Transcript Connecting the Dots: The Evaluation Process, the

Connecting the Dots:
The Evaluation Process, the
Development of the IEP &
Monitoring for Progress
Parent Education Network
2107 Industrial Highway
York, PA 17402
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Evaluation to IEP Development
The Evaluation should:
1. Identify your child’s present levels:
a.
b.
c.
d.
e.
f.
Academic Achievement
Functional
Developmental
Social
Emotional
Behavioral
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Evaluation to IEP Development
Continued
2. Identify conditions that effect learning
and behavioral issues.
300.324 (a) (2)
(i) In the case of a child whose behavior
impedes the child’s learning or that of
others, consider the use of positive
behavioral interventions and supports,
and other strategies, to address that
behavior.
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Evaluation to IEP Development
Continued
3. Provide recommendations to assist the
child in areas of need.
4. You as a parent and school will decide
if further exploration and information
is needed. Student should be
assessed in all areas of suspected
disability and if appropriate, health
hearing, vision, social, emotional,
communication and motor skills.
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Evaluation to IEP Development
Continued
5. Test and evaluations are given by
trained individuals and administered
according to publishers
recommendations.
6. Evaluations should not be discriminatory
racially or culturally.
7. No single test is used as the single
criteria to determine eligibility.
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Figure 1. Eligibility Criteria for Specific Learning Disability (SLD)
1. Adequate
achievement: Does the
child achieve adequately
for the child’s age or
meet State-approved
grade level standards?
• oral expression,
• listening comprehension
•written expression,
• basic reading skill,
• reading fluency skill
• reading comprehension
• mathematics calculation
• mathematics problem
solving.
2. Choose one of
two options:
+
(a) A process that
examines whether a
child exhibits a
pattern of strengths
and weaknesses,
relative to
intellectual ability as
defined by a severe
discrepancy
between intellectual
ability and
achievement, or
relative to age or
grade.
or
PA SLD Guidelines. 08-05-08
3. Rule out:
4. Rule out lack
of instruction by
documenting:
• Vision, hearing or
motor problems;
• Mental retardation,
• emotional disturbance
cultural and/or
+ •environmental
issues,
• limited English
proficiency
+
• Appropriate
instruction by
qualified
personnel
• Repeated
assessments
(b) RTI: Lack of
progress in
response to
scientifically based
instruction.
Inclusionary
observation
Exclusionary
Preparing & IEP Development
Questions Parents Need to Ask:
1. In reviewing the Evaluation Report (ER) ask
yourself what makes sense, what doesn’t
make sense. Make a list.
2. Ask who was responsible for evaluating
your child and generating the Evaluation
Report (ER).
3. How and what data was included in the
Evaluation Report and why?
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Preparing & IEP Development
(continued)
4. Review your child’s school records.
5. Was there time and consideration
taken to give your child an opportunity
to express his or her thoughts and
feelings?
6. Is your child aware of why he/she is
being evaluated?
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Preparing & IEP Development
(continued)
7. Does your child have access to the
general education curriculum?
8. Does your child have and opportunity
to participate in non-academic, extra
curricular activities? Does your child
need accommodations to be able to
participate?
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Preparing & IEP Development
(continued)
9. Does the evaluation determine the
need for assistive technology devices
and services?
a)
b)
c)
Calculators- math computation
Computer- support language processing
difficulties
Readers- reading fluency issues.
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Analyzing the Evaluation
1. Evaluation Questions to be Addressed:
1. What has been determined to be my child’s disability?
Have all areas of suspected disability been
determined?
2. What does the evaluation say regarding my child’s
strengths, interests, delays & needs?
a)
b)
c)
d)
e)
f)
g)
Academic
Behavior, Social, Emotional
Medical, Physical
Motor
Communication/Language
Functional (Self-Help)
Does my child need any supports or services to be able to
participate in non-academic, extra-curricular activities?
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Analyzing the Evaluation
(continued)
2. Highlight your child’s:
STRENGTHS (S) & NEEDS (N) weak/problem areas
3. Ask yourself if you agree or disagree with the
areas of STRENGTHS and NEEDS that have been
identified. Are there trends that are emerging?
4. Is the data in the evaluation?
a.
b.
c.
d.
e.
Accurate, consistent
Current
Respectful and non-judgmental of family and family values.
Free of cultural, racial bias
Understandable
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Analyzing the Evaluation
(continued)
5. Are there areas of the evaluation report that I
don’t understand?
6. Are there reported findings in the evaluation
report I am not in agreement with and can’t
accept based on what I have observed about my
child?
7. What are my child’s present levels of academic
and functional (behavior/social skills)
performance?
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Standards-Based IEP’s
How is my child performing in relation
to grade-level content standards for
which my child is enrolled?
1. What should my child be able to do or know?
2. Has my child had an opportunity to learn the
grade-level standards?
3. What supports have been provided to support my
child’s learning?
4. Was my child’s instruction researched & evidencebased?
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Present Level of Academic Achievement &
Functional Performance
1. What supports, instruction and accommodations
have been provided to my child? What has been
helpful, what has not been helpful?
2. How, who, what data is being collected to determine
my child’s progress or lack of progress? Do I
understand what is being reported?
3. Does my child’s disability affect participation and
progress in general education curriculum as well as
participation in extra-curricular non-academic
activities?
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Specially Designed Instruction
(SDI)
300.39(3) Specially designed instruction means
adapting, as appropriate to the needs of an eligible
child under this part, the content, methodology or
delivery of instructionsi.
To address the unique needs of the child that
result from the child’s disability; and
ii. To ensure access of the child to the general
curriculum, so that the child can meet the
educational standards within the jurisdiction of
the public agency that apply to all children.
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Related Services
300.34(a) General. Related services means transportation
and such developmental, corrective, and other supportive
services as are required to assist a child with a disability
to benefit from special education, and includes speechlanguage pathology and audiology services, interpreting
services, psychological services, physical and
occupational therapy, recreation, including therapeutic
recreation, early identification and assessment of
disabilities in children, counseling services, including
rehabilitation counseling, orientation and mobility
services, and medical services for diagnostic or evaluation
purposes. Related services also include school health
services and school nurse services, social work services in
schools, and parent counseling and training.
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Measurable Annual GoalsGrade-level Academic Standards
1. Does my child need goals for prerequisite skills in
addition to grade level content skills?
2. What are the steps and time frame for
accomplishing the goals?
3. Duration, Frequency & Location- How often,
when and where will instruction and services be
provided to my child.
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Measurable Annual GoalsGrade-level Academic Standards
(cont)
4. What is SPECIAL with regard to what is being
provided to my child?
5. How and who will measure progress and
outcomes?
6. How will I be informed regarding progress?
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Measuring for Progress
Your school district will most likely
use a seven step approach to
implement IEP goals and monitor
student progress.
The 7 steps are:
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Measuring for Progress
(cont)
1. Writing goals for the student that
are very specific and measurable.
2. Making decisions about what
kind of information will be
collected, and how often
information will be collected about
your child.
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Measuring for Progress
(cont)
3. Deciding what type of educational
tools to use to collect monitoring
information. These tools may include
teacher-made tests, skills checklists,
standardized tests and incident reports.
The information is collected frequently
and reviewed regularly.
4. Displaying the monitoring
information in an easy to understand
format like graphs and charts.
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Measuring for Progress
5. Evaluating the collected
(cont)
information about your child’s
progress in order to make decisions
about future teaching plans or
programs.
6. Changing the student’s
instructional program, if progress
monitoring indicates the student will
not reach his or her IEP goals.
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Measuring for Progress
7. Communicating the
(cont)
information to parents as
outlined in the student’s IEP.
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Progress Monitoring Glossary
Academic language can sometimes be confusing. To help parents or any person unfamiliar
with progress monitoring, we have created a brief vocabulary list that may help you prepare
for your discussions with teachers and administrators
1. Academic standards: The skills and knowledge expected of
students for a specific subject and grade level, as determined by
the state educational agency.
2. Anecdotal records: An objective narrative of observed activities
in an educational setting.
3. Assessment: A formal or informal process through which
educators gather information that can be used to determine
student abilities and deficits.
4. Baseline: A standard determined by assessment procedures,
which is used as the base point for measurement or comparison.
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Progress Monitoring Glossary (cont)
5. Behavioral performance: Student assessment results gained
through individual classroom observation.
6. Benchmarks: Standards or averages used to compare similar items
or academic levels of performance, particularly as they relate to shortterm objectives.
7. Checklist or rating scales: A list of learning outcomes expected to
be included in a course of study. (IE: reading skills, phonics skills, etc.)
8. Data: Facts, text, or pieces of information to be used as a basis for
discussion or decision.
9. DIBELS: The Dynamic Indicators of Basic Literacy Skills (DIBELS) as
standardized measure (test) of early reading skills. It assesses oral
reading fluency (ORF), nonsense word fluency (NWF), initial sound
fluency (ISF) and other early skills to determine if students are on
track for success or at some risk for reading failure.
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Progress Monitoring Glossary (cont)
10. Educational Performance: The student’s involvement and
documented achievement in the total school environment, including
social and emotional development, communication skills and academic
achievement.
11. Goal: A very broad or general statement about what the student is to
learn. The goal is written in terms which can be “measured” by
educators and parents.
12. Grade equivalent: A score from standardized tests that allows
educators and parents to compare student performance for a specific
school year.
13. Outcome: A clear, observable result or demonstration of student
learning and achievement after teacher instruction.
14. Target Performance: A timeframe designated for the accomplishment
of a specific goal, or level of student performance. Teacher instruction is
directed toward achievement of the target activity.
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Annotated IEP Form
See handout…
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HOMEWORK
1. Examine your child’s
Evaluation Report (ER)
2. Highlight Strengths &
Needs (create a list)
3. Compare to the IEP
4. Are the strengths & needs
that are noted in the ER
also noted in the IEP?
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Life Lessons
Like many things in life…
The more effort, time, and practice YOU
put into ensuring that your child learns,
the better the outcome for
YOUR child’s future!
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Contact Information
Please complete & hand in your workshop
evaluation before you leave. Thank you!
Parent Education Network
800-522-5827 V/TDD
717-600-0100 V/TDD
800-441-0528 Spanish
E-mail: [email protected]
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