Provided by the Texas Education Agency Statewide Leadership: Evaluation Network 1 Ready, Set, Go: Training for New Evaluation Personnel Debbie Buchanan

Provided by the Texas Education Agency Statewide Leadership: Evaluation Network 1

Ready, Set, Go: Training for New Evaluation Personnel

Debbie BuchananRegion One ESC

April 7, 2011


or…

“I have the job,now what do I do?”


Acknowledgement

Training materials for this session were developed in collaboration with the Texas Education Agency Statewide Leadership: Evaluation Network

Each Education Service Center representative to the Evaluation Network has the full set of training materials (binder and CD).


Ground Norms

Participate actively Ask questions Share insights and experiences Listen to one another Help one another

Please turn communication devices to silent mode

Take care of yourself


Training Objectives

Participants will

Integrate current knowledge with practical application for job success

Learn tools and techniques to make the job a success Examine important issues including compliance with legal

mandates Develop expertise in utilizing resources for student

evaluation


Agenda

Overview The Job Legal Evaluation IEP Meetings Resources

Provided by the Texas Education Agency Statewide Leadership: Evaluation Network

Most Important Information Today

New Eligibility Requirements

Observations RTI FIEs that include

intervention strategies.

WE Need to Be Needed!!!

7


Overview


The Job

Job description Sample job descriptions Defining your job

Relationship to other evaluation professionals


Where Do I Begin?

Read through the list Place a by areas you are not familiar with Discuss with tablemates Note areas for follow-up


Getting Started

Suggestions for Getting Started Not a Rule, Not a Regulation…But Some

Good Advice!


Managing Workload/Caseload

Caseload the number of students who are provided direct

services by the school-based service provider Workload

includes the caseload and all activities required and performed by the

school-based service provider


You Can’t Make a Plan Without a Planner!

A good planner will help Manage time Organize activities Record events Free working memory Access resources


Reflecting on Your Practice

Resume, Vita, and/or Portfolio Professional Development Professional Standards Certification/Licensure Requirements


Legal


The Special Ed Type Quiz

A director called and asked about a student who was struggling in school. The director said, “He’s not doing very well and we’re concerned about him but we don’t know what to do with him. We’ve looked into all of our special programs and he doesn’t seem to qualify. We’ve studied the rules and regulations and consulted with every expert available. Do you have any suggestions?


And I responded with… Well….it sounds to me like you thought the kid might be E.D.,

L.D., O.H.I. due to A.D.D. or A.D.H.D., M.R., or T.B.I. I’m sure

you did want to come up with an I.E.P. so that you could

provide F.A.P.E. in the L.R.E. and thus comply with I.D.E.A. I

expect you considered O.T., P.T. and all sorts of A.T.D’s. I’m

guessing you’ve already looked at the D.O.E., O.C.R. and T.E.A.

guidelines and probably also thought about making A.Y.P.

under N.C.L.B. with a H.Q. teacher. Finally, you F.I.E’d him, you

A.R.D’d, and 504’d him and D.N.Q’d him.

I’d say the K.I.D. is O.U.T.


Scoring:

If you understood 80% of the previous slide, you are a

“special ed type”.


Today We Will Talk “Lawyer”


Top Ten Statements That Make Attorneys Cringe 10. I have 21 other students in my class besides

Johnny. I don’t have time to give him the attention he needs. Besides, I teach literature. You can’t modify Hamlet.

9. I won’t be able to do that. My schedule is full already.

8. I’m sorry Ms. Smith, we don’t have P.T., O.T., or content mastery at this campus.


7. Our superintendent will have to approve that.

6. I guess everyone in the ARD meeting knows me. I’m Ms. Crumley, Johnny’s teacher and this is my attorney, Ms. Landshark from the firm of Macon Bigbucs and Lovinit P.C.

5. She’s not eligible for that room. Only the ED child is eligible for that placement.


4. I’m sorry, we don’t place aides with any students. We don’t have the money.

3. Our ESY program is 4 weeks for three hours a day.

2. I’m sorry that you and the students have to barricade yourselves behind your desks everyday because of Johnny’s attacks, but we’re stuck with this inclusion thing.


And….#1

I don’t care that this so called modification sheet says Johnny needs oral exams. If you’re going to dump him in my class, he’s going to take written exams like every other kid.


Times Have Changed

Internet Advocacy Broadened IDEA


ARD does not stand for “Anguish, Remorse and Denial” The ARD meeting is the critical vehicle for

school/parent communication. How the meeting is conducted speaks volumes about the professionalism and caring of the school

district.

It is essential that the meeting have strong leadership.


#1 Defense

Have Strong Leadership At Your ARD Meetings


The ARDC needs a strong leader. A strong leader sets the tone for the meeting,

establishes and enforces “ground rules” for productive discussion, makes sure that all voices are heard, all issues are addressed, and that decisions are made in an orderly fashion.


The Leader:

Does not have to be the leading expert on special education law in your district.

Must have good people skills and good communication skills.

Should have a good, basic understanding of what ARDC meetings are about.

Does not have to know the details of federal of state regulations.


The most logical person to serve as ARDC leader is: The administrative representative of the

school. (iii) a representative of the local education agency

who— (I) is qualified to provide, or supervise the provision of,

specially designed instruction to meet the unique needs of children with disabilities;

(II) is knowledgeable about the general curriculum; and (III) is knowledgeable about the availability of resources

of the local education agency; 20 U.S.C. 1414(d)(1)(B)(iv).


In too many school districts:

The educational diagnostician is called on to play too many roles at the ARDC meeting.

The diag. is frequently required to: fill out all the paperwork, lead the discussion, establish rapport with the parents etc.


Two Parties

While there are many people around the table at an ARDC meeting, there are only two parties – the parent (or adult student) and the school.

The administrative representative is the logical leader for the school and for the meeting as a whole.


Who Should Attend the ARD Meeting Parent Special Ed Teacher Regular Ed Teacher Diagnostician LEA Representative Other Staff – Optional depending on the

circumstances OT, PT, Speech, Vision, Transition, Nurse,

Others???


IEP Team Attendance(Section 614(d)(1)(B) and (C)) A member of the IEP team may be excused

if: If parent and LEA agree (member’s area of the

curriculum or related services is not being modified or discussed in the meeting).

If parent and LEA agree and the member submits, in writing to the parent and IEP team, input into the development of the IEP prior to the meeting.

A parents agreement (attendance not necessary) and consent (excusal) must be in writing.


Actual Wording

Not less than one regular education teacher of the child (if the child is, or may be, participating in the regular education environment);

Not less than one special education teacher of the child, or where appropriate, not less than one special education provider of the child;


Controlling the MeetingKeeping the Peace Use an agenda Stop chasing rabbits Let parents speak Insist on professionalism

No coke cans/drinks No food pr sack lunches Appropriate attire


Perception is Everything

Use Plain English Avoid Negative Body Language Pen and Ink Choose Words Carefully

Hurry up Idle Chit Chat


Setting the Stage

Check and double check recording devices. Cool rooms are best. Allow for plenty of table space. Straight-backed chairs without pads. Consider ADA violations


The Language of Special Education

Dear Parent,

You are invited to attend an annual IEP meeting for your child. All meetings are conducted according to IDEA 04, CFR, OSEP, TEC, TAC, and the SBOE rules…


Acronym Mania!


Legal Mandates Federal

Individuals with Disabilities Education Improvement Act (IDEA) of 2004 (20 U.S.C. 1400)

Code of Federal Regulations (C.F.R. Part 300) Case law No Child Left Behind Act of 2001 (NCLB) Section 504 of the Rehabilitation Act of 1973 Family Educational Rights and Privacy Act of

1974 (FERPA)


Legal Mandates State

Texas Education Code (TEC) Texas Administrative Code (TAC) State Board of Education Rules Commissioner’s Rules


Legal Mandates

Local

Policies and procedures Operating guidelines


A Resource For Current Information www.tea.state.tx.us


The Legal Framework for the Child-Centered Process

Summary of state and federal special education requirements for special education that is web accessible

Link to state and federal resources Access glossary of terms

http://www.esc18.net/


Procedural Safeguards

Explains specific rights and responsibilities of the parent in the special education process


Away Game

“ I always felt that I was at an away game when I was on my home campus.”


HEARING WORDSHEARING WORDS

LOOKING AT PICTURESLOOKING AT PICTURES

WATCHING A MOVIEWATCHING A MOVIELOOKING AT AN EXHIBITLOOKING AT AN EXHIBIT

WATCHING A DEMONSTRATIONWATCHING A DEMONSTRATIONSEEING IT DONE ON LOCATIONSEEING IT DONE ON LOCATION

PARTICIPATING IN DISCUSSIONPARTICIPATING IN DISCUSSION

GIVING A TALKGIVING A TALK

DOING A DRAMATIC PRESENTATIONDOING A DRAMATIC PRESENTATION

SIMULATING THE REAL EXPERIENCESIMULATING THE REAL EXPERIENCE

DOING THE REAL THINGDOING THE REAL THING

Experience & Experience & LearningLearning

Experience & Experience & LearningLearning

We tend to remember...We tend to remember... Our level of

involvement

Our level of

involvementREADINGREADING

10% of what we read10% of what we read20% of what we hear20% of what we hear30% of what we see30% of what we see50% of what we hear and see50% of what we hear and see

70% of what we say70% of what we say

90% of what we both say & do

90% of what we both say & do

Verbal Receiving

Verbal Receiving

Visual Receiving

Visual Receiving

Receiving & ParticipatingReceiving &

Participating

Doing

Doing

AC

TIV

EA

CTIV

EP

AS

SIV

EP

AS

SIV

E


How To Accommodate During Lecture

Clock Partners



The QUESTION

If the president of the USA can no longer occupy the office …. who takes his/her place? List the succession of the inhabitant of the presidential office in order.


Circle the Sage 1. President 2. Vice President

Who is next??? ….and after that?!?


Circle the Sage Sages stand up. Sages go to different areas of the room. Those needing this information go to the

sage closest to you and… Circle the sage. Sages teach their group.


Sage on Stage and a Spin

Group practices the information Break off into smaller groups of four Number off 1- 4 Teacher spins the spinner and those with that

number stand and be ready to answer the questions.


Answer President Vice President Speaker of the House of Representatives President Pro-Tem of the Senate Cabinet Members (starting with the Secretary

of State).


With Your 9:00 partner:

Discuss ways in which you have/could/would implement the strategies of the “clock partner” or “circle the sage” in your full and individual evaluations.


Example Intervention for Comprehension Strategy instruction will help improve (Name)’s reading

comprehension. One self-monitoring strategy is a five-step self-questioning technique. The five questions are:

1. Why are you studying this passage?

2. What is the main idea in the paragraph? (Underline)

3. Think of a question about the main idea.

4. What is the answer to your question?

5. Look back at the questions and answers to see how

each provides you with more information.

A cue card can be used. (Name)’s responses to the questions should be written so they can be reviewed with corrective feedback by a teacher.


Differentiating Instruction Through Cooperative Learning


ARE YOU LISTENING ??


Sample “T” ChartsSample “T” ChartsLISTENING SKILLS

Looks Like Sounds Like


Sample “T” ChartsSample “T” ChartsLISTENING SKILLS

Looks Like Sounds Like

YSitting Up

YLeaning Forward

YFacial animation

YLaughter, smiling

YHand gestures

YEye Contact

YHead nodding

Y“Wow. How Interesting!”

Y“That’s great!”

Y“Very Cool!”

Y“Tell me more.”

Y“What happened next?”

Y“Why did that happen?”

YHow did you feel?


1. Each team creates a single list using Pairs Compare or other brainstorming structure.

2. All teams stand

3. Teacher chooses a team to share one item from their list.

4. One team member shares one new item from the list, checks it off and passes the paper to the right.

5. On other teams, one member checks their team’s list and either checks off that answer or adds it to their list and then passes the paper to the right.

6. Repeat steps 3-5. When all ideas on a team’s list are checked off, the whole team sits down. Continue until all teams are sitting down.

(Q. List items that confused or confounded you this year about your new job .)

Team Stand and Team Stand and ShareShare


Call Anytime!!!

Debbie BuchananSenior Education Specialist

Region One [email protected]

(956) 984-6202


IDEA 2004: Eligibility

Autism Deaf Blindness Deafness Emotional Disturbance Hearing Impairment Mental Retardation Multiple Disabilities

and who, by reason thereof, need special education and related services

Orthopedic Impairment Other Health Impairment Specific Learning Disability Speech or Language

Impairment Traumatic Brain Injury Visual Impairment (including

Blindness)

34 C.F.R. § 300.8


IDEA 2004: Specific Learning Disability

Oral Expression Listening Comprehension Written Expression Basic Reading Skill Reading Fluency Skills Reading Comprehension Mathematics Calculation Mathematics Problem Solving

34 C.F.R. § 309


Commissioner’s Rules 2007

Texas Education Agency Special Education Rules and Regulations http://www.tea.state.tx.us/special.ed/rules/comm.html Commissioner’s Rules Guidance Document Comments


Commissioner's Rules Guidance Guidance has been developed on the implementation of the

newly adopted Commissioner's rules Specific guidance on rule include

89.1011 Referral for Full and Individual Initial Evaluation 89.1040 Eligibility Criteria 89.1050 The Admission, Review, and Dismissal (ARD)

Committee 89.1055 Content of the Individualized Education Program (IEP) 89.1070 Graduation Requirements 89.1096 Provision of Services for Students Placed by their

Parents in Private Schools or Facilities 89.1131 Qualifications of Special Education, Related Services,

and Paraprofessional Personnel


Significant Changes in Eligibility Determination: Learning Disability

(B) (B) A student with a learning disability is one who:A student with a learning disability is one who: (i) has been determined through a (i) has been determined through a varietyvariety of assessment of assessment

tools and strategies to meet the criteria for a specific learning tools and strategies to meet the criteria for a specific learning disability as stated in 34 CFR …; disability as stated in 34 CFR …; andand

(ii) does not achieve adequately for the child’s age or meet (ii) does not achieve adequately for the child’s age or meet state-approved grade-level standards in oral expression, state-approved grade-level standards in oral expression, listening comprehension, written expression, basic reading listening comprehension, written expression, basic reading skill, reading fluency skills, reading comprehension, skill, reading fluency skills, reading comprehension, mathematics calculation, or mathematics problem solving mathematics calculation, or mathematics problem solving when provided appropriate instruction, as indicated by when provided appropriate instruction, as indicated by performance on performance on multiplemultiple measures such as in-class tests; measures such as in-class tests; grade average over time (e.g., six weeks, semester); norm- grade average over time (e.g., six weeks, semester); norm- or criterion-referenced tests; statewide assessments; or a or criterion-referenced tests; statewide assessments; or a process based on the child’s response to scientific, research-process based on the child’s response to scientific, research-based intervention; based intervention; andand



(I) does not make sufficient progress when (I) does not make sufficient progress when provided a process based on the child’s provided a process based on the child’s response to scientific, research-based response to scientific, research-based interventionintervention (as defined in 20 USC, Section (as defined in 20 USC, Section 7801(37)), as indicated by the child’s 7801(37)), as indicated by the child’s performance relative to the performance of the performance relative to the performance of the child’s peers on repeated, child’s peers on repeated, curriculum-based curriculum-based assessmentsassessments of achievement at reasonable of achievement at reasonable intervals, reflecting student progress during intervals, reflecting student progress during classroom instruction; classroom instruction; oror



II) exhibits a II) exhibits a patternpattern of strengths and of strengths and weaknesses in performance, achievement, or weaknesses in performance, achievement, or both relative to age, grade-level standards, or both relative to age, grade-level standards, or intellectual ability, as indicated by significant intellectual ability, as indicated by significant variance among specific areas of cognitive variance among specific areas of cognitive function, such as working memory and verbal function, such as working memory and verbal comprehension, or between specific areas of comprehension, or between specific areas of cognitive function and academic cognitive function and academic achievement.achievement.


How Do We Make Eligibility Determinations for Specific Learning

Disabilities?

73


Significant Changes in Eligibility Determination: Mental RetardationA student with mental retardation is one who: (A) has been determined to have significantly sub-average

intellectual functioning as measured by a standardized, individually administered test of cognitive ability in which the overall test score is at least two standard deviations below the mean, when taking into consideration the standard error of measurement of the test; and

(B) concurrently exhibits deficits in at least two of the following areas of adaptive behavior: communication, self-care, home living, social/interpersonal skills, use of community resources, self-direction, functional academic skills, work, leisure, health, and safety


Guidelines for ARD Committees Regarding Testing Requirements for Students: 2 Flowcharts

Students entering 9th during 2008-2009 must meet requirements of new rule.

Students who began completing the Distinguished or Recommended high school program requirements prior to November 2007 are not affected by the rule change.

Students who take at least one TAKS-M subject-area test in grade 11 graduate on the Minimum plan


State Performance Plan

IDEA 2004 requires each State to develop a six-year performance plan to: Evaluate the State’s efforts to implement the requirements and

purposes of IDEA Illustrates how the State will continuously improve upon this

implementation The Office of Special Education Programs (OSEP) has identified

five monitoring priorities and twenty indicators to be included in the SPP

For each of the indicators, the State must report progress on measurable and rigorous targets and improvement activities

Download from TEA website: http://www.tea.state.tx.us/special.ed/spp/


Texas Education Agency – Performance Monitoring and Interventions (PMI) Monitoring is

Using a data-driven performance-based model to observe, evaluate, and report Data integrity Data analysis Student performance Program effectiveness

A continuous improvement process


PMI & the Evaluator

Indicators Identification of students for special education

Overidentification Disproportionality/Overrepresentation Recommendations for exiting

Statewide Assessment Least Restrictive Environment (LRE) Behavior/Discipline


Family Educational Rights and Privacy Act (FERPA)

Federal law that protects the privacy of student education records

Parents or eligible students have the right to inspect and review education records

Schools may disclose records under certain conditions


Evaluation


Legal Framework: Child Find Framework

No Child Left Behind Act (NCLB) of 2001 Standards based reform Accountability Adequate yearly progress

Individuals with Disabilities Education Improvement Act (IDEA) of 2004 Eligibility identification Progress towards annual goals

http://framework.esc18.net/


Problem Solving Teams

Improve student success Target interventions Monitor student progress Support teacher needs Partner with parents Prevent inappropriate referrals


What is meant by a Response to Intervention (RtI) model?

Multi-tiered model High quality, research-based instruction

in general education setting Screening of academics and behavior of

all students to identify individual need General education teachers assume an

active role in students assessment


What is meant by a Response to Intervention (RtI) model?

Research-based interventions Continuous progress monitoring Data collection to determine individual

student needs and interventions' effectiveness

Problem solving team process


Role of the Evaluator

Campus Problem Solving Teams Response to Intervention (RtI) Progress Monitoring

Referral Full Individual Evaluation (FIE) Reevaluation Measure progress toward annual goals


Evaluation Process

Recommend

Analyze

Interpret

Evaluate

Notice & Consent

Focus

Collaborate

Collect

Used with permission from Region 4 Education Service Center


Referral

Demographic & background information Educational records Home language survey Vision and hearing screening Health history Documentation of previous research based

educational strategies and interventions Parent information


Initial Evaluation

Request by parent or public agency Conduct within 60 days of consent Consists of procedures to provide information

to determine If the child is a child with a disability, and The educational needs of the child

C.F.R. § 300.301


Evaluation Procedures

Notice Conduct evaluation Considerations for assessments and other

evaluation material Review of existing evaluation data Report

C.F.R. § 300.304, 305


Full Individual Evaluation

Gather information to Make recommendation as to the presence or

absence of a disability condition Identify educational need Make recommendations for accommodations,

modifications, and instruction


Written Report


Determination of Eligibility

Upon completion of the evaluation A group of qualified professionals and the parent

of the child determines whether the child is a child with a disability … and the educational needs of the child; and

The public agency provides a copy of the evaluation report and the documentation of determination of eligibility at no cost to the parent

34 C.F.R. § 306(a)


A Team is…


Reevaluations

Conducted when Public agency determines that educational or

related services warrant Requested by parent or teacher Change of placement may occur including

determination that child no longer has disability Frequency

C.F.R. § 300.303, 305


Reevaluation Questions Whether child continues to have a disability and the

educational needs of the child Present levels of academic and related

developmental needs Whether child continues to need special education

and related services Whether any additions or modifications to the

special education and related services are needed to enable the child to meet measurable annual goals set out in the IEP and to participate as appropriate in the general education curriculum


Individualized Education Program (IEP) Meetings

or as we say in Texas –

Admission, Review, Dismissal (ARD) Meetings


Individualized Education Program (IEP) Written statement of the educational program

designed to meet a child's individual needs Every child who receives special education

services must have an IEP The IEP has two general purposes

Set reasonable learning goals State the services that the school

district will provide


Types of Meetings

Admission Initial Transfer

Review Annual Reevaluation Review (e.g. progress toward goals, behavior)

Dismissal


IEP Team

Parent Student, if appropriate General Education Teacher Special Education Teacher Public Agency Representative Person who can interpret evaluation Other members as appropriate


IEP Agenda


IEP Minutes

Tips on Taking Minutes Include attendance sheet Show efforts to cooperate with parent Show consideration of each evaluation Document decisions


10 Things Not to Say at an ARD “BUT WE DON’T HAVE A PT, OT, ETC…”

(Remember that services are based on the needs of the student.) “WE CAN’T DO THAT---MY SCHEDULE IS FULL ALREADY.” “IF THIS WERE MY CHILD, I’D…”

(Be careful.) “SHE’S NOT ELIGIBLE FOR THAT SERVICE DUE TO HER DISABILITY.”

(Services are based on the individual needs of the student.) “OUR EYS PROGRAM RUNS FROM JUNE 10 TO JULY 15.”

(EYS should be based on student need.) “WE’VE NEVER DONE IT THAT WAY BEFORE.” “THE SUPERINTENDENT WILL HAVE TO APPROVE THAT.”

(If something needs to be approved, ask for a fifteen minute recess and get someone there who has that power.)

“BUT WHAT IF WE GET SUED?” (Don’t ask at the ARD. You will not be sued individually; usually suit is against the district.)

“I DON’T HAVE TIME TO MODIFY FOR ONE STUDENT. IF HE/SHE IS GOING TO BE IN MY CLASSROOM, HE/SHE WILL DO WHAT EVERYONE ELSE DOES.”

“THE REGULAR CLASSROOM IS NOT APPROPRIATE FOR THIS CHILD.” (You must make reasonable efforts to modify. After you have modified and supplemented for a

reasonable amount of time, then you can say, “We find that the regular classroom…”)

Reprinted with permission from Jim Walsh, Walsh, Anderson, Brown, Schulze & Aldridge, P.C.


Have a great year!


Role of Assessment

Assessment always has more to do with helping students grow than with cataloging their mistakes.

Tomlinson

The Differentiated Classroom


Contact Information

Debbie Buchanan

Region One ESC, Edinburg, TX

[email protected]

(956) 984-6202

Documents

Provided by the Texas Education Agency Statewide Leadership: Evaluation Network 1 Ready, Set, Go: Training for New Evaluation Personnel Debbie Buchanan