2009-2010 child find is the process by which students with disabilities are located, evaluated, and...
TRANSCRIPT
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Iowa Child Find2009-2010
Child find is the process by which students with disabilities are located, evaluated, and identified as needing special education services.
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Background:
Two-year development process for Statewide Procedures
Child Find Committee with representation across the State , including AEA 9
As of August 2009, new Statewide Procedures and Forms guide:
http://www.aea9.k12.ia.us/en/programs_and_services/integrated_services/special_education/special_education_information/
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Setting sail from the old world…10 AEAs
Combine “best” of procedures into one
First Order Change
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First Order Change
Is perceived as an extension of the past
Consistent with prevailing agency norms
Congruent with personal valuesEasily learned – implemented with
existing knowledge by those responsible for implementation
Requires resources currently available to those responsible for implementation
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Lost at Sea…
More issues than first thought
Expanded audience
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Finding the New World…
Conclusion drawn:Second Order Change
See the shore…not yet in the harbor
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Second Order Change
Is perceived as a break from the past Inconsistent with prevailing
organizational norms Incongruent with personal valuesRequires the acquisition of new
knowledge and skillsRequires resources currently not
availableChanges are discontinuous,
outcomes are not uncertain
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Critical Concepts
1. General education interventions belong to general education
2. Evaluations begin when a disability is suspected
3. Evaluations must be comprehensive—Consider all domains
4. Exclusionary factors may exclude some kids
5. Just say no when appropriate6. Don’t Burn Bridges! 7. Determining student needs—the real
purpose of evaluation8. Documenting student progress is
necessary
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General Education Interventions belong to General
Education
No longer required as a prerequisite for special education
evaluation
Critical Concept
#1
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•Trying to use Sp Ed Procedures to improve Gen Ed Instruction
•Trying to “frontload” evaluation and IEP
•Special Ed Dollars supporting Gen Ed in violation of IDEIA
Problems
•Gen Ed Interventions are General Education’s responsibility (i.e. through IDM and ICC)
•Removing Gen Ed Interventions as a prerequisite to consideration for evaluation
Solutions
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Capstone Study
194 files reviewedDetermine alignment of intervention,
evaluation and IEPs18 files from each AEA (more from
Heartland)Stratified random samples Iowa State University and
Department of Education
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What percentage of the files reviewed had progress, discrepancy and need documented?
38%
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In what percentage of the plans reviewed was the intervention judged “goal not met, explore eligibility”?
92%
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In what percentage of the plans reviewed was the intervention successful? (conditions which enabled learning were established)
3%
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In what percentage of interventions were general educators the primary implementors?
42%
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Course Correction – Proposed Rules
• General Education’s Responsibility
• Every student is entitled to supplemental assistance or interventions as needed
• Incidental and Occasional support from Special Education staff
General Education Interventions 281-41.111(2)
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Course Correction – Proposed Rules
• Evidence of progress in general education instruction – Standards determined by DE and AEA
• In other words, interventions in general education must be monitored in some fashion
Progress Monitoring 281-41.314
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General Education Interventions…Let’s get this right!
General Education Intervention is not gone—responsibility has shifted
Every student is entitled to appropriate intervention
Student’s response to intervention provides critical information (progress and exclusion)
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Evaluations Begin…
When Disability is Suspected!
Critical Concept
#2
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•Unnecessary and indefensible delays in conducting Full and Individual Initial Evaluations
Problem
•Consent sought when disability is suspected
Solution
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obligation to seek consent & evaluate
• Interventions cannot delay evaluation if suspicion exists
• Academic progress cannot automatically rule out suspicion of disability
• Parents can request evaluation at any time, sometimes the answer is no if no suspicion of disability exists
Suspicion =
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When is Disability Suspected?
?
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•performance falls persistently below standards or expectations, and
•performance is unique when compared to others, and
•no other more plausible explanations
1st Scenario
•a health or physical condition or a functional limitation adversely affects educational performance
2nd Scenario
•a health or medical condition creates an obvious and immediate need for service that may exceed the capacity of general education to provide
3rd Scenario
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Sources of Information
Formative Assessmen
t
Performance
Monitoring
History (family, Health,
etc.)
Outside Provider Reports
Observations
Progress toward IFSP outcomes
Interviews with others
Additional Student Records
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Disability Suspect Form
Disability Suspected Form
The State Directors of Special Education have agreed that by November 1, 2009, the Disability Suspected Form will be used consistently by AEA and LEA staff.
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Evaluations must be Comprehensive…
Consider all Domains
Critical Concept
#3
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•Not Considering all performance domains, evaluations do not address all areas of suspected disability
Problem
•Consider all performance domains and document on the new Consent for Full and Individual Initial Evaluation form.
Solution
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Communication
AdaptiveBehavior
Behavior
Academic
Physical
Health
Hearing/Vision
Domains
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Consent for FIE – What’s New?
Consent For Notice Form
The use of this form must begin immediately. Form is available on the Web IEP site. Information regarding the use of the form is available in the new Procedures Manual and Forms Guide.
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Consider
guiding questions
Evaluate
Consider
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Exclusionary Factors…(e.g., other plausible explanations)
May Exclude Kids!(from being mislabeled as having a
disability)
Critical Concept
#4
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Exclusionary Factors…
Lack of appropriate instruction in reading
Lack of appropriate instruction in math
Limited English proficiencyEcological considerations including:
socio-economic status, cultural or ethnic differences, orschool attendance or mobility
(multiple moves, different districts).
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•We don’t use them much – or at least not appropriately
Problem
•Understand that exclusionary factors may exclude kids…to reduce inappropriate identification of disability & eligibility
•We need to find other supplemental supports.
Solution
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Just Say “No”…
When Appropriate!
Critical Concept
#5
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•If you never say “no”, what does “yes” mean?
Problem
•Know when it is appropriate and defensible to say “not eligible”, and mean it.
Solution
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Not Eligible? Eligible
Discrepancy Persistent
Progress Slope Low
No Other Plausible Explanation
Core Instruction questionable
Also ELL but may not be primary cause
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Don’t Burn Bridges…
Critical Concept
#6
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•Danger – Bridge Under Construction!
•Changes will be gradual and will require support
Problem
•Do’s & Don’ts
Solution
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Do
• Understand this is new for everyone – work in progress (Second Order Change)
• Understand:•Being helpful vs. doing•Incidental vs. planned•Occasional vs. regular
• Consider creative solutions to supporting Gen Ed (i.e. CEIS non-Part B funds)
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Don’t
•Say you won’t help•Tell them to go back and do a better job
•Say you don’t care about (or can’t help with) general education interventions anymore
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A Vision for the Future
General education interventions as a separate process for addressing needs of individual students will not longer be necessary: Effective differentiated Core instruction
and monitoring Effective differentiated Core plus
Supplemental instruction and monitoring
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A Vision for the Future
Special education staff (district and AEA) focus on improving outcomes for students with IEPs Subgroup performance improves
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How will we get there?
Short-Term By November 1, general education
interventions will no longer be required prior to seeking consent
By November 1, all AEAs will use the Disability Suspected form in prescribed fashion
By November 1, this overview information will be shared with AEA and LEA audiences
Effectively immediately, all performance domains must be considered in conducting an evaluation
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How will we get there?
By July 1, 2010, All intervention activities currently being
conducted by special education staff will lead to:▪ Consent for evaluation and consideration for special
education entitlement▪ Transferring responsibility for such activities to general
education personnel.
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How will we get there?
Plans to phase in these changes will be developed centrally by DE personnel and the Child Find Committee
New documents, training and other types of assistance will be shared as they are made available.
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What does your district need to support these changes?
Your input will be shared with the Directors and the Child Find Committee
Please take a few minutes to complete the input form
Contact Julie Schendel or your Sector Coordinator if you have questions.
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Conducting the FIE – Intro to Critical Concepts 5-7
Purpose of the evaluation Determine interventions required to
resolve the problem and. (NEED! CONNECT TO THE IEP!)
Determine if the interventions are special education. (ELIGIBILITY!)
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Conducting the FIE – Intro to Critical Concepts 5-7
Steps in conducting the FIE: Collect info about Needs, Progress, and
Discrepancy Collect info to rule out Exclusionary
Factors Summarize info in EER Schedule Eligibility Determination
Meeting within 60 days of receipt of signed consent form (and before the child’s third birthday if transitioning from Part C to Part B)
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What processes do we use to conduct evaluations?
Multiple methods (RIOT)Multiple sources (LICE)Consider ecological contextTeam evaluation including parentsConsentDue ProcessExclusionary Factors
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Conducting the FIE – Intro to Critical Concepts 5-7
How do we conduct an FIE?
RIOT Methods applied to ICEL sources of information
See the Assessment Methods and Source Matrix
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Instruction
Curriculum
Environment
Learner
Review
Interview
Observe
Test
Multiple Methods and Multiple Sources
RIOT LICE
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Determining Student Needs…
The real purpose of evaluation.
Critical Concept
#5
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•We don’t know how to talk about need. Capstone data – only 3% of interventions conducted identified conditions that enabled learning.
Problem
•Improve our capacity to address instructional needs linked to IEPs.
Solution
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Determining Student Needs
Most important and most neglected
Need Based Identification Process vs. Disability Identification Process
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Identification & Application of Need
What does the student need to accelerate learning?
What does the student need to be successful and is beyond what general education can do alone?
If we know what kids really need – do we have the will to make it happen?
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Linking Needs
Intervention Evaluation IEP
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Documenting Progress…
Is Necessary!
Critical Concept
#6
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•We are unclear about the purpose of a progress conclusion
Problem
•Clear understanding that progress conclusion plays multiple roles
•Measures discrepancy over time
•Differentiate disability from difficulty
•Helps rule out lack of instruction as causative
Solution
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Purpose of Progress Conclusion
Distinguish Between Disability and Difficulty
Rule out/in Lack of Adequate Instruction as Exclusionary
Determine conditions that enable learning
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Making the Progress Conclusion
Defined area of concern/measureable behavior/baseline
Targeted intervention; research or evidence based
Data collected
Comparison of rate of progress with expected rate
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I-Plan…
What is Around the Next Corner?
Critical Concept
#9
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•I-Plan was created for the old world “port” and won’t fit in the new world.
Problem
•Re Load to match the procedures and support new concepts, AND to be more efficient to the user .
Solution
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I-Plan
No change currently…we will be working on this next year.
If you are currently using the web I-Plan, continue, but understand the Critical Concepts #1, #2, and #3 (General Education Interventions, Disability Suspected, Consideration of all Domains)
If you are not yet using it, stay tuned…
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Wouldn’t it be cool if…
Entry point…Disability Suspected Form
then Consent for FIE or PWN and EDW
then an instructional plan and progress monitoring data if needed
then Educational Evaluation Report (EER) all in a single application
Then link to the Web IEP
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It “ain’t over till it’s over”…
Version 2 has begun…
Critical Concept
#10
2nd order change…
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Version 2 Evolution of the I-Plan Clarification and articulation of the standards of
rigor required for “supplemental” instruction Clarification and assessment of the impact of
Ecological Factors The role of “progress” as an indicator of
disability within a 60 day timeline Calibration of standards of comparison used in
evaluations Integration of Child Find and eligibility
determination in the context of Iowa Core Curriculum
Questions from the field Professional Development needs Program evaluation in collaboration with the DE
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All ashore….Good Luck!