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Ready, Set, Go: Training for New Evaluation Personnel
Debbie BuchananRegion One ESC
April 7, 2011
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or…
“I have the job,now what do I do?”
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Acknowledgement
Training materials for this session were developed in collaboration with the Texas Education Agency Statewide Leadership: Evaluation Network
Each Education Service Center representative to the Evaluation Network has the full set of training materials (binder and CD).
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Ground Norms
Participate actively Ask questions Share insights and experiences Listen to one another Help one another
Please turn communication devices to silent mode
Take care of yourself
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Training Objectives
Participants will
Integrate current knowledge with practical application for job success
Learn tools and techniques to make the job a success Examine important issues including compliance with legal
mandates Develop expertise in utilizing resources for student
evaluation
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Agenda
Overview The Job Legal Evaluation IEP Meetings Resources
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Most Important Information Today
New Eligibility Requirements
Observations RTI FIEs that include
intervention strategies.
WE Need to Be Needed!!!
7
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Overview
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The Job
Job description Sample job descriptions Defining your job
Relationship to other evaluation professionals
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Where Do I Begin?
Read through the list Place a by areas you are not familiar with Discuss with tablemates Note areas for follow-up
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Getting Started
Suggestions for Getting Started Not a Rule, Not a Regulation…But Some
Good Advice!
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Managing Workload/Caseload
Caseload the number of students who are provided direct
services by the school-based service provider Workload
includes the caseload and all activities required and performed by the
school-based service provider
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You Can’t Make a Plan Without a Planner!
A good planner will help Manage time Organize activities Record events Free working memory Access resources
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Reflecting on Your Practice
Resume, Vita, and/or Portfolio Professional Development Professional Standards Certification/Licensure Requirements
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Legal
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The Special Ed Type Quiz
A director called and asked about a student who was struggling in school. The director said, “He’s not doing very well and we’re concerned about him but we don’t know what to do with him. We’ve looked into all of our special programs and he doesn’t seem to qualify. We’ve studied the rules and regulations and consulted with every expert available. Do you have any suggestions?
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And I responded with… Well….it sounds to me like you thought the kid might be E.D.,
L.D., O.H.I. due to A.D.D. or A.D.H.D., M.R., or T.B.I. I’m sure
you did want to come up with an I.E.P. so that you could
provide F.A.P.E. in the L.R.E. and thus comply with I.D.E.A. I
expect you considered O.T., P.T. and all sorts of A.T.D’s. I’m
guessing you’ve already looked at the D.O.E., O.C.R. and T.E.A.
guidelines and probably also thought about making A.Y.P.
under N.C.L.B. with a H.Q. teacher. Finally, you F.I.E’d him, you
A.R.D’d, and 504’d him and D.N.Q’d him.
I’d say the K.I.D. is O.U.T.
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Scoring:
If you understood 80% of the previous slide, you are a
“special ed type”.
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Today We Will Talk “Lawyer”
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Top Ten Statements That Make Attorneys Cringe 10. I have 21 other students in my class besides
Johnny. I don’t have time to give him the attention he needs. Besides, I teach literature. You can’t modify Hamlet.
9. I won’t be able to do that. My schedule is full already.
8. I’m sorry Ms. Smith, we don’t have P.T., O.T., or content mastery at this campus.
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7. Our superintendent will have to approve that.
6. I guess everyone in the ARD meeting knows me. I’m Ms. Crumley, Johnny’s teacher and this is my attorney, Ms. Landshark from the firm of Macon Bigbucs and Lovinit P.C.
5. She’s not eligible for that room. Only the ED child is eligible for that placement.
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4. I’m sorry, we don’t place aides with any students. We don’t have the money.
3. Our ESY program is 4 weeks for three hours a day.
2. I’m sorry that you and the students have to barricade yourselves behind your desks everyday because of Johnny’s attacks, but we’re stuck with this inclusion thing.
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And….#1
I don’t care that this so called modification sheet says Johnny needs oral exams. If you’re going to dump him in my class, he’s going to take written exams like every other kid.
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Times Have Changed
Internet Advocacy Broadened IDEA
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ARD does not stand for “Anguish, Remorse and Denial” The ARD meeting is the critical vehicle for
school/parent communication. How the meeting is conducted speaks volumes about the professionalism and caring of the school
district.
It is essential that the meeting have strong leadership.
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#1 Defense
Have Strong Leadership At Your ARD Meetings
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The ARDC needs a strong leader. A strong leader sets the tone for the meeting,
establishes and enforces “ground rules” for productive discussion, makes sure that all voices are heard, all issues are addressed, and that decisions are made in an orderly fashion.
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The Leader:
Does not have to be the leading expert on special education law in your district.
Must have good people skills and good communication skills.
Should have a good, basic understanding of what ARDC meetings are about.
Does not have to know the details of federal of state regulations.
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The most logical person to serve as ARDC leader is: The administrative representative of the
school. (iii) a representative of the local education agency
who— (I) is qualified to provide, or supervise the provision of,
specially designed instruction to meet the unique needs of children with disabilities;
(II) is knowledgeable about the general curriculum; and (III) is knowledgeable about the availability of resources
of the local education agency; 20 U.S.C. 1414(d)(1)(B)(iv).
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In too many school districts:
The educational diagnostician is called on to play too many roles at the ARDC meeting.
The diag. is frequently required to: fill out all the paperwork, lead the discussion, establish rapport with the parents etc.
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Two Parties
While there are many people around the table at an ARDC meeting, there are only two parties – the parent (or adult student) and the school.
The administrative representative is the logical leader for the school and for the meeting as a whole.
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Who Should Attend the ARD Meeting Parent Special Ed Teacher Regular Ed Teacher Diagnostician LEA Representative Other Staff – Optional depending on the
circumstances OT, PT, Speech, Vision, Transition, Nurse,
Others???
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IEP Team Attendance(Section 614(d)(1)(B) and (C)) A member of the IEP team may be excused
if: If parent and LEA agree (member’s area of the
curriculum or related services is not being modified or discussed in the meeting).
If parent and LEA agree and the member submits, in writing to the parent and IEP team, input into the development of the IEP prior to the meeting.
A parents agreement (attendance not necessary) and consent (excusal) must be in writing.
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Actual Wording
Not less than one regular education teacher of the child (if the child is, or may be, participating in the regular education environment);
Not less than one special education teacher of the child, or where appropriate, not less than one special education provider of the child;
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Controlling the MeetingKeeping the Peace Use an agenda Stop chasing rabbits Let parents speak Insist on professionalism
No coke cans/drinks No food pr sack lunches Appropriate attire
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Perception is Everything
Use Plain English Avoid Negative Body Language Pen and Ink Choose Words Carefully
Hurry up Idle Chit Chat
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Setting the Stage
Check and double check recording devices. Cool rooms are best. Allow for plenty of table space. Straight-backed chairs without pads. Consider ADA violations
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The Language of Special Education
Dear Parent,
You are invited to attend an annual IEP meeting for your child. All meetings are conducted according to IDEA 04, CFR, OSEP, TEC, TAC, and the SBOE rules…
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Acronym Mania!
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Legal Mandates Federal
Individuals with Disabilities Education Improvement Act (IDEA) of 2004 (20 U.S.C. 1400)
Code of Federal Regulations (C.F.R. Part 300) Case law No Child Left Behind Act of 2001 (NCLB) Section 504 of the Rehabilitation Act of 1973 Family Educational Rights and Privacy Act of
1974 (FERPA)
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Legal Mandates State
Texas Education Code (TEC) Texas Administrative Code (TAC) State Board of Education Rules Commissioner’s Rules
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Legal Mandates
Local
Policies and procedures Operating guidelines
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A Resource For Current Information www.tea.state.tx.us
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The Legal Framework for the Child-Centered Process
Summary of state and federal special education requirements for special education that is web accessible
Link to state and federal resources Access glossary of terms
http://www.esc18.net/
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Procedural Safeguards
Explains specific rights and responsibilities of the parent in the special education process
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Away Game
“ I always felt that I was at an away game when I was on my home campus.”
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HEARING WORDSHEARING WORDS
LOOKING AT PICTURESLOOKING AT PICTURES
WATCHING A MOVIEWATCHING A MOVIELOOKING AT AN EXHIBITLOOKING AT AN EXHIBIT
WATCHING A DEMONSTRATIONWATCHING A DEMONSTRATIONSEEING IT DONE ON LOCATIONSEEING IT DONE ON LOCATION
PARTICIPATING IN DISCUSSIONPARTICIPATING IN DISCUSSION
GIVING A TALKGIVING A TALK
DOING A DRAMATIC PRESENTATIONDOING A DRAMATIC PRESENTATION
SIMULATING THE REAL EXPERIENCESIMULATING THE REAL EXPERIENCE
DOING THE REAL THINGDOING THE REAL THING
Experience & Experience & LearningLearning
Experience & Experience & LearningLearning
We tend to remember...We tend to remember... Our level of
involvement
Our level of
involvementREADINGREADING
10% of what we read10% of what we read20% of what we hear20% of what we hear30% of what we see30% of what we see50% of what we hear and see50% of what we hear and see
70% of what we say70% of what we say
90% of what we both say & do
90% of what we both say & do
Verbal Receiving
Verbal Receiving
Visual Receiving
Visual Receiving
Receiving & ParticipatingReceiving &
Participating
Doing
Doing
AC
TIV
EA
CTIV
EP
AS
SIV
EP
AS
SIV
E
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How To Accommodate During Lecture
Clock Partners
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The QUESTION
If the president of the USA can no longer occupy the office …. who takes his/her place? List the succession of the inhabitant of the presidential office in order.
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Circle the Sage 1. President 2. Vice President
Who is next??? ….and after that?!?
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Circle the Sage Sages stand up. Sages go to different areas of the room. Those needing this information go to the
sage closest to you and… Circle the sage. Sages teach their group.
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Sage on Stage and a Spin
Group practices the information Break off into smaller groups of four Number off 1- 4 Teacher spins the spinner and those with that
number stand and be ready to answer the questions.
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Answer President Vice President Speaker of the House of Representatives President Pro-Tem of the Senate Cabinet Members (starting with the Secretary
of State).
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With Your 9:00 partner:
Discuss ways in which you have/could/would implement the strategies of the “clock partner” or “circle the sage” in your full and individual evaluations.
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Example Intervention for Comprehension Strategy instruction will help improve (Name)’s reading
comprehension. One self-monitoring strategy is a five-step self-questioning technique. The five questions are:
1. Why are you studying this passage?
2. What is the main idea in the paragraph? (Underline)
3. Think of a question about the main idea.
4. What is the answer to your question?
5. Look back at the questions and answers to see how
each provides you with more information.
A cue card can be used. (Name)’s responses to the questions should be written so they can be reviewed with corrective feedback by a teacher.
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Differentiating Instruction Through Cooperative Learning
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ARE YOU LISTENING ??
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Sample “T” ChartsSample “T” ChartsLISTENING SKILLS
Looks Like Sounds Like
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Sample “T” ChartsSample “T” ChartsLISTENING SKILLS
Looks Like Sounds Like
YSitting Up
YLeaning Forward
YFacial animation
YLaughter, smiling
YHand gestures
YEye Contact
YHead nodding
Y“Wow. How Interesting!”
Y“That’s great!”
Y“Very Cool!”
Y“Tell me more.”
Y“What happened next?”
Y“Why did that happen?”
YHow did you feel?
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1. Each team creates a single list using Pairs Compare or other brainstorming structure.
2. All teams stand
3. Teacher chooses a team to share one item from their list.
4. One team member shares one new item from the list, checks it off and passes the paper to the right.
5. On other teams, one member checks their team’s list and either checks off that answer or adds it to their list and then passes the paper to the right.
6. Repeat steps 3-5. When all ideas on a team’s list are checked off, the whole team sits down. Continue until all teams are sitting down.
(Q. List items that confused or confounded you this year about your new job .)
Team Stand and Team Stand and ShareShare
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Call Anytime!!!
Debbie BuchananSenior Education Specialist
Region One [email protected]
(956) 984-6202
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IDEA 2004: Eligibility
Autism Deaf Blindness Deafness Emotional Disturbance Hearing Impairment Mental Retardation Multiple Disabilities
and who, by reason thereof, need special education and related services
Orthopedic Impairment Other Health Impairment Specific Learning Disability Speech or Language
Impairment Traumatic Brain Injury Visual Impairment (including
Blindness)
34 C.F.R. § 300.8
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IDEA 2004: Specific Learning Disability
Oral Expression Listening Comprehension Written Expression Basic Reading Skill Reading Fluency Skills Reading Comprehension Mathematics Calculation Mathematics Problem Solving
34 C.F.R. § 309
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Commissioner’s Rules 2007
Texas Education Agency Special Education Rules and Regulations http://www.tea.state.tx.us/special.ed/rules/comm.html Commissioner’s Rules Guidance Document Comments
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Commissioner's Rules Guidance Guidance has been developed on the implementation of the
newly adopted Commissioner's rules Specific guidance on rule include
89.1011 Referral for Full and Individual Initial Evaluation 89.1040 Eligibility Criteria 89.1050 The Admission, Review, and Dismissal (ARD)
Committee 89.1055 Content of the Individualized Education Program (IEP) 89.1070 Graduation Requirements 89.1096 Provision of Services for Students Placed by their
Parents in Private Schools or Facilities 89.1131 Qualifications of Special Education, Related Services,
and Paraprofessional Personnel
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Significant Changes in Eligibility Determination: Learning Disability
(B) (B) A student with a learning disability is one who:A student with a learning disability is one who: (i) has been determined through a (i) has been determined through a varietyvariety of assessment of assessment
tools and strategies to meet the criteria for a specific learning tools and strategies to meet the criteria for a specific learning disability as stated in 34 CFR …; disability as stated in 34 CFR …; andand
(ii) does not achieve adequately for the child’s age or meet (ii) does not achieve adequately for the child’s age or meet state-approved grade-level standards in oral expression, state-approved grade-level standards in oral expression, listening comprehension, written expression, basic reading listening comprehension, written expression, basic reading skill, reading fluency skills, reading comprehension, skill, reading fluency skills, reading comprehension, mathematics calculation, or mathematics problem solving mathematics calculation, or mathematics problem solving when provided appropriate instruction, as indicated by when provided appropriate instruction, as indicated by performance on performance on multiplemultiple measures such as in-class tests; measures such as in-class tests; grade average over time (e.g., six weeks, semester); norm- grade average over time (e.g., six weeks, semester); norm- or criterion-referenced tests; statewide assessments; or a or criterion-referenced tests; statewide assessments; or a process based on the child’s response to scientific, research-process based on the child’s response to scientific, research-based intervention; based intervention; andand
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Significant Changes in Eligibility Determination: Learning Disability
(I) does not make sufficient progress when (I) does not make sufficient progress when provided a process based on the child’s provided a process based on the child’s response to scientific, research-based response to scientific, research-based interventionintervention (as defined in 20 USC, Section (as defined in 20 USC, Section 7801(37)), as indicated by the child’s 7801(37)), as indicated by the child’s performance relative to the performance of the performance relative to the performance of the child’s peers on repeated, child’s peers on repeated, curriculum-based curriculum-based assessmentsassessments of achievement at reasonable of achievement at reasonable intervals, reflecting student progress during intervals, reflecting student progress during classroom instruction; classroom instruction; oror
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Significant Changes in Eligibility Determination: Learning Disability
II) exhibits a II) exhibits a patternpattern of strengths and of strengths and weaknesses in performance, achievement, or weaknesses in performance, achievement, or both relative to age, grade-level standards, or both relative to age, grade-level standards, or intellectual ability, as indicated by significant intellectual ability, as indicated by significant variance among specific areas of cognitive variance among specific areas of cognitive function, such as working memory and verbal function, such as working memory and verbal comprehension, or between specific areas of comprehension, or between specific areas of cognitive function and academic cognitive function and academic achievement.achievement.
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How Do We Make Eligibility Determinations for Specific Learning
Disabilities?
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Significant Changes in Eligibility Determination: Mental RetardationA student with mental retardation is one who: (A) has been determined to have significantly sub-average
intellectual functioning as measured by a standardized, individually administered test of cognitive ability in which the overall test score is at least two standard deviations below the mean, when taking into consideration the standard error of measurement of the test; and
(B) concurrently exhibits deficits in at least two of the following areas of adaptive behavior: communication, self-care, home living, social/interpersonal skills, use of community resources, self-direction, functional academic skills, work, leisure, health, and safety
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Guidelines for ARD Committees Regarding Testing Requirements for Students: 2 Flowcharts
Students entering 9th during 2008-2009 must meet requirements of new rule.
Students who began completing the Distinguished or Recommended high school program requirements prior to November 2007 are not affected by the rule change.
Students who take at least one TAKS-M subject-area test in grade 11 graduate on the Minimum plan
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State Performance Plan
IDEA 2004 requires each State to develop a six-year performance plan to: Evaluate the State’s efforts to implement the requirements and
purposes of IDEA Illustrates how the State will continuously improve upon this
implementation The Office of Special Education Programs (OSEP) has identified
five monitoring priorities and twenty indicators to be included in the SPP
For each of the indicators, the State must report progress on measurable and rigorous targets and improvement activities
Download from TEA website: http://www.tea.state.tx.us/special.ed/spp/
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Texas Education Agency – Performance Monitoring and Interventions (PMI) Monitoring is
Using a data-driven performance-based model to observe, evaluate, and report Data integrity Data analysis Student performance Program effectiveness
A continuous improvement process
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PMI & the Evaluator
Indicators Identification of students for special education
Overidentification Disproportionality/Overrepresentation Recommendations for exiting
Statewide Assessment Least Restrictive Environment (LRE) Behavior/Discipline
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Family Educational Rights and Privacy Act (FERPA)
Federal law that protects the privacy of student education records
Parents or eligible students have the right to inspect and review education records
Schools may disclose records under certain conditions
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Evaluation
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Legal Framework: Child Find Framework
No Child Left Behind Act (NCLB) of 2001 Standards based reform Accountability Adequate yearly progress
Individuals with Disabilities Education Improvement Act (IDEA) of 2004 Eligibility identification Progress towards annual goals
http://framework.esc18.net/
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Problem Solving Teams
Improve student success Target interventions Monitor student progress Support teacher needs Partner with parents Prevent inappropriate referrals
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What is meant by a Response to Intervention (RtI) model?
Multi-tiered model High quality, research-based instruction
in general education setting Screening of academics and behavior of
all students to identify individual need General education teachers assume an
active role in students assessment
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What is meant by a Response to Intervention (RtI) model?
Research-based interventions Continuous progress monitoring Data collection to determine individual
student needs and interventions' effectiveness
Problem solving team process
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Role of the Evaluator
Campus Problem Solving Teams Response to Intervention (RtI) Progress Monitoring
Referral Full Individual Evaluation (FIE) Reevaluation Measure progress toward annual goals
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Evaluation Process
Recommend
Analyze
Interpret
Evaluate
Notice & Consent
Focus
Collaborate
Collect
Used with permission from Region 4 Education Service Center
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Referral
Demographic & background information Educational records Home language survey Vision and hearing screening Health history Documentation of previous research based
educational strategies and interventions Parent information
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Initial Evaluation
Request by parent or public agency Conduct within 60 days of consent Consists of procedures to provide information
to determine If the child is a child with a disability, and The educational needs of the child
C.F.R. § 300.301
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Evaluation Procedures
Notice Conduct evaluation Considerations for assessments and other
evaluation material Review of existing evaluation data Report
C.F.R. § 300.304, 305
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Full Individual Evaluation
Gather information to Make recommendation as to the presence or
absence of a disability condition Identify educational need Make recommendations for accommodations,
modifications, and instruction
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Written Report
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Determination of Eligibility
Upon completion of the evaluation A group of qualified professionals and the parent
of the child determines whether the child is a child with a disability … and the educational needs of the child; and
The public agency provides a copy of the evaluation report and the documentation of determination of eligibility at no cost to the parent
34 C.F.R. § 306(a)
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A Team is…
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Reevaluations
Conducted when Public agency determines that educational or
related services warrant Requested by parent or teacher Change of placement may occur including
determination that child no longer has disability Frequency
C.F.R. § 300.303, 305
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Reevaluation Questions Whether child continues to have a disability and the
educational needs of the child Present levels of academic and related
developmental needs Whether child continues to need special education
and related services Whether any additions or modifications to the
special education and related services are needed to enable the child to meet measurable annual goals set out in the IEP and to participate as appropriate in the general education curriculum
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Individualized Education Program (IEP) Meetings
or as we say in Texas –
Admission, Review, Dismissal (ARD) Meetings
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Individualized Education Program (IEP) Written statement of the educational program
designed to meet a child's individual needs Every child who receives special education
services must have an IEP The IEP has two general purposes
Set reasonable learning goals State the services that the school
district will provide
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Types of Meetings
Admission Initial Transfer
Review Annual Reevaluation Review (e.g. progress toward goals, behavior)
Dismissal
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IEP Team
Parent Student, if appropriate General Education Teacher Special Education Teacher Public Agency Representative Person who can interpret evaluation Other members as appropriate
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IEP Agenda
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IEP Minutes
Tips on Taking Minutes Include attendance sheet Show efforts to cooperate with parent Show consideration of each evaluation Document decisions
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10 Things Not to Say at an ARD “BUT WE DON’T HAVE A PT, OT, ETC…”
(Remember that services are based on the needs of the student.) “WE CAN’T DO THAT---MY SCHEDULE IS FULL ALREADY.” “IF THIS WERE MY CHILD, I’D…”
(Be careful.) “SHE’S NOT ELIGIBLE FOR THAT SERVICE DUE TO HER DISABILITY.”
(Services are based on the individual needs of the student.) “OUR EYS PROGRAM RUNS FROM JUNE 10 TO JULY 15.”
(EYS should be based on student need.) “WE’VE NEVER DONE IT THAT WAY BEFORE.” “THE SUPERINTENDENT WILL HAVE TO APPROVE THAT.”
(If something needs to be approved, ask for a fifteen minute recess and get someone there who has that power.)
“BUT WHAT IF WE GET SUED?” (Don’t ask at the ARD. You will not be sued individually; usually suit is against the district.)
“I DON’T HAVE TIME TO MODIFY FOR ONE STUDENT. IF HE/SHE IS GOING TO BE IN MY CLASSROOM, HE/SHE WILL DO WHAT EVERYONE ELSE DOES.”
“THE REGULAR CLASSROOM IS NOT APPROPRIATE FOR THIS CHILD.” (You must make reasonable efforts to modify. After you have modified and supplemented for a
reasonable amount of time, then you can say, “We find that the regular classroom…”)
Reprinted with permission from Jim Walsh, Walsh, Anderson, Brown, Schulze & Aldridge, P.C.
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Have a great year!
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Role of Assessment
Assessment always has more to do with helping students grow than with cataloging their mistakes.
Tomlinson
The Differentiated Classroom
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Contact Information
Debbie Buchanan
Region One ESC, Edinburg, TX
(956) 984-6202