Significant Cognitive Disability Criteria and the SCD Determination Guidance Document Webinar.

Significant Cognitive Disability Criteria and the

SCD Determination Guidance DocumentWebinar

This event is being funded with State and/or Federal funds and is being provided for employees of school districts, employees of the Mississippi Department of Education and Department contractors. Miss. Const. Art. 4, Section 6 prohibits governing authorities from making donations. According to the Mississippi Attorney General, once the Federal funds are turned over to the State, the rules for the expenditure of State funds apply. Based on Mississippi law, this event is not being provided for third party vendors or external providers.

2015-2016 2©MDE-Bureau of Instructional Support

Vision _________________________________

To create a world-class educational system that gives students the knowledge and skills to be successful in college and the workforce, and to flourish as parents and citizens

Mission _______________________________

To provide leadership through the development of policy and accountability systems so that all students are prepared to compete in the global community


All Proficient and Showing Growth in All Assessed Areas

Every Student Graduates High School and is Ready for College and Career

Every Child Has Access to a High-Quality Early Childhood Program

Every School Has Effective Teachers and LeadersEvery Community Effectively Using a World-Class

Data System to Improve Student Outcomes


• The Office of Special Education (OSE) has a teacher listserv available for special education teachers.

• The purpose of the listserv will be to inform special education teachers of upcoming trainings, upcoming webinars, and other resources provided by MDE.


This training is designed to provide guidance for determining if a student meets the criteria for a significant cognitive disability, and how that determination will affect student instruction and assessment.

The use of these strategies are aligned to the Mississippi Department of Education (MDE) Strategic Plan.


• In order to be considered SCD, the child must meet all three of the standards listed on the IEP.

• If a student meets the criteria for having a Significant Cognitive Disability, the student’s instruction will be based on the Alternate Academic Achievement Standards (AAAS) and the student should participate in the Mississippi Assessment Program – Alternate (MAP-A).


The student has an IQ score or developmental level two or more standard deviations below the mean.

True False

The student is not able to exhibit adaptive skills that would allow him/her to function independently and safely in daily life.

True False

With accommodations/modifications in place, the student is not able to participate in and make progress in the standard academic curriculum.

True False

The student meets the criteria for SCD Standard 1 (must mark True to all three statements in order to mark Yes).

Yes No

SCD Standard 1: The student demonstrates significant cognitive deficits and poor adaptive skill levels (as determined by that student’s comprehensive evaluation) that prevent participation in the standard academic curriculum or achievement of the academic content standards, even with accommodations and modifications.


The student consistently requires extensive repeated, individualized instruction and support that is not of a temporary or a transient nature, in both academic and functional skills in order to gain educational benefit.

True

False

The student uses substantially adapted materials and individualized methods of accessing information in alternative ways to acquire, maintain, generalize, demonstrate, and transfer skills across multiple settings.

True

False

The student meets the criteria for SCD Standard 2 (must mark True to both statements in order to mark Yes).

Yes No

SCD Standard 2: The student consistently requires extensive direct instruction in both academic and functional skills in multiple settings to accomplish the application and transfer of those skills.


The student’s absences may be excessive and/or extended, but are not the primary reason the student cannot complete the standard academic curriculum.

True False

The student’s inability to complete the standard academic curriculum is not primarily due to one of the following: Specific Learning Disability, Emotional Disability, Language/Speech Impairment, Visual Impairment, Hearing Impairment, Orthopedic Impairment and/or *Other Health Impairment.

True False

The student meets the criteria for SCD Standard 3 (must mark True to both statements in order to mark Yes).

Yes No

SCD Standard 3: The student’s inability to complete the standard academic curriculum is neither the result of excessive or extended absences nor is primarily the result of visual, auditory, or physical disabilities, emotional-behavioral disabilities, specific learning disabilities, or social, cultural, or economic differences.


Does the student meet the criteria for all three (3) SCD Standards?

YES

The student is considered as having a Significant Cognitive Disability. The student’s instruction should be based on the Alternate Academic Achievement Standards and will participate in the MAP-A

The student is not considered as having a Significant Cognitive Disability. The student’s instruction should be based on the College and Career Ready Standards and will participate in the MAP.

NO


Does a student with Autism have to meet the criteria for all three standards in order to be considered SCD?

Yes. All students must meet the criteria for all three standards in order to be considered SCD.

What about students with EmD eligibilities?

Standard three specifically says that a student’s inability to complete the standard academic curriculum cannot be due to an emotional-behavioral disability. If you have a student with a primary eligibility of EmD who is considered SCD, it is the district’s responsibility to provide evidence that the reason the student cannot complete the curriculum is NOT due to the behaviors associated with his/her emotional-behavioral disability along with evidence that indicates the student meets the criteria for SCD standards 1 and 2.


What if a student is in high school and has always taken the alternate assessment?

If the student meets the criteria for having a significant cognitive disability, then the student may participate in the MAP-A. If the student does not meet the criteria for all three SCD standards, the student cannot participate in the MAP-A and must be instructed on the MS College and Career Ready Standards.

According to the U.S. Department of Education regulations regarding the assessment of students under the No Child Left Behind Act of 2001 (NCLB), the only students who should be assessed using alternate academic achievement standards are students who fall under the state's definition of Significantly Cognitively Disabled (SCD). All other students should be assessed on grade level standards using the general state assessments with any necessary, allowable accommodations.


What will happen if a student with a questionable eligibility is considered SCD and participates in the MAP-A?

It is the district’s responsibility to provide evidence (IQ scores, adaptive behavior scales, measurable annual goals, etc.) to the IEP Committee that would drive the committee’s decision to determine whether or not the student is SCD. In the event of an audit through either the Office of Student Assessment or the Office of Special Education, the district will need to provide evidence to the Office of Special Education. If the evidence is insufficient or unavailable, the student’s test scores will be invalidated and count as not tested.

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What should I do if I have a student that I think is SCD but his primary eligibility is one of the 7 questionable eligibilities?

You have several options:

•If you currently have students with a primary eligibility of SLD, EmD, OHI, L/S, HI, OI, or VI, you need to verify that the student meets the criteria for SCD based on the SCD Guidance Document and be able to provide documentation.

•An IEP meeting must be convened to discuss whether or not the student meets the criteria for SCD and make any necessary revisions.

•Consider conducting a re-evaluation to verify that the student has the most appropriate primary eligibility.


• The students with significant cognitive disabilities (SCD) o grades 3, 4, 6, & 7 (ELA and math)o grades 5 & 8 (ELA, math, and science)o high school (ELA, math, and science)Refer to slide 20.

• Decision is made by the student’s IEP Committee.

• Documentation of how student will be assessed is required on the student’s IEP.

Mississippi Assessment Mississippi Assessment Program – Alternate (MAP-A)Program – Alternate (MAP-A)


SCD & MAP-ASCD & MAP-A

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2015-2016Mississippi Assessment Program – Alternate

for Students with Significant Cognitive DisabilitiesGrade/Peer Age Subject/Content Area

3 / or non-graded & age 8 ELA & Math


5 / or non-graded & age 10 ELA, Math, & Science



8 / or non-graded & age 13 ELA, Math, & Science

9 / or non-graded & age 14 Math ONLY

10 / or non-graded & age 15 ELA & Math (if not previously assessed)

11 / or non-graded & age 16 ELA, Math, and Science (if not previously assessed)

12 / or non-graded & age 17 or 18 ELA, Math, & Science (if not previously assessed)

©MDE-Bureau of Instructional Support

• Teachers should continue to teach and progress monitor as they normally do using the alternate academic achievement standards.

• OSE and OSA will be providing professional development on the alternate academic achievement standards.

• SBE approved• One system/platform for all content areas• Aligned to the Mississippi Alternate Academic

Achievement Standards (ELA, Mathematics, and Science)

SCD & MAP-ASCD & MAP-A


22

The Alternate Academic Achievement Standards (AAAS) are specific statements of the knowledge and skills that are linked to the MS College and Career Ready Standards grade-level specific expectations for students with significant cognitive disabilities.

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• All students should have access to challenging grade-level content.

• Alternate assessments are designed to allow students with SCD to show what they know in ways that traditional multiple choice tests do not allow.

• AAAS differentiate knowledge and skills by grade level and show forward progression across grades and years.


24

• Students with SCD can achieve academically when they receive instruction that engages them actively in learning.

• Teachers must employ a wide array of instructional strategies to engage students.

• Universal Design for Learning (UDL) allows all students to access instruction and express understanding in multiple ways.

• Alternate Achievement Standards are not a replacement for functional skills instruction.


Sharon Strong Coon, Autism Instructional Specialist

Office of Special Education

[email protected]

Bobby Richardson, Educator in Residence

Office of Student Assessment

[email protected]

April Rice, Office Director Tanya Bradley, Bureau Director

Office of Special Education Office of Special Education

[email protected] [email protected]

Office of Special Education

Bureau of Instructional Support

www.mde.k12.ms.us/specialeducation

(601) 359-349

MDE ContactMDE Contact


Significant Cognitive Disability Criteria and the SCD Determination Guidance Document Webinar.

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Transcript of Significant Cognitive Disability Criteria and the SCD Determination Guidance Document Webinar.