; Disability Suspected - Iowa IDEA
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Disability Suspected - Iowa IDEA

VIEWS: 8 PAGES: 44

  • pg 1
									1.   Suspicion of Disability = Obligation to
     seek informed parental consent to
     evaluate

2.   Consideration of performance domains
     assures a “full and individual evaluation”

3.   Meets “breadth of the mandate” and
     assures consideration of “procedural
     safeguards”
    Suspicion of Disability = Pursue
              Evaluation
   When disability is suspected

   Required to pursue timely evaluation
    without delay

   Obtain informed, written parent consent
   Parent informed of all relevant information

   Parent understands reasons for evaluation
    and agrees in writing

   Granting consent is voluntary

   Parent may revoke consent for evaluation
   Review existing data - Include parent input

   Consider Performance Domains

   Determine need, if any, for additional
    assessment

   Present and review Procedural Safeguards
    Manual for Parents
   Present to and review with parents

   Use of a summary can assist but not replace

   Presented in a language parents understand

   Not construed as consent for initial services
Consideration of Performance Domains
   and Comprehensive Evaluation
    Ensures assessment of all areas related to
     suspected disability
    Identifies all special education and related
     service needs
    Identifies needed interventions to resolve
     the area(s) of concern or suspected
     disability
             Breadth of Mandate

   7 Performance Domains are inclusive of the
    13 Federal disability categories

   Assures identification of all children with
    disabilities who need special education

   Supports Iowa’s non-categorical
    identification of eligible individuals
   Thoughtful consideration of all Performance
    Domains
   Review existing data, including parent input
   Use multiple methods (RIOT)
   Convergent data from multiple sources
   Rule out or evaluate each domain
   Evaluate when evidence of discrepancy and
    limited progress exists despite supplemental
    instruction
   Review and analyze data obtained through
    the Disability Suspected process

   Review and analyze existing data for
    Performance Domains that were not
    considered through the Disability Suspected
    process
   All decisions regarding domains to be
    included as part of the evaluation need to
    be:
    ◦ based on educationally relevant data
    ◦ not based on opinion or conjecture
    ◦ based on data gathered through questions
      related to the standards for including the
      domains in the evaluation
Does existing evidence (RIOT, multiple sources)
 suggest;

  the individual’s performance is persistently
   below standards or expectations despite appropriate
   instruction and supports?

  the individual’s performance is significantly unique to
   warrant evaluation?

  presence or absence of other more plausible reasons
   (including lack of appropriate core and supplemental
   instruction) for the lack of performance? OR
   The child is affected by a health or physical
    condition or functional limitation, or has
    experienced a sudden status change that
    adversely affects educational performance, or

   The child has an obvious and immediate need
    for service that may exceed the capacity of
    general education to provide
   The level of rigor required to meet a standard
    of “suspicion” in a domain area is relatively
    low.

   If there is a difference of opinion among team
    members and the available data are unclear,
    it is better to err on the side of caution and
    evaluate the domain.
                 What is it?
Grade level achievement standards related to:
         Listening comprehension
         Oral expression
         Reading comprehension
         Reading fluency
         Math calculation
         Mathematical problem solving
         Written expression
             What is it?
Grade level achievement standards or
       expectations related to:
    Awareness of self (e.g. identity relative to
     others, personal space)


    Identification & expression of emotions

    Self-regulation

    Interaction with others
            What is it?
Grade level achievement standards or
       expectations related to:

    Gross Motor Skills

    Fine Motor Skills

    Mobility for living, learning & working
          What is it?

   General condition of the body or
    mind

   Presence or absence of illness, injury
    or impairments
          What is it?

   Ability to perceive sound

   Ability to see
            What is it?
Grade level achievement standards or
 expectations related to receptive &
  expressive language, including:

    Language for social communication
    Vocabulary
    Speech sound production
    Voice
    Fluency
             What is it?
Grade level achievement standards or
       expectations related to:

    Everyday living skills

    School Functioning skills

    Skills that children learn in “adapting” to
     their surroundings
  Digging Deeper
     into the
Consent for FIE Form
   Accuracy is important!

   Be sure the individual’s legal name and
    resident district are complete and accurate
   Conversation with parents should focus on how
    we will meet the student’s needs

   Explain the purposes of evaluation:
      1. Determine interventions needed to resolve
         concern(s)
      2. Determine whether or not Special Education
         resources are required to address the needs
  Explain the definition of an
educational disability to parents

A Disability is a skills deficit, a health or
physical condition, a functional limitation, or
a pattern of behavior that adversely affects
educational performance.
 Results in educational performance that is
  significantly & consistently different,
  diminished, or inappropriate when compared
  to the expectations for peers,
AND
 Significantly interferes with:
    ◦ Access to general education settings &
      opportunities,
    ◦ Developmental progress,
    ◦ Involvement & progress in general curriculum, or
    ◦ Interpersonal relationships or personal adjustment
Explain to parents that information
       will be collected about:

Educational Progress

Educational Discrepancy

Educational Need
 Describe   why disability is suspected
 Oncedisability is suspected, no other
 option is considered
   Discuss the information (documented on the
    Disability Suspected form) that led to conclusion
    that a disability is suspected

   Identify which performance domains will be the
    focus of the evaluation

   Identify which performance domains need
    additional assessment data as part of the
    evaluation
 “Consider”   ALL seven performance domains.

 Indicatethe performance domains that are
 determined to be potential areas of disability
 and will be a focus of the evaluation
 Consider  the domains chosen for evaluation
 in the left column

 Ofthe domains checked in the left column,
 determine which, if any, need additional
 assessment
   Explain the use of Review, Interview, Observation
    and Test/Task assessment methods to gather
    information in the evaluation process

   Will consider information to make evaluative
    judgments about each of the performance
    domains checked
   60 day timeline starts when the signed consent
    is received by the public agency
   Parent or guardian signature is always required
    for initial evaluations
   Remember, Consent for Evaluation is NOT the
    same as consent for “services”
   Not required for reviewing existing data

   Not required for assessments that are
    administered to all children

   When parents do not provide consent, the
    public agency may pursue evaluation through
    procedural safeguards (i.e. Due Process)
   Parents revoking consent once it has been
    given, is not retroactive
      Prior Written Notice provided
      Eligibility Determination Worksheet completed
      Evaluation data collected are summarized

   Procedures when child is a ward of the State

   Procedures when child has reached the age of
    majority
Scenario 1
   (James)
    What
information                 What information
    is still                 really “squared
   “rolling                   up” with you
 around” in                       today?
 your head?
                  What
                 “point”
                  really
               stuck with
                   you
                 today?

								
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