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New Special Education Teacher Training (NSETT) Day 1 2014.

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Presentation on theme: "New Special Education Teacher Training (NSETT) Day 1 2014."— Presentation transcript:

1 New Special Education Teacher Training (NSETT) Day 1 2014

2 NSETT Purpose Provide participants with: Available resources and supports; Review of key IDEA compliance requirements; Examples of compliance to practice; and Opportunity for practice, networking, questions, and reflection.

3 Rules of the Road BreaksCell PhonesParking Lot ?s

4 Agenda Day 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

5 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.

6 Interview a Partner 3 important things I learned in my college program, 2 things I want to know more about, and 1 thing I especially love to do or feel particularly successful doing.

7 Idaho’s Structure of Support for Special Education

8 Hierarchy of Support in Idaho Yourself –Student Files –Idaho Special Education Manual –Idaho Training Clearinghouse Building Level District Special Education Department Regional Support Staff – now hiring State Department of Education

9 Last updated April 2014

10 PositionSupported by: Director – Dr. Bonnie GallantLily Robb Quality Assurance & Reporting – Richard O’Dell Alisa Fewkes Special Population – VacantAlisa Fewkes Dispute Resolution – Melanie ReeseLily Robb Early Childhood & Interagency – Shannon Dunstan Grace Dehner Secondary Special Education - Alison Lowenthal Alisa Fewkes Funding and Accountability – Lester WyerGrace Dehner s/Special%20Education%20-%20Central%20Office.pdf

11 Regional Special Education Offices Coeur d’Alene Moscow Boise Twin Falls Pocatello 11

12 Regional Coordinators Region 1 Sue Shelton Regional Coordinator SDE Regional Special Education University of Idaho 1031 N. Academic Way Coeur d’Alene, Idaho 83814 208-292-2528 Region 2 Kate Beasley Regional Coordinator SDE Regional Special Education University of Idaho 875Perimeter Dr. MS 3080 Moscow, Idaho 83844 208-885-9060 Region 3 and Charter Schools Lily Robb Administrative Assistant SDE Special Education 650 W. State Street Boise, Idaho 83720 208-332-6912 Region 4 MaeAnn Haga Administrative Assistant SDE Regional Special Education Idaho State University 560 Filer Avenue, Suite E Twin Falls, ID 83301 208-736-4263 Region 5 and 6 Jamie Davis Administrative Assistant SDE Regional Special Education Idaho State University 921 S 8 th Ave. STOP 8059 Pocatello, Idaho 83301 208-282-3610

13 Special Education Regional Centers Regional Center Staff assist each district to provide high quality programs for students with disabilities. –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 * This positions are currently being hired and job descriptions may be modified

14 Special Education Statewide Technical Assistance (SESTA ) Center for School Improvement & Policy Studies, BSU Katie Buback SESTA Director Shane Burrup PBIS Coordinator Sydney Fox SESTA Program Manager David Klungle SESTA Program Coordinator

15 Idaho Training Clearinghouse Cari Murphy Autism Supports Barbara Broyles Professional Development Robin Greenfield Assistive Technology Technical Assistance Janice Carson

16 Find the following on the ITC: Statewide Calendar Online Training Registration Online Communities Webinars Resource Links In-service Credit Offerings Email: Cari Murphy Project Director Shawn Wright Webmaster/ISD Jesse Hewitt Web Specialist Ben Troka Web Specialist Housed at: Center on Disabilities and Human Development, University of Idaho

17 The Manual special_edu/manual.htm special_edu/manual.htm

18 Getting Started Binder

19 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.

20 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, and Curriculum and instruction.

21 Framework for Teaching: Evaluating Effective Teaching Practices The Charlotte Danielson Model

22 See handout #1

23 Special Education Process

24 See handout #2

25 Child Find: two doors into special education Early Childhood Transition Referrals by teachers, parents, adult students, etc.


27 Brief Discussion: Zero Reject; Consideration requirements when a referral is made; Suspected of having a disability; Funding; But, we don’t have those services; You would be better off enrolling your child elsewhere; and/or We have to do RtI first.

28 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

29 Locating and Identification Locating: –Involves coordinating with other agencies and –Public awareness with staff and community. Identification process includes: –Screening, –Early intervention through a Problem Solving Process, and –Referral to consider Special Education Evaluation.

30 What is Screening? Used for instructional purposes not evaluation An informal, organized process of identifying students who are not meeting: –Idaho Core Standards - –Idaho eGuidelines - nes/whnjs.htm nes/whnjs.htm

31 What is Screening? Variety of methods can be used –Performance on assessments, –Curriculum based measures, –Teaching observations, –Hearing and vision screeners, –Office Referral Data, –Preschool screenings, or –Universal Screenings.

32 Problem Solving Teams/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 improve student’s success. –Multi-tier system of support - MTSS (RTI & PBIS). The team will document and review accommodations to determine the next steps Interventions cannot be used to delay a referral to a special education evaluation, when immediate action is warranted.

33 Academic SystemsBehavioral Systems 1-5% 5-10% 80-90% Intensive, Individual Interventions Individual Students Assessment-based High Intensity Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive Idaho’s Tiered Instructional and Positive Behavioral Interventions and Support (PBIS) Framework

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


36 A Referral to Consider Special Education Evaluation Occurs When a parent, and/or adult student, or someone other than the parent initiates a request; or After problem solving team determines: –Student continues to make inadequate progress even with research-based interventions in general education and –Language and cultural issues are NOT the main source of a student’s behavioral and academic discrepancy from peers.

37 Consideration to conduct a Special Education Evaluation Cannot be used to delay a referral to a special education evaluation, when immediate action is warranted

38 Starting the Referral Process

39 Complete and provide: Referral to Consider a Special Education Evaluation Form, Procedural Safeguards Notice (Chapter 11), and Request for Input Form. *




43 Evaluation Team The evaluation team is the group of people established by IDEA 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.

44 Evaluation Team Unlike 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

45 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.), Non-adult aged student (if appropriate), and Other individuals invited by the parent or who have knowledge or special expertise.

46 What needs to be reviewed by the Evaluation Team? Student’s strengths and needs, 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), and Parent input and concerns –Including family and health history.

47 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, and 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 district refusal to evaluate is given to the parent(s) or adult student, and Parents reminded of procedural safeguards and/or provided copies or explanation.

48 “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




52 Written Notice Is provided to parent(s) or adult student when –Conduct any assessment for initial or reevaluation, –Explain refusal and –Determine additional assessments not required; Is an explanation of: –Why the district is proposing or rejecting an evaluation, –A description of other options that were considered or rejected, and –Each assessment procedure, test, record, or report used for the proposed or refused evaluation; Includes a statement about educational rights and how to obtain a copy of Procedural Safeguards Notice and sources to assist in understanding notice; and Is provided in a reasonable time and prior to the start of the evaluation/testing/assessments.

53 Consent 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. –Consent means understanding and agreeing in writing to activities described. –Consent 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.

54 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, or When used to address program needs.

55 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 Include a reminder of their procedural safeguards Consent need not be obtained IF documentation of reasonable attempts and parent failed to respond.

56 “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), and –Comprehensive assessment.



59 Next Step: Evaluate


61 Purpose of the Evaluation The 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.

62 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, and –Motor.

63 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.

64 Important Elements of an Evaluation and Eligibility Determination

65 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 or adult student.


67 Three Prong Rule State Eligibility Criteria Three- Prong Test 1. Meets State Eligibility Requirements 2. Adverse Effect on Educational Performance 3. Need for Special Education 67


69 Prong 1: Comprehensive Evaluation Must show evidence that a comprehensive evaluation was conducted and each of the state eligibility criteria were met for the specific disability category Must 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

70 Prong 1: State Eligibility Criteria 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)

71 Prong 2: Adverse Effect Adverse 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.) and –Indicates the evidence of the effect of the disability on the student’s performance.

72 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.

73 Prong 3: Need for SDI Needs Special Education: There must be a statement of need for specially designed instruction and related services.

74 Prong 3: Need for SDI IDEA 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.

75 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.

76 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, and –LEP is not the determinant factor of eligibility. There should be documentation on: –Referral to Consider Special Education form and –Eligibility Report form.

77 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 and –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 or –Develop and implement a new IEP.

78 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 or Develop and implement a new IEP that meets the applicable requirements.

79 “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









88 “You Do It” – File Review Activity Take out: –Eligibility report and consent/WN forms you brought today and –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!

89 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

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