Slide 1 - The Why, What and How of the Special Education Evaluation Process Part 2 Welcome to the presentation “The Why, What and How of the Special Education Evaluation Process Part 2”. Slide 2 - This webinar looks at... Part 1 of the evaluation webinar series focused on the location, identification and referral of a child identified as possibly needing special education and related services. Information was also provided about the key evaluation requirements from the Individuals with Disabilities Education Act, IDEA. Part 2 will focus on the ND Department of Public Information, NDDPI, special education evaluation process that incorporates the IDEA requirements addressed in Part 1. The components within this process include the Student Profile: Evaluation, Assessment Plan and the Integrated Written Assessment Report. In addition to providing information relating to each of these evaluation components, we will provide basic information regarding Reevaluation and the Independent Educational Evaluation. Slide 3 - Building the Legacy: IDEA Training Curriculum As mentioned in Part 1, the three main documents used in the development of the evaluation webinars were the NDDPI, Office of Special Education, Guidelines: Evaluation Process and the Center for Parent Information and Resources, CPIR, modules “Introduction to Evaluation and Initial Evaluation and Reevaluation”. The websites for these resources can be found on the Pathfinder Services of ND website. Introduction to Evaluation, Initial Evaluation and Reevaluation - Written by: Theresa Rebhorn and Lisa Kupper, National Dissemination Center for Children with Disabilities (NICHCY) Slide 4 - “How” are the IDEA evaluation requirements part of the ND special education evaluation process? NDDPI has developed an evaluation process that incorporates the IDEA requirements that apply to a special education evaluation. Each component of the process “flows” to the next component to create an end product of an accurate, comprehensive and individualized evaluation. During our time together today, we will review each of these components and several of the IDEA requirements that are embedded within each component. If you are interested in a more detailed explanation of each of these areas and the IDEA regulations relating to evaluation, please refer to the NDDPI Guidelines: Evaluation Process. Slide 5 The ND evaluation planning process components include: • identification of a multidisciplinary team; • development of a Student Profile: Evaluation; • development of assessment questions on the Assessment Plan; • completion of the individualized assessments; and • preparation of an Integrated Written Assessment Report. Slide 6 - Multidisciplinary Team (MDT) Once a referral for a comprehensive evaluation is made, a multidisciplinary team (MDT) is identified. The multidisciplinary team will: • develop a Student Profile: Evaluation; • develop and carry out an Assessment Plan; • analyze the assessment findings; and • prepare an Integrated Written Assessment Report. Slide 7 - Possible Members of the MDT The following individuals are considered key members of the team. Parent(s) Representative of the local education agency, LEA Regular education teacher Special education teacher or special education provider and an Individual who can interpret the instructional implications of the evaluation results Slide 8 - Multidisciplinary Team The parents play an important role in the evaluation process and must be a part of their child’s multidisciplinary team. It is critical to obtain input from parents so that the team will fully understand the scope of the student’s needs. Parents contribute valuable information about their child including developmental milestones, healthcare issues, behavior in the home and other settings, homework completion, recreational interests, and vocational interests. Slide 9 - Multidisciplinary Team The representative of the local education agency (LEA) is a key member of the team because of the administrative and instructional leadership that is part of this position. The LEA representative ensures that all necessary activities are carried out throughout the special education process. The LEA representative is knowledgeable about the general education curriculum and can provide a broader perspective regarding the student’s needs within the curriculum. The regular education teacher provides essential information concerning the student’s level of functioning within the general education curriculum and the instructional implications that result from a disability. The team depends on the classroom teacher for reporting classroom data such as outcomes from diagnostic testing and intervention activities, interaction with other students and day-to-day performance. Slide 10 - Multidisciplinary Team The special education teacher is an important team member. The special education teacher provides experience in conducting and interpreting assessments for the suspected disability areas. An individual who can interpret the instructional implications of evaluation results will provide the team with valuable information linking assessment findings to the student’s ability to function in the regular education environment. This professional could serve as the regular education, special education, or LEA member who are already part of the team. Slide 11 - Student Profile: Evaluation Once the team is identified, a meeting is held to develop the Student Profile: Evaluation. The Student Profile: Evaluation provides A comprehensive picture of the child Patterns of current student functioning and Areas where further information is needed Slide 12 - Review of Existing Evaluation Data As part of the Student Profile: Evaluation the team must review what is already known about the student. This requires looking at existing evaluation data such as the student’s school file, his or her recent test scores on State or district assessments, and classroom work. All team members provide information to be included in this review. Slide 13 During the Student Profile: Evaluation meeting, the team will discuss and document each section for all areas of a student’s functioning. This discussion creates a comprehensive picture of the child. After all available information has been organized and reviewed, the team will identify areas where additional information is needed. The need for additional information is the basis for constructing the Assessment Plan. This information will be documented in the section Questions to Answer through Assessment. Along side the state form on this slide, is a document with the four sections addressed in the Student Profile: Evaluation. Included under each section are some of the IDEA evaluation requirements addressed by the team as they complete the Student Profile : Evaluation form. Slide 14 - Assessment Plan The Assessment Plan provides a complete picture of the assessment questions to answer that were developed as part of the Student Profile: Evaluation. In addition, the Plan outlines specific assessments and strategies that will be used to gather information and the names of who will be responsible to gather the information. Slide 15 Before the team begins the development of the Assessment Plan, they must identify all factors that may mask the student’s ability and cause the student to appear to have a disability. The Considerations for Nonbiased Assessment section on the Assessment Plan allows the team to identify factors which may interfere with obtaining a true picture of the student’s functioning. These factors include culture, environment, economic, sensory, and emotional. Slide 16 Following the discussion and documentation of the factors relating to the Consideration for Nonbiased Assessment, the team will complete each section of the Assessment Plan. These sections include: Questions to answer through Assessment, Assessment Procedures and Person(s) Responsible. By completing each section, the team will address the assessment questions that were developed as part of the Student Profile: Evaluation and develop an outline of the specific assessments and strategies that will be used to gather information and the names of who will be responsible to gather the information. Along side the state form on this slide, is a document with the sections addressed in the Assessment Plan. Included under each section are some of the IDEA evaluation requirements addressed by the team as they complete the Assessment Plan. Slide 17 - Integrated Written Assessment Report (IWAR) Once the information from the Assessment Plan has been gathered, the team will write a report that integrates findings from all sources. To develop the Integrated Written Assessment Report, also referred to as the IWAR, the team will: Analyze current and relevant data in all areas of the student’s functioning Identify, integrate, and document areas of strengths and needs and Develop a written report that is understandable to all team members. Slide 18 - Integrated Written Assessment Report (IWAR) The team that is developing the Integrated Written Assessment Report must consider all current and relevant data in all areas of the student’s functioning. A student’s unique patterns of functioning, particularly for students where problems are complex, will emerge only after the team’s joint analysis of all the information. The integration of all data ensures that attention has been given to observations and other information shared by each team member. In addition, it protects the student from being misidentified, which might occur if a decision was made by one person or on the basis of one assessment or situation. Slide 19 - Determination of Disability Nondiscriminatory assessment procedures that were addressed throughout the evaluation process must be included in the Integrated Written Assessment Report so that this information can be considered when determining whether the student has a disability and whether the student needs special education or related services. The team must also ensure that students are not found to be eligible for special education and related services because of a lack of appropriate instruction in specific key subjects or because they have a limited proficiency in English. Slide 20 - Determination of Disability At the conclusion of the meeting the team will determine whether the unique educational needs of the student are due to a disability as defined by the Individuals Disabilities Education Act. The report must include a statement as to whether the student has a disability and what that disability is. A copy of the Integrated Written Assessment Report with the documentation of determination of eligibility must be given to the parents. Slide 21 - What are the disability categories in IDEA? Listed on this slide are the disability categories in ND. Pages 6-8 in the ND Department of Public Instruction, Parent Guide to Special Education provides a description of each of these categories. Autism Deaf-Blindness Deafness Emotional Disturbance Hearing Impairments Intellectual Disability Orthopedic Impairment Other Health Impairment Noncategorical Delay Specific Learning Disability Speech or Language Impairment Traumatic Brain Injury Visual Impairments Slide 22 In addition to the definitions found in the Parent Guide to Special Education, NDDPI has individual guidance documents focusing on several of the disability categories. These can be found on the NDDPI website and the Pathfinder Services of ND website. Slide 23 - Who is eligible under IDEA? Once an Integrated Written Assessment Report is completed and the multidisciplinary team determines that the student has a disability according to IDEA and the ND Guidelines, the Team may recommend that the student proceed to the Individualized Education Program, IEP, process. If so, an IEP meeting must be held within 30 calendar days after it is determined that a student has one of the disabilities listed in IDEA and may need special education and related services. Slide Text: The regulations for the IDEA defines a child with a disability as including a child: (a) who has been evaluated in accordance with IDEA requirements; (b) who has been determined through this evaluation to have one or more of the disabilities included in IDEA; and (c) who, because of a disability, needs special education and related services. Slide 24 - Reevaluation Once an Individualized Education Program, IEP, has been developed for a student, the public agency has an obligation to monitor their educational and developmental progress. The reevaluation procedure assures the student’s total needs have been identified and are being met and confirms the student has a disability. The evaluation planning process for the purpose of reevaluation begins with the members of the IEP team. Team membership may expand to include other personnel based on questions that the team has about the student. As members of the IEP team, parents must be included in the reevaluation process. Slide 25 - Reevaluation Timelines A reevaluation may occur not more than once a year unless the parent and the public agency agree otherwise. A reevaluation must occur at least once every three years. The IDEA regulations provides for the option that a reevaluation does not have to occur at least once every three years if the parents and public agency agree that a revaluation is not necessary. Slide 26 - Reevaluation Options The NDDPI Guidelines: Evaluation Process, provides a description of three possible options relating to the reevaluation process. Slide 27 - No Revaluation is Necessary When the formal reevaluation process begins, the parent and public agency should discuss the advantages and disadvantages of conducting a reevaluation, as well as what effect a reevaluation might have on the student’s educational program. If the parent and school district agree that a reevaluation is not necessary, the parents and school district will document on the student profile their discussions regarding the advantages and disadvantages of conducting a reevaluation, as well as what effect a reevaluation might have on the child’s educational program. Slide 28 - No Additional Information is Needed If there is a decision to conduct a reevaluation, the IEP Team and qualified professionals must review existing evaluation data. Following the completion of the Student Profile: Evaluation, the student’s IEP team may decide that no additional information is needed to determine if the child continues to be a child with a disability. If the student’s team determines that no additional information is needed, the parents are notified of their rights to request additional assessments. This notification must be documented on the bottom of the Student Profile form. The team will complete an Integrated Written Assessment Report and give a copy of the report to the student’s parents. Slide 29 - Additional Information is Needed If, following the completion of the Student Profile, the team determines new information is needed, parental consent must be obtained. Once the Assessment Plan is completed the team will gather the information from the Plan and write an Integrated Written Assessment Report. The report should include all aspects that verify or fail to verify the determination of a disability and all new information that requires significant attention in program planning. Slide 30 - NDDPI Frequently Asked Questions – Independent Educational Evaluation (IEE) At the end of the evaluation process, parents who do not agree with some aspect of the evaluation have the right to request an Independent Educational Evaluation, IEE. An Independent Educational Evaluation is defined as an evaluation conducted by a qualified examiner who is not employed by the school district responsible for the education of the student. The NDDPI documents: Frequently Asked Questions – Independent Educational Evaluation and the Guidelines: Evaluation Process provide additional guidance relating to an Independent Educational Evaluation. The websites for these documents are included in the Additional Resources section. Slide Text: Example Questions Q. What is an Independent Educational Evaluation (IEE)? A. Under the Individuals with Disabilities Education Act (IDEA), parents have the right to obtain an independent educational evaluation (IEE) for their child if they do not agree with the evaluation the Local Education Agency (LEA) has completed. Q. What is the purpose of an IEE? A. The IEE is an evaluation conducted by a qualified examiner who is not employed by the school district or other public agency responsible for the education of the student in question. Because a student's educational program and placement are premised upon the results of his evaluation, the right to obtain an IEE is essential for parents who suspect that the LEA's evaluation has not discerned the true nature of the student's disabilities and resulting needs. https://www.nd.gov/dpi/uploads/52/FAQ_IEE_NDDPIWebsite.pdf Slide 31 - The Top 10 Basics of the Special Education Process The goal of the Why, What and How of the Special Education Evaluation Process webinars was to provide participants with an overview of the first four steps of the special education process that focused on the identification and evaluation of a student possibly needing special education and related services. As we continue our journey of The Top 10 Basics of the Special Education Process, please join us for webinars focusing on the Individualized Education Program process. Slide 32 Thank you for viewing this webinar. If you have questions relating to this or other Pathfinder webinars, please contact us on the email address info@pathfinder-nd.org. In addition, we would appreciate your feedback by completing the survey that is available in the Additional Resource section.