Special Education Process-Part II

1. Special Education Process-Part II Evaluation, Diagnosis, Classification, and Placement of students with Disabilities

2. Overview of the Multidisciplinary Team Once the CST has tried everything possible and the issues still exist, a referral is made to the team that will be responsible for the formal assessment.

3. Overview of the Multidisciplinary Team • This team is called the multidisciplinary team (MDT). Since this referral by the CST is for a formal assessment it will require another referral form to be filled out.

4. Review of Special Education Process-Part I-Determination of a Suspected Disability • Step 1-Initial Referral • Step II-Gathering Available School Records • Step III-Initial Child Study Team Meeting • Step IV-Parent Intake • Step V- Pre-Referral Strategy Plans • Step VI-Determination of a Suspected Disability

5. Overview of the Multidisciplinary Team • . A formal referral to the MDT is nothing more than a form starting the special education process. • A referral for more formal individualized evaluation and possible special education services is initiated by a written request by the CST.

6. Overview of the Multidisciplinary Team • However, you should understand that other people other than the CST have the right under due process to initiate a formal referral for a child with a suspected disability.

7. Referral to the MDT • Depending on state regulations, these could include: • The child’s parent and advocate or person in parental relationship • A classroom teacher • Any professional staff member of the public or private school district • A judicial officer- A representative of the court

8. Referral to the MDT • A student on his or her own behalf if he/she is 18 years of age or older, or an emancipated minor- a person under the age of 18 years of age who has been given “certain adult rights” by the court. • The Chief School Officer of the State or his designee responsible for welfare, education or health of children.

9. Referral to the MDT from the School Staff • Initial Referral to the MDT From the School Staff • To: Chairperson of the MDT • From:Bill WethersSchool:Harrison HighDate:5/15/00 • Name/Title: Chairperson of the Child Study Team • The following student is being referred to the CSE for suspicion of a disability: • Student Name: Rosa Carlarzo Sex: F Grade: 5Ethnicity: Hispanic

10. Referral to the MDT from the School Staff • Parent/Guardian Name: Livia/Carlos • Address: 12 High Court • City:Birchwood GlenState: NYZip:15789 • Telephone: (914) 456-9867 Date of Birth: 3/2/90 • Current Program Placement:Regular mainstream • Teacher (Elem):Mrs. Buglia Guidance Counselor (Secondary):

11. Referral to the MDT from the School Staff • Reasons for Referral: Describe the specific reason and/or needs that indicate the suspicion of a disability. Specify reason why referral is considered appropriate and necessary. • Rosa is being referred for a formal assessment as the result of suspected learning disability. The school has attempted a variety of pre-referral strategies but have been unable to change Rosa’s level of impaired performance. Rosa exhibits severe problems in processing information, retaining information and expressing her ideas on paper. While she is a bright girl, and articulates appropriately, her written expression is well below average. Rosa also needs a great deal of attention, encouragement and monitoring in the classroom. She is not a self starter and tends to avoid academic tasks.

12. Referral to the MDT from the School Staff • Describe recent attempts to remediate the pupil’s performance prior to referral, including regular education interventions such as remedial reading and math, teaching modifications, behavior modifications, speech improvement, parent conferences, etc. and the results of those interventions. • The referral is considered necessary at this time because Rosa continues to do poorly in school despite classroom modifications, parent training and conferences, portfolio assessment, observation, remedial reading and math intervention, and changes in teaching strategies and management. The results of these intervention strategies have been unsuccessful and have even added to Rosa’s sense of frustration and lack of confidence.

13. Referral to the MDT from the School Staff • Do you have a signed Parent Assessment Plan ? __X_yes___no (If yes send copy attached) • Is there an attendance problem? Yes__X__No____ • Language Spoken at home?English • Did student repeat a grade? Yes___No__X_If yes, when? • Is an interpreter needed? Yes___No_X__Deaf: • Is a bilingual assessment needed? Yes___no__X_ If yes, what language • Language spoken at home: English

14. Referral to the MDT from the School Staff • Is student eligible to receive ESL(English as a Second Language) services?yes____no__X_ • If yes, how many years receiving ESL services? __NA__ If yes, determine how student’s educational, cultural and experiential background were considered to determine if these factors are contributing to the student’s learning or behavior problems

15. Referral to the MDT from the School Staff • TEST SCORES WITHIN LAST YEAR • (i.e. Standardized Achievement, Regents Competency etc) • TEST NAME AREA MEASURED PERCENTILE SCORE COMMENT • 1-Wechsler Ind. Achievement Test Basic Reading 22 Screening • 2- Wechsler Ind. Achievement Test Reading Comp. 18 Screening • 3- Wechsler Ind. Achievement Test Numerical Operations 12 Screening • 4- Wechsler Ind. Achievement Test Oral Expression 67 Screening • 5- Wechsler Ind. Achievement Test Written Expression 11 Screening • 6-KBIT-Kauffman Brief Intelligence Test Intelligence 67

16. Referral to the MDT from the School Staff • Has school staff informed parent/guardian of referral to CSE? Yes_X__No___ • By whom?School Psychologist • What was the reaction of the parent/guardian to the referral?Positive • To be Completed by School Nurse-Medical Report Summary • Any medication? Yes___No_X__If yes, specify: • Health Problems? Yes___No_X__If Yes Specify: • Schorliosis Screening: Positive____Negative__X__ • Date of Last: Physical: 8/99Vision results: NormalHearing Results: Normal

17. Referral to the MDT from the School Staff • Relevant Medical information: None • Nurse Teacher signature: • Principal’s signature • To Be Completed By The Appropriate Administrator • Date received: Signature: • Chairperson: • Date Notice and Consent Sent to Parent/Guardian: • Parent Consent for Initial Evaluation Rec’d: • Date Agreement To withdraw Referral Received: • Projected Eligibility Meeting Date: • If eligible, projected date of implementation of services: • Projected Eligibility Board of education meting date:

18. Membership of the Multidisciplinary Team (MDT) • While specific state regulations may differ on the membership of the MDT, the members are usually drawn from individuals and professionals within the school and community.

19. Membership of the Multidisciplinary Team (MDT) • You should also be aware that the law mandates that an individual who is an expert in the field of the suspected disability must be a member of the MDT. For instance, in the case of a suspected learning disability you will be considered the expert on the team in this area.

20. Membership of the Multidisciplinary Team (MDT) • School Psychologist: The role of the school psychologist on the MDT involves the administration of individual intelligence tests, projective tests, personality inventories, and the observation of the student in a variety of settings. • School Nurse: The role of the school nurse is to review all medical records, screen for vision and hearing, consults with outside physicians, and may refer to outside physicians if necessary.

21. Membership of the Multidisciplinary Team (MDT) • Classroom Teacher: Works with the local school based Child Study Team to implement pre-referral strategies, plans and implements, along with the special education team, classroom strategies that create an appropriate working environment for the student. • School Social Worker: The social worker’s role on the MDT is to gather and provide information concerning the family system. This may be accomplished through interviews, observations, conferences etc.

22. Membership of the Multidisciplinary Team (MDT) • Special Education Teacher: The role of this individual includes consultation to parents and classroom teachers about pre-referral recommendations, administers educational and perceptual tests, may be called upon to observe the student in a variety of settings, may be involved in the screening of students with suspected disabilities, writes IEP’s including goals and objectives and recommends intervention strategies to teachers and parents.

23. Membership of the Multidisciplinary Team (MDT) • Educational diagnostician: Administers a series of evaluations including norm-referenced and criterion referenced tests, observes the student in a variety of settings, makes educational recommendations that get applied to the IEP as goals and objectives. • Special education supervisor:

24. Membership of the Multidisciplinary Team (MDT) • Physical Therapist: The physical therapist is called upon to evaluate a child who may be experiencing problems in gross motor functioning, living and self help skills, and vocational skills necessary for the student to be able to function in certain settings. This professional may be used to screen, evaluate, provide direct services or consult with the teacher, parent or school. • Behavioral consultant: This individual works closely with the team in providing direct services or consultation on issues involving behavioral and classroom management techniques and programs.

25. Membership of the Multidisciplinary Team (MDT) • Speech/Language clinician: This professional will be involved in screening for speech and language developmental problems, be asked to provide a full evaluation on a suspected language disability, provide direct services, and consult with staff and parents. • Audiologist: This professional will be called upon to evaluate a student’s hearing for possible impairments and as a result of the findings may refer the student for medical consultation or treatment. The audiologist may also assist in helping students and parents obtain equipment i.e. hearing aids that may impact on the child’s ability to function in school.

26. Membership of the MDT • Occupational Therapist: The occupational therapist is called upon to evaluate a child who may be experiencing problems in fine motors skills and living and self help skills, This professional may be used to screen, evaluate, provide direct services, consult with the teacher, parent or school and assist in obtaining the appropriate assistive technology or equipment for the student. • Guidance Counselor: This individual may be involved in providing aptitude test information, provide counseling services, work with the team on consolidating, changing, or developing a student’s class schedule, and assist the Child Study Team in developing pre-referral strategies. • Parents: The parents plays an extremely important role on the MDT in providing input for the IEP, working closely with members of the team, and carry out, assist, or initiate academic or management programs within the child’s home.

27. Objectives of the MDT • Only when the parents have been informed of their rights, a release is obtained, and the assessment plan is signed, can assessment begin. The MDT has several evaluation options from which to choose depending upon the specializations of the members of the MDT.

28. Assessment Domains • Psychologist: responsible for an intellectual assessment and a dynamic assessment • Intellectual Assessment Options • Wechsler Scales of Intelligence • Stanford Binet Intelligence Test

29. Psychological Assessments • Wechsler Scales of Intelligence • Wechsler Preschool and Primary Scales of Intelligence-WPPSI-III for ages 2.6-7 years of age • Wechsler Intelligence Scale for Children-IV-WISC-IV for ages 6-16-11

30. Psychological Assessments 3-Wechsler Adult Intelligence Scale-WAIS-III for ages 16-11 on • This intelligence test is the universal standard most often used by School Psychologists. This version of the Wechsler is standardized for children from age 6 to 16. • The test is divided into two main sections. The Verbal Scale measures how well children are able to express themselves verbally and how well they are able to understand what is being said to them. The Performance Scale measures the nonverbal areas of being able to perceive spatial relationships, such as putting puzzles together and being able to transfer visual information rapidly.

31. Psychological Assessment • Using test interpretation, the three I.Q. scores and the specific pattern of strengths and weaknesses indicate how well the child is able to learn and whether there are any specific learning disabilities. This information is then used to predict at what academic level the child should be functioning. In this way, diagnoses of learning impairments are possible. 

32. Psychological Assessment • Stanford Binet Intelligence Scale • This intelligence test is a standard tool of many school psychologists. This test has been fairly recently revised and now provides multiple I.Q. scores instead of a single I.Q. score, as before. In addition to being able to measure the verbal and nonverbal areas of a child's development, the Binet also provides a quantitative score, measuring the child's mathematical reasoning, and a memory score, measuring the child's short term memory.

33. Psychological Assessment • The materials in this test are very appealing to children. The child has little chance to become bored with this test since the activities are changed frequently. The test is somewhat cumbersome for the psychologist to administer. For that reason, many psychologists prefer the Wechsler scales.

34. Dynamic Assessment • Measuring Personality: Often the first step in understanding personality is to come up with tools that measure it. • The tools used by psychologists tend to fall into two general categories:

35. Dynamic or Projective Tests • Objective tests are paper and pencil type tests that directly ask a person to answer various questions about their personality i.e. MMPI • Projective tests examine personality in a much more indirect way by assessing a patients reaction to certain stimuli

36. Dynamic or Projective Tests • The Rorschach (or inkblot) test in which students are asked to describe what they see when presented with an ambiguous pattern of ink • The Thematic Apperception Test: People are shown ambiguous pictures and are asked to construct a story about the events that lead up to the picture, including detailed discussion about what the characters in the story are doing and thinking. The notion is that the person will project themselves into the story and the things they tell you about the characters are really about themselves

37. Dynamic or Projective Tests • Figure drawings • Sentence completion tests i.e. When I grow up I want to be a ____ When my father comes home I____ Friends are____

38. Symptoms that Might Indicate a Need for a Psychological Evaluation • High levels of tension and anxiety exhibited in behavior • Aggressive behavior • Lack of motivation or indications of low energy levels • Patterns of denial • Oppositional behavior

39. Psychological Symptoms • Despondency • Inconsistent academic performance, ranging from very low to very high • History of inappropriate judgment • Lack of impulse control • Extreme and consistent attention seeking behavior • Pattern of provocative behavior

40. Educational Evaluation • Such an evaluation is frequently recommended when a child's academic skill levels (reading, math, writing, and spelling) are unknown or inconsistent and when his or her learning process shows gaps (e.g., memory and expression).

41. Educational Evaluation • This type of evaluation will: • will determine strengths and weaknesses in the child’s academic and processing areas.

42. Educational Evaluation • Whatever achievement battery (a battery is a group of tests) the special educator chooses, it should be one that covers enough skill areas to make an adequate diagnosis of academic strengths and weaknesses.

43. Areas Covered in an Educational Evaluation • Reading • Math • Spelling • Written Expression

44. Examples of Tests used in Educational Evaluations • Wechsler Individual Achievement Test-II (WIAT-II) • Woodcock Johnson Achievement Battery • Gray Oral Reading Test (GORT) • Key Math Test • Test of Written Spelling (TWS) • Test of Written Language (TOWL)

45. Language Evaluations • This recommendation usually occurs when the child is experiencing significant delays in speech or language development, problems in articulation, or problems in receptive or expressive language.

46. Perceptual Evaluation • A perceptual evaluation is suggested when the team suspects discrepancies in the child’s ability to receive and process information. • The evaluation may give us this information that is very useful when making practical recommendations to teachers about how to best-input information to assist the child's ability to learn.

47. Occupational Therapy Evaluation • The team may consider this evaluation when the child is exhibiting problems involving fine motor/upper body functions. Examples of these would include abnormal movement patterns, sensory problems (sensitive to sound, visual changes etc.), and hardship with daily living activities, organizational problems, attention span difficulties, equipment analysis, and interpersonal problems.

48. Other Evaluations • Psychiatric Evaluation • Physical Therapy Evaluation • Neurological Evaluation • Audiological Evaluation • Vocational Assessment

49. Non Standardized Forms of Assessment • Ecological assessment basically involves directly observing and assessing the child in the many environments in which he or she routinely operates.

50. Non Standardized Forms of Assessment • Curriculum-based assessment (CBA) is one type of direct evaluation. "Tests" of performance in this case come directly from the curriculum. For example, a child may be asked to read from his or her reading book for one minute. Information about the accuracy and the speed of reading can then be obtained and compared with other students in the class, building, or district. CBA is quick and offers specific information about how a student may differ from peers.