Significant Cognitive Disability Criteria and the SCD Determination Guidance Document Webinar

This event is being funded with State and/or Federal funds and is being provided for employees of school districts, employees of the Mississippi Department of Education and Department contractors. Miss. Const. Art. 4, Section 6 prohibits governing authorities from making donations. According to the Mississippi Attorney General, once the Federal funds are turned over to the State, the rules for the expenditure of State funds apply. Based on Mississippi law, this event is not being provided for third party vendors or external providers ©MDE-Bureau of Instructional Support

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The Office of Special Education (OSE) has a teacher listserv available for special education teachers. The purpose of the listserv will be to inform special education teachers of upcoming trainings, upcoming webinars, and other resources provided by MDE ©MDE-Bureau of Instructional Support

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This training is designed to provide guidance for determining if a student meets the criteria for a significant cognitive disability, and how that determination will affect student instruction and assessment. The use of these strategies are aligned to the Mississippi Department of Education (MDE) Strategic Plan ©MDE-Bureau of Instructional Support

In order to be considered SCD, the child must meet all three of the standards listed on the IEP. If a student meets the criteria for having a Significant Cognitive Disability, the student’s instruction will be based on the Alternate Academic Achievement Standards (AAAS) and the student should participate in the Mississippi Assessment Program – Alternate (MAP-A) ©MDE-Bureau of Instructional Support

PARTICIPATION IN STATE-WIDE ASSESSMENT PROGRAM  This student is not required to participate in State-wide assessments as she or he is over 18 years of age.  This student meets the criteria for SCD and is under 8 years of age. Significant Cognitive Disability (SCD) Determination To be classified as a student having a significant cognitive disability, ALL of the criteria below must be true.  Yes  No The student demonstrates significant cognitive deficits and poor adaptive skill levels (as determined by that student’s comprehensive evaluation) that prevent participation in the standard academic curriculum or achievement of the academic content standards, even with accommodations and modifications.  Yes  No The student requires extensive direct instruction in both academic and functional skills in multiple settings to accomplish the application and transfer of those skills.  Yes  No The student’s inability to complete the standard academic curriculum is neither the result of excessive or extended absences nor is primarily the result of visual, auditory, or physical disabilities, emotional-behavioral disabilities, specific learning disabilities or social, cultural, or economic differences.  The student MEETS the criteria for having a significant cognitive disability.  The student DOES NOT MEET the criteria for having a significant cognitive disability. For students classified as having an SCD, indicate the standards in which the student is instructed.  This student meets the criteria for SCD and receives all instruction on alternate academic achievement standards.  This student meets the criteria for SCD and receives instruction on grade-level standards in the following content area(s): ©MDE-Bureau of Instructional Support

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The student has an IQ score or developmental level two or more standard deviations below the mean. TrueFalse The student is not able to exhibit adaptive skills that would allow him/her to function independently and safely in daily life. TrueFalse With accommodations/modifications in place, the student is not able to participate in and make progress in the standard academic curriculum. TrueFalse The student meets the criteria for SCD Standard 1 (must mark True to all three statements in order to mark Yes). YesNo SCD Standard 1: The student demonstrates significant cognitive deficits and poor adaptive skill levels (as determined by that student ’ s comprehensive evaluation) that prevent participation in the standard academic curriculum or achievement of the academic content standards, even with accommodations and modifications ©MDE-Bureau of Instructional Support

The student consistently requires extensive repeated, individualized instruction and support that is not of a temporary or a transient nature, in both academic and functional skills in order to gain educational benefit. TrueFalse The student uses substantially adapted materials and individualized methods of accessing information in alternative ways to acquire, maintain, generalize, demonstrate, and transfer skills across multiple settings. TrueFalse The student meets the criteria for SCD Standard 2 (must mark True to both statements in order to mark Yes). YesNo SCD Standard 2: The student consistently requires extensive direct instruction in both academic and functional skills in multiple settings to accomplish the application and transfer of those skills ©MDE-Bureau of Instructional Support

The student’s absences may be excessive and/or extended, but are not the primary reason the student cannot complete the standard academic curriculum. TrueFalse The student’s inability to complete the standard academic curriculum is not primarily due to one of the following: Specific Learning Disability, Emotional Disability, Language/Speech Impairment, Visual Impairment, Hearing Impairment, Orthopedic Impairment and/or *Other Health Impairment. TrueFalse The student meets the criteria for SCD Standard 3 (must mark True to both statements in order to mark Yes). YesNo SCD Standard 3: The student ’ s inability to complete the standard academic curriculum is neither the result of excessive or extended absences nor is primarily the result of visual, auditory, or physical disabilities, emotional-behavioral disabilities, specific learning disabilities, or social, cultural, or economic differences ©MDE-Bureau of Instructional Support

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Does a student with Autism have to meet the criteria for all three standards in order to be considered SCD? Yes. All students must meet the criteria for all three standards in order to be considered SCD. What about students with EmD eligibilities? Standard three specifically says that a student’s inability to complete the standard academic curriculum cannot be due to an emotional- behavioral disability. If you have a student with a primary eligibility of EmD who is considered SCD, it is the district’s responsibility to provide evidence that the reason the student cannot complete the curriculum is NOT due to the behaviors associated with his/her emotional-behavioral disability along with evidence that indicates the student meets the criteria for SCD standards 1 and ©MDE-Bureau of Instructional Support

What if a student is in high school and has always taken the alternate assessment? If the student meets the criteria for having a significant cognitive disability, then the student may participate in the MAP-A. If the student does not meet the criteria for all three SCD standards, the student cannot participate in the MAP-A and must be instructed on the MS College and Career Ready Standards. According to the U.S. Department of Education regulations regarding the assessment of students under the No Child Left Behind Act of 2001 (NCLB), the only students who should be assessed using alternate academic achievement standards are students who fall under the state's definition of Significantly Cognitively Disabled (SCD). All other students should be assessed on grade level standards using the general state assessments with any necessary, allowable accommodations ©MDE-Bureau of Instructional Support

What will happen if a student with a questionable eligibility is considered SCD and participates in the MAP-A? It is the district’s responsibility to provide evidence (IQ scores, adaptive behavior scales, measurable annual goals, etc.) to the IEP Committee that would drive the committee’s decision to determine whether or not the student is SCD. In the event of an audit through either the Office of Student Assessment or the Office of Special Education, the district will need to provide evidence to the Office of Special Education. If the evidence is insufficient or unavailable, the student’s test scores will be invalidated and count as not tested ©MDE-Bureau of Instructional Support17

What should I do if I have a student that I think is SCD but his primary eligibility is one of the 7 questionable eligibilities? You have several options: If you currently have students with a primary eligibility of SLD, EmD, OHI, L/S, HI, OI, or VI, you need to verify that the student meets the criteria for SCD based on the SCD Guidance Document and be able to provide documentation. An IEP meeting must be convened to discuss whether or not the student meets the criteria for SCD and make any necessary revisions. Consider conducting a re-evaluation to verify that the student has the most appropriate primary eligibility ©MDE-Bureau of Instructional Support

The students with significant cognitive disabilities (SCD) o grades 3, 4, 6, & 7 (ELA and math) o grades 5 & 8 (ELA, math, and science) o high school (ELA, math, and science) Refer to slide 20. Decision is made by the student’s IEP Committee. Documentation of how student will be assessed is required on the student’s IEP. Mississippi Assessment Program – Alternate (MAP-A) ©MDE-Bureau of Instructional Support

SCD & MAP-A Mississippi Assessment Program – Alternate for Students with Significant Cognitive Disabilities Grade/Peer Age Subject/Content Area 3 / or non-graded & age 8ELA & Math 4 / or non-graded & age 9ELA & Math 5 / or non-graded & age 10ELA, Math, & Science 6 / or non-graded & age 11ELA & Math 7 / or non-graded & age 12ELA & Math 8 / or non-graded & age 13ELA, Math, & Science 9 / or non-graded & age 14Math ONLY 10 / or non-graded & age 15ELA & Math (if not previously assessed) 11 / or non-graded & age 16ELA, Math, and Science (if not previously assessed) 12 / or non-graded & age 17 or 18ELA, Math, & Science (if not previously assessed) ©MDE-Bureau of Instructional Support

Teachers should continue to teach and progress monitor as they normally do using the alternate academic achievement standards. OSE and OSA will be providing professional development on the alternate academic achievement standards. SBE approved One system/platform for all content areas Aligned to the Mississippi Alternate Academic Achievement Standards (ELA, Mathematics, and Science)Mississippi Alternate Academic Achievement Standards SCD & MAP-A ©MDE-Bureau of Instructional Support

22 The Alternate Academic Achievement Standards (AAAS) are specific statements of the knowledge and skills that are linked to the MS College and Career Ready Standards grade-level specific expectations for students with significant cognitive disabilities ©MDE-Bureau of Instructional Support

23 All students should have access to challenging grade-level content. Alternate assessments are designed to allow students with SCD to show what they know in ways that traditional multiple choice tests do not allow. AAAS differentiate knowledge and skills by grade level and show forward progression across grades and years ©MDE-Bureau of Instructional Support

24 Students with SCD can achieve academically when they receive instruction that engages them actively in learning. Teachers must employ a wide array of instructional strategies to engage students. Universal Design for Learning (UDL) allows all students to access instruction and express understanding in multiple ways. Alternate Achievement Standards are not a replacement for functional skills instruction ©MDE-Bureau of Instructional Support

Sharon Strong Coon, Autism Instructional Specialist Office of Special Education Bobby Richardson, Educator in Residence Office of Student Assessment April Rice, Office Director Tanya Bradley, Bureau Director Office of Special Education Office of Special Education Office of Special Education Bureau of Instructional Support (601) MDE Contact ©MDE-Bureau of Instructional Support