WELCOME Special Education Director Meeting What if teachers were - - PowerPoint PPT Presentation

WELCOME

Special Education Director Meeting

What if teachers were treated like football stars?

https://www.facebook.com/video.php?v=1544605065680370&fref=nf

TCASE

Mary Rosenberg, Ph.D., TCASE House of Delegates Representative, Klein ISD Deena Hill, Ed.D., TCASE President-Elect, Pasadena ISD

GCASE

Cynthia Peltier, GCASE President, Clear Creek ISD

Special Ed Continuing Advisory Committee

Laurie Goforth Rodriguez, Texas Special Education Continuing Advisory Committee stakeholder, Dickinson ISD

Reports from Colleagues

Independent Educational Evaluations: Components

• Parent request for IEE form
• Criteria for IEE to provide to parents and selected assessor.
• Discussion guide for district to analyze IEE request and

whether to grant or request a hearing

• Minimum qualifications for evaluator
• List of qualified evaluators by area of evaluation
• Cost criteria
• Operating guidelines
• Question and answer document

Independent Educational Evaluations: Components

• Form letters to adapt and use as PWN:
• Granting IEE
• Refusing IEE – district will request a hearing
• Refusing IEE – district has not conducted an evaluation in the

area requested – no disability suspected in that area

• Refusing IEE – district has not conducted an evaluation in that

area – ARD will meet to do REED and consider evaluation in that area

• Refusing IEE – parent has already obtained an IEE
• IEE approved, but selected assessor does not meet district

guidelines

FAQ

• What is an IEE?
• Who can request an IEE?
• Is there a timeline for requesting an IEE?
• How does a parent request an IEE?
• What do I do if I receive a request for an IEE?
• What if the school district’s assessment is

appropriate?

• What if the school district has not conducted an

evaluation?

FAQ (continued)

• What if the parent disagrees with a school district

assessment in one area but seeks an IEE in another area?

• Can a parent disagree with a school district

evaluation before the evaluation is completed?

• What is the school district’s obligation when a

parent requests an IEE?

• How long does the school district have to respond

to the request for an IEE?

FAQ (continued)

• Which school district personnel make the decision

to grant or deny a request for an IEE?

• What should a school district do when it grants a

request for an IEE?

• What should a school district do when it denies a

request for an IEE?

• Who selects the IEE evaluator?
• Can the school district recommend evaluators?
• Can the school district establish criteria for IEEs?

FAQ (continued)

• Can a parent seek reimbursement for travel cost

the parent incurred in having the IEE conducted?

• What if the parent pays for an evaluation and then

requests reimbursement?

• Can a parent seek reimbursement when they
• btain an independent evaluation without first

seeking an IEE from the school district?

• Must the school honor the IEE evaluator’s request to
• bserve and review school records?

FAQ (continued)

• Can the IEE evaluator bring associates, parents, or the

parents attorney/advocate to the observation?

• Can a school district deny a request for a specific

evaluator because the evaluator is someone who regularly works with parent’s advocacy groups or parent attorneys?

• Can a school staff chaperone the observation on school

campus?

• Must the school honor the IEE evaluator’s request to

speak with teachers and/or staff who work with the student?

FAQ (continued)

• What is the school district’s obligation after the IEE is

completed?

• What if the evaluator or the parent refuses to provide the

results of the IEE to the school district?

• What if the parent is unsatisfied with the IEE and requests a

second IEE?

• Can a school district require a parent to privately fund an IEE

and seek reimbursement rather than funding the IEE directly?

• What is the school district’s obligation when it successfully

proves that its assessment is appropriate through a due process hearing?

http://sped.esc4.net Special Ed Portal

Discipline Flowchart Online

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HQ and SPED

Guidance Document

High Cost Funds

Opens—11/10/14 Closes—11/19/14

SPP Changes

• Proposed changes
• Timelines aligned
• Ensure sufficient

TEASE accounts

This Just In—Hot Topics

Live Binder

www.livebinder.com/p lay/play?id=1338386

Funding

STAAR Alternate 2: Overview and Key Elements

Adapted from TEA 9.25.14 TETN #33018 Developed by Region 4 ESC and Cy-Fair ISD and Provided by Region 4 ESC

That was Then, This is Now…

STAAR Alternate

• Teacher created materials

required

• 3 complexity levels
• Predetermined student

response modes

• Predetermined

presentation supports and materials

• Assessment window

approximately 4 months

STAAR Alternate 2

• Materials accommodated as

necessary

• standardized assessment with

clustered and scaffolded questions

• Varied student responses

allowed

• Preparations for

accommodations during preview allowed

• Assessment window 10 days

(preview window 10 days)

What Has Not Changed

STAAR Alternate

Prior to Assessment Window

• Security and Confidentiality

Training

• Signed Oath of Test

Security

• Individual Student

Assessment of Alternate State Standards

STAAR Alternate 2

Prior to Preview Window

• Security and Confidentiality

Training

• Signed Oath of Test

Security

• Individual Student

Assessment of Alternate State Standards

Which Assessment?

Consider which assessment is appropriate.

• STAAR
• STAAR with Accommodations
• STAAR A (online version)

NO STAAR Modified

• STAAR Alternate 2 (Intellectual Disabilities)
• Participation Requirements
• Exceptions

Intellectual Disabilities: Characteristics

• Intellectual quotient below 70 resulting in limited potential
• Evidence of an intellectual disability must be verified by an

assessment specialist and be based on valid assessment data.

• Student unable to academically reach grade level,

regardless of the quality of instruction

• Access and participate in the grade-level TEKs through

prerequisite skills

• Require specialized supports to access the grade-level

curriculum and environment

• Poor social adaptability resulting in dependence on
• thers for daily living and employment
• Differs from students with learning disabilities who have

average intelligence, but have learning problems that make reaching their potential difficult

Exceptions

• A student with a severe medical or cognitive

impairment may not be able to complete any part

• f the assessment. For these exceptions, ARD

Committee/IEP Teams can determine if a student’s assessment can be coded as a Medical Exception or as No Authentic Academic Response (NAAR).

• For both exceptions, the ARD Committee/IEP

Team will make the determination after reviewing medical and educational records. The decision must be documented in the student’s IEP along with evidence to support the determination.

Medical Exception

Students that are medically fragile and cannot attend to or tolerate any academic interaction can qualify for a medical exception for the following circumstances:

• The student is in the final stages of a terminal or

degenerative illness.

• The student is receiving extensive short-term medical

treatment due to a medical emergency or serious injury in an accident.

• The student is unable to interact with peers or staff

without risk of infection or contamination to himself/herself or others.

• The student is receiving non-academic homebound

services due to medical issues and does not receive academic instruction.

No Authentic Response

Students who are not able to respond authentically to any verbal, visual, or tactile stimuli during academic instruction due to level

• f cognition rather than a medical condition can qualify for a

NAAR exception if one of the two following student descriptions is evident:

1. Because of multiple impairments, the student is unable to receive (standards-based academic) information during instruction and

• assessment. For example, the student may have a combination of

visual, auditory, and/or tactile impairments. 2. The student is consistently unable to provide an authentic academic response during instruction. His or her behavior may be described by one or more of the following characterizations:

• Does not show any observable reaction to a specific stimuli
• Exhibits only startle responses
• Tracks or fixates on objects at random and not for a purpose
• Moves or responds only to internal stimuli
• Vocalizes intermittently regardless of changes in the

environment

District Considerations …

• District and Campus Administration
• 10-day Preview Window
• Campus Testing Coordinator (CTC)
• Test Administrator (Teacher)
• Paraprofessionals
• Examples of the Impact of Time (7 hour day)
• Test Administration Window
• Test Preview Window

Training Resources

Livebinder

Who to Contact?

• District Contact: Name
• Phone
• email
• Region 4 ESC Contact: Susan Parker
• 713-744-6398
• susan.parker@esc.net
• TEA Contact: Student Assessment, Alternate

Assessment Team

• 512-463-9536
• staaralt@tea.state.tx.us

Instructional Materials and Educational Technology (IMET) American Foundation for the Blind eLearning Center Annual Registration and Deafblind Child Count

Special Education Instruction and Services

Executive Functions

Fundamentals of

Evaluation

Auditory Impairment

Address SPED eligibility and evaluation of students who are deaf or hard of hearing.

Part C Form Page 1

• Identifies

student’s dominant language and preferred mode of communication.

• Provides

assessments data.

Part C Form Page 2

• Identifies

student’s strengths and weaknesses in various areas.

• Provides

recommendation for communication mode.

Making the shift from using

• nly the form, to

embedding information into the FIE.

Oral language Listening Fingerspelling Sign Language Will ensure all necessary areas are addressed.

Legal Framework Updates

Contact Information on Back page

GO! Let it

GO! Let it

Thanksgiving! Happy