Review of Existing Evaluation Data (REED) Training

1. Review of Existing Evaluation Data (REED) Training Student Intervention Data Review (SIDR), REED for initial and reevaluations and meeting mechanics process

2. ACTIVITY

4. AGENDA • Overview – Ann Walton • Data Review – Jeanine Mattson-Gearhart and Tim Hall • Meeting Mechanics Principles – Tresia Gillett, Elizabeth O’Leary, and Lissa Perkins • SIDR Process – Robin Norman and Michole Leither • Initial/Reevaluation REED process – Ann Walton • Q & A –All • Discussion of training process within district – District Teams

5. Session Objectives Participants will … • Understand the process for facilitating an effective problem solving team meeting • Understand the tools and resources for data collection that can assist the problem solving teams in developing effective interventions and strategies for struggling students. • Understand and apply #1 and #2 to the SIDR and REED processes to effectively make educational decisions for students suspected as having a disability as well as students with IEPs • The understanding of how to pilot and begin the SIDR and REED training within your respective district

6. Why do we have to change our practices if our district already has a child-study team process and the initial and reevalplan process?

7. Overview • No reference in IDEA-2004 regarding evaluation review. • IDEA-2004 reauthorization replaced it with review of existing evaluation data – Michigan complied with this change • RtI and SLD eligibility requirements in IDEA-2004 have further impacted the need to change to the REED process • Districts now must align their practices with these new requirements

8. Cont. Overview: • April 2009, MDE finalized the policy on the REED process for Michigan (see REED manual handout) • Required to be implemented by all districts in Michigan • Calhoun developed a committee in late spring 2009 and drafted the process presented today • This is a pilot • The feedback we get from your implementation of this process will help finalize the process we develop in FOCUS

9. PROACTIVE INTERVENTION PROBLEM SOLVING ASSESSMENT/EVALUATION

10. So where do we begin? • A common vocabulary of terms - (See glossary handout) • Data Collection – what tools and resources are available to districts • Interventions/strategies/progress monitoring done by Problem solving teams • On-going documentation in the SIDR

11. Data Collection Tim Hall and Jeanine Mattson-Gearhart

12. Meeting Mechanics Tresia Gillett, Elizabeth O’Leary and Lissa Perkins

13. Problem Solving Team Process / Student Intervention Data Review Robin Norman and Michole Leither

14. Problem Solving Team (PST) Process / Student Intervention Data Review (SIDR)– What is this? • Problem Solving Team (PST) – Formally referred to as: • Child-Study Teams (CST) • Student Intervention Teams (SIT) • Teacher Assistance Teams (TAT) • SIDR will replace any previous Child-Study forms • This will be a working document and will be updated throughout the student’s education • This will provide consistency across local districts within our county

15. How to: • Forms will be completed as a collaborative process, not necessarily one person’s responsibility • Forms do not have to be completed in a formal meeting, although some information will be completed before the PST meeting is held • Forms are form-filled • You can attach hard copies from other sources (Data Director) but the data must be summarized on the SIDR • Completed forms must be kept in the student’s CA-60

16. Form Review: • Initiation Date: Document the date you begin the Problem-Solving Team (PST) process • General Information Section: Fill out general information regarding the student and family • Meeting Log/Participants: • Enter date, student grade, school and school district and general overview of concern (i.e. reading fluency and comprehension) • Enter name and title of participants on the PST and that have provided data/information about the student • Team members may NOT actually be at the PST meeting but have provided input • This will be an ongoing record for meetings and team members

17. Next Steps/Recommendations of Tier and Interventions • As a result of data review, the PST will summarize interventions/strategies to be implemented • Note which Tier the intervention falls into: • TIER I – the provision of general screening and group interventions that usually represent the core instructional program. If this is adequately differentiated, 80% - 90% of the students will respond and achieve established benchmarks. Assessments occur 3-4 times per year. • Examples: DIBELS, core curriculum, universal screening, Positive Behavior Support

18. Cont. Tier and Interventions • TIER II – If students do not make adequate progress in Tier I, more targeted services and interventions, usually in small group settings, are provided in addition to the general curriculum. Progress is monitored more closely, at least bi-weekly, and the research based interventions could last approximately 6-10 weeks. This represents 5-10% of the student population. • Examples: progress monitoring, READ Naturally, Study Island, Title I, change in grouping and duration of interventions, FBAP/BIP

19. Cont. Tier and Intervention • TIER III – for students who do not adequately respond to targeted services and interven-tions in Tier II, intensive interventions would be provided, in small groups or individually, to address their deficits. After a period of time of Tier III interventions/strategies in which the student is not making progress a special education evaluation could be initiated. This should only represent 1-5% of the student population. • Examples: Language!, specialized instruction, change in grouping and duration of interventions, specialized/more intense behavior plan.

20. Strengths of the Student • Identify academic, behavioral and communication strengths of the student • This helps identify what the student is able to do, and is a starting point for where the student is currently functioning

21. Review of Existing Data • Provide/review/analyze data that compares the student’s performance to peers within their age/grade and overall district • By reviewing this data you will be able to document impact on the student’s ability to participate in the general curriculum or age appropriate activities. • Until this is in FOCUS, you will be able to attach hard copies or pull information from Data Director or other similar programs (i.e. attendance reports, report cards, behavioral reports, district, etc.)

22. Cont. Review of Existing Data • Parent Input • Document date(s) of contact(s) and form of contact (i.e. phone, in person, etc.) • Summarize parent input/family perspective of needs • Summarize any outside agency involvement or services (i.e. CPS, private speech services, parenting classes, counseling, etc.) • Academic History and Status • Attendance History • Document information on district, school, grade, attendance, and suspensions

23. Cont. Review of Existing Data • Complete previous 4 years/grades and attach hard copies if needed • Summarize the data on the form • Tiered/Targeted Intervention Results and Accom-modations • Document strategies, interventions, dates used, outcomes/results • Attach hard copies/data sheets • There are analyzed sample data sheets at the table • Universal Screener Results • Summarize screening results data and the impact on the student’s ability to participate in the general education curriculum (i.e. DIBELS, MLPP, etc.)

24. Cont. Review of Existing Data • Report Cards/Progress Reports & Monitoring • Document the student’s grades or progress on IEP goals/objectives • Attach hard copies/IEP progress reports for re-evals • Developmental Assessments • These may include assessments such as kindergarten readiness results, preschool screeners (Headstart and 4 year old programs use ASQ), Early On screening (IDA), etc. • English Proficiency Information • If appropriate, address any student or family information regarding English Proficiency (i.e. need for interpreter, receiving bi-lingual support, may have had some assessment regarding proficiency, etc.)

25. Cont. Review of Existing Data • Age Appropriate for Grade • Explain further if answer is no • Examples (homeschooled, retained, etc.) • Supplemental Services/Educational Services History • If appropriate, document any previous school experience such as preschool, early special education support, previous remedial instruction, etc. • Medical Needs • Document hearing, vision, and medical information • Existing Evaluation/Assessments • Review & document academic strengths and weaknesses in each area • Summarize data

26. Cont. Review of Existing Data • Summarize the impact areas of concern have on the student’s ability to participate in the general education curriculum • Attach work samples/curriculum based assessments • Review and document any standardized assessments (i.e. IOWA, SAT, ACT, previous special education evaluation results such as cognitive and achievement testing) • Summarize data • Summarize the impact this may have on the student’s ability to participate in the general curriculum • Attach hard copies • Review & document state and/or district assessments (i.e. MEAP, MLPP, Ed Performance)

27. Cont. Review of Existing Data • Summarize data • Summarize the impact this may have on the student’s ability to participate in general curriculum • Attach hard copies • School-Based Observations • Document date(s) and person(s) who have completed any observations • Define the observable behavior/skills of the student in the setting related to the area(s) of concern • Summarize impact on the student’s ability to participate in general curriculum/environment • Attach hard copies

28. Cont. Review of Existing Data • Other Educational Needs • Review and document information in the areas of adaptive behavior, social-emotional, behavior, communication, fine motor, gross motor, sensory, etc. • Document the source of this information, any baseline data, and the impact this has on the student’s ability to participate in the general education curriculum/environment • Attach hard copies

29. General PST/SIDR Procedures • Begin PST/SIDR process when student concern is initiated • Complete SIDR, PST has a meeting, PST determines next steps/interventions and sets review date • Print hard copy for CA-60 • Edit SIDR before review meetings • May need to change or update information depending on impact of intervention (i.e. strengths and weaknesses, medical information, attendance, report cards, etc.) • Print hard copy for CA-60

30. REED Process Initial, Reevaluation, Transfer-in, Out of State Transfers, Termination of Services, and adding/deleting services

31. REED • Initial Evaluations • Out of state transfer-ins • Revocation of services • True initials (following SIDR process) • Re-evaluations • Every thirty-six months • Clock begins at initial IEP and all Re-eval IEPs • Done each time the team is considering changing eligibility • Termination of Eligibility • When considering that a student no longer has a disability • Exceptions . . . Graduation with a diploma • Provide Summary of Academic Achievement and Functional Performance

32. REED Process • Does not have to be done at a formal meeting but: • must have all team members provide input, and • review existing data in their area of expertise • Must include the following: • Current classroom based, local and state assessments • Screeners • Interventions and strategies • Progress monitoring • Record review • Attendance • Report card

33. Cont. REED process • Medical/health records, • Outside evaluations • Developmental Assessments • Evaluations and information provided by parent • Observations by teachers and related service providers • Once the data is analyzed: • Determine if additional data is needed to answer the four questions (page 10): • Whether a student is or continues to be a student with a disability • The student continues to need special education intervention

34. Cont. REED process • The present levels of academic achievement and related developmental needs of the student • Whether any additions or modifications to special education or related services are needed to participate in general education curriculum • If no additional data is needed, then: • Complete the first section of the REED document (Notice section – page 11) and skip the eval section • Obtain signatures and set IEP date • Present REED at the initial/re-evaluation IEP to determine eligibility. • If additional data is needed (page 12), • Complete the evaluation section with evals needed • Obtain signatures and set IEP date • Present REED at the initial/re-evaluation IEP to determine eligibility.

35. Scenarios: SIDR to Initial

36. Student A • Problem solving team has developed a SIDR and implemented interventions and strategies with Student A for about 6 months: • Student has achieved the goal the problem-solving team has set What do you do with the SIDR? Correct: Put it in the CA-60 and you are done!

37. Student B • Problem solving team has developed a SIDR and implemented multiple interventions and strategies and conducted progress monitoring with Student B for about 10 months: • Student has not achieved the goal the problem-solving team has set and they decide to refer the child for a special education evaluation. What do you do with the SIDR?

38. When the decision to move from SIDR to REED is made . . . Now what? • Take all the information from the SIDR and: • Fill in the first page of the REED document • Replace page 2-9 of the REED with the SIDR document and all attached reports and documents. • Complete pages 10-13 of the REED based on the analysis of the data and what, if any, additional assessments are needed. • The general education staff may be asked to continue an intervention and progress monitor as part of the assessment

39. Reminders: • For all initials: • They must be done within 30 school days • Timeline starts when the district receives the consent from the family (see page 13) • If parents sign form on Monday 1/11/10 and sends it US Mail to district who receives it on Thursday 1/14/10 – what date goes in the field? • This information is submitted via MSDS counts 3 times a year and impacts the district’s SPP Indicator #11- Child Find • Extensions may be sought under special circumstances • Check with your district supervisor as to the proper protocol for obtaining an extension • Out of state transfer-ins must be done within the 30 school days as well.

40. Review the Initial Procedures

41. Scenarios: Reevaluations

42. Reevaluation REED • The Reevaluation Plan and Consent form was completed and consent obtained once every 36 months • Document is only activated once every 36 months • Upon completion of the initial IEP, the IEP Team members continue adding to the evaluation documentation on the REED (page 2 thru top of 10) • REED is a living document and is constantly updated over the next 36 months Former Process REED Process

43. Reevaluation Process • For the approximately the next 30 months, the case manager and related service providers (IEPT members) document on the REED • Prior to (recommended 6 months prior to Reevaluation IEP due date), the IEP Team completes page 1, bottom of 10-13 of the REED following their analysis of the last 30 months of data • Follow process outlined on slides 19-27 and 31-33 • Be sure the new Reevaluation IEP is done on or before the anniversary date of the previous one • Section 5 on page 13 of the REED applies to the Reevaluation – it must be completed if the parent is not responding to your requests for consent

44. Review the Reevaluation Procedures

45. Pilot Process • Your district team here today will be the team to train your district pilot sites/staff • The documents shared are on the following website: • http://districts.calhounisd.org • Log In spedforms • Password calhounisd • Complete the training before the end of February 2010 • A survey will be sent to each district Special Education Supervisor to disseminate to pilot participants in late May 2010

46. Cont. Pilot Process • Surveys results will assist us over the summer to build the process into the FOCUS web system. • Selection who to pilot this with is critical • Need to be sure this is piloted with • Select buildings and/or staff currently working with Coaching for Learning Coaches • Problem-solving teams (formally child-study teams) • All levels (elementary, MS, HS) • For initials and reevaluations • For reevaluations (the pilot is a very short timeframe, but we need information on the process for the ongoing data collection)

47. Questions & Answers Session

48. THANK YOU!