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Fall 2011 Child Find and Eligibility Determination for AEA Special Education Support Staff Day 1.

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Presentation on theme: "Fall 2011 Child Find and Eligibility Determination for AEA Special Education Support Staff Day 1."— Presentation transcript:

1 Fall 2011 Child Find and Eligibility Determination for AEA Special Education Support Staff Day 1

2 Look through the new EER or the Reevaluation Questions Guide Highlight the “new” information Capture your questions on sticky notes and place them on the form What’s New?

3 AEA 267 Home Page staff website username: aeastaff password: aea267ia Child Find & Eligibility Determination PD Materials Access to Materials

4 Day 1 (discipline groups) Day 2 (discipline groups) Day 3 (all-staff meeting) Focus on the What and How Overview Child Find FIE Components Progress Components Discrepancy Need Exclusionary Factors Decision- Making Focus on the Why Evidence/Data Elements of Evaluation Linkages Outline of Training Days

5 Participants will: 1.understand the types of data needed for the eligibility determination process 2.analyze the data gathered under the evaluation 3.arrive at conclusions regarding eligibility determination for special education services Objectives

6 1.Conduct two FIEs and document the results on the EER template OR conduct two Reevalaution processes and document the results on the IEP, Page R. 1 st FIE/Reevaluation to be completed by 1/20/ nd FIE/Reevalaution to be completed by 6/1/2012 Requirements for Support Staff

7 2.Meet with Special Education Administrator to present the completed FIEs/Reevaluations and resulting EERs/IEP R Pages for coaching and feedback. Requirements for Support Staff

8 Overview of Child Find Eligibility Determination Process

9 Child Find Full and Individual Evaluation Educational Evaluation Report Continuum of Work

10 To locate, identify and evaluate individuals with disabilities To determine the educational needs of individuals with disabilities Purposes of Child Find

11

12 In order to determine if an individual has a disability, we must examine his/her responses to interventions. Otherwise, there is essentially only discrepancy data which is not enough to determine the presence of a disability. Why Examine RtI Data?

13 Eligibility Determination Flowchart See page 14

14 1.“Screening-level” decision 2.Professional judgment required 3.Suspicion of disability is not validation of disability Suspecting Disability Guiding Principles

15 Health/Physical Condition, Functional Limitation Significant Status Change Obvious and Immediate Need for Service Performance below standards, unique compared to others, and no other more plausible explanations for the difficulty Conditions for Suspecting Disability

16  Academic  Health  Adaptive Behavior  Behavior  Hearing/Vision  Physical  Communication Consent – Performance Domains

17 Purposes of Evaluation Determine Educational Interventions Determine Eligibility

18 Definition of presenting problem Analysis of existing information Strengths relevant to presenting problem Additional information needed to design interventions 18 Content of Evaluation

19 Assessed in all areas related to the suspected disability Sufficiently comprehensive to identify all special education and related services needs 19 Comprehensive Evaluation

20 Review evaluations and information provided by parents Current classroom, local, or state assessments Classroom-based observations and observations by teachers Additional Requirements

21 Based on educationally relevant information Gathered through the R eview, I nterview, O bservation and T est/ T ask( RIOT ) methods 21 Educational Evaluation

22 The process of gathering educationally relevant performance data Response to Intervention (RTI) Review data Interview data Observation data District-wide Assessment data Assessment

23 The process of analyzing assessment data to make judgments about performance and needs Evaluation

24 Relevant to the identified problem Multidimensional Intended to identify interventions that might solve the problem Direct and repeatable Individually-focused Functional Assessment is…

25 1.Determine what information is known and unknown 2.Use unknown information to develop assessment questions 3.Collect additional data based on the developed questions Functional Assessment Steps

26 With a partner, read the document titled “Functional Assessment” After each section of text, say something related to the information Comment Connection Clarification Share a “C” Something!

27 Tells us whether or not interventions require special education resources Progress DiscrepancyNeeds Eligibility Decision Tells us what and how to teach Tells us if the individual is different from standards of comparison and unique compared to peers Tells us how the individual responds to intervention Disability Eligibility Decision

28 “Child Find is a serious civil rights issue.” Dr. Marty Ikeda, 2010 A Message From the Bureau Chief

29 Progress Evaluation

30 evidence of changes in the individual’s rate of progress which can be attributed to the effects of intervention, and evidence of the individual’s rate of progress compared to the expected rate of progress. Educational Progress Is…

31 Individuals with intensive educational needs must have a strong instructional match Instructional match is ensured with regular progress monitoring in relation to individual goals Why Collect and Analyze Progress Data?

32 Data analysis of supplemental and/or intensified intervention has occurred Intervention was implemented with integrity Data were used to guide the decision- making regarding changes Assumptions

33 Using multiple assessment methods and data sources, including progress data collected on a frequent and regular basis, summarize the individual’s response to the supplemental or intensified instruction that was provided (including the individual’s rate of skill acquisition compared to expected rate of acquisition). From the New EER: Progress Over Time

34 When we talk about making a decision about educational progress in the FIE, we are focusing on the progress the individual made prior to and after supplemental and intensive interventions were in place. RtI Progress

35 Progress Iowa Core Concepts and Skills, Early Learning Standards and Benchmarks, or District Standards and Benchmarks

36 Identify, in each area of concern; a.broad based standards b.essential concepts and skills that all peers are expected to achieve. Standards For Comparisons

37 Progress Individual’s Response to Intervention

38 There are several items within the Response to Intervention section of the evaluation that utilize multiple data methods and data sources including progress data collected on a frequent and regular basis. Using multiple assessment methods and data sources…

39 a)supplemental or intensified instruction, curriculum, & environmental changes provided to address the areas of concern b)how the above were determined to be matched to the individual’s needs c)how the above were implemented Summarize the Individual’s Response

40 Progress Standard for Comparison and Expected Level of Performance prior to Supplemental or Intensified Instruction

41 1.Comparison to same age peer group 2.Comparison to historical progress 3.Comparison to younger peer group 4.Comparison to goal expectation 5.Comparison to mastery level Analysis Methods Used to Make Progress Comparisons Most Salient Least Salient

42 Peer group rate of progress Time Performance Indicator 1. Comparison to Same Age Peer Group 1. Baseline for peer group X 2. Ending for peer group X Progress below this rate = eligibility indicator 3. Baseline for target student X 4. Ending for target student X

43 What Do These Rate Comparisons Tell Us? Time Performance Indicator Peer group rate of progress X X X X Target student rate of progress 1. Comparison to Same Age Peer Group

44 Time Performance Indicator Peer group rate of progress X X X X Target student rate of progress 1. Comparison to Same Age Peer Group What Do These Rate Comparisons Tell Us?

45 Example of Comparison to Same Age Peers – School Age

46 Example of Comparison to Same Age Peers – Early Childhood

47 Historical performance for the individual prior to intervention (projected) Time Performance Indicator Individual’s current progress 2. Comparison to Individual’s Historical Progress

48 Example of Comparison to Historical Progress – School Age

49 Example of Comparison to Historical Progress – Early Childhood

50 Younger peer group rate of progress Time Performance Indicator Individual’s progress 3. Comparison to Younger Peer Group

51 Example Graph of Comparison to Younger Peer Group- School Age

52 Example Graph of Comparison to Younger Peer Group- Early Childhood

53 Aim/Goal Line Time Performance Indicator Individual’s progress 4. Comparison to Goal Expectation

54 Example of Comparison to Goal Expectation – School Age

55 Example of Comparison to Goal Expectation – Early Childhood

56 Mastery level Time Performance Indicator Individual’s progress 5. Comparison to Mastery Level

57 Example of Comparison to Mastery Level- School Age

58 Example of Comparison to Mastery level- Early Childhood

59 Progress Rate of Progress

60 (End performance) – (Baseline) Time Rate of Progress Formula

61 Comparison (peer, goal expectation, younger peer) End performance 56 cwpm Baseline−41 cwpm 15 cwpm ÷ 9 weeks = 1.6 cwpm/week Individual’s Performance End performance 43 cwpm Baseline−34 cwpm 9 cwpm ÷ 9 weeks = 1.0 cwpm/week Reading Example

62 What does this data suggest? aimline

63 What does this data suggest? Words Per Minute aimline

64 Peer group rate of progress Time Performance Indicator X XX X Target student rate of progress Students who are below the expected level of achievement, need to work harder and faster, not slower and easier.

65 Sample EER/IEP Page R – Rate of Progress section

66 Qualitative information such as Interview information and anecdotal information may be available. This is also considered a part of the evaluation of the progress and helps provide more confidence in the decision making process. Examples of Other Data Measures

67 Behavioral Definition & Baseline Data Goal Setting Data Collection Implementation Integrity Data Analysis Other Components of Progress Evaluation

68 Progress Uniqueness Within Rate of Progress to a Comparable Group

69 What percentage of the students are closing the gap? Is this individual’s progress uniquely different from students in a similar group or within the individual’s small group? Group Intervention Uniqueness Consideration

70 Independence compared to other students Comparison on other classroom formative assessments Individualization of the intervention Other Considerations for Uniqueness of Progress

71 Progress Greatest Impact of Interventions on Progress

72 Identify the instruction, interventions and environmental changes under which the individual experienced the most growth or success. Now…

73 Frequency of Instruction? Daily? Every other day? Duration of Instruction? 10 min? 20 min 30 min? Intensity of Instruction

74 Expectation Modified? Adapted? Curriculum Benchmark Grade level? Extended?

75 Individual? Small Group? Time of Day? Location? Environment

76 Progress Summarize Significance of Rate of Progress

77 When data are sufficient, the educational team is able to make a decision regarding the progress component of the eligibility decision. Are the Data Sufficient?

78 When the data are insufficient for decision making in the progress component, the educational team has the professional obligation to indicate the data are insufficient. Are the Data Insufficient?

79 There may be times when progress data are sufficient (valid & reliable, frequent & repeated) but are inconclusive to make a decision. In this situation, the educational team has the obligation to indicate the data are inconclusive for decision- making. The Data Are Inconclusive So…

80 There may be times when the educational team is gathering progress monitoring data during the evaluation period. If the evaluation data suggest a need for continuing with data collection, the team will likely determine the individual is not eligible and may consider obtaining an additional consent. Seek Another Consent

81 If this is agreed upon, and an additional consent is given, the team continues with the progress monitoring until the data warrants a confident decision. Seek Another Consent

82 Three conditions where the Progress Evaluation would be different: 1.Medical or Health Condition 2.Sudden Status Change 3.Obvious and Immediate Need for Service and Support Rare & Unusual Circumstances

83 In these cases, the documentation on the EER would provide statements about the impact of the targeted student’s condition on their educational performance. Documenting on the EER

84 You Can Do IT!!


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