Educable Mental Retardation as a Disability: - PowerPoint PPT Presentation

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Educable Mental Retardation as a Disability:

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Title: Educable Mental Retardation Author: Alan Coulter Description: Custom Training Show for Trese Evans Last modified by: tevans Created Date: 1/9/2006 2:24:06 AM – PowerPoint PPT presentation

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Title: Educable Mental Retardation as a Disability:


1
Educable Mental Retardation as a Disability
  • Accurate, Defensible, Compliant Identification

Mississippi Department of Education
2
Purpose of the Day
  • To examine the current practices and policies
    related to the identification of educable mental
    retardation (EMR) in

order to ensure compliance with Mattie T.
3
Expected Outcomes
  1. Participants will be able to calculate compliance
    with Mattie T. about EMR
  2. Participants will be thoroughly familiar with
    requirements to support identification of EMR

4
A Caveat About the Day
  • Remember that the focus of the day is on
    achieving and maintaining compliance with federal
    state law and preferred professional practices.
  • Any time professional practices are examined,
    there is a tendency to react defensively. But
    there is no intention to offend, only to learn
    how the school system can become

remain compliant while ensuring better results
for students.
5
Compliance with the EMR identification rate
differential
  • Calculations
  • African-American students with EMR divided by
    number of African-American enrollment x 100
    Af-Am with EMR
  • White (all other) students with EMR divided by
    number of White enrollment x 100 White with EMR

6
Compliance with the EMR identification rate
differential
  • Subtraction Problem
  • ____ age Af-Am w/EMR
  • - ____ age White w/EMR
  • ____ points differential (or EMR
    identification rate differential)

7
Compliance with the EMR identification rate
differential
  • Every LEA (except those specified in
    subparagraph in subparagraph 20(a)(4) below)
    shall reduce its EMR identification rate
    differential to 1.15 within seven years.

8
Compliance with the EMR identification rate
differential
  • LEAs whose white student enrollment comprises
    four percent or less of its total student
    enrollment or whose white student enrollment is
    one hundred students or less shall be required to
    attain and maintain a district-wide EMR
    identification rate of 1.65 or less within seven
    years.

9
Compliance with the SLD identification rate
differential
  • Questions
  • What is your current differential for EMR?
  • How many Af-Am students with EMR would be
    identified in order to be at the 1.15 percentage
    point differential?

10
Next Steps ?
  • Examine Practices of recent Identification of EMR
  • Determine the degree of implementation of current
    requirements for 3 Tiers, TST, contemporary
    assessment practices.
  • Consider whether changes are needed to achieve
    maintain compliance

11
Individual Protocol
  • 3 Sections
  • Effective Classroom
  • Teacher Support Team
  • Individual Assessment
  • Items on form
  • Format Yes or No (No noncompliance)

12
Most Important Item
  • Evidence of appropriate academic instruction in
    reading and mathematics (scientifically-based
    instruction in reading).

13
Early Intervening Services (EIS) Response to
Intervention (RtI) Decisions(3 Tiers of Teaching)
Students successful receiving scientifically-based
instruction
1
Note No Program Titles are listed
(70-80)
Students successful receiving intensive
research-based services
2
(10 30)
3
(8 -10)
Note Students with Disabilities (IEPs) are in
regular settings to the maximum extent appropriate
14
Accountability Questions
  • Are xx or more students proficient or above
    based on latest state performance data or
    universal screening?
  • If No, provide assistance in curriculum
    instruction until student performance is
    increased.
  • If Yes, determine number of remaining students in
    need of interventions.

15
Early Intervening Services (EIS) Response to
Intervention (RtI) Decisions (4 Tiers of
Teaching)
Students successfully responding to routine
discipline
1
Note No Program Titles are listed
(70 - 85 )
Students successfully responding to small group
research-based interventions
2
(15 30)
Students responding to individual intensive
interventions
3
(3 - 5)
Note Students with Disabilities (IEPs) are in
regular settings to the maximum extent appropriate
16
Unstated Assumptions in a Referral
  • The student of concern
  • Has experienced appropriate instruction during
    his/her educational history
  • Is placed with (an) experienced, prepared
    teacher(s) in a well-organized, adequately
    resourced classroom
  • Is exposed to research-based curricula delivered
    according to the design
  • Has teacher(s) using a data oriented, problem
    solving approach to address concerns
  • Has an experienced person available to facilitate
    assistance for the teacher(s)

Applies to Tier 1
17
Teacher Support Team
  • General Education Requirements in support of
    accurate identification of educable mental
    retardation (EMR)

18
Teacher Support Team
  • Documentation of presence of appropriate members
    on the Teacher Support Team to assist in
    development of intervention strategies?

19
Interventions
  • Description of a scientifically-based
    intervention was provided?
  • Intervention meets minimum requirements?

http//www.w-w-c.org/
http//www.promisingpractices.net/
http//coexgov.securesites.net/index.php?keyworda
4366358b747d4
http//www.ed.gov/rschstat/research/pubs/rigorouse
vid/index.html
20
Data on Progress
  • Evidence of the use of appropriate data
    collection methods to monitor student progress?

http//www.studentprogress.org/
21
Individual Assessment
  • Professional Implementation of Ethical Practices

http//www.nasponline.org/pdf/ProfessionalCond.pdf

22
Observations (1)
  • Appropriate personnel performed classroom
    observations to assess student needs?

23
Observations (2)
  • Observations included quantifiable data comparing
    to peers?

24
Adequate Time
  • Evidence of appropriate time period in order to
    fairly evaluate effectiveness of the
    intervention?

http//www.sp-ebi.org/
http//www.nasponline.org/information/pp_prevresea
rch.html
http//www.wcer.wisc.edu/news/coverStories/evidenc
e_based_interventions.php
25
Appropriate Frequency
  • Intervention sessions were frequent enough that
    an effect would be expected?

26
Integrity Check
  • Evidence of evaluation of treatment or procedural
    integrity measures that ensured proper
    implementation of intervention components
    throughout the intervention?

27
Analysis
  • Results of the intervention were analyzed and
    evaluated for effectiveness or ineffectiveness in
    order to (dis)confirm possible presence of a
    disability (and proceed to eligibility
    evaluation)?

28
Trained Personnel
  • Presence of appropriate personnel on the
    eligibility team to assist in determining
    eligibility and recommendations for goals and
    benchmarks?

29
Appropriate Instruments
  • Assessment instruments are appropriate for
    evaluating current referral concerns (e.g.,
    reliable and valid for concern and student
    characteristics)?

30
Addition
  • Clerical calculations were performed
    appropriately?

31
Trained Personnel
  • Assessment instruments were administered by
    trained certified personnel?

32
Ruling Out Other Reasons
  • Evidence that effects of environment, culture or
    economic disadvantage were ruled out?

33
Ruling Out Other Reasons
  • Evidence that effects of visual, hearing or motor
    disability were ruled out?

34
Ruling Out Other Reasons
  • Evidence that mental retardation or emotional
    disability were ruled out as a primary
    explanation for student needs?

35
Logical Conclusion
  • Documented specific rationale for eligibility is
    consistent with the referral concern?

36
Scores Consistent
  • Test scores were in the appropriate range to
    support the rationale for the disability?

37
Comprehensiveness
  • All areas of the disability were appropriately
    assessed (e.g., intelligence, achievement,
    adaptive behavior, emotional)?

38
Comprehensiveness
  • Was the measure of cognitive functioning at least
    two standard deviations below the mean?

39
Comprehensiveness
  • Was the adaptive behavior measure (out-of-school
    functioning) determined to be significantly low
    and commensurate with cognitive functioning?

40
Comprehensiveness
  • Was the level of achievement commensurate with
    cognitive functioning and without any strengths
    compared to typical peers?

41
System Resources
  • Interview of assessment personnel indicates that
    Assessment Library is adequate to implement Child
    Find procedures in the LEA?

42
Whats Required for Compliance?
  • Yes to All Requirements
  • Adequate Documentation to support a YES answer
    to all questions

43
So, Whats Next ?
  • How will you achieve compliance with the EMR
    differential ?
  • How will you maintain compliance with the EMR
    differential through 2011 ?
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