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Bulletin 1508 Training 2009 Revision

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Title: Bulletin 1508 Training 2009 Revision


1
Bulletin 1508 Training 2009 Revision
  • Spring/Summer
  • 2009

2
101. Introduction
  • Revision of regulatory guide for pupil appraisal
  • Criteria for Eligibility
  • describes minimal data necessary to determine
    exceptionality
  • Procedures for Evaluation
  • Specify data to be collected
  • Deviations from procedures shall be explained in
    report

3
101. Introduction (contd.)
  • Format revised to more sequentially reflect
    process of determining
  • Students responsiveness to general education
    interventions
  • Whether response sufficient to allow student to
    progress within the general curriculum
  • If progress inadequate, actions to be taken in
    determining special education eligibility
  • Revision includes hyperlinks active when viewed
    at www.louisianaschools.net or downloaded to
    electronic device

4
103. Child Find Guidelines
  • LEA shall ensure that
  • All students with exceptionalities residing in
    district who are in need of special education and
    related services are identified, located, and
    evaluated
  • Homeless children
  • Wards of the State
  • Students with exceptionalities attending private
    schools
  • Highly mobile students

5
103. Child Find Guidelines (contd.)
  • LEA must also identify, locate, and evaluate
    children/students who are
  • Enrolled in educational program operated by or
    under jurisdiction of a public agency
  • Enrolled in private school program within the
    geographical jurisdiction of a public agency
  • Enrolled in public or private preschool or day
    care program
  • Not enrolled in school

6
103. Child Find Guidelines (contd.)
  • Child Find also includes
  • Students suspected of being in need of special
    education even though they are advancing from
    grade to grade

7
105. Pupil Appraisal Services
  • Communication challenges added to difficulties
    with which PA can assist
  • Assistance with interventions through districts
  • RTI process
  • Positive Behavior Support process
  • Other intervention processes
  • Referral to other appropriate agencies for
    services, when warranted

8
107. Qualified Examiners
  • Added
  • Educational Consultants
  • Speech/Hearing/Language Specialists
  • Evaluators in music, theatre, or visual arts
  • On the SDE approved evaluator list
  • Must not be employed by the LEA conducting the
    evaluation

9
109. Parental Participation
  • Parents must be informed about
  • process used to assess their childs response to
    scientifically research-based interventions
  • appropriate strategies to improve achievement
  • right to request evaluation

10
109. Parental Participation (contd.)
  • Parents must be invited to
  • SBLC when decisions made regarding their child
  • Evaluation team meeting to determine eligibility
  • IEP Team meeting to address new concerns
  • For reevaluation, to discuss review of existing
    data to determine need for continued services

11
109. Parental Participation (contd.)
  • Parental consent for Initial Evaluations
  • Consent for evaluation does not mean consent for
    provision of special education and related
    services
  • LEA shall make reasonable efforts to obtain
  • If student is ward of the State and not residing
    with parent, not required to obtain IF
  • Cannot discover whereabouts of parent
  • Rights of parent terminated in accordance with
    state law
  • Parental rights subrogated by judge and consent
    given by individual appointed to represent
    student

12
109. Parental Participation (contd.)
  • Consent for initial evaluation

13
109. Parental Participation (contd.)
  • Consent for reevaluation

14
109. Parental Participation (contd.)
  • Consent for reevaluation

15
109. Parental Participation (contd.)
  • Consent for initials and reevaluations

16
109. Parental Participation (contd.)
  • Consent for initials and reevaluations

17
301. Response to Intervention
  • Three-tiered approach to providing services and
    interventions at increasing levels of intensity
  • Provided to students in direct proportion to
    their individual needs
  • Designed for use when making decisions in both
    general and special education

18
301. Response to Intervention (contd.)
  • Academic Challenges
  • Behavioral Challenges
  • Three tiers of scientifically research-based
    instruction and intervention
  • Implemented with fidelity
  • Use of standard protocols and/or problem solving
    methods
  • Data collection/assessment system to inform
    decisions at each tier
  • Three tiers of scientifically research-based
    instruction and intervention
  • Implemented with fidelity
  • Use of standard protocols and/or problem solving
    methods
  • Data collection/assessment system to inform
    decisions at each tier

19
303. School Building Level Committee
  • At what point is student referred to SBLC?
  • SBLC is
  • General education
  • Data-driven
  • Decision making committee
  • Additional option to continue current
    intervention and progress monitoring through RTI
    process

20
303. School Building Level Committee (contd.)
  • Parents must be provided report on students
    response to interventions which includes
  • Repeated assessments of achievement
  • Conducted at reasonable intervals
  • Reflecting assessment of student progress during
    instruction

21
303. School Building Level Committee (contd.)
  • If the SBLC decision is to refer for initial
    evaluation, a pupil appraisal team member shall
    be present to review supporting documentation
  • Cannot suspect student has a disability without
    data from RTI process
  • Exception for suspected severe or low incidence

22
305. Screening Activities
  • Expanded to emphasize that SBLC process is not
    funnel to evaluation
  • All students referred to SBLC screened in all
    areas
  • Interventions whenever student is at-risk in a
    screening area
  • Who does screenings?
  • Child not enrolled Pupil Appraisal
  • Child enrolled (public or private) general
    education personnel with assistance from other
    school personnel and Pupil Appraisal, when
    necessary

23
305. Screening Activities (contd.)
  • Hearing screening
  • Language only-no other changes
  • Vision screening
  • Language only-no other changes

24
305. Screening Activities (contd.)
  • Sensory Processing screening
  • Intent is to address multisensory needs
  • Sample checklist included in Appendix
  • Screening areas include
  • Visual
  • Auditory
  • Tactile
  • Vestibular
  • Olfactory
  • Gustatory
  • Proprioceptive
  • Motor Planning
  • Attention/Arousal

25
305. Screening Activities (contd.)
  • Health screening
  • 2004 conducted only when there is some
    concern
  • 2009 conducted to determine the health
    status
  • Student is at-risk if health concerns noted
    through history, observation or other procedures

26
305. Screening Activities (contd.) Speech and
Language screening
  • 2004
  • 2009
  • conducted only on those students about whom
    there is a concern
  • documented by teacher-completed checklist
  • Normal voice quality
  • Normal rate and fluency
  • Articulation skills normal
  • Receptive and expressive language skills adequate
  • If any at risk, screening by a speech-language
    pathologist

27
305. Screening Activities (contd.) Speech and
Language screening
  • When communication skills at-risk after
    speech-language pathologists screening
  • Informed parental consent before intervening for
    communication skills
  • Evidence-based interventions
  • Conducted by speech-language pathologist or other
    appropriate personnel
  • With fidelity
  • For length of time necessary to determine their
    effectiveness.

28
305. Screening Activities (contd.) Speech and
Language screening
  • Voice impairment
  • Medical assessment required before intervening

29
305. Screening Activities (contd.)
  • Motor screening
  • Deleted h. Ability to deliver written
    communication

30
305. Screening Activities (contd.) Assistive
Technology Screening
  • 2004
  • 2009
  • Difficulty in any of the following areas
  • Verbal communication
  • Written communication
  • Access to the curriculum
  • Working independently to complete educational
    activities
  • Concerns in the following areas
  • Physical functioning/motor
  • Fine motor skills
  • Communication functioning
  • Vision/hearing
  • Academic functioning
  • Recreation and leisure
  • Vocational functioning
  • General health
  • Self-help

31
305. Screening Activities (contd.)
  • Social/Emotional/Behavioral screening
  • Includes, at a minimum, review of
  • Incident reports/discipline records
  • Teacher reports
  • Parent reports/information provided by parent
  • Developmental profiles
  • Previous behavior intervention plans
  • Anecdotal records

32
305. Screening Activities (contd.)
Social/Emotional/Behavioral screening
  • If at-risk
  • Review of evidence-based interventions
  • Conducted with fidelity
  • For length of time necessary to determine their
    effectiveness.
  • Interventions required for suspected ED unless
    likely to injure him/her self or others

33
305. Screening Activities (contd.)
  • Educational screening
  • Includes review of
  • educational history
  • academic performance including
  • Dyslexia screening results
  • Results of state- and district-wide tests
  • Summary of teacher/parent communication
  • Results of universal screening

34
305. Screening Activities (contd.) Educational
screening
  • Interventions required
  • Interventions not required
  • Autism
  • Developmental Delay
  • Emotional Disturbance
  • Mild Mental Disability
  • Orthopedic Impairment
  • Other Health Impairment
  • Specific Learning Disability
  • Pre-school
  • Gifted or Talented
  • Severe or low incidence impairment

35
305. Screening Activities (contd.)
  • Gifted
  • Students functioning at highest levels on
    universal screenings should be considered for
    gifted screening
  • Talented
  • students demonstrating advanced skills in visual
    arts, music, or theatre should be considered for
    talent screening

36
305. Screening Activities (contd.)
  • SBLC must provide data-based documentation that
    lack of educational progress not primarily due
    to
  • Lack of appropriate, explicit and systematic
    instruction in reading
  • Lack of appropriate instruction in math
  • Limited English proficiency
  • Environmental or economic disadvantage
  • Cultural factors

37
305. Screening Activities (contd.)
  • For non-responders, the SBLC shall provide
    evidence of
  • Scientifically research-based intervention(s)
  • Intervention fidelity
  • Progress monitoring at reasonable intervals
  • Inadequate rate of progress relative to peers

38
305. Screening Activities (contd.)
  • At risk but NOT suspected of exceptionality
  • At risk AND suspected of exceptionality
  • SBLC conducts interventions or refers to
    appropriate specialist
  • Evaluation coordinator ensures all at risk areas
    addressed in evaluation

39
307. Referral Process
  • Referral for evaluation
  • SBLC suspects student has a disability
  • SBLC provides
  • Data sheets, computer-generated records, or other
    permanent products to document RTI or
    intervention process
  • Documentation of progress monitoring at
    reasonable intervals
  • Graphed evidence that rate of progress relative
    to peers inadequate
  • Data-based documentation lack of progress not due
    to

40
307. Referral Process (contd.)
  • Immediate referral for
  • Suspected low incidence impairments
  • Severe impairments/health
  • Substantial documentation of likely to injure
    self/others
  • Screening activities completed during evaluation
  • PA staff present to review documentation

41
501. Evaluation Coordination
  • Evaluation Coordinator
  • Added Assessment Teacher, Educational Consultant
  • Added Speech and Hearing Therapist,
    Speech-Hearing-Language Specialist
  • Omitted Occupational Therapist, Physical
    Therapist, School Nurse

42
501. Evaluation Coordination (contd.)
  • Omitted 10 day requirement for interview with
    teacher for enrolled or parent for not enrolled
    to clarify referral concerns and develop initial
    evaluation questions

43
503. Selection of Participating Disciplines
  • For health or physical impairment, the school
    nurse shall be a participant
  • No other changes

44
505. Procedural Responsibilities
  • PA staff member who participated in evaluation
    is designated, when necessary now reads
    shall be designated to attend the IEP Team
    meetingIf a member of the team cannot be in
    attendance, an individual who can interpret the
    instructional implications of the evaluation must
    attend.

45
507. Evaluation Procedures
  • Assessments
  • administered in native languageand in the form
    most likely to yield accurate information on what
    the student knows and can do academically,
    developmentally, and functionally
  • of studentswho transfer from one public agency
    to another within the same school year are
    coordinated with those students prior and
    subsequent schoolsas expeditiously as possible
    to ensure prompt completion ofevaluations.

46
509. Required Individual Evaluation
  • A comprehensive initial evaluation must be
    conducted before the initial provision of special
    education and related services

47
511. Evaluation Timelines
  • Initial evaluation conducted within 60 business
    days after receipt of informed parental consent.
  • Extensions
  • End of year
  • Fewer than 60 business days remaining in LEAs
    school year.
  • Calculation begins with parental consent
  • Calculated through May 31
  • Timelines begin again on September 1

48
511. Evaluation Timelines (contd.)
  • Extensions
  • Parentally Approved Extension
  • If LEAneeds extended time to assess the student
    in all areas of suspected exceptionality, the
    parent and LEA may agree to a specific time when
    the evaluation will be completed.
  • Not allowed during expedited evaluations for
    students subject to disciplinary measures

49
513. Evaluation Components
  • Most components now uniform across disabilities
  • Description of each screening activity and review
    of results
  • Cumulative record review
  • Test scores, discipline records, grade/attendance
    history, etc.
  • Review of reports from parents/outside agencies

50
513. Evaluation Components (contd.)
  • Review of interventions and evidence that
    intervention(s) were
  • Scientifically research-based
  • Implemented with fidelity (data sheets, computer
    records, permanent products, etc.)
  • Included progress monitoring at reasonable
    intervals
  • AND student did not make adequate progress based
    on local or national norms
  • Systematic observation
  • Student interview

51
513. Evaluation Components (contd.)
  • Interview with referral source if other than
    parent or teacher
  • Educational assessment that includes
  • Description of strategies
  • Academic/environmental adjustments needed to
    provide accessible instructional materials
  • Review and analysis of
  • Discrepancies between test results/observations
    and customary behavior
  • Discrepancies among evaluation results

52
513. Evaluation Components (contd.)
  • Report contains
  • Any additional concerns raised by parents,
    teachers, or other involved professionals
  • Description of information used to decide that
    each of the following not a primary determinant
    of suspected disability
  • Lack of appropriate and explicit systematic
    instruction in reading which includes the
    essential components of reading instruction

53
513. Evaluation Components (contd.)
  • Lack of appropriate instruction in math
  • Limited English proficiency
  • Environmental or economic disadvantage
  • Cultural factors
  • Team may suspect non-exceptional based on
    selected components

54
515. Determination of Eligibility
  • Special Rule for Eligibility Determination
  • Can not have disability if primary determinant
    is
  • Lack of appropriate and explicit systematic
    instruction in reading which includes the
    essential components of reading instruction
  • Lack of appropriate instruction in math
  • Limited English proficiency
  • Environmental or economic disadvantage
  • Cultural factors

55
515. Determination of Eligibility
  • Student must
  • meet criteria for an exceptionality and
  • demonstrate educational need
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