Why Is It Taking So Long to Get My Child Services?

1. Why Is It Taking So Long to Get My Child Services? Diagnosis & The Evaluation Process Amy J. Shaye, MA, ED.S. 678-595-6117

2. “My child is struggling and I can’t get the school to help her…” • Eligibility for special education services is a process where parents and their children are given due process. • However, this process is not designed to be a fast track into special ed. • It is designed to implement research-based interventions for a specific period of time with fidelity. • Progress is determined through probes and data points. • Only after intervention strategies have been tried and failed, over a specific period of time, may your child be considered for eligibility for special education services. • Hopefully, this short workshop will help empower you to understand the process of navigating the services that may be afforded to your child.

4. Pyramid of Intervention • Conceptual Framework whose purpose is to enable all students in Georgia to make “great gains” in school. • It is a graphic organizer that illustrates layers of increasingly intense instructional efforts that can be provided to students according to their individual needs and progress. • Tiers of Intervention AKA “Tears of Intervention”

5. Tier 1- STANDARDS-BASED CLASSROOM LEARNING • ALL STUDENTS PARTICIPATE IN GENERAL EDUCATION LEARNING THAT INCLUDES: • Universal screening to target groups in need of specific instructional and/or behavioral support • Implementation of the Georgia Performance Standards through a standards-based classroom structure • Differentiation of instruction including fluid, flexible grouping, multiple means of learning and demonstration of learning • Progress monitoring of learning through multiple formative assessments • Provide behavior supports

6. Tier I continued • Evidence based instruction is provided with fidelity. • Students’ progress is monitored frequently. • Students’ responsiveness to RTI evaluated and instruction is adapted as needed. • All students are on Tier 1

7. Tier 2Needs-Based Learning • In addition to Tier 1, targeted students participate in learning that is different by including: • Standard intervention protocol process for identifying and providing research based interventions based on need and resources. • On-going progress monitoring to measure student response to intervention and guide decision making.

8. Tier 2 continued • Teachers ask: What are we prepared to do when student is not learning? • Small group instruction with peers who are demonstrating same difficulties. • Document research-based methods. • Do not do the same thing. Must use new methods, smaller groups and additional time to teach skills/concepts. Take Data and Monitor progress • Can be in Tier 1 for one area and Tier 2 for another area. • Student can stay in Tier 2 when progress is shown through documentation.

9. Tier 3SST-Driven Learning • In addition to Tier 1 and Tier 2, targeted students participate in learning that is different by including: • Intensive, formalized problem solving to identify individual student needs • Targeted research based intervention tailored to individual needs • Frequent progress monitoring and analysis of student response to intervention(s)

10. Tier 3-continued • Questions to include Why and What • SST meeting occurs at this point • This is when specialists including school psychologist, intervention specialists, behavior specialists, counselor, social worker, SLP, etc often participate in the problem solving process.

11. Student Support Team (SST) • SST is a problem solving process in every Georgia public school. • SST investigates the educational needs of the student who is experiencing academic, social and/or behavior difficulties • A student can be referred to SST by his/her teacher, parent, administrator or self.

12. Tier 4- Specially Designed Learning • In addition to Tiers 1-3, targeted students participate in: • Specialized Programs, methodologies, or instructional deliveries • Greater frequency of progress monitoring of student response to intervention

13. Tier 4 continued • This is the Tier where student meets eligibility for special program placement such as ESOL, Gifted, Special Education • This does NOT represent a location for services, but indicates a layer of intervention that may be provided in the general class or in a separate setting. • If a student has already been determined to have a disability, the LEA should not require additional documentation of prior interventions when and if the student demonstrates additional delays.

14. RTI – How long? • The length of an intervention will vary from case to case, but most cases will occur over a 6-12 week period. • Other than SLD eligibility, the key consideration is that interventions have been given a reasonable amount of time to work and that there are enough data points over time to provide a sound basis for making decisions about how student is responding to the intervention.

15. What can parents do? • Parents have the Due Process right to REQUEST an evaluation. However, referral and eligibility for special education will not be considered without documentation of prior instructional interventions. • Parents can ask for a psychological assessment and get one through the local school system. Once parents give written permission thru the school system, then the 60 day calendar starts for the psychological and eligibility meeting to take place. • During this time, RTI (Tier 3) will take place at the local school. • The 60 day calendar time line includes weekends, but not school breaks of 5 days or more. Summer vacation is not included in the 60 day time line.

16. SLD Eligibility • The required implementation time period is 12 weeks. (Federal and state requirement) • However, interventions do NOT all have to take place in Tier 3/SST. • Additional weeks of interventions can take place during the evaluation period for Special Education eligibility. RTI and data collection continues during the evaluation time. • Intervention for Tier 2 may also count toward the required time required for students being considered for SLD eligibility if they are functionally related.

17. Diagnosis Process

18. Evaluation Process

19. Psychoeducational Assessment • Consists of: • Intellectual Assessment (IQ) • Achievement Testing • Processing Tests • Memory • Auditory Memory • Visual Memory • Auditory Sequencing • Visual Se

20. When to Have Your Child Evaluated? • If your child is having academic, social, or behavioral problems, you may consider getting an evaluation. • Or your child’s school may ask for consent to evaluate your child. • A comprehensive evaluation will identify your child’s strengths, deficits and needs. • An evaluation will help you develop a plan to help your child and give you a roadmap for the future.

21. What Happens in an Assessment? • In an assessment, the evaluator gathers info about your child’s knowledge and skills. • A Comprehensive Assessment should include: • Background and family history • Formal and informal testing • Observations in the classroom and other settings if appropriate • Interviews with parents, teachers and child

22. Evaluation assesses your child in several areas that may include: • Language Skills • Academic skills in reading, writing and math • Intelligence or cognitive ability • Attention, memory and processing speed • Neurological functioning • Fine and gross motor skills • Social and Emotional functioning

23. What You Need To Have Prepared Come prepared to answer questions about your child’s: Pregnancy and birth Developmental milestones Health, illness and medications Behavior, social and emotional functioning Family history of learning and/or psychological problems Be sure to share any earlier assessments. Bring copies of evaluations, report cards, educational interventions, SST notes, previous eligibility reports, IEP’s.

24. What should I tell my child about why he is being tested? • Be low-key about the evaluation. • You do not want to send a message that your child has done something wrong. • Connect the evaluation to a difficulty she has: “Your trouble reading.” “Problems understanding directions,” or “You get upset easily.” • Explain that there are different ways to learn and the evaluator wants to find out what his teachers have taught him and how her teachers can make learning easier.

25. Medication and Testing As a rule, if your child is diagnosed with ADHD and takes stimulant medication, she should take the medication as it is prescribed. Check with the examiner before the evaluation so you can coordinate the evaluation with the dosage time.

26. What should the evaluation report include? • Identifying and Referral Information • Presenting problems, symptoms and parental concerns • Early developmental, family history, school problems • Speech and language development • Interviews with the parent and child • Social Development • Behavioral observations of the child • Tests administered and test results • Recommendations

27. So, Why am I so nervous about this evaluation? Natural to question yourself when you decide to have your child evaluated. Most parents wonder… Is my child normal? Is something wrong with her? What does she need? What is her diagnosis? What does the diagnosis mean? Will she be traumatized by an evaluation with a stranger? Am I to blame? Did I do something to cause his problems? You may cling to advice that “Everything is ok. This is just a phase that she will outgrow.” If you think your child has a problem, have her evaluated. Don’t delay.