D230 Cohort - Introduction to Curriculum, Instruction, and Assessment PDF

lOMoARcPSD|27774018 D230 Cohort Introduction to Curriculum, Instruction, and Assessment (Western Governors University) Scan to open on Studocu Studocu is not sponsored or endorsed by any c...

lOMoARcPSD|27774018 D230 Cohort Introduction to Curriculum, Instruction, and Assessment (Western Governors University) Scan to open on Studocu Studocu is not sponsored or endorsed by any college or university Downloaded by Bill Vavau ([email protected])  lOMoARcPSD|27774018 D230 Cohort Identification and Referral: looking at what’s wrong? Not looking for solution yet. Look for what’s wrong in the gen ed setting. Someone has either informally or formally expressed a concern. Failing grades, behavioral problems, ect. This is where we use universal screening and child find. Constantly progress monitoring. Gen ed teacher keeps teaching if there is a problem and then have teacher come into do MTSS and RTI. Why do teachers assess? Screening: are there unrecognized problems? Progress monitoring: is the student making adequate progress? Towards individual goals and state or common core standards? Instructional planning and modification: what can we do to enhance competence and build capacity, and how can we do it? Resource allocation: are additional resources needed? Eligibility for SPED services: Is the student eligible for SPED and related services? Program evaluation: are the instructional programs that are being used effective? Accountability: benchmarks, tests. Are we achieving desired outcomes? Teachers are always making their decisions based on what the student can and cannot do. Student Progress: (SNABO) Strengths, Needs, Academic Standards, Behavioral Goals, Objectives. STEPS if a child is struggling…to SPED https://www.parentcenterhub.org/steps/ (see “Assessment Process”) Step 1. Child is identified as possibly needing special education and related services. Step 2. Child is evaluated. Step 3. Eligibility is decided. Step 4. Child is found eligible for services. Step 5. IEP meeting is scheduled. Step 6. IEP meeting is held and the IEP is written. Step 7. After the IEP is written, services are provided. Step 8. Progress is measured and reported to parents. Step 9. IEP is reviewed. Step 10. Child is reevaluated. What do teachers assess (assessment is just decision making, so you have to collect data):  Universal screening: used to identify students at risk for poor learning outcomes. Universal screening is usually brief, reliable, and valid assessments conducted with all students from a grade level-- It happens fall, winter and spring or beginning, middle and end of the year. Ex., The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) is a universal screener to assess student’s reading skills.  Child Find: a federal law (part of IDEA)—identify, locate and evaluate kids who need SPED--see something say something. You don’t need to be working in the school to say something. look for, find and evaluate students who may need sped. Report as an unrecognized problem. Birth to 21 years. Applies to ALL children, regardless of if they’re homeschooled, homeless or in school. Child find doesn’t mean that there will be an eval conducted. Sometimes corrective action can work. If the school has a reason to believe there is a problem, they must do an eval.  Pre-referral process: gen ed teachers and parents try to work together w/teachers and staff to resolve problems informally w/in the class. Gen ed teachers have a responsibility to try to accommodate and modify as necessary. They can do this through differentiated instruction. Whatever you do for one kid you can do for all kids, as long as it doesn’t hurt. They can change ideal approach. Kids don’t need an IEP to provide services to a child, you just need a teacher who is willing to do it. The pre referral team (aka Intervention Assistance Team (IAT)) or Intervention or Crisis Intervention team must identify needs of child, but strategies into action and evaluate kid. IAT team needs to 1. Identify strengths and needs. 2. Put interventions or actions into place and 3. then they have to evaluate the impact to see if the students is making adequate progress in that general ed setting. 1 Downloaded by Bill Vavau ([email protected])  lOMoARcPSD|27774018  Pre-referral is flexible enough to address concerns about student performance in any academic area, as well as those related to student behavior.  Who are the Pre-referral (IAT) team members? Not a list of ppl who must be on the team. No rules to be on a pre-referral (IAT) team. Anyone with a vested interest in a student’s success is welcome to join. Team members can change. It is not mandatory. If you have something to share, share it. Can be gen ed teacher, counselor, parents, school psychologist. Law doesn’t require parents to be included but inviting them is best practice. Multidisciplinary team (MDT) does have qualified professionals which means mandatory membership. Pre- referral isn’t required to report it to parents, but it IS best practice to inform parents.  Not a wait to fail mode: once you have the data, make the referral. Once you have the info, the best practice is to refer. If you have a student who is in 6th grade reading at a 3rd grade level, go ahead and pre-refer.  MTSS/RTI: process cannot be used to delay or deny an evaluation under IDEA. It would be inconsistent with the evaluation procedures (of IDEA for a local school district) to reject a referral and delay provision of an initial evaluation on the basis that a child has not participated in an MTSS/RTI framework.  Shortcut: a typical process is to go through RTI and use the data to make a referral. It’s very time-consuming bc there is a lot of progress monitoring up and down those tiers. At any time, someone who has knowledge of the student can make a referral typically as a parent or a gen ed teacher can start a referral just by writing a letter indicating what you believe to be wrong, and it starts a 90 day timeline to tell the school system that they must evaluate the child and child must get IEP if needed. This doesn’t give consent to evaluate though. It just initiates the meeting and starts a timeline. Still must get the parent in and look at the information to figure out what’s wrong. Just because someone wrote a letter doesn’t mean you know the direction (there are 13 categories underneath that). There’s a screening an evaluation assigned to each disability area. That’s what the parents are consenting to. A focus area needs to be determined to test in. Cannot test in all 13 areas— unethical.  If a parent requests a referral, the school system has 90 days to address if the student is eligible. Typically get 60 calendar days to do the referral and 30 days to write the IEP (making it 90 days total). Need a written consent to proceed with referral. 6 stages in the pre-referral process https://iris.peabody.vanderbilt.edu/module/preref/cwrap/  Stage 1: Initial concern regarding a student’s progress–failing grades, difficulty comprehending text, lack of motivation.  Stage 2: info gathering/data. Make sure it’s multiple data points. Can come from a variety of sources, parents, other teachers, schoolwork, test scores.  Stage 3: info sharing and team discussion. Now meeting with team for the first time. Brainstorm ideas of what’s works. Discussion always starts listing kids strengths then targets or concern. Looking at things that work short-term or long-term. Monitoring system is developed.  Stage 4: discussion of possible strategies (brainstorm interventions and possible strategies. Who is in charge? What do we want to put into place? How the teacher instructs the class? Environment? Task demands), modifications, accommodations  Stage 5: implementation and monitoring of strategies (put an intervention in place to see if we can help the student progress). Progress monitoring 3 weeks or 10 weeks or whatever interventions are put in place. Interventions are what we hope will solve the problem or close the gap. You always have a goal line typically going up and to the right bc over time the student should be learning more and more each day so they should increase as they go. Our data is going to be plotted. You should be looking at the last 4 data points. If student is exceeding expectations, maybe need to increase it and make it more challenging. If it’s low, you need to make changes to instruction. Make no change if the student is on target.  Stage 6: eval and decision making. Yes or no questions—have they made progress? Does the intervention need it still because it’s working? Or have they made enough progress that they don’t need it? If they aren’t making progress, do they need to get referred for an IEP? What if the student didn’t make adequate progress, we need to start getting ready to make a referral. Progress monitoring: always monitoring student to see if they’re making adequate progress. Increase the goal? 2 Downloaded by Bill Vavau ([email protected])  lOMoARcPSD|27774018  Instructional planning and modification: is it age appropriate?  Resource allocation: funding, resources  Eligibility: all students start in gen ed and referral can lead to eligibility eventually  Program eval: are MTSS being used? Instructional programs  Accountability: are we achieving desired outcomes? Teachers are doing something for one student, then they can do it for the whole class. Taxonomy: Tiers are a flexible ladder, if student is doing poorly, move up a tier. If not, move down a tier. It keeps changing. It’s time consuming with a lot of progress monitoring. Tiers 1 (general ed setting. Students are roughly on grade level. 80% of students get needs met here and don’t need additional support. More long-term progress monitoring). Tier 2 (15% of students need help. Move back to tier 1 once they’ve made progress. More short- term progress monitoring). Tier 3 (5% is significantly behind peers and need intensive intervention. Often special ed. If they are one or more years behind, get data to suggest they are so far behind and refer to SPED.) Goal is to get back to Tier 1. Tier 1: Universal instruction, state standards, lesson plans, common core taught in the classroom. Tier 2: intensive (targeted) small group instruction Tier 3: intensive individualized interventions, trying to bring students back to Tier 2. What does SPED look like in a gen ed classroom? In tier 3, it looks just like Special ed (adaptive equipment, strategy instruction, modifications, accommodations, assistive technology, BUT you don’t have to have an IEP to get these services in a gen ed classroom). Tier 1 is more of a general education classroom. UDL (accommodations given to everyone won’t hurt—or might help-- if used on all students), differentiated instruction (help each student get what they need), Tier 2 may need to give a student extra support (intervention team—explicit instruction and scaffolding). We teach first and then we support afterwards (support through explicit instruction and scaffolding). Tier 3, even though it looks like SPED, is still in the gen ed classroom. Tier 3 you don’t need an IEP, though it does look like SPED. Tier 3 modifications, accommodations, assistive technology, adaptive equipment, strategy instruction. Some students may go up and down these tiers and may be hard to gauge if a student needs a pre- referral. https://newsroom.ocde.us/what-is-mtss-heres-your-4-minute-primer-video/ MTSS: proactive prevention (it is a framework). Includes academics, behavior and social-emotional learning. MTSS is school wide vending machine and already in place. MTSS is a system of supports. Supports are in place. Students who don’t need support are also getting it even if they don’t need it. Identifies and supports. RTI: RTI—academics. RTI is like a vending machine—you can go to tiered supports and pull instructional strategies from those tiers to support the student who is performing poorly. RTI is like someone who just got injured and has to get a band aid. So with RTI you have to go get something. With MTSS, it is already built into the school program. RTI—Academic needs like reading, writing and math. RTI instruction & interventions are high quality. FAPE—free appropriate public education. Every kid gets FAPE. Both RTI and MTSS requires frequent progress monitoring. Both RTI and MTSS are based upon data driven instruction. That’s what influences the change. Every time we make a change in this RTI/MTSS model, we must go back to the 6 stages and gather info, meet, implement and discuss. It’s a cycle that never stops. Don’t wait till you reach tier 3 to make a referral. When you have the data make the referral. Tier 1, general education, you refer by going up the pyramid (up to Tier 2, then 3). Special ed is just the opposite—a student starts at Tier 3 and works down to Tier 1. Tier 3 (80-90% SPED students). Tier 2 (10-20% SPED students). Paradigm Shift between RTI and MTSS RTI: intervention for a FEW students.  MTSS: prevention/instruction for ALL students. RTI: identify which students need help.  MTSS: identify what help each student needs. RTI: using the programs and people available.  MTSS: intentional design and redesign of services and supports matched to needs of students. Supports are already preplanned so you don’t need to run around and find them. 3 Downloaded by Bill Vavau ([email protected])  lOMoARcPSD|27774018 Always working on the goal/mission of getting the student to work independently and not need the IEP. Is the student making adequate progress? Can the accommodation be discontinued? Can I sustain this long term? If not, referral needs to happen. Outcomes:  Intervention(s): Was the intervention effective? If so, continue with the plan. Hold future meetings as needed. Doesn’t need a SPED eval at this time. Benefit from instruction in the gen ed class w/continuing interventions.  Interventions don’t bring about desired change: Select another intervention. Alter (fine tune) the current intervention. Start the process again. Make a SPED referral to find out if eligible for SPED services as a student with a disability. You want to see if a student qualifies for an IEP. Making a referral for SPED: Who can make the referral? Parent(s)/guardian, school personnel, school district staff, or persons w/knowledge about a student. Ways to refer:  In writing (email). Must give a reason for the referral.  Pre-referral outcome. Who should you submit the referral to? Common people are a school staff member involved in SPED (principal, school psychologist, SPED teacher, director of SPED). School district will provide info of who to submit it to. What if a school district decides not to evaluation? Must inform parent by prior written notice & must include why the student won’t be evaluated. Then need to let parents know how to challenge us through Due Process/Procedural Safeguard/dispute resolution. Reasonable attempt to solve problem before taking it to litigation. We meet at 2 neutral parties and look at options for child. Maybe IEP is not needed but 504 is. Let them know why you aren’t going to eval and how to fight you on it. Determination of Eligibility (IDEA- Sec. 300.306) & Educational Need. SPED Assessment Process: Multi-Disciplinary Team (MDT): Initial meeting after referral is made: Multidisciplinary Eval (MDE) – the paperwork. Progress monitoring data. Not one test or one person can determine a child’s needs. Multidisciplinary Team (MDT) are called by IDEA “qualified professionals.” Not titles—roles. MDT will look through pile of data and determine if a student will be eligible for IEP. MDT pursue a common purpose—make sure eval is unbiases and multiple sources were used. MDT Ensure a comprehensive approach was done and that it is unbiased. Parents must be part of MDE Team (public law 94.142) MDE eval—process of gathering both formal and informal data from a variety of sources to determine whether a student is eligible for SPED and provide info of current levels of functioning. School eval used to identify new or continued needs of a child and types of services the child should receive. MDE is multi-disciplinary and uses a team approach (MDT). No one test or one person can determine child’s needs. The parents are part of the MDE team. Review-Prior Identification and Referral collected. Parental Consent (60 days once we get consent) Suspected Disabilities (13) which ones do we test for? They have worksheets for them—district will provide them. It’s a checklist for each disability so that you meet the testing criteria. Must get informed consent from parents so you can test them on what they need to be tested for (against the law to test where it’s not required). Reviewing educational history/records of a child, existing data, existing data/RtI documentation of problem-solving, summary of conferences with parent you don’t need informed consent (permission). You need to be doing that all along. Academic achievement evaluations = reading, writing, math (core academics). Why give them? They look at symptoms that may suggest a disability, such as consistently low test scores, delayed processing, labored handwriting after 3rd grade, poor word recall, poor decoding (word attack) skills, discrepancy between achievement and ability, consistently low achievement despite remediation. Achievement tests (measures academic achievement—not all schools have these. Depends what they bought): 4 Downloaded by Bill Vavau ([email protected])  lOMoARcPSD|27774018 Woodcock Johnson IV Tests of Achievement (WJ-IV) Diagnostic Achievement Battery-4 (DAB-4) Peabody Individual Achievement Test (PIAT/NU) Wechslet Individual Achievement Test 3 (WIAT-III) Wide Range Achievement Test 4 (WRAT 4) Achievement evaluations test core content (reading, writing and math). Achievement eval helps you look at symptoms: eg. Attention seeking, poor word recall, poor decoding, labored handwriting after grade 3. School psy administers assessments and reads results. Can do tests to rule out different categories. IQ test (aka psychological, intellectual, aptitude, ability, cognitive): this test is useful when MDT suspects learning, emotional or intellectual problems. The purpose of assessment in special education is to ensure that we understand what it is that a student needs in order for them to successfully access the curriculum. Testing allows teachers to gather information about differences in each student’s abilities, skills, learning styles, and behavior. This information is then used to develop specialized education plans tailored to a student’s unique needs. 1. Initial identification or screening 2. Determination and evaluation of teaching programs and strategies 3. Determination of current performance level and educational need 4. Decisions about eligibility 5. Development of individualized education programs 6. Decisions about program placement Looking for Eligibility determination and progress. Formative assessment refers to tools that identify misconceptions, struggles, and learning gaps along the way and assess how to close those gaps. Summative assessments evaluate student learning, knowledge, proficiency, or success at the conclusion of an instructional period, like a unit, course, or program. Social and Emotional Assessments: when you observe a behavior, you are identifying and classifying a behavior and then creating interventions. Behavior= FBA and a BIP. Functional Behavior Assessment is the first step. BIP is the second step. ** Two reasons why we assess social emotional and adaptive behavior: 1. Identification and classification and 2. intervention planning. Evaluation Report – Interpreting evaluation data: IEP must be developed only when we 1. identify a variety of sources were used. 2. Source have been documented. Must get consent to do testing. Not to identify a variety of sources. If determination is made: child has a disability and needs SPED and an IEP must be developed. -NO COST to the parent -Rule out determinant factors (math/reading) -Procedures determining eligibility and educational need Results meeting: interpreting evaluation data. Review the screening and evaluations that were done pertaining to 1 or more of the 13 categories. Two-pronged test: 1st prong: one or more of the 13 disabilities listed in the IDEA. 2 nd prong: as a result of that disability, child needs SPED in order to make progress in school and in order to receive benefit from the general education program. 2 prong test: label the child and then ask do they really need our help? If they say yes, we have 5 Downloaded by Bill Vavau ([email protected])  lOMoARcPSD|27774018 30 days to create IEP. If no, move back to MTSS or we order more testing because maybe we got the category wrong. Every child has a right to FAPE. Determinant factor—must rule out lack of appropriate instruction or limited English proficiency. What is a suspected disability? 13 categories. What do we test for? Once we gain consent to test, we have 60 days to do so. If you suspect a certain disability/category, look at required screening/eval checklist and test based on that. Must be eligible in one or more categories. Social and emotional assessments: identify to intervein. FBA—what is maintaining the behavior? BIP—put an intervention in place to correct the behavior. Determine eligibility: team meets and reviews results of testing that was done. Must document everything – the initial stuff and then the testing that was consented of by the parent. Then make a recommendation to the parent. If so, we have 30 days to create IEP. 2 prong test: 13 categories. If parent disagrees, move in a different direction. If they agree move forward. Either way you should have a direction to move in. Timelines:  60 days to test once we obtain consent  After results meeting if parent agrees, 30 days to create IEP  Any request made from parent or Local Ed Agency or LEA 10 days to respond  Inform parent of meeting—prior written notice= 7-10 days  IEP Program planning (have 30 days to do this) MAG (Measurable annual goal): Conditions—when do you need the goal to do achieved by? Prompting condition: what context does the student need to demonstrate that skill? Conditions: prompting and time. Behavior: must be observed Mastery criteria: level of accuracy—how are you going to measure it? IEPs: done to create a goal and help the student reach a goal. IEP: framework that outlines what the eligible child will receive from the school. What must an IEP contain? SPED and related services, program modifications for school personnel, extent, if any, to which the child will not participate with nondisabled children, individual accommodations, state and district wide assessment. PLAAFP is the foundation of the entire IEP. Frequency (how often will they meet), location (setting), duration (how long it lasts), who is responsible for the service (gen ed teacher, SPED teacher). The IEP team determines what constitutes appropriate accommodations, modifications (reduce expectations in assignments/curriculum). Program implementation: instructional strategies (explicit, visual, schema, metacognitive). There are a lot of instructional strategies, but those listed are what’s in this course. Flexible grouping: Homogeneous – teachers might group students w/similar needs so that they can work with them to focus on specific content or skills. & Heterogeneous-- teachers might group students with different learning needs or dissimilar interests. Int his way, each student brings unique strengths and knowledge to the group. TASK PPTs: Present Levels of Academic Achievement and Functional Performance (PLAAFP): When do we develop the PLAAFP? 6 Downloaded by Bill Vavau ([email protected])  lOMoARcPSD|27774018  Initial IEP meeting (after eligibility determination is made)  Annually (during annual IEP meeting)  3-year re-eval (after the re-eval of service eligibility)  Any time the IEP is visited At minimum, a PLAAFP statement must contain info that:  Describes the student’s needs in academic and/or functional skill area  States the impact of the student’s disability on the students involvement in the gen ed curriculum  documents the student’s current levels of performance, which will serve as a baseline data to measure her subsequent progress  informs the annual goals and the appropriate SPED services and supports requires to meet those goals. IEP: 8 components of an IEP: #6 on the chart: what areas does the child not needs support? Always look for the LRE (classroom). What classes must be SPED. Tscores -the lower the score the better. Same with Conners 3 (parent checks off behaviors) What a student can and cannot do? Must develop a present level of academic and functional performance (PLAAFP)—measures academics and functional performance. Need a need for why we are meeting and to know what the data says. This is the foundation of the entire IEP. Must be objective and measurable. Baseline is the first step in developing a PLAAFP. If you don’t have the info you can’t report it. If you don’t have it, don’t make it up. What can the kid do right now? PLAAFP: academics for IEP in math and ELL. Functional performance includes behavior skills (e.g., anger management), executive functioning, everyday living, social skills PLAAFP is a foundation for the IEP—must have it. Baseline Strengths Concerns Affect, impact or adverse impact statement Annual goals- must be able to report progress and tell the parent how it will be measured. How will we measure it? When and how will we report it out? 7 Downloaded by Bill Vavau ([email protected])  lOMoARcPSD|27774018 5 Components of a Federally Compliant PLAAFP: 1. Baseline:  Students strengths (data) of what student can do right now.  Summary for the whole PLAAFP.  2 part objective statement: Part A: demographics-- Name, age, and current grade of the student (e.g., James is an 11-year-old, in 5 th grade) Part B: Overall academic achievement or functional performance for the specific identified area (e.g., performing at a 4th grade level in math, currently has a “D” indicating he is below expectations in math) 2. Strengths of the student in the specific area from the qualitative and quantitative data (e.g., his strengths in math are calculation, solving problems, and multi-step equations). Confirms we know the child well. 3. Concerns about the student in the specific area from the qualitative and quantitative data (e.g., he is struggling with measurement (confuses inches and feet), inequalities (greater/less than), and word problems in math. Concerns (deficits) are where the student is showing a deficit. Needs to be supported by qualitative and quantitative data. Don’t write a PLAAFP that has math and English involved in both. Data-driven. Data support for all statements, need both qualitative and quantitative. E.g., quantitative: the Woodcock Johnson IV was administered Jan 15, 20XX where he scored in the 8 th percentile in quantitative concepts which is low, 18th percentile in applied problems which is low average, 27 th percentile in Quantitative concepts which is average and 65th percentile in calculations which is average. His grade in Math is a “D” which indicates that he is below grade level expectations. Qualitative—observations in math class by Mr. Owl suggest that James does well in small groups often solving problems that require him to problem solve, use addition, subtraction, multiplication and division of whole rational numbers, that involve 1-2 steps to complete. However, Mr. Owl says that during a measurement lesson James struggled to measure line segments. Quantitative—info about quantities, or numbers, such Qualitative—descriptive and regards phenomenon as key math 3 (observed but not measured like observations, open- ended questionnaires) Name of the assessment (or tool or device) Name of the assessment administered (observations administered. When and where did it take place? as well) Subcategories relevant to the present level being Subcategories relevant to the present level being addressed addressed Scores (parent-friendly). Raw data but able to read. Scores (parent-friendly) Think of the audience Reflects (mirrors) both the strengths and concerns. Reflects (mirrors) both the strengths and concerns Matched up with data and strengths and weaknesses from the present level. 4. Affect/Impact of concerns on the student’s involvement and progress in the general education environment. Affect, impact or adverse impact statement: how the child’s disability affects the child’s involvement and progress in the gen ed curriculum and all settings—not just one classroom. If they struggle in reading, they may struggle in other areas. No matter where the student goes, this deficit will impact the students learning, so you need a goal. IEP will show annual goals and how progress will be monitored. How will progress be reported to parents? *Questions to ask when developing the affect/impact statement. The statement applies to the whole educational setting (e.g., if a student is struggling with reading comprehension in history, you can assume they’d be struggling with reading comprehension in English). Also think about it from the behavioral aspect. Behaviors don’t just impact one classroom—they impact many settings in the educational setting. Questions: What performance level is student currently performing at in the specific area? 8 Downloaded by Bill Vavau ([email protected])  lOMoARcPSD|27774018 What level should the student be performing at in the specific area? Identify the areas of concern (deficits) and explain what the negative adverse impact is on the students academic (or functional) performance across the general education setting. What can the student not do as a result? Ideally, this is where we show the need for goal development. This is impacting the student, and this shows the need for specialized instruction. E.g. of affect statement: Affect: James is performing on a 4.2 grade level in math. He should be performing on an end of year 5th grade level, deficits in math including qualitative concepts and applied problems (deficits in measurement, inequalities, and word problems) have placed him below grade level compared to his classroom. This causes him to fall behind his peers in class. 5. Measurable Annual Goals (MAG):  Lasts 1 year (365 days minus 1 day) or the life the of IEP, addresses skill(s) or behavior(s) the student will be able to demonstrate. (goals can be updated as they are met)  Written using info presented in the PLAAFP  Addresses concerns (deficits) about the student that were identified in the PLAAFP  Each individual annual goal will only address one concern (deficit) from the PLAAFP  Used to measure progress—both academic and functional MAG: meet the child’s needs that result from disability to enable child to make progress in gen ed 3 Parts of a MAG Conditions Measurable Observable Behavior Mastery Criteria (like a benchmark —needs to meet the goal line) Time condition—by when can the What skill does the student need to How will we know the student has student be expected to achieve the demonstrate (progress monitoring achieved the goal. goal? over time—not just one time). Conditions—period of TIME a skill Good for the duration of IEP. Student will be able to… must occur could be measured by By the end of the IEP… days, weeks, occasions (see eg below) Mastery criteria is the gauge you will use to determine if the student has achieved the goal. How well does a student do with frequency (9 out of 10), duration (e.g., for 20 min), distance, (e.g., 20 feet), accuracy (90% accuracy) Prompting condition—in what e.g. E.g. Frequency 9-10 trials context does the student need to Sara will read… Duration 20 min demonstrate that skill? If you want Claude will write the correct Distance 20 feet them to solve math, you have to solutions…. Accuracy 90 % accurate give them math problems. Mary will score… Eg Period of time Number of days/weeks (over a four week period or 3 consecutive days) Eg Level of accuracy (85% accuracy over 5 consecutive trials or 3 out of 5 trials) E.g., Condition: by the end of the IEP year, when given a 3 rd grade reading passage, MAG: Mark will read 9 Downloaded by Bill Vavau ([email protected])  lOMoARcPSD|27774018 Mastery Criteria: at a rate of 115 words correct per minute (WPM) Putting it all together: By the end of the IEP year, when given a 3 rd grade reading passage, Mark will read at a rate of 115 words correct per minute (WPM). Least Restrictive Environment (LRE): Continuum of service delivery (direct and indirect support) IEP team must consider the setting in which a child with a disability can receive an appropriate education designed to meet his or her educational needs. They should be served with their general education peers to the greatest extent possible. The IEP team will help in determining what constitutes appropriate accommodations, modifications, and services for a particular child. LRE—service delivery (where the services will take place are like a pyramid. From base to top of pyramid=)- 1. Co- taught instruction in gen ed setting, 2. resource room—pullout instruction. With remedial support, 3. then resource room w/alternative curriculum and SPED teacher responsible for majority of instruction, then 4. 100% self-contained SPED classroom. 5. Outside placement. Accommodations:  Presentation: audio recordings, shortened assignments, peer tutor/note taker  Response: text-to-speech, speech-to-text software, allow use of a calculator  Setting: tests in a separate location, preferential seating  Timing/Scheduling: extended time, allow breaks  Organization Skills: homework lists, behavior plan, daily assignment list Modifications: reduce what we expect the student to learn or do after learning, compared to what you would expect the students same-aged non-disabled peers to learn or do after learning. Assignment Answer different test questions Curriculum  Learn different material (such as continuing to work on multiplication while classmates move on to fractions)  Get graded or assessed using a different standard IEP must contain: Date of beginning projected services. Due process—a period of 15 days time where parent can ask questions, get clarity and work without educators and then IEP goes into effect. IEP is a dynamic document. Some parents feel overwhelmed after an IEP meeting bc there is a lot of info coming their way. Program Implementation (Progress Monitoring) How do they progress monitor? Instructional strategies. Explicit strategies, grouping (homogeneous—teachers might group students with similar needs so that they can work with them to focus on specific content or skills & heterogenous—teachers might group students with different learning needs or dissimilar interests. In this way, each student brings unique strengths and knowledge to the group). Instructional strategies: Differentiated instruction: something you’d do for one student that you do for all students. If you can’t use it with all students, it’s called an accommodation. Differentiated instruction is what works for all students. when: during instruction when the teacher notices the students’ needs. How: makes changes or adjustments to the curriculum UDL: when: when designing curriculum. How: builds resources and options into the curriculum Progress monitoring: what will you do short-term (3- 10 weeks) to monitor it and what will you do to monitor it long-term (benchmark or mastery criterion is the long-term goal). When will you move to long term goal? Short- term informs. Long-term informs is the cycle. You teach baby steps leading up to hard stuff. Annual IEP (life of the IEP) is 365 minus 1 day. Re-evaluate in 3 years to see if they still need SPED or can exit. Terminology used during testing: 10 Downloaded by Bill Vavau ([email protected])  lOMoARcPSD|27774018 1. Protocol: record. The form will fill out to keep track of responses. Students shouldn’t see protocol unless test calls for it. 2. Rapport: time that you have to build trust with the student prior to testing. Let student know who you are, try to put them at ease. Get general info from student (bday, name, etc.). Tell them why you’re testing—to see how you do with math or to put together some puzzles and what to expect. Make it seem friendly and not scary. Encourage student questions. Building good rapport is key, so you can change out staff if student doesn’t respond well to you. 3. Basal (“starting point” or entry level based on grade and age level):  Point in the test we can assume the student would receive credit for easier test questions.  Given to you by the publisher of whoever created the evaluation (e.g., Woodcock Johnson will tell you what you need to know). Basal will tell you where to go, based on age and grade level you administer items 1-29, for example. Let’s say you have to get 6 right in order to establish a basal, but you get one wrong so it lets you know if you count backwards what grade level student is. Limits duration of testing time.  All the items prior to basal are not given to the student (ex. credit is given for first 13 questions).  Items are considered correct.  E.g., on an assessment, the examiner may start with question 14, because of the age/grade of the child (this is the starting Basal)- as a result the student is given credit for the first 13 questions. Ex, getting 3 scores of 2 in a row. If he gets 2,2,1 you have to go back and ask questions above the question you started with. 4. Ceiling:  “Ending point” or test terminating score. Once basal is determined, the examiner administers the ceiling.  Ceiling is the point where we can assume the student would not receive credit for harder test questions (opposite of basal).  Ceiling represents the level of mastery of a task above which the student would incorrectly answer all future items on a test. Ex, if on a spelling test a child got numbers 15-24 wrong, and the ceiling is 10 incorrect in a row, this means that the examiner would stop administering spelling words to the child bc the ceiling had been obtained.  The ceiling is the point where the student has made a predetermined number of errors and therefore stops administering all other items on the test, because it is assumed that a student will continue to get the answers wrong.  e.g., on spelling test a child got number 15-24 wrong, and the ceiling is they need 10 incorrect in a row so the examiner would stop the test. Ex, 3 scores of 0 in a row. **look up how to grade these for the OA (also in PPT) Standard deviation (symbols are “s” or “”) is a mathematical way of grouping ppl together based on how much variance there is in the set of scores or measure of spread (how spread out is the data). Used to find out if it is standard (expected) or not (unexpected). Low standard deviation= data is closely clustered around the mean (average). High  = data is dispersed over a wider range of values. Mean symbol is  Wechsler Intelligence Scale is perhaps the most well-known version of the standard score with a mean of 100 and a standard deviation of 15. **Using this scoring system, a child with a standard score of 115 would be 1 standard deviation above the mean, whereas a child with a standard score of 85 would be 1 standard deviation below the mean. Also, the percentage of scores between a standard score of 85 and 115 is 68%. Often, when doing assessment, you will have to tell parents and admonitors the standard scores the child received on a given test and the appropriate classification that they represent. https://www.youtube.com/watch?v=sWWxtttbjLY Standard Score Classification Less than 70. 70-79 Developmentally delayed, well below average 80-89 Low average 90-109 Average 110-119 High average 11 Downloaded by Bill Vavau ([email protected])  lOMoARcPSD|27774018 120-129 Superior 130-Higher Very superior Terminology used for assessment reporting: 1. Raw scores: first numbers calculated and number that the student got correct. A raw score is a test score that has not been weighted, transformed, or statistically manipulated. In general, raw scores mean very little by themselves. Ex. A student got 18 out of 20 correct. 18 has no real meaning. What is important is what you do with the 18. Ex., most teachers would turn it into a percentage, like 90% on this test. Raw scores--When you administer any test, the first step in scoring almost always will be to calculate the number of correct items the student obtained. Ex. If a student took at 20-question spelling test in your class, the first thing you would do is determine how many words the student spelled correctly. This score would be the raw score. The raw score normally indicates the number of items correctly answered on a given test. In almost all cases, it is the first score a teacher obtains when interpreting data. 2. Chronological age: number of years and months child was born. 3. Age scores/grade scores: Age Equivalent Scores: an age equivalent is a very general score that is used to compare the performance of children at the same age with one another. It is the estimated age level that corresponds to a given score. Age equivalent scores are almost always given in years and months. Ex., a child who gets an age equivalent score of 11-5 is performing as well as the average 11 year, 5-month-old child. Ex., grade scores student is performing at 3 rd grade, 1st month. Not the most precise, but most common and easy to understand. 4. Percentile Ranks (percentiles): where student falls in the norm group. A percentile rank (often referred to as a percentile) is a score indicating the percentage of people or scores that occur at or below a given score. Ex., if you have a percentile rank of 75 in a class, this means that you did as well as or better than 75% of the students in the class. A percentile rank of 16 means that you scored as well as or better than only 16% of the population. Percentile ranks range from the lowest (1st percentile) to the highest (99th percentile). The 50th percentile normally signifies the average ranking or average performance. Knowing that a child had a percentile rank of 97 on a test would tell you that he is exceptional in this testing area, yet, knowing that he got a percentile rank of 7 would tell you that this is an area of weakness. **In assessment, percentile ranks (PR) are very important bc they indicate how well a child did when compared to the norms on a test. Percentiles are calculated by this formula: Percentile = (number of values below score) divided by (total number of scores) times (100). Ex., arrange values in ascending order, count # of scores lower than the score you want to calculate. 5. Standard scores: raw scores transformed into a standard deviation. Uses a bell curve. Most IQ tests use this. A score that has been transformed to fit a normal curve, with a mean and standard deviation that remain the same across ages. Normally, standard scores have a mean of 100 and a standard deviation of 15. 6. Stanines (an abbreviation for standard nines); a derived score divided into 9 segments. Always have a mean of 5 and a standard deviation of 2. A type of standard score that has a mean of 5 and a standard deviation of 2. Stanine scores can range from 1 to 9. A stanine of 7 is 1 standard deviation above the mean (5+2). A stanine of 9 is 2 standard deviations above the mean (5+2+2). Conversely, a stanine of 3 is 1 standard deviation below the mean (5-2). A stanine of 1 is 2 standard deviations below the mean (5-2-2). Relationships among different types of scores in a normal distribution: 68 (average), 95, 99 rule. Add up the two mean scores, if they fall in average range that’s where the true value lies. If above that, they are above average. If below, they are below average. Bell curve: If you have a mean of 100, and a standard deviation of 15. What does that mean? It means you are taking away 15 from one side to get to 85 and I’m adding 15 to one side to get to 115. They are equal intervals from the mean of 15 on both sides. Range is taking 115-85=30. 30 points would be considered the average range. Percentile rankings are from 1-99. If you cut it in half, you get to 50. So 50%th percentile would be my mean. E.g., a mean of 100 and a Standard deviation of 15 and the student scored a 90, the student scored in the average range. Standard deviation is taking a raw score and plotting it to see how they fair against population. 12 Downloaded by Bill Vavau ([email protected])  lOMoARcPSD|27774018 Correlation: relationship between 2 or more things on a number line; +1/-1 is the strongest relationship. We compare X and Y. like on a line graph, if dots are everywhere, there isn’t a strong correlation. Closer the line is, the stronger it is. -1 and +1 are both strong correlations. Range goes from -1 to +1, so 15 or -2 could never be an answer choice. All correlation data will fall between -1 to +1. The biggest number, regardless of – or + will be the stronger correlation. ++ or -- A positive sign means your data is trending up—it’s a slope (or increase, increase) Negative and a negative moving up is also a decrease or positive -+ or +- (Increase, decrease or decrease, increase): Data going down and to the right—behavior would be a time when you want to see a negative slope E.g., -.79 and +.59. Which one is the stronger correlation? -.79 (you get rid of your signs, choose the highest number and then put the sign back) Normal Distribution and the 68-95-99.7 Rule: https://www.youtube.com/watch?v=mtbJbDwqWLE Parameter: a number that describes the data from the population Statistic: a number that descries that data from the sample Normal distribution (aka bell curve or normal curve) is a special density curve that is bell-shaped. Normal distribution describes the tendency for data to cluster around a central value. Most data values are near the mean. Population mean  characterizes the position of the normal distribution. If you increase the mean, the curve will follow and move with the mean. Population standard deviation  characterizes the spread of the normal distribution. The larger the standard deviation, the more spread out the distribution will be (making a flatter, longer looking bell curve). The smaller (decreases) the standard deviation, the less spread out the distribution will be (making the curve look shorter and taller). The normal distribution is unimodal: the distribution has a single peak. The normal curve is symmetric about its mean so the distribution can be cut into two equal halves. The parameters  and  completely characterize the normal distribution: 13 Downloaded by Bill Vavau ([email protected])  lOMoARcPSD|27774018   determines the location of the distribution (where the mean or average or highest point of the bell curve is and where data tends to cluster around).   determines how spread out the distribution will be (the height and width of the bell curve).  X  N (, ) this shows the notation that follows a normal distribution. The variable X follows a normal distribution and has the mean with a standard deviation. 68,95,99.7 Rule: within one standard deviation away from the mean it contains a total area of 0.68 or 68%. If you go 2 standard deviations away from the mean, it contains an area of 95%. This means 95% of the people hit between the low end and high end of 2 standard deviations from the mean. Within 3 standard deviations away from the mean, it contains a total area of 99.7%, which means 99.7% of people hit between lowest and highest. Answer: =70,  =10 (each interval goes up by 10). 2 standard deviations to the rt gets us to 90, and two to the left gives us 50. 68,95,99.7 rule, 95% is between 50-90 interval. However, we are only looking for half (between 70-90). Divide 95/2= 47.5%. The confidence interval is a range of scores around a client’s obtained score that is sure to include the client’s true score with 90% or 95 % likelihood. Many tests report critical values that may be used to build a confidence interval around each client’s standard score, such as plus or minus 5 points. 14 Downloaded by Bill Vavau ([email protected])  lOMoARcPSD|27774018 Answer: =0,  =1. Rt half goes from 0 to 1. 1 standard deviation away from the mean gives us 68%. Half of that is 34%, which is the area from 0 to 1. The left goes from 0 to -2. 2 standard deviations from the mean gives us 95%. Dividing 95/2 gives us 47.5, which is the area from 0 to -2. Then add 34+ 47.5=81.5% is the area. OA Prep: Asse Assessment data collection involves RIOT= Record Review, Interviews, Observations, Testing. On chart below—vending machine chart—you put something in and you want to get something out with the stages. Psycho-educational assessments should be conducted by persons who are competent in the psychological and educational assessments of students. --Stage 3: teams have many names, but law is starting to refer to them all as MDT or Multidisciplinary Team Step 2: full and individual eval—all students start in a gen ed class 15 Downloaded by Bill Vavau ([email protected])  lOMoARcPSD|27774018 Racial and ethnic minorities are protected from discrimination in The Equal Protection Clause of the 14th Amendment to the United States Constitution, Title VI of the Civil Rights Act of 1974, and Section 504 of the Rehabilitation Act of 1973. Legal process IDEA Sec 300.306: Determination of Eligibility 16 Downloaded by Bill Vavau ([email protected])  lOMoARcPSD|27774018 A. upon completion of assessments and eval measures: 1. must have qualified professionals (MDT) and parents determine whether child is a child w/disability. 2. Public agency must provide evaluation report and documentation of determination of eligibility at no cost to the parent. B. Special rule for eligibility determination. A child must not be determined to be a child w/disability if lack of appropriate instruction in reading or math or limited English proficiency and if child doesn’t meet eligibility criteria C. Procedures for determining eligibility and educational need. Interpreting eval data: must draw upon variety of sources (aptitude & achievement tests, parent input, teacher recommendations, child’s physical, social, cultural, and adaptive); ensure info obtained from all of these sources is documented and carefully considered; if team determines child has a disability and needs SPED and related services, IEP must be developed. 17 Downloaded by Bill Vavau ([email protected])  lOMoARcPSD|27774018 CEC has 12 standards (above) for us to follow. Don’t expose a child to a test they don’t need (ex if a child has behavior issues, don’t give them. Know examples for each CEC standard. A well-designed preassessment helps teachers assess children’s skills, concepts and if they have an accurate picture. Helps you design instructional strategies. Pre-assessment is the first to use before planning class instruction. 2004- a lot of students were behind in math and ELA. RTI came out of Bush administration. RTI-ELA/Math: RTI is used for students who struggle with ELA and math. It follows a 3 Tier system but focuses on universal teaching and starts instruction on high quality interventions. Broadly speaking, RTI is a framework that calls for research-based interventions to be implemented for struggling students. Most RTI models include 18 Downloaded by Bill Vavau ([email protected])  lOMoARcPSD|27774018 some common attributes: universal screening assessments to proactively check for struggling students; data- driven, early identification of students needing support; implementing research-based interventions that align to student needs and are tiered in intensity and/or frequency; monitoring student progress to assess intervention effectiveness; tracking the “fidelity” with which an intervention is implemented; and involving parents and other stakeholders. For most districts, these efforts were focused on academic supports. MTSS-(2015, so newer than RTI), Academic, Behavior, Social: MTSS is the behavioral and social aspects of SPED. It also follows all 3 tiers as well. Tier 1= universal screening (assessments=screening, progress monitoring, outcome measures, there may be indicators that comprehensive eval is needed immediately. Refer.), Tier 2= targeted group instruction w/supplemental materials, targeted CBMs, observations, more frequent progress monitoring, in-depth standardized measures (assessments= progress monitoring, diagnostic), Tier 3= targeted individual instruction, targeted CBMs, observations, frequent progress monitoring, in-depth standardized measures (assessments= progress monitoring and diagnostic). MTSS is the umbrella over RTI and PBIS RTI & MTSS are not wait to fail systems. You aren’t required to hit Tier 3 before referral. Once you have enough data, you can make the referral. RTI and MTSS are like a ladder—children can go up and down tiers and nothing is permanent. PBIS is a framework that calls for actively teaching positive behaviors (like you’d teach math) and implementing evidence-based preventative/responsive interventions to support student academic achievement and well- being. Progress monitoring helps identify struggling students. It also shows who has responded well to intervention and no longer needs it. Progress monitoring helps close gaps, and hopefully moves child back to gen ed setting. Know HIPPA and FERPA. Know Timelines. Assessment Types (overall-- decisions are made using assessment info) Formal Informal Individual academic achievement tests Curriculum based assessments Tests of cognitive ability Adaptive behavior scales Social/emotional assessments Classroom observation 19 Downloaded by Bill Vavau ([email protected])  lOMoARcPSD|27774018 Types of assessments: Formative (aka Assessment for Learning AfL)- quick check on understanding to inform instruction and give feedback (where kids learn). Students can have misconceptions so formative assessments help you tailor your teaching. Used to make teaching decisions on the fly. Use them continuously throughout lesson—teach, assess and repeat over and over. (ex, hand signal 1-5, brainstorm with students and ask questions, exit tickets, think- pair-share, individual whiteboards, best formative assessment involves descriptive feedback). Formative assessment is the greatest form of assessment. Summative-measure long term academic goal. Has student mastered a large quantity of material? Given at end of course or unit—post-learning. Ex, Class thesis paper. If child does poorly, you can make it a formative assessment. Diagnostic- not every student will be at the same level or have the re-requisite skills needed for class. Get prior knowledge and plan future instruction & differentiates students into groups. Informs teachers of achievement gaps & academic abilities. Not given too often. Given first day of class or before starting a unit. Not graded. Ex, pre-course test exams. Can find them in the course books, in libraries, or can create your own but it can be very time consuming. Formal- strict and specific testing procedures and rules (ex, SAT). Informal-lack supporting data and use regular classroom procedures (ex. Exit ticket). Behavioral – FBA. Emotional- usually observational like checklists. Screening- aims to identify students struggling. Authentic- designed to take place in an authentic setting (ex a speech to a large crowd). Performance based- academic related task (ex. Application for programing class). Criterion references (CRT): graded based on the amount of content student has mastered. Usually created by teachers Norm-referenced: based on comparison of students who have similar demographics Student portfolios- collection of students best work. Comprehensive overview of a students achievements. Measures student abilities to work towards long term goals. Measures growth over a long time period. Help to organize student work. Parents can see child’s accomplishments. Can use them to assess student skills in something like writing. Contents of portfolio—essays, art, graphs, standardized test scores, journaling, tests. How to grade, organization, completeness, quality of work. Standardized tests: usually commercially prepared for nationwide use and are designed to provide accurate info on student performance in relation to their same aged peers/grade levels. Ex., SAT, ACT, college entrance exams. Commonly used in schools. 3 Types of Standardized testing: 20 Downloaded by Bill Vavau ([email protected])  lOMoARcPSD|27774018 Aptitude (IQ) Tests: General intelligence tests --designed to give an overall view of how well a student will deal with abstract thinking, how well they’ll learn and apply concepts and how well they solve problems. Multi factor aptitude battery tests deal more w/breakdown of specific skills (ex, math comprehension, reading readiness). Norm-referenced Achievement tests: focus on skills or abilities that are traditionally taught in schools. Types of norm reference are achievement batteries, diagnostic tests (focus on one subject area, like math or reading), subject area achievement tests (designed to align w/district state standards) administered to a class, take several days and are monitored for years. Criterion referenced achievement tests (aka objective reference test): can be given in a variety of ways such as surveys, diagnostic test, or single subject test. Designed to measure objectives, and not looking at the whole subject pictured but looking at specific objectives of the test. Main difference between criterion and norm referenced tests is how they’re scored. Criterion are focused on the number of objectives correct rather than the total scores of the tests. No matter the test, make sure it fits the needs of the student, is nonbiased, the tester is trained and is technically sound. Know suspected disabilities and academic achievement evals. 21 Downloaded by Bill Vavau ([email protected])  lOMoARcPSD|27774018 Name brands of psychological evals (often called “abilities” or intelligence test or cognitive abilities scale): Cognitive abilities test (CogAT), Cognitive assessments system-second ed (CAS2), Comprehensive Test of Nonverbal Intelligence-second ed (CTONI-2), woodcock-Johnson, Wechsler intelligence scale… Measures of social-emotional behavior (often something social, behavioral or disorder related): Achenbach System of Empirically Based Assessment (ASEBA), Asperger Syndrome Diagnostic Scale, Social skills Improvement System Rating Scales. 22 Downloaded by Bill Vavau ([email protected])  lOMoARcPSD|27774018 Reliability (trustworthy) consistently measures the same thing (like a ruler measuring an apple or a scale for weight). When stakes are high, you need a reliability. Validity (measures what it said it’ll measure) a function of the claims being made with the score. ex., a ruler that measures in pounds instead of inches, like rulers should do. High validity does a good job measuring what it is supposed to measure(ex a test on birds but there aren’t many questions on birds). Validity is important because we need to give accurate information. Factors that influence reliability Factors that influence validity  Test length  Reliability (test may or may not be reliable) 23 Downloaded by Bill Vavau ([email protected])  lOMoARcPSD|27774018  Test-retest (interval) Time  Systematic bias (kids being asked questions  Constriction or extension of range (narrowing about pay phone when they’ve never used a or widening scores used) pay phone)  Guessing (chance)  Enabling behaviors (test in English w/ELLs, test  Variation w/in the testing situation (what if…) in print for blind) -misread directions  Differential item effectiveness (items are the -lose place on bubble sheet same and maintained across different groups) -looking out window instead of taking the test  Systematic administration factors (not following implementation procedures)  Norms (incorrect estimates)  Responsibility for Valid Assessment (is the test appropriate for specific students) Mean – average. Typically used with interval or ratio level data. Mode (most) lets you know if you have a lot of high scoring or low scoring students. Median (middle)- must be done either highest to lowest or lowest to highest. Ex, if I have a mean of 100 and a standard deviation of 15, what is my range? Look at chart (range is from 85 to 115, so 115-85=30). Measures of central tendency: Shows whether scores are packed together or spread out. A single number that best represents the data. T score: popular standard score metric. In this system the mean is always set to T 50, and the standard deviation is always 10 T score points. So, T 40 and T 60 are one standard deviation below and above the mean, respectively. If Jamal’s raw score had been transformed to a T score metric, it would be T 30, which has the same meaning as a standard score of 70 (i.e., two standard deviations below the mean at the 2nd percentile). 24 Downloaded by Bill Vavau ([email protected])  lOMoARcPSD|27774018 2nd prong—must require SDI (specially designed instruction). Special ed referral process: phase 1: recognition. Talk to parents. Phase 2: pre-referral—identify, develop and implement alternative education strategies for students who have recognized problems in the classroom prior to referral to sped. Prereferral typically conducted by a student centered team (Intervention assistance team). Phase 3: referral. Must obtain consent. 25 Downloaded by Bill Vavau ([email protected])  lOMoARcPSD|27774018 Required to complete eval within 60 days of referral date. Phase 4: sped eval. MDT conduct eval. Phase 5: Eligibility (FAPE). 30 days of completion of eval, meet to determine if child falls in IDEA 13 categories and child need sped. Phase 6: IEP Meeting (IEP & LRE). Benchmark pages are the meat of most IEPs & can be developed by any member of the team—usually developed through collaboration. IEP team: parent, gen ed teacher, sped teacher, LEA, one to interpret results, student, other individuals asked to attend. Phase 7: IEP implementation is a living doc. Phase 8: reeval. IEP team meets each year. Placement: where childs IEP will be carried out. School system must provide prior written notice regarding placement decision. If parent disagrees, recourse to IDEAs procedural safeguard (includes mediation and due process procedures). Can also file a state complaint. Supplementary aids and services: what supports child needs 26 Downloaded by Bill Vavau ([email protected])  lOMoARcPSD|27774018 Know 13 IDEA categories: Autism, deaf-blindness, deafness, emotional disturbance, hearing impairment, intellectual disability, multiple disabilities, Orthopedic impairment, Other health impairments, Specific Learning Disability, Speech/language impairment, Traumatic Brain Injury, Visual Impairment, + Developmental Delay (DD) 3-9 years old is the time given to see if a kid has DD. Percentile rank Guideline Score 131 and above 98 to 99.9 Very Superior 121 to 130 92 to 97 Superior 111 to 120 76 to 91 High Average 90 to 110 25 to 75 Average 80 to 89 9 to 24 Low Average 70 to 79 3 to 8 Low 69 and below 0.1 to 2 Very low 27 Downloaded by Bill Vavau ([email protected])