To Do Prior to Training

1. 2 To Do Prior to Training • Gather the necessary materials listed below: • Chart paper • Supply boxes • Prepare a copy of the handout packet, PowerPoint, and a copy of the pretest for each participant. • Prepare one copy of the Standards and Indicators and Missouri State Plan to be placed on each table for reference throughout the presentation. • Prior to training send email with link to the pre-reading materials listed below: • https://dese.mo.gov/special-education/compliance/standards-indicators • Specifically, sections 600-2100 should be sent out as prereadingmaterials.

2. Quality Eligibility Determinations Consultant Name/Info

3. Pre-Assessment

4. Opening and Introductions

5. 6

6. Why the Topic is Important

7. 8 Learner Intentions • Review the efficacy of special education. • Use a problem solving model to generate quality referrals. • Know the difference between parent referrals and agency referrals. • Conduct a review of existing data. • Implement quality assessment practices. • Use many sources of data to make quality eligibility determinations. • Write evaluation reports to synthesize all observed and assessed information. • Make quality eligibility determinations.

8. 9 Essential Questions • Why use high quality interventions prior to referring a student for assessment? • How does one use a problem solving model to generate quality referrals? • What is the difference between parent referrals and agency referrals? • How does one conduct a quality review of existing data? • What needs to be included in a written evaluation report to synthesize all observed and assessed information? • How does one use many sources of data to make quality eligibility determinations?

9. Missouri Teacher Standards • Standard 1: Content Knowledge • Standard 2: Student Learning, Growth, and Development • Standard 7: Student Assessment and Data Analysis

10. Overview of the Day 8:00 a.m.-noon: Pre-referral, Referral and Review of Existing Data Noon-12:45 p.m.: Lunch on Your Own 12:45 p.m.-2:30 p.m.: Evaluation Report and Eligibility 2:30 p.m.-3:00 p.m.: Questions and Closing

11. 12 Norms • Begin and end on time • Use technology for learning • Take care of personal needs • Ask for clarification (utilize parking lot for questions) • Be present

12. 13 Learning Partners Please use this sheet to choose four partners to go on vacation with periodically today. HO #1

13. 14 Gaming the System Use the yellow sheet at your table to have a discussion around each of the questions. Jot down a few notes and prepare to share out. HO #2

14. 15 Incidence Rates Trend went down for awhile in late 1990’s but since then its on a trajectory back up. Why?? • 1976-77 • 8.3% of school population • classified • as ‘disabled’ U.S. Dept. of Ed, National Center for Education Statistics 2015

15. 16 Incidence Rates MO HO #3

16. What Do We Know About Special Education?

17. 18

19. 20 Efficacy of Special Education • The effectiveness of special education is not universally documented. Very little research exists to support its effectiveness, generally due to the variances in implementation. • According to the 2015 National Assessment of Educational Progress (NEAP) report:

20. 21 Efficacy of Special Education • 10-year longitudinal study done by the National Center for Special Education Research (2011) found the following:

21. 22

22. 23 The “IDEA is not a panacea for all of life’s ills.” Maricus W. v. Lanett City Bd. Of Educ., 141 F. Supp. 2nd 1064 (M.D. Ala. 2001)

23. 24 Talk to Your Wilderness Partner • Your reaction to those claims • How effective do you think special education is? HO #1

24. If we know special education wasn’t designed to be the panacea for all the woes of education, how do we keep this in check? So, now what?

25. 26 Start Early Prevention Early Intervention Prevention and early intervention are more effective than treatment of academic or social/behavioral problems after they have existed for several years.

26. Prevention and Early Intervention • The response to individualized intervention data in general education is critical to determining special education need and to measuring adverse educational impact.

27. 28 HO #4 Problem-Solving Process

28. Intervention Model 80% Core instruction Very little progress Core instruction + intervention 15% Core instruction + intensive intervention 5% special education referral

29. 30 HO #5

30. 31

31. 32 Referral ‘Red Flags’ HO #6

32. 33 Referral ‘Red Flags’ “Remember, however, that not one of these ‘red flags’ alone would typically be sufficient to trigger the child-find duty, but that the more that exist in a particular situation, the more likely it is that the duty would be triggered.” Julie Weatherly, ESQ

33. 34 Characteristics of Good Referrals This data helps to determine if there is a reason to suspect a disability

34. 35 Find Your Winter Vacation Partner What triggers requests/referrals in your district/school? The things on the previous slide or something else? What is the approximate ratio of evaluations to those who qualify in your setting? HO #1

35. Now what?

36. Request for Consideration of a Special Education Evaluation Parent Agency Date of referral is the date the agency decides there is enough evidence to suspect a disability-no timeline for this. If agency determines there isn’t enough evidence to suspect a disability, nothing is required. If agency suspects a disability, 30 days to do Review of Existing Data (RED). • Date agency receives request is the date of the referral. • If agency determines there isn’t enough evidence to suspect a disability, a Notice of Action Refused (NOA) goes to parent. • If agency suspects a disability, 30 days to do Review of Existing Data (RED).

37. 38 Request for Consideration of a Special Education Evaluation

38. 39 Making a Determination: Step 3

39. Request for Consideration of a Special Education Evaluation Parent Referral Agency Request for a Referral LEA must determine if there is reason to suspect a disability and the need for special education and related services.

40. 41 LEA Consideration = RED This decision is NOT a REVIEW OF EXISTING DATA (RED) to determine if there is enough information to determine eligibility, but rather, an EXAMINATION of factors (evidence) to ascertain if there is reason to suspect a disability and proceed to a RED.

41. Evaluation Data

42. 43 Review of Existing Data (RED) • Participants • Meet in person or confer • Purposes • Contents • Date conclusions and decisions are finalized • Identify what additional data, if any, are needed • Prior Written Notice

43. Observations by others Classroom data

44. 45 HO #7 Model Form: Review of Existing Data

45. Tips for Completion of the RED • USE DESCRIPTIVE TERMS • COMPLETE EVERY SECTION • ADDRESS EVERY AREA • INCLUDE PARENT AND TEACHER INPUT

46. 47 RED Example 1

47. 48 RED Example 2

48. 49 HO #7 RED Example 3

49. 50 Team Conclusions and Decisions

50. Assessment Practices and Procedures