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2009-2010. Child find is the process by which students with disabilities are located, evaluated, and identified as needing special education services. Iowa Child Find. Background:. Two-year development process for Statewide Procedures

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2009 2010

Child find is the process by which students with disabilities are located, evaluated, and identified as needing special education services.

Iowa Child Find

  • Two-year development process for Statewide Procedures
  • Child Find Committee with representation across the State , including AEA 9
  • As of August 2009, new Statewide Procedures and Forms guide:


setting sail from the old world
Setting sail from the old world…

10 AEAs

Combine “best” of procedures into one

First Order Change

first order change
First Order Change
  • Is perceived as an extension of the past
  • Consistent with prevailing agency norms
  • Congruent with personal values
  • Easily learned – implemented with existing knowledge by those responsible for implementation
  • Requires resources currently available to those responsible for implementation
lost at sea
Lost at Sea…

More issues than first thought

Expanded audience

finding the new world
Finding the New World…
  • Conclusion drawn:
    • Second Order Change
  • See the shore…not

yet in the harbor

second order change
Second Order Change
  • Is perceived as a break from the past
  • Inconsistent with prevailing organizational norms
  • Incongruent with personal values
  • Requires the acquisition of new knowledge and skills
  • Requires resources currently not available
  • Changes are discontinuous, outcomes are not uncertain
critical concepts
Critical Concepts
  • General education interventions belong to general education
  • Evaluations begin when a disability is suspected
  • Evaluations must be comprehensive—Consider all domains
  • Exclusionary factors may exclude some kids
  • Just say no when appropriate
  • Don’t Burn Bridges!
  • Determining student needs—the real purpose of evaluation
  • Documenting student progress is necessary

Critical Concept #1

General Education Interventions belong to General Education

No longer required as a prerequisite for special education evaluation

capstone study
Capstone Study

194 files reviewed

Determine alignment of intervention, evaluation and IEPs

18 files from each AEA (more from Heartland)

Stratified random samples

Iowa State University and Department of Education

what percentage of the files reviewed had progress discrepancy and need documented
What percentage of the files reviewed had progress, discrepancy and need documented?


In what percentage of the plans reviewed was the intervention judged “goal not met, explore eligibility”?


In what percentage of the plans reviewed was the intervention successful? (conditions which enabled learning were established)


course correction proposed rules
Course Correction – Proposed Rules

General Education Interventions 281-41.111(2)

  • General Education’s Responsibility
  • Every student is entitled to supplemental assistance or interventions as needed
  • Incidental and Occasional support from Special Education staff
course correction proposed rules1
Course Correction – Proposed Rules

Progress Monitoring 281-41.314

  • Evidence of progress in general education instruction – Standards determined by DE and AEA
  • In other words, interventions in general education must be monitored in some fashion
general education interventions let s get this right
General Education Interventions…Let’s get this right!
  • General Education Intervention is not gone—responsibility has shifted
  • Every student is entitled to appropriate intervention
  • Student’s response to intervention provides critical information (progress and exclusion)

Critical Concept #2

Evaluations Begin…

When Disability is Suspected!

obligation to seek consent evaluate

Suspicion =

obligation to seek consent & evaluate
  • Interventions cannot delay evaluation if suspicion exists
  • Academic progress cannot automatically rule out suspicion of disability
  • Parents can request evaluation at any time, sometimes the answer is no if no suspicion of disability exists
disability suspect form
Disability Suspect Form
  • Disability Suspected Form
    • The State Directors of Special Education have agreed that by November 1, 2009, the Disability Suspected Form will be used consistently by AEA and LEA staff.

Critical Concept #3

Evaluations must be Comprehensive…

Consider all Domains












consent for fie what s new
Consent for FIE – What’s New?
  • Consent For Notice Form
    • The use of this form must begin immediately. Form is available on the Web IEP site. Information regarding the use of the form is available in the new Procedures Manual and Forms Guide.



guiding questions



Critical Concept #4

Exclusionary Factors…

(e.g., other plausible explanations)

May Exclude Kids!

(from being mislabeled as having a disability)

exclusionary factors
Exclusionary Factors…
  • Lack of appropriate instruction in reading
  • Lack of appropriate instruction in math
  • Limited English proficiency
  • Ecological considerations including:

socio-economic status,

cultural or ethnic differences, or

school attendance or mobility (multiple moves, different districts).


Critical Concept #5

Just Say “No”…

When Appropriate!


Critical Concept #6

Don’t Burn Bridges…

a vision for the future
A Vision for the Future
  • General education interventions as a separate process for addressing needs of individual students will not longer be necessary:
    • Effective differentiated Core instruction and monitoring
    • Effective differentiated Core plus Supplemental instruction and monitoring
a vision for the future1
A Vision for the Future
  • Special education staff (district and AEA) focus on improving outcomes for students with IEPs
    • Subgroup performance improves
how will we get there
How will we get there?
  • Short-Term
    • By November 1, general education interventions will no longer be required prior to seeking consent
    • By November 1, all AEAs will use the Disability Suspected form in prescribed fashion
    • By November 1, this overview information will be shared with AEA and LEA audiences
    • Effectively immediately, all performance domains must be considered in conducting an evaluation
how will we get there1
How will we get there?
  • By July 1, 2010,
    • All intervention activities currently being conducted by special education staff will lead to:
      • Consent for evaluation and consideration for special education entitlement
      • Transferring responsibility for such activities to general education personnel.
how will we get there2
How will we get there?
  • Plans to phase in these changes will be developed centrally by DE personnel and the Child Find Committee
  • New documents, training and other types of assistance will be shared as they are made available.
what does your district need to support these changes
What does your district need to support these changes?
  • Your input will be shared with the Directors and the Child Find Committee
  • Please take a few minutes to complete the input form
  • Contact Julie Schendel or your Sector Coordinator if you have questions.
conducting the fie intro to critical concepts 5 7
Conducting the FIE – Intro to Critical Concepts 5-7
  • Purpose of the evaluation
    • Determine interventions required to resolve the problem and. (NEED! CONNECT TO THE IEP!)
    • Determine if the interventions are special education. (ELIGIBILITY!)
conducting the fie intro to critical concepts 5 71
Conducting the FIE – Intro to Critical Concepts 5-7
  • Steps in conducting the FIE:
    • Collect info about Needs, Progress, and Discrepancy
    • Collect info to rule out Exclusionary Factors
    • Summarize info in EER
    • Schedule Eligibility Determination Meeting within 60 days of receipt of signed consent form (and before the child’s third birthday if transitioning from Part C to Part B)
what processes do we use to conduct evaluations
What processes do we use to conduct evaluations?
  • Multiple methods (RIOT)
  • Multiple sources (LICE)
  • Consider ecological context
  • Team evaluation including parents
  • Consent
  • Due Process
  • Exclusionary Factors
conducting the fie intro to critical concepts 5 72
Conducting the FIE – Intro to Critical Concepts 5-7
  • How do we conduct an FIE?
    • RIOT Methods applied to ICEL sources of information
    • See the Assessment Methods and Source Matrix

Multiple Methods and Multiple Sources








Critical Concept #5

Determining Student Needs…

The real purpose of evaluation.

determining student needs
Determining Student Needs
  • Most important and most neglected
  • Need Based Identification Process


Disability Identification Process

identification application of need
Identification & Application of Need
  • What does the student need to accelerate learning?
  • What does the student need to be successful and is beyond what general education can do alone?
  • If we know what kids really need – do we have the will to make it happen?

Critical Concept #6

Documenting Progress…

Is Necessary!

purpose of progress conclusion
Purpose of Progress Conclusion
  • Distinguish Between Disability and Difficulty
  • Rule out/in Lack of Adequate Instruction as Exclusionary
  • Determine conditions that enable learning
making the progress conclusion
Making the Progress Conclusion
  • Defined area of concern/measureable behavior/baseline
  • Targeted intervention; research or evidence based
  • Data collected
  • Comparison of rate of progress with expected rate

Critical Concept #9


What is Around the Next Corner?

i plan
  • No change currently…we will be working on this next year.
  • If you are currently using the web I-Plan, continue, but understand the Critical Concepts #1, #2, and #3 (General Education Interventions, Disability Suspected, Consideration of all Domains)
  • If you are not yet using it, stay tuned…
wouldn t it be cool if
Wouldn’t it be cool if…
  • Entry point…Disability Suspected Form
  • then Consent for FIE or PWN and EDW
  • then an instructional plan and progress monitoring data if needed
  • then Educational Evaluation Report (EER) all in a single application
  • Then link to the Web IEP

Critical Concept #10

It “ain’t over till it’s over”…

Version 2 has begun…

2nd order change…

version 2
Version 2
  • Evolution of the I-Plan
  • Clarification and articulation of the standards of rigor required for “supplemental” instruction
  • Clarification and assessment of the impact of Ecological Factors
  • The role of “progress” as an indicator of disability within a 60 day timeline
  • Calibration of standards of comparison used in evaluations
  • Integration of Child Find and eligibility determination in the context of Iowa Core Curriculum
  • Questions from the field
  • Professional Development needs
  • Program evaluation in collaboration with the DE