Evaluation and Eligibility Handbook Oklahoma State Department of

Evaluation and Eligibility Handbook Oklahoma State Department of Education Special Education Services

Purpose of Session: Provide participants an overview of the draft Evaluation and Eligibility handbook and provide a process for stakeholders to submit comments and suggestions before final publication.

Evaluation Procedures Every special education evaluation must be approached and designed individually based on the specific concerns, and the selection of assessment tools must be based on the information needed to answer the eligibility questions. • Does the child qualify under one of the disability categories identified under the IDEA, and if so, • Is the child in need of special education and related services?

Comprehensive Evaluations • It is imperative that a variety of assessment tools are utilized during the comprehensive evaluation process. The data from these assessments must provide accurate, detailed information regarding the current academic performance for students. The information must be gathered by qualified personnel and provide the evaluation group with sufficient evidence to make accurate eligibility determinations.

Comprehensive Evaluations • The process of completing a comprehensive evaluation should provide valuable data that is both valid and reliable to the evaluation question. This will support the group in making educational decisions for students regardless of eligibility determinations. • Labeling a child as a student with a disability is something we should not take lightly; therefore, we MUST ENSURE the process is completed with fidelity.

Evaluation Considerations Some of the considerations include, but are not limited to: Required Timelines Assessment Methods Variety of Assessment Tools Comprehensive Components Cultural Diversity Qualified Examiners Instructional Input Eligibility Determinations Secondary Disabilities Related Services For this reason, we are in the process of developing the Oklahoma Evaluation and Eligibility Handbook.

Evaluation and Eligibility Handbook The purpose of the handbook is to provide stakeholders information and support in completing comprehensive evaluations that are valid, reliable and defensible. The information in this handbook will be more extensive and in-depth than the information currently in the Oklahoma Special Education Handbook.

Section I General Considerations 1. Purpose of document 2. Tie to the Oklahoma Special Education Handbook 3. Basic definitions a) Evaluation vs Assessment 4. Tying evaluation data to services

Section II Pre Referral Questions The goal of this section is to ensure that team is considering other possible causes of a student difficulty other than a disability. This should be an ongoing process with the team. Referrals for special education evaluations should be based on answering specific question as part of the process. a) b) c) d) e) f) g) Disability Across Settings Attendance ELL Non-Educational Factors Instruction Curriculum School Supports

Section III Documentation of Existing Data 1. How recent is the data? 2. Is the measure from a valid and reliable instrument or source? 3. Does the data answer all questions needed to make eligibility determination? 4. If not, what additional information is needed?

Section IV Assessment Areas This section will give guidance to areas required and recommended as part of a comprehensive evaluation. It will also list examples of some assessments that can be used. • • • Achievement Adaptive Cognitive Developmental Motor Speech/Language Social and Cultural Background Behavioral Social Emotional

Section V Category Specific Guidance 1. This section will give more specific guidance for each disability category. 2. Example a) Cognitive assessment data can be used differently depending on the disability category the team is considering i. iii. iv. ID – Composite and Clusters at least 2 standard deviations below the mean SLD – Using a Full Scale IQ score for discrepancy Autism – Using brief IQ data to rule out ID OHI – Using specific cluster scores to support diagnosis of ADHD

Section VI Eligibility Determination • Team must show educational need. • Tying eligibility determination to services • Neither should occur in a vacuum. • Multiple Disabilities, concomitant disabilities, and secondary disabilities.

Section VII Definitions • This section will provide definitions.

Section VIII Frequently Addressed Questions This section will provide guidance to some common questions.

Content Example Pre-Referral Is the student from a linguistically or culturally diverse background? Understanding the process of acquiring a second language is crucial to determine if delays are due to language differences or true impairments. Mastery of the student’s primary or home language (L 1), as well as English (L 2), provision of ESL instruction, and support in the home of the first language will help the team make informed and accurate diagnostic judgements. It is important to note that language differences can compound other pre-referral considerations in this section. There is a common misconception that time alone is a sufficient measure of a student’s acquisition of English. While research does show a student can obtain proficiency in 5 -7 years with robust ESL instruction and support, the emphasis should be on the quality of services delivered rather than the duration. As with a traditional curriculum, ESL instruction should be grounded in research and documentation of its effectiveness should be present.

Content Example Pre-Referral Are non-educational factors influencing student performance? Students spend roughly a third of their day at school. While documenting the time spent in the educational setting is one of the most critical components of eligibility determination and service plan development, the LEA should also be aware of the impacts that life outside of school can have on student functioning. Disruptions in living conditions, child removal from the home, employment, and drug use can negatively impact academic and behavioral functioning. While these occurrences can be difficult for all parties involved, it is crucial that the LEA distinguish between brief disruptions, those that are more prolonged, and the presence of a disability.

Content Example Assessment • When selecting the appropriate assessment or battery of assessments the evaluator should select one that is derived from a sound and defensible theoretical basis. Examiners should also be aware of the impacts that limiting factors, such as motor development, language, and cultural expectations can have on the validity of obtained scores. • It is important for the team to determine what is needed in the context of the evaluation and on required components for the category the team is considering for placement. For example, when looking at the category of Specific Learning Disabilities, under the discrepancy model a full scale measure of IQ is required.

Content Example Assessment 1. Individually Administered Norm Referenced Assessments a) b) Woodcock Johnson Tests of Cognitive Abilities 4 th Edition Kaufman Assessment Battery for Children 2 nd Edition NU (Mar 2018) Assessment c) d) e) Wechsler Series of Intelligence Scales (WPPSI-IV, WISC-V, WAIS-IV) Universal Non-Verbal Intelligence Test 2 Leiter International Performance Scale 3 rd Edition using norms released in 2004 is not recommend. 2. The following scales should be used with caution as the normative data is currently more than 10 years old. a) b) Stanford Binet Intelligence Scales 5 th Edition Differential Ability Scales 2 nd Edition 3. Some of the above assessments can be used as a brief measure of intelligence as indicated by the publisher. Brief intelligence measures should not be used in place of a more comprehensive assessment that when required for specific categories such as Intellectual Disabilities, Specific Learning Disabilities, and Multiple Disabilities).

Content Example Categories Procedures for Comprehensive Evaluation of Intellectual Disabilities The following list provides information on the required components for a comprehensive evaluation for Intellectual Disabilities. A comprehensive evaluation is performed by a multidisciplinary team using a variety of sources of information that are sensitive to cultural, linguistic, and environmental factors or sensory impairments. For a more thorough explanation of the components below please refer to section II.

Content Example Categories (Intellectual Disabilities) 1. Intellectual functioning, determined by appropriate assessment of intelligence/cognitive abilities that results in significantly a Full Scale IQ that indicates impaired intellectual functioning (i. e. , two or more standard deviations below the mean). This should come from a variety of instruments. 2. Significantly impaired adaptive behavior in the home or community determined by: a) A composite score or at least one domain score in areas associated with conceptual, social, or practical adaptive functioning on an individual standardized instrument to be completed with or by the child’s primary caretaker which measures two standard deviations or more below the mean. Standard or composite scores shall be used. If a composite score cannot be derived from the selected measure the team should document the rationale for the measures use and methodology for determining the students adaptive functioning.

Content Example Categories (Intellectual Disabilities) Developmental History Documentation of a student’s developmental history allows the team to determine that delays in cognitive/intellectual abilities manifested during the developmental period (birth to 18) and a current demonstration of delays is present in the child's natural (home and school) environment. If developmental history does not indicate the disability manifested during the developmental period, is recent, or the student has regressed from previously learned developmental abilities, the team should consider other possible categorical placement(s).

Feedback/Suggestions • The OSDE-SES is asking that stakeholders provide feedback and suggestions on the draft handbook by August 31 st at: https: //osde. co 1. qualtrics. com/jfe/form/SV_9 yv. N 7 l. Uf 6 Shjf 7 f • Your feedback and suggestions will be critical in ensuring the handbook includes valuable information necessary to assist stakeholders in completing comprehensive, reliable special education evaluations.

Contact Information: Special Education Services OSDE 2500 North Lincoln Boulevard, Suite 411 Oklahoma City, OK 73105 Tina Spence, Director of Compliance Christa Knight, Asst. Executive Director Tina. Spence@sde. ok. gov Christa. Knight@sde. ok. gov 405 -521 -4513 405 -521 -4869