Special Education Due Process Workshop Evaluation Reports Writing the Educational Needs & Interpretation of Evaluation Results Sections Evaluation Reports Please take the “Evaluation/Reevaluation Report” handout as a reference for writing evaluation reports Today’s focus will be on the “Educational Needs” and “Interpretation of Evaluation Results” sections. This PowerPoint is designed to be an interactive experience. Most of the teaching will be accomplished through examples. What is the goal of the In-service? To provide training to assure that evaluation reports throughout the district will be completed in a consistent manner and comply with state guidelines. Why these two sections? These two sections of the Evaluation Report were chosen to work with first, based on survey feedback from staff at the end of last year. These two sections also showed the greatest amount of variability among programs and sites throughout the district. First, a caveat… The examples used today are pulled from a variety of districts, programs, and locations. The examples used were chosen because they reflect patterns noted in #287 evaluations. Confidentiality has been observed. The examples are intended to be used as learning experiences. The real-life examples were chosen because they represent typical areas of concern and were not unique to any one individual. The “Educational Needs” Section Some definitions To start Educational Needs Educational needs are based on existing data reviewed, current evaluation results obtained, and the student’s present levels of performance based on that evaluation data. Educational Needs The Needs section flows from the evaluation (In other words, if it’s not in the evaluation somewhere, don’t put it in the Needs section!) Needs, cont. They are: individually determined, student-based, skills, behaviors or compensatory strategies the student must learn which cannot be mastered without specialized instruction. Needs, cont. These educational needs identified by the evaluation team will serve as the underlying basis for the student’s IEP goals and objectives. The Needs section should flow into the IEP goals and objectives. Needs, cont. They should: Be specific statements regarding educational needs Need statements should be thought of as statements that address the following: “The student needs to ______” Needs, cont. Using the following verbs will assure the statements you write will be measurable, needs-based statements: increase decrease develop improve maintain demonstrate Needs, cont. Educational needs are not: specific educational materials (PECS, Orton-Gillingham Reading Program, Saxon Math) specific educational methods (Visual Schedules, Tactile-Kinesthetic approach to learning) specific types of special education service. (OT, Social Work Services, Dog-therapy) How are Needs different than Accommodations? Needs are student specific. Accommodations are additions or modifications to either special education (or general education) that are required so that the student can meet their goals. Needs, cont. Needs must be a part of the Evaluation Report. Again, Needs statements flow into the IEP goals. Things that the program or staff will do would flow into the Accommodations section of the IEP. These can be part of the Evaluation Report, but should be clearly separated from the Needs statements. Educational Needs Needs of the Student: (where the student needs to improve) End up being IEP PLEP and goals Program Needs: (Accommodations) what you will program for the student End up being IEP Accommodations Due Process Recommendation: When writing the Educational Needs section, you should separate student needs from accommodations by doing the following… Example: Educational Needs Student Needs: Sally needs to increase her reading comprehension and fluency. Accommodations: Opportunities for daily fluency drill with timed readings. Opportunities to work in guided reading groups. Question: Do all needs identified in the “Educational Needs” section of the report have to become IEP goals/objectives? Answer: No -- the IEP team decides what goals/objectives are reasonable to accomplish within the year framework for the IEP. Activity One: In small groups, critique the next 4 examples and decide if they are needs or accommodation statements. Activity One: Slide One Health: Lakreisha needs the health office staff to be trained to recognize and care for asthma or any signs of respiratory distress and to administer a nebulizer if necessary. Slide One: Answer This is an accommodations statement. Activity One: Slide Two Academic: Jackson needs to master the academic readiness skills necessary for math and reading. He needs to learn letter sounds and how to write them. He needs to increase his rote counting and recognition of numbers, as well as his ability to write numbers. Slide Two: Answer This is a needs statement. Activity One: Slide Three Gross Motor Skills: Maria currently needs to improve her ball handling skills in order to participate in physical education activities. Slide Three: Answer This is a needs statement. Activity One: Slide Four Functional/Sensory: Renee needs a quiet place to go to engage in calming activities when she’s experiencing sensory overload. Slide Four: Answer This is an accommodations statement. Activity Two Rate the quality of the following statements Activity Two: Directions In small groups, rate the following Educational Needs statements: 1. Looks good. 2. So-so. 3. Needs help (how would you fix it/make it better?) Activity Two, A: Sherry needs more intensive, specialized instruction to help her improve her academic skills so she is able to function more independently in the classroom. These skills include phonemic awareness, blending and decoding strategies, sight word recognition, numeral awareness, and basic calculation. Activity Two, A: Answer Rated as a 2 (so-so). The first statement is an accommodation, not a student need. The second statement is the needs statement. To make into a 1 (good) separate the needs statements from the accommodations statement. Activity Two, B: The student continues to need EBD services. Activity Two, B: Answer Rating: 3 (needs help) Neither a need or an accommodation, and would not be in the needs section. Can’t make it better, as it shouldn’t be in this section! Activity Two, C: Based on his recent BASC-2 scores, Tom needs Social Work services. Activity Two, C: Answer Rating: 3 (needs help) How to make it better: Tom needs to increase his calming and coping skills. (In this example, Social Work services is a related service and would be reflected as such in the IEP. Also, don’t need to mention based on a certain rating scale, such as the BASC-2) Activity Two, D: Christopher needs to increase his expressive functional communication skills with peers and adults. Activity Two, D: Answer 1! Looks good! Activity Two, E: Jessica will benefit from a routine program. When possible, she should be made aware of changes in advance. Activity Two, E: Answer 3 (needs help) Not a need, but an accommodation. Separate out as an accommodation. Would be better if written in more definite language, for example, instead of “will benefit” write “will be provided with.” Activity 2, F: Luis needs to improve his ontask behavior and work completion. Activity 2, F: Answer 1 Looks good! (don’t need to be concerned with how to make it measurable until it becomes an IEP goal or objective) The “Interpretation of Evaluation Results” Section Some definitions and descriptions to start Interpretation Section = Statements documenting the team’s judgment regarding determination of eligibility. Eligibility Criteria: The following are the 14 Categorical Disabilities in which criteria needs to be addressed in the Interpretation Section: Eligibility Criteria: (cont.) Emotional or Behavior Disorder (EBD) Specific Learning Disability (SLD) Autism Spectrum Disorder (ASD) Developmental Cognitive Disability (DCD) Other Health Disability (OHD) Physically Impaired (PI) Traumatic Brain Injury (TBI) Blind-Visually Impaired (B-VI) Deaf and Hard of Hearing (D/HH) Developmental Adapted Physical Education (DAPE) Speech or Language Impairments (SP/L) Developmental Delay (DD) Deaf-Blind (D-B) Severely Multiply Impaired (SMI) The Interpretation Section Eligibility determination must be written for each disability area evaluated (in other words, the student’s primary, secondary, etc.) addressing the major criteria components. For example: if a student is identified as EBD and Speech Language Impairment, the evaluation report must review how the student met each major criteria for EBD as well as at least one of the four criteria for SP/L. The Interpretation Section (cont.) This section must include verification that the student met (or did not meet, in the case of an initial evaluation where the student didn’t qualify) the components of the eligibility criteria, and a written summary of each component of the eligibility criteria as it applies to the particular student. The criteria needing licensed special education teachers/specialists involvement: Emotional or Behavioral Disorder (EBD) Developmental Cognitive Disability (DCD) Specific Learning Disability (SLD) Physically Impaired (PI) Blind-Visually Impaired (B-VI) Deaf/Hard of Hearing (D/HH Developmental Adapted Physical Education (DAPE) Speech or Language Impairments (SP/L) Others that need licensed staff with “experience or expertise” in the area: Autism Spectrum Disorder (ASD) Traumatic Brain Injury (TBI) Other Health Disability (OHD) A Good Example of EBD as primary: (next 5 slides) (addresses each part of the MDE EBD criteria) Based on available information, Dustin’s IEP team has determined that he continues to qualify for special education services under the classification of EBD for the following reasons: EBD Example, cont. 1. There is documentation that Dustin displays aggressive, hyperactive, and impulsive behaviors that are developmentally inappropriate, as evidenced by verbally abusive behaviors, and aggressive and intimidating behaviors, as reflected in the current data. EBD Example, cont. 2. Dustin’s pattern of behaviors adversely affects his educational performance and results in his having difficulty demonstrating social competence that is age appropriate. EBD Example, cont. 3. Documentation exists that Dustin’s impairments affect the areas of social skills, academics, and interpersonal relationships. Dustin’s behaviors negatively affect his educational progress. EBD Example, cont. Information was collected from standardized behavior rating scales, standardized cognitive measures, standardized academic measures, classroom observations, review of records, and a mental health screening. The Interpretation section is not: A summary of the individual testing completed in the evaluation A summary of all the scores An interpretation of all the scores (All of the above should be at the end of their respective sections) The Interpretation section is not: present levels of performance of each of the areas evaluated or a summary of each area. a statement of placement or programs. a statement of the services the student will receive. a statement of the kind of curriculum or methodology the student might need. Question: Do you need to include eligibility checklists as part of a re-evaluation? Answer: It is not a requirement to include the Eligibility Checklist (the separate document in Easy IEP) in a re-evaluation; however, it is never wrong to do so. A good strategy would be to complete the Eligibility Checklist first, print it out, and let that guide the narrative writing of the Interpretation section (do not need to attach it to the report). Two Places to Find the Eligibility Criteria: The Eligibility Checklists in Easy IEP The Minnesota Department of Education Special Education web page. (see Appendix A for detailed steps for getting this information) Question: Can the printed Eligibility Checklist be used instead of writing up supporting statements in the Interpretation section (the narrative writing of the Interpretation section)? Answer: No! It would not take the place of writing out the team’s interpretation of eligibility criteria/criterions (the narrative writing of the Interpretation section). Activity Three Rate the quality of the following statements Activity Three: Directions In small groups, rate the following Interpretation of Evaluation Results statements: 1. Looks good. 2. So-so. 3. Needs help (how would you fix it/make it better?) Activity Three: A (next two slides) The team has determined that Sally’s services are appropriate and should continue. She continues to remain eligible for services through the DCD program [in #287]. This program continues to support her cognitive, academic, and functional needs. She will receive communication, OT, and DAPE. Sally needs a continuation of her multidisciplinary support team, lower student to teacher ratio, modified curriculum, and individualized social, emotional, and behavioral support. A: Answer 3 - needs work Not addressing the eligibility components. Activity Three: B While administering the CTONI, Fred was cooperative and respectful. He obtained a Nonverbal IQ score of 95, compared to a normed mean of 100. B: Answer 3 (needs help) This information should stay at the end of the intellectual functioning section. This does not address educational classification criteria. Activity Three: C (next four slides) Sid’s team has determined the educational classification of Severely Multiply Impaired (SMI) best fits his current level of needs and functioning. Sid is eligible for the classification of SMI because he met the entrance criteria for two or more disabilities, and the team decided that each was an equal contributor to his lack of educational progress. In Sid’s case, he qualifies because he meets the entrance criteria for Autism and for Developmental Cognitive Disabilities (DCD) Severe/Profound. The current evaluation was used to obtain information to qualify him for DCD. In this evaluation, Sid met eligibility criteria for DCD Severe/Profound due to scoring below the 15th percentile in adaptive behavior at home and school, documented through parent and teacher ratings on the Adaptive Behavior Assessment System-II, and he demonstrates an extensive level of needs and support across all seven adaptive behavior domains. And he exhibits significantly below average intellectual functioning, as evidenced by his scores on the Wechsler Intelligence Scale, 3rd Ed., in which he scored more than three standard deviations below the mean of the test. C: Answer 1! Looks good - very complete. Activity Three: D Based on the results of the above measures, Don meets the Minnesota criteria for Autism Spectrum Disorders. He demonstrates a qualitative impairment in social interaction and communication and has restricted, repetitive or stereotyped patterns of behavior, interests, and activities. D: Answer 2 (so-so) It addresses item A in the ASD criteria, but not item B. To make it a 1 (good), discuss how this particular student displays “impairment in social interaction, communication,” etc. (in this particular example, this was discussed under the Needs section, so it would be more appropriate to move to this section). Activity Three: E Jasmine continues to need special educational services in a self-contained setting with low student to teacher ratio. E: Answer 3 - needs work Doesn’t address the educational classification criteria. Statements of placements do not go in this section. Activity Three: F 1. Intellectual Functioning: Diana has Down’s Syndrome and functions in the severe DCD level. She continues to qualify for special education services. 2. Academic Performance: Because of her cognitive functioning level, Diana is dependent on adults in this area. F: Answer 3 (needs work) Not addressing the criteria, just summarizing the areas and giving present level of performance from areas evaluated. Activity Three: G Summary: Johnny is a 10-year male student. He is currently in the 4th grade. Johnny receives special education services for an Emotional or Behavioral Disability (EBD). He has received many medical diagnosis, the most current of which were Oppositional Defiant Disorder (ODD), Posttraumatic Stress Disorder, and ADHD. G: Answer 3 - needs work Not addressing the criteria elements. Having information about their current program and psychiatric diagnoses does not address current educational disability designation or classification criteria. Activity Three: H The multidisciplinary team determined, through observation, review of past evaluations, checklists, interview with parents, and review of educational criteria for ASD, that Sam continues to be eligible and in need of special education instruction and related services. The reassessment data supports a qualitative impairment in social interaction, the 1st core feature of ASD (limited joint attention, limited use of facial expressions directed toward others, significant vulnerability and safety issues due to naiveté, and appears to prefer isolated or solitary activities). Sam also demonstrates a qualitative impairment in communication, the 2nd core feature (uses other’s hands or body as a tool, shows a lack of spontaneous imitation and lack of varied imaginative play, evidenced a delay in spoken language in the past, and exhibits limited understanding & use of nonverbal communication skills such as gestures, facial expression, and voice tone). Sam also demonstrates restricted, repetitive or stereotyped patterns of behavior, interest, and activities, the 3rd core feature (demonstrates repetitive hand and finger mannerisms, lack of imaginative play, and over/under reaction to sensory stimuli.) The team also determined that these ASD features continue to adversely affect Sam’s educational performance. H: Answer 1 Looks good (does a good job individualizing the ASD criteria for the particular student.) Question: Can you include more information in the “Interpretation of Evaluation Results” section? Answer: You can, but it is not necessary. Again, the main purpose of this section is to state how the student meets criteria for their categorical disability. Question: How about recommendations that would be outside of the educational setting, for example, “Damien would benefit from participating in a program such as Big Brothers/ Big Sisters”? Answer: Anything outside of the educational setting would not be a part of the evaluation report. It could be included in a separate document; however, One must be very careful in making recommendations outside of the educational setting. Appendix A: One Eligibility checklists in Easy IEP: go into Easy IEP go into a student go under the Documentation button you’ll find checklists for all of the classifications. Appendix A: Two To find the Minnesota Department of Education Special Education website: go to education.state.mn.us/mde /Learning_Support/Special_Education/ index.html on the right side, click on “Categorical Disability Information” Appendix A: Three There is a link to the MDE webpage from the #287 homepage: go to Special Education, then click on Special Education Forms and Information, then click on MDE Homepage. That’s All Folks!