EVALUATION, REEVALUATION

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EVALUATION, REEVALUATION

  1. 1. EVALUATION, REEVALUATIONEVALUATION, REEVALUATION && ELIGIBILITYELIGIBILITY UPDATES, NOTES, GUIDANCEUPDATES, NOTES, GUIDANCE 2009 Special2009 Special EducationEducation ConferenceConference Ann Sanders-Eakes/Division of Special EducationAnn Sanders-Eakes/Division of Special Education
  2. 2. Note for PresentationNote for Presentation This presentation is hyperlinked to documentsThis presentation is hyperlinked to documents on the web.on the web. To access these web pages, you will need to beTo access these web pages, you will need to be connected to the web.connected to the web. Play this power point as a “Slide Show”.Play this power point as a “Slide Show”. All underscored words inAll underscored words in light blue fontlight blue font areare hyperlinks.hyperlinks.
  3. 3. SPECIAL EDUCATIONSPECIAL EDUCATION ASSESSMENT WEBASSESSMENT WEB
  4. 4. FORMS REVISIONSFORMS REVISIONS
  5. 5. ELIGIBILITY REPORTELIGIBILITY REPORT  Question:Question: Why does the Eligibility Report no longer include the section forWhy does the Eligibility Report no longer include the section for documentation of adverse affect? Is it the state's position that IEP Teams nodocumentation of adverse affect? Is it the state's position that IEP Teams no longer should be considering adverse affect when considering eligibility?longer should be considering adverse affect when considering eligibility?  Answer:Answer: Assessment and documentation of ‘adverse impact’ is a requiredAssessment and documentation of ‘adverse impact’ is a required procedure in all disability assessments just as are other procedures such asprocedure in all disability assessments just as are other procedures such as intelligence, adaptive behavior, achievement, medical information, behaviorintelligence, adaptive behavior, achievement, medical information, behavior scales, observations, etc. All team assessment findings and results arescales, observations, etc. All team assessment findings and results are completedcompleted beforebefore the IEP Team meets to determine eligibility.the IEP Team meets to determine eligibility.
  6. 6. Question:Question: The dates on the Eligibility Report have been changed and aThe dates on the Eligibility Report have been changed and a couple of those dates are no longer on the ER. Where do we record thecouple of those dates are no longer on the ER. Where do we record the dates that have been removed from the Eligibility Report?dates that have been removed from the Eligibility Report? Answer:Answer: There are 2 dates that are now included on the Eligibility Report—There are 2 dates that are now included on the Eligibility Report— (1) Eligibility Date (the date the IEP Team meets and makes the(1) Eligibility Date (the date the IEP Team meets and makes the determination for eligibility)determination for eligibility) (2) Projected Reevaluation Eligibility Date (three years from the Eligibility(2) Projected Reevaluation Eligibility Date (three years from the Eligibility Date). The ‘Projected Reevaluation Eligibility Date’ is always based on theDate). The ‘Projected Reevaluation Eligibility Date’ is always based on the most recent Eligibility Date.most recent Eligibility Date. ELIGIBILITY REPORTELIGIBILITY REPORT
  7. 7. Evaluation, Eligibility, Placement TEvaluation, Eligibility, Placement T && InstructionsInstructions
  8. 8. 2007 DISABILITY2007 DISABILITY STANDARDSSTANDARDS
  9. 9. AUTISMAUTISM 3. Evaluation Procedures3. Evaluation Procedures (3) physical and neurological information from a licensed physician,(3) physical and neurological information from a licensed physician, pediatrician or neurologist who can provide general health history topediatrician or neurologist who can provide general health history to evaluate the possibility of other impacting health conditions;evaluate the possibility of other impacting health conditions; Notes and GuidanceNotes and Guidance—Medical information—Medical information IS NOTIS NOT the determinant factorthe determinant factor for eligibility of a student with Autism.for eligibility of a student with Autism. All of the information gathered in the assessment is considered when theAll of the information gathered in the assessment is considered when the IEP Team determines eligibility for Autism. Assessment and eligibility of aIEP Team determines eligibility for Autism. Assessment and eligibility of a student with Autism includes:student with Autism includes: Presence of verbal and nonverbal characteristics of AutismPresence of verbal and nonverbal characteristics of Autism The child’s developmental history (may include diagnosis with Autism)The child’s developmental history (may include diagnosis with Autism) Assessment and documentation of the child’s Autistic behaviors fromAssessment and documentation of the child’s Autistic behaviors from sources such as (1) language evaluation, (2) rating scales, (3) observations,sources such as (1) language evaluation, (2) rating scales, (3) observations, (4) interviews etc.(4) interviews etc.
  10. 10. DEAF-BLINDNESSDEAF-BLINDNESS DefinitionDefinition Deaf-Blindness means concomitant hearing and visual impairments, theDeaf-Blindness means concomitant hearing and visual impairments, the combination of which causes such severe communication and othercombination of which causes such severe communication and other developmental and educational needs that theydevelopmental and educational needs that they cannot be accommodated incannot be accommodated in special education programs by addressing any one of the impairmentsspecial education programs by addressing any one of the impairments.. Notes and GuidanceNotes and Guidance—The TnDOE CENSUS for students with Deaf-—The TnDOE CENSUS for students with Deaf- Blindness is greatly underreported.Blindness is greatly underreported. Any degree of Deafness (including Hearing Impairment) in combination withAny degree of Deafness (including Hearing Impairment) in combination with any degree of Visual Impairment (from Low Vision to Blindness) meets theany degree of Visual Impairment (from Low Vision to Blindness) meets the standards for Deaf-Blindnessstandards for Deaf-Blindness.. Students who meet these standards should be determined eligible withStudents who meet these standards should be determined eligible with Deaf-Blindness since these disabilitiesDeaf-Blindness since these disabilities “cannot be accommodated in special“cannot be accommodated in special education programs by addressing any one of the impairments.”education programs by addressing any one of the impairments.”
  11. 11. DEAFNESSDEAFNESS HEARING IMPAIRMENTHEARING IMPAIRMENT Questions?Questions?
  12. 12. DEVELOPMENTAL DELAYDEVELOPMENTAL DELAY Evaluation ProceduresEvaluation Procedures 2. b. Continued eligibility as Developmental Delay after the child's seventh2. b. Continued eligibility as Developmental Delay after the child's seventh birthday shall be determined through an appropriate multi-measurebirthday shall be determined through an appropriate multi-measure diagnostic procedure, which includes a comprehensive psycho-educationaldiagnostic procedure, which includes a comprehensive psycho-educational assessment.assessment. Notes and GuidanceNotes and Guidance—Whether a student is receiving an initial evaluation—Whether a student is receiving an initial evaluation or is evaluated as part of reevaluation, all disability standards for theor is evaluated as part of reevaluation, all disability standards for the suspected disability must be met when s/he receives a ‘comprehensivesuspected disability must be met when s/he receives a ‘comprehensive psycho-educational assessment’’.psycho-educational assessment’’. When a student with DD is suspected to have a SLD, the assessment mustWhen a student with DD is suspected to have a SLD, the assessment must include the first 8 standards required to identify students with SLDsinclude the first 8 standards required to identify students with SLDs. For this. For this purpose, thepurpose, the Section III-Reading Instruction Intervention WorksheetsSection III-Reading Instruction Intervention Worksheets andand Section III-Math Instruction Intervention WorksheetsSection III-Math Instruction Intervention Worksheets included in theincluded in the Reevaluation Summary ReportReevaluation Summary Report should be used to monitor, collect data andshould be used to monitor, collect data and document the student’s progress with interventions provided for thisdocument the student’s progress with interventions provided for this evaluation.evaluation.
  13. 13. EMOTIONAL DISTURBANCEEMOTIONAL DISTURBANCE Evaluation StandardsEvaluation Standards 2. b. The term may include other mental health diagnoses. The term does2. b. The term may include other mental health diagnoses. The term does not apply to children who are socially maladjusted, unless it is determinednot apply to children who are socially maladjusted, unless it is determined that they have an Emotional Disturbance.that they have an Emotional Disturbance. Notes and GuidanceNotes and Guidance—If a student has the mental health diagnosis of—If a student has the mental health diagnosis of Bipolar Disorder and meets the disability eligibility standards for EMD, thatBipolar Disorder and meets the disability eligibility standards for EMD, that student must be determined eligible with EMD.student must be determined eligible with EMD. However, if a student with Bipolar Disorder exhibitsHowever, if a student with Bipolar Disorder exhibits only the organizationalonly the organizational and ADD/ADHD characteristics of the disability IN SCHOOLand ADD/ADHD characteristics of the disability IN SCHOOL the studentthe student maymay be eligible with OHI. When this is the case, all evaluation proceduresbe eligible with OHI. When this is the case, all evaluation procedures for OHI must be followed for Other Health Impairments with ADD/ADHDfor OHI must be followed for Other Health Impairments with ADD/ADHD before eligibility can be determined as OHI. Additionally, Bipolar Disorderbefore eligibility can be determined as OHI. Additionally, Bipolar Disorder should be listed on theshould be listed on the Eligibility Report (#3)Eligibility Report (#3) in the space allowed forin the space allowed for “Educationally relevant medical findings, if any.”“Educationally relevant medical findings, if any.”
  14. 14. FUNCTIONAL DELAYFUNCTIONAL DELAY Notes and Guidance—TCAP General AssessmentsNotes and Guidance—TCAP General Assessments:: Federal reporting guidelines provide for the reporting of scores of studentsFederal reporting guidelines provide for the reporting of scores of students identified with IDEA disabilities. Since Functional Delay is aidentified with IDEA disabilities. Since Functional Delay is a State DisabilityState Disability,, the TCAP scores of students with FD are not disaggregated and reportedthe TCAP scores of students with FD are not disaggregated and reported with the SWDs sub-group on statewide general TCAP assessments.with the SWDs sub-group on statewide general TCAP assessments. Notes and Guidance—TCAP-AltNotes and Guidance—TCAP-Alt:: The TCAP-Alt is an alternate assessment required by law for students withThe TCAP-Alt is an alternate assessment required by law for students with SIGNIFICANT COGNITIVE & ADAPTIVE DISABILITIES.SIGNIFICANT COGNITIVE & ADAPTIVE DISABILITIES. By definition, students with Functional DelayBy definition, students with Functional Delay (1) do not have a significant adaptive disability – that is, do not meet the(1) do not have a significant adaptive disability – that is, do not meet the TCAP-Alt Participation Guidelines, andTCAP-Alt Participation Guidelines, and (2) are not students identified with an IDEA disability.(2) are not students identified with an IDEA disability. Students with Functional Delay may not participate in the TCAP-AltStudents with Functional Delay may not participate in the TCAP-Alt. If the. If the FD student participates in the TCAP-Alt, his/her Annual Yearly ProgressFD student participates in the TCAP-Alt, his/her Annual Yearly Progress (AYP) and Participation is reported as ‘Below Proficient’ and Non-(AYP) and Participation is reported as ‘Below Proficient’ and Non- Participant. The only statewide assessment option for students withParticipant. The only statewide assessment option for students with Functional Delay is the regular TCAP with accommodations as allowed forFunctional Delay is the regular TCAP with accommodations as allowed for all students with an IEP.all students with an IEP.
  15. 15. INTELLECTUAL GIFTEDNESSINTELLECTUAL GIFTEDNESS 1. Definition1. Definition ““Intellectually Gifted” means a child whose intellectual abilities andIntellectually Gifted” means a child whose intellectual abilities and potential for achievement are so outstanding that the child’s educationalpotential for achievement are so outstanding that the child’s educational performance is adversely affected.performance is adversely affected. 2.c. Eligibility Standards2.c. Eligibility Standards ““Adverse affect” means the general curriculum alone is inadequate toAdverse affect” means the general curriculum alone is inadequate to appropriately meet the student’s educational needs.appropriately meet the student’s educational needs. 3.Evaluation Procedures3.Evaluation Procedures (1) systematic to include at least one grade level screening and(1) systematic to include at least one grade level screening and opportunities for individual screening in grades K-12opportunities for individual screening in grades K-12 (5) “assessment and documentation of how the child's Intellectual(5) “assessment and documentation of how the child's Intellectual Giftedness adversely affects educational performance in the generalGiftedness adversely affects educational performance in the general education curriculum or learning environment.”education curriculum or learning environment.” Notes and GuidanceNotes and Guidance—‘Adverse impact' is part of the assessment.—‘Adverse impact' is part of the assessment. Eligibility is determined by the IEP Team after the assessment has beenEligibility is determined by the IEP Team after the assessment has been completed. (Refer to thecompleted. (Refer to the Eligibility ReportEligibility Report)) Systematic screening, data collection, reduction of disproportionality,Systematic screening, data collection, reduction of disproportionality, equitable assessment methods and gifted identification for all students,equitable assessment methods and gifted identification for all students, regardless of learning opportunities were benchmarks of theregardless of learning opportunities were benchmarks of the OCROCR
  16. 16. MENTAL RETARDATIONMENTAL RETARDATION 1. Definition1. Definition Mental Retardation is characterized by significantly impaired intellectualMental Retardation is characterized by significantly impaired intellectual functioning existing concurrently with deficits in adaptive behavior andfunctioning existing concurrently with deficits in adaptive behavior and manifested during the developmental period that adversely affect a child’smanifested during the developmental period that adversely affect a child’s educational performance.educational performance. 2.a. Eligibility Standards2.a. Eligibility Standards (1) significantly impaired intellectual functioning, which is two or more(1) significantly impaired intellectual functioning, which is two or more standard deviations below the meanstandard deviations below the mean (2) significantly impaired adaptive behavior in the home or community(2) significantly impaired adaptive behavior in the home or community (4) Assessments and interpretation of evaluation results …take into(4) Assessments and interpretation of evaluation results …take into account factorsaccount factors that may affect test performancethat may affect test performance, including limited English, including limited English proficiency, cultural, medical, environmental/economic, communication,proficiency, cultural, medical, environmental/economic, communication, sensory, motor…sensory, motor…
  17. 17. MENTAL RETARDATIONMENTAL RETARDATION Notes and GuidanceNotes and Guidance o Trisomy 21 Down Syndrome: There is a wide range of mentalTrisomy 21 Down Syndrome: There is a wide range of mental retardation and developmental delay noted among children withretardation and developmental delay noted among children with Down syndrome. Children with Down Syndrome tend to have aDown syndrome. Children with Down Syndrome tend to have a lower than average cognitive ability, often ranging from mild tolower than average cognitive ability, often ranging from mild to moderate mental retardation.moderate mental retardation. o Mosaic Down Syndrome: Studies have shown that individuals withMosaic Down Syndrome: Studies have shown that individuals with mosaic Down syndrome, on average have IQ scores that are 10-30mosaic Down syndrome, on average have IQ scores that are 10-30 points higher than individuals with Trisomy 21. Their scores arepoints higher than individuals with Trisomy 21. Their scores are thought to be higher because the presence of the cells with 46thought to be higher because the presence of the cells with 46 chromosomes modify the effects of the cells with 47 chromosomes.chromosomes modify the effects of the cells with 47 chromosomes. o Fragile X: Fragile X Syndrome (FXS) is the most common cause ofFragile X: Fragile X Syndrome (FXS) is the most common cause of inherited mental impairment—although FXS can range from learninginherited mental impairment—although FXS can range from learning disabilities to mental retardation. Fragile X Syndrome is the mostdisabilities to mental retardation. Fragile X Syndrome is the most commoncommon known causeknown cause of autism or "autistic-like" behaviors andof autism or "autistic-like" behaviors and symptoms and it can also include characteristic physical andsymptoms and it can also include characteristic physical and behavioral features and delays in speech and languagebehavioral features and delays in speech and language development.development.
  18. 18. MENTAL RETARDATIONMENTAL RETARDATION Notes and GuidanceNotes and Guidance—continued—continued For programming, as well as evaluation purposes—children withFor programming, as well as evaluation purposes—children with trilogy 21 Down Syndrome, mosaic Down Syndrome and Fragile Xtrilogy 21 Down Syndrome, mosaic Down Syndrome and Fragile X Syndrome should receive a comprehensive assessment.Syndrome should receive a comprehensive assessment. Triology 21 and mosaic Down Syndrome require anTriology 21 and mosaic Down Syndrome require an individual,individual, standardized assessmentstandardized assessment of IQ/Cognition and adaptive behavior.of IQ/Cognition and adaptive behavior. Mosaic Down Syndrome may need addition assessment in otherMosaic Down Syndrome may need addition assessment in other areas, as based on interpretation of test results.areas, as based on interpretation of test results. Children with Fragile X should be assessed with a comprehensiveChildren with Fragile X should be assessed with a comprehensive cognitive and adaptive assessment, as well as behavioral ratings forcognitive and adaptive assessment, as well as behavioral ratings for possible autism; academic achievement for possible learningpossible autism; academic achievement for possible learning disabilities; and, language evaluation for possible language deficitsdisabilities; and, language evaluation for possible language deficits or impairment.or impairment.
  19. 19. OTHER HEALTH IMPAIRMENTSOTHER HEALTH IMPAIRMENTS 1. Definition1. Definition ……limited strength, vitality or alertness, including a heightened alertnesslimited strength, vitality or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to theto environmental stimuli, that results in limited alertness with respect to the educational environment, that is due to chronic or acute health problemseducational environment, that is due to chronic or acute health problems such as…Tourette’s Syndromesuch as…Tourette’s Syndrome Eligibility StandardsEligibility Standards 2.a.2.a.(1) impaired organizational or work skills, (2) inability to manage or(1) impaired organizational or work skills, (2) inability to manage or complete tasks, (3) difficulty interacting with others, (4) excessive healthcomplete tasks, (3) difficulty interacting with others, (4) excessive health related absenteeism, (5) medications that affect cognitive functioningrelated absenteeism, (5) medications that affect cognitive functioning 3.a.3.a.(2)(2) a comprehensive developmental or educational assessment thata comprehensive developmental or educational assessment that indicates how Other Health Impairment affects the student’s educationalindicates how Other Health Impairment affects the student’s educational performance and documents at least one of the following deficit skillsperformance and documents at least one of the following deficit skills
  20. 20. OTHER HEALTH IMPAIRMENTSOTHER HEALTH IMPAIRMENTS Notes and GuidanceNotes and Guidance The Definition and Standards for OHI ARE CLEAR & STATE that OHI isThe Definition and Standards for OHI ARE CLEAR & STATE that OHI is due todue to ‘chronic or acute health problems’‘chronic or acute health problems’ which limit strength, vitality orwhich limit strength, vitality or alertness in the educational environment.alertness in the educational environment. Other Health Impairment does not include – by definition -Other Health Impairment does not include – by definition - disabilitiesdisabilities oror disordersdisorders that do not meet these standards. This includes:that do not meet these standards. This includes: (1) Bipolar Disorder (see(1) Bipolar Disorder (see EMD Notes and GuidanceEMD Notes and Guidance),), (2) Trisomy 21(2) Trisomy 21 (3) Mosaic Down Syndrome (see(3) Mosaic Down Syndrome (see MR Notes and GuidanceMR Notes and Guidance)) (4) Fragile X (see(4) Fragile X (see MR Notes and Guidance)MR Notes and Guidance) .. Components of theComponents of the ‘comprehensive developmental or educational‘comprehensive developmental or educational assessment’ [Eligibility Standard 3.a.(2)]assessment’ [Eligibility Standard 3.a.(2)] are determined by the assessmentare determined by the assessment team. The disability eligibility standards for OHIteam. The disability eligibility standards for OHI do not requiredo not require individualindividual standardizedstandardized tests or assessments.tests or assessments.
  21. 21. MULTIPLE DISABILITIESMULTIPLE DISABILITIES 1. Definition1. Definition Multiple Disabilities means concomitant impairments (such as MentalMultiple Disabilities means concomitant impairments (such as Mental Retardation-Deafness, Mental Retardation-Orthopedic Impairment), theRetardation-Deafness, Mental Retardation-Orthopedic Impairment), the combination of which causes such severe educational needs that theycombination of which causes such severe educational needs that they cannot be accommodated by addressing only one of the impairments. Thecannot be accommodated by addressing only one of the impairments. The term does not include Deaf-Blindness.term does not include Deaf-Blindness. Notes and GuidanceNotes and Guidance—A student does not meet the criteria for Multiple—A student does not meet the criteria for Multiple Disabilities with 2 or more disabilities that require similar educationalDisabilities with 2 or more disabilities that require similar educational programs. Generally, students have MD when there is an academic orprograms. Generally, students have MD when there is an academic or cognitive disability such as MR, SLD, or SLI in combination with a sensorycognitive disability such as MR, SLD, or SLI in combination with a sensory or motor disability such as OI, D, or VI. These disabilities require Specialor motor disability such as OI, D, or VI. These disabilities require Special Education services with significantly different programming. See Deaf-Education services with significantly different programming. See Deaf- Blindness for guidance on D-B.Blindness for guidance on D-B.
  22. 22. ORTHOPEDIC IMPAIRMENTORTHOPEDIC IMPAIRMENT Questions?Questions?
  23. 23. SPECIFIC LEARNING DISABILITIESSPECIFIC LEARNING DISABILITIES Eligibility StandardsEligibility Standards 2.2.(1)(a) data that demonstrate that prior to, or as a part of, the referral(1)(a) data that demonstrate that prior to, or as a part of, the referral process, the child was provided appropriate, scientifically-validatedprocess, the child was provided appropriate, scientifically-validated instruction in regular education settings, delivered by appropriately-trainedinstruction in regular education settings, delivered by appropriately-trained personnelpersonnel 2.2.(1)(b) progress monitoring data (data-based documentation of repeated(1)(b) progress monitoring data (data-based documentation of repeated assessments of achievement at frequent intervals), and provided to theassessments of achievement at frequent intervals), and provided to the child’s parents which reflect formal assessment of student progress duringchild’s parents which reflect formal assessment of student progress during instructioninstruction Notes and GuidanceNotes and Guidance—The first 8 standards for SLDs require appropriate—The first 8 standards for SLDs require appropriate instructional interventions, progress monitoring and data collection andinstructional interventions, progress monitoring and data collection and documentation. Thedocumentation. The Reading Instruction Worksheets: Interventions Prior to ReferralReading Instruction Worksheets: Interventions Prior to Referral,, Math Instruction Worksheets-Interventions Prior to ReferralMath Instruction Worksheets-Interventions Prior to Referral and theand the Student Support and Interventions Team Referral for Comprehensive EvaluatStudent Support and Interventions Team Referral for Comprehensive Evaluat on the Special Education Assessment web page have been developed ason the Special Education Assessment web page have been developed as tools which may be used for initial assessment of SLDs.tools which may be used for initial assessment of SLDs.
  24. 24. SPEECH AND LANGUAGE IMPAIRMENTSSPEECH AND LANGUAGE IMPAIRMENTS Questions?Questions?
  25. 25. TRAUMATIC BRAIN INJURYTRAUMATIC BRAIN INJURY Questions?Questions?
  26. 26. VISUAL IMPAIRMENTVISUAL IMPAIRMENT Questions?Questions?
  27. 27. REEVALUATION SUMMARYREEVALUATION SUMMARY REPORT JAN-FEB 2009 UPDATEDREPORT JAN-FEB 2009 UPDATED INSTRUCTIONSINSTRUCTIONS ALWAYS—ALWAYS--ALWAYSALWAYS—ALWAYS--ALWAYS FIRSTFIRST CONDUCT THE REEVALUATION SUMMARYCONDUCT THE REEVALUATION SUMMARY REVIEW & DETERMINE NEXT STEPS WITHREVIEW & DETERMINE NEXT STEPS WITH THE IEP TEAM.THE IEP TEAM.

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