New Special Education
Teacher Training (NSETT)
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
Rules of the Road
Breaks
Cell Phones
Parking Lot ?s
Agenda
Day 1
Day 2
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• IEP Development
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 Team
– Present Level of
Performance
– Goal
– Services
– Accommodations/
Adaptations
– Written Notice and Consent
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
Idaho’s Structure of Support
for Special Education
Hierarchy of Support in Idaho
• Yourself
– Student Files
– Idaho Special Education Manual
– Idaho Training Clearinghouse
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Building Level
District Special Education Department
Regional Coordinators
State Department of Education
Regional Special Education Offices
Coeur d’Alene
Moscow
Boise
Twin Falls
Pocatello
12
Special Education
Regional Coordinators
Regional Coordinators assist each district to provide high
quality programs for students with disabilities.
• Coordinators:
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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
Special Education Statewide Technical
Assistance (SESTA)
Center for School Improvement & Policy Studies, BSU
Gina Hopper
SESTA Director
Katie Bubak
SESTA Coordinator
ginahopper@boisestate.edu
katiebubak@boisestate.edu
Sydney Fox
SESTA Program Manager
David Klungle
SESTA Program Coordinator
sydneyfox@boisestate.edu
davidklungle@boisestate.edu
Autism Supports
Professional Development
Barbara Broyles
Robin Greenfield
bbroyles@uidaho.edu
rgreen@uidaho.edu
Idaho Training
Clearinghouse
Assistive Technology
Technical Assistance
Cari Murphy
Janice Carson
carilee@uidaho.edu
janicec@uidaho.edu
Find the following on the
ITC:
• Statewide Calendar
www.idahotc.com
Cari Murphy
Project Director
• Online Training Registration
• Online Communities
Shawn Wright
Webmaster/ISD
• Webinars
• Resource Links
Jesse Hewitt
• In-service Credit Offerings
Web Specialist
Ben Troka
Email: itc@uidaho.edu
Web Specialist
Housed at: Center on Disabilities and Human Development, University of Idaho
The Manual
Is Our
Friend!
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
Inside the binder you will find
resources on:
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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
Framework for Teaching:
Evaluating Effective Teaching Practices
The Charlotte Danielson Model
Special Education Process
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
Locating and Identification
• Locating:
– 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
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
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Performance on assessments
Curriculum based measures
Teaching observations
Hearing and vision screeners
Office Referral Data
Preschool screenings
Universal Screenings
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
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
1-5%
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
Universal Interventions
All students
Preventive, proactive
5-10%
80-90%
1-5%
Intensive, Individual Interventions
Individual Students
Assessment-based
Intense, durable procedures
5-10%
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
80-90%
Universal Interventions
All settings, all students
Preventive, proactive
Response to Intervention: A Tiered
Approach to Instructing All Students
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
Starting the Referral Process
Complete and provide:
a) Referral to Consider a Special Education Evaluation
Form
b) Procedural Safeguards Notice (Chapter 11)
c) Request for Input Form
*
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
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 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
“We Do It” – Referral Activity
• Review sample Referral Form
• Look for information on:
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Reason for referral
Parent input
Previous intervention and instruction
Limited English Proficiency
Current level of performance
Need for more information
Procedural Safeguards Notice
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
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
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
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)
“We Do It” –
Consent/Written Notice Activity
• Review Sample Consent for Assessment Form
• Look for:
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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
Next Step: Evaluate
Purpose of the Evaluation
The purpose of the evaluation process is:
1.To determine the eligibility of a student for special
education services
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This pertains to both initial determination and three year
review of eligibility, or re-evaluation
2.It is also a process for gathering important information
about a student’s strengths and needs
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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.
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
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
Important Elements of an
Evaluation and Eligibility
Determination
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
Three Prong Rule
1. Meets
State
Eligibility
Requirements
2. Adverse Effect
on Educational
Performance
3. Need for
Special
Education
State
Eligibility
Criteria
ThreeProng Test
64
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:
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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
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)
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 nonacademic areas (daily life activities, mobility, prevocational, vocational skills, social adaptation, self-help
skills, etc.)
– Indicates the evidence of the effect of the disability on
the student’s performance
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.
Prong 3:
Need for SDI
– Needs Special Education: There must be a
statement of need for specially designed
instruction and related services.
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.
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.
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
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
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
“We Do It” –
Eligibility Report Activity
• Review Sample Eligibility Report (380a-c)
• Look for:
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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
“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!
Reflection
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Structure of Support
Getting Started Binder
Framework for Teaching
Special Education Process
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Child Find
Referral to Consider Special Education Evaluation
Written Notice and Consent
Evaluation and Eligibility