Session 3 Eugene 4j IIPM Model K-5 ImplementationSession 3 Eugene 4j IIPM Model K-5 Implementation...
Transcript of Session 3 Eugene 4j IIPM Model K-5 ImplementationSession 3 Eugene 4j IIPM Model K-5 Implementation...
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Session 3 Eugene 4j IIPM Model K-5
Implementation (SPED Comprehensive Evaluation)
Presented by Carissa Boyce, Kathy Luiten, Marlee Litten, Karen Apgar, Justin Potts, and
Larry Sullivan
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The 4 Areas of Change IIPM Pre/Referral Process Decision Process: Referral for SPED
Comprehensive Evaluation and Evaluation Planning
The SPED Comprehensive Evaluation The IEP Process
Eligibility Determination IEP Development Placement Determination and Least Restrictive
Environment Service Decisions
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IIPM Pre/Referral Process
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Decision Process: Referral for SPED Comprehensive Evaluation and Evaluation Planning
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SPED Comprehensive Evaluation
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IEP Process (Step 1: Eligibility)
IEP Process includes 4 parts: Eligibility, IEP Development, Placement, and Services
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Case Study- Eugene Apple • 3rd grade student • Regular attendance/same school 3 yrs • No behavioral concerns • No medical or physical concerns • No home concerns • English is the student’s primary language
and home language
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Tier I • Core instruction in Houghton Mifflin (60 min. daily) • Differentiated instruction-Leveled Reader (30 min.
daily) • Fall Benchmark data
– Word Reading Fluency 20 cwpm (between 10th and 20th percentile)
– Passage Reading Fluency 37 cwpm (below 10th percentile)
– Teacher observations- • Problems retaining new concepts • Confuses words when repeating information back • Daily work (practice sheets, weekly assessments) below 60%
accuracy • Reads word by word
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Decision Rules (Tier I-II)
• Does the student score below the 20th percentile on assessments?
• Does the student’s daily work and other performance support the assessment data?
• Is the student significantly below grade level? (Need to go directly to Tier III?)
• Is the student’s learning impacted by cultural or language diversity or differences? (CLD)
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Tier II with Progress Monitoring
• Receives differentiated instruction using approaching level reader, 30 min. daily, small group (1:6)
• Progress monitoring in Word Reading and Passage Reading Fluency (every 2 weeks)
• Parent Notice of Participation sent home • Student Profile Form started • *CLD considerations • Review Data (Apply decision rules)
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3rd gr. Word Reading 3rd gr. Passage Reading
Eugene Apple Data Review
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Decision Rules (Tier II-III) • Has the student received differentiated
instruction for a minimum of 6 weeks? • Have at least 3 data points been collected
during progress monitoring? • Is the student’s achievement below the
projected aim line or producing a flat progress trend?
• Options- Discontinue or extend Tier II with progress monitoring, add Tier III
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Tier III • Student receives targeted instruction for 30
minutes 3 times weekly • Targeted skills are phonics and fluency (error
analysis, diagnostic assessment conducted) • Materials used- Phonics for Reading 2 • Group size is 1:5 • Progress monitoring in Word Reading and
Passage Reading Fluency every 2 weeks • *CLD considerations • Review data, apply decision rules
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3rd Word Rdg 3rd Passage Rdg
Eugene Apple Data Review
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Decision Rules -Tier III • Twelve weeks of differentiated and targeted
instruction to meet identified needs (Tier II & III) • Six progress monitoring data points • Options-
– Discontinue Tier III, if effective – Extend Tier III, if additional data is needed – If the student is not making adequate progress
and the team suspects the student has a disability the team will refer him/her for a Special Education Comprehensive Evaluation
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Table Discussion
• How does the process we have shown compare to the process in your school?
• What differences and similarities have you observed?
• Does the data and process make sense? Why?
• Based upon the data, what would your team decide?
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Following Six Weeks of Tier III • Include the parents on the team, if they have not
already been included • The team (including parents) reviews the data
collected over the past 12 weeks of Tier I, II, and III (6 data points) and possible exclusionary factors (attendance, second language, physical impairments, etc.)
• The team makes sure the parents understand the data and information shared
• The team determines if the student is not making adequate progress and if so, if a disability is suspected. If so, the team then refers the student for a Special Education Comprehensive Evaluation.
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Evaluation Planning • The team develops a working hypothesis about academic skill(s)
deficits (Appendix C) and
• A working hypothesis about a weakness in a basic psychological process (Appendix B) to guide the individualized evaluation plan development
The team builds an individualized Special Education Comprehensive Evaluation plan designed to assess the specific disability(ies) and area(s) of educational need
The plan includes Tier III Targeted Intervention (to extend through the evaluation period) with progress monitoring. The intervention may be adjusted in order to gather further information (increased time or intensity, change in focus, etc.)
The parents are given Notice of Procedural Safeguards and the team obtains informed written consent from parents to proceed with the Sped Comprehensive Evaluation as developed by the team
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Evaluation Plan SPED Comprehensive Evaluation
Review IIPM Data Review existing evaluation
data (if any) Information provided by parent Classroom-based, local, or
state assessments Observations by teachers or
other providers Exclusionary factors
(attendance, medical, language, etc.)
Continue Tier III or modify intervention(s)
Weekly progress monitoring Barriers to learning (functional,
developmental, academic) Related concerns or referral
questions (attention, fine motor, behavior, etc.)
Working hypothesis about academic/basic psychological processes strengths and weaknesses
Assessment instruments or procedures
Parent concerns about the evaluation plan
Items to Determine Items to Review
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Evaluation Planning • Define Working Hypothesis (why target
evaluation, not just give universal battery?) • Eugene Apple Example:
– Working Hypothesis (what we think is happening): • Deficits in Basic Reading Skill • Deficit in related basic psychological process, strengths in
other unrelated processes • Impacting the student’s rate of learning and/or level of skill
attainment. • A pattern of strengths and weaknesses that suggests a
specific learning disability • Exclusionary factors are not the primary reason
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Working Hypothesis • What is the “specific” area being considered? • Hint: Look at the “Specific” Learning Disability (SLD) eligibility document too! • A student may be low in multiple areas, but what is the area of “disability”?
VS.
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Working Hypothesis
• Review the SLD “grid” (Appendix B) and review the working hypothesis statements.
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Eugene’s Working Hypothesis • Review hypothesized (observed) indicators • Review links to basic psychological processes
Basic Reading Skills (BRS)
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Basic Psychological Processes
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Snack Break
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Eugene’s Working Hypothesis • Find strengths and identify potential exclusionary factors • Structure evaluation to consider both strengths and weaknesses • Find ways of gathering data on exclusionary factors
Math; good oral language skills Once learned, remembers concepts
Understands age appropriate concepts Good oral language skills Uses visual supports well
Good attendance; parent support for learning; motivated Primary and home language is:
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SPED Comprehensive Evaluation Procedure and Assessment Elements
• Driven by the hypothesis • For SLD, must measure the academic
weaknesses
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SPED Comprehensive Evaluation Procedure and Assessment Elements
• Driven by the hypothesis • For SLD, must consider basic psychological
processes involved in learning that skill
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Pattern of Strengths and Weaknesses (PSW)
• PSW methodology is used to review, organize, and make decisions using data
• Is designed to address the SLD eligibility component:
“…the student exhibits a pattern of strengths and weaknesses in classroom performance, academic achievement, or both, relative to age, Oregon grade-level standards, or intellectual development, that is determined by the group to be relevant to the identification of a specific learning disability…”
OAR 581-015-2170(3)( c)
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Pattern of Strengths and Weaknesses (PSW)
The child:
This is data for Achievement relative to Grade
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Pattern of Strengths and Weaknesses (PSW)
The child:
This is data for Achievement relative to Age
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Pattern of Strengths and Weaknesses (PSW)
The child:
This is data for Performance compared to Grade & Age
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Pattern of Strengths and Weaknesses (PSW)
The child:
This is data for Achievement & Performance relative to Basic Psychological Processes
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Data Review and Interpretation from Evaluation
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Tier III Continued
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Tier III Continued
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Review and Interpretation of
the Comprehensive Evaluation Data
Evidence of weaknesses
Evidence of strengths
Eugene Apple
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Review and Interpretation of the Comprehensive Evaluation Data
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Review and Interpretation of the Comprehensive Evaluation Data
We’ve considered the strengths and weaknesses in the basic psychological processes, and considered other exclusionary factors (CLD factors included)
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Cut-off Scores and Decision Rules
• Cut-off scores are not “set in stone”, but differences found should: – Not occur by chance (statistical significance) – Be unusual in the population (normative weakness)
• Decision rules are based on: – 3 points of evidence for performance/achievement
strength – 3 points of evidence for performance/achievement
weaknesses – Weakness in related psychological process(es) – Strength in unrelated psychological process(es)
• Confirm or refute the working hypothesis
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Do you understand the process so far?
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Eligibility/IEP Meeting Upon completion of the Special
Education Comprehensive Evaluation an Eligibility/IEP Meeting is scheduled
The meeting includes; parents, a general education teacher, a special education teacher, a person interpreting the data, and a district representative
May include related service providers if appropriate
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The Eligibility/IEP Process
There are 4 parts to the process; Eligibility determination, IEP development, Placement and least restrictive environment,
and Service determination
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Eligibility Determination The team reviews the data collected during the
SPED Comprehensive Evaluation, including data from Tiers I, II, III and the adjusted Tier III during evaluation
The team must insure that parents understand the data and information being shared
The team applies the Pattern of Strengths and Weaknesses (PSW) Methodology
The team determines eligibility using the decision rules from the PSW
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Eligibility/IEP Process cont. Develop the IEP
Placement determination and least restrictive environment (LRE)
Service decisions
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Building a plane
Courtesy EDS
while flying it