Special Populations Update

Division of Special PopulationsJuly 2013

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Our new accountability system has two overarching objectives

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Growth for all students, every year

Faster growth for those students who are furthest behind

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Beliefs

All Students can learn and demonstrate growth (ALL means ALL) Specialized Instruction (IDEA, ELL and Title) is a continuum of services (not

a place) Relationships and Collaboration-Tearing down silos of education so

stakeholders will focus on decisions that are best for all children Responsibility and accountability in teaching and supporting ALL students Strong Leadership at all levels is essential in an inclusive environment that

supports ALL students High quality professional learning empowers all stakeholders and builds

capacity for the success of ALL Students

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Key Goals of Special Populations

Improving Student Outcomes Prevention Intervention Achievement Outcomes Exit

Manage Performance Effective employees at every level of the organization with a focus on

improving student outcomes.

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Changes

RTI²

Evaluation timeline changes

Short term objectives

Transition requirements

Need for Instructionally Appropriate Individual Education Plan (IEP)

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Policy change

As of July 1, 2014, RTI² will be the only way to identify a student with a Specific Learning Disability

Final reading approval from State Board of Education was June 21, 2013

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RTI²

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RTI²

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RTI²

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Deficit Areas

Measurable annual goal is tied to area of deficit Individual needs determinations provide the basis for a

student’s goal Goals relate to the student’s need for specially designed

instruction to address the student's disability needs Examples

• Specific Learning Disability Deficit Areas– Reading Fluency

• Other Health Impaired– Organizational Skills

• Autism– Communication

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Initial Evaluations and Initial ProgrammingFinal Reading

Currently, TN has a 40 day school day timeline for evaluations.

TN is proposing the change to a 60 calendar day evaluation timeline which aligns with federal guidelines. A program would then have to be implemented within 30 calendar days from eligibility determination.

Letter to Reyes – OSEP issued a statement in this NC case law that a evaluation timeline cannot be extended because of school breaks. This would be delaying FAPE for a student.

Reasons the proposed 60 calendar day timeline may be waived:• If there is a mutual agreement among parents and the school to extend the timeline• If the child is not available for evaluation • If the child enrolls in another LEA after the timeframe has begun and eligibility was

not completed

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Proposed Policy Changes

Proposed changes for Tennessee:

IDEA 2004 reauthorization eliminated the requirement that:

Deletion of the requirement for benchmarks or short term objectives in IEPs other than the 1% of students

Progress monitoring components of the responsiveness to intervention (RTI) plan accurately measure growth and accountability.

Deletion of the requirement for identification of possible transition services needs in the IEP in effect when a child reaches 14 years of age

– The high school course of study which is developed for every student at the end of their eighth grade year will addresses these planning needs.

– TN will align with federal regulations that all IEPs include transition services beginning not later than the first IEP to be in effect when the child turns 16

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Transition Best Practices

Course of Study meeting in conjunction with 8th grade IEP meeting

Guidance Counselor involved in IEP meeting Attach the Course of Study to the IEP

• Reevaluate Course of Study with the IEP annually

What Will Replace Short Term Objectives

Students will be required to have a measurable annual goal, tied to their area of deficit

Students will require progress monitoring at least bi-weekly (academic deficit) or more often depending on area of deficit

Information/progress monitoring should be given to parents every 4.5 weeks

What Will Replace Short Term Objectives?

Common Core Tier 1 skills worksheets will provide teachers with a way to differentiate Tier 1 instruction• Assist the general education and special education teacher with

making instructional decisions for Tier 1 instruction• Students with an IEP need access to common core with differentiation

of Tier 1 support

Skills worksheets may be used to determine Present Levels of Instructional Performance (PLIP) in relation to Tier 1 Instruction

Note: Per Federal regulations, students assessed on an Alternate Assessment will continue to have the Short Term Objective requirement in the IEP.

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Need for Instructionally Appropriate IEP’s

-Connecting standards and individual needs

-Measurable annual goals

-Progress monitoring

-Accommodations vs. modifications

-ALL students need Tier 1 to the extent possible

‘Essence’ of standard matched to individual needs and levels

‘Pathways’ to address skill acquisition

The standard is not the measurable annual goal• Goals should answer the question:

– What skills does the student require to master the content of the curriculum and close the gap identified in the area of deficit?

How do we align specific deficit(s) with standards?

What are the benefits of a Instructionally Appropriate IEP?

Accurately defines a students deficit area and helps define areas of needed intervention.

Ties the IEP to the general education curriculum Provides positive directions and goals for intervention Utilizes standards to identify specific content critical to a student's

successful progress in the general education curriculum Promotes a single educational system that is inclusive through common

language and curriculum for special and general education students Ensures greater consistency across schools and districts Encourages higher expectations for students with disabilities

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Present Levels of Instructional Performance

Foundation of the IEP• States what the student can do• Goals are written to the deficit areas• Describes the unique needs of the student that the IEP will

address– Identifies the student’s level of performance in those need areas

Uses clear and concise language Based on results of the initial or most recent evaluation of

the student Summarizes information from a variety of sources

Sample PLIPExample Non-Example

Based on data, Maria reads 3rd grade narrative text at 70 word correct minute; however with expository text her words correct per minute is reduced to 50. Due to her reading speed and accuracy, Maria has trouble engaging grade-level text.

Maria cannot read 3rd-grade level text.

John is able to sit in his chair for 10 minutes using visual cues based on behavior charts, but without the visual supports he sits in his chair for 5 minutes. His difficulty focusing impairs his ability to learn material in group settings.

John has difficulty following classroom rules.

Based on teacher made and district benchmark test of grade level material utilizing a graphic organizer, Daniel is able to correctly answer more than 70% of factual comprehension questions; however, his accuracy with inferential question is 40% therefore, inhibiting his progress in the general education curriculum.

As measured on the EOWPVT-R, Carmen’s expressive vocabulary is at 19 months and as measured by the ROWPVT-R her receptive vocabulary is at 26 months.

Annual Goals Are

Measurable

Based on student’s area of deficit

Written on % or accuracy 100% of the time

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Sample Annual Goals

Deficit Area: Reading Fluency• Jeremy will read 75 words per minute with 95% accuracy 100%

of the time. Deficit Area: Social/Emotional

• Given 15 minutes of free play time, Nathan will engage in interactive play with peers for at least 10 minutes

Deficit Area: Other Health Impaired (Behavior)• Using visual supports, Rachel will increase her ability to sit in

her chair from 5 minutes to 8 minutes

Types of Related Service interventions offered by schools include:

Direct Services – Related service professional interacts directly with the student i.e.. – one on one or small group instruction

Indirect Services – Related service professional interacts with other personnel i.e.. – training teacher how to implement a behavior management program

Identifying the Supplementary Aids and Services:

Accommodations - Accommodations do not reduce learning expectations, they provide access.

Modifications - Modifications refer to practices that change, lower or reduce learning expectations.

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Accommodations vs. Modifications

Most students with disabilities should be in the general education curriculum for 80% of their day.

Opportunities exist in ‘the shifts’ … but will demand:

• greater collaboration with general education

• new kinds of professional development

• A ‘grades span’ look at instruction for students with disabilities

Opportunities

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Changes in EasyIEP

Data Quality Common core standards

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Questions & Answers

Tie Hodack, Director of Instructional Programming Lori Nixon, Director of Assessment Design