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
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
IIPM Pre/Referral Process
Decision Process: Referral for SPED Comprehensive Evaluation and Evaluation Planning
SPED Comprehensive Evaluation
IEP Process (Step 1: Eligibility) IEP Process includes 4 parts: Eligibility, IEP Development, Placement, and Services
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
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
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)
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)
Eugene Apple Data Review 3rd gr. Word Reading 3rd gr. Passage Reading
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
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
Eugene Apple Data Review 3rd Word Rdg 3rd Passage Rdg
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
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?
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.
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
Evaluation Plan SPED Comprehensive Evaluation Items to Review Items to Determine Review IIPM Data Continue Tier III or modify intervention(s) Review existing evaluation Weekly progress monitoring data (if any) Barriers to learning (functional, Information provided by parent developmental, academic) Classroom-based, local, or Related concerns or referral state assessments questions (attention, fine Observations by teachers or motor, behavior, etc.) other providers Working hypothesis about academic/basic psychological Exclusionary factors processes strengths and (attendance, medical, weaknesses language, etc.) Assessment instruments or procedures Parent concerns about the evaluation plan
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
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 .
Working Hypothesis • Review the SLD “grid” (Appendix B) and review the working hypothesis statements.
Eugene’s Working Hypothesis • Review hypothesized (observed) indicators • Review links to basic psychological processes Basic Reading Skills (BRS)
Basic Psychological Processes
Snack Break
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:
SPED Comprehensive Evaluation Procedure and Assessment Elements • Driven by the hypothesis • For SLD, must measure the academic weaknesses
SPED Comprehensive Evaluation Procedure and Assessment Elements • Driven by the hypothesis • For SLD, must consider basic psychological processes involved in learning that skill
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: OAR 581-015-2170(3)( c) “…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…”
Pattern of Strengths and Weaknesses (PSW) The child: This is data for Achievement relative to Grade
Pattern of Strengths and Weaknesses (PSW) The child: This is data for Achievement relative to Age
Pattern of Strengths and Weaknesses (PSW) The child: This is data for Performance compared to Grade & Age
Pattern of Strengths and Weaknesses (PSW) The child: This is data for Achievement & Performance relative to Basic Psychological Processes
Data Review and Interpretation from Evaluation
Tier III Continued
Tier III Continued
Review and Eugene Apple Interpretation of the Comprehensive Evaluation Data Evidence of weaknesses Evidence of strengths
Review and Interpretation of the Comprehensive Evaluation Data
Recommend
More recommend
