Student Intervention Data Review (SIDR), REED for initial and reevaluations and

meeting mechanics process

ACTIVITY

Overview – Ann Walton Data Review – Jeanine Mattson-Gearhart

and Tim Hall Meeting Mechanics Principles – Tresia

Gillett, Elizabeth O’Leary, and Lissa Perkins SIDR Process – Robin Norman and Michole

Leither Initial/Reevaluation REED process – Ann

Walton Q & A – All Discussion of training process within

district – District Teams

Participants will …1. Understand the process for facilitating an effective

problem solving team meeting

2. Understand the tools and resources for data collection that can assist the problem solving teams in developing effective interventions and strategies for struggling students.

3. Understand and apply #1 and #2 to the SIDR and REED processes to effectively make educational decisions for students suspected as having a disability as well as students with IEPs

4. The understanding of how to pilot and begin the SIDR and REED training within your respective district

No reference in IDEA-2004 regarding evaluation review.

IDEA-2004 reauthorization replaced it with review of existing evaluation data – Michigan complied with this change

RtI and SLD eligibility requirements in IDEA-2004 have further impacted the need to change to the REED process◦ Districts now must align their practices with these

new requirements

April 2009, MDE finalized the policy on the REED process for Michigan (see REED manual handout)◦ Required to be implemented by all districts in

Michigan Calhoun developed a committee in late

spring 2009 and drafted the process presented today

This is a pilot The feedback we get from your implementation of

this process will help finalize the process we develop in FOCUS

PRO

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PREVIOUSLY NOW

Waiting to intervene until criteria for special education are met and services can be provided

Intervening at first indication of learning difficulties, utilizing universal screening and progress monitoring of essential skills and concepts

Within-child focus of problem; focus on internal, unalterable variables

Systems approach to problem-solving; emphasis on the effectiveness of core instruction for all students; focus on alterable variables (instruction and intervention varied as to time, intensity, and focus)

Student Study/Multidisciplinary Team often made up mostly of special educators; individual students typically referred to team by teachers with academic and behavioral concerns, frequently resulting in a special education referral

Problem-solving process as central to the work of school teams that include general and special educators; parents involved throughout the process and kept informed of instructional strategies and progress; collaborative educational decisions, including adjustments to instruction/intervention, are based on ongoing school, classroom and individual student data; increased focus on early detection and proactive response to difficulties

Reliance on assessments largely external to the learning context for the purpose of disability identification

Reliance on direct measures of learning that inform instruction/intervention, as well as consideration for special education if appropriate

Assessment data collected during a limited number of sessions used to make eligibility decisions

Multiple data points collected over time and in direct relationship to the instruction/intervention provided used to make important instructional decisions (including special education eligibility)

Assessment/evidence of Perceptual-Communicative (PC) Indicative Behaviors (processing deficits) required for identification

Emphasis on diagnostic/prescriptive assessments in the area(s) of suspected disability and/or educational need that directly assist in the determination of instruction and intervention

“Comprehensive evaluation” consisting mainly of formal assessments conducted by individual members of the multidisciplinary team; often the same battery of tests administered to all children referred during a limited number of sessions

“Full and individual evaluation” collaboratively planned and relying heavily on existing data collected throughout the SIDR and REED process; evaluation includes data gathered through universal screenings, observations, teacher checklists, progress monitoring, diagnostic assessments, etc.

PRO

ACTI

VEIN

TERV

ENTI

ON

Summary of Major Shifts in the SIDR/REED Process

ASSE

SSM

ENT/

EVAL

UAT

ION

A common vocabulary of terms - (See glossary handout)

Data Collection – what tools and resources are available to districts

Interventions/strategies/progress monitoring done by Problem solving teams

On-going documentation in the SIDR

Tim Hall and Jeanine Mattson-Gearhart

Tresia Gillett, Elizabeth O’Leary and Lissa Perkins

Robin Norman and Michole Leither

Problem Solving Team (PST) – Formally referred to as:◦ Child-Study Teams (CST)◦ Student Intervention Teams (SIT)◦ Teacher Assistance Teams (TAT)

SIDR will replace any previous Child-Study forms

This will be a working document and will be updated throughout the student’s education

This will provide consistency across local districts within our county

Forms will be completed as a collaborative process, not necessarily one person’s responsibility

Forms do not have to be completed in a formal meeting, although some information will be completed before the PST meeting is held

Forms are form-filled You can attach hard copies from other sources

(Data Director) but the data must be summarized on the SIDR

Completed forms must be kept in the student’s CA-60

Initiation Date: Document the date you begin the Problem-Solving Team (PST) process

General Information Section: Fill out general information regarding the student and family

Meeting Log/Participants:◦ Enter date, student grade, school and school district and

general overview of concern (i.e. reading fluency and comprehension)

◦ Enter name and title of participants on the PST and that have provided data/information about the student

◦ Team members may NOT actually be at the PST meeting but have provided input

◦ This will be an ongoing record for meetings and team members

As a result of data review, the PST will summarize interventions/strategies to be implemented

Note which Tier the intervention falls into:◦ TIER I – the provision of general screening and

group interventions that usually represent the core instructional program. If this is adequately differentiated, 80% - 90% of the students will respond and achieve established benchmarks. Assessments occur 3-4 times per year. Examples: DIBELS, core curriculum, universal

screening, Positive Behavior Support

TIER II – If students do not make adequate progress in Tier I, more targeted services and interventions, usually in small group settings, are provided in addition to the general curriculum. Progress is monitored more closely, at least bi-weekly, and the research based interventions could last approximately 6-10 weeks. This represents 5-10% of the student population.◦ Examples: progress monitoring, READ Naturally,

Study Island, Title I, change in grouping and duration of interventions, FBAP/BIP

TIER III – for students who do not adequately respond to targeted services and interven-tions in Tier II, intensive interventions would be provided, in small groups or individually, to address their deficits. After a period of time of Tier III interventions/strategies in which the student is not making progress a special education evaluation could be initiated. This should only represent 1-5% of the student population.◦ Examples: Language!, specialized instruction,

change in grouping and duration of interventions, specialized/more intense behavior plan.

Identify academic, behavioral and communication strengths of the student◦ This helps identify what the student is able to do,

and is a starting point for where the student is currently functioning

Provide/review/analyze data that compares the student’s performance to peers within their age/grade and overall district

By reviewing this data you will be able to document impact on the student’s ability to participate in the general curriculum or age appropriate activities.

Until this is in FOCUS, you will be able to attach hard copies or pull information from Data Director or other similar programs (i.e. attendance reports, report cards, behavioral reports, district, etc.)

Parent Input◦ Document date(s) of contact(s) and form of

contact (i.e. phone, in person, etc.)◦ Summarize parent input/family perspective of

needs◦ Summarize any outside agency involvement or

services (i.e. CPS, private speech services, parenting classes, counseling, etc.)

Academic History and Status◦ Attendance History

Document information on district, school, grade, attendance, and suspensions

Complete previous 4 years/grades and attach hard copies if needed

Summarize the data on the form◦ Tiered/Targeted Intervention Results and

Accom-modations Document strategies, interventions, dates used,

outcomes/results Attach hard copies/data sheets There are analyzed sample data sheets at the table

◦ Universal Screener Results Summarize screening results data and the impact on

the student’s ability to participate in the general education curriculum (i.e. DIBELS, MLPP, etc.)

Report Cards/Progress Reports & Monitoring◦ Document the student’s grades or progress on IEP

goals/objectives◦ Attach hard copies/IEP progress reports for re-evals

Developmental Assessments◦ These may include assessments such as kindergarten

readiness results, preschool screeners (Headstart and 4 year old programs use ASQ), Early On screening (IDA), etc.

English Proficiency Information◦ If appropriate, address any student or family information

regarding English Proficiency (i.e. need for interpreter, receiving bi-lingual support, may have had some assessment regarding proficiency, etc.)

◦ Age Appropriate for Grade Explain further if answer is no Examples (homeschooled, retained, etc.)

◦ Supplemental Services/Educational Services History If appropriate, document any previous school

experience such as preschool, early special education support, previous remedial instruction, etc.

Medical Needs◦ Document hearing, vision, and medical information

Existing Evaluation/Assessments◦ Review & document academic strengths and

weaknesses in each area Summarize data

Summarize the impact areas of concern have on the student’s ability to participate in the general education curriculum

Attach work samples/curriculum based assessments ◦ Review and document any standardized

assessments (i.e. IOWA, SAT, ACT, previous special education evaluation results such as cognitive and achievement testing) Summarize data Summarize the impact this may have on the

student’s ability to participate in the general curriculum

Attach hard copies◦ Review & document state and/or district

assessments (i.e. MEAP, MLPP, Ed Performance)

Summarize data Summarize the impact this may have on the

student’s ability to participate in general curriculum Attach hard copies

School-Based Observations◦ Document date(s) and person(s) who have

completed any observations◦ Define the observable behavior/skills of the

student in the setting related to the area(s) of concern

◦ Summarize impact on the student’s ability to participate in general curriculum/environment

◦ Attach hard copies

Other Educational Needs◦ Review and document information in the areas of

adaptive behavior, social-emotional, behavior, communication, fine motor, gross motor, sensory, etc.

◦ Document the source of this information, any baseline data, and the impact this has on the student’s ability to participate in the general education curriculum/environment

◦ Attach hard copies

Begin PST/SIDR process when student concern is initiated

Complete SIDR, PST has a meeting, PST determines next steps/interventions and sets review date

Print hard copy for CA-60 Edit SIDR before review meetings

◦ May need to change or update information depending on impact of intervention (i.e. strengths and weaknesses, medical information, attendance, report cards, etc.)

Print hard copy for CA-60

Initial, Reevaluation, Transfer-in, Out of State Transfers, Termination of Services, and

adding/deleting services

Initial Evaluations◦ Out of state transfer-ins◦ Revocation of services ◦ True initials (following SIDR process)

Re-evaluations◦ Every thirty-six months

Clock begins at initial IEP and all Re-eval IEPs Done each time the team is considering changing eligibility

Termination of Eligibility◦ When considering that a student no longer has a

disability◦ Exceptions . . . Graduation with a diploma

Provide Summary of Academic Achievement and Functional Performance

Does not have to be done at a formal meeting but:◦ must have all team members provide input, and ◦ review existing data in their area of expertise

Must include the following:◦ Current classroom based, local and state

assessments◦ Screeners◦ Interventions and strategies◦ Progress monitoring◦ Record review◦ Attendance◦ Report card

◦ Medical/health records, ◦ Outside evaluations◦ Developmental Assessments◦ Evaluations and information provided by parent◦ Observations by teachers and related service

providers Once the data is analyzed:

◦ Determine if additional data is needed to answer the four questions (page 10): Whether a student is or continues to be a student

with a disability The student continues to need special education

intervention

The present levels of academic achievement and related developmental needs of the student

Whether any additions or modifications to special education or related services are needed to participate in general education curriculum

◦ If no additional data is needed, then: Complete the first section of the REED document

(Notice section – page 11) and skip the eval section Obtain signatures and set IEP date Present REED at the initial/re-evaluation IEP to

determine eligibility.◦ If additional data is needed (page 12),

Complete the evaluation section with evals needed Obtain signatures and set IEP date Present REED at the initial/re-evaluation IEP to

determine eligibility.

SIDR to Initial

Problem solving team has developed a SIDR and implemented interventions and strategies with Student A for about 6 months:◦ Student has achieved the goal the problem-solving

team has set

What do you do with the SIDR? Correct: Put it in the CA-60

and you are done!

Problem solving team has developed a SIDR and implemented multiple interventions and strategies and conducted progress monitoring with Student B for about 10 months:◦ Student has not achieved the goal the problem-

solving team has set and they decide to refer the child for a special education evaluation.

What do you do with the SIDR?

Take all the information from the SIDR and:◦ Fill in the first page of the REED document

◦ Replace page 2-9 of the REED with the SIDR document and all attached reports and documents.

◦ Complete pages 10-13 of the REED based on the analysis of the data and what, if any, additional assessments are needed.

◦ The general education staff may be asked to continue an intervention and progress monitor as part of the assessment

For all initials:◦ They must be done within 30 school days

Timeline starts when the district receives the consent from the family (see page 13) If parents sign form on Monday 1/11/10 and sends it US Mail

to district who receives it on Thursday 1/14/10 – what date goes in the field?

This information is submitted via MSDS counts 3 times a year and impacts the district’s SPP Indicator #11- Child Find

Extensions may be sought under special circumstances Check with your district supervisor as to the proper protocol

for obtaining an extension Out of state transfer-ins must be done within the 30

school days as well.

Reevaluations

Former Process REED Process

The Reevaluation Plan and Consent form was completed and consent obtained once every 36 months

Document is only activated once every 36 months

Upon completion of the initial IEP, the IEP Team members continue adding to the evaluation documentation on the REED (page 2 thru top of 10)

REED is a living document and is constantly updated over the next 36 months

For the approximately the next 30 months, the case manager and related service providers (IEPT members) document on the REED

Prior to (recommended 6 months prior to Reevaluation IEP due date), the IEP Team completes page 1, bottom of 10-13 of the REED following their analysis of the last 30 months of data

Follow process outlined on slides 19-27 and 31-33 Be sure the new Reevaluation IEP is done on or

before the anniversary date of the previous one Section 5 on page 13 of the REED applies to the

Reevaluation – it must be completed if the parent is not responding to your requests for consent

Your district team here today will be the team to train your district pilot sites/staff

The documents shared are on the following website:◦ http://districts.calhounisd.org

Log In spedforms Password calhounisd

Complete the training before the end of February 2010

A survey will be sent to each district Special Education Supervisor to disseminate to pilot participants in late May 2010

Surveys results will assist us over the summer to build the process into the FOCUS web system.

Selection who to pilot this with is critical◦ Need to be sure this is piloted with

Select buildings and/or staff currently working with Coaching for Learning Coaches

Problem-solving teams (formally child-study teams) All levels (elementary, MS, HS) For initials and reevaluations For reevaluations (the pilot is a very short timeframe, but

we need information on the process for the ongoing data collection)