Re-evaluation through Existing Data - REED by ert554898


									Re-Evaluation through
Existing Data - REED
    Sector Presentation
Federallaw allows [300.305(d)] REED
When to conduct reevaluation
Elements of reevaluation (300.303, 305)
Data based decision making
   When does a re-eval occur?
If public agency determines that educational
 or related service needs warrant a reevaluation
If parent or teacher requests a reevaluation
Must occur at least once every 3 years unless
 agreed upon as unnecessary
May not occur more than once a year unless
 both LEA/AEA and parent agree
    Elements of the Re-eval
Conducted     by defined group
  Teachers, related service providers and
Doesn’trequire a meeting to conduct
Requires notification of
  Continued  eligibility
  Educational needs
  Basis for determination
            In Iowa …..
Provide notice of evaluation LEA/AEA
 propose to conduct
Ensure meaningful participation of
Use variety of assessment tools (RIOT)
 and strategies which directly assists in
 determining educational needs
Does not require, may include, “testing”
 Meaningful Parent Participation
Solicit information prior to and as part of
 evaluation related to the child’s needs
Collaborate (LEA and AEA) on gathering
 parent information
Complete well in advance (60 days) so if
 additional assessment is needed, it can be
 conducted in a timely manner.
      Reeval Questions in Iowa
What  progress has the student made compared to
 peers or the expected standard? (Educational
What discrepancy, if any, still exists between the
 student’s performance and that of peers or the
 expected standard? (Discrepancy)
What evidence is there that the student continues
 to need special education and related services to
 be successful? (Instructional Need)
        Questions (continued)
What   additions or modifications to the special
 education and related services are needed to enable
 the student to meet the IEP goals and to participate,
 as appropriate, in the general education curriculum?
(Eligibility Statement ) Does the student continue
 to be eligible for special education services, based on
 the information contained in Questions 1-4?
Under what conditions will the IEP team consider
 exiting the student from special education services?
     Presence of Disability
A disability is a skills deficit, health or
physical condition, functional limitation
or pattern of behavior that adversely
affects educational performance.

           Special Education Eligibility Standards, 2006
           Special Education Procedures Manual, 2009
Determining Disability is based on….
Performance   significantly and consistently
 different, diminished or inappropriate when
 compared to peer expectations; and
Significantly interferes with
  access to gen ed setting and opportunities
  developmental progress,
  involvement and progress in gen curriculum, OR
  interpersonal relationships or personal
  Data-based Determination

Disability = Progress + Discrepancy
            Educational Progress
Objective  evidence of child’s growth over time.
Attribute growth to intervention
Data collected on frequent, repeated measures
Provides data upon which teams answer -
     Are  modifications to the special ed program for
      the student needed to ensure progress and/or
      close the gap?
Educational Progress Non- Examples
 Susie  has improved her reading this year.
  She can read as well as anyone.
 Patti’s ITBS scores have been variable over
  the past 3 years.
 Art’s IEP from Illinois indicates he has
  struggled with academic and behavioral issues
 Written Expression has not changed. Reading
  is slow. Spelling is a little better.
Educational Progress Non-Example
Pam  has a developmental delay that inter-
 feres with her ability to learn at the same
 rate as her peers. Her processing is slower
 than that of typical 7th graders.
Has improved slightly in area of coping and
 social skills. No physical altercations since
 2007-08. Still needs special ed.
 Educational Progress Examples
In kindergarten, Sandy was not able to follow a
 2-step direction. She had difficulty with 1:1
 correspondence - counting objects to 10. Sandy
 did not have an understanding of positional/pre-
 positional concepts (e.g. under, away). At the end
 of second grade, she is now able to count
 objects accurately to 50, able to compute +0, +1,
 +2 math facts, uses a hundred number chart.
                                 (continued next slide)
Educational Progress Example (cont.)
 She  understands all common ordinal (first,
  second) and prepositional concepts (before,
  after). Struggles continue with addition facts to
  10, subtraction and comparative math terms such
  as more and less. These are all skills her grade
  level peers have mastered.
            Q1 Activity
Find your Activity 1 handout
Review the Progress information
Decide if the item is a Pass or No-Pass
Upon what data did you base that
Difference between child’s
State  standards
Developmental expectations
Iowa Core Curriculum Essential Skills
National standards (future)
 compared to
 peer standard
 on evaluation
    Discrepancy Non-examples
Doug’s RIT score was 171.
Sue’s ITBS score for 2nd grade was below
 the 40th %ile
Resource grade of C
Reading below peers and needs help to
 access the curriculum
Can’t behave without adult supervision
Discrepancy Non-Examples (cont.)
No  discrepancy from peers in terms of phy-
 sical or verbal harassment of others. Still
 can’t pay attention.
Has acquired the age appropriate speech
 sounds and is stimulable on the current
 developmental sound.
         Discrepancy Example
On  ITBS-DWA, taken 9/08, Linda scored at the
 26th %ile (NPR). She scored a median of 8 digits
 correct when completing 5th grade math compu-
 tation problems. This falls at the 12th %ile using
 NEIA norms. When given mixed math probes at
 the 4th grade level, Linda answered 20% of the
 problems accurately - concepts which she would
 be expected to have mastered during previous
 school year (peer performance 80% or above).
     Discrepancy Example 2
Pam’s  DIBELS scores are 25 wrc/min with
 13 errors. Typical peers are reading 65
 wrc with <5 errors. ITBS scores for
 reading are as follows: Vocab 17th %ile;
 Comprehension 12th %ile. Typical peer
 performance ranges from the 25th - 75th
 %iles. A discrepancy exists on multiple
            Q2 Activity
Find your Activity 1 handout
Review the Discrepancy information
Decide if the item is a Pass or No-Pass
Upon what data did you base that
Evidence of Continued Need (Q3)
Special  ed eligibility is based on progress,
 discrepancy and instructional need
Q3 is a description of student’s needs as
 related to instruction, curriculum, environ-
 ment and as a learner, when applicable (e.g.
 physical disability)
Description includes services and supports
 needs beyond what general ed can provide
Instructional Need Non-Examples
Needs  special education
Continues to have a disability
Patti has made progress on her goals,
 but continues to be discrepant
Not above the 40th %ile
   Instructional Need Examples
Art  has been successful in instructional materials
 one grade level below his current grade. He main-
 tained a C average in the co-taught classroom
 where accommodations were provided such as
 shortened assignment and highlighting key con-
 cepts. He has had the opportunity to redo work
 for credit. Art received instructional support
 (reteaching, review) during work time through a
Instructional Need Example (cont.)
 small group in the resource setting. Regular
 classroom with no support was tried, but Art was
 unable to maintain a passing grade during the
            Q3 Activity
Find your Activity 1 handout
Review Instructional Need information
Decide if the item is a Pass or No-Pass
Upon what data did you base that
   What needs to change? (Q4)
Team   members review student’s performance
 over time and compare his/her needs to grade
 level expectations and determines if an
 instructional and/or support change needs to
 Can   the student make progress / succeed with less
 Does student’s growth suggest LRE consideration?
 Do academic demands suggest a different focus
  (e.g. functional skills, assistive tech)?
   What needs to change? (cont.)
Does  the gap between student’s performance
 and that of peers suggest more services are
Consider -
  Instructional needs (e.g. pace of instruction,
   direct instruction versus flexible grouping)
  Curricular needs (e.g. alternative curriculum, gen
   ed curriculum with modifications)
  Setting needs (e.g. group size, quiet location)
        Question 4 Example
Doug   requires small group opportunities with
 immediate feedback when learning and
 practicing new skills. Instructional materials
 from the gen ed setting may be used with
 supplemental reading materials provided at
 reading level or in digital format. These are
 all currently in place for Doug and are
 reasons for his current success.
            Q4 Activity
Find your Activity 1 handout
Review the “What modifications” info
Decide if the item is a Pass or No-Pass
Upon what data did you base that
         Eligibility Decision
Based  on the responses to questions 1-4
 does the reader of the re-evaluation draw
 the same conclusion as the team - that
 the student is eligible for special
      Eligibility Non-examples
Although    Linda is no longer discrepant from
 peers in any area, the team feels that she
 continues to need special education in order
 to be successful.
Art is able to function in grade level mater-
 ials and is making academic progress with
 the accommodations outlined in his IEP.
         Eligibility Example
Based  upon the review of progress,
 discrepancy and instructional needs
 for this student, the team has
 determined that Sandy is still eligible
 for special education services. These
 services will be provided in reading
 and written expression.
           Q5 Activity
Find  your Activity 1 handout
Review the Eligibility conclusion
Decide if the item is a Pass or No-Pass
Did the data presented in Questions 1-4
 lead you to that decision
           Exit Criteria
Team   outlines when it will consider an
 exit from special education programming.
Exit criteria should be the range of
 acceptable needs for students makings
 educational progress.
   Exit Criteria Non-example
DWA    above the 40th %ile
Credits needed for graduation have been
When skills are similar to peers and she
 is able to keep up with the pace of
     Exit Criteria Example
When    two sources of data indicate that
 Patti is performing within the average
 range (25th %ile or above - IAPR), the
 IEP team will consider an exit from
 special education services. This may
 include a 45 day trial out.
Small Group Re-evaluation Activity
  Determine  if Pass/No Pass
  Determine what’s missing, if anything
  Make a suggestion for how you might
   remedy the response
  Present your case and decisions to
   another small group
               AEA Role
Assist   with gathering relevant data
 Review  last three years of IEPs
 Review graphs
 Interview parent, student, teachers
 Observe student’s functional performance
 Test if data is helpful in determining
  progress, current functioning, and/or
  instructional needs
           AEA Role (cont.)
Ensure  review is started early enough (2
 months) to make an effective eligibility
Model for or assist teacher with writing
 of responses to 6 re-evaluation questions
Ensure parent participation in
 determining need for additional data
   So when do I have to do this?
Recognition  that re-evals in process won’t
 have the rigor described here
Should be working 2 months out on
By end of January, beginning of February
 content should be improving
No-pass items will be addressed starting
 March 1st

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