new eligibility requirements for special education karen johnson leigh ann roderick august 1, 2012

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New Eligibility Requirements for Special Education Karen Johnson Leigh Ann Roderick August 1, 2012

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Page 1: New Eligibility Requirements for Special Education Karen Johnson Leigh Ann Roderick August 1, 2012

NewEligibility Requirements for

Special EducationKaren Johnson

Leigh Ann RoderickAugust 1, 2012

Page 2: New Eligibility Requirements for Special Education Karen Johnson Leigh Ann Roderick August 1, 2012

The Old Discrepancy Model

is gone.KSDE does not believe the use of IQ‐achievement discrepancy for identifying students as having a specific learning disability to be appropriate .

Page 3: New Eligibility Requirements for Special Education Karen Johnson Leigh Ann Roderick August 1, 2012

Two Kansas Models of GEI(General Education

Interventions)

MTSS

Universal screening and diagnostic tools used to determine intervention.

Progress monitoring is KEY to refining and intensifying interventions.

Collaborative teams conduct problem solving, keep student data and monitor growth.

Individual Problem Solving

SAT teams conduct individual problem solving.

Progress monitoring is KEY to refining interventions.

SAT is in charge of data to determine effectiveness of interventions.

This model uses patterns of strengths and weaknesses.

Page 4: New Eligibility Requirements for Special Education Karen Johnson Leigh Ann Roderick August 1, 2012

MTSS cannot delay or deny an initial evaluation.

Tier 3 is not Special Education. Success or failure in any tier does not

determine the need for referral for eligibility for special education.

All tiers of instruction must be available for all students regardless of entitlement eligibility.

Clarifications regarding MTSS

Page 5: New Eligibility Requirements for Special Education Karen Johnson Leigh Ann Roderick August 1, 2012

High quality instruction is ESSENTIAL and EXPECTED in general education class for ALL Students.

Research and evidence based interventions matched child needs. (From the Universal screeners and diagnostic assessments…..not KCA assessments)

Progress monitoring occurs the during intervention process.

Evaluation data MUST be valid and reliable. (not team created common assessments aligned with KCA).

Qualities of Both Models

Page 6: New Eligibility Requirements for Special Education Karen Johnson Leigh Ann Roderick August 1, 2012

Our Dilemma….which

model do we use????

Page 7: New Eligibility Requirements for Special Education Karen Johnson Leigh Ann Roderick August 1, 2012

MTSS is best BUT these things must be in place for FULL

ImplementationThe subject (Reading, Math or Behavior must be fully implemented- which means:

There must be a curriculum protocol in place.A comprehensive assessment plan must be used.Universal screeners, diagnostic assessments and progress monitoring occurs according to plan.Master schedule reflects appropriate instructional times with times for tiered support.

Collaborative Teams function effectively.

Interventions are being provided in a systematic way using the self-correcting feedback loop.

Core beliefs have been developed.

Leadership team members and contact persons are identified.

Page 8: New Eligibility Requirements for Special Education Karen Johnson Leigh Ann Roderick August 1, 2012

Activity- At your table- Identify your building’s implementation gaps for each subject area: Reading, Math, and Behavior.

Page 9: New Eligibility Requirements for Special Education Karen Johnson Leigh Ann Roderick August 1, 2012

This year we will be using Individual Problem Solving using the patterns of strengths and weakness: What does that mean???

Most data is collected through an individual student approach for screening and monitoring intervention outcomes.Additional data collected for individual students if needed.

Page 10: New Eligibility Requirements for Special Education Karen Johnson Leigh Ann Roderick August 1, 2012

Patterns of Strengths and Weaknesses

What it is:Additional assessment, intervention and evaluation of the student’s strengths and weaknesses are based on the referral question.Looks at the patterns of cognitive strengths and weakness and how the pattern correlates with patterns of academic strengths and weaknesses.The use of the research base to identify links between academic and cognitive skills.Does assess specific academic skills and identify strengths and weaknessesDoes assess related abilities/cognitive skills and identifies strengths and weaknessesDetermines whether cognitive skills unrelated to academic weaknesses are unimpaired

What it is not:Patterns of strengths and weaknesses is NOT equivalent to IQ‐achievement discrepancyIt is NOT the use of cognitive scores compared to global achievement scores.Neither requires nor excludes the use of any specific assessment

Page 11: New Eligibility Requirements for Special Education Karen Johnson Leigh Ann Roderick August 1, 2012

That appropriate instruction was provided to the student.

What education interventions and strategies have been implemented.

The results of frequent progress monitoring. Lack of progress monitoring will automatically cause problems when considering special education placement in both prong 1 and 2.

That parents have been provided the results. The results indicate an evaluation is appropriate.

Documentation Needed Prior to Referral

Page 12: New Eligibility Requirements for Special Education Karen Johnson Leigh Ann Roderick August 1, 2012

1. Determine additional data needed. -other assessments needed? -additional interventions that need to be tried?2. Obtain parental consent, then collect needed data.3. Conduct 2-prong test of eligibility, using Eligibility Indicator Document.

Outline of Initial Evaluation and Eligibility Determination

Process

Page 13: New Eligibility Requirements for Special Education Karen Johnson Leigh Ann Roderick August 1, 2012

The 2 Prong Test

Prong 1

Do the evaluation data match one of the definitions of exceptionality in state and federal regulations?

Do any exclusionary criteria apply?

Are the data congruent with indicators for that exceptionality?

Prong 2

Does the child need special education and related services?

What is needed for the student to participate in age appropriate activities?

Is there a need for specially designed instruction? (SPED resource is NOT re-teaching aka- tutoring!)

Is the child’s need for adapted content so great that it cannot be provided in the regular ed classroom?

Page 14: New Eligibility Requirements for Special Education Karen Johnson Leigh Ann Roderick August 1, 2012

What this Means for US

This Year

We will be using the Problem Solving Model within SAT to determine eligibility for Special Education.

New SAT format looks like MTSS and was piloted last year by many schools who provided feedback for revisions.

School psychologists would like to be more involved in your SAT process.

The Future

2012-2013- Revisit MTSS Implementation of Reading.

2013-2014- Eligibility for Reading through MTSS-Math and behavior through SAT.

2013-2014 Structure MTSS Math. 2014-2015 Implement MTSS

Math- Eligibility for reading and math through MTSS.

2014-2015 Structure Behavior MTSS

2015-2016 Implement Behavior MTSS and full eligibility for Special Education through MTSS.