so, i’m the ard chair? special education 101 for administrators: ard decision-making is a good...
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So, I’m the ARD Chair?Special Education 101
for Administrators: ARD
Decision-Making is aGood Place to Start!
Nori Cuellar Mora, Ed.D.
Gracie Pizzini
December 9, 2008
Introduction
Do I really HAVE to do this?
Many students are identified as having LD because they have not received appropriate academic instruction and behavioral support.
Campus-based administrators and educators are
responsible for ensuring that appropriate instruction is implemented for struggling
students.
http://www.tea.state.tx.us/special.ed/reading/pdf/idm.pdf
Instructional Decision-Making Procedures for EnsuringAppropriate Instruction for Struggling Students
TEA Website
Agenda
• Accountability Issues• IDEA and NCLB • Disabilities Identification • The Principal as ARD Chair• ARD Decision-Making Process• Final Thoughts
Objectives
• Understand the premise of Accountability and Special Ed.
• Become familiar with the process for identifying disabilities
• Practice chairing an ARD Committee
• Become familiar with the State Performance Plan Indicators
• Think of what you will share at your next staff meeting
Acronym Activity
Sometimes
it
is
all
in
how
you
read
something……
So, what is YOUR
responsibility as an
Administrator?
Administrative Expectations
What do administrators do?
Here are some assignments as reported by principals currently in the field.
How much of your day is spent on special education issues?
So, what’s the verdict?Amount of time/day spent on Special
Education Issues Up to 25%:
26 – 50%:
51 – 74%:
75% or more:
Survey done of 200 principals across the state of Texas reported on how much of a typical day is spent on special education issues:
Amount of time/day Up to 25% 24.3%26 – 50% 21.3%51 – 74% 13.5%75% or more 38.3%
Dr. Debra Bravenec’s Study for Dissertation
Well, “Accountability” is still on administrators’ minds!
• Just remember that you can’t win at the numbers game.
• Individualize each student’s ARD committee meeting.
• Make the most appropriate choices based on the student’s strengths and needs.
Change . . . In Special Education
What happened at the onset of the Texas Accountability System in the
1980’s?
Then, what happened at the onset of NCLB in 2001?
3rd Graders in 2000-2001
• Many more 3rd graders were referred to special education
• Now in 2008-2009 they are 10th graders• What are the implications for some
students that might have been inappropriately referred to special education?
Region 2 ResultsMissed AYP
• High Schools: 20
• Middle Schools: 15
• Intermediate/Elementary Schools: 5
Region 2 AYP Results Content Areas
Reading (includes Districts & Campuses)
– SPED: 28 – Eco. Disadvantaged: 1
Mathematics (includes Districts & Campuses)
– SPED: 33 – All: 12– Hispanic: 13– Eco. Disadvantaged: 19– African American: 1
Graduation: 16
How has the SPED landscape changed over the years?
Date Lifeskills Resource General Ed
2004-2005 20% 65% 15%
2005-2006 18% 55% 27%
2006-2007 16% 45% 39%
2007-2008 14% 35% 51%2008-2009
How has the SPED landscape changed over the years?
Date Lifeskills Resource General Ed
2004-2005 20% 65% 15%
2005-2006 18% 55% 27%
2006-2007 16% 45% 39%
2007-2008 14% 35% 51%2008-2009
Example
What Happened? Why Did So Many Schools Miss the Mark?
•New alternate state assessments:
“School districts have responded to the new federal requirements by significantly increasing the number of students with disabilities assessed on grade level. However, it will take districts some time to fully address the increasing expectations …,”
-----Commissioner of Education Robert Scott
What Happened? Why Did So Many Schools Miss the Mark?
• Moving a mass amount of special education students into the general education setting: If not supported, teachers may not be able to sustain all students appropriately.
• Secondary vs. Elementary: Secondary students may not have had opportunities to be instructed on-grade level until recently.
• Inappropriate state assessment: Many students may not have been placed in appropriate state assessments.
State/Federal Assessments 2008-09
• TAKS– Enrolled Grade Level/General Ed Curriculum– With/Without Accommodations
• TAKS Accommodated (TAKS-A)– Enrolled Grade Level/General Ed Curriculum– With Accommodations
• TAKS Modified (TAKS-M)– Enrolled Grade Level/Modified Achievement
Standards• TAKS Alternate (TAKS-Alt)
– Grade Level TEKS accessed through prerequisite skills
Is there a cap on the # of students districts can place in each state assessment?
• The decision to administer a test to a student must be made by the student’s must be made by the student’s ARD committee.ARD committee.
• It cannot be based solely on disability category or placement setting, nor can it be determined administratively for accountability purposes.
» TAA Letter August 29, 2008
AYP Q&A Document
• Does the federal cap limit the number of students that are allowed to take the TAKS-M or TAKS-Alt?
– No, the cap relates to counting students as proficient for AYP purposes only and does not limit the number of students that may take an alternate assessment.
» See1.2 in Q&A document
AYP Q&A Document
• If my district or campus exceeds either the 1% or 2% cap, does that mean we automatically fail to meet AYP? Will the district be penalized?
– There are no penalties for exceeding the caps. The only potential impact of exceeding the federal caps is the resulting AYP status for the district or campus.
» See 1.7 in Q&A document
State Performance Plan:
• Part of the Accountability System--- why every decision a principal has to make is so important!
Overview of SPP•Six year plan submitted to OSEP.•Evaluates the state’s efforts to implement IDEA•Illustrates how the state will continuously improve•Annual Performance Report (APR) shows progress on measurable and rigorous targets and improvement activities
OSEP Determinations for Texas
• Meets Requirements
• Needs Assistance • Needs Intervention = Texas
• Needs Substantial Intervention
5 Monitoring Priorities20 Indicators (Performance and Compliance)
1. FAPE in the LRE
2. Disproportionality
3. Child Find
4. Transition
5. General Supervision
TEA Public Reporting• 1. Graduation
2. Dropout3A-C. Adequate Yearly Progress4A-B. Suspension/Expulsion5A-C. Educational Environment, Ages 6-216. Educational Environment, Ages 3-57A-C. Early Childhood Outcomes8. Parent Participation9. Disproportionality in the sped program10. Disproportionality by specific disability11. Child Find12. Early Childhood Transition13. Secondary Transition14. Post-School Outcomes
Why should general education staff be concerned about the SPP?
• Monitoring will be based on district data
• Students with disabilities make up a districts’ overall student population
– Students with disabilities graduate with the same diploma as their non-disabled peers
Consider Indicator #1 & #2: Graduation & Dropout
SO more sped dropout students means higher dropout rate for district and lower grad rate!
Consider Indicators 9, 10, 11:
SO if inappropriate referrals are if inappropriate referrals are made---made---
Child Find numbers may create OVERidentification & disproportionality issues
General education teachers are the General education teachers are the first staff members to indicate if first staff members to indicate if students should be referred to students should be referred to special education,special education,
Disproportionality in Region 2
25 school districts out of 48 were
identified as being disproportionate
05-06 data
Keep Your Eye on Data
• SPEARS: http://hancock.tea.state.tx.us/tea.spears.web/
a. Child Countb. Instructional Settingc. Disproportionalityd. Exite. Disciplinary Actionf. Extended School Year
IDEA: Individuals with Disabilities Education Act
Special Education
The Child-Centered Process
Definition of
Special Education
Special Education:
• Specially designed instruction
• At no cost to the parents
• To meet the unique needs of the student
Specially Designed Instruction:
• Adapting as appropriate, to the needs of an eligible child, the content, methodology or delivery of instruction:
• To address the unique needs of the child that result from the disability
• To ensure access of the child to the general curriculum to meet the standards that apply to all children
Special Education
is not a place.
It’s a SERVICE!!It’s a SERVICE!!
G
E
N
E
R
A
L
Pre-referral Referral Special Ed.
ARD
Implementation
FIE / Yearly evaluation
Principles of IDEA for Principals
Principles of IDEA• Identification• FAPE: free appropriate public education• Due Process• Nondiscriminatory evaluation• Individualized education program• Least restrictive environment• Parent/Guardian Surrogate Consultation• Staff Development• Confidentiality
IDEA Recognized Disabilities
Disability categories in Texas
MR
OHI
AI
VI / Blind
AU
LD
ED
MD
DB
TBI
OI
SI
Deaf
NCEC (Texas only) (Texas only)
Students served in Texas by disability (2007)
• LD 46.81%
• SI 19.34%
• MR 5.74%
• ED 7.16%
• OHI 11.71%
• MD 1.03%
• AU 3.88%
• AI 11.49%
• OI 0.98%
• TBI 0.27%
• VI 0.72%
• DB 0.02%
What is happening in Special Education?
Ages 2004-05 2005-06 2006-07 2007-2008
3-21 514,236 507,405 494,302
http://www.tea.state.tx.us/special.ed/data/
http://www.tea.state.tx.us/special.ed/
Child-Centered ProcessHow do we get from general education to
special education?
Reflect on your campus’ process for referring students to special education.
What does that look like?
Write the major steps down.
Appropriate Curriculum:Access to the General Curriculum
• What is the curriculum for Texas schools?
• What is the curriculum for Special Education students?
Research tells us that if we intervene at the beginning point of difficulty with intensive, appropriate instruction –
special education referrals would be reduced by 50%.
Pre-referral Process (Early Intervention Process)
•Who?•What?•Where?•When?•How long?
Response to Intervention Model
Now that we know why it is important to be well
versed in Special Education…
How to make well-informed decisions at
ARDs is the key!
So, You’re The ARD Chair?
What kind of “Chair” are you?
Think, Pair, Share
What statements
should you NEVER
hear at an ARD?
What statements should you
ALWAYS
hear at an ARD?
IEPIndividual Educational Program
Background information to strengthen the
administrator’s role at ARD meetings!
Who is on the IEP team?
• Parent(s)• Regular Education teacher• Special Education teacher• Administrator• Evaluation personnel• Student• Others
What would you do?
• Superintendent calls you to meet with him at 10:00 a.m.
• You have had a scheduled ARD for over a week on your calendar for the same time.
• It is 9:45 a.m. and your sped teacher is asking for you to come to the meeting room.
As the ARD Chair, What is Your Role?
• Lead• Set the Tone• Invite Parent to Participate by asking
questions and prompting• Follow an agenda• Follow IDEA rules and regulations• Keep student in mind at all times
Sample Agenda
I. Introduce all members: Set the tone for a collaborative meeting!
II. State the purpose of the meeting
III. Determination of eligibility (Diagnostician / evaluation personnel)
IV. Development of the IEP
V. Determination of placement / site selection
VI. Assurances
VII. Closing statements and signatures:
Individualized Educational Program = Appropriate Education
What does the IEP have to have?
• PLAFP (Present Levels of Academic and Functional Performance)
• Measurable annual goals
• Special education & related services
• Accommodations
• Level of state assessment
• Dates services are to be provided
• Participation– School activities
• Transition
• Progress
• Age of Majority
Least Restrictive Environment&
“Continuum of Services”
LRERemoval of children with disabilities from the regular educational environment should only occur
when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services
cannot be achieved satisfactorily.
Continuum of Services
General Education Classrooom
Resource 1 or 2 periods a day
Resource 3 or 4 periods a day
Lifeskills Classroom
Homebound / Hospital
Continuum of Special Education Services
Special education is not services based upon
administrative convenience.
Help is always available:Legal Framework!
. . . The answer to most of your questions!!
http://www.esc18.net
or
http://fw.esc18.net/frameworkdisplayportlet/
ARD Decision-Making
Process…It starts with
YOU!
ARD Decision-Making Process: District Level Training
–Superintendents
–Testing Coordinators
–Curriculum Directors
–Special Education Administrators
–Bilingual / ESL Coordinators
ARD Decision-Making Process: Campus Level Training
• Principals and other administrators
• Testing Coordinators• Test Administrators• Educational
Diagnosticians
•LSSPs•Counselors•Teachers•Special Education Staff•Bilingual Staff•Parents
4 Steps to Making Decisions
1. Review student’s current info
2. Determine how the student receives TEKS instruction
3. Determine appropriate assessment
4. Document the assessment including accommodations
P 14 in ARDC- DMP
Practice
Which Assessment is Appropriate? ARD Decision-Making Process Guide:
•4 Steps to Making Assessment Decisions: p. 14
•Access to the General Curriculum: p. 17
•Participation Requirements Chart p. 19
•(For TAKS-M or TAKS-Alt)
•Choosing Appropriate Assessments: p. 26
Which Assessment is Appropriate? ARD Decision-Making Process Guide:
•Sample Scenario
•9th grader receives 1-hr of Sp. Ed. in reading daily
•Uses the following accommodations:
•Larger font and fewer questions on worksheets and less text on the page
The Four Steps Summarized
Which Assessment is Appropriate?
• See Page 65 in the ARD Decision-Making Guide
Curriculum Format
Focus Examples Assessment Option
TEKS Grade-level Shortened Tests TAKS
TAKS (A)
TEKS Modified and or Accommodations
Allow access to the TEKS through learning styles
Simplified Vocab TAKS- M
TEKS Accessed through Prerequisite Skills
Real life application of skills through student’s needs
Find real-life applications of assignments for skills
TAKS-Alt
Which Assessment is Appropriate? ARD Decision-Making Process Guide:
•Sample Scenario
•9th grader receives 1 hr of Sp. Ed. in rdg daily
•Uses the following accommodations:
•Larger font and fewer questions on worksheets and less text on the page.
TAKS Accommodated in Reading
TAKS in Math
Group Practice
Step 1: Review Current Data
• Student Confidential Report from previous year.
• Student work samples.• Current IEP.• Informal assessments.• Discuss accommodations and supports
the student currently uses to be successful in the classroom.
Step 2: How does student receive TEKS instruction?
• Does the student access the curriculum through modifications or accommodations?
• Which state assessment might be most appropriate based on this information?
• Sample items can be found on TEA’s website: http://www.tea.state.tx.us/student.assessment/taks/booklets/
Step 3: Determine Assessment
• TAKS
• TAKS Accommodated
• TAKS Modified
• TAKS Alternate
Step 4: Documentation
• Why the student cannot participate in TAKS including TAKS A
• Why the selected alternate assessment is appropriate
• What accommodations are necessary
What can principals do now?
• Know which students are taking alternate tests• Make sure you know how students are doing
on benchmark tests• Know what types of interventions are available
for students with disabilities (aside from special education)
• Ensure “Bell-to-Bell” instruction• Expect on grade level, high rigor instruction
Questions?
What Next?
• Fill out the “What Next” sheet
Contact Information:
• Gracie Pizzini– [email protected]
• Nori Mora– [email protected]
361-561-8502