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SLD Evaluation Process

SLD Evaluation Process. Salem, Oregon January 14 th , 2014. RTI for SLD. How. Targets. SPED Referral: When does it occur and what’s the process? What are the key questions we need to answer in a comprehensive evaluation for SLD? Does the student have significantly low skills ?

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SLD Evaluation Process

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  1. SLD Evaluation Process Salem, Oregon January 14th, 2014

  2. RTI for SLD How

  3. Targets • SPED Referral: When does it occur and what’s the process? • What are the key questions we need to answer in a comprehensive evaluation for SLD? • Does the student have significantly low skills? • Does the student make slow progress despite intensive interventions? • Does the student have an instructional need? • Are the struggles primarily due to one of the exclusionary factors?

  4. Special Education Evaluation Process • Referral • Evaluation planning meeting • Conduct comprehensive evaluation • Eligibility meeting • IEP meeting

  5. ASSESSMENT DATA-BASED DECISION MAKING INSTRUCTION SPED referral? Individual Problem Solving Team 6-8 weeks Individual Problem Solving Team Formal Diagnostic As needed Tier 3 Individualized Intervention Tier 2/3 Supplemental Intervention Tier 2/3 Supplemental Intervention Progress Monitoring Weekly-Monthly Intervention Review Team 6-8 weeks Research-Based Core Curriculum w/ Strong Instruction Schoolwide Screening reviewed 3 times/year Universal Screening 3 times/year

  6. Is there suspicion of a disability?

  7. Suspicion of a Disability Team Referral

  8. Parent Referrals • Parents have a right to make a referral at any time • The team must consider the referral • Cannot refuse the referral due to RTI (OSEP, 2011) • Can refuse the evaluation if there is good evidence (i.e., data) indicating the student can be successful with general education supports • Must provide written notice to parents if the request to evaluate is refused

  9. What happens after a referral is made? Relevant information is collected/consolidated along with a SPED referral form: • Intervention data, developmental history, problem solving form(s), progress monitoring data, diagnostic data (ICEL), language info An Evaluation Planning Meeting is conducted to determine if a student needs to have a comprehensive evaluation.

  10. Evaluation Planning Meeting • Do you need to conduct a Special Education evaluation? • What additional information you need as a team? (Permission to Evaluate Form) • Get caregiver consent 60 school day timeline begins • Provide caregiver with Parents Rights brochure

  11. Comprehensive Evaluation A comprehensive evaluation is always required to determine if a student qualifies for Special Education service, regardless of your model of identification. Simply using screening and progress monitoring data to determine SPED eligibility (i.e., “RTI only”) is unethical, illegal, and a very poor interpretation of RTI practice and law.

  12. Comprehensive Evaluation (10) "Evaluation" means procedures used to determine whether the child has a disability, and the nature and extent of the special education and related services that the child needs. Oregon Administrative Rules, 581-105-2000

  13. Comprehensive SLD Eval:Regardless of Eval Model Oregon Administrative Rules, 581-015-2170 • Academic assessment • Review of records • Observation (including regular education setting) • Progress monitoring data • Other: • If needed, developmental history • If needed, an assessment of cognition, etc. • If needed, a medical statement • Any other assessments to determine impact of disability

  14. Comprehensive SLD Eval:RTI Model Oregon Administrative Rules, 581-015-2170 • …documentation of: • The type, intensity, and duration of scientific, research-based instructional intervention(s)… • …rate of progress during the instructional intervention(s); • A comparison of the student's rate of progress to expected rates of progress. • Progress monitoring on a schedule that: • Allows a comparison of the student's progress to… peers; • Is appropriate to the student's age and grade placement; • Is appropriate to the content monitored; and • Allows for interpretation of the effectiveness of intervention.

  15. Talk Time • How does your district currently define “comprehensive evaluation” for SLD eligibility? What components are typically included? • Does it provide comprehensive information that leads to effective instructional decision making?

  16. Three key questions Exclusionary Factors = Low Skills Slow Progress SPED Entitlement Decision Instructional Need Is the student significantly different from peers? Does the student make less than adequate progress despite interventions? Does the student need specially designed instruction?

  17. Guidelines for Comprehensive Evaluation

  18. Evaluating Low Skills Low Skills Is the student significantly different from peers?

  19. Low Skills: Is the student significantlydifferent from peers?

  20. How big of a discrepancy is significant? *These suggestions should be used as approximate guidelines and NOTas rigid cut scores

  21. Calculating Magnitude of Discrepancy – Expected performance Current performance -40 wcpm = – 72 wcpm(Winter 2nd Grade) 32 wcpm ÷ Larger Number Smaller Number 2.25 times discrepant ÷ = 72 wcpm(Winter 2nn Grade) 32 wcpm Absolute discrepancy: Discrepancy Ratio:

  22. What if the data is mixed? Consider divergent data source(s) and possible explanations • For Example: • Group administered vs. Individual administered? • Timed vs. Untimed? • Multiple chances vs. One-time assessment? • Accommodations vs No Accommodations

  23. What if the data are mixed? ???

  24. Evaluation Report: Low Skills Include a description of the following: • Student’s level of performance • CBMs, OAKs, Standardized assessments, Core Program assessments • Expected level of performance • Benchmarks, Local norm, National norm • Magnitude of the discrepancy • Times discrepant, difference score, percentile rank as compared to average range, etc.

  25. Eval Report Example: Low Skills In all areas of easyCBM, Student falls in the below average range or below the 10th%ile. Average rate of improvement for a typical 2nd grade student in passage reading fluency is 1.5 words per week or approximately 54 total word gain in one year’s time. Student’s average rate of improvement was .5 words per week or 18 total words. Student has also been progress monitored in the areas of word reading and passage reading fluency. Student falls in the below the 10th%ile in all areas.

  26. Team Time • What assessments do you currently have that you can use to evaluate lows skills? • Do you have district guidelines for what is significantly low? • If not, how will those be developed?

  27. Evaluating Slow Progress Slow Progress Does the student make less than adequate progress despite interventions?

  28. Slow Progress: Does the student make inadequate progress despite intervention?

  29. How much progress is enough? • How much growth should we expect? • National growth norms • What does typical growth look like, on average?

  30. National Growth Rates: Reading *Fuchs et al (1993), **Fuchs & Fuchs (2004)

  31. Comparison to Similar students • How does a student’s growth compare to students with similar educational difficulties? • DIBELS Pathways to Progress • AIMSWEB

  32. How much progress is enough? • How much growth should we expect? • National growth norms • What does typical growth look like on average? • Local growth norms • What does typical growth look like in your district, school, classroom, or intervention group?

  33. How much progress is enough? Typical growth rate: 1.4 wcpm per week Student in intervention making “typical” growth

  34. How much progress is enough? Typical growth rate: 1.4 wcpm per week Student in intervention making ambitious growth: 2 wcpm per week Students in interventions must make more progress than the typical student in order to close the gap.

  35. How much progress is enough? Typical growth rate: 1.4 wcpm per week Student in intervention making ambitious growth: 2 wcpm per week Students in interventions are receiving more instructional support than the typical student.

  36. Slow Progress

  37. Progress Monitoring Data

  38. Slow Progress

  39. Interventions Matched to Student Need Reading Comprehension Vocabulary Oral Reading Accuracy & Fluency Phonics (Alphabetic Principle) Phonemic Awareness

  40. Slow Progress

  41. Intervention Time & Intensity Appropriate • In addition to90 minutesof research-based core instruction • Minimum of 30-45 minutes of daily, supplemental/targeted interventions using: • Explicit, systematic, research-based curricular materials • Research-based instructional strategies

  42. Slow Progress

  43. Intervention Delivered withFidelity • Were the interventions delivered as intended? • Did we do what we said we would do?

  44. Intervention Delivered withFidelity • Wickstrom et al studied 33 intervention cases. • Teachers agreed to do an intervention and were then observed in class. • 33/33 on a self report measure indicated that they had used the intervention as specified by the team. • 0/33 Teachers had fidelity above 10%. Slide taken from a presentation by Joseph Witt

  45. Slow Progress ???

  46. Evaluation Report: Slow Progress Include a description of the following: • For each intervention provided: • Student rate of progress • Expected rate of progress • A description of the intervention • What intervention strategies resulted in the largest amount of growth • Fidelity data

  47. Eval Report Example: Slow Progress

  48. Eval Report Example: Slow Progress Student has been intervened with in the area of reading since the beginning of her 2nd grade school year. During her 3rd grade school year, the intervention was intensified two different times, once she was moved back for additional review and the 2nd time she was moved into a smaller group and placed with a certified teacher. Student’s performance was not at a rate comparable to her peers, thus she was supported through various methods of intensifying the instruction. In addition, Student started her 2nd and 3rd grade year in Reading Mastery Classic lesson. Her performance supports a picture of a skill deficit in reading that is resistant to instruction.

  49. Team Time • Does your district have guidelines for how “adequate progress” is defined? • How can you determine that interventions are: • Appropriately matched? • The right time and intensity? • Delivered with fidelity?

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