1. Comprehensive Evaluations

2. Overview OBJECTIVES: Review Comprehensive Evaluation Process Provide Information On Selected Topics  Specific Learning Disability  English Learners  Absenteeism

3. Comprehensive Evaluation Process 1.Refer for a Special Education Evaluation 2.Review Existing Information and Plan Evaluation 3.Obtain Informed Consent for Evaluation 4.Meet Evaluation Timeline 5.Review Evaluation Results 6.Determine Eligibility 7.Re-evaluate

4. Refer For A Special Education Evaluation What: A referral is made by a parent or district to determine if a student is eligibility for special education services. Why: A parent or a district suspects a student has a disability and requires special education services. How: What does the this look like in your district? 34 CFR 300.301

5. Review Existing Information and Plan Evaluation What: The team reviews all available information about the student to determine additional areas of evaluation (if needed) for determining a students special education eligibility. Why: To obtain a comprehensive evaluation of a student. How: What does the this look like in your district? 34 CFR 300.305

6. Review Existing Information and Plan Evaluation ACTIVITY With your group, review and provide feedback on the DRAFT sample form. “Review of Existing Information”

7. Obtain Informed Consent for Evaluation What: Informing and obtaining consent from parent to conduct the evaluation. Why: In order for the district to move forward the parent must understand and agree to the evaluation. How: What does the this look like in your district? 34 CFR 300.300

8. Meet Evaluation Timelines What: Once the consent is given the district has 60 school days to conduct the evaluation and determine eligibility. Why: To ensure the evaluation and eligibility determination is completed in a timely manner. How: What does the this look like in your district? 34 CFR 300.301

9. Evaluation Timeline “Stop – Starts” YEAR# OF RECORDS 2014 – 2015111 2013 – 2014128 2012 – 2013No data 2011 – 2012116 2010 – 2011No data 2009 – 2010242

10. Review Evaluation Results What: A team review of all the evaluation results. Why: The review of evaluation results is used to determine eligibility and the student’s educational needs. How: What does the this look like in your district? 34 CFR 300.306

11. Determine Eligibility What: Interpreting the evaluation data to determine if the student has a disability and meets criteria for one of the IDEA eligibility categories. Why: To determine if the student qualifies for special education services. How: What does the this look like in your district? 34 CFR 300.306

12. Re-evaluate What: Reevaluation occurs if the student’s needs have changed or if requested by the parent or teacher. Occurs at least every 3 years unless the parent and district agree otherwise. Why: To determine if the student still qualifies for special education or if the student’s needs have changed. How: What does the this look like in your district? 34 CFR 300.303

13. Focus Area: Specific Learning Disability There are two options to determine eligibility under Specific Learning Disability: Patterns of Strengths & Weaknesses Response to Intervention (Discrepancy is NOT an option under Oregon rule) 581-015-2170

14. Focus Area: English Learners Expected differences when learning a second language: ●Phonology - English has more sounds than other languages. (i.e English has 46 sounds while Spanish has 24). ●Articulation – English has sound combinations that may not be present in the student’s first language. It takes time to learn these sounds and time to learn how to produce (coordination of lips/tongue/cheeks/jaw) new words and sentences with fluency.

15. Focus Area: English Learners, cont. Expected differences when learning a second language: ●Syntax/morphology – English uses different word orders and tenses than other languages. Students often overgeneralize rules in their first language when learning English (i.e. “He runed”). ●Semantics - Vocabulary is influenced by experiences, context and exposure to books. Culture plays a huge role in what kids know when they get to school. ●Pragmatics - Rules of how to use language to communicate are influenced by culture. Kids who don’t know the “rules” of English can appear to have a disability.

16. English Learners: Fact or Fiction CHILDREN LEARN SECOND LANGUAGES QUICKLY AND EASILY.

17. English Learners: Fact or Fiction CHILDREN LEARN SECOND LANGUAGES QUICKLY AND EASILY. Answer: Language is a turtle Advice: Learning a second language is as difficult for a child as it is for an adult

18. English Learners: Fact or Fiction THE YOUNGER THE CHILD, THE MORE SKILLED IN ACQUIRING A SECOND LANGUAGE.

19. English Learners: Fact or Fiction THE YOUNGER THE CHILD, THE MORE SKILLED IN ACQUIRING A SECOND LANGUAGE. Answer: Pronunciation-yes, Language-maybe Advice: Exposure does not predict language acquisition

20. English Learners: Fact or Fiction THE MORE TIME STUDENTS SPEND IN A SECOND LANGUAGE CONTEXT, THE QUICKER THEY LEARN THE LANGUAGE.

21. English Learners: Fact or Fiction THE MORE TIME CHILDREN SPEND IN AN ENGLISH LANGUAGE CONTEXT, THE QUICKER THEY LEARN ENGLISH. Answer: Not necessarily Advice: Giving English language learners the support of their home language, when possible, is helpful.

22. English Learners: Fact or Fiction CHILDREN HAVE ACQUIRED A SECOND LANGUAGE ONCE THEY CAN SPEAK IT.

23. English Learners: Fact or Fiction CHILDREN HAVE ACQUIRED A SECOND LANGUAGE ONCE THEY CAN SPEAK IT. Answer: Not necessarily. A child proficient in face-to-face communication may not have achieved proficiency in academic language needed for classroom activities, especially in the later grades. Advice: A child learning in English may have language problems in reading and writing that are not apparent if the child’s oral abilities are used as the gauge of English proficiency.

24. English Learners: Fact or Fiction ALL CHILDREN LEARN A SECOND LANGUAGE IN THE SAME WAY.

25. English Learners: Fact or Fiction ALL CHILDREN LEARN A SECOND LANGUAGE IN THE SAME WAY. Answer: No! Language is learned differently among linguistically and culturally diverse groups as well as within the learners themselves. Mainstream American families and the families of children from other cultural backgrounds have different ways of talking. Advice: Be aware of cultural and individual differences in learner styles. Many children enter school with cognitive and social norms that differ from those that govern the mainstream classroom. Children are likely to be more responsive to a teacher who is sensitive to their language and culture.

26. English Learners: Evaluation Implications Evaluation teams must be knowledgeable about: ● Second language acquisition; ● Culturally responsive instructional practices; ● Appropriate multicultural assessment practices; ● Linguistic and cultural challenges in using standardized test measures; ● Challenges faced by children whose first language is not English; and ● Use of interpreters (oral communication) and translators (written communication).

27. English Learners: Evaluation Implications Some English Learners with limited English exposure have not received appropriate instruction. Others may have had difficulties unrelated to disability such as: ● Interrupted schooling ● Limited formal education ● Medical problems ● Attendance problems due to family mobility

28. Focus Area: Absenteeism Children need to be in school to learn Attendance is one of the strongest predictors of 3rd grade reading and high school graduation Oregon defines “Chronic Absenteeism” as missing school for any reason </= 10% of school days

29. Focus Area: Absenteeism Who is disproportionately affected by chronic absenteeism? Students of color Students who come from low socio-economic status households Students with disabilities

30. Focus Area: Absenteeism HB 2597 When students are absent… ●Requires that parents of students be given written notice that they have the right to request ○ an evaluation to determine if the child requires special education services or; ○ a review of their existing IEP ● A truancy conference cannot be scheduled until/after any evaluations or reviews have been completed

31. Focus Area: Absenteeism Healthier Students Learn Better Educated Students are Healthier

32. Resources Special Education Assessment Process for Culturally and Linguistically Diverse Students-2015 Revision Working with Culturally & Linguistically Diverse Students in the Schools - http://www.asha.org/slp/CLDinSchools/ http://www.asha.org/slp/CLDinSchools/ IDEA: Building the Legacy - http://idea.ed.gov/explore/homehttp://idea.ed.gov/explore/home Parent Center - http://www.parentcenterhub.org/repository/evaluation/#purposes http://www.parentcenterhub.org/repository/evaluation/#purposes