Session 2No clickers today

Special Education Law & Process

RTI & Universal Design

Housekeeping

Anyone here for the first time this week?

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Special Education Law: 6 Principles

IDEIA (2004): Individuals with Disabilities Education Improvement Act (originally PL 94-412, 1975) Nondiscriminatory, multi-factored evaluations

standardized tests, diagnostic assessments, curriculum based assessments, observations in different settings

Parent participation shared decision making in child’s individualized

education program (IEP) Due process

protections, parent permission to test or change placement, right to appeal decisions

Special Ed Law (continued)

Free Appropriate Education (FAPE) Schools can’t deny enrollment for students with

disabilities Individual Education Program

Every student with a disability (age 3-21) must have an IEP developed by a team. The IEP team consists of parents, special ed. teacher, general ed. teachers, LEA representative, and the child (when appropriate)

Least restrictive environment Education with children without disabilities to the

maximum extent appropriate

Influence to Current Special Education Practices:

IDEA Reauthorizations:

P.L. 94-142: EHA (1975) original 6 principals still upheld

P.L. 99-457 (1986) early intervention (birth to age 5)

P.L. 101-476: IDEA (1990) removed “handicap” added autism & TBI categories bolstered early intervention and transition

P.L. 105-17: IDEA (1997)— more involvement of general ed. Teachers high stakes testing

Individuals with Disabilities Education Improvement Act P.L. 108-446 IDEA (2004)—

Special education teachers must be highly qualified (HQT) in core academic content they teach

Special education funding for prevention Evidence-based teaching practices Response to Intervention (RTI) to identify

learning disabilities

The Process of Special Education (Referral to Placement)

Pre-Referral Intervention Provide immediate instructional and/or behavioral assistance

(Intervention Assistance Team)

Evaluation and IdentificationAll children suspected of having a disability must receive a

nondiscriminatory, multi-factored evaluation (IAP)

Program PlanningAn individualized education program (IEP) must be

developed for children identified as having a disability

PlacementThe IEP team must determine the least restrictive

educational environment that meets the student’s needs

Review and EvaluationThe IEP must be thoroughly and formally reviewed on an

annual basis, re-evaluation every 3 years

1. Response to Intervention or Pre-referral Interventions

Concerns and/or screening Intervention Assistance Team (IAT) Immediate assistanceThe truth is in the data

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Response to Intervention

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IAT TEAM

School Psychologist

Asst. Principal Guidance Counselor

Guidance Counselor

Speech Therapist

English Teacher

Math Teacher

IAT Team Tasks

Struggling students Setting up interventions for each

tier Current Instruction Current problems What has been tried? Ideas for what to try? How progress will be measured?

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1. Pre-Referral Intervention (Example) Responsiveness to Intervention (RTI)• Formal and systematic• Data driven• Scientifically validated instruction• Increasingly intensive instruction

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1. Pre-Referral Intervention (Why)• Immediate assistance• Reduce identification

• Poor Teaching vs. Disability• Prevention• Strengthen teachers’ capacity• Conserves resources• Provides baseline

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In practice Woody is a eight year old boy in the second

grade. He interrupts multiple times during each lesson by screaming out or throwing things. He also is in the lowest five percent of all second graders in reading. Further assessments indicate that he can read at a mid-kindergarten level. He can identify consonant sounds but not vowel sounds. He is unable to rhyme or blend sounds to decode words.

What areas should interventions for Woody focus on?

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In practice

Woody begins to receive small group instruction in reading and also works on a computer program to build decoding skills called Headsprout. He goes on a behavior self-monitoring plan where he receives tokens for meeting a criteria set for of disruptions. His average was 15 in 30 minutes, so they start with 10 and then reduce it by one each day.

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If academic skills or behavior improve with simple accommodations or high quality instruction, then there is no need for formal evaluation.

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DISCLAIMER!!!

Pre-referral Intervention is NOT mandated in IDEA

Some states (such as Ohio) have formally included Pre-Referral in the process

If parents request a formal evaluation, the school must conduct an evaluation within a 60 day timeframe according to the federal law (IDEIA).

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In practice

Woody’s behavior improves as indicated by the chart. But his reading remains at a kindergarten level

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If the behavior doesn’t change………

thenwe move to the next step in the process.

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Referral through Placement Process Multidisciplinary team (MDT) activated Parents notified, rights explained

Written notice and informed consent Right to access child’s records Right to participate directly in eligibility

decisions Right to request mediation, impartial hearing,

right to appeal

Multi-factored Assessments

Which assessments to administer? IQ test Achievement tests CBMs Informal assessment Social/behavioral assessment Other concerns (speech, physical therapy,

etc.) Who will administer each assessment?

must be qualified

What is on the ETR?

Biographical information Medical History Beginning of services Test results Teacher ratings and observations—

including specific data about their academic and behavior

Strengths/Weaknesses Recommendations

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In practice Woody’s family meets with the school and gives consent for

an evaluation. The psychologist gives Woody IQ testing and achievement testing. The speech therapists assesses him for his language. The occupational therapist assesses him for fine motor skills. The teacher writes up observations and data for Reading, Writing, Math, and behavior/social skills. The psychologist also observed Woody in his classroom. The gym teacher assesses and writes a report on Woody’s gross motor skills. The teacher also writes in her report that she thinks Woody is hyper. The testing and RTI results show that: There is a discrepancy between his math and reading

achievement as well as between his IQ and reading achievement

There is a lack of response to intervention for reading What do you think the team should decide about

whether Woody qualifies for special education and if he qualifies what IDEA category should he be serviced under?

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If a student qualifies for special education, then we move to the next step of the process- program planning. This must be done in a timely manner to ensure FAPE.

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The team uses the results of the MFE (also known as the ETR) as a baseline and to guide the IEP writing process.

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Decision Making for Special Services IEP Team decisions based on assessment

student eligibility services needed location of services IEP goals and objectives

Parent approval of IEP Services delivered as planned Monitoring via annual review of IEP and re-

evaluation every three years

Continuum of Placement Options

Regular (general education) classes Resource programs Separate classes Separate schools Residential facilities Home and hospital settings

Continuum of Placement Options

Required Components of IEP

Present levels of functioning Annual goals Short-term objectives Extent of participation in general education Services and modifications needed Behavior intervention plan Dates, frequency, and duration How progress will be monitored Transition plan (for students 16 and older)

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Think-Pair-Share

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Chris Maybe you stop here and I do universal design standards and RTI project???

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Universal Design of Learning

Part of Accommodations and Modifications is Universal Design of Learning (UDL)

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Universal Design of Learning (UDL)

With UDL, teachers must design instruction that facilitates universal access to the curriculum.

UDL incorporates various levels of support, flexible teaching

methods, materials, and assessments.

Planning for the range of diverse learning needs is built into the UDL framework.

UDL can be compared to designing a building that allows for maximum accessibility (e.g., ramps, automatic doors) from the start thus avoiding costly retrofitting after the structure is already built.

Universal design

Universal design is making modifications and accommodations for students to access the general curriculum—the same standards that their peers are exposed to

This curriculum is based in academic standards Common Core standards

Reading & Language Arts Math Grades 6-12 Literacy in History/Social Studies, Science & Technical

Subjects Ohio Academic Content standards

Social Studies Science Technology Art

Universal Design of Learning (continued)

Universal design of learning increases efficiency of instructional delivery and reduces the need for contriving adaptations and accommodations later

Universal design can be accomplished by using a Response to Intervention (RTI) model for instructional planning, delivery, and assessment.

Response to Intervention (RTI)…

…is a data based method for identifying the students who need more intensive intervention

…consists of designing increasingly more instructional support as needed by individuals

…enables teachers to identify and remediate struggling students quickly

… is an evidence-based practice for managing instruction and increasing achievement in inclusive classrooms

Most RTI Models Have Three Levels of Intervention:

Tier 1, general education curriculum, comprehensive and universal, selected on the basis of effectiveness (e.g., whole class DI reading program, classwide peer tutoring) 75-80% of students

Tier 2, students not responding to Tier 1 instruction are provided more intensive evidence-based instruction (e.g., small group instruction) 15-20% of students

Tier 3, students not responding to interventions in Tiers 1 & 2 need more intensive instruction and possibly special education services. 5-10% of students

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Evidence-based Practices

explicit teaching model-lead-test, immediate feedback, systematic error correction

active student responding choral responding, response cards, guided notes

peer-mediated instruction cooperative learning groups, classwide peer tutoring

learning strategies Self-regulated strategy development

Ohio Academic Content Standards

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Standard

Bench

mar

k

Grade Level

Indicators

Common Core & Academic Content Standards

Common Core Video—Chris—I think a video would be good to introduce Common Core. Which one do you think would be good

http://www.youtube.com/watch?v=jxefsLG2eps&list=UUF0pa3nE3aZAfBMT8pqM5PA&index=2

http://www.youtube.com/watch?v=yll0fJrUAWE&feature=plcp

Common Core State Standards Design

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*Ready for first-year credit-bearing, postsecondary

coursework in mathematics and English without the need for

remediation.

Building on the strength of current state standards, the CCSS are designed to be:

Focused, coherent, clear and rigorous

Internationally benchmarked

Anchored in college and career readiness*

Evidence- and research-based

Common Core State Standards Evidence Base For example: Standards from individual high-

performing countries and provinces were used to inform content, structure, and language. Writing teams looked for examples of rigor, coherence, and progression.

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Mathematics

1. Belgium (Flemish)2. Canada (Alberta)3. China4. Chinese Taipei5. England6. Finland7. Hong Kong8. India9. Ireland10. Japan11. Korea12. Singapore

English language arts

1. Australia• New South Wales• Victoria

2. Canada• Alberta• British Columbia• Ontario

3. England4. Finland5. Hong Kong6. Ireland7. Singapore

46 States + DC Have Adopted the Common Core State Standards

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* Minnesota adopted the CCSS in ELA only

Common Core State Standards for Mathematics

Organization of Common Core State Standards for Mathematics

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Grade-Level Standards K-8 grade-by-grade standards organized by domain

9-12 high school standards organized by conceptual categories

Standards for Mathematical Practice Describe mathematical “habits of mind”

Connect with content standards in each grade

Standards for Mathematical Practice

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Eight Standards for Mathematical Practice Make sense of problems and persevere in solving them

Reason abstractly and quantitatively

Construct viable arguments and critique the understanding of others

Model with mathematics

Use appropriate tools strategically

Attend to precision

Look for and make use of structure

Look for and express regularity in repeated reasoning

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The K- 8 standards:The K-5 standards provide students with a solid foundation in whole numbers, addition, subtraction, multiplication, division, fractions and decimals

The 6-8 standards describe robust learning in geometry, algebra, and probability and statistics

Modeled after the focus of standards from high-performing nations, the standards for grades 7 and 8 include significant algebra and geometry content

Students who have completed 7th grade and mastered the content and skills will be prepared for algebra, in 8th grade or after

Overview of K-8 Mathematics Standards

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Overview of K-8 Mathematics Standards

Each grade includes an overview of cross-cutting themes and critical areas of study

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Format of K-8 Mathematics Standards

Domains: overarching ideas that connect topics across the grades

Clusters: illustrate progression of increasing complexity from grade to grade

Standards: define what students should know and be able to do at each grade level

Format of High School Mathematics Standards

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Content/Conceptual categories: overarching ideas that describe strands of content in high school

Domains/Clusters: groups of standards that describe coherent aspects of the content category

Standards: define what students should know and be able to do at each grade level

High school standards are organized around five conceptual categories: Number and Quantity, Algebra, Functions, Geometry, and Statistics and Probability

Modeling standards are distributed under the five major headings and are indicated with a () symbol

Standards indicated as (+) are beyond the college and career readiness level but are necessary for advanced mathematics courses, such as calculus, discrete mathematics, and advanced statistics. Standards with a (+) may still be found in courses expected for all students

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Format of High School Mathematics Standards

Each content category includes an overview of the content found within it

Common Core State Standards for English Language Arts and Literacy in History/

Social Studies, Science, and Technical Subjects

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Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects

College and Career Readiness (CCR) Standards Overarching standards for each strand that are further defined by grade-

specific standards

Grade-Level Standards in English Language Arts K-8, grade-by-grade

9-10 and 11-12 grade bands for high school

Four strands: Reading, Writing, Speaking and Listening, and Language

Standards for Literacy in History/Social Studies, Science, and Technical Subjects Standards are embedded at grades K-5

Content-specific literacy standards are provided for grades 6-8, 9-10, and 11-12

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Overview of Reading Strand

Reading

Progressive development of reading comprehension; students gain more from what they read

Emphasize the importance of grade-level texts that are of appropriate difficulty and are increasingly sophisticated

Standards for Reading Foundational Skills (K-5)

Reading Standards for Literature (K-12)

Reading Standards for Informational Text (K-12)

Reading Standards for Literacy in History/Social Studies (6-12)

Reading Standards for Literacy in Science and Technical Subjects (6-12)

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Example of Grade-Level Progression in Reading CCR Reading Standard 3: Analyze how and why

individuals, events, and ideas develop and interact over the course of a text.Reading Standards for Literature Reading Standards for Informational Text

Grade 3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

Grade 3: Describe the relationships between a series of historical events, scientific ideas of concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Grade 7: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot)

Grade 7: Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

Grades 11-12: Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

Grades 11-12: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

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Grade-Level Progression Format highlights progression of standards

across grades

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Overview of Writing Strand

Writing Expect students to compose arguments and opinions,

informative/explanatory pieces, and narrative texts

Focus on the use of reason and evidence to substantiate an argument or claim

Emphasize ability to conduct research – short projects and sustained inquiry

Require students to incorporate technology as they create, refine, and collaborate on writing

Include student writing samples that illustrate the criteria required to meet the standards (See standards’ appendices for writing samples)

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Overview of Speaking and Listening and Language Strands Speaking and Listening Focus on speaking and listening in a range of settings, both formal and informal

– academic, small-group, whole-class discussions

Emphasize effective communication practices

Require interpretation and analysis of message as presented through oral, visual, or multimodal formats

Language Include conventions for writing and speaking

Highlight the importance of vocabulary acquisition through a mix of conversation, direct instruction, and reading

To be addressed in context of reading, writing, speaking and listening

Media and Technology are integrated throughout the CCSS

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Overview of Standards for History/Social Studies, Science, and Technical Subjects

Reading Standards for History/Social Studies, Science, and Technical Subjects

Knowledge of domain-specific vocabulary Analyze, evaluate, and differentiate primary and secondary sources Synthesize quantitative and technical information, including facts presented

in maps, timelines, flowcharts, or diagrams

Writing Standards for History/Social Studies, Science, and Technical Subjects

Write arguments on discipline-specific content and informative/explanatory texts

Use of data, evidence, and reason to support arguments and claims Use of domain-specific vocabulary

Common Core Assessments

Assessment system will be anchored in college and career readiness.

Students will take parts of the assessment at key times during the year.

Assessments will include sophisticated items and performance tasks.

To develop assessments that don’t simply measure whether students can fill in a bubble on a test, but whether they possess 21st century skills like problem-solving and critical thinking and entrepreneurship and creativity.

Goal of Next Generation Assessments

Source:

Common Core Scavenger Hunt

Source:

Application of Common Core to Students with Disabilities What’s your thoughts on Common Core?

Strengths Problems

Do you think Common Core is applicable to all students with disabilities?

Resources for Application to Students with Disabilities

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RTI Project Part IA: Identify Theme and Rationale

Team Members: Title:  Grade Level: Description:

provide an overview of what the unit will cover, the specific content area concepts you will be addressing, how the content will be used to teach language arts (reading, writing, speaking, listening) and math skills. 

Rationale: explain why your team selected this theme, consider age/grade

level, relevance to students in their current environment, motivation, application across skills, state standards

RTI Project: Selecting a Theme

Step 1: Examine Common Core and Ohio ACS

Step 2: Brainstorm (fluency of ideas, no

judgment) Step 3: Eliminate (least feasible, least

relevant) Step 4: Select best topics Step 5: Sequence by preference Step 6: Decide on one theme

For next week

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