New Special Education Teacher Training (NSETT) NSETT is intended for 1st and 2nd year special education teachers, SLPs, Ots, PTs, School Psychs Day 1 October, 2013

NSETT Purpose Provide participants with: Available resources and supports Review of key IDEA compliance requirements Examples of compliance to practice Opportunity for practice, networking, questions, and reflection Resources: Important for SpEd staff to know state and regional resources & supports. Review of key IDEA compliance requirements. IDEA – many regulations, Idaho is required by OSEP to have Continuous Improvement Monitoring System (CIMS). Includes various monitoring activities (OSEP requirement – ensure every state is meeting regulations and spending federal $ appropriately Examples of Compliance to Practice: WE DO: Will review the components and examples of what compliance looks like in practice; will use the file review checklist used by SDE for General Supervision File Review (GSFR) (formerly known as Child Count Verification). Tell them there are additional items for secondary and preschool but we will just focus on general items for all IEPs. (More EC and 2ndary info can be found on ITC which we will refer to later). (Refer them to General File Review Checklist and Directions in Handouts) YOU DO: review your own file; reflect on your practice, practice applying the presented info, & network with colleagues (Want to remind you of the importance of remembering confidentiality – we have asked participants to bring confidential files) *Reference Anita Archer’s work – Explicit Instruction; 3 processes of a lesson: (are we giving them this book?) Modeling or demonstrating the skill (I do it) Providing prompting or guided practice (We do it) Providing unprompted practice (You do it) Explain the organization of the binder – handouts, blank sped forms related to the content, exemplar file Handout: General File Review Checklist, General File Review Directions

Breaks Cell Phones Parking Lot ?s Rules of the Road Breaks Cell Phones Parking Lot ?s Questions – We will take questions related to content as time allows. Also feel free to write questions on post-its and stick on parking lot chart.

Agenda Day 1 Day 2 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 IEP Development IEP Team Present Level of Performance Goal Services Accommodations/ Adaptations Written Notice and Consent Introduce the materials & their set-up Training manual Getting Started Binder Accommodation Wheel (will use in Day 2)

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 Partner 3 important things I learned in my college program 2 things I want to know more about 1 thing I especially love to do or feel particularly successful at doing Activity – Interview a Partner Please write what you want to know more about or a specific question you have on a sticky and put them on the questions chart. We will do our best to address what you want to know and questions you have as it relates to our agenda. We want to acknowledge your knowledge and successes. Report out – Depends on size of group. Ask for a few examples of each or all share. Handout – Interview a Partner

Idaho’s Structure of Support for Special Education This section is to help new special education teachers become aware of resources and supports available to them when they have questions or are seeking information.

Hierarchy of Support in Idaho Yourself Student Files Idaho Special Education Manual Idaho Training Clearinghouse Building Level District Special Education Department Regional Coordinators State Department of Education This list should be seen as a hierarchy of support, starting with yourself… Encourage participants to use the SpEd manual and the ITC which we will discuss further later. Encourage participants to ask and learn the preferred chain within their district. In some districts new teachers may be directed to take sped questions to the sped director. Some districts may have a consulting teacher, or a mentor teacher may be assigned. Some questions are answered within your building. Acquaint yourself with building colleagues (principal, teachers, support staff, paras). Learn your district Special Education department organization. Who should you contact for guidance regarding special education? The director? Consulting teacher? Do you have a mentor? Other teachers? Remind them that it is important to first go to their district sped contacts for information and support before going to the SDE staff.

Briefly explain.

Briefly explain and refer them to their handout. Ask some questions: If you needed more information about ____________ , you would contact ____________ . Handout: SDE-SpEd Roster.

Regional Special Education Offices Coeur d’Alene Moscow Boise Twin Falls Pocatello Briefly point out 5 offices and coverage of state. Describe your own region. Offices are associated with state universities.

Briefly explain and refer them to their handout. Handout – SDE/RC Roster

Special Education Regional Coordinators Regional Coordinators assist each district to provide high quality programs for students with disabilities. Coordinators: 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 Share information specific to the regional library Optional Handout – Information about the regional resource library.

SESTA Program Coordinator Special Education Statewide Technical Assistance (SESTA) Center for School Improvement & Policy Studies, BSU Gina Hopper SESTA Director ginahopper@boisestate.edu Sydney Fox SESTA Program Manager sydneyfox@boisestate.edu Katie Bubak SESTA Coordinator katiebubak@boisestate.edu David Klungle SESTA Program Coordinator davidklungle@boisestate.edu Briefly explain the SESTA projects for 2013-14 school year. (PBIS, Math, Writing, Explicit Instruction, Idaho Core/IEPs, Secondary Transition – all trainings are posted on the ITC)

Autism Supports Barbara Broyles bbroyles@uidaho.edu Professional Development Robin Greenfield rgreen@uidaho.edu Idaho Training Clearinghouse Cari Murphy carilee@uidaho.edu Assistive Technology Technical Assistance Janice Carson janicec@uidaho.edu Explain that we will be reviewing the ITC which is their one-stop shop for finding out about the resources in these areas. Autism Supports Project provides trainings and team based support addressing students with ASD. They also have a wealth of resources listed on their webpage. Webinars are provided to address PD needs Share information about Tools for Life and the AT lending libraries (again tell them to check out their webpage)

www.idahotc.com Find the following on the ITC: Statewide Calendar Online Training Registration Online Communities Webinars Resource Links In-service Credit Offerings Email: itc@uidaho.edu Cari Murphy Project Director Shawn Wright Webmaster/ISD Jesse Hewitt Web Specialist Ben Troka Web Specialist Explain the ITC and show them online. Spend time going to website and showing them where everything is. Housed at: Center on Disabilities and Human Development, University of Idaho

The Manual Is Our Friend! One of your most important resources is the Idaho Special Education Manual. Contains Idaho’s policies and procedure to follow when implementing IDEA. Every district in Idaho has adopted the Idaho Sp Ed Manual – it includes policies and procedures which are in effect in your district. Keep eyes and ears open for some manual edits that should be coming out in the fall. WHAT ARE WE DOING WITH THIS SECTION SINCE WE DON’T HAVE MANUALS Locate together: Table of Contents (p. 1), point out some chapters Acronyms & Abbreviations – Idaho terms Glossary – Idaho definitions (e.g., “Accommodation” not a global term) Legal Citations, if you need them Chapter 14 – Forms Appendices (tan pages) match each chapter (e.g., A5 “Best Practices for IEP Development” Activity: Manual Treasure Hunt Encourage participants to refer to the manual throughout the training to find answers to their questions Give time for participants to discuss where they located information and ask questions Handout: Idaho Special Education Manual Treasure Hunt Mention to keep abreast of upcoming manual changes

Getting Started Binder This binder is a collection of optional resource tools that can help a new special education teacher get started at the start of the school year and hopefully be useful throughout the school year. A new special education teacher has many responsibilities, pieces of information, procedures, available resources, etc. to navigate and manage, and this binder is intended to help you collect and organize that information. Again, these are optional and may be copied or changed to meet your needs. Handout: 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 The materials in the GSB are all optional resources. Always important to check with school and/or district administration for preferred procedures or resources.

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 Curriculum and instruction Go to Table of Contents. Show them Introduction section, which has a GSB checklist. (Intro B) Activity: Each table takes 1 of the 8 sections (count off by tables). May want to split up the sections at tables as some chapters have many documents. Review briefly and report out how they might use this information.

Framework for Teaching: Evaluating Effective Teaching Practices The Charlotte Danielson Model Briefly describe the framework and how it is utilized in Idaho Teacher evaluation model in Idaho Provides a framework for teaching – for ALL teachers and ALL students REFER TO CHART Throughout Day 1 & Day 2 – how SpEd teachers’ work applied to the framework

This framework is intended to describe all teaching …including its complexity. The framework refers to not only what occurs in classroom but what happens behind the scene and beyond classroom walls. Introduce and briefly explain each of the 4 domains. Explain that each domain is split up into multiple components (i.e. 1a – 1f), which each have a number of indicators (bulleted items) Refer to big charts Ask them to locate their Danielson placemat Activity: Tables count off by 4’s, look at the domain, and as table discuss and be ready to share a couple ideas related to that domain area. Ask them to reference the appropriate indicator within the domain. (i.e. 1e designing coherent instruction) Optional - On post-its: ideas of how SpEd teachers’ work relates to specific indicators. Place post-its on large charts (categorizing their work into the framework) or use Large wall post-it charts with Domain # Name Handout: A Framework for Teaching – Danielson Placemat

Special Education Process Now that we have shared the state resources available to you, we will dive into the special education process and the IDEA compliance requirements.

We will be referring to the steps of the Sped Activites throughout the next 2 days. This can be found in the Idaho SpEd Manual on page 11. Refer to handout. In your classroom, keep this checklist handy. This is a handy checklist but check with your district for their procedures policies (if any). Remind them: Section 4 of GSB: “Special Education Process” 4.0-4.16 Documents that summarize the steps, needed documentation, timelines, and important considerations within each step of the SpEd process Handout: Special Education Activities Chart

We will start with HO Special Education Activities - Step A: Child Find Activities We want to make sure that you notice that at top of chart is “general education intervention” prior to starting “special education activities,” support for students occurs in general education. Remember that all students are general education students first. Sped services are supplemental to general education and should only be used when general education does or can not meet all the needs of the student. We will discuss that further later.

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 Child Find is a system that involves locating, identifying and evaluating to determine whether or not a student has a disability and requires special education. ALL students in district’s geographic boundaries (including students in public, charter, private, home school, and homeless) Involves coordinating with other agencies. : H & W Infant Toddler program or Head Start. The district is also responsible for corrdinating with the Department of Health and Welfare regarding the child find system for children birth through 2. NOT a one time announcement or screening, but an ongoing combination of activities used to locate and identify and evaluate students that are suspected of having a disability Public awareness with staff and community: newspaper announcement, fliers, TV or radio advertisements, info on district website, screenings, etc. Points to stress: Is a district system responsibility, not the SpEd teacher’s Teachers should be aware of the district child find process and examples of how it is written in district materials Not an activity that is done 3 times a year, but rather an ongoing process

Locating and Identification Involves coordinating with other agencies Public awareness with staff and community Identification process includes: Screening Early intervention through a Problem Solving Process Referral to consider Special Education Evaluation Coordinating with agencies: Children 0-2 years of age may have received early intervention from Infant Toddler Programs and the district coordinates with them to identify children who may be eligible for sped services. Public awareness: Purpose is to ensure that district staff and public understand availability of what special education is and the referral process Some students may be identified through a screening or problem solving process or a referral or from all three. It is not required that a student must be screened or involved in a PS process in order to be referred to consider a sped evaluation, however screenings and PS team processes may be the way a child is identified as needing to be referred to consider a sped 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 Variety of methods can be used Performance on assessments Curriculum based measures Teaching observations Hearing and vision screeners Office Referral Data Preschool screenings Universal Screenings Activity: Table Talk: screening methods your district uses, or that you’re familiar with (i.e., preschool screenings, benchmark probes with (e.g. AIMSweb or other probes), review of ISAT or IRI results, etc.) If participants are unaware of the screening methods used in their district, discuss steps to find out what is available. Write eGuideline website on flipchart – www.healthandwelfare.idaho.gov/portals/o/children/IELeGuidelines/whnjs.htm

Problem Solving Team and 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 with student’s success Multi-tier system of support (RTI & PBIS) Documentation of accommodations and interventions will be reviewed to determine the next steps Cannot be used to delay a referral to a special education evaluation, when immediate action is warranted Schools/districts may use different terms for their general education problem solving team – NOT SpEd but general ed (Important to know your school’s team and their process). Some examples may be MDT (multidisciplinary team) BST (Building Support Team) etc. Other ideas? We will discuss further the multi-tier system in a minute Teams use data from gened interventions and make decisions whether to continue gened interventions if there is progress or to process a referral or evaluate (team decision – not just parent or teacher decision) Gen. ed. Interventions cannot be used to delay a referral. If a parent or adult student requests a special education evaluation in writing then that takes precedence over completing the gen. ed. intervention process. If parent insists on starting an evaluation to consider special education – complete a referral form, get consent, use the 60 days to do some interventions and keep data on those interventions. Team can deny a parental request for evaluation through a written notice. Instead the referral to consider a sped evaluation process and procedural safeguards are put into place. Activity: Ask participants to share their school/district’s process

Idaho’s Tiered Instructional and Positive Behavioral Interventions and Support (PBIS) Framework Academic Systems Behavioral Systems Intensive, Individual Interventions Individual Students Assessment-based High Intensity Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures 1-5% 1-5% Targeted Group Interventions Some students (at-risk) High efficiency Rapid response 5-10% 5-10% Targeted Group Interventions Some students (at-risk) High efficiency Rapid response This represents a three-tier model, some districts may break it into more tiers. Explain the academic and behavior side to multi-tiers of support. (Note to Trainer – multiple mouse clicks needed to bring up all the descriptors for each tier) Purpose of tiered system is to provide a continuum of support based on need with a focus on preventing increasing severity of problems As you can see, 80-90% of students in school should have needs met in core instruction using evidence-based practices. This is addressed in general education. 5-10% of students may need additional targeted intervention. Depending on the district, tier 2 may involve different staff for PS and intervention. 1-5% of students need more individualized intensive instructional intervention. Of these students, only a portion will require special education. Give/ask participants examples of interventions at each tier for both academics and behavior. Universal Interventions All students Preventive, proactive 80-90% Universal Interventions All settings, all students Preventive, proactive 80-90%

Response to Intervention: A Tiered Approach to Instructing All Students http://www.youtube.com/watch?v=nkK1bT8ls0M (2 min. 40 sec.) This video further describes a tiered approach to instructing all students. Ask participants for their “takeaways” from this video

Ask participants to refer to their Ho SpEd activity chart – Step B. Step B starts when it has been determined that a referral to consider a special education evaluation is being requested or needed. Review the bullets on chart.

When does a Referral to Consider Special Education Evaluation Occur? A parent and/or adult student or someone other than the parent initiates a request After problem solving team determines: Student continues to make inadequate progress even with research-based interventions in general education Language and cultural issues are NOT the main source of a student’s behavioral and academic discrepancy from peers Cannot be used to delay a referral to a special education evaluation, when immediate action is warranted Important to involve parents in the referral process. Have conversations with the parents and make sure they know their child has been referred and why prior to them receiving the “Consent to Eval” form and procedural safeguards. Adult student is defined by “a student with a disability age 18 or older to whom rights have transferred under IDEA2004 and Idaho Code.” Talk about how to find referral info in the SpEd Manual (Chapter 3) – we want the participants to USE their manuals.

Starting the Referral Process

Complete and provide: Referral to Consider a Special Education Evaluation Form Procedural Safeguards Notice (Chapter 11) Request for Input Form * First step in the referral process occurs when the evaluation team or another individual or parent decides to complete a referral to Consider SpEd evaluation. This is when procedural safeguards are 1st activated and parents are provided a copy of Procedural Safeguards Notice (Chapter 11) and a full explanation. After this time they are to be provided PSN one time annually or if due process requested, disciplinary actions, or if requested by the parent or adult student. PSN must also be given to parent if someone else (i.e. teacher) initiates referral. Parent must be given opportunity to provide input regarding need and scope of an evaluation (Form: Request for Input); Important to involve parents in the referral process – they have valuable info about their child. This is also a good time to build a relationship/partnership. Also very important to involve the gen. ed. teacher(s) and thoroughly review the students cumulative file. Refer participants to: Handout Referral (330a,b) We will go over this for in more detail on next slides Request for Input (340)

Explain each of the components on the form 330a Ask participants to look at their form to review the components with specific guidance on these items and how they could impact the rest of the IEP process: #1d. Reason for referral #1e and f. Appropriate instruction #2. a. and b. LEP

Explain each of the components of this form: 3. Review of current performance and need for more information 4. Other considerations 5. Members of team

Evaluation Team The evaluation team is the group of people established by the IDEA 2004 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 Team Unlike 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.) Other individuals invited by the parent or who have knowledge or special expertise Evaluation Team: needed to review existing data, and to determine if an evaluation is warranted and if adequate information is provided to make determination. Important: Parent is a member of the team Gen. ed. Teacher(s) provide critical info (provides information on the general education curriculum, classroom routines and behavior expectations, social/emotional norms for the student’s grade level, etc.) Special education teacher (or this may be an SLP if this is a speech only student) Individual who can interpret eval results (this will depend on who did an assessment) Other individuals invited by parent or who have special expertise, including related service providers File review checklist # 2

What needs to be reviewed by the Evaluation Team? Student’s strengths and needs Are there any 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) Parent input and concerns Including family and health history The eval team reviews all existing information and is also gathering info about what additional info (and testing) might be needed, so team knows what to get consent for. (Initial Eval planning tool in GSB would be a good resources for this purpose) Cultural or language concerns: consider whether they are interfering or is something else causing concerns (i.e. disability). Collect variety of information related to cultural, language or past learning. Very important to thoroughly review student’s cumulative file and include information from the parent. Past school experiences and response to general education interventions is very important. Activity-Networking: Find someone you do not know, introduce yourself, then share how the team works at your school? Discuss how or where you can find all of this data Resource: GSB (Section 7: observation and interview tools that could be used to gather this info or that can be used in eval process)

The Evaluation Team determines if an evaluation is: Warranted NOT 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 Parents reminded of procedural safeguards and/or provided copies or explanation 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 of the district refusal to evaluate is given to the parent(s) or adult student Parents reminded of procedural safeguards and/or provided copies or explanation After reviewing all available records, the eval team determines if an eval is warranted and if so, what additional testing is needed. The following actions would be taken based on that determination. If it is determined that an evaluation is not warranted, the WN would fully explain all the appropriate information used as a basis for the decision. We will talk more about WN shortly. Remember: Procedural Safeguards Notice must be provided to the parent at the time the Referral to Consider SpEd Eval is completed AND as a part of any WN or consent. Parents are reminded of their right to more explanation or copies of the Procedural Safeguards Notice.

“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 Activity: “We Do It” Together with participants, review sample completed form (exemplar form) and look for the following: Reason for referral Parent input Previous intervention and instruction Limited English Proficiency Current Level of Performance Ask group if they have questions related to how these components are addressed Handout: Exemplar Referral form Remind them of “You Do” activity later when they will do this on their own file.

Screen shot of the Exemplar Referral form 330a Screen shot of the Exemplar Referral form 330a. Direct them to look at their handout. Handout: Exemplar Referral form

Screen shot of the Exemplar Referral form 330b Screen shot of the Exemplar Referral form 330b. Direct them to look at their handout. Handout: Exemplar Referral form

Ask participants to refer to their HO SpEd Activities Chart – Step C We are now at Step C. Written Notice and Consent.

Written Notice Provided to parent(s) or adult student when Conduct any assessment for initial or reevaluation Explain refusal Determine additional assessments not required Explanation of: Why the district is proposing or rejecting an evaluation A description of other options that were considered or rejected Each assessment procedure, test, record, or report used for the proposed or refused evaluation A statement about educational rights and how to obtain a copy of Procedural Safeguards Notice and sources to assist in understanding notice Provided in a reasonable time and prior to the start of the evaluation/testing/assessments Purpose of Written Notice is to fully inform them of the proposed action. Written Notice must be provided in native language. Written Notice is provided to parent/adult student within reasonable time prior to proposing to initiate or reevaluate. WN always accompanies consent but it is also to be used to inform parents when district is proposing or rejecting to initiate or change identification or placement of a student. During this section of presentation, we are focusing on: proposing or refusing to initiate or change identification, evaluation, or revaluation If WN is accompanying consent – 1st page of Consent for Assessment, incorporates all Written Notice components. Refer participants to WN form (320) and just the WN section of consent form (350a): The explanation requires ALL components of a WN form to be completed. This should be individualized. (page 32 in sped manual) This is 1st item on General File Review Checklist. Ask participants: Where might the team get the info for these required components? WN included statement of PSN WN must be provided prior to starting any testing Handouts: Written Notice Form 320, Consent for Assessment 350 abc

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 Means understanding and agreeing in writing to activities described 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 All initial evals to consider eligibility for SpEd must have consent even if it is a review of existing data and no new assessment is being given (i.e., preschool children who have been in Infant Toddler Program). Very rare that no new assessments (formal or informal) are being done to determine eligibility for SpEd Parents can give permission for all or some of the assessment proposed by the district. Important for team to consider all possible testing or collection of information needed. Remember to get consent for all that is needed (i.e observation , developmental history, etc….) Once the assessment has been conducted, revoking consent can’t be used to disregard the assessment. Important that the consent provides information to parent about all the activities proposed so they can provide informed consent. Is given in native language or other mode of communication Advise participants not to get verbal consent – Informed Written Consent is required. All procedures for which consent is obtained must be done and summarized in eligibility report. Warning: Do not check more areas then you are sure to assess. Only assess areas you have permission to assess. Only seek consent to assess needed areas. Important to check classroom observation and developmental/medical history when appropriate. Reasonable efforts should include a variety of attempts (phone, email, note home, visit to house). IMPORTANT NOTE: Initial Evaluation can not be conducted with out Informed Written Consent. Content for Assessment form is 3 pages; page 1 is the WN, page 2 is proposed assessments, third page 3 is consent (We will review one shortly) Item 1 on General File Review Checklist, Refer to Handout: Consent for Assessment 350 abc

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 If you just want to review existing data and it is not for an initial evaluation, consent would not be needed. However, you would definitely want to summarize existing data in the eligibility report Individual vs. group Consent to observe: Instructional programming (NO) vs. Individual programing (YES) Observations done to meet eligibility criteria, adverse effect, or need for SDI requires consent.

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 Including a reminder of their procedural safeguards Consent need not be obtained IF documentation of reasonable attempts and parent failed to respond. (Use language from manual) This relates to Item 1 on general file review checklist Note: the WN and consent forms both include a statement reminding them of their PR as outlined on PRN and offers them additional explanation or copies of PSN No phoned-in consent Documentation of reasonable attempts should be in contact log. Ask participants to refer to WN form 320 and point out where check for - Reeval but assessment not necessary discuss what they would put in additional sections Reasonable attemps (email, mail, visit, etc.) Only if parent fails to respond – not for refusal.

“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) Comprehensive assessment Activity: “We Do It” Together with participants, review sample completed form (exemplar form) and look for the following: Reasons and information to determine areas to assess (Consider potential disability categories, which may require a specific assessment to be done) Connection to the referral and parent input (Was consent gained to assess areas of concern? For preschool, if the child was in Infant Toddler Program, is there information from that program?) Options considered and rejected (Important to document these discussions) Other special consideration (i.e., LEP) – (Should provide information that provides support for decisions regarding what and how to test) Comprehensive assessment – (did they get consent for all areas of concern in referral and potential disability category?) Ask participants if they have questions on how these components have been addressed. Remind them they will review consent on their file later Handout – Exemplar Consent for Assessment

Screen shot of the Exemplar Consent form 350a Screen shot of the Exemplar Consent form 350a. Direct them to look at their handout. Handout: Exemplar Consent form

Screen shot of the Exemplar Consent form 350b Screen shot of the Exemplar Consent form 350b. Direct them to look at their handout. Handout: Exemplar Consent form

Next Step: Evaluate

Ask participants to refer to their HAND OUT SpEd Activities Chart – Step D Once the Written Notice is provided and consent received from the parents and/or adult student, the evaluation team conducts the assessments the eval team (which includes the parent and/or adult student) will make the determination of sped eligibility and for which disability category. Keep in mind that the evals must be completed and eligibility must be determined within 60 days of receiving parent consent.

Purpose of the Evaluation The purpose of the evaluation process is: 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 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. The Evaluation/Eligibility section of the SPED Manual is found in Chapter 4, on page 30

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 Motor Differentiate Evaluation & Assessment (SPED Manual, Chapter 4, page 31) Ask participants to give example of assessments (formal and informal) they use to make up an “evaluation” MANUAL Discuss Assessment Procedures (Pp. 37-41) in manual – this provides more detail on the required assessment procedure. Ask participants to go to those pages point out and discuss section B on 37 and C on 38-39. Point out on p. 38 especially; 2. non discriminatory 3. native language 4. LEP proficiency 5. Variety of assessment tools 10. no single measure Activity: Table Talk Refer to GSB – Section 7 Discuss ways to track the process, and make sure you are doing a comprehensive evaluation Does the GSB provide you with any useful tools? Report out

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 Initials: 60-day timeline excludes periods when regular school is not in session for 5 or more consecutive school days (i.e. summer, spring, winter breaks) Reevaluations: No 60 day rule for re-evaluations (Reevaluations and re-eligibility must be completed on or before the expiration of the pervious eligibility evaluation and determination). Even though parent and/or adult student may agree in writing that additional assessments may not be needed, an updated eligibility report documenting eligibility criteria must be completed. Eligibility Determinations: Last page of eligibility report documents how the team made determination of eligibility according to a specific category.

Important Elements of an Evaluation and Eligibility Determination Moving towards more detail regarding regulatory requirements under State and federal regulations (IDEA) for eligibility

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 The first page of eligibility report lists evaluation team members (even if invited but did not attend). Refer to 380a if necessary. This is NOT an attendance list of members present at a meeting but the required list of names and positions of the evaluation team. Remember to consider the eligibility category because some categories have required members based on disability (i.e., ASD needs SLP and school psych, SLD needs a school psych) Review: who are the required evaluation team members? (SpEd manual p. 30 (Eval team) & pg.75 (required IEP team members). We talked earlier about the evaluation team Evaluation team uses information from variety of sources to determine eligibility. This may happen with or without meeting but usually happens as part of IEP meeting. Eligibility report is used to document all the info and data needed for a comprehensive evaluation of a student and to make an eligibility determination. (we will be looking at a sample later) Eligibility Report Form has at least three pages (380a-c and Supplement Form 390). There is a Separate eligibility report form to document SLD. Item 2-6 on General File Review Checklist Handout: Eligibility Report Form 380a-c, Supplement Form 390

State Eligibility Criteria Three-Prong Test Three Prong Rule State Eligibility Criteria Three-Prong Test 1. Meets State Eligibility Requirements 2. Adverse Effect on Educational Performance 3. Need for Special Education Speak to the Three prong rule as a whole To demonstrate eligibility for special education all three of the following criteria (or prongs) must be met and documented. We will talk about each prong. Eligibility requirements established by the state for a specific disability are met

This form (380c) shows 3 prongs needed for eligibility determination. Explain where each of three prongs are documented under #3: assessment summary for state criteria, adverse Effect, SDI As you can see, this page also addresses LEP and the final eligibility category. Only one primary eligibility category is to be used for eligibility determination.

Prong 1 Must be evidence that a comprehensive evaluation was conducted and each of the state eligibility criteria were met for the specific disability category Should 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 Importance of the evaluation being comprehensive (not only determining the disability) but also to help develop the IEP. Must address all areas related to area(s) of concern and disability. Critical that you know what constitutes comprehensive evaluation based on ability criteria (i.e. ASD – deficit in social interaction and communication) Where in the manual can you find the specific eligibility criteria for each disability category? Resource - GSB: evaluation section (see eligibility checklist) Info documented on the eligibility report to be sure all areas related to the disability are included. Keeping in mind to collect functional, developmental, behavioral, adaptive , motor, etc. information as well as academic… that relates to the student's needs. Remember to include : Developmental Medical History, Classroom observations, other pertinent info The results of all the areas assessed are in section 2 – form 380b and Supplemental Form 390 for additional areas. Eligibility determination – section 3 on form 380c (summarizes the specific finding used to document how each state criteria is met for the specific disability) Item #3 on File review checklist Activity: Network or Table Talk (Either have them meet someone new and discuss or stay at their table) How does your team ensure that a comprehensive evaluation has been completed? What resources do you use to collect the documentation of all that is listed on slide?

State Eligibility Criteria (Prong 1) 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) 15 special ed eligibility categories – each with specific criteria so it is critical, before you start your evaluation and as part of the eval team discussion, to think about possible categories the child is eligible for, so there is necessary testing and consent Manual Chapter 4, pp. 44-62; GSB: document of eligibility requirements for each disability (section 7.1) Activity: BINGO Bingo board with unique criteria in each box (such as IQ of < 70 and adaptive scale, CI, requires SLP and school psych or physician, ASD). This does not list all the criteria for each category, but helps to identify some unique criteria related to the disability. Participants at each table will work together to write the eligibility category that belongs in each box First table with completed board – says BINGO! __ Refer to the Eligibility Requirements Checklist in handouts (Section 7.1 GSB). This is a useful tool as you plan an evaluation to be sure your evaluation will collect data for each of the required criteria. Discuss and report out how a comp evaluation for certain categories might look. Handout: Eligibility Criteria Bingo

Prong 2: Adverse Effect Adverse 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.) Indicates the evidence of the effect of the disability on the student’s performance Fully address the adverse effect on education performance – statement should include a consideration of all facets of the student’s disability that have a harmful or unfavorable influence on the student’s academic or daily life activities. (Other areas may include prevocational and vocational skills, social adaptation and building relationships, and self-help skills). The team needs to ask the question: Is there a negative impact of the student’s disability on his or her educational performance or daily life activities? The eligibility report determination page, next to adverse effect on performance, asks you to “indicate the evidence of the effect disability has on student performance…” Activity: Table talk How would a team collect evidence that there is an adverse impact from the disability on the student’s education (academic and non-academic) performance? Resources : Sample forms for this purpose: GSB – observation form (7.4) & interview form (7.6)

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. The adverse effect statement should drives the PLOP which will lead to the IEP goals. The purpose of the IEP is to develop a plan to remediate the adverse effect of the disability Activity: Table Talk If this example is your adverse effect statement? What IEP goal area might you see for this student? (comprehension, decoding goal) Activity – Refer to worksheet Reviewing Examples and Non-examples of “Adverse Effect” Statements – go over activity directions on worksheet. Handout: Reviewing Examples and Non-examples: Adverse effect (Trainers have an answer sheet) Refer them to AE examples for Speech and Language p.70 Manual

Prong 3: Need for SDI Needs Special Education: There must be a statement of need for specially designed instruction and related services. Sped is specially designed instruction and the 3rd prong of eligibility relates to a need for sped. Does the evidence from the evaluation indicated a need for specially designed instruction?

Prong 3: Need for SDI IDEA 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. Is specifically designed instruction needed in order to address that adverse effect (important to indicate what student “needs”, not what they would benefit from) The eligibility report determination page, next to “Need for special education,” there is a statement which asks you to describe the resources needed to support the student. This should be specific to what team is recommending for this student as related to his or her needs. The resources listed in this statement should include a clarification of what adapted content, methodology, and delivery of instruction is needed to ensure access to the general curriculum and to address the unique needs of the student that result from the student’s disability. Statement most likely will impact the services to be written on the IEP (will guide day to day instruction and resources necessary to meet the students needs and goals) Ask participants for examples of “content,” “methodology,” “delivery” – presenters provide examples. (i.e. content: what skill area (reading comp., social skills, etc.) methodology: (direct instruction, social skill group) delivery: (Small group, 1:1)) Beware: Making accommodations and adaptations in the gen. ed. classroom DO NOT, in and of themselves, constitute the need for special education Considering what other gen. ed. students receive through tier 1 & 2 – is it really specially designed instruction? Student may receive similar support to tier 2 however the higher intensity, more time, smaller group size, 1:1 support and services, special curriculum or instructional strategies show it is SDI 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. What makes this an example of need for SPED? Discuss how you determine “need for special education”. Resource: Refer participants to GSB – Section 8.2 “Specially Designed Instruction and Supplemental Aids and Services” Document – wealth of examples of SDI for specific areas of adverse effect Activity: Reviewing examples and non-examples – SDI – go over activity directions on worksheet Handout: Reviewing Examples and Nonexamples: SDI (Trainers have an answer sheet)

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 LEP is not the determinant factor of eligibility There should be documentation on: Referral to Consider Special Education form Eligibility Report form If student is LEP, must get an IELA score before testing to determine if language is a factor and to help determine which assessments should be administered and in what language (including whether to use a nonverbal assessment). Important to determine which language the student is most proficient in, to determine most valid way to assess his/her skills. This section should provide enough justification for why tests were administered in native language or in English. This documentation is intended to support the case that LEP is not the determinant factor for special education eligibility, and suggests there are other factors that must be a determinant factor. Considerations, how long has the child been in U.S., amount of acculturation, amount and progress in ELL instruction, comparison to like peers, etc. Activity: Table Talk Where and how might you get this information? (ELL intervention data, home survey, developmental and educational history, etc.)

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 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 Develop and implement a new IEP Refer to In-state transfer guidance (January 2011) When additional assessments are required as a part of the re- evaluation, parental consent will be sought. The completion of the three year re-evaluation does not delay the provision of FAPE. Refer to section in the document where there is specific information on “in state transfer”, if incomplete SLD initial eligibility determination   Handout: ISDE Transfer Policy, January 2011

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 Develop and implement a new IEP that meets the applicable requirements Refer to Out-of-State guidance on Transfer Policy Sufficiency review is used to determine if there is adequate information to determine eligibility according to Idaho criteria. Encourage participants to ask their district about specific form used for a “sufficiency review.” Remember that comparable services will be provided while an evaluation could be pending. If additional assessments are needed, consent is sought and it would be considered an initial evaluation with appropriate WN and consent (Student will continue to receive services during an evaluation period). Handout: ISDE Transfer Policy

“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 Activity: “We Do It” Read the list of things you will be looking for Together with participants, review sample report for items 2-6 on the file checklist and directions (next slides have screen shots for different pages of the eligibility report Ask participants if they have questions about any of the components because they will be reviewing theirs shortly. Handout: Exemplar Eligibility Report, General File Review and Directions

Point out list of evaluation team does not mean presence at meeting, they participated in evaluation. May also want to remind them to complete all the demographic information and ensure it is accurate Handout - Exemplar Form 380a

Form 380b (there may be multiple pages of 380b and additional pages on the Eligibility Report – Supplement 390) This is “summary of findings and adverse effect on performance” – summarize all testing and information collected Point out Parent Input Point out completing area assessed, evaluator, date, procedure, results (strengths and needs), this should not just be test scores. Summary should summarize adverse effect and help drive focus of IEP goals, services and supports. Handout - Exemplar Form 380b and 390

Point out: LEP Summary documenting Idaho state eligibility criteria (Ask participants to see what the determination category is (bottom of page -ASD) and then what criteria they should see summarized) Adverse effect (does it provide evidence of some adverse effect currently impacting student's performance?) SDI (does it describe resources necessary to support student’s access and progress?) Handout - Exemplar Form 380c

“You Do It” – File Review Activity Take out: Eligibility report and consent/WN forms you brought today 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! Activity: “You Do It” Independently review eligibility report and Consent/WN – work with someone if did not bring a file (CONFDENTIALITY) Use checklist and directions for items 1-6 Keep track of questions for debrief Debrief – Questions Handout: General File Review and Directions

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 Activity: Turn to the person next to you and tell them: One thing you learned or might do related to the topics discussed today One thing you want to compliment yourself for doing well !!!!