Fall 2011 Child Find and Eligibility Determination for AEA
Special Education Support Staff Day 1
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Look through the new EER or the Reevaluation Questions Guide
Highlight the new information Capture your questions on sticky
notes and place them on the form Whats New?
Day 1 (discipline groups) Day 2 (discipline groups) Day 3
(all-staff meeting) Focus on the What and How Overview Child Find
FIE Components Progress Components Discrepancy Need Exclusionary
Factors Decision- Making Focus on the Why Evidence/Data Elements of
Evaluation Linkages Outline of Training Days
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Participants will: 1.understand the types of data needed for
the eligibility determination process 2.analyze the data gathered
under the evaluation 3.arrive at conclusions regarding eligibility
determination for special education services Objectives
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1.Conduct two FIEs and document the results on the EER template
OR conduct two Reevalaution processes and document the results on
the IEP, Page R. 1 st FIE/Reevaluation to be completed by 1/20/2012
2 nd FIE/Reevalaution to be completed by 6/1/2012 Requirements for
Support Staff
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2.Meet with Special Education Administrator to present the
completed FIEs/Reevaluations and resulting EERs/IEP R Pages for
coaching and feedback. Requirements for Support Staff
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Overview of Child Find Eligibility Determination Process
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Child Find Full and Individual Evaluation Educational
Evaluation Report Continuum of Work
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To locate, identify and evaluate individuals with disabilities
To determine the educational needs of individuals with disabilities
Purposes of Child Find
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In order to determine if an individual has a disability, we
must examine his/her responses to interventions. Otherwise, there
is essentially only discrepancy data which is not enough to
determine the presence of a disability. Why Examine RtI Data?
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Eligibility Determination Flowchart See page 14
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1.Screening-level decision 2.Professional judgment required
3.Suspicion of disability is not validation of disability
Suspecting Disability Guiding Principles
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Health/Physical Condition, Functional Limitation Significant
Status Change Obvious and Immediate Need for Service Performance
below standards, unique compared to others, and no other more
plausible explanations for the difficulty Conditions for Suspecting
Disability
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Academic Health Adaptive Behavior Behavior Hearing/Vision
Physical Communication Consent Performance Domains
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Purposes of Evaluation Determine Educational Interventions
Determine Eligibility
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Definition of presenting problem Analysis of existing
information Strengths relevant to presenting problem Additional
information needed to design interventions 18 Content of
Evaluation
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Assessed in all areas related to the suspected disability
Sufficiently comprehensive to identify all special education and
related services needs 19 Comprehensive Evaluation
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Review evaluations and information provided by parents Current
classroom, local, or state assessments Classroom-based observations
and observations by teachers Additional Requirements
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Based on educationally relevant information Gathered through
the R eview, I nterview, O bservation and T est/ T ask( RIOT )
methods 21 Educational Evaluation
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The process of gathering educationally relevant performance
data Response to Intervention (RTI) Review data Interview data
Observation data District-wide Assessment data Assessment
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The process of analyzing assessment data to make judgments
about performance and needs Evaluation
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Relevant to the identified problem Multidimensional Intended to
identify interventions that might solve the problem Direct and
repeatable Individually-focused Functional Assessment is
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1.Determine what information is known and unknown 2.Use unknown
information to develop assessment questions 3.Collect additional
data based on the developed questions Functional Assessment
Steps
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With a partner, read the document titled Functional Assessment
After each section of text, say something related to the
information Comment Connection Clarification Share a C
Something!
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Tells us whether or not interventions require special education
resources Progress DiscrepancyNeeds Eligibility Decision Tells us
what and how to teach Tells us if the individual is different from
standards of comparison and unique compared to peers Tells us how
the individual responds to intervention Disability Eligibility
Decision
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Child Find is a serious civil rights issue. Dr. Marty Ikeda,
2010 A Message From the Bureau Chief
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Progress Evaluation
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evidence of changes in the individuals rate of progress which
can be attributed to the effects of intervention, and evidence of
the individuals rate of progress compared to the expected rate of
progress. Educational Progress Is
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Individuals with intensive educational needs must have a strong
instructional match Instructional match is ensured with regular
progress monitoring in relation to individual goals Why Collect and
Analyze Progress Data?
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Data analysis of supplemental and/or intensified intervention
has occurred Intervention was implemented with integrity Data were
used to guide the decision- making regarding changes
Assumptions
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Using multiple assessment methods and data sources, including
progress data collected on a frequent and regular basis, summarize
the individuals response to the supplemental or intensified
instruction that was provided (including the individuals rate of
skill acquisition compared to expected rate of acquisition). From
the New EER: Progress Over Time
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When we talk about making a decision about educational progress
in the FIE, we are focusing on the progress the individual made
prior to and after supplemental and intensive interventions were in
place. RtI Progress
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Progress Iowa Core Concepts and Skills, Early Learning
Standards and Benchmarks, or District Standards and Benchmarks
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Identify, in each area of concern; a.broad based standards
b.essential concepts and skills that all peers are expected to
achieve. Standards For Comparisons
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Progress Individuals Response to Intervention
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There are several items within the Response to Intervention
section of the evaluation that utilize multiple data methods and
data sources including progress data collected on a frequent and
regular basis. Using multiple assessment methods and data
sources
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a)supplemental or intensified instruction, curriculum, &
environmental changes provided to address the areas of concern
b)how the above were determined to be matched to the individuals
needs c)how the above were implemented Summarize the Individuals
Response
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Progress Standard for Comparison and Expected Level of
Performance prior to Supplemental or Intensified Instruction
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1.Comparison to same age peer group 2.Comparison to historical
progress 3.Comparison to younger peer group 4.Comparison to goal
expectation 5.Comparison to mastery level Analysis Methods Used to
Make Progress Comparisons Most Salient Least Salient
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Peer group rate of progress Time Performance Indicator 1.
Comparison to Same Age Peer Group 1. Baseline for peer group X 2.
Ending for peer group X Progress below this rate = eligibility
indicator 3. Baseline for target student X 4. Ending for target
student X
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What Do These Rate Comparisons Tell Us? Time Performance
Indicator Peer group rate of progress X X X X Target student rate
of progress 1. Comparison to Same Age Peer Group
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Time Performance Indicator Peer group rate of progress X X X X
Target student rate of progress 1. Comparison to Same Age Peer
Group What Do These Rate Comparisons Tell Us?
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Example of Comparison to Same Age Peers School Age
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Example of Comparison to Same Age Peers Early Childhood
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Historical performance for the individual prior to intervention
(projected) Time Performance Indicator Individuals current progress
2. Comparison to Individuals Historical Progress
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Example of Comparison to Historical Progress School Age
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Example of Comparison to Historical Progress Early
Childhood
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Younger peer group rate of progress Time Performance Indicator
Individuals progress 3. Comparison to Younger Peer Group
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Example Graph of Comparison to Younger Peer Group- School
Age
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Example Graph of Comparison to Younger Peer Group- Early
Childhood
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Aim/Goal Line Time Performance Indicator Individuals progress
4. Comparison to Goal Expectation
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Example of Comparison to Goal Expectation School Age
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Example of Comparison to Goal Expectation Early Childhood
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Mastery level Time Performance Indicator Individuals progress
5. Comparison to Mastery Level
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Example of Comparison to Mastery Level- School Age
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Example of Comparison to Mastery level- Early Childhood
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Progress Rate of Progress
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(End performance) (Baseline) Time Rate of Progress Formula
What does this data suggest? Words Per Minute aimline
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Peer group rate of progress Time Performance Indicator X XX X
Target student rate of progress Students who are below the expected
level of achievement, need to work harder and faster, not slower
and easier.
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Sample EER/IEP Page R Rate of Progress section
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Qualitative information such as Interview information and
anecdotal information may be available. This is also considered a
part of the evaluation of the progress and helps provide more
confidence in the decision making process. Examples of Other Data
Measures
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Behavioral Definition & Baseline Data Goal Setting Data
Collection Implementation Integrity Data Analysis Other Components
of Progress Evaluation
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Progress Uniqueness Within Rate of Progress to a Comparable
Group
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What percentage of the students are closing the gap? Is this
individuals progress uniquely different from students in a similar
group or within the individuals small group? Group Intervention
Uniqueness Consideration
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Independence compared to other students Comparison on other
classroom formative assessments Individualization of the
intervention Other Considerations for Uniqueness of Progress
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Progress Greatest Impact of Interventions on Progress
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Identify the instruction, interventions and environmental
changes under which the individual experienced the most growth or
success. Now
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Frequency of Instruction? Daily? Every other day? Duration of
Instruction? 10 min? 20 min 30 min? Intensity of Instruction
Individual? Small Group? Time of Day? Location?
Environment
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Progress Summarize Significance of Rate of Progress
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When data are sufficient, the educational team is able to make
a decision regarding the progress component of the eligibility
decision. Are the Data Sufficient?
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When the data are insufficient for decision making in the
progress component, the educational team has the professional
obligation to indicate the data are insufficient. Are the Data
Insufficient?
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There may be times when progress data are sufficient (valid
& reliable, frequent & repeated) but are inconclusive to
make a decision. In this situation, the educational team has the
obligation to indicate the data are inconclusive for decision-
making. The Data Are Inconclusive So
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There may be times when the educational team is gathering
progress monitoring data during the evaluation period. If the
evaluation data suggest a need for continuing with data collection,
the team will likely determine the individual is not eligible and
may consider obtaining an additional consent. Seek Another
Consent
Slide 81
If this is agreed upon, and an additional consent is given, the
team continues with the progress monitoring until the data warrants
a confident decision. Seek Another Consent
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Three conditions where the Progress Evaluation would be
different: 1.Medical or Health Condition 2.Sudden Status Change
3.Obvious and Immediate Need for Service and Support Rare &
Unusual Circumstances
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In these cases, the documentation on the EER would provide
statements about the impact of the targeted students condition on
their educational performance. Documenting on the EER