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Fall 2011

Child Find and Eligibility Determination for AEA Special Education Support Staff. Fall 2011. Day 1. What’s New?. 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.

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Fall 2011

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

  2. What’s New? • 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

  3. Access to Materials • AEA 267 Home Page • www.aea267.k12.ia.us • staff website • username: aeastaff • password: aea267ia • Child Find & Eligibility Determination PD Materials

  4. Outline of Training Days

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

  6. Requirements for Support Staff • 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. • 1st FIE/Reevaluation to be completed by 1/20/2012 • 2nd FIE/Reevalaution to be completed by 6/1/2012

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

  8. Overview of Child Find Eligibility Determination Process

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

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

  11. Why Examine RtI Data? 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.

  12. Eligibility Determination Flowchart See page 14

  13. Suspecting DisabilityGuiding Principles • “Screening-level” decision • Professional judgment required • Suspicion of disability is not validation of disability

  14. Conditions for Suspecting Disability • 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

  15. Consent – Performance Domains • Academic • Health • Adaptive Behavior • Behavior • Hearing/Vision • Physical • Communication

  16. Purposes of Evaluation Determine Educational Interventions Determine Eligibility

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

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

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

  20. Educational Evaluation • Based on educationally relevant information • Gathered through the Review, Interview, Observation and Test/Task(RIOT)methods

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

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

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

  24. Functional Assessment Steps • Determine what information is known and unknown • Use unknown information to develop assessment questions • Collect additional data based on the developed questions

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

  26. Eligibility Decision Tells us whether or not interventions require special education resources Tells us what and how to teach = Eligibility Decision Progress Discrepancy Needs + + = 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

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

  28. Progress Evaluation

  29. Educational Progress Is… • 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.

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

  31. Assumptions • 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

  32. From the New EER:Progress Over Time 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).

  33. RtI Progress 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 interventionswere in place.

  34. Progress Iowa Core Concepts and Skills, Early Learning Standards and Benchmarks, or District Standards and Benchmarks R

  35. Standards For Comparisons Identify, in each area of concern; • broad based standards • essential concepts and skills that allpeers are expected to achieve.

  36. Progress Individual’s Response to Intervention R

  37. Using multiple assessment methods and data sources… 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.

  38. Summarize the Individual’s Response • supplemental or intensified instruction, curriculum, & environmental changes provided to address the areas of concern • how the above were determined to be matched to the individual’s needs • how the above were implemented

  39. Progress Standard for Comparison and Expected Level of Performance prior to Supplemental or Intensified Instruction R

  40. Analysis Methods Used to Make Progress Comparisons Most Salient • Comparison to same age peer group • Comparison to historical progress • Comparison to younger peer group • Comparison to goal expectation • Comparison to mastery level Least Salient

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

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

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

  44. Example of Comparison to Same Age Peers – School Age

  45. Example of Comparison to Same Age Peers – Early Childhood

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

  47. Example of Comparison to Historical Progress – School Age

  48. Example of Comparison to Historical Progress – Early Childhood

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

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