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

New Special Education Teacher Training (NSETT)

Day 1

2014

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.

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

program,2 things I want to know more about, and1 thing I especially love to do or feel

particularly successful 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 Support Staff – now hiring• State Department of Education

Last updated April 2014

Position Supported by:

Director – Dr. Bonnie Gallant Lily Robb

Quality Assurance & Reporting – Richard O’Dell

Alisa Fewkes

Special Population – Vacant Alisa Fewkes

Dispute Resolution – Melanie Reese Lily Robb

Early Childhood & Interagency – Shannon Dunstan

Grace Dehner

Secondary Special Education - Alison Lowenthal

Alisa Fewkes

Funding and Accountability – Lester Wyer Grace Dehner

http://www.sde.idaho.gov/site/special_edu/docs/directors/Special%20Education%20-%20Central%20Office.pdf

Regional Special Education Offices

Coeur d’Alene

Moscow

Boise

Twin Falls

Pocatello

11

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 8th Ave. STOP 8059

Pocatello, Idaho 83301

208-282-3610

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

Special Education Statewide Technical Assistance (SESTA)

Center for School Improvement & Policy Studies, BSU

Katie Buback

SESTA Director

[email protected]

Shane Burrup

PBIS Coordinator

[email protected]

Sydney Fox

SESTA Program Manager

[email protected]

David Klungle

SESTA Program Coordinator

[email protected]

Idaho Training Clearinghouse

Cari [email protected]

Autism SupportsBarbara Broyles

[email protected]

Professional DevelopmentRobin [email protected]

Assistive Technology Technical Assistance

Janice [email protected]

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

•Online Training Registration

•Online Communities

•Webinars

•Resource Links

•In-service Credit Offerings

Email: [email protected]

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

http://www.sde.idaho.gov/site/special_edu/manual.ht

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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, and • Curriculum and instruction.

Framework for Teaching:Evaluating Effective Teaching Practices

The Charlotte Danielson Model

See handout #1

Special Education Process

See handout #2

Child Find: two doors into special education

Early Childhood Transition

Referrals by teachers, parents, adult students, etc.

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.

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 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.

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 - www.healthandwelfare.idaho.gov/portals/o/children/IELeGuidelines/whnjs.htm

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.

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.

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

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.

Consideration to conduct a Special Education Evaluation

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

Starting the Referral Process

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

Form, • Procedural Safeguards Notice (Chapter 11), and • Request for Input Form.

*

Evaluation TeamThe 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.

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.),

• Non-adult aged student (if appropriate), and • 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,• 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.

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.

“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• 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.

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.

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.

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.

“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.

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, and– 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 or adult student.

Three Prong Rule

67

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

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)

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.) and

– 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, and– LEP is not the determinant factor of eligibility.

• There should be documentation on:– Referral to Consider Special Education form and – 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 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.

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.

“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 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!

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