Student Intervention Data Review (SIDR), REED for initial and reevaluations and meeting mechanics...
-
Upload
felicia-anderson -
Category
Documents
-
view
217 -
download
2
Transcript of Student Intervention Data Review (SIDR), REED for initial and reevaluations and meeting mechanics...
Student Intervention Data Review (SIDR), REED for initial and reevaluations and
meeting mechanics process
ACTIVITY
Overview – Ann Walton Data Review – Jeanine Mattson-Gearhart
and Tim Hall Meeting Mechanics Principles – Tresia
Gillett, Elizabeth O’Leary, and Lissa Perkins SIDR Process – Robin Norman and Michole
Leither Initial/Reevaluation REED process – Ann
Walton Q & A – All Discussion of training process within
district – District Teams
Participants will …1. Understand the process for facilitating an effective
problem solving team meeting
2. Understand the tools and resources for data collection that can assist the problem solving teams in developing effective interventions and strategies for struggling students.
3. Understand and apply #1 and #2 to the SIDR and REED processes to effectively make educational decisions for students suspected as having a disability as well as students with IEPs
4. The understanding of how to pilot and begin the SIDR and REED training within your respective district
No reference in IDEA-2004 regarding evaluation review.
IDEA-2004 reauthorization replaced it with review of existing evaluation data – Michigan complied with this change
RtI and SLD eligibility requirements in IDEA-2004 have further impacted the need to change to the REED process◦ Districts now must align their practices with these
new requirements
April 2009, MDE finalized the policy on the REED process for Michigan (see REED manual handout)◦ Required to be implemented by all districts in
Michigan Calhoun developed a committee in late
spring 2009 and drafted the process presented today
This is a pilot The feedback we get from your implementation of
this process will help finalize the process we develop in FOCUS
PRO
BLEM
SO
LVIN
G
PREVIOUSLY NOW
Waiting to intervene until criteria for special education are met and services can be provided
Intervening at first indication of learning difficulties, utilizing universal screening and progress monitoring of essential skills and concepts
Within-child focus of problem; focus on internal, unalterable variables
Systems approach to problem-solving; emphasis on the effectiveness of core instruction for all students; focus on alterable variables (instruction and intervention varied as to time, intensity, and focus)
Student Study/Multidisciplinary Team often made up mostly of special educators; individual students typically referred to team by teachers with academic and behavioral concerns, frequently resulting in a special education referral
Problem-solving process as central to the work of school teams that include general and special educators; parents involved throughout the process and kept informed of instructional strategies and progress; collaborative educational decisions, including adjustments to instruction/intervention, are based on ongoing school, classroom and individual student data; increased focus on early detection and proactive response to difficulties
Reliance on assessments largely external to the learning context for the purpose of disability identification
Reliance on direct measures of learning that inform instruction/intervention, as well as consideration for special education if appropriate
Assessment data collected during a limited number of sessions used to make eligibility decisions
Multiple data points collected over time and in direct relationship to the instruction/intervention provided used to make important instructional decisions (including special education eligibility)
Assessment/evidence of Perceptual-Communicative (PC) Indicative Behaviors (processing deficits) required for identification
Emphasis on diagnostic/prescriptive assessments in the area(s) of suspected disability and/or educational need that directly assist in the determination of instruction and intervention
“Comprehensive evaluation” consisting mainly of formal assessments conducted by individual members of the multidisciplinary team; often the same battery of tests administered to all children referred during a limited number of sessions
“Full and individual evaluation” collaboratively planned and relying heavily on existing data collected throughout the SIDR and REED process; evaluation includes data gathered through universal screenings, observations, teacher checklists, progress monitoring, diagnostic assessments, etc.
PRO
ACTI
VEIN
TERV
ENTI
ON
Summary of Major Shifts in the SIDR/REED Process
ASSE
SSM
ENT/
EVAL
UAT
ION
A common vocabulary of terms - (See glossary handout)
Data Collection – what tools and resources are available to districts
Interventions/strategies/progress monitoring done by Problem solving teams
On-going documentation in the SIDR
Tim Hall and Jeanine Mattson-Gearhart
Tresia Gillett, Elizabeth O’Leary and Lissa Perkins
Robin Norman and Michole Leither
Problem Solving Team (PST) – Formally referred to as:◦ Child-Study Teams (CST)◦ Student Intervention Teams (SIT)◦ Teacher Assistance Teams (TAT)
SIDR will replace any previous Child-Study forms
This will be a working document and will be updated throughout the student’s education
This will provide consistency across local districts within our county
Forms will be completed as a collaborative process, not necessarily one person’s responsibility
Forms do not have to be completed in a formal meeting, although some information will be completed before the PST meeting is held
Forms are form-filled You can attach hard copies from other sources
(Data Director) but the data must be summarized on the SIDR
Completed forms must be kept in the student’s CA-60
Initiation Date: Document the date you begin the Problem-Solving Team (PST) process
General Information Section: Fill out general information regarding the student and family
Meeting Log/Participants:◦ Enter date, student grade, school and school district and
general overview of concern (i.e. reading fluency and comprehension)
◦ Enter name and title of participants on the PST and that have provided data/information about the student
◦ Team members may NOT actually be at the PST meeting but have provided input
◦ This will be an ongoing record for meetings and team members
As a result of data review, the PST will summarize interventions/strategies to be implemented
Note which Tier the intervention falls into:◦ TIER I – the provision of general screening and
group interventions that usually represent the core instructional program. If this is adequately differentiated, 80% - 90% of the students will respond and achieve established benchmarks. Assessments occur 3-4 times per year. Examples: DIBELS, core curriculum, universal
screening, Positive Behavior Support
TIER II – If students do not make adequate progress in Tier I, more targeted services and interventions, usually in small group settings, are provided in addition to the general curriculum. Progress is monitored more closely, at least bi-weekly, and the research based interventions could last approximately 6-10 weeks. This represents 5-10% of the student population.◦ Examples: progress monitoring, READ Naturally,
Study Island, Title I, change in grouping and duration of interventions, FBAP/BIP
TIER III – for students who do not adequately respond to targeted services and interven-tions in Tier II, intensive interventions would be provided, in small groups or individually, to address their deficits. After a period of time of Tier III interventions/strategies in which the student is not making progress a special education evaluation could be initiated. This should only represent 1-5% of the student population.◦ Examples: Language!, specialized instruction,
change in grouping and duration of interventions, specialized/more intense behavior plan.
Identify academic, behavioral and communication strengths of the student◦ This helps identify what the student is able to do,
and is a starting point for where the student is currently functioning
Provide/review/analyze data that compares the student’s performance to peers within their age/grade and overall district
By reviewing this data you will be able to document impact on the student’s ability to participate in the general curriculum or age appropriate activities.
Until this is in FOCUS, you will be able to attach hard copies or pull information from Data Director or other similar programs (i.e. attendance reports, report cards, behavioral reports, district, etc.)
Parent Input◦ Document date(s) of contact(s) and form of
contact (i.e. phone, in person, etc.)◦ Summarize parent input/family perspective of
needs◦ Summarize any outside agency involvement or
services (i.e. CPS, private speech services, parenting classes, counseling, etc.)
Academic History and Status◦ Attendance History
Document information on district, school, grade, attendance, and suspensions
Complete previous 4 years/grades and attach hard copies if needed
Summarize the data on the form◦ Tiered/Targeted Intervention Results and
Accom-modations Document strategies, interventions, dates used,
outcomes/results Attach hard copies/data sheets There are analyzed sample data sheets at the table
◦ Universal Screener Results Summarize screening results data and the impact on
the student’s ability to participate in the general education curriculum (i.e. DIBELS, MLPP, etc.)
Report Cards/Progress Reports & Monitoring◦ Document the student’s grades or progress on IEP
goals/objectives◦ Attach hard copies/IEP progress reports for re-evals
Developmental Assessments◦ These may include assessments such as kindergarten
readiness results, preschool screeners (Headstart and 4 year old programs use ASQ), Early On screening (IDA), etc.
English Proficiency Information◦ If appropriate, address any student or family information
regarding English Proficiency (i.e. need for interpreter, receiving bi-lingual support, may have had some assessment regarding proficiency, etc.)
◦ Age Appropriate for Grade Explain further if answer is no Examples (homeschooled, retained, etc.)
◦ Supplemental Services/Educational Services History If appropriate, document any previous school
experience such as preschool, early special education support, previous remedial instruction, etc.
Medical Needs◦ Document hearing, vision, and medical information
Existing Evaluation/Assessments◦ Review & document academic strengths and
weaknesses in each area Summarize data
Summarize the impact areas of concern have on the student’s ability to participate in the general education curriculum
Attach work samples/curriculum based assessments ◦ Review and document any standardized
assessments (i.e. IOWA, SAT, ACT, previous special education evaluation results such as cognitive and achievement testing) Summarize data Summarize the impact this may have on the
student’s ability to participate in the general curriculum
Attach hard copies◦ Review & document state and/or district
assessments (i.e. MEAP, MLPP, Ed Performance)
Summarize data Summarize the impact this may have on the
student’s ability to participate in general curriculum Attach hard copies
School-Based Observations◦ Document date(s) and person(s) who have
completed any observations◦ Define the observable behavior/skills of the
student in the setting related to the area(s) of concern
◦ Summarize impact on the student’s ability to participate in general curriculum/environment
◦ Attach hard copies
Other Educational Needs◦ Review and document information in the areas of
adaptive behavior, social-emotional, behavior, communication, fine motor, gross motor, sensory, etc.
◦ Document the source of this information, any baseline data, and the impact this has on the student’s ability to participate in the general education curriculum/environment
◦ Attach hard copies
Begin PST/SIDR process when student concern is initiated
Complete SIDR, PST has a meeting, PST determines next steps/interventions and sets review date
Print hard copy for CA-60 Edit SIDR before review meetings
◦ May need to change or update information depending on impact of intervention (i.e. strengths and weaknesses, medical information, attendance, report cards, etc.)
Print hard copy for CA-60
Initial, Reevaluation, Transfer-in, Out of State Transfers, Termination of Services, and
adding/deleting services
Initial Evaluations◦ Out of state transfer-ins◦ Revocation of services ◦ True initials (following SIDR process)
Re-evaluations◦ Every thirty-six months
Clock begins at initial IEP and all Re-eval IEPs Done each time the team is considering changing eligibility
Termination of Eligibility◦ When considering that a student no longer has a
disability◦ Exceptions . . . Graduation with a diploma
Provide Summary of Academic Achievement and Functional Performance
Does not have to be done at a formal meeting but:◦ must have all team members provide input, and ◦ review existing data in their area of expertise
Must include the following:◦ Current classroom based, local and state
assessments◦ Screeners◦ Interventions and strategies◦ Progress monitoring◦ Record review◦ Attendance◦ Report card
◦ Medical/health records, ◦ Outside evaluations◦ Developmental Assessments◦ Evaluations and information provided by parent◦ Observations by teachers and related service
providers Once the data is analyzed:
◦ Determine if additional data is needed to answer the four questions (page 10): Whether a student is or continues to be a student
with a disability The student continues to need special education
intervention
The present levels of academic achievement and related developmental needs of the student
Whether any additions or modifications to special education or related services are needed to participate in general education curriculum
◦ If no additional data is needed, then: Complete the first section of the REED document
(Notice section – page 11) and skip the eval section Obtain signatures and set IEP date Present REED at the initial/re-evaluation IEP to
determine eligibility.◦ If additional data is needed (page 12),
Complete the evaluation section with evals needed Obtain signatures and set IEP date Present REED at the initial/re-evaluation IEP to
determine eligibility.
SIDR to Initial
Problem solving team has developed a SIDR and implemented interventions and strategies with Student A for about 6 months:◦ Student has achieved the goal the problem-solving
team has set
What do you do with the SIDR? Correct: Put it in the CA-60
and you are done!
Problem solving team has developed a SIDR and implemented multiple interventions and strategies and conducted progress monitoring with Student B for about 10 months:◦ Student has not achieved the goal the problem-
solving team has set and they decide to refer the child for a special education evaluation.
What do you do with the SIDR?
Take all the information from the SIDR and:◦ Fill in the first page of the REED document
◦ Replace page 2-9 of the REED with the SIDR document and all attached reports and documents.
◦ Complete pages 10-13 of the REED based on the analysis of the data and what, if any, additional assessments are needed.
◦ The general education staff may be asked to continue an intervention and progress monitor as part of the assessment
For all initials:◦ They must be done within 30 school days
Timeline starts when the district receives the consent from the family (see page 13) If parents sign form on Monday 1/11/10 and sends it US Mail
to district who receives it on Thursday 1/14/10 – what date goes in the field?
This information is submitted via MSDS counts 3 times a year and impacts the district’s SPP Indicator #11- Child Find
Extensions may be sought under special circumstances Check with your district supervisor as to the proper protocol
for obtaining an extension Out of state transfer-ins must be done within the 30
school days as well.
Reevaluations
Former Process REED Process
The Reevaluation Plan and Consent form was completed and consent obtained once every 36 months
Document is only activated once every 36 months
Upon completion of the initial IEP, the IEP Team members continue adding to the evaluation documentation on the REED (page 2 thru top of 10)
REED is a living document and is constantly updated over the next 36 months
For the approximately the next 30 months, the case manager and related service providers (IEPT members) document on the REED
Prior to (recommended 6 months prior to Reevaluation IEP due date), the IEP Team completes page 1, bottom of 10-13 of the REED following their analysis of the last 30 months of data
Follow process outlined on slides 19-27 and 31-33 Be sure the new Reevaluation IEP is done on or
before the anniversary date of the previous one Section 5 on page 13 of the REED applies to the
Reevaluation – it must be completed if the parent is not responding to your requests for consent
Your district team here today will be the team to train your district pilot sites/staff
The documents shared are on the following website:◦ http://districts.calhounisd.org
Log In spedforms Password calhounisd
Complete the training before the end of February 2010
A survey will be sent to each district Special Education Supervisor to disseminate to pilot participants in late May 2010
Surveys results will assist us over the summer to build the process into the FOCUS web system.
Selection who to pilot this with is critical◦ Need to be sure this is piloted with
Select buildings and/or staff currently working with Coaching for Learning Coaches
Problem-solving teams (formally child-study teams) All levels (elementary, MS, HS) For initials and reevaluations For reevaluations (the pilot is a very short timeframe, but
we need information on the process for the ongoing data collection)