprisingly, um, our department chairs and we’ve got some special ed administrators, but we also have some school administrators who are not special ed. So we’re thrilled to have everybody. A few extra staff who are not our school-based staff who I didn’t include in the options below, and then of course, our central office. So thrilled to have you all. Thanks for doing that just wanted to really get a good feel for who was here.
Ellie Stack 2:23:26
And switching over to our first slide. This is, the first slide is just a reminder. This is an expectation that was put together for this school year, that, uh, was shared in a variety of places as we were starting up the year. But now that we are entering the third week of school, a reminder, uh, that your staff should be checking in with the, um, with their students, uh, for CAT A we are connecting in or checking in without the actual students, except for of course, if it’s more appropriate to talk to the parent. And then for CAT B and the majority of cases, it’s going to be more appropriate to talk to the parents, um, and during that conversation you could talk about how you can best support the child, but these are checking to see how things are going. What sort of funny is I didn’t realize I’m the one who has closed captioning on my computer going that you all could hear what I was saying or see in the closed captioning even when I was muted. So earlier in the meeting, you actually might have heard me telling my son or asking my son, if he had it on his radar to go for his check in so his teacher during this meeting, was doing her check in with my son. So I really appreciate all the work that your teachers are doing and I know this is that one extra level of expectation along with all of the hard work and prep that’s going into teaching, but it does make sure that our teachers are connecting with students to hear how things are going. Are they struggling? Uh, because some of our students might be struggling, but it’s a little hidden, because we’re not seeing them face to face or as we walk around the classroom. We also know that some of our students are actually doing a lot better right now, with, uh, with education being virtual, we have some students who are excelling now who maybe didn’t do it in person.
Ellie Stack 2:25:22
So as we talked about, uh, the school year, and you all know this, but we we talked to the principals about last week, and we mentioned we would mention it here today, that some of our students with disabilities might need a little bit of extra training and more explicit training on how to use the tools that we use in class. Uh, so if you’re using Blackboard Collaborate or expecting your student to go into Google Classroom, to do an activity on Google Slides, uh, just a reminder for you all and then for your colleagues, that some of our students might need that, um, extra time showing them how to do that. Ah, sSo if you haven’t already considered it, um, or if they, as they talk to students, I hear that a student is struggling, or you they’ve noticed the student hasn’t turned in any assignments on Google Classroom, it might be because that little extra support is required.
Ellie Stack 2:26:19
All right, and I’m going to pause here and turn on or allow, introduce Judy DuPrey. She is joining us today and she is the coordinator for related services and she wanted to talk about related services, uh, some scheduling for them. Judy, are you there?
Judy DuPrey 2:26:37
I am. Thank you, Ellie. Um, hi, everybody, I’m Judy DuPrey. As Ellie said, I’m the new coordinator for related services, um, and I just want to thank all of you for, ah, ah, supporting our folks as they are trying to, uh, navigate the scheduling. I know that has been, um, it’s usually a difficult task, even when we’re in person. And the our virtual start has made it even more complicated. So just as we’re moving ahead with, you know, feeling more comfortable in our scheduling and our classes and rotations. If If you can just remind your teachers to have to have as much flexibility as they can with our related service providers. Unfortunately, we’re having to to push in. During times that might be you know, family choice, or we might be doing a lunch punch over that lunch hour break time, we might be pushing into a classroom asking for a breakout, or maybe pulling kids out of a classroom in order to do small group work. So there’s no exact science around this for related service providers. So if you guys can just, again, be as flexible as you can and encourage your teachers to be as flexible as you can, as we try and work out the scheduling and meet the IEP hours and make some progress on these goals. So if you have any specific questions about related services, please feel free to reach out to me. And thank you so much.
Ellie Stack 2:28:12
Alright, thanks, Judy. And I typed her name in the chat window, because when we were saying it, it wasn’t coming up correctly. All right, the next one that we mentioned to administrators, but once again, um, we told them, we would mention it to you all, though I think your teachers are doing this as well, is knowing that being in the virtual environment, we still need, of course work on our studentsâ social skills. And then there might even be areas where students are struggling that you wouldn’t see in the classroom. You might have a student who in the classroom is very, um, is willing to participate well, as much as appropriate for the grade for the age level, right. Um, but some students during the virtual environment, they might not be comfortable turning their camera on, or they might not be comfortable speaking out loud, um, in the virtual environment. And so that’s just another thing that we wanted to put that reminder in to be looking out for, because some of those students might need an alternative way to participate in class. So just something, um, like I said, we’ve seen some students who struggle with social skills in the classroom who are excelling right now, virtually, we’ve also seen some students who, um, do better in the personal in the in person who now maybe they aren’t willing to participate because of the camera or turning on the microphone.
Ellie Stack 2:29:35
And then the the fourth bullet, I actually already talked about when we were talking about data. And it was interesting when you all were doing your successes, I forget what the Padlet was for the data, but something about, I think successes and barriers. And in the barrier section quite a few of you put that student parents are doing the work for students online. And I was meeting with a school I don’t know if they’re here right now, uh, last week, and they shared that with me that they’ve seen that actually at all levels, and also with Category A and Category B, where teach where parents might be providing the answers. uh, to the student, and that becomes a parent. Um, it might also be where the teacher is giving the student wait time or think time to allow for the processing and the parents, they’re prompting the student, which as we know, for, for students, that prompting actually is messing them up, you know, every time if you’re not giving them that wait time that think time, every time you ask the question, again, they start over thinking about the answer. So I’m so these are just conversations that we might need to be having with parents. And then I also was at a meeting last week, where it came up that in some cases, parents are coming into the classroom with their students into the classroom, and, um, trying to have a conversation with the teacher. And so, um, just a reminder, if these things are coming up, ah, you know, have those conversations with the parents. But if you need support with those conversations, outside of what’s going on, um, at your school, like this might be something that comes up at back-to-school night, ah, just let us know and we can see how we can support you.
Ellie Stack 2:31:15
Alrighty, there’s also for our students who are in Category B, where for some of the students, they do need some prompting, but we want to save the prompting, so they’re not so dependent on it. Um, there are also some really good videos regarding that in on the special ed hub. And that takes me to the hub, I’m going to come over here, and I’m going to pull up the special ed hub, whoops, I thought it was gonna be right there. And it’s not this special ed hub when, um, has a lot of different links into it. And you saw that when we went there during the data section of the meeting, I’m scrolling down hopefully not making you feel dizzy too in my notes, once again, these guided notes are for you to be taking, ah, notes during the meeting, but also know that we have information here that wasn’t necessarily shared. The special ed virtual hub that we showed earlier, is a site that we are using to really put the information out there for you all that we’ve that you all need and your staff need for the start of the school year. So if you have not spent time there, we encourage you to go and explore.
Ellie Stack 2:32:29
We do have a link that’s always available or typically available at the start of the year. That’s the DSS school-based support contacts. And that’s how you pick now if you don’t already know who’s supporting you. If you’re wondering who your ABA coaches who your high internet support person is, who your psychologist is, who your PSL is, um, all of that information is available on that database. One of the big ones I want to make sure I point out, and I believe most of you all have seen this already, but we do have a document on the hub, and the link is here on your notes to the research-based program use guide. Last year when we initially shut down in March, to be honest, our company just like we weren’t ready for it, the companies that we work with, they weren’t ready for it either. And so we had to work with them throughout the spring regarding copyright. Can we access virtually and what can we not access virtually? And so with that, um, a lot of companies have changed their permissions from what was allowed last spring to now what is allowed. And so you want to make sure you check this link and it will let you know what is allowed, what is not allowed. It also includes whether or not your lesson using the program can be recorded. The majority of our programs allow you to record the lesson, uh, but McGraw Hill products do not allow for you to record the lesson. So that guidance is there. While this year is very different than the start of every other year, something else that we’re continuing to do is matching helping you and your teams match programs. So if a student is typically that last year was using a program, and you want to use one for them this year, or if it’s a new program, we do have some data did a digging tool that we use to help make sure we’re matching them say the right program. For example, we had a lot of students who use Lexia during the shutdown. Well Lexia, while it was available during the shutdown. And the company gave us a million licenses. Literally they gave us 999,999 licenses last year, and so many of our students were accessing it general ed and special ed coming back this year. We are working with your teams to make that match. Now that we are providing synchronous instruction on a daily basis, Lexia is not going to be the most appropriate program for some students. And the same goes with our other programs. So we are going to be helping you make the match. If we can’t have the conversation now about program matching, because we know how insane it is in the schools right now, it is possible that we might give you access to a program that you previously had access to, and then asked to meet with you, you being the teacher here, not you, the department chair, but you the teacher will ask me what the teacher maybe in October or a little bit later, to then make sure that it is the appropriate program. What we don’t want to happen is not find out until June that the program was not appropriate for the student. So with any instruction, we are always doing our formative assessments and making sure the student is making progress and it’s still the appropriate program, in this case for the student. So that part of the process for this year, um, and your team members will will walk through with you.
Ellie Stack 2:36:08
We are hosting office hours, a couple of different offices, the, uh, Cat A and, uh, whoops, down here where it says an adaptive curriculum Cat A, that, of course should say Cat B. Now that I’m over both programs, I sometimes mix them up. But we do have office hours. Of course, our teams exist to support you and your teams. So we can help you outside of office hours, no problem. But for some staff that helps for them to know that they can come on Monday afternoon from two to three and talk to somebody from let’s say, the general curriculum team. So just know that those are there. I’m gonna let you at this point, I’m keeping an eye on the clock, I’m going to let you all take time outside of meeting or why continue to talk so that you can see the additional information that’s on here.
Ellie Stack 2:37:01
There is, I will point out, in the PD section of the, uh, uh, special ed hub. So the professional development section, there are a lot of links to recorded trainings. So if you’re not sure where to go to find your trainings, there’s a lot of links available for you in the hub. And that link is available right here. And then in the end, I’ve just added some links to parent trainings, we have some ABA parent training. So that’s put together by the ABA program, incredible trainings for your Cat B program, and even some of the Cat A students, but that’s a great place to send parents. And then our intervention support services team, there, they’re doing a series of trainings with a Parent Resource Center, they’re going to be live, and you can see the dates here.
Ellie Stack 2:37:51
All right. And that brings us to the next part of our agenda.
Debbie Lorenzo 2:37:58
Oh, Ellie, I’m wondering, let’s see if we’ve got any questions from dawn or Jennifer. For you, and then we’ll see how much time we have left at the end for the last activity if we have time.
Ellie Stack 2:38:11
Jennifer Smetek 2:38:14
Okay, I can go ahead and go dawn, I’m one of the teachers asked when the check ins, um, with students will bring advisory and still count towards that check in.
Ellie Stack 2:38:29
So, thank you we have asked, or the guidance is that it occurs outside of the service hours. So that is the current guidance. What we are going to be doing is taking feedback, um, and when we spoke about this to the school board, um, as some of you may have heard the school board, some school board members, were asking for this checking to be on a weekly basis, you know, adjusting it. So I do want to let you know that the, um, the, uh, for now, we are saying outside of your service hours, but we might be updating that guidance as we get down the road. Uh, but do know that is a minimum right now the two times every two weeks. If you, um, if you do have a student who requires that check in on a weekly basis, we’re expecting the teacher to use their professional, you know knowledge to do it more often. Um and there might even be some students that you’ve actually been checking in with on a daily basis. Um, so yes, if the student does not have the service hours, um, if the advisory section of your schedule is not a part of their service hours, that can count as long as it’s that individual connection. So if I’m connecting with Johnny, it cannot be in a room where I have other students because this gets to be the time for Johnny and me to talk without other students hearing what we’re talking about.
Jennifer Smetek 2:40:02
Thank you. Thank you, Ellie. Um, another question is, is evidence-based program training available for paraprofessionals? And teachers at this time for all programs available during distance learning?
Ellie Stack 2:40:17
Oh, my, that’s a powerful question. So many of our programs have asynchronous training options. And if you go to the special ed hub, to the professional development page, you will see for both Cat A programs and Cat B programs, there are asynchronous options. However, there are some programs that we cannot do asynchronously. They have to be done synchronously or live.
Ellie Stack 2:40:49
We, um, are just now putting out the information for the live trainings with the being back virtually, and they’re not being subs available, if you’re pulled out of the classroom for one day. And also knowing how hard it is for a sub to make up time for the one day that you are in the class. We right now are, are looking to find time that we can provide training that takes more than three hours. So we’re working right now on scheduling the trainings that have to be live. And that have to be, um, or can be three hours, those we’re going to offer multiple times each week, Monday afternoon being one or not each week, but the week that we’re offering it, it will be offered Monday afternoon, as well as an evening or after school another day that week. Um, however, we have a couple trainings that according to the company, it must be five or six hours live, um, on the same day, and we’re trying to figure out options for when we can offer those. So some of the trainings that you all are used to us offering on a monthly basis, um, during the school day, we’re not able to do right now. So we are looking at, for example, on October 12, the teacher workday, offering some of those trainings. So unfortunately, the answer we had the good news, there’s a lot available asynchronously, and yes, paraprofessionals can participate. And then we’re working to schedule the ones that have to be live and longer than the three hours. So that information is coming.
Jennifer Smetek 2:42:29
Okay, thank you, Ellie, we have one more question. Do we have time to answer? The next question has to do with the Brigance training that’s online for the CIBS2? If so, is the in-person component being checked by someone from adopted curriculum no longer required?
Ellie Stack 2:42:50
And that I Oh, good Jugnu is still in room. Jugnu..
Jugnu Agrawal 2:42:54
Yeah, hi, everyone. So the in-person component is actually included in that training. So which is on the blackboard.
Ellie Stack 2:43:04
Good. So that’s been adjusted, because whoever asked that you’re right. For the Brigance training, we always used to have an in-person component.
Dawn Azennar 2:43:11
And so yeah, and that is it on the OSEI instructional updates column.
Debbie Lorenzo 2:43:18
Thank you. Thank you, Dawn.
Jennifer Smetek 2:43:22
Don’t have any questions, Dawn or Jen, that we haven’t gotten to yet. There are some miscellaneous questions at the end, we do have some questions that are still in the column that we created. I’m Dawn Do you want to go ahead and talk about the other questions that came up?
Dawn Azennar 2:43:43
Yes, I was thinking the same thing. I think there’s two other questions we definitely want to address as I imagine it’s across the county. The first one is students, particularly Cat B, are unable to attend full synchronous sessions or asynchronous sessions. How are we to take attendance for these students, particularly with the county’s focus on accurate attendance at this time?
Ellie Stack 2:44:12
So that question, I’m gonna answer it, not a little more than just the attendance piece. For students who are receiving Cat B services, the team, you all can talk about the amount of time that is appropriate for those students to be attending. Um, so at the secondary level, typical classes are 80 minutes. It is okay for our students, we’re seeing happy services, for you all to say that 80 minutes is too much the students not available for learning for that long, and it gets to a point you know, with our students where if you ask them to stay on, um, what actually isn’t helpful at all, if anything, you’re losing and you’re getting the behaviors, you know, so it is okay for our Cat B students as appropriate for the student that they only attend for like 40 minutes. And then depending on the students, or the staff schedule and their ability to be flexible, some schools have even broken up the time that the student is attending, um, into chunks of time, if that’s what the student requires. But with Cat B, you are getting some flexibility. And when you go to the special ed hub, one of the sample schedules shows what it might look like, where your students at the secondary level are only coming for 40 minutes at a chunk of time. Um, so you can be flexible on that. Regarding the attendance, um, That’s something we’re gonna have to follow up on, because I, I know that there’s a big emphasis on attendance. But that’s not an area that I, um, have really been a part of, so I will follow up with the office that works on attendance to talk to them about that, because I’m guessing judging by your question, um, they’re looking at students attending for the entire class period, and we want to make sure students are getting the credit that they require. But for Cat B, we have that little bit of flexibility. Perfect.
Dawn Azennar 2:46:12
Thank you so much. And then next topic, involves the KTEA3. The question, is our schools working hard to catch up with evaluations for eligibility? Are there dates for any upcoming KTEA3 training? Can something be done to increase the number of testers in our building? or help us?
Ellie Stack 2:46:36
Yeah, so that is another item that we are working on right now those trainings. Um, it, let me just say we’re working on it, and we hear the need, and it’s helpful for me to hear you whoever put that on there, and I will go back to the team. What’s hard is we had a huge group of teachers who are in the middle of getting trained last year that come March, they couldn’t finish and get trained. And so we’re working on getting that group of staff up and running up and trained so that they can, um, administer the assessment. And then while we’re doing that, it’s also the second tier is how do we get new teachers trained, knowing that we have to train everything, uh, virtually, and, and all that goes into those important trainings. That’s something that we’re continuing to work through, but I will, um, I will connect with Tracy Puckett, who is, uh, helping to lead that effort. And I will make sure that the trainings are posted as they’re available. But yes, we we hear the need. And I put, like I said, I appreciate you asking to confirm the need out there.
Dawn Azennar 2:47:39
Okay, perfect. Thank you so much. Do we have time for one more other question?
Debbie Lorenzo 2:47:45
Yes, we do. Yep. Go ahead.
Dawn Azennar 2:47:47
Perfect. So when we propose teachers meet individually with their caseload students, is this during a contract hours or after contract hours?
Ellie Stack 2:48:00
Ah, good question. Contract hours. Um, so we do our we’re hoping as much of this can be done, of course, on contract hours. We know that teachers are putting in so many hours beyond their contract time. But it is the, uh, expectation that this is able to be done during contract time. We know there might be situations where, um, where maybe a caregiver is not available during contract time. And that would be something to talk to your administrators about. Ah, but otherwise, we’re trying to get it done during contract time. A lot of people it’s going to be on these Mondays. When we’re doing these are conversations with students.
Dawn Azennar 2:48:38
Perfect. And then one more question regarding KTEA, that should be a quick answer is can teachers from other schools or programs test students in the KTEA?
Ellie Stack 2:48:51
Yes, they can. Um, as long as the person is a Fairfax County employee who’s been certified, they can certainly test the students. And we are encouraging I love that you asked this question. Um, we are encouraging schools to work with each other, so maybe within a pyramid, seeing how you can work with each other. And I know PSLs have been very, very helpful in making those connections between schools because some schools have more students to test than others and they may not have as many, uh, uh, students to or many testers. So we are finding ways to make that work. So yes, that can happen.
Dawn Azennar 2:49:31
Okay, perfect. And then I saw, um, Heather, put something in the chat box about if somebody was certified in another county, but is new to FCPS. Do they have to be certified again by FCPS?
Ellie Stack 2:49:47
And so Heather, I’m going to ask for you to reach out to either me or Tracy Puckett, specifically to ask her that question. Because I do not know the answer, um, and Tracy is the one that is would be asking, so I just put her name in the chat window.
Dawn Azennar 2:50:04
Perfect. Thank you so much for our questions from the other column. We do have some unfinished questions from the other columns, but I will defer to our leadership as to how to help us move forward.
Debbie Lorenzo 2:50:18
Yes, we’ve only got about five more minutes left. So if you want to, so I think we’re not gonna be able to do Ellie our last activity because we’ve kind of running out of time. So if there’s a question you want us to take, maybe we could just finish up with one more question so we can honor everybody’s time and get it done right by 1130.
Dawn Azennar 2:50:42
Perfect, that sounds great. Uh, Jennifer, I didn’t know if there was one in particular that we wanted to look at, we can go back to the online course.
Jennifer Smetek 2:50:52
Yeah, I was just looking through the questions. There are a couple of questions about the online courses that may have to be addressed directly with, um, I think Nichole-
Debbie Lorenzo 2:51:04
Nichole, or Yeah. We can we can take those questions back to Nichole and then get them back out. That’s not a problem.
Jennifer Smetek 2:51:11
We have a question a couple questions about the Naviance and why it’s not in see stars. But again, I don’t know if that’s a short.
Debbie Lorenzo 2:51:20
Let’s see if Janelle is still here. Um, I don’t, let me just check to see if she’s still here. Yeah, I don’t see her. She’s on here to answer that. So we could just get those questions, um, from to Janelle and then Janelle can get those back out.
Debbie Lorenzo 2:51:39
Okay. I’m sorry, Dawn. Go ahead.
Dawn Azennar 2:51:42
That’s okay. I was just thinking there’s one that would be a great question for the whole team. Is there a copy of the IEP binder example, on the special ed site and that revolves around data collection?
There is not but there will be thanks to asking that question.
Debbie Lorenzo 2:52:01
That’s a good, that’s a good one. That’s a great one to have.
Courtney Wilson 2:52:05
I’m sorry, the table of contents for, um, the cut B data binders is posted on the Applied Behavior Analysis website as well.
Ellie Stack 2:52:15
Yeah, thanks, Courtney.
Courtney Wilson 2:52:17
Debbie Lorenzo 2:52:19
Dawn Azennar 2:52:22
So then we could save the rest of the questions for another time as they look like they’re going to require a little more, um, information gathering.
Debbie Lorenzo 2:52:30
Okay, thank you so much, Jennifer, and Dawn. So I’m just gonna thank everybody. We’ve got about three minutes left, I wanted to thank all the presenters, um, Ellie, and everyone for navigating through the process and for Ellie for putting up the notes for us. Ah, if you have any additional questions or concerns, please reach out to any one of us. We’ll be happy to help again. Thank you so much for everything you’re doing and for great start to school. Have a great rest of your day and, um, we’ll talk soon. Thank you, everyone.
Afternoon Meeting Video
Afternoon Meeting Video Chat
Ellie Stack #2 00:07
Hi All – welcome!! Join us for the grounding activity: Greetings, as you come in to the room, Please visit the grounding slide and answer the question. Once done, you can use the link in the upper right hand corner of the chart to access today’s Meeting Guide for notes and additional information. docs.google.com/presentation/d/1mWYfE877DUTe7rGZuzND82DGphuexNHyO3WIT5qjJkE/edit?usp=sharing
Ellie Stack #2 00:46
Greetings, as you come in to the room, Please visit the grounding slide and answer the question. Once done, you can use the link in the upper right hand corner of the chart to access today’s Meeting Guide for notes and additional information. docs.google.com/presentation/d/1mWYfE877DUTe7rGZuzND82DGphuexNHyO3WIT5qjJkE/edit?usp=sharing
Ellie Stack #2 01:48
500,000 meters on rower?! WOW
Brad Bartosiewicz (BIS) 01:59
Afternoon, can some please make me a presenter. Thanks
Nancy Jackonis 02:06
Brad Bartosiewicz (BIS) 02:07
Ellie Stack #2 02:21
Ellie Stack #2 02:41
Greetings, as you come in to the room, Please visit the grounding slide and answer the question. Once done, you can use the link in the upper right hand corner of the chart to access today’s Meeting Guide for notes and additional information. docs.google.com/presentation/d/1mWYfE877DUTe7rGZuzND82DGphuexNHyO3WIT5qjJkE/edit?usp=sharing
Ellie Stack #2 02:56
PSLs – you too!!
Brad Bartosiewicz (BIS) 03:00
I also row on my water rower using CityRow Go, its awesome.
Ellie Stack #2 07:04
Meeting Guide: docs.google.com/document/d/1P6S8tLx8379aa0taxVP4Gb7bKuO_S88fLPJqXLuogyw/edit?usp=sharing (includes link to Padlet)
Dawn Azennar – PSL (Procedural Support Liaison) 07:20
Padlet link for questions: padlet.com/dmazennar/x8tyywh3316glvkq
Ken Halla #2 07:37
Melissa Witt 08:54
How are you transcribing what the speaker is saying? I have a family who wants to be able to do this!
Ellie Stack #2 09:24
Put Google Slides in presentation mode, move mouse to menu at bottom and select CC
Melissa Witt 10:27
Thankyou! The instructor has to do this correct?
Ellie Stack #2 10:39
@Melissa – yes
Jennifer Smetek – PSL/Annandale 12:25
Jennifer Smetek – PSL/Annandale 12:31
Courtney Wolfson-ABA Coach #3 17:22
Dawn Azennar – PSL (Procedural Support Liaison) 20:12
Padlet link for questions: padlet.com/dmazennar/x8tyywh3316glvkq
Summer Manos #3 32:16
Adapted Curriculum Google Classroom. The code to join the classroom is 274kejc
Ellie Stack #2 41:10
Ms. Liz Bakken 42:17
Ellie Stack #2 42:19
Link to activity
Ellie Stack #2 42:20
Raquel Joyner 42:23
Teresa Lewis 42:24
Teresa Lewis-ROBO High School SPED Chair for the last three years
Melissa Witt 42:31
It says we need access to the activity
Ellie Stack #2 42:52
Should work now
Ellie Stack #2 43:08
Melissa Witt 43:25
Sheri Been 43:41
Sheri Been West Potomac High School
Courtney Wolfson-ABA Coach #3 44:00
Ashley Skinner-PSL 44:32
Trevor Thibeault 44:58
Trevor Thibeault -Key Center – 6 years
Ms. Liz Bakken 45:46
yup. I started typing in the document
Ellie Stack #2 46:06
Should be moving to part 2 of the activity, slide 2
Ms. Liz Bakken 46:07
We first have to write our first & last name and then we go onto the next slide and type in strategies
Teresa Lewis 46:08
Are we ready to move on to slide 2
Jenny ChouSilverio 46:25
sorry. I’m actually an elementary teacher
Heather Hendershot 46:31
That’s correct, Liz
Jenny ChouSilverio 46:47
Ms. Liz Bakken 47:06
I started typing in it ?
Jenny ChouSilverio 48:13
We have daily morning meetings and afternoon circles
Teresa Lewis 48:22
I am putting a tally mark next to the topic of interest:)
Ms. Liz Bakken 48:49
I think so
Jenny ChouSilverio 48:50
We also have a variety of lunch bunches with small groups – some choice, some “encouraged”
Ms. Liz Bakken 49:32
Jenny ChouSilverio 49:33
I hold office hours for my SPED team (teachers) and have begun to schedule meetings with our Paraprofessionals every other week to connect
Teresa Lewis 49:45
Are we ready to vote and discuss?
Ms. Liz Bakken 50:30
Ms. Liz Bakken 51:06
Ms. Liz Bakken 51:09
Ms. Liz Bakken 51:39
We have SPED CT Meetings along with Gen Ed CT meetings
J. Proctor 51:56
Scheduled CLTs for subject matters and support staff monthly CTs
Trevor Thibeault 52:22
Sorry, having issues, unable to type in doc
Ellie Stack #2 52:25
Next comes the voting on the strategies you would like to learn more about or try at your own school
Julie Kubiak MVHS 53:14
i voted as well, thanks!
Jenny ChouSilverio 53:45
We have a link to the site posted in both our google drive and on our weekly CLT agendas. THANK YOU!
Ms. Liz Bakken 54:14
got it ?
Ellie Stack #2 54:14
6 minutes left
Brad Bartosiewicz (BIS) 54:37
Adrian Williams – QRS 56:39
Thank you for leading Jeff and Erin!
Ellie Stack #2 58:42
I will pull you back in three minutes
Ellie Stack #2 01:01:16
Ellie Stack #2 01:01:32
Ellie Stack #2 01:01:39
Ellie Stack #2 01:01:41
Ellie Stack #2 01:01:44
Ms. Liz Bakken 01:01:45
Nice meeting everyone
Dawn Azennar – PSL (Procedural Support Liaison) 01:03:49
Padlet link for questions: padlet.com/dmazennar/x8tyywh3316glvkq
Ellie Stack #2 01:06:24
docs.google.com/document/d/1P6S8tLx8379aa0taxVP4Gb7bKuO_S88fLPJqXLuogyw/edit?usp=sharing Meeting Guide – includes links to the training and resources Janelle will be referencing
Ellie Stack #2 01:07:54
Janelle Ellis #2 01:08:20
Ellie Stack #2 01:17:36
Did you have a chance to participate in the grounding activity? If not, take a moment during break to answer the question docs.google.com/presentation/d/1mWYfE877DUTe7rGZuzND82DGphuexNHyO3WIT5qjJkE/edit?usp=sharing
Dawn Azennar – PSL (Procedural Support Liaison) 01:24:51
Padlet link for questions: padlet.com/dmazennar/x8tyywh3316glvkq
Ellie Stack #2 01:24:54
Meeting Guide /Notes: docs.google.com/document/d/1P6S8tLx8379aa0taxVP4Gb7bKuO_S88fLPJqXLuogyw/copy?usp
Ellie Stack #2 01:53:07
Brad Bartosiewicz (BIS) 02:32:29
Raquel Joyner 02:41:31
a skeleton of the PWN helps so that you can begin to keep notes
Brad Bartosiewicz (BIS) 02:46:21
Looks like no questions around data. Have a great afternoon.
Debbie Lorenzo 02:46:35
Courtney Wolfson-ABA Coach #3 02:46:47
Yes, have a great afternoon everyone! ?
Ellie Stack #2 02:46:59
Thank you, both!
Afternoon Meeting Video Transcript
- Dawn Azzenar, Procedural Support Liaisons, Procedural Support Services, Office of Special Education Procedural
- Nichole Bernard, FCPS Online Campus School Counselor
- Brad Bartosiewicz, Crisis Prevention and Policy Expert, Due Process and Eligibility, Office of Special Education Procedural Support
- Lourrie Duddridge, Senior Specialist, Due Process and Eligibility, Office of Special Education Procedural Support
- Judy DuPrey, Coordinator, Related Services, Office of Special Education Instruction
- Janelle Ellis, Coordinator, Career and Transition Services, Department of Counseling, College and Career Readiness, Special Education Instruction
- Ken Halla, FCPS Online ELearning Coordinator
- Debbie Lorenzo, Coordinator, Procedural Support Services, Office of Special Education Procedural Support
- Summer Manos, Procedural Support Liaison, Procedural Support Services, Office of Special Education Procedural
- Angelina Prestipino, Program Manager, Procedural Support Liaisons, Procedural Support Services, Office of Special Education Procedural
- Ellie Stack, Coordinator, PreK-12 Special Education Instruction,
- Jennifer Smetek, Procedural Support Liaisons, Procedural Support Services, Office of Special Education Procedural
- Courtney Wilson, Procedural Support Liaisons, Procedural Support Services, Office of Special Education Procedural
Debbie Lorenzo and Ellie Stack
Debbie Lorenzo 00:01
For those of you who are here, I’ll take really good care of you because it’s a smaller group of you. And Ellie is putting the grounding activity is in here, we had a lot of good. Um, we could we can share some of the, um, information from this one and we had a lot of good, um, activities that people did. So if you’re new, put your activity in here if you haven’t put your stuff in. Um- And Ellie has put in the chat, the activity, the grounding activity, and they haven’t put the notes yet right, Ellie? That’s just a grounding activity. Right?
Ellie Stack 01:04
Correct. But the grounding activity actually has a link to the meeting notes.
Debbie Lorenzo 01:08
The notes. Right, right. Oh, good. Thank you.
Ellie Stack 01:17
Debbie Lorenzo 01:36
A lot of peloton, peloton. I saw that this morning. What’s power dip? Who put that in? I don’t know what what that is. Amber put that in. Landscaping. Yep. Oh, sorry. I will, Brad. Okay, we’ll give it about one more minute and then we’ll all get started. We finished my dining room table. Look at that. That’s a new career that you could start having- I dropped the oldest baby off of college. Oh, city row go.
Debbie Lorenzo 03:17
12:30, so we’re gonna get started and people may just pop in as we’re, um, moving through this. So, um, hi, I’m Debbie Lorenzo and I’m the coordinator from the Office of Special Ed Procedural Support and I have, um, and Ellie, do you want to introduce yourself, since you’re doing a lot of the presenting with with us this morning?
Ellie Stack 03:39
Debbie Lorenzo 03:40
Ellie Stack 03:41
It is the afternoon. Hi, everyone.
Debbie Lorenzo 03:43
Ellie Stack 03:44
I’m Ellie Stack and I’m the coordinator for special ed instruction and we are thrilled to have you with us today, um, as we’re starting this third week of school. You received a link an email, and we will also post it in the chat window that will take you to today’s meeting guide. And this guide is a place for you to take notes during our meeting. It also was a place for us to include links for talking about a lot of documents that have links to them, because of course, we can’t give you the handouts, though I’m sure many of you are missing that big pile or table of handouts that we typically have.
Debbie Lorenzo 04:20
Ellie Stack 04:21
So go ahead and, um, and you can pull up the meeting guide. Like I said, we’ll post it. And then the last thing I’ll say and then I’ll turn it back to you, ah, Debbie is I’m also going to be posting a poll that, um, I need to put it back together, but we want to find out who’s in the room today. So that’s going to be showing up in just two seconds and let us know who’s here.
Debbie Lorenzo 04:43
Thank you, Ellie. Um, yeah, and I just wanted to reiterate what Ellie said. We’re just so grateful, um, to have you here today. And thank you all so much for everything you have done to get this school year started. You worked really hard throughout the summer, um, even, um, it seemed like it didn’t end but you were amazing getting IEPs dawn, working through a lot of information and supporting parents and families to get the school year started. So we to- We really appreciate you and we know you’re really busy and appreciate the time that you’re giving us today. So we’re going to put up our agenda for today.
Debbie Lorenzo 05:25
There is the poll that Ellie was talking about. So it gives you let us know who you are in the room, and then we’ll advance the slide to the next line.
Debbie Lorenzo 05:38
These are our agenda items for today. As always, we’ve got a packed agenda, but we’ve got some activities while we’re in the different, um, agenda items that we have. And I am going to- If we can advance the slide, and then I’m going to have Dawn Azennar or Jennifer Smetek. I’m not sure who’s going to present right now. We’ll talk a little bit to you about Padlet, and, um, about answering questions that each presenter, um, comes up.
Dawn Azennar 06:08
Thank you so much, Debbie. As Debbie mentioned, I’m Dawn Azennar. I’m the acting PSL for the Hayfield pyramid. And my colleague on this will be Jennifer Smetek, who is the PSL for the Annandale pyramid. We know that as you’re going through this process, that you’re going to probably have questions. And rather than having them in the chat room where they could get lost, what we thought we would do is go ahead and have a Padlet. Linked on the slide is the link to the Padlet. If you want to use your computer, or if you prefer to use your camera on your cell phone, you can take a picture of that QR code and it’ll link you in. We will have these links available at the beginning as well as periodically throughout the presentation, so that way you have it readily accessible, and that we ask that you just add your comment or question in and then we’ll have points where Jennifer and I will kind of share with the team what the questions are.
Dawn Azennar 07:12
Thank you very much.
Debbie Lorenzo 07:14
Thank you, Dawn. Okay, so we’re gonna start off our first presentation with Nicole Barnard from the online campus. Um, Nicole?
FCPS Online Campus
Nichole Bernard and Ken Halla
Nichole Bernard 07:24
Yes. Hi, Sorry, I’m just getting my video up. Thank you so much for having me here today. I think I saw Ken pop up, too. He’s the OC coordinator for online campus. So basically, I just wanted to come in today to talk about online campus and moving forward and working with students with IEPs and 504s. So at online campus, we deliver courses identical in content to those offered in our traditional classrooms, and we use multimedia to engage the students. Students with FCPS may enroll up to two credits as part of their standard seven High School credits without any fees or tuition. How students register for online campus, there is an online application form on our website, but they may also get that through their school counselor. And they would complete that form and then return it to the base school and then we need the approval of the DSS from that school. And then all students must be available to attend weekly live online sessions during the evening at the fixed weekly dates and times. So before sending in a new registration, we hope the school counselor would connect with the case manager regarding the requested course or courses, accommodations and classroom testing accommodations and services with student IEP team will be reviewed to ensure the student will have equitable access to the online course. And then if it’s applicable, the IEP team will develop the plan for the student access to local support services and or amend the IEP as appropriate for compliance in an online environment. And then the counselor would send in that support plan and or amended IEP to the online campus whenever they send the online campus registration to us.
Nichole Bernard 09:09
Here are some of the accommodations and services that are not readily accessible with online campus. Access to classroom audio material. Access to audio material is provided in online courses when available, but some materials such as PDF files aren’t always accessible. Accessible text, Braille especially online campus does not have copies of course materials in Braille. And then dictation, dictation in English describe Online campus does not have a sped support, so these are some accommodations we would be reaching out to the base school for assistance. And then some other accommodations that are not readily accessible are pressed materials, and reduced language level reading level, plain English school support is needed as online courses and assessments do not always contain reduced language level instruction materials assignments, or assessments. Read aloud or read on demand. So given a synchronous aspect of the online learning environment, the online teacher will not be available to read directions, assignments, assessments to the student. It will be asked that the base school provides this accommodation. Though a screen reader will read text within the online course, there may be sections within the course content, the screen reader cannot access, for example, image files, and online assessments. And then for Adapted PE, we do not have an itinerant APE teacher on staff. So the goal would be that the counselors and case managers would collaborate and communicate on how to provide for accommodations and services not readily accessible in the online learning environment prior to submitting an online campus registration form.
Nichole Bernard 10:49
So academic advising begins January at most high schools, so if the student is planning on or considering an online course, it would be the goal for the school counselor to connect with the case manager to talk about this course request, and to ensure that the accommodations would be accessible through online campus. It’d be awesome if that actually happened in the spring, because when I was reviewing everything in July, and people are on/off with contracts and enjoying summer vacation, it was just difficult, I wouldn’t wasn’t able to reach out to anyone. So that’s why it’s one of our goals, that this conversation will happen prior to submitting an online application for online campus. So if applicable, the counselors will send amended IEP to online campus along with the online campus registration. We are here to also provide guidance on accommodations and services not assessable in our courses to assist local school IEP teams. The case managers will include the online campus teachers and goal assessment and reporting. So throughout the year, if there’s any updates, we would love for the case managers to update the online campus teachers as well and we want to continue to build relationships with the base schools and ensure all students have equitable access to their online campus courses. And then the last slide has my contact information, email and phone number. And I know Ken’s on here as well. So anything you want to add Ken?
Ken Halla 12:17
No, we first, could we take some questions, then I can add one thing.
Dawn Azennar 12:25
At this point, there was only one question that was put into the AM slides, and I’ll be happy to read it. And that was: Are we allowed to teach FCPS online courses? Yes. Qualified during the virtual school year a special education with HQ and SS?
Ken Halla 12:52
I didn’t understand the question. Can you say it again?
Dawn Azennar 12:57
I would be happy to. It appears this author would like to know if they could teach the online courses and appears that they, um, have the highly qualified status.
Ken Halla 13:12
So the answer is, we have a course that we generally teach in the fall and one in the spring. And we had one this past summer, which is unusual for us just because there was a huge demand. So that’s step one. Step two is we have to then have kids. So Nicole mentioned that students can start signing up through it beginning of January for summer school through I think last year it was June 12, the end of the second week, basically the end of school, and we can’t hire a teacher for summer or fall until we have the kids first, so we have to kind of anticipate where the needs are. So for example, the core classes we don’t have a lot of kids in the summer maybe one or two classes a grade for say World one, World two, etc. PE we’re off charts, math, we’re off the charts, honors geometry. And then we kind of reverse in during the school year where we’re off the charts in English off the charts in social studies, but a lot fewer PE and a lot fewer math for example. So when we anticipate we’re going to have a need, like I anticipate I’m going to have another six sections of PE next summer and we interview ahead of time and we kind of line up people. So, one take the class, two send your resume, three we interview, four we got to wait for the kid. Other questions?
Dawn Azennar 14:46
That was our only question for this, um, content.
Ken Halla 14:51
So then I have one other thing, if I could, and that is- It is really, really helpful for us if you case managers can reach out to our teachers, just as they would to any teacher and say, what’s the update on little Ken Holla in your class. Most of our teachers do not hear from case managers and when I’ve reached out the answer is because they thought we had a special ed person. We don’t have a special ed person. Now, if a person is if a student is struggling, Nicole is going to reach out to the counselor and find out who the special ed person is. But I’d like to, you know, we’d like to kind of beat that before it happens, to have all this items and support in place. And I’m not talking about the read aloud, kid. I’m just talking about the kid that might have extended time, which we can obviously handle easily. But it’s really helpful if those people and whatever the timeline is reached out to all the teachers each quarter, just as they would do in the base school. And of course, Nicole has her email up there. You can reach out to Nicole, you can reach out to me, and questions offline, or we can meet with your departments if you find that more helpful.
Ken Halla 16:08
And, I think the last thing with no more questions is we really appreciate all that you’re doing. The online campus years ago was kind of an elite institution, if you will. It’s just the kids who did really well and and now it are really well who had took an extra class or something like that. Now, it’s- We look exactly like any school in Fairfax County. I mean, we have kids who need a, say one out of every five kids, have an IEP or 504 or EL kid. And so those kids, as you know, deserve the same kind of structure with us as they do in the base school. The difference is, we have a staff of nine that handles- We now have 2500 kids this summer, this school year, and we can’t possibly do it alone. So Nicole is our only counselor. We have no assistant principal. We have no special ed. We have no ESL person. So anything that you guys can do really helps us, starting with the case manager, and I appreciate your time today.
Debbie Lorenzo 17:15
Thank you so much, Nicole and Ken, um, for coming in and presenting on the online campus. So our next topic that we’re going to move to is data collection. And, um, we have Courtney I believe Brad, Jacqueline, Tina Wilkerson is here as the coordinator for ABA services, and you can add Brad and Jacqueline, and Courtney, who else is going to be presenting from your team. So I’ll turn it over to you.
Courtney Wilson, Summer Manos, and Brad Bartosiewicz
Courtney Wilson 17:42
Hi, everybody. I’m Courtney Wilson. I’m an ABA coach working out of the applied behavior analysis department. I’m going to get us started by talking about how we can collect meaningful data through virtual learning, including both synchronous and asynchronous learning.
Courtney Wilson 18:00
So looking at our agenda today, first, I’m going to ask you guys to identify some successes and some barriers while collecting data in the virtual learning through ah, a Padlet activity. I posted the link in the chat box so, and it also is in your notes section. And then we’re going to go over some creative ways to collect some data through asynchronous learning. We’re also going to look at how you can collect and conduct assessments and data through synchronous learning, and then end with some additional resources and tools. So let’s go ahead and get started.
Courtney Wilson 18:35
So you’ll see in the chat box the link to the Padlet. Take a minute or two and indicate some successes and some barriers you have experienced while collecting data in virtual learning.
Courtney Wilson 19:54
Okay, I’ll leave that up there for a little bit and we will come back to that. So thank you for filling that out. Now we will give you some additional ideas and resources throughout this presentation to help tackle some of those barriers that you guys have listed. So, it- Thank you. All right. So why do we want to collect data during asynchronous learning? Well, just like we did in face-to-face instruction, we’re working on tracking progress for new skills or maintenance skills. And sometimes you may not have enough time to be able to collect all your data during those synchronous learning sessions. Thank you.
Courtney Wilson 20:35
So what are we collecting data on? Well, it includes various targets. So some of it may be IEP goals and objectives, any instructional target that you may be teaching to an individual, uh, that could correspond with a pacing guide, any learning objective within the evidence-based program. And we know that this might be difficult depending on the profile of your learner. So let’s take a look at some creative ways that we can get some additional data.
Courtney Wilson 21:06
So some of these tools that you see on this slide, you may have already used for some alternative assessments such as the VAAP. Well, they can also be used to collect data on progress monitoring skills throughout virtual learning. You can have a student or caregiver take pictures or screenshots of a skill or a behavior. They can record a video if the skill or behavior lasts for a period of time. Just like if they’re working on a work tasks, or maybe a life skills such as making a bed, you can also have them submit a permanent product, which can include forms or surveys within the Google Classroom, completing an activity or boardmaker online, an assignment, uh, or an assessment to a student if you are one of the pilot programs, uh, that is using schoolology, and last, but certainly not least, you can collect data through those evidence based program tools that are available asynchronously. So know, these tools you choose will be dependent upon the student and their learning needs. Some students may not be suitable for permanent product due to their deficits in independence and and independently completing it, while many other students would be better suited with a video of them performing a specific task off the computer.
Courtney Wilson 22:22
And I know you all are wondering about the fidelity of data collected throughout asynchronous activities. And before doing this, and before assigning these tasks to your students and their parents, I would have that conversation with them and include their parents in that and explain the importance of getting the most accurate information without additional assistance from them. This will help you identify where a student is currently at, where they might be struggling, and what skills they are starting to demonstrate. And also keep in mind, if a student masters a specific skill that you are tracking during asynchronous activities, you’ll still want to check on it and measure it once we return face to face. And also make sure you write in your progress report notes, in that goal or objective, that the skill or, um, behavior that you were tracking was measured through asynchronous activities.
Courtney Wilson 23:14
So now that you have- So now, when can you gather this information? Well, you may assign, ah, asynchronous learning activities for Mondays when students are not in virtual learning, which will help prepare them get ready, prepare them and get ready back to face to face learning. We know that this is just some ways to collect data through asynchronous learning and there may be many more out there, so please talk to your fellow teachers, your support staff and collaborate with them on act- to and to develop activities that suits your students best. Now, I’m going to turn it over to Summer, and she’s going to go over data collection throughout synchronous learning. Thank you.
Summer Manos 23:58
Thanks, Courtney. Um, so Courtney’s already shared with you, um, some really important tips and considerations when collecting data in- asynchronously on our students. So I’m going to share a little bit with you about asynchronous data collection. So why would we collect data asynchronously? Well, we know that we are in a new instructional environment with our virtual learning and so we know that we need to then track progress or new skills that students acquire on their maintenance of skills, um, and ultimately, you know, have some some current and accurate baseline data. Next slide, please.
Summer Manos 24:36
So what exactly the- what data are we collecting synchronously? So we might be collecting data around informal assessments, ah, progress monitoring tools, and ultimately, um, collecting the student’s IEP goals and objectives to monitor their progress around those areas of targeted need. Um, so how are we going to collect this data synchronously?
Summer Manos 25:03
And so this is where, you know, we really have an opportunity in a variety, variety of synchronous sessions, whether it be, you know, maybe we do a conference with a student, um, one on one or individual and an individual session where it’s the teacher, um, doing a cold probe on a student, or asking them some specific questions, or utilizing some form of more formal or informal measure to collect data. So you might have a teacher in that situation where it’s just the teacher and the student. Um, you also similarly might have an IA that perhaps has been trained in data collection techniques and/or, um, a research-based program that might be administering some form of progress monitoring. So that might happen.
Summer Manos 25:47
Um, in a small group, where you have just several students, and a special ed teacher, you might have the teacher teaching and an IA taking some informal data around how the student is performing in the virtual environment. Maybe they’re monitoring the chat, maybe they’re monitoring the emojis or the tools. So there’s different ways, um, that both the teacher and the IA can collect some data, either in an individual environment, a small group, or even a whole group, um, or a general education classroom setting.
Summer Manos 26:19
Similarly, um, we might be collecting some pictures or samples of work that the students are doing synchronously. You might have some parent reporting, and I know Courtney touched a little bit about that, as it relates to, you know, partnering with our parent, and just ensuring that we’re documenting that if we are getting parent reported data that we are just, um, we have documentation that indicates that that was a parent report.
Summer Manos 26:44
Um, and then ultimately, all those permanent products that we can get during these synchronous learning sessions. So you’re going to have Google classroom work, forms and surveys. You could use boardmaker online. I know a lot of schools are using exit tickets, or a variety of other things that are happening during synchronous learning that you could utilize to inform your data and measuring the student’s progress around those areas.
Summer Manos 27:13
So when does this happen? Um, synchronous data collection can happen in a variety of different ways. It can happen on Monday is when you have the opportunity to schedule time with the student, um, either in again, that individual session or check in or a small group. It could happen during Tuesday through Thursday. Um, I know schools, secondary schools have that extra period. Um, it could happen during that time. Um, So again, that’s you working with the family to schedule those opportunities. And also it could happen, again, if if you are working with students during the small group during a class, um, or a breakout session at that time, you could be collecting data in that, um, type of synchronous environment as well.
Summer Manos 28:00
And then again, thinking about that transition back to brick and mortar, to the work that we’re doing to collect data around, um, how our students are performing virtually, we ultimately want to make sure that there’s a seamless transition when we do head back to brick and mortar. So thinking about, um, as our teachers are creating their data sheets and utilizing certain tools, that they’re able to then use those when we head back to brick and mortar. And so I’m going to talk a little bit about kind of organizing our data collection tools on the next slide.
Summer Manos 28:33
So this is, um, two, these are two examples of a data binder. On the left, you see, um, an actual picture of a hard copy of a data binder. Um, and that’s one that was developed for a Cat A case manager where there are copies of the IEP, current progress reports, a parent contact log, and then each tab on the binder is a different goal that the student has, uh, with a data sheet for that goal, and then a place to put work samples and evidence of that goal or evidence of the data that was utilized to, um, measure that goal. In each tab, there’s also a tab for an FBA and a BIP that that’s applicable to the student based on their needs. And then on the right, you see a table of contents. And that’s the table of contents for a data binder from our ABA office. So you can see all of the different items, um, that they have organized into again that that physical binder. Uh, but because we are in a virtual learning environment, um, we know that, ah, a physical binder might not necessarily be something that you’re able or your case managers are able to create and utilize for monitoring their student’s progress. So over on the far left, you see two student folders. And those are actually- that’s a screenshot from my desktop. So I have individual studentsâ folders where in the folder, there are copies in a PDF of the IEP, a PDF of their progress report, um, a PDF of any of those data samples or pictures or videos that you might be collecting either, um, during synchronous time or asynchronous time and you can put it all in that virtual, um, or electronic folder, if you will. Um, so I know that’s on the desktop. There’s other options that, um, our teachers have for storing that type of student information in a secure manner, like using your backup H drive, your school team drive, and a flash or an external drive is another way to electronically kind of organize all of your students’ data.
Summer Manos 30:47
So the next slide also shows again, just as an example of a data sheet, that’s for a writing goal, and you’ll see the different writing, um, prompts and then the data attached, and then ultimately, the work samples that would go along with that would be attached behind that data sheet. There was one other thing I wanted to mention as it relates to Brigantes. Um, so just as before, the criterion reference Brigantes is required to be administered in the fall in the spring for all students that are accessing the adaptive curriculum. Specific sub tests are currently available on distance learning 24/7 on the site, in the adaptive curriculum folder, and the training for Brigantes and other informal assessments is also available on the adapted curriculum, google classroom, and I’ll put the code to that, um, in the chat. Um, and then standardized Brigantes will still need to be administered in person, but there is some flexibility with that criterion reference, and I’ll make sure that I put that information in the chat for you guys.
Brad Bartosiewicz 31:55
All right, thank you Summer, and my name is Brad Bartosiewicz. I am with Behavior Intervention Services. So I’m just going to quickly go over where you can find resources to help support you guys with data collection. So if we can start off by clicking on the special education instruction resource hub. This is kind of like if you think about the the main structure where you can find all sorts of awesome information, everything from program specific information, how practices, specific links to the different offices from central office support, show through behavior intervention services is one, due process and eligibility, lots of information as well, as you can see a link for our data collection, which you can go to from this section, or on them on our slide, which is going to take you here. This is a data collection hub that’s been combined, um, from all of our offices, so you can early childhood special education from pack preschool, autism, our high incidence team has put in data collection sheets, as well as our low incidence, our Cat B our Alt program. Um, each one of those- and again, you’re going to see a lot of crossover because a lot of the data that we do collect is a crossover between – but you’re going to be able to find so if it’s you know, IEP data, IEP data sheets that you can use, um, when it comes to behavior, there’s actually help sheets where it actually gives you a little quick informations on how to do it, but then also different types of data collection. Some of them are editable, some are more PDFs, trying to give you guys lots of different options.
Brad Bartosiewicz 33:26
Um, switching back to our main and then we could also go into our, uh, progress monitoring in the virtual setting. And this you what you’re going to be able to find is all information that’s going to help support you and additional links to help support you as you’re going through progress monitoring with a for your students with IEPs. Um, so it’s a great resource, you’re going to be able to go through all those. It’s broken down by different areas of instruction. It’s, um, it’s a really nice place that it’s like, again, we’re trying to make it so it’s a one stop shop. You can go to these places to get all the information you need to help support you with either synchronous or asynchronous data collection. So if we could switch just to the successes and barriers, and maybe just to take a minute, we can look at some of what you guys have been been putting on our Padlet.
Brad Bartosiewicz 34:24
Pull it up on mine so I could see it bigger. So looking at some of the barriers, um, so it’s awesome to see that successes, you know, there is that opportunity with parent coaching. Um, when we think about some of the barriers, it looks like, you know, some big ones that we’re seeing is you know, I saw one like with the camera being turned off. I think when we think about any of these barriers, it might be utilized so the recommendation would be to reach out to all the stakeholders who are involved. So reach out to your PSL, to your ABA coach, to your behavior intervention teacher. We can better help support you guys because if it’s a situation In which the student is not turning the camera on, we might be able to, you know, how can we systematically break that down smaller to see how we get help with some of that? What is it going to look like for, um, parents and parents are involved with help collecting the data? Um, difficulty, complete fluency check. So I think all of those things would be, it’d be a nice time to reach out to your central office support. So like I said, if it’s, it might be a combination of your adaptive curriculum and ABA coach, or might be a combination of your, uh, behavior intervention teacher and your high incidence office special education instruction teacher assigned. We’re here to help collaborate and problem solve with you through some of those barriers. And we can do that through providing some virtual observations to kind of see what’s happening, then we could do a staffing to talk about how we can help support you with those, um, getting that data collection. All right, thank you so much, everybody. Any other questions? While we’re here? All right. I hope you guys all have a wonderful afternoon.
Debbie Lorenzo 36:09
Okay, thank you. So Dawn, there were no questions for, uh, the data collection group.
Dawn Azennar 36:14
No, there were no questions.
Debbie Lorenzo 36:17
All right, thank you. So I’m going to move on to, um, Ellie Sack who’s going to talk to us about sharing successes.
Debbie Lorenzo 36:26
Alrighty, well, for this part, I want you to picture us over at Willow Oaks, and you all are all sitting at tables. And we wanted to take time today to allow you all and everybody who’s here today, to talk about the successes that we’ve seen. We know that in some cases, you know, it’s been a little bumpy ride to get where we are. But each of us have had to come up with new ways to do the work that needs to get done. And so for the next part of our meeting, we are going to break you up into small groups and I am going to take care of putting you in groups randomly. And when you’re in your small group, what you are going to do, and I’m scrolling down to my example slide, what you’re going to do first is you’re going to find the slide that has your group number at the top. So your group is going to be your room number. And so if you’re in room 20, you’re going to scroll all the way to the bottom and find the slide that says room 20 and group number 20. And I would like for you all to introduce or put your names first name and last name and the school that you work at or central office, the office that you work for. You’re also going to pick a timekeeper, somebody keep an eye on the clock and somebody to keep an eye on the chat window. And then you’re going to move to the activity. And the directions for both of these are available on your, um, meeting guide. Ah, so they’re all written out. so you don’t have to remember at all. But after you all introduce yourselves, and I would like for you to introduce yourself out loud, uh. and talk about what role you’re in and how long you’ve been in that role. Um, then I would like for you to think about the work that you do and some of the successes that you’ve seen or strategies that you’ve had to put in place. Because the work hasn’t changed very much. But how we do it has changed drastically. And we’ve given you a few categories to get started. So as you think about successes or strategies that you’ve put in place to help build relationships or collaboration that goes in this first column. Strategies to help with communication and scheduling goes in the middle column. And then if you have any other strategies that you’ve come up with, they can get that don’t fit in those categories, they can go in the other column. And it’s similar to just like if we’re sitting at that table at Willow Oaks, where each person would were doing jot thoughts would take a pen, you know, write down their idea, and as they put it in the middle of the room, they are in the middle of the table, they say it out loud. So I would like for you all to say them out loud as you’re posting them. So you’ll want to take turns, and you’ll have more than one turn. uh, so just say one per turn.
Ellie Stack 39:18
After we take the time for the groups to work on this, then you’re going to take time to look over the ones that are posted. And as you look at the ones that are posted, you’re then going to vote for the ones that you want to hear more about, or the strategies that you’re going to implement after this meeting or maybe try at your own school. And so you’re going to put your votes in the vote column. And you can use your initials to put the vote or to vote or just put x there and whichever one has the most votes, those are the ones you’re going to talk about. So in this example, I can see that over here in the middle right hand column of the yellow or yellow screen that this one has the most votes. So whoever wrote this strategy down, they’re going to take a moment to share it out with the team, so we can learn more about it, so we can duplicate it ourselves at our school, we would like. And then after that person’s done, we’ll take time to go through the other ones that also have the most votes. Alright? And then at the very end, if you have time, what I would like for you to do is talk about how you’re going to share the information that you’re getting at today’s meeting back with your special ed teams. So in the past, you would just, you know, go back to your school, make copies of the hundreds of handouts that we gave you, and then have a special ed meeting. But how are you going to do that now without us giving you handouts and without being able to meet with the team in person?
Ellie Stack 40:47
So that is the activity. I’m going to post the link in the chat window in a minute. But while I’m getting the link, and I’m setting up the the breakout rooms, I just wanted to find out if there’s any questions before we break into this groups regarding how you’re going to do this. Alright.
Ellie Stack 41:16
So I am not on the main window. So if you have a question, um, don’t put in the chat window cuz I can’t see the chat window, go ahead and say it out loud. And while I’m doing that, I am going to, let’s see. I see how many people we have, and I know how many people I want in each group. So we are going to- Okay, I’m going to go ahead and put you in breakout rooms now. Please go ahead and do the activity and I will be giving you a heads up, uh, when I’m about to pull you back to this room. All right. And here we go.
Ellie Stack 1:02:02
All right. Welcome back to the main room, I really appreciate the attentiveness into that activity, and I enjoyed looking around at the different, um, strategies that different people had mentioned. You had access to that slide show, so feel free to look around and see what some of the other groups came up with as successful strategies that they’ve implemented. If you see a strategy that you really like, or you want to learn more about, if you look at the white slide that, uh, that precedes the activity slide, you can see who was in the group, and send an email to the group and say, you know, hey all, who had this strategy, I want to learn more about that. Um, so that is, feel free to look around with how busy all of us are right now, it doesn’t make sense for us each to be recreating the wheel, and so let’s loot use, the collective, uh, the collective, uh, strategies and successes that we’ve seen, um, to help us do our jobs maybe a little easier. So thank you all so much for that. We at this point, we’re going to switch over and Debbie Lorenzo is going to tell us about the primary case manager, uh, screen in our report and SEASTARS. Um, Debbie.
Debbie Lorenzo 1:03:24
Um, before I move into that is, Were there any questions? Dawn or Jennifer? For Ellie?
Dawn Azennar 1:03:31
No, there were no questions.
Debbie Lorenzo 1:03:33
All right, thank you. So we’ve covered this topic a couple of times in different meetings, I think. Um, what I’m going to segue into is that those of you may have heard from your principals or are hearing now from the principals about the cohort groups that may be coming, um, back into returning to schools. Um, I know that there may be a presentation tomorrow at the school board meeting with a little bit more detail. But as we’re, um, looking at some of those phasing in of cohorts and as we’re looking at upcoming staffing meetings, what’s really important that you, if you can continue to do this is to go into that PCM, um, um, tab and make sure that the program of study, the program that they’re in, and the, um, case managers are current for those students. Tina, myself, Ellie, Denise, and some of the other DSS team members that attend the staffing meetings use this sometimes to look up requests, or sometimes to actually open them up worrying when we’re at when we’re in the staffing meetings and we’re getting questions about numbers of students or or how many classes. Um, also we’re using this as we develop and we look at the cohorts for the students who have selected in person. It’s been helping to start those conversations and taking a look at that information. And then it could be helpful when your principal is actually come to you and start asking direct information about the different groupings. So just wanted to bring that to your attention. Um, and really, it’s it’s been such a help for this for us as a team having that tab in SEASTARS and actually, we can run reports from it that so that’s been really great, too. So unless there are any questions, I’m going to move to Janelle Ellis, who is going to present to you on some CTS updates, um, in this session.
Janelle Ellis 1:05:37
Great, thanks, Debbie.
Debbie Lorenzo 1:05:39
Career and Transition Services
Janelle Ellis 1:05:39
Um, I’m Janelle Ellis with career and transition services, and I just have a few items to share with you, um, and some of the things that I’ll reference are in the notes document that you all have. You don’t have to look up those things now in there, but they’re there just for more for additional information. Um, and I’ll reference that for a few of the things that I’m going to go over. Um, but to save time, I won’t go into them here right now. Um, but the first thing here is the career portfolio, which is that white folder, that’s usually in each student’s special services file, or sometimes it’s in the ETR, with the ETR, and their office, just depends on the school. Um, that folder is transitioning to an electronic format. So the career portfolio is the folder that’s used to store all of the student documentation related to transition planning. And it’s a good way to ensure that continuity from year to year with the transition plan. Um, it helps to develop it every year. So we’ve created a CTS career transition services folder, um, for all middle and high school students within Naviance. And in your notes document that I mentioned earlier, for this meeting, there is a link to a two-minute video that will show you how to access the folder, what goes in the folder, how to upload things into the folder and whatnot. So ETRs do have counselor access to Naviance and they can upload into the folder, but so can teachers and case managers who have access to Naviance for their student, um, for their students.
Janelle Ellis 1:07:17
So just as a reminder, the types of documents that go in the, the, folder are anything career skills, documentation related such as like certificates, maybe from CTE courses that are taken, the community work experience summaries that are completed for all students who, um, work on the job sites with our employers, job coach reports, um, employer evaluations, and, and more, um, related to self-determination, interest inventories and whatnot. So that is outlined in the the video. There’s no expectation that the contents of each student’s hardcopy career portfolio that currently exists, that those documents be uploaded into the new folder, electronic folder, but just going forward documents should be uploaded.
Janelle Ellis 1:08:08
So middle schools will not receive the white career portfolios in the pony this year, um, the expectation being that the transition assessments and such will be uploaded into Naviance. So I am going to put a link to, um, where the Naviance information is and Naviance holds that academic and career plan that’s expected of all students in Fairfax County Public Schools. And, um, if you go to this link, this is an instructional services, um, counseling college and career readiness, and then the academic and career plan and there there’s training there’s an orientation, there’s a frequently, um, asked questions guide, and things like that. And to log on to Naviance is now this year just started is the same as your FCPS login for everything else. So that’s helpful. It’s not a separate login like it used to be. Um, and central office has identified one of our resource teachers as the primary contact for middle school transition support. So Maggie Contreras, she’s our one of our job coach supervisors, and she’s going to be acting as a liaison for middle school transition support. Her contact information is also in the notes document that you have. And she’s she is available to answer questions, questions from both staff and from parents, and to provide training as well to middle school special education staff around effective transition planning. Um, she can also coordinate with our employment and transition representatives in the high schools to plan training for, um, the middle school staff if requested, so for like your feeder high schools. Um, it’s important for all special ed staff to understand why transition services are part of the IEP process at age 14 or eighth grade, um, and Maggie is a good resource to help build capacity among the middle school teachers. That they can share this transition information with parents when asked.
Janelle Ellis 1:10:06
Um, we won’t be having any students participate in community-based work experiences while the divisions engaged in this 100% virtual instruction. Last year, we did have over 1000 students participating in work, community work, with almost 400 different employers in our area. So as you can imagine, um, it’s not a simple task to bring this back to that level immediately under these conditions, so we are working with employers, we’re maintaining contact with our employers, we’re serving interest, and we will most likely need to reestablish and also establish new employer partners, um, when we’re able to resume this important aspect of our career development courses. So that is a work in progress. I’d like to encourage you, too, to take time to visit our and encourage your instructional staff to visit the CTS resource and curriculum hub, the link is provided for you, um, in that notes document. It’s also, this, our CTS resources for staff is also linked through the ISD curriculum hub and through the special services, curriculum hub as well. So you can find the career and transition services link there. There’s a lot of information and a lot of things being added on a daily basis practically. So if you want information on transition assessment, you want information on adaptive curriculum, career classes on standard curriculum career development classes, on self-determination, and all of those things. those are those are on that page.
Janelle Ellis 1:11:48
And then also in your notes is a link to guidance around ETR services for our alternative programs. So it includes a list of which of our two ETRs are aligned with all of the alternative programs. So students who are placed through hearings office are entitled to ETR services in their IEP. While students who are electively placed in an alternative program may have, um, consult ETR services. And the bay schools are responsible for completing the IEPs for students assigned to the interagency services sites. But the ETRs can help you as needed for sure. And you’ll also see a link to our three-tiered service approach to ETR services. So that’s a helpful guide for you to determine how and when ETR services are accessed, um, in all schools for students with with IEPs. Okay, and the next slide.
Janelle Ellis 1:12:48
Um, so every year, we provide data at this meeting on the results of our indicators 13 and 14, and indicator 13 requires compliance around effective transition plans that meets certain criteria, and an indicator 14 looks at student level of engagement, one year after graduation from FCPS or exit year.
Janelle Ellis 1:13:10
So this slide shows the results of indicator 13 reviews for 2019-20. Post-secondary goals that are non-measurable or irrelevant to the career goal that remains the primary reason why transition IEPs need to be amended. By the by the way, this this has steadily been improving each year and was half the number requiring addendums from the previous year. So that’s good progress. And most IEPs, the 4%. Uh, most IEPs that were not held within the annual due date for 2019-20 were scheduled to be held during March, um, early March when schools closed abruptly, um, and it’s important to note that during 2017-18 10% of IEPs were not held within the annual due date, which dropped to 4% during 18-19, and then it remained at 4% for 19-20, but I think without the abrupt closing, there’s a chance that that number might have been lower than 4%. So again, shows steady progress in that area.
Janelle Ellis 1:14:19
And then indicator 14 is the next slide. And this slide shows where FCPS is in relation to the state targets for the number of students that are involved in higher education, competitive employment, or some other type of post-secondary training or employment, like military, um, or supported employment, that kind of thing. So you’ll note that FCPS we met our state targets, um, in our response rate was high 997, um, due to the tenacity really and the effort of our of our surveyors, and, um, this was out of about 1800 or so students, leavers, school leavers, we call them. There’s a more detailed data breakdown that will be available soon. So if you’re interested in knowing more about like which disability groups were involved in post-secondary, um, employment, employment and, um, education and the level of involvement in IPS in high school satisfaction and that kind of thing, that data will be coming.
Janelle Ellis 1:15:22
Um, and then lastly, just the last slide here is just on our some CTS services events that we have coming up. I just want to make sure everyone’s aware of our, um, events, so you can help spread the word. There is a link to our calendar of events throughout the year, most of them have dates. Um, the two that are coming up this fall are the community resource fair, um, moving on to life in the community, which is October 21, and it will be virtual. This event is really important for students and families who may need ongoing kind of supports after they leave high sch- after they leave FCPS. So residential supports and ongoing employment supports, um, linkages to community services and, um, social security, things like that.
Janelle Ellis 1:16:18
The new event this year is our post-secondary education boot camp for students with disabilities that will be virtual, November 9, and it is a out two-and-a-half-hour workshop, where students will learn how to conduct college searches, how to complete the common app and understand how to go about getting Disability Support Services. And just kind of receive the executive functioning support for the next steps in the process. So this is just geared towards seniors, or for seniors. And in coming years, we’re going to work to hold this earlier in the fall, um, but just with the way this things were this year, November 9 was really the earliest that we could schedule it, especially this being the first one. So please share this with teachers and with seniors who are planning to attend college and could benefit from this extra support. And that’s all I have. I’m happy to answer any questions.
Dawn Azennar 1:17:15
Okay. Well, we at this time, we do not have any questions on the Padlet. However, Jennifer Smetek was nice enough to put in your link on the Padlet so teachers will be able to reference it in the future.
Janelle Ellis 1:17:29
Great, thank you.
Debbie Lorenzo 1:17:31
Thank you, everyone. Thank you, Janelle. So what we’re going to do right now is going to take a five-minute break. So let’s stretch our legs and just run get something to drink. Use the restroom. About 1:50 we will, um, return Thank you.
Debbie Lorenzo and Angelina Prestipino
Debbie Lorenzo 1:22:43
Okay everyone, let’s- It’s 1:50. So we’re going to come on back. Let me show my video. So the next section that we’re going to be looking at is we’re going to give you a high-level overview of the recovery services. We do have a document that’s coming out Angelina is going to present mean she’ll present part of this. So I’m going to spend some time today talking about recovery services and the IEP.
Debbie Lorenzo 1:23:15
We have drafted a document and have asked several groups to review and provide some input on this document. Um, we’ve got principals who just provided input and then we’re where we have the Office of Special Ed instruction, Ellie, Tina, and their teams, um, taking a look at it as well. This information in this document was adapted from the VDOE guidance document that received we received it was called VDOE Considerations for COVID Recovery Services for Students with Disabilities. I believe it went out, it went out a few weeks ago, and you may have, you may have the link to it. It’s like a 19-page document. So what we’ve done as we’ve condensed all that information into a few, I, I think it’s six pages now or five pages, with appendices.
Debbie Lorenzo 1:24:01
Um, it’ll include the definition of the services, recovery services, a chart that will direct you to the data sources you will need and what you’ll use for making IEP decisions, some FAQs to apply and sample PWN, and a flowchart that takes you through some options for IEPs, ah, and a VENN diagram that does a little comparison between recovery and compensatory services. Um, and the link to the VDOE document it’s found in this, in the notes section that Ellie has put together for us today, so if you want to go back and look at it, refresh your memory, that is a document. And like I said we had several, about four administrators on Friday look at the document, and we’re hoping to finalize it and once we do finalize it, we will do a recorded session, a recorded training like we did, um, with the IEP guidance document. So that’ll be coming soon. And that recorded training will help you work through the document with your school teams as you’re looking at it and, um, reading through it. So I’m going to just highlight some of the, um, you know, as I said, it’s just an overview of the information pertaining to recovery services that will help you as you begin conversations, um, with your school teams, um, and just, um, about, I guess, about an hour ago, the group, there was a group that presented on data collection, and some of this information, Angelina’s going to go through with you. A lot of it’s similar information that you’re going to be able to use when you’re making decisions, um, for recovery services. So the next slides that we’ll go through, we’ll look at, um, who, who should receive recovery services and the time frame in the data that you’re going to be collecting.
Debbie Lorenzo 1:25:54
So this slide here talks about what is recovery services, what are they? There are additional services and support to regain lost educational skills. During the development of the implementation of the TLPs, um, due to current COVID-19 school closure, many students, um, are likely to show some signs of regression or display some gaps in their learning when the schools reopen. In order to try to mitigate this regression, and to close these gaps, we may find that many students with disabilities may need some recovery services. Um, this, this means that COVID recovery services need to be considered for any student. However, it still does not not mean that all special ed students or students with disabilities will require recovery services. It really is going to depend on the data that’s collected, um, across the three timeframes that Angela will talk about. You can move to the next slide.
Debbie Lorenzo 1:26:55
So as we talk about recovery services, and what whether or not it is needed, we will continue to refer to the importance of data. The data and its analysis will be used by IEP teams to determine whether or not a student requires recovery services or not. We need to remember that prior to determining the need for an amount of recovery services, each IEP team should consider data from a variety of sources. This includes data spanning the continuum of pre-COVID to the return to school. Therefore, IEP teams should use individual student progress data and data about FCPS offerings during COVID closure and upon return to school when considering services. So I’m gonna, I’m gonna, um, now turn this over to Angelina, who’s going to talk about the data sources that you’ll be needing to look at as you’re trying to determine in the timeframes whether, um, for recovery services.
Angelina Prestipino 1:27:52
Thanks, Debbie. Good afternoon everybody. So as we think about this process, we’re going to need to compare data from the several timeframes. We need to compare data from the beginning of school year 19/20 through March, then we need to think about the closure of schools, so March through June, and then again, this return to school, which began just here in September.
Angelina Prestipino 1:28:16
So let’s go ahead and think about that pre-COVID19 data. And this is going to be, as we said that information from the start of the school year, just as you would every school year, you’re going to begin gathering and looking at data for students, whether it’s formal or informal, prior to closure, you’re gonna establish that baseline and look at students’ skills and their performance on their IEP goals, as well as their progress on their goals and objectives, the various benchmarks, observations, data from teachers, any therapy, um, supports that students may have been receiving through related services, input from parents and any other folks who may have had direct contact with the student regarding, maybe they did screenings or any assessments that was done that were done, any other information that was obtained on the student. Again, this is pre-COVID. Looking at all of that as your baseline data, you may even have some pre-test and post-test data that’s curriculum-based in nature, any other relevant factors.
Angelina Prestipino 1:29:18
Uh, and so as we look at some of those possible examples, you know, those IEP progress reports, we might be looking at grades and report cards that we may have had prior to the pre-COVID, uh, prior to the COVID shutdown. As we look at some of that data, we ask ourselves some questions around this timeframe. Did the student make progress on their IEP goals and objectives before Governor Northam shut the schools down? If so, what were the student’s baseline measures, right? How, how do we determine that progress? What were those baseline measures on the IEP goals and objectives? And we we may not, we recognize you may not have those third quarter progress reports data completely as we would have preferred under normal circumstances, but what data do we have? What were we able to ascertain from the data that teachers are able to remember, that they may have had on them that they may have gotten back into buildings to pull together? And then certainly recognize when we don’t have those fourth quarter progress reports. We do understand that. But again, let’s focus on the data that we do have, and think about what was that progress compared to that pre- COVID, um, at that time of the pre-COVID, prior to the shutdown. Then as we think about the quarter, what documentation do we then put together and how do we put this in, in, into the progress looking at the student moving forward?
Angelina Prestipino 1:31:02
So as we as we just shared, we don’t necessarily have the quantity of the data from third quarter percent, even the quality that we would typically have, uh, presented to parents, we certainly don’t have fourth quarter progress reports. But, we do have grades, right? We do have some data sources, we have whatever we have from the pre-closure. And then we do have the data that was collected during the, the, actual closure through that timeframe. Through that third remaining third quarter and into the fourth quarter, you were all asked to make sure that teachers were progress monitoring, on participation in in the distance learning. So the data that we’re going to be looking at through the COVID closure is very similar to that pre-COVID data. We’re going to be looking at observations and behavior data, we’re going to be looking at informal screenings and assessments, maybe we have formal data from prior to, any parent input and observations that were made. The only difference we’re going to see here is what if the student attended ESY, then we’ll have that additional piece of data to consider. And certainly, we also understand that student attendance during distance learning becomes a factor that would have been data that was new during the closure.
Angelina Prestipino 1:32:18
We also know that for many of you, there are going to be students who transitioned from the middle school into the high school or from elementary into middle, that being the case that that may add a layer of challenge as far as how familiar you are with the student, and what data you may have been able to collect. What we recommend in those cases is to reach out to the previous teacher, if possible, the previous school, maybe your colleagues, um, other department chairs, or lead teachers, and see what data you might be able to find. Get that information, come together [inaudible]. Look at your data that you do have, clarify it, get all of that in order, and and then be able to proceed forward, um, planning for meetings, which definitely we’ll cover with you in just a little bit here. As you’re going through all of this process, please, please keep in mind, we always want to be sure we are holding the information that parents, uh, share with us with high value, of course, as we always do, that, that their input is regarded in this process during the distance learning period.
Angelina Prestipino 1:33:26
Then as we transition to that, that timeline continuum, uh, as through that school closure, some questions to think about are what were the goals and accommodations and services that we were able to offer in the TLP, in that temporary learning plan? Did the student engage in the distance learning? And if so, do we see progress? Or opportunities that that educational opportunities that we played? Did the student progress in that? Or did we actually see some regression? Were the services and supports offered? Did the student access them? And so sorry, about that everybody. Did the students access them? Um, and to what frequency? What what, uh, services? Did they did they access? What services were we able to provide? And were they reasonable in light of the circumstances of the COVID, as well as the student’s individual learning profile? And we want to make sure that we are considering the educational model that was offered to all students. Did the student take advantage of the opportunity? Were parents refusing to send their child? Um, were that were the students accessible to us in order for us to provide the services, and how was that core content and specialized instruction delivered? Did we make su- did we monitor that student’s performance? What was that student’s performance like during that closure?
Angelina Prestipino 1:34:53
As you’re reporting out the data, look at that participation, the frequency, the, the level to which the student was engaged, how much work did they get done? Did they make progress on their IEP goals? Then any grades that weren’t able to get any input that were able to get. And again, again, please remember, we want to get that parent input and consider it very seriously.
Angelina Prestipino 1:35:19
And now we look at the information in the present. First quarter, as our students have returned to us, we want to gather this new information. Again, as I said, just as we would in the beginning of any school year, we want to determine does the student requires some extensive review? Uh, or are they just right, you know, right in there, and that average space that kids tend to forget things and we provide some instruction and they’re right back on track? Or do the students require that more extensive review in order to show us previously learned skills and seeing consistent in in their performance or are we seeing inconsistencies in their performance? Are they able to show us some of the skills or all of the skills that were even during that pre-COVID closure from the beginning of last year? Not all of that data? Again, looking at the similar data points, we want to look at whatever grades we might have, what progress they made on their goals, any assessments, benchmark assessments, curriculum-based assessments that we may have, those informal assessments, perhaps exit tickets, surveys, you know, Kahoots, as was mentioned earlier, Summer shared with us some of those ideas on that data collection tests, certainly, whether they’re unit tests, or quizzes, and reading inventories or screenings, observations, teachers or related service providers. And again, thinking about if the student went to ESY? What about that ESY data? What did that tell us? And as we think about all of these things, you know, what were the studentâs goals? What are the ways I’m keeping that data, which was shared with us earlier today? How am I assessing the kids? And am I seeing gaps? And if I’m seeing gaps, where am I seeing them? How am I addressing them?
Angelina Prestipino 1:37:11
As we’re again thinking about that return to school, how does the student perform after the school year has started? So let’s give ourselves some time. And thinking about all of that data, what is the local assessment data telling us about how the student is performing vis-Ã -vis his or her peers? How was the rate of their learning? Is it taking them a much longer period of time, given our educational model being virtual at this time? Looking at the social emotional issues of student may be presenting that might be impacting their learning. Again, we really want to make sure we’re focusing on the whole child. Um, is the student not experiencing or I’m sorry, is the students experiencing some behaviors that no one really noticed in our other two data collection timeframes, meaning the beginning of last school year up through March, and/or during the ritual learning, uh, the distance learning timeframe, or maybe not even during ESY, but now we’re seeing some new behaviors that may be having social emotional connection. So really want to be thinking about that.
Angelina Prestipino 1:38:16
We know that this is a lot of information, and, uh, but we really just wanted to give you an opportunity to hear it right now and sort of digest it, start processing it as you’re supporting your teachers with these conversations and the data collection, uh, through these coming weeks. Please know that you are always welcome to reach out to those of us in, um, the procedural support office, your PSLs, the, uh, due process and eligibility team, clinical teams in your schools, related service providers, uh, and certainly the Office of Special Education instructions, those team members to support you at any clarifying information you might need to answer any questions to the best of our ability that we can.
Angelina Prestipino 1:38:59
So Debbie is now going to take you through, uh, some important suggestions as you get together to have those really significant conversation with each other as colleagues as well as with parents.
Debbie Lorenzo 1:39:10
Okay, so I’m going to, thank you Angelina. Yeah. Ok. Hold on. I don’t know you get I am getting a weird sound on my end. Hold on. Let me try something.
I think it should work now.
Debbie Lorenzo 1:39:30
Okay. All right. I was like, it sounded like a Martian was coming in. Okay, so IEP meetings, IEP teams, again, as Angelina said, it is a lot of information that we’re giving you, so we don’t expect you to leave here and and walk away and in understand how to do this. There is a doc- that document is coming out which is going to help support the conversations.
Debbie Lorenzo 1:39:54
So the slide that I have up, it’s the information regarding the IEP team in meetings. It is important to note that this the closure of school due to COVID is not a normal school break, and this should be taken into consideration when considering a reasonable time standard for recoupment. Typically all students need about six to eight weeks to recoup skills when they’ve had, um, breaks in school. Students with disabilities may require more than the six to eight weeks to recoup this skills based on, um, the COVID, um, school closure. The determination of COVID recovery services is made by the IEP team after careful review of student performance and data including pre-COVID closures, student participation and performance during COVID closure and performance upon return to school as Angelina just explained to you in the earlier slides. What we are recommending is that you schedule meetings after the data has been collected about seven to nine weeks, um, before going to IEP, however, you can reconvene the IEP team as stated above, if parents make a request, or school staff are aware of the following: a lack of a lack of expected progress toward annual goals and in the general ed curriculum, the collection of student data to inform decision making for COVID recovery services, and the results of any reevaluation conducted information about the child shared by the parent that needs to be addressed, or students anticipated need for COVID recovery services. Again, you do not you do not need to wait for the seven to nine weeks to pass to reconvene as an IEP team. If you believe your teachers come to you, case managers, a parent and you want to reconvene that meeting because you really believe you’ll have enough information right now or in the next coming weeks to make that determination, you can move ahead, you don’t need to wait for the seven to nine week, um, time period.
Debbie Lorenzo 1:42:01
Okay, so what to consider for a parent makes a request for COVID-19 recovery services. So what do we do now? We can hold a meeting, or we can decide that we are not going to hold a meeting. So when a parent makes a request for the to discuss COVID recovery services, this must be treated as a request for an IEP meeting. So when you’re responding to a parent request, what you want to do is acknowledge that request, um, you want to acknowledge the receipt of that communication, then you should do the following. You’re going to communicate clearly to the parent the amount and types of data required to address COVID recovery services during the conversation about the need for an IEP meeting. So for example, Angelina talked to you about pre-COVID information, COVID closure information and return to school information, so you would share that with the parent. In order to make an informed consent, we really need to make sure we’ve got all this information. Um, and then what you want to do next is you want to make sure that you’re documenting that information on the parent communication log, that conversation that you had, you want to make sure that’s on that log. After you communicate the data required to make a decision to the parent, the school team has a choice. They can either hold the meeting to hear the parent’s request, parents make a request, really think my child requires recovery services. You can you can just open up a meeting, listen to the parent’s request. You do not need to make a decision if you’re not sure at that meeting, that you have enough data to make a decision as to yes or no. You can table it after the parents have discussed and say to them that you’re going to continue to collect more data. Or you can talk with the parent in the conversation prior to setting up a meeting and say, um, you know, we still don’t have enough enough data available to make a decision. So we’d like to, um, if the parent agrees to scheduling a meeting in the future when sufficient data is available, that is fine. Um, but you will need clear you will need to document this clearly in a prior written notice. We have one sample of a prior written notice which we’re going to be placing in the document, but when we’re we actually refusing to meet and that’s the next thing I’m going to talk to you about. So this is, you’re going to do a pirate notice if you you all both agree still that you’re going to wait, parents willing to wait, we’re willing to wait as FCPS staff members. However, if you get a request to, um, discuss recovery services from a parent, and the school team is not comfortable holding a meeting yet because you do not have the data, um, you can refuse the meeting. You can decline the meeting with the parent, however, you will need to write up, you need to put together a PWN, a stand-alone PWN and you’ll need to clearly document in that pw n the reasons for the refusal the justification, the need to assess student progress, and that is a sample that we’re going to place in the, um the doc-, the appendices of the document that we’re putting together that’s still in draft. So that’ll give you a little bit of ideas of what language to use. And of course, you can, um, reach out to your PSL, reach out to one of us, and we’ll help you with that documentation if that should be the case for your school.
Debbie Lorenzo 1:45:29
Okay, so the next slide there in in the, um, document that we’ve drafted, we have a flowchart that we’ve developed to give you some on some scenarios of what you should do when you’re, um, holding an IEP meeting. Scenario one, scenario two, scenario three, and four, just follow you, you would follow those, that flowchart and they would take you through the process, not going to go through in depth of pro-, um, the full chart as we’re, as I said, it’s still in draft, and we’re making some tweaks and changes to it. But there will be a flowchart in the guidance document for you to use, and for your and to help support the conversations with your case manager. Um, but if I haven’t said earlier, one of the most important things, and I don’t think I’m not sure if Angelina may have mentioned it, but when we are holding our IEP meetings, the importance of the staffings, um, in trying to, staffings ahead of time, even before you, um, decide to meet, it’s just getting together and starting to look together as a team at some of the data that you have. Depending on the student needs. Maybe you just take a couple of students at a time, but start taking a look at what is the data saying in regards to IEP progress, grades and all, and that other information.
Debbie Lorenzo 1:46:44
So this slide, is a slide, um, it’s about compensatory services. We’ve heard from, um, some of the school teams that parents have referred to the recovery services or have asked for compensatory services. So, um, in the appendix section of the document, we’ve also included and, and, we’re still updating some of the information, a Venn diagram that outlines what makes compensatory recovery de- recovery services different and what makes them similar. And we have discussed in previous slides recovery service, we’ve discussed a lot of the, um, components of recovery services in the previous slide. So what but what makes them different from compensatory services? When we think, when we’re discussing compensatory services, school teams will use the same data to make the decisions for recovery. However, the reasons for providing compensatory services involves a denial of FAPE and/or a failure by FCPS FCPS to provide the student with the services and supports outlined in their IEP, so very different from recovery services. If the parent continues to believe this is compensatory services, let them know the recovery services are similar. Try to work through that kind of describe what recovery services are. When we are looking at recovery services, we are considering the services due to the COVID pandemic school closure and not an end and not a denial of FAPE. So that’s really important to remember. Ultimately, FCPS needs to make a proposal either way, whether we whether it’s recovery services or compensatory services, we need to clearly document in the IEP and the PWN whether or not we agree to or we agree or, or gonna refuse either one and and then and then, um, um, document that in the PWN. In either case, the parent still has the right to their dispute resolution, um, due, du- re- uh- ah due dispute resolution options if they, um, don’t agree with the FCPS proposal. So either way that’s not gonna go away. They still have that option.
Debbie Lorenzo 1:49:08
So I know this is a lot of information that Angelina and I have given you, but we wanted to give you an overview because we do, we d- we do understand that you have been getting a lot of questions from parents, parents have been requesting, um, re- you know, or requesting to discuss recovery services and we just wanted to give you some information to work with while we’re putting together this document that’ll go out and, um, we’ll hopefully send it out within the next week or so, um, with the recorded training if we can. We’ll try to do that as quickly as we can. But, um, so wanted to give you a little bit of an overview. Do you have any questions? So I will ask Dawn or Jennifer if there’s any questions for Angela or I.
Cross Talk 1:49:52
No, I actually actually made it. Oh, sorry. Sorry, Dawn. Shake it. There is a question coming in right now. Okay. Much quieter group than our morning group.
Debbie Lorenzo 1:50:07
Ellie Stack 1:50:08
Is that required to discuss recovery services for all students? If so, what would be the timeline to complete that?
Debbie Lorenzo 1:50:18
Okay, so we had said that you can, if you if the teacher, the teacher or teachers believe that the student requires recovery services, or the parent request parent or parents requested, then you must reconvene the IEP to discuss it and I gave you some options you either can reconvene, um, when the parent makes a request, you can reconvene if you feel that you have enough data to support it before that seven to nine weeks. So you can wait that period of time to do that. Um, so it really depends. And we and I think Angelina and I both said that not every student is going to require recovery services, but if we suspect that they may require it, we should we really, it’s our obligation to go to IEP and have that discussion. Angelina or Christina, if you want to add anything to that?
Angelina Prestipino 1:51:13
Nope, that’s perfectly right, Debbie
Debbie Lorenzo 1:51:16
Okay. Any other questions that have come in?
No, at this time, there are no other questions.
Debbie Lorenzo 1:51:23
And I know this is a lot to take in all at once. But we we felt the need to just give you at least some information as we are moving into the second or third week of school. All right, so what I’m going to do is I’m going to pass this off to Lori Duddridge. I believe she’s back with us. And she’s going to talk to you about the DPE corner and information about some of the new things that have come out in Sea-Stars. Thank you, Laurie, for being here.
Due Process & Eligibility and SEA-STARS
Lourrie Duddridge 1:51:53
Sure. Good afternoon, everyone. Well, we spent a lovely August and late July moving all the Sea-Stars training to the online platform so that folks can participate virtually at their own pace, um eliminate the need for substitutes, um, and we have the hope also of them being able to get their certification done sooner rather than later. Um, you will have in your note packet, both a Sea-Stars training guide for 2020 and a 504 course requirements guidance document. Um, we hope that you’ll take a look at those and what are your administrator kind of think along the lines of when can we expect our staff who are newly hired to have completed their training? You might have seen that in the latest infogram, our expectation, um, from OSEP says that this all be completed by January 21, 2020. Um, I think that the virtual platform is going well. Um, and hopefully staff are accessing the tools that we’ve given them in terms of support, such as office hours on Monday eve- ah afternoon and a 21-day sorry, um, or and or office hours Wednesday to talk about Sea-Stars training issues. The DPE website has the links for those office hours for support.
Lourrie Duddridge 1:53:27
Um, we’ve had a lot of questions about hearing and vision screenings come through the office. We are extremely hopeful that once, ah, the cohort start to begin to phase back into buildings, so too will our nurses and clinic aides felt perfect Suffolk County Health Department, of course, is using those folks for, um, code testing and among other things, so we look forward to having him back with us. [Inaudible] if there’s nobody in your building who can perform those hearing and vision screenings, we’re going not hold up eligibility for this reason. We’re going to refer to what we have. We’re going to ask the parents, we’re going to look at the screenings that have been done. Okay, three, eight, they happen. Um, we’re gonna make the best decision we can and we’re going to document on the SSSC 10, the eligibility form, and the audit trail, um, that we didn’t complete this screening and if everyone’s in agreement, we can say we’re not going to because you know, we have sufficient information and have no sus- [inaudible] disabilities in these areas. Or we may document that hearing and vision screenings will be completed at a later date. But we’re not going to hold up eligibility for hearing and vision screenings. So hang in there guys. Hopefully, we’ll have this clinic aide nurses back in the buildings with our students soon.
Lourrie Duddridge 1:54:52
So think about the personal performance about this. You’re documenting information, about the student and what we’re doing for the student. We’re not document mentioning what the adults are doing. Um, and we’re going to make sure that we’re we’re documenting, if a parent asks for something, or the team is considering multiple levels of interventions, for example, you’re thinking about, uh, a general ed, team-taught, uh, English class versus a self-contained English class, and you chose the self-contained English class, that selection, that part of the discussion, that proposal could go on the PLOP page. But the conversation about the team-taught class that maybe the parent wanted their students to participate in, would now move to the options considered section of the new embedded prior written notice, because it’s not part of our proposal. And this is very much a shift for us. And it may take a while. But we want to make sure that we are, um, catching that, uh, documentation of less is more on the on the present level if performance page.
Lourrie Duddridge 1:54:52
Um, moving on. We’ve been looking at a lot of present level of performance pages, plus And we need to just remind everybody that those documents are really for documenting the student’s present level performance. How are they doing in their educational environment, and what we propose as a team. And that those statements are written in objective measurable terms, and that we’re using appropriate data on those pages. What the page is not for is summaries of what happened, minutes of the meeting. And we’re seeing a lot of that on our present level of performance pages. And it what it does is clutter the IEP. And then we get present with performance pages that are 20 pages long, because we have document it’s so much stuff that really isn’t relevant to the proposal itself.
Lourrie Duddridge 1:56:00
And if you go on to the next slide, um, again, we want to make sure that we have clear information, um, and concise language, and that we’re documenting the why’s of our decisions. So if we determined that a self-contained English class was was appropriate, what’s the data that we cited for that decision? And we want to make sure, again, that we’re not, um, documenting the minutiae of the meetings, summaries of the meetings.
Lourrie Duddridge 1:57:45
Um, we, you may want to also take into consideration that if your purpose, you’re documenting how a student is performing academically, you know you want to make sure it’s not related to a goal. So if you have conversation about reading, and writing and math, and you don’t have a math goal that’s perfectly appropriate for the PLOP. But if you have reading and writing goals, that’s where that data’s discussion should have caught.
Lourrie Duddridge 1:58:15
Um, moving on to the next page. Next slide, ah, okay. Um, considering that lovely prior written notice, um, now that it is embedded within the IEP, you are going to be working on your proposal and developing your prior written notice, but the prior written notice is actually FCPS’ summary, as you all know, of what we proposed. So again, we’re putting in options considered, things that were rejected. The proposal goes on the PLOP, and then it goes in that first whatever we propose box if appropriate. But you could potentially have a person, just like we do for PLOP, documenting what parts of the proposal were rejected or options considered during the course of the meeting, but we don’t want to do it ahead of time. It is our part of our proposal, so we don’t want to predetermine. Um, we have a lot of questions about the PWN will be completed at a later date box at the top of the new document. Um, we, our expectation is that the pirate notices will be done during the course of the meeting. However, for some more complicated cases where there are multiple meetings before a full proposal is made and most and you might have a PSL involved, most likely you would, we want it to give an option to not do that prior written notice so that a proposal could be handed to the parent, the document could be put on hold, um without that prior written notice being completed. Um, again, right now the only ones who can check that box is a PSL or someone from due process and eligibility. The expectation is that you guys do that PWN at the table. Now, you could complete the proposal, review the proposal with the parent, turn off the, ah, projector, due your pirate notice, put it on hold and give them a copy. The prior written notice isn’t something the parents can disagree with. They may not like it, but it’s not part of their consent to the IEP. Because it kind of just a summary of what we already proposed. So if they don’t like what’s in the pirate notice, they can put on their consent, cite that whatever it is, but not liking what the pirate notice says isn’t going to stop our IEP process. Um, because it’s now embedded, you might see some shift in language on the prior written notice.
Lourrie Duddridge 2:01:03
In typical letter form, you’re talking to the parent because it’s a formal letter to the parent. You Mrs. Jones. While when you’re embedded, you may, you’re going to not use you because there’s a lot of yous at the table. So you can say Mrs. Smith, the parent, or the parent, that’s fine, but just be careful of your language. And of course, as always, all of the boxes are required. Every box has to have something in it. If there were no other options considered, say that in sentence form. We don’t want any N/As or nones. And there’s always data related to our decisions. Even the simplest, uh, addendums without a meeting do have some kind of data component. So let’s just be careful of that, as you’re working with your staffs out there.
Lourrie Duddridge 2:01:56
And then finally, in terms of prior written notice it, because it’s embedded, we don’t want to go in and rewrite it after we provided it to the parent when we put the document on hold. So if they return a consent decision that’s very convoluted. And you feel that you need to document the impact of their consent decision, whether it’s a partial or full disagreement, um, in a prior written notice, you would go to the documents tab and complete a pirate notice on the documents tab, um, to cite that, that just to clarify and other factors, what the what the consent decision means for their student, um, referencing again what will be implemented.
Lourrie Duddridge 2:02:44
So yes, this is a little bit of a change for us. You know, we want to tighten up our prior wri- our present level of performance pages the plot by only including information that is relevant to the student about their present levels of performance and the decisions we are making for the student’s services shifting or rejected or considered and not found to be relevant decisions to the PWN that’s embedded, ah, and, again, making sure that we’re in either case, documenting very clear data, uh, regarding the decisions that we make.
Lourrie Duddridge 2:03:30
Um, in addition to that lovely, a prior written notice, um you might have also noticed hopefully by now, ah we updated the IEP goal progress measurement, um, components on the goal pages and Sea-Stars. Um, we had a lot of interesting things in there previously, my favorite was probably written report. What the heck is that? Well, we got rid of because we didn’t know either.
Lourrie Duddridge 2:03:56
Um, just a reminder, as you’re documenting progress for students, if you select something like data sheets, you do have to tell us what that means. So taking a look at the studentâs goal. It may you may be looking at, okay, do I need frequency information to document this goal interval duration? So if you’re asking the student to pay attention for 10 minutes, that’s duration. If you’re asking the student to do something so many times, three out of five times, you might be looking at some frequency? Just if you’re unsure, reach out, um, to your colleagues. We’ll help you determine what data sheet should look like. Um, there’s a lot of good information and resource out there in terms of data collection. Um, but again, if you’re documenting what you are going to be collecting, just make sure you’re collecting it. Ah, if you check rubric, what rubric is it? Third grade writing rubric. English 11 writing rubric. Whatever it is. Maybe not that specific, um, for some of our high schoolers, but that might be the, the, rubric that you’re choosing to use. [Inaudible] have related to that is the need to report progress for students.
Lourrie Duddridge 2:05:18
Um, just a reminder that we do have interims coming up fast and furious. Um, we do need to document interim progress reports for students who had ones or twos on their third quarter IEP progress reports, that we didn’t do one for fourth quarter. It is important that we look back at our third quarter reports and determine who requires an interim. Um, one being didn’t introduce, two being introduced, but no progress. So we want to make sure that we’re, ah, completing that process. I had a question earlier that, What if you wrote an IEP in the middle of the summer? How can we report progress on those goals? Well, if it was a one or two in third quarter, I am pretty darn sure that it’s going to be an IEP goal and your new IEP. So look for those related, um, items and make sure that we are documenting progress.
Lourrie Duddridge 2:06:18
We also need to remind case managers that we need to provide comments for our progress reports and in those comments, we want to talk about where we collected the information because it’s going to be a little different asynchronously to synchronously, um, collecting data, it’s really important for progress for parents to understand where our notes are coming from. So if you have a student for whom you’ve collected a piece of data during asynchronous learning, which is possible, what was that? Was it a parent report? Was it, um, completion of an assigned activity? Or was it some kind of assessment following the that asynchronous opportunity for students?
Lourrie Duddridge 2:07:07
And of course, um, progress reports need to be sent home at the same time that report cards are sent, so let’s make sure that we are having those conversations with our teachers, um now, because as I shared in terms are fast and furiously coming up, um, and we want to make sure that we stay in compliance and we’re making appropriate comment notations.
Lourrie Duddridge 2:07:31
And finally, just a friendly word on, from, um for our local screening chairs in the audience. For section 504 initial qualification, the entire team needs to be present for initial qual. If your at local screening determined that 504 qualification was a possibility, that team needs to roll, needs to be at the initial qualification meeting, may not be that same day, but they need to come back and have that discussion. We’ve had some, um, instances where cases are being handed off to the school-based coordinators, the SBC, the 504. Well, some of them are trained, um for 504 initial qualification, some of them are not, and they cannot be the team. They can be part of the discuss- discussion, certainly. But you need to pull local screening team in order to make a 504 for initial qualification determination. So let’s work together. Um, that’s all I’ve got for you folks. Are there any questions out there?
Dawn Azennar 2:08:36
Yes, Laurie, we do have a few questions. First one is, doing the PWN at the meeting increases the length of meeting, which means teachers are missing class, which impacts instruction of students. Did anyone think of that?
Lourrie Duddridge 2:08:55
Yes, we did. But we’re still unfortunately, fortunately going to be moving forward with the PWN embedded. Um, just going to have to work together to, as a school team to make sure that instruction is ongoing in classrooms or, and/or, ah, being creative and how you are scheduling your meetings, um, to support and supporting each other in that process. It it’s the way it’s going to be.
Dawn Azennar 2:09:27
Wonderful. And the next question will lead us into the next section, and that is what are we doing about BIP, behavior improvement plans?
Lourrie Duddridge 2:09:39
Well, um, obviously some of the behavior improvement plans can’t be implemented virtually. Um, I’m I going to defer to our next group on any more than that, but I think that the teams need to use some common sense in evaluating the behavior intervention plans and working with families, in, ah, to support, ah, those components of behavior intervention plans that could potentially be implemented in a virtual environment and in the home.
Debbie Lorenzo 2:10:15
Yeah, and I’ll jump in, ah we there, ah, between OSEI, OSEPS, and psych services, we have put together a guidance document, which I believe they’re going to be sharing with principals. I don’t know. I think it’s today, but and then that will come out which will give guidance and has some questions related to BIP FBAs and BIPs.
Dawn Azennar 2:10:41
Debbie Lorenzo 2:10:42
Thank you. Is that- Dawn was that the last question?
Dawn Azennar 2:10:46
Debbie Lorenzo 2:10:47
Okay, so I’m going to transition over the, um, mic to Ellie, who’s going to take us through OSEI updates, and then and then you’ll finish up with the questions then.
Debbie Lorenzo 2:11:02
All right. Okay, everybody, we’re getting real close to the end here. We appreciate you hanging on. And good news, it looks like we’ll be finishing a few minutes early.
Ellie Stack 2:11:12
So, um, I’m Ellie stack. As I said at the beginning of the meeting, I’m the coordinator for special ed instruction and I’m thrilled to be here with you today to share some updates that are coming from the whole office of special ed instruction.
Ellie Stack 2:11:28
The first one that I want to share is really a reminder, um, for you that we are expecting our case managers and teachers to reach out to students or their parents, depending on the population, once every two weeks. This was put into place after last year, when there was feedback that we had some students who were struggling, or were parents who were struggling, and there wasn’t really that connection between the teachers and the students.
Ellie Stack 2:12:02
We know that when we’re in person, our teachers do a fabulous job, um, as they’re walking around the classroom and supporting the students. And in some cases, students, um, weren’t necessarily getting that connection with their teachers. And of course, we know in the spring, everything was brand new to all of us. And so what we’ve put in place is the expectation that for Category A students, those who are accessing the standards of learning and Category A services, that the case managers are reaching out to the student, like it says once every two weeks, ah, to check in and see how things are going. And this is expected to be done outside of the service hours that we are providing to students. Excuse me, it’s implied, but it’s not said specifically, it should be an individual, uh, meeting.
Ellie Stack 2:12:55
So we wouldn’t necessarily want for, um, me to be the teacher and have three students here that I’m checking in with. It should be me and one student, because we want that student to feel comfortable sharing maybe the struggles that they’re having, um, without maybe their peers that are listening. So it should be a one-to-one session. Earlier, somebody asked if it should be done after contract hours. And no, we were hoping and our preferences that teachers are doing it during contract hours. We don’t want this to be, um, we know it’s extra work, we definitely don’t want it to be what is, uh, being done after hours.
Ellie Stack 2:13:31
For our students for receiving the adapted curriculum, slash Category B services, in many cases, and almost every case, it’s more appropriate to connect in with the parents to see how things are going, and of course, connect with the student, but so the expectation is that we’re connecting with the parents once every two weeks. And for that population, especially, you know, a lot of times the conversations are around how the parents are supporting the education at home. And so that meeting once every two weeks, allows for that coaching conversations to occur. Now, these are the minimum expectations if you have a student or if your colleagues have a student or parent who requires more frequent contact, then that is expected. You know, using your professional judgment, you know what is required. We know that there have been some students who the first couple days of school require contact every day. Um, and of course, we’re hoping that they won’t require that frequent contact as we continue to go forward. So this is the current expectations that have been setup for all of our Cat A and Cat B teachers.
Ellie Stack 2:14:42
Moving on to some additional updates. Um, the first one is regarding the technology used. And I know that you all know this. We mentioned it to principals last week at our Monday principal meeting and we told them we’d be telling you all, but as you all know, in working with our students with disabilities, there are some students who may be struggling with the tools that we are using in our classes. You might have a teacher who’s relying heavily on Google classroom, and the ability to turn in assignments that way. Well, we just wanted to put the reminder out there, that we might have some students with disabilities who need more time to learn how to use the tool, maybe some explicit instruction, or extra practice time. Put that reminder out there. If somebody has a teacher or a student who looks like they’re not engaged, they’re not turning in any assignments. Well, it might be that they don’t know how to use the tool. And we want to make sure that extra support is provided to our students.
Ellie Stack and Judy Duprey
Debbie Lorenzo 2:15:46
When we think about technology, sometimes we think about related services and assistive technology and that brings us to our second agenda item, or our second bullet here, and Judy DuPrey. She is going to, um, to share with us about related services scheduling, Judy is the new coordinator for related services, and we’re thrilled to have her in this new position. Judy, are you with us?
Ellie Stack 2:16:12
Let’s see. She might not be with us.
Ellie Stack 2:16:19
All right, I’m gonna scoot ahead and then if she comes in, we’ll come back to her and I can’t come in if something’s prevented her from coming, I’ll come back to her section. The next thing we want to talk about is something else we’ve mentioned to the principals. And once again, you know, I’m speaking to the choir here, um, but some of our students, it’s interesting, some of our students are excelling in this virtual environment. We have some students who for whatever reason, um, my, uh, you know, I know my have just talked to my sister-in-law, my niece is very introverted, she’s excelling right now, and I’ve talked to other administrators around the county who have found who have said that some of the students who struggled social wise before and that impacted them in person, they’re doing excellent with this virtual instruction, which is awesome. We do know, though, of course, that there are some students who maybe were doing okay in person, they were okay with the social expectations in person and participating in class in person. Then when we come here to the virtual environment, some of those students who were doing fine, um, they’re now maybe, um, a little too cautious about turning their camera on, or might be very uncomfortable using the microphone and speaking out into the virtual classroom. So we just wanted to put this on your radar and for you to get put on the radar of your colleagues, that if you have students who are not participating in class, or who do not appear to be engaged, it might due to be due to other reasons, such as the fact that they’re not comfortable. Also, a lot of classes are talking about doing group activities, where some of our students want the teacher to help the students get connected with a group. Um, there, you might see some students holding back more. And we’re in the classroom, you might see that happening, virtually you sort of have to keep a special eye out to make sure all of the students are connected. Um, so we just might need to be giving some extra help with that. One item has come up as I’ve talked to a few schools recently, and then it came up this in this morning session. I didn’t see it so much in this afternoon session, but I might have missed it is there are some instances during the virtual instruction where, um, parents have engaged the teacher during the class session. I know of one case where that is happening, where the parents coming and trying to talk to the teacher during the class session. There’s also been instances where, um, the parent might be giving the student a little too much support in the virtual setting. We know that, um, we’ve had you know, for years, you might be thinking when a student turns in their homework that it looks a little better than it does when they’re at school, um, and so for some parents, you have to imagine it has to be hard to be sitting in a room and maybe your child’s on their computer, and you can hear them getting something wrong or you hear the teacher ask a question and your child not respond. Well, some of our parents might a little bit of extra help for them to know that we want the students who don’t know the answer to get it wrong, because that’s how we know how we need to adjust our instruction. And some parents might not realize the importance of us seeing the student struggle. It’s hard as a parent to let your child struggle, but we as a teacher need to see that they’re struggling or just hear that they got it wrong. And the same goes with that wait time some parents might not understand that when we ask a question and don’t really say anything else for, what, 5-10 seconds, that that’s allowing the student to process what we’ve asked. Where we’ve heard, I’ve heard of cases where parents are, they’re asking the question a couple times thinking they’re helping their child, but not really understanding fully understanding that processing disorder, and in some cases, asking that question 2, 3, or 4 times, ever, you’ve asked the question, you’ve now reset the student’s processing and it’s not helping. So it’s just something to keep in mind as you’re talking with the parents, and maybe back to school nights, just giving parents those gentle reminders or in some cases, letting them know that you know, maybe why you give a pause or you might have a student who’s a parent who’s prompting too much, especially in our Cat B, and helping the parents understand when prompts are allowed or not allowed, but when you’re expecting them, and happen to fade those out, because we certainly don’t want our students to get dependent on an adult, prompting them for everything. All right, so what does that look like?
Ellie Stack 2:21:14
Let’s see, Judy is not here. So when it comes to the related services scheduling, and so we have another presentation going on at the exact same time, and Judy’s over in that group. Um, what Judy mentioned to the group this morning, was that they’re related services providers are doing their best to work with you and your teachers on scheduling times to work with the students. And all that, uh, she was asking for is that continued flexibility. You know, related services, providers are doing their best to provide services that students, uh, require what’s in their IEP, when it’s appropriate. And so there are some cases where it might be impacting the core instruction or of instruction. Um, but they’re all they’re trying to find time, they might be doing it during the lunch bunch of during their lunch activity. They might be doing it during what’s considered family choice time. Uh, but they are working to find flexible times to provide the services that are outside of, um, maybe your classroom, uh, but just to work with them. And to talk through there’s an issue, you know, be sure to let Judy know that we are just working as a team, you know, we’re all still trying to figure this out. We’re only in the third week. It’s been a long, three weeks, but we’re in the third week, okay.
Ellie Stack 2:22:33
Now, if you click over to the notes page, that came- the notes, that page that came along with the meeting, I’m going to pull it up, but I know that when I do my closed captioning goes away. When I pull up the notes page, I’m down hopefully not making you sick to where the OSEI updates are, that’s the office of specialized instruction. Now, once again, we’re using this note page to supplement what we’re saying. Um, we’re also using this note page to help make sure the meeting’s not us as long as it’s going to be. So if we get to finish early today, that’s because some of the information that I would typically be sharing with you, I’m actually sharing here on the notes page. So we do ask that you take a look at your, uh, guided, uh, meeting guide, uh, after the meeting, because there are some important notes here. The very first link I have on here, and also, all your links are here. Isn’t this better than getting 100 handouts? Um, but the we first have the link to the special education virtual instruction resource hub and actually it has since been renamed since I made this document. It’s now just the instruction resource hub and that’s where we are posting all of the information or links to the information to help you and your teachers and your school teams get started for the school year.
Debbie Lorenzo 2:24:00
Some of you, being that it’s still the new school year, might not know all the staff who are supporting you at your school. And that’s where the DSS school-based support contacts link comes in handy. You can click on that link and you type in your school. And once you type in your school, you’ll see who is the ABA coach, who is the psychologist, the procedural support liaison, etc, etc, etc., all the people who are directly supporting your school, who’s the occupational therapist, etc. So check that out if you’re wondering who at your school can, uh, help you with something.
Ellie Stack 2:24:38
The next document is a very important document. When we shut down back in March, uh, it was not expected. Uh, you know and it was new for all of us as educators. It was also brand new for all the companies that we work with, for our specialized instruction, the research-based programs, and so at that time, different companies gave us different levels of permission for using their programs. Some companies said No, we can’t do anything virtually. Other companies said, Yes, do whatever you want virtually. Well, now that we’re still in this virtual environment, the companies, almost every company that we work with took the summer to increase their number of resources, but then also to, um, to change or to, uh, clarify their permissions that we have for using their programs while virtual. So that length, the research-base program use guide, that will take you to a document and there’s one for high incidence or general curriculum, and there’s one for Category B, or adaptive curriculum. And it will let you know how each program can be used in the virtual environment. It also lets you know if the session using that program can be recorded. We know that in Fairfax, that all of our core instruction, uh, classes are to be recorded, and so most of the programs allow for that recording, um, but there are some programs that say that they the session not be recorded. So that’s a very important document that we will, um, we haven’t added any updates in the last couple of weeks, but if a company does change, uh, their guidance, we will be posting it on there.
Ellie Stack 2:26:25
Something that we do every year at the start of the year, and really throughout the entire school year is we, central office, the office of special ed instruction work with you and your school team to help make sure that the research-based programs that you’re using with your students is the appropriate research-based program for your students. You might have a reading elective at your school, and everybody in the class gets Language Live. While there might be some students that that’s not really the appropriate program for, um, you might have everybody on Trans Math, and maybe that’s not the appropriate program. Or you might be a school that used Lexia last spring. Lexia is a is a company who last spring, they gave us 999,999 licenses. That’s right, almost a million licenses to use their program and we in Fairfax used it widespread. A lot of special ed students were using it and a lot of gen ed students were using it and it was fabulous for in the spring when we weren’t doing so much of the synchronous instruction for our students. Well, now that we are doing synchronous daily instruction for our students, and a lot of our programs, a lot of the other programs have given us permission to use their programs virtually. You might find that we’re having conversations, saying you know, while Johnny use this program in the spring, really when we look at the data, his needs are showing us that this other program might be more appropriate. And so we are going to be encouraging our schools to have those conversations with us. In the most part, those conversations are happening as we’re starting up the school year. Knowing, uh, how crazy this school year every school year is crazy, right? Well this school year takes the cake. And so there might be a case where we are providing you with a program right now, but then we are going to ask and expect that come October, you know, maybe into November, we then that’s when we have the data-matching conversation. The key concern is we do not want to wait till the end of the school year to find out that no, this program never worked for Johnny. And just like with any good instruction, we are doing the formative assessments as we go along and so if you notice that a student is not responding to your instruction, or if you’re using a research-based program, please invite my team and we can we can be that extra set of eyes, we can brainstorm ideas, uh, but we can help you as we’re looking at what we’re doing, we’re making a change that needs to be done to help our students.
Ellie Stack 2:29:11
Alright, so that moving on down, there’s lots of resources available on the special ed hub for your paraprofessionals. Our Category A team and the Cat B teams, our adapted curriculum and the high incidence team are hosting office hours this year on Mondays. And you can see here the links in the different times. Um, and then as you go through, there’s a variety of information for you once again, not going to go through it but please take a look later. We did just add to the accommodation section last week. There is a document that actually you all were a part of helping to create last year when we did the accommodations and modifications activity in the spring or fall and winter. Well, that document has been added to the hub and there’s a whole bunch of information about accommodation you can find on the special ed hub, how do you do them virtually? How do you do them if you don’t have the access to the technology, um, and so a lot of information there for you. And then the last thing I’m going to point out, or, uh, two more things. In the professional development section, there is a link to the, uh, training information for the trainings that we are doing live or synchronously. And then there’s also a link, or information there regarding trainings that have been recorded for you and your teams to participate in. A number of the trainings that we offered on August 19 are available here now as recordings. And so you and your team can look, watch the recording, and then get the credit for watching the recording. Uh, but you can link here, I think you might be surprised with how many trainings we have that are available, as needed. Uh, you have a group of paraprofessionals who are new to this virtual environment. Well there’s links to tell them how to use the different programs, how co-teaching, etc, etc. Just many trainings are there.
Ellie Stack 2:31:13
The last thing I will point out, is I’ve included in the last part of the note section, there are two sections regarding parent trainings. First of all our ABA program has on the public web page a number of trainings for parents, these videos are excellent videos that talk through these topics here and anybody can access them, they’re on the parent web page. They’re also good for staff who are new to working in Cat B also, by the way. But these ABA trainings are good for our Cat B programs, autism and intellectual disabilities in IDs programs. But also they might be appropriate for some of our students who are Cat A as well, because you know ABA strategies, they’re really good for all students. But when we switch over to the Cat A side of the house or even the general ed side of the house, we do have our behavior intervention services team has posted a series of trainings that they’re doing with the Parent Resource Center and so those are listed here. I have to tell you, those trainings are filling up fast. I think there’s almost 1,000 people signed up, um, just for the September training, I think the last I heard it was like 600 for one session and maybe 500 for the other. It’s just a lot of people signed up. But these, uh, oh, great, glad you’re here. So yeah, so there’s a lot, these are incredible training opportunities. And once again, as a reminder, you may not know this, but our behavior and our service, uh, behavior intervention services team, they do support general education, um, as well as our special education, so those videos are also good just for any, any parents out there and even for our staff.
Ellie Stack 2:32:57
So that is the down and the dirty, quickly going through, um, through the note section and some OSEI updates. I see that Judy just came in. Judy, not to put you on the spot, seeing that you’re just walking through the door, um, and I told the group that you had another meeting you’re in. I touched on your session.
Judy DuPrey 2:33:08
Ellie Stack 2:33:11
But you might want to give a little bit more information.
Judy DuPrey 2:33:24
Sure. Thank you. I appreciate it. I appreciate you pinch hitting. Um, yeah, we just finished up with the principles, secondary principles, actually.
Judy DuPrey 2:33:31
So, um, just in looking at, uh, our related services, I know that as the first two weeks have unfolded, teachers are really working on those transitions, um, and making sure they’re taking attendance and, and all of those, you know, finer details. Ah, looking ahead in terms of hoping to have our related services provide a consistent schedule to provide services, if you can just let your teachers know, to to try and be flexible with us, um, we are going to have to push into some asynchronous times like family choice and, you know, maybe doing a lunch bunch. Um, also using Mondays, you know when we can, um, but also we might be requesting from our teachers to you know, let us push in here and maybe do a breakout room and then come back to the main room. Um, so just really trying to be flexible and thinking out of the box in terms of how we can get the services met. Um, and you know, sometimes the groupings are gonna require a little more flexibility. So, again, we’re, we’re working through it as a related services team to, um, try and be as flexible as we can with families and teams, um, but we may need, uh, the help of your teachers as we try and nail down consistent schedules to meet our IEP hours and start, ah, doing interventions around the goals. So we, uh, we appreciate it and thank you in advance.
Debbie Lorenzo 2:34:58
Perfect. Thank you, Judy. See, I know It was helpful to have you throw it in. Um, all right, so that brings us to the end of our updates. And that brings us to the actual question answer time. So Ja- Dawn and Jen, I don’t know if there are any OSEI specific questions. And if there’s not, or even if there is, we also then can go into just the general questions and answers.
There are not a lot of questions, actually, um, in the last group, someone had a question about BIPS, but that was answered by another person. But under OSEI, we don’t have any questions. One of the questions that did come up from COVID recovery was, What if we say yes to recovery services, then what? And I know, um, that we had addressed that in the earlier session, um but I didn’t know, touch on that.
Debbie Lorenzo 2:35:54
Right? We can. Um, so at this time, we’re trying to determine when I spoke to the principals on Friday, we are still at the phase where we’re trying to determine how are we going to document it on the IEP? Is it going to be a plop to documentation of services? And what will what will it actually look like? So those are in discussion phases right now. So just stay tuned, um, for that. But by the time we get the, um, guidance document issued, and out, we’ll have the answers to those questions. But that actually came up when we talked on Friday. So we’ll, we’ll get that information to probably principles first, and then it’ll come, then it’ll, um, come down to you in the training.
Jennifer Smetek 2:36:42
Okay, Debbie, that is it in terms of the question.
Debbie Lorenzo 2:36:46
Jennifer Smetek 2:36:46
On the Padlet. I don’t know if anybody else in our group may have a question that I guess they could open up their mic and ask it.
Dawn Azennar 2:36:55
Jennifer, there was a question that popped up regarding psychologists saying that BIPs are now on hold and I didn’t know if we needed any clarification for that question.
Debbie Lorenzo 2:37:08
Yeah, so part of the guidance document that was coming out, that was part of the guidance that was going to be in the, um, document. So I, I, think it’s, you know, as we were looking at working with Sara’s team and psychologist, psych services and, uh, and social workers, talking about the environment that the students are currently in, and a lot of the most of the BIPs, you know, it’s going to be they were written for in school. When students were in school, they weren’t written for students, um, attending, you know, virtual instruction or home instruction. So, um, that’s why they would say that, um, at this time, we were suspending them because some of them cannot just be cannot be implemented in the home the way that they’ve been written. So we’re hoping I’m going to touch base with Sara this afternoon to see if we’re ready to, if that document has been shared with principals, we can get it out to school teams.
Dawn Azennar 2:38:07
Thank you very much.
Debbie Lorenzo 2:38:10
Um, is that was that the last question, because then I’m going to turn it over. Because Ellie, we were ready, we can we have time to do the meeting debrief activity.
Ellie Stack 2:38:22
All righty. Well, we’d appreciate your all’s time and attention today, we did want to end with an opportunity for to give you all time to talk, um, and process all that we covered today. And this is not required, where for some people, that means they just left the room. But what it is, is this is just a structure that allows for people to process the information and ask questions if necessary. So you can see on the screen, we have the ability to go into the watering hole. And we ask that you join the room that corresponds with your region. So if you’re in a region three school, I saw Hayfield here earlier, they could go to rule number three. And the watering hole is where you’re going to be able to go and talk with your colleagues and maybe a PSL or two if they’re here to about some of the topics that came up at today’s meeting. Some people like to process information quietly, and they don’t really want to talk, you know, they more need to think about it and then they can talk, and they will go to room number six. Room number six is a room where we are not going to have talking but you can go there just to spend time and to process. And then a campfire is you can stay here in the main room and that’s where the presenters are going to be. And, the, um, then you can be asking the presenters questions. All right? So before we go, um, I do see that a question, uh, has come up that Dawn would like to share.
Dawn Azennar 2:40:03
Yes, so we just had a question going back to the PWN, and the feeling that, um, paperwork is being prioritized over instruction, since we might be extending the, um, time of the meeting, and teachers out of class. But I know that Laurie Duddridge did address that, that it was a consideration.
Debbie Lorenzo 2:40:30
Yeah, so one of the things I would say, you know, as I was trying to problem solve, like how a ways that you can, um, not allow that to kind of, um, take, you know, extend the meeting is if you have somebody doing the PLOP page, they could also be taking notes on the side about the information that you use, because and you can actually draft that, you know, you think about that, as you’re writing an IEP, you know, what you’ve used because you’ve used certain data points. So you could start on a piece of paper putting down what data points have we used so far, so far as we’ve drafted our goals, or we’ve are depending on whatever the meeting is about. Um, and then as the meeting is going along, you can actually be taking notes, if that you’re the PLOP person, maybe on a Word document about things that have been talked about, like anything that may go into the relevant factor section. So you would start like start doing, um, sentence starters, like your parents shared about therapy, or you’ve decided to reconvene the meeting there, you know, you could start plugging things into the the, uh, PWN as people are talking in the meeting things that you considered. Let’s say the parent asked you to consider really two hours of related of speech and language, and you’ve had that conversation and you’ve all agreed to, we’re going to stick to the they wanted three, you’ve you proposed two they’re going to stick to the one hour. Um, you’re going to stick to the two hours that was already on the IEP. So put, you could start jotting that in there. Considerations parent requested consideration for three hours of speech and language, after you know, discussions, um, and for these reasons you went with the two hours. So then on the top, you could be filling out, we continue to propose two hours of speech. So you could start manipulating that as you’re going along. And sometimes I would say you know, that person doing the PLOP, maybe that person who could be doing or jotting down stuff, so that when you come to the end, it’s not so much dead time, because you’ve thought about it already.
Ellie Stack 2:42:38
Alrighty, so at that point, I’ve set up the breakout rooms and you can move yourself to one. Once again, you can join a watering hole if you want to join a group by region, and talk about something that you’ve, ah, you know, talked about today’s meeting, or even something not related to today’s meeting, a cave if you would like to go and process what we’ve done, but in quiet and silence, and then campfire, you can stay here. Um, and we will be here to, um, to answer any questions. Ah, so feel free to switch rooms. For those of you who are new to switching rooms, I should have put the directions on the slide. If you go, click the, um, down in the bottom right-hand corner where you see the chat window, right next to the chat button, there’s a picture of two people or an icon with two people. You click on that. And that brings up the participant list. Scroll down on the participant list and you will see the rooms, uh, region one through five and then regions or room six is for the cave. And you just click on that. So next to region five, if I was going to join region five, I would click on what looks like the door to the right-hand side. It’s a rectangle with a green arrow. If you aren’t sure how to switch groups and you want to switch rooms, just put that in the chat window and I can move you, uh, I’ll manually move you. All right everybody. Thank you so much and those of you staying here in the main room. We are here to answer your questions.
Debbie Lorenzo 2:44:19
Thank you, Ellie.
Debbie Lorenzo 2:47:43
So Ellie and Angelina and Christina, while we’re in the main verb together, I asked Lisa to put-