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It must be remembered that there is nothing more difficult to plan, more doubtful of success, nor more dangerous to manage than the creation of a new system. For the initiator has the enmity of all who would profit by the preservation of the old institution and merely lukewarm defenders in those who would gain by the new ones. .
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2. It must be remembered that there is nothing more difficult to plan, more doubtful of success, nor more dangerous to manage than the creation of a new system.
For the initiator has the enmity of all who would profit by the preservation of the old institution and merely lukewarm defenders in those who would gain by the new ones.
3. Downloadable Materials
5. Big Ideas
We Dont Have to Do Some Old Things Anymore
The Dual Discrepancy
Not Just Assessing the Student Anymore
What Comprehensive Means (and Doesnt):
We Have the Tools, Training, and the Process
Parent Involvement is Even More Important
6. Trying to Build a Better Mousetrap
7. RTI Was Designed to Fix Some Things... Complaints from 30 Years of Practice
Wait to Fail
Too Many Kids Without Serious Educational Need Qualifying
Too Few Kids With Serious Educational NOT Qualifying
Too Restrictive Settings, Especially for Some
Too Many Meetings
Too Much Paperwork
Too Few Powerful Results
Results from 30 Years of School-Based Research
Schools Collected Lots of Data, Much of Which Was Ignored During Entitlement
SLD Was Often About Power and Politics
Entitlement was More Important that Powerful Interventions
Too Few Powerful Results
Students Get The Services They Need As Soon As They Need Them
The Goal is to Organize and Implement Block Buster Interventions Using Powerful Intervention Packages That Are Scientifically Based
Special Education is a Set of Services and Protections
8. 3 Little Letters: Huge Implications (6) SPECIFIC LEARNING DISABILITIES-
(A) IN GENERAL- Notwithstanding section 607(b), when determining whether a child has a specific learning disability as defined in section 602, the local educational agency shall not be required to take into consideration whether the child has a severe discrepancy between achievement and intellectual ability in oral expression, listening comprehension, written expression, basic reading skill, reading comprehension, mathematical calculation, or mathematical reasoning.
(B) ADDITIONAL AUTHORITY- In determining whether a child has a specific learning disability, a local educational agency may use a process which determines if a child responds to scientific, research-based intervention as a part of the evaluation procedures in paragraphs (2) and (3).
Federal LAW Gave YOU A Choice as to How to Identify Students as SLD!
10. Illinois State Board Special Education Regulations
11. No More Dual Systems
13. §300.307 Specific learning disabilities.
(a) General. A State must adopt, consistent with §300.309, criteria for determining whether a child has a specific learning disability as defined in §300.8(c)(10). In addition, the criteria adopted by the State--
(1) Must not require the use of a severe discrepancy between intellectual ability and achievement for determining whether a child has a specific learning disability, as defined in §300.8(c)(10);
(2) Must permit the use of a process based on the childs response to scientific, research-based intervention;
14. Illinois Has Decided
15. Anyone Wanna Do Both?
16. Illinois Seen as a National Leader
17. Illinois Seen as a National Leader
22. Use Universal Screening Data in TRIAGE Students below the 25th could be automatically considered for Tier 2 Interventions
Students below the 10th percentile could automatically be considered for Problem Solving and RTI
Deonta is well below the 10th percentile and should be considered for intensive problem solving and maybe special education for her to benefit from a reading program.Students below the 25th could be automatically considered for Tier 2 Interventions
Students below the 10th percentile could automatically be considered for Problem Solving and RTI
Deonta is well below the 10th percentile and should be considered for intensive problem solving and maybe special education for her to benefit from a reading program.
23. Educational Need: A Significant Performance Discrepancy Secondary Example
24.
Secondary Educational Need Requires Clarity of Mission
25. Set Your Cut Score to Define a Severe Basic Skill Problem
27. In Real Life: Reducing the Discrepancy?
28. I Should See a CBM IEP Goal And Graph
30. Were Assessing More Than The Student (5) SPECIAL RULE FOR ELIGIBILITY DETERMINATION- In making a determination of eligibility under paragraph (4)(A), a child shall not be determined to be a child with a disability if the determinant factor for such determination is--
`(A) lack of appropriate instruction in reading, including in the essential components of reading instruction (as defined in section 1208(3) of the Elementary and Secondary Education Act of 1965);
`(B) lack of instruction in math; or
`(C) limited English proficiency.
31. Must Be Assessed (b) For a child suspected of having a specific learning disability, the group must consider, as part of the evaluation described in §§300.304 through 300.306, data that demonstrates that--
(1) Prior to, or as a part of the referral process, the child was
provided appropriate high-quality, research-based instruction in regular education settings, consistent with section 1111(b)(8)(D) and (E) of the ESEA, including that the instruction was delivered by qualified personnel;
32. How Do We Do This? Know How to Evaluate Curriculum and Instruction as to Whether They are Scientifically Based
Interview Teachers Systematically and Record Descriptions of their Instruction Using the Instructional Planning Form (IPF)
33. Self Study-- Scientifically Based ?
34. Setting Standards for Research
37. The Instructional Planning Form (IPF)
39. Requirements to Communicate Progress Regularly
Data-based documentation of repeated assessments of achievement at reasonable intervals, reflecting formal assessment of student progress during instruction, which was provided to the childs parents.
42. As part of an initial evaluation (if appropriate) and as part of any reevaluation under Part 300, the IEP Team and other qualified professionals, as appropriate, must:
Review existing evaluation data on the child, including:
Evaluations and information provided by the parents of the child;
Current classroom based, local, or State assessments, and classroom-based observations; and
Observations by teachers and related services providers; and
IDEA 2004 This is one of the quickest fixes out there. Stop mindless 3-year reevaluations that not only are expensive, but they drain rsources and time. And theyre not even required to operate like they do in too many schools--retest for eligibilty.
This is one of the quickest fixes out there. Stop mindless 3-year reevaluations that not only are expensive, but they drain rsources and time. And theyre not even required to operate like they do in too many schools--retest for eligibilty.
43. On the basis of that review, and input from the childs parents, identify what additional data, if any, are needed to determine:
Whether the child is a child with a disability, as defined in 34 CFR 300.8, and the educational needs of the child; or, in case of a reevaluation of a child, whether the child continues to have such a disability, and the educational needs of the child;
The present levels of academic achievement and related developmental needs of the child;
Whether the child needs special education and related services; or, in the case of a reevaluation of a child, whether the child continues to need special education and related services;
IDEA 2004 This is one of the quickest fixes out there. Stop mindless 3-year reevaluations that not only are expensive, but they drain rsources and time. And theyre not even required to operate like they do in too many schools--retest for eligibilty.
This is one of the quickest fixes out there. Stop mindless 3-year reevaluations that not only are expensive, but they drain rsources and time. And theyre not even required to operate like they do in too many schools--retest for eligibilty.
44. How Do We Do This? Multiple domains must be considered--That Doesnt Mean Testing!
Principle: If screening suggests adequate functioning, then in-depth assessment is wasteful and irrelevant
Screening in multiple domains followed by, if appropriate,
If potential educationally related deficits are suggested by screening, THEN
In depth assessment in the domain
48. No Routine Battery of Cognitive Tests Psychological Processing Discussion: The Department does not believe that an assessment of psychological or cognitive processing should be required in determining whether a child has an SLD. There is no current evidence that such assessments are necessary or sufficient for identifying SLD. Further, in many cases, these assessments have not been used to make appropriate intervention decisions. However, §300.309(a)(2)(ii) permits, but does not require, consideration of a pattern of strengths or weaknesses, or both, relative to intellectual development, if the evaluation group considers that information relevant to an identification of SLD. In many cases, though, assessments of cognitive processes simply add to the testing burden and do not contribute to interventions. From Federal Regulations Guidance
49. Not result of:
visual, hearing or motor disability;
mental retardation;
emotional disturbance;
cultural factors;
environmental or economic disadvantage; or
limited English proficiency Must Address the Exclusionary Components
51. Perry A. Zirkel is university professor of education and law at Lehigh University, where he formerly was dean of the College of Education. He has a Ph.D. in Educational Administration and a J.D. from the University of Connecticut, and a Master of Laws degree from Yale University.Perry A. Zirkel is university professor of education and law at Lehigh University, where he formerly was dean of the College of Education. He has a Ph.D. in Educational Administration and a J.D. from the University of Connecticut, and a Master of Laws degree from Yale University.
53. Parent Involvement is Even More Important Parents as Participants in
Multi-Tiered Process
Continuous Progress Monitoring Data is Given to the Parents
If Adequate Progress is not Made, Parental Consent for an Evaluation is Sought in a Timely Manner
54. What Do You Say?Whats It Going to Be?
