Transcript Review of Existing Evaluation Data (REED) Training

Student Intervention Data Review (SIDR), REED
for initial and reevaluations and meeting
mechanics process
ACTIVITY
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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
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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 IDEA2004 have further impacted the need to
change to the REED process
◦ Districts now must align their practices with these
new requirements
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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
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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
ASSESSMENT/EVALUATION
PROBLEM
SOLVING
PROACTIVE
INTERVENTION
Summary of Major Shifts in the SIDR/REED Process
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.
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
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Problem Solving Team (PST) – Formally referred
to as:
◦ Child-Study Teams (CST)
◦ Student Intervention Teams (SIT)
◦ Teacher Assistance Teams (TAT)
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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
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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
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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
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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
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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
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TIER III – for students who do not adequately
respond to targeted services and interventions 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.
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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
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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.)
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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.)
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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 Accommodations
 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.)
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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
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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.
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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.
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Medical Needs
◦ Document hearing, vision, and medical information
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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
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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
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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
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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.)
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Print hard copy for CA-60
Initial, Reevaluation, Transfer-in, Out of State
Transfers, Termination of Services, and
adding/deleting services
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Initial Evaluations
◦ Out of state transfer-ins
◦ Revocation of services
◦ True initials (following SIDR process)
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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
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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
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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
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Must include the following:
◦ Current classroom based, local and state
assessments
◦ Screeners
◦ Interventions and strategies
◦ Progress monitoring
◦ Record review
◦ Attendance
◦ Report card
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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
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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!
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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 problemsolving team has set and they decide to refer the
child for a special education evaluation.
What do you do with the SIDR?
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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
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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 #11Child 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
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The Reevaluation Plan
and Consent form was
completed and consent
obtained once every 36
months
Document is only
activated once every 36
months
Former Process
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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
REED Process
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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
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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
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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
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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)