1 / 63

Office of Specialized Services

Office of Specialized Services. Case Manager Meeting February 2011. Agenda Overview. Welcome Program Updates Snapshot Resolution Process New Food Allergy Policy Elementary School Promotion Criteria ESY Early Childhood Activity: Scheduling students to meet their IEP minutes

raiden
Télécharger la présentation

Office of Specialized Services

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Office of Specialized Services Case Manager Meeting February 2011

  2. Agenda Overview Welcome Program Updates Snapshot Resolution Process New Food Allergy Policy Elementary School Promotion Criteria ESY Early Childhood Activity: Scheduling students to meet their IEP minutes Question and Answer

  3. Case Manager’s Meetings 2010-2011 • Small group meetings • More opportunity for discussion • More time for questions and answers • Opportunity to learn from each other • Schedule • September 2010 • October 2010 • November 2010/December 2010 • January 2011 • February 2011 • April 2011

  4. ShareWhat You Have Learned: With principals Policy changes School data Best practices With teachers Best practices in the classroom Strategies IEP development

  5. Theory of Action Better academic performance of students with disabilities Improved access to the curriculum for students with disabilities Improve the quality of IEPs and assure implementation of IEPs In the Spring 2011 Snapshot, school can evidence how much progress they have made in these areas. PLEASE USE YOUR SPRING 2010 SNAPSHHOT RESULTS TO GUIDE YOU TO IMPROVE YOUR PRACTICES AND OVERALL SUPPORT TO STUDENTS WITH DISABILITIES.

  6. Snapshot Toolkit is ONLINE!!! • At the bottom of the OSES web page, under “Resources” • http://www.cps.edu/Programs/Pathways_to_success/SpecialEducationandSupports/Pages/OfficeofSpecialEducationandSupports.aspx

  7. Discussion--Snapshot • What practices have changed since you have reviewed your Snapshot? • What areas are you focusing on? • What have you done to make progress? • How do you KNOW your school has made progress? • Are you self monitoring? • Using what tools? • Have you used resources from the Toolkit? • Which ones have been helpful?

  8. The Resolution Process • Starting in February, OSES will be standardizing how we support schools in resolving issues. • CAOs and principals have received communication about this.

  9. Expectations: What do we expect? Co-accountability to support student learning and outcomes on an ongoing basis.

  10. Roles: Who does what? ROLES CRITICAL PRACTICE Responsible Supporting Accountable **Other practices will be reviewed every 6 months to determine whether they should be included in general list.

  11. Steps for Resolution 1 2 3 Critical practice or need arises that needs to be addressed SSA discusses practice with principal and they co-develop a resolution plan with timelines. SSA sends summary via email. SSA reminds principal about action; copies CAO, OSES Director of Special Ed Support OSES officer communicates with CAO to determine next steps, including a possible referral to the law department and/or Employee Relations CHECK: Was issue resolved? If yes, all done. If no, proceed to Step 2. CHECK: Was issue resolved? If yes, all done. If no, proceed to Step 3.

  12. Suggested Timelines SUGGESTED TIME FOR RESOLUTION* Immediate 1 week Natural break KEY ISSUE OCCURS *Timeline applies in all situations except state monitoring visits, when timelines will be dictated externally. **Other issues will be reviewed every 6 months to determine whether they should be included in general list.

  13. SSM Support Review eIEP Case Management Checklist and Tips Review Evaluation Prior to Triennial process Review Evaluation to Add Services process – Assessment results in General Considerations in IEP - Minutes in LRE Grid

  14. IEP Updates IEP/504 Paper solution – Food Allergies Data Extract report Food Allergy Paper form for IEP/504 Process Map Procedure Notice

  15. Food Allergy Management PolicyAdopted 1/26/11 Includes food allergies, food intolerances that affect ability to participate in school/activities Other life threatening allergies (insect stings, latex, medications) Principals ANNUALLY request information from parents about food allergies (food allergy disclosure form)

  16. Food Allergy Management PolicyAdopted 1/26/11 Every child with a documented allergy must be offered a 504 or IEP Now will include Individual Health Care Plan Identifies what the school will do to accommodate needs of the student (exposure risk reduction, etc) Allergy Emergency Action Plan Identifies what to do when there is exposure to allergen Emergency Medication Identification Identifies who is trained to administer medicine, where medicine is, who monitors medicine for expiration)

  17. Food Allergy Management PolicyAdopted 1/26/11 Emergency Response Call 911 And if an epi pen has been injected, regardless of response of the student, call 911

  18. Elementary school promotion

  19. Elementary School Promotion Policy • The CPS promotion policy applies to ALL students and has multiple sections. We are only addressing two: • Part II (Promotion) • Part III (Retention) • Part II of the policy allows IEP teams to modify the promotion and graduation criteria through Section 13 of the IEP • Given the supports and services provided within a student’s IEP, the need to modify the promotion and graduation criteria should occur on a limited basis • Part III applies to all students and cannot be modified

  20. Elementary School Promotion Policy • Refer to the Promotion policy (Part II) for the specific detail of the below standard criteria • ISAT Achievement level • Academic Performance • Reading and Math (“C” grade or better) • Additional writing component for 8th grade (“C” grade or better) • Attendance • U.S. and Illinois Constitution must be passed • The IEP team must consider each criterion and whether, after implementation of all other IEP supports, the student’s disability continues to impact the student’s ability to meet the above criteria

  21. Modifying Elementary School Promotion Policy in the IEP • When modifying promotion and graduation criteria, the modifications should be student-specific and individualized based on how the student’s disability impacts this particular student • When modifying the promotion/graduation criteria, all 4 components of the criteria should be addressed by the IEP team • If any of the 4 components of the promotion criteria are not addressed in the IEP, the assumption is that the unaddressed will not apply to the student’s promotion determination

  22. Elementary School Promotion Policy • Case Study – 6th grade student with a learning disability and no medical concerns • IEP Section 10 provides accommodations for reading and standardized testing. The student performs at grade level in math. • Special education teacher provides direct services in a separate setting for entire reading block • IEP team modified criteria and indicated “student will meet IEP goals and benchmarks”. • Student meets IEP goal for reading, receives a “D” in math, met the 24th percentile requirement for math ISAT but not reading, and has 15 unexcused absences. • What is the outcome for this student in terms of promotion?

  23. Elementary School Promotion Policy • Case Study – 8th grade student with intellectual disability (severe cognitive) and other health impairment (medically fragile) • Special education teacher provides direct services in a separate setting for all core subject areas and provides a significantly modified curriculum • The student takes the IAA • Parent has expressed that she believes her child “is not ready to move on the high school” • IEP team modified criteria and indicated “The student will meet his goals and benchmarks and takes the IAA”. • Student meets all goals and benchmarks, takes the IAA, and has 3 unexcused absences, and passes a significantly modified U.S. and IL constitution test. The IEP team wishes to honor the parent’s request to retain this student. • What is the outcome for this student in terms of promotion?

  24. Elementary School Promotion Policy • The retention section (Part III) of the policy indicates: • Students in grades 1-8 can be retained in a grade for a second year only one time during these grade cycles: 1-3, 4-6 and 7-8. • Summer school is required during benchmark years when promotion criteria is not met • Kindergarten students may not be retained • Student will attend the Achievement Academy if they: • are 15 years old or will be 15 years old on or before September 1stst of the following school year; and/or • have been previously retained in the 7-8 grade cycle • Retention factors cannot be modified, either by eliminating or adding an additional factor

  25. Extended School year

  26. Extended School Year (ESY) 2010-2011 • Definition of Extended School Year (ESY) • Federal Regulations state “…special education and related services that are provided to a student with a disability; • beyond the normal school year of the public agency; • at no cost to the parents of the student; and • meet the standards of the local education agency (LEA).” • ESY services must be provided only if a student’s IEP team determines, on an individual basis, that the services are necessary for the provision of a free and appropriate public education (FAPE) to the student.

  27. ESY Eligibility Criteria • The IEP Team must consider the following criteria in determining the need for ESY services: • Regression/Recoupment: significant regression of previously learned skills during a break in instruction and limited or delayed recoupment of these skills. • Critical/Emerging: ability to acquire a skill during a critical point of acquisition or readiness that may be lost or greatly reduced as a result of a break in instruction. • Special or Unusual Circumstances: the effect of other factors that prevent goal attainment.

  28. ESY Data Collection and Review • Determining ESY eligibility is an ongoing process of instruction, assessment of student performance, and data collection throughout the school year. Possible sources of information regarding a student’s educational needs and potential recoupment issues include the following: • Progress reports maintained by service providers • Observations and/or anecdotal information from educators and/or parents • Results of testing including standards-based, curriculum based, and criterion referenced • Portfolio of student work

  29. ESY Data Collection Periods2010-2011 Regular School Calendar Year Round School Calendar (Track E) Post Summer Break – Aug. 2010 Pre/Post Fall Break Week of Sept. 20, 2010 Week of Oct. 12, 2010 until student recoups skills Pre/Post Winter Break Week of Dec. 6, 2010 Week of Jan. 3, 2011 until student recoups skills Pre/Post Spring Break Week of Apr. 4, 2011 Week of Apr. 25, 2011 until student recoups skills Pre Summer Break Week of June 6, 2011 If student is attending ESY, at conclusion of the ESY Program • Post Summer Break – Sept. 2010 • Pre/Post Winter Break • Week of Dec. 13, 2010 • Week of Jan. 3, 2011 until student recoups skills • Pre/Post Spring Break • Week of Apr. 11, 2011 • Week of Apr. 25, 2011 until student recoups skills • Pre Summer Break • Week of June 6, 2011 • If student is attending ESY, at conclusion of the ESY Program

  30. ESY Data/Documentation Review August/September 2010 - June 2011 Consult with special education service providers to review the list of students who are projected or currently eligible for ESY services Check each student’s ESY eligibility information for accuracy in IMPACT/SSM REMEMBER: the minutes per week of services for students eligible for ESY is less than the regular school year, as the ESY Program days are shorter. Please factor mpw using approx. 2/3 of the minutes a student would receive during the regular school year. Follow procedural safeguards to update and/or ensure accuracy of information as necessary Place completed ESY Data Summary Form and all supporting data/documentation in a folder for review by the IEP team/and or an OSES Administrator

  31. ESY and Track E Schools • The schools on a Track E school calendar use the same ESY eligibility criteria as schools on a regular school calendar. • Schools operating on a Track E school calendar should carefully consider student need for ESY services, noting that the Track E school calendar: • is divided into multiple intercessions • maximizes a student's opportunity to learn • is designed to minimize “learning loss” for students who otherwise would be out of school an entire summer • When determining the number of weeks of a student's ESY program, the IEP team should also consider the start and end dates of the summer intercession. • Example: Track E • Summer Intercession (June 20 – August 5, 2011) • Teacher Institute Day (August 3, 2011) • Classes resume for 2011 school year on August 8, 2011

  32. ESY 2011 Case Managers Planning Timeline • August 2010 – April 2011 (Track E) September 2010 - April 2011 (Regular Track) • Collect ESY student eligibility data/documentation during instructional breaks • Use data/documentation to determine ESY eligibility • February 1 – 25, 2011 ESY Eligibility Data/Documentation Review Process (OSES review of the data/documentation utilized by the IEP team to determine ESY eligibility) • March 28, 2011 – Program Planning and Implementation Package provided to ESY sites by OSES • April 4-8, 2011– Notify parents of ESY eligibility, distribute and collect signed parental consent letters

  33. ESY 2011 Case Managers Planning Timeline (Cont.) • April 29, 2011 - Deadline for entering ESY enrollment/transportation into IMPACT/SSM • May 6, 2011 - Deadline for teachers and ESPs to submit employment applications • May 11, 2011 - Impact/SSM entries identifying students eligible for ESY for summer 2011 must be completed • June 16, 2011 – Professional development for ESY teachers • June 20, 2011 - ESY Program begins for all staff and students

  34. 01.11.11 DRAFT RtI toolkit: Section H Data-driven, assessment-based process to identify students who are suspected of having a learning disability and may require special education services .    Office of Teaching and Learning and Office of Special Education and Supports

  35. 01.11.11 DRAFT RtI and the Evaluation Process: The Reality • Identification of LD • IQ/Achievement discrepancy – not allowed • RtI data – required • Evidence of Tier 1 implemented with fidelity • Discrepancy (at one point in time) • Instructional Needs • Educational Progress (Over Time ) • Additional considerations Low academic achievement is not evidence of a learning disability if a research-based and standards-based curricula in reading and math is not in place and/or evidence of high quality, differentiated instruction cannot be demonstrated

  36. 01.11.11 DRAFT RtI and the Evaluation Process: Advantages to using RtI data in LD eligibility • Proactive rather than reactive approach • Progress monitoring: early and frequent • Focuses on the learning environment to maximize learning opportunities for the student • Benefits all students NOTE: RtI is provided for 100% of the student population. Those students who are already identified as having a disability should be included in all aspects of the RtI process.

  37. 01.11.11 DRAFT RtI and the Evaluation Process: Eligibility Determination for LD • Referrals • Written request • May be made at ANY TIME • Must identify educational concern in: • Academic Performance; • Social Emotional Learning; and/or • Communication • School must respond in writing within 14 school days • Not all referrals result in a full individual evaluation being conducted • The same procedures apply for students who have been parentally placed in private schools • Schools may not use the RtI process as a reason to deny an evaluation of a student suspected of having a learning disability or to try to convince parents not to request an evaluation • Tiered RtI support and RtI data collection should occur immediately and concurrently while proceeding with the eligibility determination process • Consider other disabilities under IDEA or eligibility under Section 504

  38. 01.11.11 DRAFT RtI and the Evaluation Process: Practice Activities • Whole Group – Walkthrough - Purple Scenario • Individual (or Small Group) Practice: • Yellow Scenario • Pink Scenario • Blue Scenario • Green Scenario • Whole Group Discussion • Volunteers for each scenario • Whole Group – Walkthrough - Brown Scenario

  39. Year 1 DRAFT – v10 - 01.12.11 Referral for an Initial Evaluation – CPS – 2010 - 2011 Yes, RtI data has been collected. The student has/has not been provided with research-based standards-based core instruction and Tier 2 and/or Tier 3 Interventions and data has been collected to track the student’s rate of improvement Yes, the student has made appropriate progress through interventions (tiers) and data has been collected At this time, the team can deny the request for an evaluation based upon the decision that concerns in the request can be addressed through high quality classroom practices using differentiated instruction along with specifically tiered interventions Notice of decision must be sent within 14 school days • Case Manager with IEP Team determines if current available information (including RtI data) indicates student-based educational concern in any of the following areas: • Academic performance; • Communication; or • Social emotional learning Yes, the Team suspects that the student may have a specific learning disability Evaluation Request Received By School Yes, there is a student based educational concern in one of the 3 areas F B No, the student has not made progress through interventions(tiers) References RtI Data A E Specific special education evaluation process The team should agree to the Initial Evaluation based on the concerns and lack of data and IMMEDIATELY and CONCURRENTLY implement tiered interventions and collect relevant data. NOTE: Notice of decision must be sent within 14 school days No, RtI data has not been collected. The student has/has not been provided with research-based standards-based core instruction and Tier 2 and/or Tier 3 Interventions and data has been collected to track the student’s rate of improvement No, the team determined that through general education and based on the student’s documented progress, the student can make educational progress in an age appropriate curriculum with the use of high quality classroom practices and interventions using differentiated instruction No, the team suspects the concerns are related to another area or areas (e.g. Speech, Behavior, Cognitive Impairment, etc.) Yes, IEP is written, all members of the team including the parent sign the IEP, a copy of the IEP is given to the parent, and IEP is implemented A Is there a student-based educational concern? Does the Team suspect that the student has a specific learning disability? B Assessment Planning (Domain Meeting) Occurs C Does the student have a disability that requires specialized instruction? C No, the team determines based on the data and the assessments the student is not eligible for specialized instruction Team convenes Eligibility Determination Meeting to review data collection and appropriate assessments and determines whether or not the student has a disability and is eligible for special education and/or related services Parental Consent Obtained Does the student have a disability that does not require specialized instruction? D At this time, the team can deny the request for an evaluation based upon the decision that the concerns expressed in the request for evaluation can be addressed with the use of high quality classroom practices using differentiated instruction and interventions Notice of decision must be sent within 14 school days Has the student been provided with research-based standards-based core instruction and Tier 2 and/or Tier 3 Interventions (RtI) and has data been collected to track the student’s rate of improvement? D E 60 day timeframe begins Yes, the student has a disability that does not require specialized instruction No, the student does not have a disability Notification of FIE sent to Parent Has the student made appropriate progress through interventions? F Team develops 504 Plan Student is not eligible for either an IEP or a 504 Plan

  40. 01.11.11 DRAFT RtI and the Evaluation Process: The Role of clinicians in RtI • Clinicians are expected to: • Provide supports and services to students with disabilities through a continuum of services as delineated in IEPs and Section 504 Plans • Participate in FIE process by aiding in eligibility determinations • Assist in developing IEPs • Participate in the RtI processes NOTE: The Office of Special Education and Supports collaborates with the Office of Teaching + Learning regarding ALL RtI-related questions.

  41. 01.11.11 DRAFT RtI and the Evaluation Process: Additional Questions and Comments • Questions? • Additions? • For additional RtI related questions or concerns, please contact: Jason Franzke Director of RtI Implementation Office of Teaching + Learning Chicago Public Schools (773) 553-5235 jpfranzke@cps.k12.il.us • The Teaching + Learning Website offers a wealth of resources and can be found at: http://www.chicagoteachingandlearning.org • For questions specific to special education, you can also contact your Area Specialized Services Administrator NOTE: The Office of Special Education and Supports collaborates with the Office of Teaching + Learning regarding ALL RtI-related questions.

  42. Year 1 DRAFT – v11 - 01.13.11 Referral for an Initial Evaluation – CPS – 2010 - 2011 Yes, RtI data has been collected. The student has/has not been provided with research-based standards-based core instruction and Tier 2 and/or Tier 3 Interventions and data has been collected to track the student’s rate of improvement Yes, RtI data has been collected. The student has/has not been provided with research-based standards-based core instruction and Tier 2 and/or Tier 3 Interventions and data has been collected to track the student’s rate of improvement Yes, the student has made appropriate progress through interventions (tiers) and data has been collected Yes, the student has made appropriate progress through interventions (tiers) and data has been collected At this time, the team can deny the request for an evaluation based upon the decision that concerns in the request can be addressed through high quality classroom practices using differentiated instruction along with specifically tiered interventions Notice of decision must be sent within 14 school days • Case Manager with IEP Team determines if current available information (including RtI data) indicates student-based educational concern in any of the following areas: • Academic performance; • Communication; or • Social emotional learning • Case Manager with IEP Team determines if current available information (including RtI data) indicates student-based educational concern in any of the following areas: • Academic performance; • Communication; or • Social emotional learning Yes, the Team suspects that the student may have a specific learning disability Yes, the Team suspects that the student may have a specific learning disability Evaluation Request Received By School Evaluation Request Received By School Yes, there is a student based educational concern in one of the 3 areas Yes, there is a student based educational concern in one of the 3 areas F B No, the student has not made progress through interventions(tiers) References RtI Data A E Specific special education evaluation process The team should agree to the Initial Evaluation based on the concerns and lack of data and IMMEDIATELY and CONCURRENTLY implement tiered interventions and collect relevant data. NOTE: Notice of decision must be sent within 14 school days No, RtI data has not been collected. The student has/has not been provided with research-based standards-based core instruction and Tier 2 and/or Tier 3 Interventions and data has been collected to track the student’s rate of improvement No, the team determined that through general education and based on the student’s documented progress, the student can make educational progress in an age appropriate curriculum with the use of high quality classroom practices and interventions using differentiated instruction No, the team suspects the concerns are related to another area or areas (e.g. Speech, Behavior, Cognitive Impairment, etc.) Yes, IEP is written, all members of the team including the parent sign the IEP, a copy of the IEP is given to the parent, and IEP is implemented A Is there a student-based educational concern? Does the Team suspect that the student has a specific learning disability? B Assessment Planning (Domain Meeting) Occurs C Does the student have a disability that requires specialized instruction? C No, the team determines based on the data and the assessments the student is not eligible for specialized instruction Team convenes Eligibility Determination Meeting to review data collection and appropriate assessments and determines whether or not the student has a disability and is eligible for special education and/or related services Parental Consent Obtained Does the student have a disability that does not require specialized instruction? D At this time, the team can deny the request for an evaluation based upon the decision that the concerns expressed in the request for evaluation can be addressed with the use of high quality classroom practices using differentiated instruction and interventions Notice of decision must be sent within 14 school days Has the student been provided with research-based standards-based core instruction and Tier 2 and/or Tier 3 Interventions (RtI) and has data been collected to track the student’s rate of improvement? D E 60 school day timeframe begins Yes, the student has a disability that does not require specialized instruction No, the student does not have a disability Notification of FIE sent to Parent Has the student made appropriate progress through interventions? F Team develops 504 Plan Student is not eligible for either an IEP or a 504 Plan

  43. Year 1 DRAFT – v11 - 01.13.11 Referral for an Initial Evaluation – CPS – 2010 - 2011 Yes, RtI data has been collected. The student has/has not been provided with research-based standards-based core instruction and Tier 2 and/or Tier 3 Interventions and data has been collected to track the student’s rate of improvement Yes, the student has made appropriate progress through interventions (tiers) and data has been collected At this time, the team can deny the request for an evaluation based upon the decision that concerns in the request can be addressed through high quality classroom practices using differentiated instruction along with specifically tiered interventions Notice of decision must be sent within 14 school days • Case Manager with IEP Team determines if current available information (including RtI data) indicates student-based educational concern in any of the following areas: • Academic performance; • Communication; or • Social emotional learning • Case Manager with IEP Team determines if current available information (including RtI data) indicates student-based educational concern in any of the following areas: • Academic performance; • Communication; or • Social emotional learning Yes, the Team suspects that the student may have a specific learning disability Evaluation Request Received By School Evaluation Request Received By School Yes, there is a student based educational concern in one of the 3 areas Yes, there is a student based educational concern in one of the 3 areas F B No, the student has not made progress through interventions(tiers) References RtI Data A E Specific special education evaluation process The team should agree to the Initial Evaluation based on the concerns and lack of data and IMMEDIATELY and CONCURRENTLY implement tiered interventions and collect relevant data. NOTE: Notice of decision must be sent within 14 school days No, RtI data has not been collected. The student has/has not been provided with research-based standards-based core instruction and Tier 2 and/or Tier 3 Interventions and data has been collected to track the student’s rate of improvement No, the team determined that through general education and based on the student’s documented progress, the student can make educational progress in an age appropriate curriculum with the use of high quality classroom practices and interventions using differentiated instruction No, the team suspects the concerns are related to another area or areas (e.g. Speech, Behavior, Cognitive Impairment, etc.) No, the team suspects the concerns are related to another area or areas (e.g. Speech, Behavior, Cognitive Impairment, etc.) Yes, IEP is written, all members of the team including the parent sign the IEP, a copy of the IEP is given to the parent, and IEP is implemented A Is there a student-based educational concern? Does the Team suspect that the student has a specific learning disability? B Assessment Planning (Domain Meeting) Occurs C Does the student have a disability that requires specialized instruction? C No, the team determines based on the data and the assessments the student is not eligible for specialized instruction Team convenes Eligibility Determination Meeting to review data collection and appropriate assessments and determines whether or not the student has a disability and is eligible for special education and/or related services Parental Consent Obtained Does the student have a disability that does not require specialized instruction? D At this time, the team can deny the request for an evaluation based upon the decision that the concerns expressed in the request for evaluation can be addressed with the use of high quality classroom practices using differentiated instruction and interventions Notice of decision must be sent within 14 school days Has the student been provided with research-based standards-based core instruction and Tier 2 and/or Tier 3 Interventions (RtI) and has data been collected to track the student’s rate of improvement? D E 60 school day timeframe begins Yes, the student has a disability that does not require specialized instruction No, the student does not have a disability Notification of FIE sent to Parent Has the student made appropriate progress through interventions? F Team develops 504 Plan Student is not eligible for either an IEP or a 504 Plan

  44. Year 1 DRAFT – v11 - 01.13.11 Referral for an Initial Evaluation – CPS – 2010 - 2011 Yes, RtI data has been collected. The student has/has not been provided with research-based standards-based core instruction and Tier 2 and/or Tier 3 Interventions and data has been collected to track the student’s rate of improvement Yes, the student has made appropriate progress through interventions (tiers) and data has been collected At this time, the team can deny the request for an evaluation based upon the decision that concerns in the request can be addressed through high quality classroom practices using differentiated instruction along with specifically tiered interventions Notice of decision must be sent within 14 school days • Case Manager with IEP Team determines if current available information (including RtI data) indicates student-based educational concern in any of the following areas: • Academic performance; • Communication; or • Social emotional learning • Case Manager with IEP Team determines if current available information (including RtI data) indicates student-based educational concern in any of the following areas: • Academic performance; • Communication; or • Social emotional learning Yes, the Team suspects that the student may have a specific learning disability Yes, the Team suspects that the student may have a specific learning disability Evaluation Request Received By School Evaluation Request Received By School Yes, there is a student based educational concern in one of the 3 areas Yes, there is a student based educational concern in one of the 3 areas F B No, the student has not made progress through interventions(tiers) References RtI Data A E Specific special education evaluation process The team should agree to the Initial Evaluation based on the concerns and lack of data and IMMEDIATELY and CONCURRENTLY implement tiered interventions and collect relevant data. NOTE: Notice of decision must be sent within 14 school days The team should agree to the Initial Evaluation based on the concerns and lack of data and IMMEDIATELY and CONCURRENTLY implement tiered interventions and collect relevant data. NOTE: Notice of decision must be sent within 14 school days No, RtI data has not been collected. The student has/has not been provided with research-based standards-based core instruction and Tier 2 and/or Tier 3 Interventions and data has been collected to track the student’s rate of improvement No, RtI data has not been collected. The student has/has not been provided with research-based standards-based core instruction and Tier 2 and/or Tier 3 Interventions and data has been collected to track the student’s rate of improvement No, the team determined that through general education and based on the student’s documented progress, the student can make educational progress in an age appropriate curriculum with the use of high quality classroom practices and interventions using differentiated instruction No, the team suspects the concerns are related to another area or areas (e.g. Speech, Behavior, Cognitive Impairment, etc.) Yes, IEP is written, all members of the team including the parent sign the IEP, a copy of the IEP is given to the parent, and IEP is implemented A Is there a student-based educational concern? Does the Team suspect that the student has a specific learning disability? B Assessment Planning (Domain Meeting) Occurs C Does the student have a disability that requires specialized instruction? C No, the team determines based on the data and the assessments the student is not eligible for specialized instruction Team convenes Eligibility Determination Meeting to review data collection and appropriate assessments and determines whether or not the student has a disability and is eligible for special education and/or related services Parental Consent Obtained Does the student have a disability that does not require specialized instruction? D At this time, the team can deny the request for an evaluation based upon the decision that the concerns expressed in the request for evaluation can be addressed with the use of high quality classroom practices using differentiated instruction and interventions Notice of decision must be sent within 14 school days Has the student been provided with research-based standards-based core instruction and Tier 2 and/or Tier 3 Interventions (RtI) and has data been collected to track the student’s rate of improvement? D E 60 school day timeframe begins Yes, the student has a disability that does not require specialized instruction No, the student does not have a disability Notification of FIE sent to Parent Has the student made appropriate progress through interventions? F Team develops 504 Plan Student is not eligible for either an IEP or a 504 Plan

  45. Year 1 DRAFT – v11 - 01.13.11 Referral for an Initial Evaluation – CPS – 2010 - 2011 Yes, RtI data has been collected. The student has/has not been provided with research-based standards-based core instruction and Tier 2 and/or Tier 3 Interventions and data has been collected to track the student’s rate of improvement Yes, the student has made appropriate progress through interventions (tiers) and data has been collected At this time, the team can deny the request for an evaluation based upon the decision that concerns in the request can be addressed through high quality classroom practices using differentiated instruction along with specifically tiered interventions Notice of decision must be sent within 14 school days • Case Manager with IEP Team determines if current available information (including RtI data) indicates student-based educational concern in any of the following areas: • Academic performance; • Communication; or • Social emotional learning • Case Manager with IEP Team determines if current available information (including RtI data) indicates student-based educational concern in any of the following areas: • Academic performance; • Communication; or • Social emotional learning Yes, the Team suspects that the student may have a specific learning disability Evaluation Request Received By School Evaluation Request Received By School Yes, there is a student based educational concern in one of the 3 areas F B No, the student has not made progress through interventions(tiers) References RtI Data A E Specific special education evaluation process The team should agree to the Initial Evaluation based on the concerns and lack of data and IMMEDIATELY and CONCURRENTLY implement tiered interventions and collect relevant data. NOTE: Notice of decision must be sent within 14 school days No, RtI data has not been collected. The student has/has not been provided with research-based standards-based core instruction and Tier 2 and/or Tier 3 Interventions and data has been collected to track the student’s rate of improvement No, the team determined that through general education and based on the student’s documented progress, the student can make educational progress in an age appropriate curriculum with the use of high quality classroom practices and interventions using differentiated instruction No, the team determined that through general education and based on the student’s documented progress, the student can make educational progress in an age appropriate curriculum with the use of high quality classroom practices and interventions using differentiated instruction No, the team suspects the concerns are related to another area or areas (e.g. Speech, Behavior, Cognitive Impairment, etc.) Yes, IEP is written, all members of the team including the parent sign the IEP, a copy of the IEP is given to the parent, and IEP is implemented A Is there a student-based educational concern? Does the Team suspect that the student has a specific learning disability? B Assessment Planning (Domain Meeting) Occurs C Does the student have a disability that requires specialized instruction? C No, the team determines based on the data and the assessments the student is not eligible for specialized instruction Team convenes Eligibility Determination Meeting to review data collection and appropriate assessments and determines whether or not the student has a disability and is eligible for special education and/or related services Parental Consent Obtained Does the student have a disability that does not require specialized instruction? D At this time, the team can deny the request for an evaluation based upon the decision that the concerns expressed in the request for evaluation can be addressed with the use of high quality classroom practices using differentiated instruction and interventions Notice of decision must be sent within 14 school days Has the student been provided with research-based standards-based core instruction and Tier 2 and/or Tier 3 Interventions (RtI) and has data been collected to track the student’s rate of improvement? D E 60 school day timeframe begins Yes, the student has a disability that does not require specialized instruction No, the student does not have a disability Notification of FIE sent to Parent Has the student made appropriate progress through interventions? F Team develops 504 Plan Student is not eligible for either an IEP or a 504 Plan

  46. Year 1 DRAFT – v11 - 01.13.11 Referral for an Initial Evaluation – CPS – 2010 - 2011 Yes, RtI data has been collected. The student has/has not been provided with research-based standards-based core instruction and Tier 2 and/or Tier 3 Interventions and data has been collected to track the student’s rate of improvement Yes, RtI data has been collected. The student has/has not been provided with research-based standards-based core instruction and Tier 2 and/or Tier 3 Interventions and data has been collected to track the student’s rate of improvement Yes, the student has made appropriate progress through interventions (tiers) and data has been collected At this time, the team can deny the request for an evaluation based upon the decision that concerns in the request can be addressed through high quality classroom practices using differentiated instruction along with specifically tiered interventions Notice of decision must be sent within 14 school days • Case Manager with IEP Team determines if current available information (including RtI data) indicates student-based educational concern in any of the following areas: • Academic performance; • Communication; or • Social emotional learning • Case Manager with IEP Team determines if current available information (including RtI data) indicates student-based educational concern in any of the following areas: • Academic performance; • Communication; or • Social emotional learning Yes, the Team suspects that the student may have a specific learning disability Yes, the Team suspects that the student may have a specific learning disability Evaluation Request Received By School Evaluation Request Received By School Yes, there is a student based educational concern in one of the 3 areas Yes, there is a student based educational concern in one of the 3 areas F B No, the student has not made progress through interventions(tiers) No, the student has not made progress through interventions(tiers) References RtI Data A E Specific special education evaluation process The team should agree to the Initial Evaluation based on the concerns and lack of data and IMMEDIATELY and CONCURRENTLY implement tiered interventions and collect relevant data. NOTE: Notice of decision must be sent within 14 school days The team should agree to the Initial Evaluation based on the concerns and lack of data and IMMEDIATELY and CONCURRENTLY implement tiered interventions and collect relevant data. NOTE: Notice of decision must be sent within 14 school days No, RtI data has not been collected. The student has/has not been provided with research-based standards-based core instruction and Tier 2 and/or Tier 3 Interventions and data has been collected to track the student’s rate of improvement No, the team determined that through general education and based on the student’s documented progress, the student can make educational progress in an age appropriate curriculum with the use of high quality classroom practices and interventions using differentiated instruction No, the team suspects the concerns are related to another area or areas (e.g. Speech, Behavior, Cognitive Impairment, etc.) Yes, IEP is written, all members of the team including the parent sign the IEP, a copy of the IEP is given to the parent, and IEP is implemented A Is there a student-based educational concern? Does the Team suspect that the student has a specific learning disability? B Assessment Planning (Domain Meeting) Occurs C Does the student have a disability that requires specialized instruction? C No, the team determines based on the data and the assessments the student is not eligible for specialized instruction Team convenes Eligibility Determination Meeting to review data collection and appropriate assessments and determines whether or not the student has a disability and is eligible for special education and/or related services Parental Consent Obtained Does the student have a disability that does not require specialized instruction? D At this time, the team can deny the request for an evaluation based upon the decision that the concerns expressed in the request for evaluation can be addressed with the use of high quality classroom practices using differentiated instruction and interventions Notice of decision must be sent within 14 school days Has the student been provided with research-based standards-based core instruction and Tier 2 and/or Tier 3 Interventions (RtI) and has data been collected to track the student’s rate of improvement? D E 60 school day timeframe begins Yes, the student has a disability that does not require specialized instruction No, the student does not have a disability Notification of FIE sent to Parent Has the student made appropriate progress through interventions? F Team develops 504 Plan Student is not eligible for either an IEP or a 504 Plan

  47. Considerations for the Early Childhood Special Education Supports

  48. Early Childhood Development Early learning and development are multidimensional. Developmental domains are highly interrelated.

  49. Early Childhood Development Children will exhibit a range of skills and competencies in any domain of development. All children within an age group should not be expected to arrive at each benchmark at the same time or to show mastery to the same degree of proficiency. Therefore….

  50. Early Childhood Development High quality early childhood programs use the same developmental and learning expectations for all children by encouraging every child to reach his or her full potential. • Promote socialization • Scaffolding • Embedding learning opportunities • Routines-based teaching • Instructional support in all developmental domains

More Related