Iowa Child Find

1. Iowa Child Find 2010-2011

2. Do You Remember… Leg Warmers Soda Fountains

3. Do You Remember… Disco Dancing Transistor Radios

4. Do You Remember… Pet Rocks Rubik's Cube

5. Today • You only need to remember back a few months! • We will review slides from last year’s PowerPoint as a reminder. • We will supplement the information with some new slides that will add clarity.

6. Critical Concept #1 General Education Interventions belong to… General Education

7. Iowa Rules of Special Education General Education Interventions 281-41.111(2) • General Education’s Responsibility • Every studentis entitled to supplemental assistance or interventions as needed • Incidental and Occasionalsupport from Special Education staff

8. Iowa Rules of Special Education Progress Monitoring 281-41.314 • Evidence of progress in general education instruction – Standards determined by DE and AEA • Includes sufficiency of data for Part B decisions • “Each public agency shall…”

9. Expectations of General Education • Handout from the Area Education Agency Procedure Manual: Expectations of General Education • Handout: Impact of New Child Find Procedures on AEA Practices

10. Critical Concept #2 Evaluations Begin… When Disability is Suspected!

11. obligation to seek consent & evaluate Suspicion = • Interventions cannot delay evaluation if suspicion exists • Academic progress cannot automatically rule out suspicion of disability • Parents can request evaluation at any time, sometimes the answer is no if no suspicion of disability exists

12. Critical Concept #3 Evaluations must be Comprehensive… Consider all Domains

13. Consider Evaluate guiding questions Consider

14. Critical Concept #4 Change Over Time . . . .

15. Considerations For Implementing Change • Understand this is new for everyone – work in progress • Understand: • Being helpful vs. doing • Incidental vs. planned • Occasional vs. regular

16. Critical Concept #5 Determining Student Needs… The real purpose of evaluation.

17. Identification & Application of Need What does the student need to accelerate learning? What does the student need to be successful and is beyond what general education can do alone? If we know what kids really need – do we have the will to make it happen?

18. Critical Concept #6 Documenting Progress… Is Necessary!

19. Making the Progress Conclusion Defined area of concern/measurable behavior/baseline Targeted intervention; research or evidence based Data collected Comparison of rate of progress with expected rate

20. Critical Concept #7 Exclusionary Factors… May Exclude Kids!

21. Exclusionary Factors… Lack of appropriate instruction in reading, Lack of appropriate instruction in math Limited English proficiency Ecological considerations including: socio-economic status, cultural or ethnic differences, or school attendance or mobility (multiple moves, different districts).

22. Critical Concept #8 Just Say “No”… When Appropriate!

24. Eligibility and Need Questions for Special Education Decisions • What are the educational needs in curriculum, instruction, and environment for the student? • Has this student had ample access and opportunity to learn what is expected in the areas of concern? • Has this student demonstrated performance persistently below the educational standard? • When given intensified opportunity to learn, has this student demonstrated limited progress and response? • Following provision of intensified instruction is the student still significantly discrepant from peers or standard? • With general education and supplemental instruction, is the student’s performance unique or an outlier from a comparable group?

26. Child Found!

27. Special Education • 41.39(1) General. ―Special education means specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability, including: • a. Instruction conducted in the classroom, in the home, in hospitals and institutions, and in other settings; and • b. Instruction in physical education 2010 Rules

28. Specially Designed Instruction 2010 Rules Specially designed instruction means adapting, as appropriate to the needsof an eligible child under this chapter, the content, methodology, or delivery of instruction: (1) To address the unique needs of the child that result from the child’s disability; and (2) To ensure access of the child to the general curriculum, so that the child can meet the educational standards within the jurisdiction of the public agency that apply to all children.

29. So How are We Doing?

30. NAEP • NAEP assessments are reported as scale scores on a 500-point scale, then translated into achievement levels • Below basic • Basic • Proficient • Advanced • Here we use the percent at basic or above as a measure of student achievement • We will also look at overall student performance on the standard scale

35. Punchline • We are above the national NAEP averages still • Other states are growing over the past 18 years far more than we are • In some cases we appear to be losing ground overall

41. Houston, we have a problem… • Not only are our trends overall not good • Our gaps between students with and without disabilities are among the very highest of the high performing states • The gaps in some cases are getting worse, not better

42. Criterion for Improvement • Whatever we do must be • Practical • Reasonable • Doable • Must attend to • Content (Curriculum) • Process (Instruction) • Context (System Structure, Delivery Framework) • Must attend to “Big Ideas” that have been validated for improvement

43. “Big Ideas” Validated by Research • Intervene early when problems are smaller • Use an instructionally relevant and efficient resource deployment system • Use scientifically research-base practice to extent available • Match instruction to individual student needs • Make sure the instruction is sufficiently explicit and sufficiently intense to create sufficient growth • Monitor implementation fidelity of instruction • Monitor student response and change instruction as necessary

44. Time to Change