2. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Chapter Four Identifying and Programming for Student Needs This multimedia product and its contents are protected under copyright law. The following are prohibited by law: any public performance or display, including transmission of any image over a network; preparation of any derivative work, including the extraction, in whole or in part, of any images; any rental, lease, or lending of the program.

3. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Introduction  For a student to be evaluated to determine if he or she is eligible for special education services, a comprehensive process must be in place in every school.  All educational procedures must be consistent with the due-process clause under the United States Constitution. This process is governed by the IDEA and by regulations developed in each state.

4. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Key Steps in the Special Education Process Prereferral/ Child Study Referral Assessment Development of IEP

5. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Key Players in the Special Education Process  Special Educators  General Educators  Administrative Staff  Parents  Student  Other Professionals:  School Psychologists  Speech/Language Therapists  Occupational Therapists  Physical Therapists  Social Workers  Other, as appropriate

6. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Need for a Team Approach  Consideration of a student’s needs is best accomplished by a team approach.  A team, representing various disciplines and relationships with the student, makes key decisions for the student such as:  Eligibility for services  Design of the IEP  Evaluation of Annual IEP Progress  Reevaluation for Eligibility

7. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Guidelines for Teams The best interests of the student should dictate all aspects of the decision-making process. Sensitivity to family values and cultural differences must pervade all activities. Ongoing and effective home- school collaboration efforts should be established. Parents and students should be given information about educational performance, special education programs and services, and what will happen after formal schooling ends. Students should be taught and encouraged to participate as an active, contributing member of the team. Programs and services should be reviewed regularly, and improvements made whenever possible.

8. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Prereferral Intervention  Process designed to address the needs of students who have not yet been referred for special education  Intervention occurs within the general education classroom  Assistance is provided to the classroom teacher and student  Goal is to provide solutions without formally referring a child for a special education evaluation

9. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Phases of Prereferral Intervention Initial indication that a classroom-based problem exists Systematic examination of the presenting problem(s) that have been indicated by the referral source Development of an intervention plan that contains strategies and other suggestions for addressing the problem Evaluation of the effectiveness of the interventions and decisions on what to do next if the interventions are ineffective

10. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Functions of the Child Study Team  Review available information provided in the initial referral  Collection of additional information such as school history, previous evaluations, observations, interviews, etc.  Generate suggestions to address student’s difficulties

11. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Prereferral Intervention Strategies  Generally implemented for at least one grading period (typically 6 to 9 weeks)  Evaluated by team to determine if they are implemented properly and to determine if they are successful If interventions are unsuccessful, the team may decide to refer the student for a comprehensive special education evaluation.

12. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 The Special Education Process  A referral for special education consideration marks the official beginning of the special education process.  Once a student is referred, there are specific timelines and actions that must be followed to comply with federal and state laws.  The first phases of the special education process are:  Formal referral  Determination of eligibility

13. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Steps in Formal Referral Process  Step One: Completion of a formal referral  Step Two: Decision to complete a comprehensive evaluation  Step Three: Written notice to parents for referral meeting and provision of parental rights  Step Four: Referral meeting with determination made to complete a comprehensive evaluation

14. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Determination of Eligibility  Evaluation process begins with the selection of assessments that are appropriate for a child’s age, grade level, culture, etc.  Evaluation process must be comprehensive and flexible enough to address learning and behavioral difficulties.  General education teacher will provide input as well as complete rating scales and checklists, conduct observations, and provide work samples.

15. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Determination of Eligibility  Eligibility team then examines all assessment data to determine:  If a disability exists  Whether the student meets state eligibility criteria for that particular disability  Whether the student needs special education  If a student does qualify for special education, then an individualized education program (IEP) must be developed.

16. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 IEPs  An IEP is a description of services planned for a student with disabilities.  IEPs must be reviewed at least annually.  IEP development must be driven by the needs of the student.  Goals must be written to address each identified need.

17. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Federal Regulations for IEPs  IDEA Amendments and the accompanying final regulations specify the content of IEPs in general, as well as for:  Content for transition services for students beginning no later than age 14  Special requirements for plans for young children from birth to age 3

18. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 General IEP Requirements for Students Ages 3 to 21  Requirement #1: Statement of present levels of performance and how disability impacts the student’s progress in the general education curriculum Requirement #2: Measurable goals including short-term benchmarks or objectives enabling the student to be involved in and progress in the regular curriculum (as appropriate) and meet the annual goals Requirement #3: Special education and related services for the student and supplemental aids

19. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 General IEP Requirements for Students Ages 3 to 21  Requirement #4: Program modifications or supports for school personnel to help student be involved in, and progress in, the curriculum and extra curricular and non-academic activities  Requirement #5: An explanation of the extent, if any, that the student will not participate in regular education classes  Requirement #6: Modifications to be used in state-or district- wide assessments of student achievement

20. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 General IEP Requirements for Students Ages 3 to 21  Requirement #7: Projected dates for beginning of services and the frequency, location, and duration of services and modifications  Requirement #8: How progress toward annual goals and modifications is to be measured  Requirement #9: How parents will be regularly informed (at least as often as nondisabled students) of progress toward annual goals

21. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 General IEP Requirements for Students Ages 3 to 21  Requirement #10: For students age 14 or younger, if appropriate, a statement of transition needs that focuses on the student’s course of study Requirement #11: Beginning at age 16 or younger, if appropriate, a statement of interagency responsibilities or linkages if needed.

22. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Individualized Family Service Plans (IFSPs) Written plan for children ages birth to three and their families IFSPs focus on the family unit and are designed to support the family.

23. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Differences Between IEPs and IFSPs  IEPs contain goals; IFSPs contain outcome statements that reflect the needs of the family and child  IFSPs are family-oriented; IEPs are child-centered  IFSPs require a service coordinator who is responsible for implementation and for coordinating services with agencies  IFSPs require a transition plan to support the child and family when moving to the the next stage of services at age 3

24. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Present Level of Performance Provides a summary of the student’s current functioning Serves as the basis for developing annual goals Must be written in each area of priority EXAMPLE: “The student can identify 50% of the most frequently-used occupational vocabulary words.”

25. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Annual Goals Must be based on the unique needs of the student Should be reasonable projections of what the student can be expected to accomplish in a year Should be measurable, positive, student- oriented, and relevant Should be broken down into short-term objectives

26. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Short-Term Objectives Should be written in a logical and sequential series that reflect the annual goal Can be derived based on a task analysis process Should be obtained from the general education curriculum EXAMPLE: “Given 20 multiplication facts using numbers 1-5, John will give correct answers for 15 facts.

27. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Role of the General Education Teacher in the IEP Process  General educators aren’t always actively involved in the IEP process even though the IDEA mandates it.  General educators must, to the maximum extent, participate in the development, review, and revision of the student’s IEP.  A copy of the IEP should be readily available to general educators throughout the school year.

28. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 The IEP and Instructional Planning The content should be reflected in the teacher’s instructional plans. Well thought-out IEPs should form the foundation for an individually designed educational program. Teachers should make efforts to include parents in the implementation and evaluation of the IEP.

29. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Behavior Intervention Planning First introduced in the 1997 IDEA Amendments. Behavior intervention plans are required for: Students whose behavior impede their learning or that of others Students who put peers at risk because of their behavior Students with disabilities for whom serious disciplinary action is being taken.

30. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Steps in the Behavior Intervention Planning Process  Collect background information on presenting problems  Conduct a functional behavioral assessment of target behaviors  Determine whether behavior is related to the student’s disability  Determine specific goals that involve either increasing or decreasing the target behavior  Develop intervention strategies (preferably positive ones)  Implement the plan and evaluate its effectiveness  Revisit assessment information to design further interventions

31. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Transition Services  1990 IDEA Amendments mandated transition services. “… a coordinated set of activities for a student, designed within an outcome oriented process, which promotes movement from school to post-school activities, including post-secondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living or community participation.”

32. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Essential Transition Elements  The student and his/her family need to be actively involved in the process.  Planning activities must begin early in a student’s school career.  The complexity of adult life needs to be recognized and planned accordingly.  A closer link between transition services and IEP goals should be made.

33. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Role of the General Education Teacher in the Transition Process  Classroom teachers can integrate real-life topics of current or future importance into existing curriculum. This will make instruction meaningful and relevant.  Classroom teachers can participate in contributing information to the transition assessment process.

34. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Extended School Year Services  Some students with disabilities are eligible for these services.  These services are provided beyond the normal school year.  These services are provided to ensure continued educational progress.  The IEP team determines if these services are needed on a case-by-case basis.

35. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Review and Dismissal  Two additional critical features of the special education process are:  the ongoing monitoring of a student’s progress in special education.  the determination of a continued need for special education services.  A student’s IEP must be reviewed and revised on at least an annual basis.  Every three years, a comprehensive reevaluation must be undertaken.

36. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Section 504 Eligibility & Planning  Section 504 consideration should be given to any student who is referred for special education services but does not qualify under the IDEA.  Every public school should have a committee and process for handling Section 504 eligibility and planning activities.

37. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Reasonable Section 504 Accommodations  If a student is determined to be eligible for Section 504 services, reasonable accommodations must be provided.  A written Section 504 accommodation plan is required.  This plan specifies the nature and scope of the accommodations to be implemented.

38. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Assessment and the Special Education Process  Assessment is the process of gathering relevant information to use in making decisions about students.  Assessment should be a continuous, dynamic process that guides and directs decisions about students with suspected or known disabilities.

39. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Assessment Phases Screening Phase Eligibility Phase Program Planning Phase Monitoring and Evaluation Phase

40. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Approaches to Assessment Observation Recollection Record/Portfolio Review Testing

41. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Testing Testing may be formal or informal. Testing is the process of presenting challenges or problems to a student and measuring the student’s competency, attitude, or behavior by evaluating his or her responses.

42. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Formal Assessments Contain detailed guidelines for administration, scoring, and interpretation as well as statistical data. Most are norm-referenced because they compare an individual’s performance to that of his or her norm group. Most useful when making eligibility and placement decisions

43. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Informal Assessments Informal tests and measurements are more loosely structured than formal assessments and are more closely tied to teaching. Their key advantage is a direct application of assessment data to instructional programs.

44. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Types of Informal Assessments Criterion-Referenced Tests Curriculum-Based Assessment Ecological Assessment Alternative Assessment Authentic Assessment Portfolio Assessment

45. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Legal Requirements for Assessment  Nondiscriminatory evaluations  Administration in native language or other means of communication  Validation of assessment measures  Multiple assessments required for determining eligibility  Required assessment in all areas of suspected disability  Must address how to enable the student to participate and progress in the general education curriculum

46. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Trends in Assessment  More focus on informal assessments to produce more relevant, functional information  Increase in the importance of parental input in the assessment process  Inclusion in state- and district-wide assessments  With accommodations, if needed  Provision of alternate assessments, if appropriate  Increased emphasis on participation in the general education curriculum

47. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Bias in Assessment  The number of students from diverse cultures is expected to increase by 37% by 2010.  This increase presents a great challenge in terms of accurately assessing culturally and linguistically diverse students.  IDEA mandates nondiscriminatory assessment.  Relevant Litigation:  Larry P. v. Riles  Diana v. State Board of Education  Hobson v. Hansen

48. (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Suggestions for General Educators  Ask questions about the assessment process.  Seek help in conveying information to parents.  Observe assessment procedures.  Consider issues of possible bias.  Avoid viewing assessment as a means of confirming a set of observations or conclusions about a student’s difficulties.