New Special Education Teacher Training (NSETT)

Day 1

October, 2013

NSETT Purpose

Provide participants with:•Available resources and supports•Review of key IDEA compliance requirements•Examples of compliance to practice•Opportunity for practice, networking, questions, and reflection

Rules of the Road

Breaks Cell Phones Parking Lot ?s

AgendaDay 1• Structure of Support• Getting Started Binder• Framework for Teaching• Special Education

Process– Child Find– Referral to Consider SpEd

Evaluation– Written Notice and Consent– Evaluation and Eligibility

Day 2• IEP Development

– IEP Team– Present Level of

Performance– Goal– Services– Accommodations/

Adaptations– Written Notice and Consent

Training Norms• This training is yours and its success depends largely on you.• Enter into the discussion enthusiastically.• Contribute positively to the discussion.• Confine your discussion to the topic.• Only one person at a time should talk.• Be patient with others.• Appreciate the other person’s point of view.• Listen to others. Listening is an art.

Interview a Partner3 important things I learned in my college

program2 things I want to know more about1 thing I especially love to do or feel

particularly successful at doing

Idaho’s Structure of Support for Special Education

Hierarchy of Support in Idaho• Yourself

– Student Files– Idaho Special Education Manual– Idaho Training Clearinghouse

• Building Level• District Special Education Department• Regional Coordinators• State Department of Education

Regional Special Education Offices

Coeur d’Alene

Moscow

Boise

Twin Falls

Pocatello

12

Special Education Regional Coordinators

Regional Coordinators assist each district to provide high quality programs for students with disabilities.•Coordinators:

– Provide technical assistance via telephone, email, mail– Offer on-site technical assistance– Schedule and deliver in-service trainings– Coordinate to ensure that all information shared throughout

the state is consistent and thorough– Participate in meetings and conferences– Maintain a regional resource lending library

Special Education Statewide Technical Assistance (SESTA)

Center for School Improvement & Policy Studies, BSU

Gina Hopper

SESTA Directorginahopper@boisestate.edu

Sydney Fox

SESTA Program Managersydneyfox@boisestate.edu

Katie Bubak

SESTA Coordinatorkatiebubak@boisestate.edu

David Klungle

SESTA Program Coordinatordavidklungle@boisestate.edu

Idaho Training Clearinghouse

Cari Murphycarilee@uidaho.edu

Autism SupportsBarbara Broyles

bbroyles@uidaho.edu

Professional DevelopmentRobin Greenfieldrgreen@uidaho.edu

Assistive Technology Technical Assistance

Janice Carsonjanicec@uidaho.edu

www.idahotc.comFind the following on the ITC:•Statewide Calendar

•Online Training Registration

•Online Communities

•Webinars

•Resource Links

•In-service Credit Offerings

Email: itc@uidaho.edu

Cari MurphyProject Director

Shawn WrightWebmaster/ISD

Jesse HewittWeb Specialist

Ben TrokaWeb Specialist

Housed at: Center on Disabilities and Human Development, University of Idaho

The Manual Is

Our Friend!

Getting Started Binder

The Purpose of the Getting Started Binder

• Provide tools to help teachers collect critical information

• Assist new teachers organize a vast amount of information, responsibilities, and procedures

• Help new teachers develop systems and resources to be prepared for students when school year starts

Inside the binder you will find resources on:

• Getting to know my school and district• Getting to know my students• Time management• Special education process• Classroom climate• Communicating with parents• Comprehensive evaluations• Curriculum and instruction

Framework for Teaching:Evaluating Effective Teaching Practices

The Charlotte Danielson Model

Special Education Process

What are Child Find activities?Each district is responsible for establishing

and implementing an ongoing Child Find system to locate, identify, and evaluate ALL students suspected of having a disability regardless of the severity.

*Ages 3 through 21 years

Locating and Identification• Locating:

– Involves coordinating with other agencies– Public awareness with staff and community

• Identification process includes:– Screening– Early intervention through a Problem Solving

Process– Referral to consider Special Education Evaluation

What is Screening?• Used for instructional purposes not evaluation• An informal, organized process of identifying students who are not

meeting:– Idaho Core Standards - www.sde.idaho.gov/site/common/– Idaho eGuidelines

• Variety of methods can be used– Performance on assessments– Curriculum based measures– Teaching observations– Hearing and vision screeners– Office Referral Data– Preschool screenings– Universal Screenings

Problem Solving Team and General Education Interventions• If a student is at risk for not meeting content/core

standards, the team will consider the need for “supported” instructional interventions to help with student’s success– Multi-tier system of support (RTI & PBIS)

• Documentation of accommodations and interventions will be reviewed to determine the next steps

• Cannot be used to delay a referral to a special education evaluation, when immediate action is warranted

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual InterventionsIndividual StudentsAssessment-basedHigh Intensity

Intensive, Individual InterventionsIndividual StudentsAssessment-basedIntense, durable procedures

Targeted Group InterventionsSome students (at-risk)High efficiencyRapid response

Targeted Group InterventionsSome students (at-risk)High efficiencyRapid response

Universal InterventionsAll studentsPreventive, proactive

Universal InterventionsAll settings, all studentsPreventive, proactive

Idaho’s Tiered Instructional and Positive Behavioral Interventions and Support (PBIS) Framework

Response to Intervention: A Tiered Response to Intervention: A Tiered Approach to Instructing All StudentsApproach to Instructing All Students

When does a Referral to Consider Special Education Evaluation Occur?• A parent and/or adult student or someone other than

the parent initiates a request• After problem solving team determines:

– Student continues to make inadequate progress even with research-based interventions in general education

– Language and cultural issues are NOT the main source of a student’s behavioral and academic discrepancy from peers

• Cannot be used to delay a referral to a special education evaluation, when immediate action is warranted

Starting the Referral Process

Complete and provide:a) Referral to Consider a Special Education Evaluation

Formb) Procedural Safeguards Notice (Chapter 11)c) Request for Input Form

*

Evaluation TeamThe evaluation team is the group of people established by the IDEA 2004 that has the responsibility for making decisions regarding evaluation, assessments, and eligibility. The composition of the evaluation team will vary depending on the nature of the student’s suspected disability and other relevant factors. The evaluation team shall include the same membership (although not necessarily the same individuals) as the IEP team and other professionals as needed to ensure that appropriate, informed decisions are made.

 

Evaluation TeamUnlike an IEP team, an evaluation team has the flexibility of conducting business with or without a meeting. The case manager can gather input from evaluation team members in a variety of ways. The parent and/or adult student shall be included in the evaluation team and shall be given the opportunity to indicate whether he or she wishes the team to hold a meeting with all members attending.

– SPED Manual Chapter 4, Page 30

Evaluation Team• Evaluation Team Members:

• Parent and/or adult student• General Education Teacher• Special Education Teacher• District Representative• Individual who can interpret implications of evaluation

results, (i.e. Speech and Language Pathologist, School Psychologist, etc.)

• Other individuals invited by the parent or who have knowledge or special expertise

What needs to be reviewed by the Evaluation Team?

• Student’s strengths and needs• Are there any cultural or language concerns?• All available records

– Previous assessments and evaluations– Past school experiences– Results from general education interventions

• Current level of Academic Performance:– How is he/she functioning within the classroom?– Developmental and social concerns– Academic information (informal and formal)

• Parent input and concerns– Including family and health history

The Evaluation Team determines if an evaluation is:

Warranted• Written notice is given to the

parent or adult student• Written consent will be

obtained from the parent or adult student before any testing can start

• Parents reminded of procedural safeguards and/or provided copies or explanation

NOT Warranted• Team will seek other services

to meet the student’s needs• Person who initiated the

referral is informed as to why the evaluation is not being considered

• Written notice of the district refusal to evaluate is given to the parent(s) or adult student

• Parents reminded of procedural safeguards and/or provided copies or explanation

“We Do It” – Referral Activity• Review sample Referral Form• Look for information on:

– Reason for referral– Parent input– Previous intervention and instruction– Limited English Proficiency– Current level of performance– Need for more information– Procedural Safeguards Notice

Written Notice• Provided to parent(s) or adult student when

– Conduct any assessment for initial or reevaluation– Explain refusal– Determine additional assessments not required

• Explanation of:– Why the district is proposing or rejecting an evaluation– A description of other options that were considered or rejected– Each assessment procedure, test, record, or report used for the proposed or refused evaluation

• A statement about educational rights and how to obtain a copy of Procedural Safeguards Notice and sources to assist in understanding notice

• Provided in a reasonable time and prior to the start of the evaluation/testing/assessments

Consent• Must be obtained in writing prior to the start of an initial

evaluation for ALL students– Consent is voluntary and can be revoked in writing– Means understanding and agreeing in writing to activities described– Ensures parents are fully informed in native language or other

mode of communication

• Reasonable efforts to obtain written consent must be made by district

• If a parent refuses consent, the district does not violate its obligation to provide FAPE

When consent is NOT required:

• When a test is given to all students• Reviewing existing data as part of an evaluation• Using curriculum-based assessments, ongoing

classroom evaluations, criterion referenced tests to “determine student’s progress toward achieving goals on IEP”

• Screening or observing to determine appropriate instructional strategies for curriculum implementation

Written Notice and Consent 3 Year Re-evaluation

• Three options:– Consent to administer assessment(s) , or– Reasonable attempts to gain consent and input is documented,

or– Documentation of written notice for a reevaluation consisting

only of a review of existing and new data

• Including a reminder of their procedural safeguards• Consent need not be obtained IF documentation of

reasonable attempts and parent failed to respond. (Use language from manual)

“We Do It” – Consent/Written Notice Activity

• Review Sample Consent for Assessment Form • Look for:

– Reasons and information to determine areas to assess– Connection to the referral and parent input– Options considered and rejected– Other special considerations (i.e., LEP)– Comprehensive assessment

Next Step: Evaluate

Purpose of the EvaluationThe purpose of the evaluation process is:1.To determine the eligibility of a student for special education services

– This pertains to both initial determination and three year review of eligibility, or re-evaluation

2.It is also a process for gathering important information about a student’s strengths and needs

– An evaluation process should include a variety of assessment tools and strategies to gather relevant functional, developmental, and academic information about the student, including information provided by the parent.

Evaluation Process and Procedures• Evaluation is the procedure used to determine whether a child has a disability.• Assessments are the individual parts (informal and formal processes) of an evaluation.• Gather information and review existing data• Look at all areas related to suspected disability, including:

– Functional– Developmental– Academic Skills– Social/Emotional– Behavioral– Speech and Language– Motor

Eligibility Determinations and Timelines

• For initial evaluations, an evaluation and eligibility determination must be completed within 60 calendar days of district receiving consent.– Excluding periods when school is not in session for 5 or more

consecutive days

• For re-evaluations, an evaluation and eligibility determination must be completed within 3 years of the previous eligibility determination.

• Eligibility determinations must be documented on Eligibility Report and copy provided to parent

Important Elements of an Evaluation and Eligibility

Determination

Team Effort• Eligibility is determined by a team (all required

participants), including the parent or adult student• Upon completion of an evaluation, the evaluation team

considers findings and determines whether student meets (or continues to meet) eligibility criteria

• An eligibility report is prepared by the evaluation team and a copy is provided to the parent

Three Prong Rule

64

Prong 1

• Must be evidence that a comprehensive evaluation was conducted and each of the state eligibility criteria were met for the specific disability category

• Should have documentation on the following:– All areas of concern are addressed– Multiple forms of assessments and data– Use of existing data– Input from various team members– Data was gathered over time

State Eligibility Criteria (Prong 1)

Autism (ASD)

Cognitive Impairment (CI)

Deafness (D)

Deaf-Blindness (DB)

Emotional Disturbances (ED)

Other Health Impairment (OHI)

Hearing Impairment (HI)

Developmental Delay (DD)

Multiple Disabilities (MD)

Orthopedic Impairment (OI)

Speech Impairment (SI)

Language Impairment (LI)

Specific Learning Disability (SLD)

Traumatic Brain Injury (TBI)

Visual Impairments (VI)

Prong 2: Adverse EffectAdverse Effect:

– Any harmful or unfavorable influence that a disability has on a student’s educational performance in academic (reading, math, communication, etc.) or non-academic areas (daily life activities, mobility, pre-vocational, vocational skills, social adaptation, self-help skills, etc.)

– Indicates the evidence of the effect of the disability on the student’s performance

Adverse Effect Example

Karen is unable to independently read and comprehend grade level material. Her weak decoding skills and poor memory skills decrease her understanding of grade level material that she is required to read.

Prong 3: Need for SDI

– Needs Special Education: There must be a statement of need for specially designed instruction and related services.

Prong 3: Need for SDIIDEA Regulations only state (emphasis added):

(1) In interpreting evaluation data for the purpose of determining if a child is a child with a disability under 300.8, and the educational needs of the child, each public agency must--

(i) Draw upon information from a variety of sources, including aptitude and achievement tests, parent input, and teacher recommendations, as well as information about the child’s physical condition, social or cultural background, and adaptive behavior; and

(ii) Ensure that information obtained from all of these sources is documented and carefully considered.

(2) If a determination is made that a child has a disability and needs special education and related services, an IEP must be developed for the child in accordance with 300.320 through 300.324.

34 CFR §300.306 Determination of eligibility.

Need Example

Stephanie needs individualized or small group instruction using controlled level materials to develop her math skills. She requires pre-teaching and re-teaching with additional practice to facilitate learning to help her understand, remember, and generalize information.

Limited English Proficiency (LEP)

• If a student is identified as having LEP and being evaluated there should be evidence of:– Language Proficiency score– Appropriate assessments were selected based on the

student’s level of proficiency– Summary of indicators, assessment and results– LEP is not the determinant factor of eligibility

• There should be documentation on:– Referral to Consider Special Education form– Eligibility Report form

In State Transfer• In state transfer students are assumed to be eligible under the

disability criteria established in the state at the time they were determined eligible.

• When a re-evaluation is necessary, IEP Team (including parent) will:– Use the current Idaho disability criteria to review all available

information– Determine whether additional information is needed to determine

continued eligibility

• Provide FAPE within a reasonable time (services comparable to those described in the student’s IEP from the previous district), until you decide either:

– Adopt IEP from previous district– Develop and implement a new IEP

Out of State Transfer• Provide FAPE within a reasonable time (including services

comparable to those described in the student’s IEP from the previous state and district),

• Complete a sufficiency review to determine if:– An evaluation is needed to determine eligibility for special education

under Idaho criteria, or• Provide comparable special education/related services while evaluation is

pending

– The student is eligible based on existing information or new evaluation:

• Adopt the student’s IEP from the previous public school• Develop and implement a new IEP that meets the applicable requirements

“We Do It” – Eligibility Report Activity

• Review Sample Eligibility Report (380a-c)• Look for:

– Appropriate evaluation team members– Parent input– Use of existing data– Language proficiency and appropriate assessments, if needed– Complete picture of student; strengths and needs– Variety of strategies/tools, input from various people, over time– Developmental, functional, and academic information– Disability criteria, adverse effect and need for SDI– Completed within 60 days of receiving consent

“You Do It” – File Review Activity

• Take out:– Eligibility report and consent/WN forms you

brought today– The General File Review Checklist & Directions

• Review the first 6 items on the General File Review Checklist– Does the evaluation meet the criteria for each

item on the checklist?– What would you do differently or change?

• Respect confidentiality!

Reflection• Structure of Support• Getting Started Binder• Framework for Teaching• Special Education Process

– Child Find– Referral to Consider Special Education Evaluation– Written Notice and Consent– Evaluation and Eligibility