special education evaluation and re-evaluation

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Special Education Evaluation & Re-evaluation:

Special Education Evaluation & Re-evaluation Marina Starobinets Walden University Special Educator as Instructional Leader EDUC-6720P-1 Dr. Angela David February 14, 2011

IDEA:

IDEA All information found on the US Department of Education website, which can be retrieved from: http://idea.ed.gov/explore/view/p/%2Croot%2Cdynamic%2CTopicalBrief%2C4%2C

IDEA:

Individuals with Disabilities Education Act Signed by President George W. Bush Became effective on July 1, 2005 Specifies federal regulations regarding initial evaluation to determine whether or not a child has disabilities Specifies federal regulations regarding re-evaluation to determine whether a child can return to the “regular classroom” IDEA

Initial Evaluation:

Evaluation can be requested by: Parent Public agency Must be conducted within 60 days of parental consent Initial Evaluation

Re-evaluation:

Can be requested by: Parent Teacher Public agency May not occur more than once a year, unless parent and public agency agree Must occur once every three years, unless parent and public agency agree it is unnecessary Re-evaluation

Basis for Evaluations:

IEP team and qualified professionals review: Information provided by parent Classroom based, local, and state assessments Classroom based observations Observations by teachers and other qualified professionals Basis for Evaluations

New Jersey Special Education:

New Jersey Special Education Conducted in accordance to the previously mentioned laws regarding special education initial evaluation and re-evaluation

Issues with IDEA:

Issues with IDEA Section Initial Evaluation and Re-evaluation

Minimal Evaluation:

Students placed into the special education system can remain in the system without re-evaluation for their duration at a school Example: middle schools with grades 6-8: Student will at minimum be tested once, unless otherwise requested Students can bypass being re-evaluated with consent from parent/guardian and public agency Minimal Evaluation

Evaluation Basis:

Lack of communication between teachers Example: Student may perform poorly in some subjects but not all. Teacher lack of common prep time makes it difficult to accurately evaluate student performance in terms of strengths and weaknesses. Assessment bias Example: Other factors can play into student performance on classroom based, local, and state assessments Observation bias Example: Teacher and professional bias may be bias due to human error in judgment Evaluation Basis

Proposed Solution:

Proposed Solution

Reasons Why Re-evaluation is Important!:

Students may struggle with a particular unit or concept in a class, which leads many teachers to show concern that the student may have special needs Student may have personal issues outside of the school, which may negatively affect school performance prompting the teacher to ask for an evaluation Students can improve!! Reasons Why Re-evaluation is Important!

Informal Re-evaluations:

Allows for more frequent analysis of student progress by teacher or professionals Allows for adaptations/modifications to be more accurate and based specifically on areas where the student struggles Can be conducted in the form of a progress report, which could be completed on a monthly or even weekly basis Informal Re-evaluations

More Frequent Re-Evaluations:

Completed every year based on student performance as a whole in a particular class Can even be completed based on a semester or quarter depending on school’s system for class scheduling Evaluation based on teacher observation and student performance on formal and informal assessments More Frequent Re-Evaluations

Common Prep Time:

Teachers with inclusive or special education classrooms should have a common prep time at least once a week to discuss student progress Allows for immediate appropriate alterations to teacher instruction and assessments to help student become more successful Common Prep Time

Professionalism and Benefits to Special Education:

Professionalism and Benefits to Special Education

Professionalism:

Our job is to make sure our students are progressing and are receiving the appropriate support they may need Special educators are responsible for advocating for our students Professionalism

Positive Work Climate:

Alleviates the stresses teachers face attempting to find common time to discuss student progress Allows for teachers to work together and get additional help when attempting to accommodate students Positive Work Climate

Exceeding Initiatives & Expectations:

Special education is ever-changing Special education has come a long way, however due to school budgets not as much attention as is necessary is focused on special education Monitoring students more frequently allows for better modifications and more assistance to those students who need additional support Exceeding Initiatives & Expectations

Personal Beliefs:

Special education students, especially those who are in inclusive classrooms are often times forgotten in the system It is important to re-evaluate more frequently to keep up to speed with student performance and progress More evaluations allows teachers to really see where students are struggling and where they are improving Personal Beliefs

Reference:

US Department of Education (2006). Changes in Evaluation and Reevaluation. Retrieved from http://idea.ed.gov/explore/view/p/%2Croot%2Cdynamic%2CTopicalBrief%2C4%2C . Reference

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