Imani Pope Identify disabilities flowchart padlet by imani pope https://padlet.com/imanipope/onhqzdfdmhzgpxxv en-us 2023-08-04 02:33:47 UTC 2023-08-08 14:05:48 UTC hello@padlet.com CPS Meeting imanipope https://padlet.com/imanipope/onhqzdfdmhzgpxxv/wish/2655868745 Things teachers should do once they suspect a disability  :
"Step 1. Define the problem
PLAN
 Step 2. Develop an intervention
Step 3. Implement the intervention
DO
STEP 4. Evaluate the effectiveness of the intervention
STUDY
Step 5. Continue, modify, or end the intervention
ACT (MCPS, Problem-solving for student success - Montgomery county public schools n.d.)  "

Meetings that may be held before Child Find:
Collaborative Problem-Solving (CPS) Meeting: Only the School Based Team meets to discuss the student and teacher concerns. Brainstorm strategies, inventions, and data collection tools.

Glossary
The school-based team to can be made up of General education teachers, School psychologists, School counselors, Administration, Special Education teachers, related services providers, and Reading interventionists/specialists.   

References
MCPS, M. (n.d.). Problem-solving for student success - montgomery county public schools. montgomeryschoolsmd.org. https://www.montgomeryschoolsmd.org/departments/specialed/resources/ProbSolv.pdf  ]]> 2023-08-04 03:25:26 UTC https://padlet.com/imanipope/onhqzdfdmhzgpxxv/wish/2655868745 EMT Meeting imanipope https://padlet.com/imanipope/onhqzdfdmhzgpxxv/wish/2655878928 Educational Management Team (EMT) Meetings: The team meets with parents to gather background information, discuss concerns, present data, and collaborate on possible next steps.  Also, May ask if there are any other languages spoken at home to rule out EML.

"Tasks of The EMT 
1. Data Gathering 
2. Intervention Planning and Implementation 
3. Progress Monitoring 
  •  Collect data
  •  Analyze data  
  • Evaluate the effectiveness of the intervention
 4. Data-based Decision Making
(MCPS, Problem-solving for student success - Montgomery County public schools n.d.) " 

Following the meeting possible results:  
  • More data collection/ mentor progress 
  • Interventions implementation 
  • Child Find/504 Concertation 
  • End of the process 
Possible Meeting attendees: 
• Principal/administrator, as EMT chair 
• Referring to general education teacher
• Parent(s)/Guardian(s) 
• School counselor 
• School psychologist 
• Pupil personnel worker
• School health nurse
• School-based specialists, such as staff development teachers, reading specialists, mathematics content coaches, or literacy coaches
• Special education teacher
• Speech-language pathologist
• ESOL staff (teacher, counselor, parent community coordinator)

References
MCPS, M. (n.d.). Problem-solving for student success - Montgomery county public Schools. montgomeryschoolsmd.org. https://www.montgomeryschoolsmd.org/departments/specialed/resources/ProbSolv.pdf  
]]> 2023-08-04 03:44:32 UTC https://padlet.com/imanipope/onhqzdfdmhzgpxxv/wish/2655878928 Child Find within 30 days from the referral imanipope https://padlet.com/imanipope/onhqzdfdmhzgpxxv/wish/2655884070 During this meeting, these items with be reviewed to possibility determine if the student is eligible for an IEP or needs evaluations done for more data.     
  • Teacher reports 
  • Parent Eligibility  Interview 
  • Educational History 
  • Class observations
  • review any outside evaluations 
  • Educational impact of this disability on accessing the general educational curriculum 
  • Consideration of Eligibility Evaluations
]]> 2023-08-04 03:53:04 UTC https://padlet.com/imanipope/onhqzdfdmhzgpxxv/wish/2655884070 Evaluation Process within 60 days from the referral imanipope https://padlet.com/imanipope/onhqzdfdmhzgpxxv/wish/2655885685 Here is a few Evaluation that can be used to help write an IEP or determine whether or not a student needs an IEP: 
  • Psychological evaluation
  • Educational evaluation
  • Related service provides evaluation

]]> 2023-08-04 03:55:29 UTC https://padlet.com/imanipope/onhqzdfdmhzgpxxv/wish/2655885685 Referral Starts the IEP timeline imanipope https://padlet.com/imanipope/onhqzdfdmhzgpxxv/wish/2655887116 The Referral can be: 
  • An parent Email requesting an IEP or testing for their child
  • a statement during the CPS / EMT meeting 
  • Evacuations sent to the School base team
  • Them team decides they would like to go to testing to find out more information
]]> 2023-08-04 03:57:13 UTC https://padlet.com/imanipope/onhqzdfdmhzgpxxv/wish/2655887116 Development of the IEP Meeting with in 30 day of the child find Meeting imanipope https://padlet.com/imanipope/onhqzdfdmhzgpxxv/wish/2655888118 2023-08-04 03:58:27 UTC https://padlet.com/imanipope/onhqzdfdmhzgpxxv/wish/2655888118 EML Identify Processes imanipope https://padlet.com/imanipope/onhqzdfdmhzgpxxv/wish/2656357871
  • Parent Home Language Survey gets sent home. 
  • Conduct a family interview to determine if the student is potentially an EL. Use an interpreter if necessary. 

    • References
    of Education, P. D. (2022). English learner identification procedure - grades K-12. education.pa.gov. https://www.education.pa.gov/Documents/Teachers-Administrators/Curriculum/ESL/ELL-Identification-Procedure%20K-12.pdf  

    ]]>     2023-08-05 03:15:05 UTC https://padlet.com/imanipope/onhqzdfdmhzgpxxv/wish/2656357871     step 3 and 4 imanipope https://padlet.com/imanipope/onhqzdfdmhzgpxxv/wish/2656534846 step 3 If the student has an IEP or is suspected of having a disability (e.g. the parent states that the student has a disability), then see Appendix A before proceeding
    Step 4 Conduct a review of the student’s academic records from previous schooling if available. Look for compelling evidence that the student has sufficient English proficiency to benefit from instruction in English without specialized support or accommodations. Acceptable evidence might include scores from standardized summative or interim tests in English, passing grades for core content classes conducted in English, and/or work samples. If the academic records are not available, or they do not contain compelling evidence of English proficiency, then proceed to STEP 5

    References
    of Education, P. D. (2022). English learner identification procedure - grades K-12. education.pa.gov. https://www.education.pa.gov/Documents/Teachers-Administrators/Curriculum/ESL/ELL-Identification-Procedure%20K-12.pdf  

    ]]>     2023-08-05 18:52:33 UTC https://padlet.com/imanipope/onhqzdfdmhzgpxxv/wish/2656534846     Step 5 to 8 imanipope https://padlet.com/imanipope/onhqzdfdmhzgpxxv/wish/2656535332 Step 5: Screen the student for English language proficiency using the K Screener, K MODEL, WIDA screener (online or paper), or WIDA MODEL screener. Record the screening scores below. See Appendix C for information about the appropriate test form to administer.
    Step 6: OPTIONAL - Screen the student for native language proficiency if a screening instrument is available. Record the score(s). If no screening instrument is available, then proceed to
    STEP 7:  Determine if the student has limited or interrupted formal education (LIFE) using the criteria below:
    • Is enrolling after grade two, AND
    • Has a Literacy score of less than 3.5 on the W-APT, MODEL Screener, or WIDA Screener, AND
    • Has at least two fewer years of age-appropriate schooling than peers or has disenrolled from U.S. schools to enroll in schools in other countries (including Puerto Rico) more than two times in the past four years, AND
    • Has limited encoding/decoding skills in the native language (as indicated by family interview and/or native language measures and/or review of academic records and/or local measures)
    Step 8:     Determine the most appropriate language instruction educational program (LIEP) based on the student’s English language proficiency and native language proficiency if available. 

    References
    of Education, P. D. (2022). English learner identification procedure - grades K-12. education.pa.gov. https://www.education.pa.gov/Documents/Teachers-Administrators/Curriculum/ESL/ELL-Identification-Procedure%20K-12.pdf  

    ]]>     2023-08-05 18:56:49 UTC https://padlet.com/imanipope/onhqzdfdmhzgpxxv/wish/2656535332     step 9 to 14 imanipope https://padlet.com/imanipope/onhqzdfdmhzgpxxv/wish/2656535623 Step 9 Provide the parent with a detailed program description and explain the identification and placement decision. The parent has the right to refuse placement in a specialized, separate LIEP. See PDE guidance concerning the parental right to refuse services. Proceed to STEP 10.  STEP 10: The parent accepts or refuses placement in part or in whole in the LIEP. If, after the district notifies the parent of their option to refuse specialized LIEP services, the parent does not respond, then the district may proceed with the recommended program placement. Proceed to STEP 11.  STEP 11: If your district participates in Title III, explain the services offered and their right to opt out of all or some of those services. If, after the district notifies the parent/guardian of their option to opt out of Title III services, the parent does not respond, then the district may proceed with enrolling the student in Title III services.
    Proceed to STEP 12. NOTE: This applies to discrete services/programs (e.g. after-school tutoring, summer school programs, the use of technology purchased with Tile III funds, etc.). If, for example, Title III is being used for professional development for staff working with ELs, then there is no discrete service of which parents may opt-out. STEP 12: Notify the receiving school of the student’s identification and placement. Proceed to STEP 13.
    STEP 13: Initiate an active service record in the district SIS. If the student has limited or interrupted formal education, then ensure that LIFE is identified. If the student will participate in Title III funded services, then ensure that the student is identified as participating in Title III. NOTE: Not all ELs in a district that receives Title III funds are participating in Title III. Proceed to STEP 14.
    Step 14: Schedule the student based on program placement and English language proficiency. NOTE: The school is responsible for ensuring that all teachers with whom ELs are scheduled have English language proficiency information for their ELs. This includes general education teachers.


    References
    of Education, P. D. (2022). English learner identification procedure - grades K-12. education.pa.gov. https://www.education.pa.gov/Documents/Teachers-Administrators/Curriculum/ESL/ELL-Identification-Procedure%20K-12.pdf  



    ]]>     2023-08-05 18:59:38 UTC https://padlet.com/imanipope/onhqzdfdmhzgpxxv/wish/2656535623     Initial IEP Meeting imanipope https://padlet.com/imanipope/onhqzdfdmhzgpxxv/wish/2656743559 In this meeting, the IEP team will meet both the parents and school-based team. to determent and make edits to the following: 
    • We would go over the impact statement
    • Disability  code   
    • Present levels 
    • Review parent report 
    • Review teacher reports
    • Supplementary aids and services 
    • accommodations 
    • Review goals and Objectives 
    • Services hours both in and outside of the general education setting 
    Reference
    pacer center. (2015). Help! I’m Going to My First IEP Meeting. YouTube. Retrieved August 6, 2023, from https://youtu.be/hIywl4OSsoc.  
    ]]>     2023-08-06 15:34:26 UTC https://padlet.com/imanipope/onhqzdfdmhzgpxxv/wish/2656743559     Strategies to help students With IEP imanipope https://padlet.com/imanipope/onhqzdfdmhzgpxxv/wish/2656750305
  • Chunking text and information
  • Profitable seating ( seating close to instruction ) 
  • wait for time/pre-warn students before calling on them 
  • Printed out simple teacher notes 
  • Provide frequent check-ins and feedback 
  • Provide different graphic organizers  
  • The ability to pick the way the student can model the understanding of the concept ( Photo Essay, Flyer, and poem) 
    • References
    Cole, n/a. (2023, January 11). Pictures that tell stories: Photo essay examples. Cole’s Classroom. https://www.colesclassroom.com/pictures-that-tell-stories-photo-essay-examples/   
    ]]>     2023-08-06 16:07:15 UTC https://padlet.com/imanipope/onhqzdfdmhzgpxxv/wish/2656750305     Strategies to Help EML Students imanipope https://padlet.com/imanipope/onhqzdfdmhzgpxxv/wish/2656751778
  • " Make lessons visual: use visual representations of new vocabulary and use maps, drawings, and photographs to introduce new content
  • Comprehensible Input: Speak clearly (not louder), use gestures and facial expressions
  • Label objects and highlight keywords: helps ELLs better understand their immediate surroundings
  • Scaffolding Strategies: ask specific, guiding questions and give sufficient wait time
  • Model metacognitive and comprehension strategies: provides skills and vocabulary to talk about learning
  • Encourage the use of home language: to express ideas and interpretation of concepts
  • Link new information to prior knowledge: tap into student’s unique cultural perspectives and experiences
  • Explicit Direct Instruction: model what you expect your students to do using “I Do, We Do, You Do”
  • Define language and content objectives for each lesson: Have a language objective for your lesson as well as a content objective to ensure students are learning the language at the same time as content
    • Use cooperative learning strategies: 
    1. small group work allows ELLs an authentic opportunity to use academic language with peers Support (Support & Support, 2015) "


    Reference

    • Support, O. B. I., & Support, O. B. I. (2015, June 23). Language acquisition vs. learning disability. OCM BOCES Instructional Support. https://ocmbocesis.wordpress.com/2015/06/23/language-acquisition-vs-learning-disability/ 

    •  Teachings in Education. (2019b). ELL & ESL Teaching Strategies. YouTube. Retrieved August 6, 2023, from https://youtu.be/SyJ_pNaazso. 

    ]]>     2023-08-06 16:15:22 UTC https://padlet.com/imanipope/onhqzdfdmhzgpxxv/wish/2656751778     Language Acquisition vs. Learning Disability imanipope https://padlet.com/imanipope/onhqzdfdmhzgpxxv/wish/2656756087
    "Difficulties | Possible Reasons
    1.     Academic learning difficulties 
    •  ELL students often have difficulty with grade-level academic language and concepts because it takes at least 5 years for non-native speakers to display native-speaker-like functioning in academics
    2.     Language production problems 
    •  Lack of fluency is a natural part of learning a new language
    3.     Attention and memory problems 
    •  ELL students may have difficulty paying attention and remembering if they cannot relate new information to their previous experiences in their respective cultures
    4.     Withdrawn behavior 
    • When students are learning a new language and adapting to a new culture, a “silent period” is normal. Also, this behavior might be appropriate in the student’s culture.
    5.     Aggressive behavior 
    • The student may not understand appropriate school behavior and language. Also, this behavior might be appropriate in the student’s culture.
    6.     Social and emotional problems 
    •  When students are learning to live in a new culture, social and emotional problems develop. (Support & Support, 2015)  " 
    References

     Support, O. B. I., & Support, O. B. I. (2015, June 23). Language acquisition vs. learning disability. OCM BOCES Instructional Support. https://ocmbocesis.wordpress.com/2015/06/23/language-acquisition-vs-learning-disability/ 

    ]]>     2023-08-06 16:36:32 UTC https://padlet.com/imanipope/onhqzdfdmhzgpxxv/wish/2656756087