THE 4-1-1 ON ARDS & SPECIAL EDUCATION EVALUATIONS Presented by: Lindsay Shockley Ed.S, LSSP, NCSP Licensed Specialist in School Psychology Nationally Certified School Psychologist Evaluation Specialist
WHAT YOU NEED TO KNOW ABOUT ARDS ARD = Admission, Review, & Dismissal ARD meetings are held annually for all students being served through special education. Parents have the right to request an ARD meeting at any time, per Procedural Safeguards. ARDs may also be held to review evaluations, to address behavioral issues, or to amend/revise the IEP paperwork.
WHY DO I HAVE TO ATTEND SO MANY ARDS? Per special education law, in order for an ARD meeting to be duly constituted the following people must be in attendance: Parent/Adult Student At least 1 regular education teacher of the child At least 1 special education teacher or provider of the child A district representative (campus administrator)
REQUIRED ARD MEMBERS CONTINUED A person who can interpret the instructional implications of evaluation results (Evaluation Specialist/LSSP) The student, when appropriate. When transition is discussed CTE representative Other individuals who have knowledge or expertise regarding the child and are invited by the parent or the school. Appropriate related services providers when needed.
ARD ETIQUETTE If you are not a required member, submit the Teacher Input form to your evaluation specialist prior to the ARD.
ARD ETIQUETTE If you are required BE ON TIME! Be aware of the nonverbal messages you may be sending at an ARD. Grading papers, checking e-mails on your i-pad or phone, etc tells the parent that you are not interested in their child. Rolling your eyes, crossing your arms, checking your watch every other minute these actions again tell parents that you aren t interested in what s being discussed.
ARD ETIQUETTE Only discuss ARD related issues all other matters should be discussed in a parent/ teacher conference or outside the ARD meeting. Think BEFORE you speak well formulated thoughts are always better than impulsive comments. When discussing problems/concerns, be sensitive in your approach the parent and the student are part of the ARD committee.
TOP 5 STATEMENTS YOU SHOULD NEVER MAKE IN AN ARD MEETING 5. I can t get anything done, this is the second time I ve missed my conference period this week because of these ARDs. 4. When discussing how a student s diagnosed ADHD affects his behavior: Well he could control it if he really wanted to 3. Why don t we just do what we are doing with that other autistic kid? 2. The bell is about to ring, we better wrap this up. 1. While discussing accommodations: I m supposed to be doing that in my class?
ACCOMMODATIONS, MODIFICATIONS, & IEPS What is the difference? Accommodations are supports to help a student be successful (graphic organizers, oral administration, reduced assignments, etc ) Modifications = Modified TEKS. Only when the ARD committee has determined that the student needs a modified curriculum (Mod. TEKS) to be successful in a particular subject area. (Modified tests, specialized curriculum, in some cases - grade attainment based only on IEP progress.) IEPs will be provided for any subject in which a student has modified TEKS. The teacher is responsible for tracking progress on the IEP. Keep your data!
IEP DOCUMENTATION FORM ~THIS FORM CAN BE OBTAINED FROM YOUR EVALUATION SPECIALIST
IT S LEGALLY BINDING Accommodations, BIPs, & IEPs are part of the IEP/ARD paperwork; therefore, they are legally binding. What does that mean for you? You can go above and beyond what is listed on the accommodation page, but you MUST do everything that is checked on the accommodations to be in legal compliance. For behavioral issues BIPs must be followed as written. You should familiarize yourself with BIPs.
WHO CAN ANSWER MY QUESTIONS? If you have any questions about special education students in your classes please call your Evaluation Specialist! MMS: Janet Holt x1312 MHS: A-K, Lindsay Shockley x2049 MHS: L-Z, Natalie Rose, x2048
SPECIAL EDUCATION EVALUATIONS Initial Evaluations 3-year Reevaluations Speech/Language, OT, PT, AT, Psychological, FBAs
HOW DO SPED EVALUATIONS APPLY TO MY CLASSROOM? Knowing a student s level of cognitive functioning can help you to better accommodate, differentiate, and individualize their assignments/instruction. What does cognitive functioning include? In most cases, we conduct Cross Battery Assessment (XBA), which assesses 7 different areas of cognitive abilities. XBA also looks at executive functioning and attention.
XBA WHAT DOES IT TELL US? Crystallized Knowledge Fluid Reasoning Short-Term Memory Visual Processing/Orthographic Processing Long-Term Retrieval Auditory Processing Processing/Perceptual Speed Executive Functioning Attention
ACHIEVEMENT TESTING Achievement testing covers a range of academicrelated abilities basic reading, reading comprehension, reading fluency, math calculation, math problem solving, written expression, listening comprehension, and oral expression. Testing yields a standard score, as well as a percentile rank, and grade equivalent. Scores ranges have changed in light of the recent revision to XBA. 90-109 is the average range. 85-90 is considered a weakness and 84 and below is considered a deficit.
WHAT ELSE DOES A SPECIAL EDUCATION EVALUATION COVER?
PHYSICAL/HEALTH FACTORS Vision and hearing are screened before testing is administered. We also obtain documentation from physicians to confirm medical conditions that may be affecting school performance (i.e., ADHD, Epilepsy, etc.) Students may also be evaluated for the need of Physical or Occupational Therapy services.
SPEECH/LANGUAGE Students with a diagnosed or suspected Speech Impairment are tested by our Speech Therapists. Students may have impairments in receptive or expressive language. SLPs provide consult and/or direct services to these students. Accommodations may address speech needs.
EMOTIONAL/BEHAVIORAL Autism evaluations are covered under this category. We use the ADOS, as well as parent/teacher rating scales. Play-based assessments are conducted with young children. If a student has emotional/behavioral problems that affect their ability to benefit from the educational process, a psychological evaluation can be completed to assess for an Emotional Disturbance. There is a huge misconception about what Emotional Disturbance means. There are 5 specific criteria for the diagnosis of ED the student must meet 1 of these criteria to a marked degree, and for an extended period of time.
CRITERIA FOR EMOTIONAL DISTURBANCE A general pervasive mood of unhappiness or depression. An inability to build or maintain interpersonal relationships with peers and teachers. A tendency to develop physical symptoms or fears associated with personal or school problems. An inability to learn that cannot be explained by intellectual, sensory, or health factors. Inappropriate types of behaviors or feelings under normal circumstances.
EMOTIONAL DISTURBANCE VS. SOCIAL MALADJUSTMENT A child may meet one of the 5 criteria, but the emotional/behavioral problem must be adversely affecting the child s school performance. Socially maladjusted students are often perceived as having an emotional disturbance.
EMOTIONAL DISTURBANCE VS. SOCIAL MALADJUSTMENT Behavior Area School Behavior Attitude Toward School School Attendance Educational Performanc e Peer Relations and Friendships Perceptions of Peers Emotional Disturbance Unable to comply with teacher requests; needy or has difficulty asking for help School is a source of confusion or angst; does much better with structure Misses school due to emotional or psychosomatic issues Uneven achievement; impaired by anxiety, depression, or emotions Difficulty making friends; ignored or rejected Perceived as bizarre or odd; often ridiculed Socially Maladjusted Unwilling to comply with teacher requests; truancy; rejects help Dislikes school, except as a social outlet; rebels against rules and structure Misses school due to choice Achievement influenced by truancy, negative attitude toward school, avoidance Accepted by a same delinquent or sociocultural subgroup Perceived as cool, tough, charismatic
EMOTIONAL DISTURBANCE VS. SOCIAL MALADJUSTMENT Social Skills Interpersonal Relations Interpersonal Dynamics Locus of Disorder Aggression Poorly developed; immature; difficulty reading social cues; difficulty entering groups Inability to establish or maintain relationships; withdrawn; social anxiety Poor self-concept; overly dependent; anxious; fearful; mood swings; distorts reality Affective disorder; internalizing Hurts self and others as an end Well developed; well attuned to social cues Many relations within select peer group; manipulative; lack of honesty in relationships Inflated self concept; independent; underdeveloped conscience; blames others; excessive bravado Conduct disorder, externalizing Hurts others as a means to an end Anxiety Tense; fearful Appears relaxed; cool
ASSISTIVE TECHNOLOGY If students have a physical impairment that prevents them from writing or speaking, our AT specialist can evaluate for the need of AT services/devices. For Example Students with dysgraphia or cerebral palsy may need a portable word processor to complete written assignments. A non-verbal student may need a communication device.
SOCIOLOGICAL We look at cultural and sociological factors every time we complete an evaluation. We must rule out certain factors in order to diagnose certain areas of disability. For example, to diagnose LD, the multidisciplinary team must conclude that the determinant factor in deciding that the student has a learning disability was not lack of appropriate instruction in reading and math. The student was provided appropriate instruction in regular education settings, delivered by qualified personnel.
WHAT DOES THIS ALL HAVE TO DO WITH ME? All special education students have very specific and unique strengths and weaknesses. Knowing the cognitive and academic strengths and weaknesses of your students can help you better understand why he/she performs a certain way in your class. Once you know his/her strengths and weaknesses, you can better accommodate the student, based on their needs to help them be more successful.
HOW CAN I ACCESS EVALUATIONS? If you would like to read a special education evaluation on any of your students, you can contact your Evaluation Specialist. Evaluations are reviewed in ARD meetings and kept on file. Special education students are re-evaluated every 3 years. If you have a student who is not currently eligible for special education services, but you feel there might be a need, please refer to the RTI process for your campus.