So, You Want to Try Out the Latest Model SLD?

LOOKING UNDER THE HOOD OF THAT NEW MODEL

IDEA 2004 & Fed Regs re: SLD

Decided that the old model was not workingAdded option of RTIChanged “severe discrepancy” to “pattern

of strengths and weaknesses”Added progress monitoring componentObservation – before or during assessment

process

Many stakeholders within the EUPISD region worked to design a document local districts could use in determining eligibility of students suspected of a Specific Learning Disability

Step 1

Teacher notices a behavioral or academic deficit: Identify specific areas of concern.

Teacher implements interventions/strategies (see SAT Coordinator or Sp. Ed. Dept. for ideas if needed) to remediate. Collect information using General Education Teacher’s Report Form and student CA 60.  

Give report form to SAT Coordinator

Student experiencing difficulty

Student experiencing difficulty

Teacher begins completing SAT

worksheet

Teacher begins completing SAT

worksheet

Teacher determines the child no longer has

difficulties

Teacher determines the child no longer has

difficulties

Teacher contacts SAT Coordinator for referral to initiate SAT Process

Teacher contacts SAT Coordinator for referral to initiate SAT Process

Student Assistance Team Coordinator schedules SAT

meeting

Student Assistance Team Coordinator schedules SAT

meeting

Student demonstrates improved outcome. No further intervention

needed.

Student demonstrates improved outcome. No further intervention

needed.

SAT meeting conducted: SAT Worksheet completed with

other staff; intervention recommended; further data

collected.

SAT meeting conducted: SAT Worksheet completed with

other staff; intervention recommended; further data

collected.

Student improves-SAT

available if needed.

Student improves-SAT

available if needed.

Implement for reasonable period of

time (6-8 wks; progress monitoring at least every

two weeks.

Implement for reasonable period of

time (6-8 wks; progress monitoring at least every

two weeks.

SAT Worksheet suggests other Sp. Ed. eligibility than

SLD

SAT Worksheet suggests other Sp. Ed. eligibility than

SLD

FLOW CHART for STUDENT ASSISTANCE TEAM (SAT) PROCESS

General Education Teacher Report Sample

Step 2

SAT coordinator assembles a meeting with all staff involved.

Review all data collected focusing specifically on intervention information collected on area of concern.

Brainstorm ways to improve interventions and/or additional interventions- use SAT Minutes Form

Continue remediation within the general ed. setting continuing to collect information through progress/behavior monitoring of skills targeted for intervention. (save all documentation and other classroom assessments pertaining to area of concern in RtI file)

If student does not progress within 4 weeks see SAT Coordinator

SAT Minutes Form

SAT coordinator assembles meeting of staff and parents and sends Parent Input form along with invitation for the meeting.

Brainstorm with parents and review all information collected noting strengths and weaknesses- use SAT Minutes Form again

Discuss any environmental factors that could be contributing and brainstorm strategies to assist.

Schedule a meeting in 9 weeks to meet again as a team to analyze data. Inform parents that they will be updated weekly with progress monitoring data. Discuss option of Sp. Ed. referral if student does not make gains.

Implement strategies and intervention in classroom and “power hour” to remediate areas of concern. Continue to collect data.  

Step 3

Parent Input Form

SAT Meeting Invitation

TEACHER SAT WORKSHEET This is a working document for the SAT Process

Student: ______________ Grade: Teacher: _______________ School Year: SUBJECT AREA: Basic Reading Math Calculation Oral Expression Reading Fluency Math Problem Solving Listening Comprehension Reading Comprehension Written Expression Note: If there is concern regarding more than one subject area, please complete a separate worksheet for that area. I. ACADEMIC ACHIEVEMENT REGARDING GRADE-LEVEL EXPECTATIONS METHOD OF REPORTING:

PROGRESS MONITORING / BENCHMARK SCREENING:

1. Type of progress monitoring used: DIBELS AIMSweb Yearly Progress Pro EdCheckup

2. Please mark the appropriate column for each week: Week

Number/Date Student Score Meets / exceeds

aimline Falls below

aimline Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9

AND/OR CRITERION-BASED MEASUREMENT (CBM)/BENCHMARK SCREENING

GLAD SRI / STAR DRA COMPASS

Date administered: Outcome: Student’s score: This score is: At benchmark level or above grade-level median score if using local norms (Strength)

At ‘at-risk’ level or below 10th percentile if using local norms (Weakness) Neither strength nor weakness

Teacher Pattern of Strengths & Weaknesses Summary Form

Student: Grade: Teacher: ___________Date:_________ SUBJECT AREA: Basic Reading Math Calculation Oral Expression Reading Fluency Math Problem Solving Listening Comprehension Reading Comprehension Written Expression

Assessment Type Strength Weakness Neither Progress Monitoring: Student meets/exceeds aimline Student is falling below aimline for at least

4 consecutive weeks on most recent tests

Criterion-Based Measurement (CBM) (Benchmark) Screening

At benchmark level or above grade-level median score if using local norms

At ‘at-risk’ level or below 10th percentile if using local norms

MEAP Level 1 or Level 2 Level 3 or Level 4 Classroom Assessments Scores > 80% Scores < 60% Grade A/B or meets/exceeds expectations D/E or does not meet expectations Behavioral Information Based on teacher’s professional

judgment in comparing student to others in classroom

Based on teacher’s professional judgment in comparing student to others in classroom

PSW Summary Sheet for all other subject areas (lower half of this form)

Student demonstrates average understanding of academic content in comparison to other students in classroom.

Student demonstrates that s/he does not understand the academic content.

S = Strength: Area(s) of Strength (i.e., at least 3 ‘S’ checks for each area) are: ______________________________ W = Weakness: Area(s) of Weakness (i.e., at least 4 ‘W’ checks for each area, including at least 1 individually administered academic achievement assessment) are:___________________________________________________. N = Neither strength/weakness

Academic Achievement regarding grade-level expectations

Age-appropriate functional/intellectual

skills

Progress Monitoring or CBM screening

MEAP

Curriculum

Assessments

Grades

Basic Reading

S N W S N W S N W S N W

Reading Fluency

S N W S N W S N W S N W

Reading Comp.

S N W S N W S N W S N W

Math Calc.

S N W S N W S N W S N W

Math Prob. Solving

S N W S N W S N W S N W

Written Exp.

S N W S N W S N W S N W

Oral Exp.

S N W S N W S N W S N W

Listening Comp.

S N W S N W S N W S N W

Student’s Patterns of Strengths & Weaknesses in All Other Subject Areas

Feedback Results from Teacher PSW Worksheet(s)

SUBJECT AREA:Basic Reading Math Calculation Oral ExpressionReading Fluency Math Problem Solving Listening Comprehension

Reading Comprehension Written Expression

Evaluator’s Worksheet for Charting Patterns of Strengths & Weaknesses

Evaluator’s Worksheet for Charting Patterns of Strengths & Weaknesses

Academic Achievement regarding grade-level expectations

Academic Achievement regarding age-level expectations

Classroom performance regarding grade-level expectations Age-appropriatefunctional/intellectualskills

Progress Monitoring,

CBM screening or

Criterion Ref. assessments

MEAP Norm-ref’d achievement

tests

Curriculum Assessments

Grades Teacher Report

Classroom / Academic

Observations

Observations, interviews, IQ

assessment

Basic Reading

S N W S N W S N W S N W S N W S N W S N W S N W

Reading Fluency

S N W S N W S N W S N W S N W S N W S N W 

ReadingComp.

S N W S N W S N W S N W S N W S N W S N W 

Math Calc. S N W S N W S N W S N W S N W S N W S N W  

Math Prob. Solving

S N W S N W S N W S N W S N W S N W S N W 

Written Exp. S N W S N W S N W S N W S N W S N W S N W  

Oral Exp. S N W S N W S N W S N W S N W S N W S N W  

Listening Comp.

S N W S N W S N W S N W S N W S N W S N W 

STUDENT ASSISTANCE TEAM COORDINATOR / INTERVENTION SPECIALIST WORKSHEET

This is an optional working document for the Child Study Process Student: Grade: Intervention Specialist: _____________________ SUBJECT AREA: Basic Reading Math Calculation Oral Expression Reading Fluency Math Problem Solving Listening Comprehension Reading Comprehension Written Expression Note: If there is concern regarding an additional subject area, please complete a separate worksheet for that area. ACADEMIC ACHIEVEMENT REGARDING AGE-LEVEL EXPECTATIONS

NORM-REFERENCED ACHIEVEMENT TESTS Name of test: Date administered:

Outcome: Student’s score: This score is: > 30th percentile (Strength) < 9th percentile (Weakness)

Step 4

Hold follow-up meeting in 9 weeks with parent.  If student is progressing= Process was successful,

continue as needed. Keep all documentation on file and inform parents.

 If students is not making gains= discuss referral for spec. ed. with parents. (be sure to invite sp. ed. department to this meeting 2-3 weeks in advance if you think a referral may be needed )

 Teacher brings all data collected and discusses with special education department and team.

Special education department will provide additional ideas for remediation or provide referral form to obtain parent signature.

Specific Learning Disabilities Evaluation

Procedures

LOOKING UNDER THE HOOD OF THAT NEW MODEL

Referral Made

Like any other disability determination under IDEA, can’t be based on any single criterion – meaning a single test, assessment, observation, or report.

An evaluation of a student suspected of having SLD must include a variety of assessment tools and strategies.

Evaluation must include input from student’s parents and an observation of the student’s academic performance and behavior in the general education classroom.

Once assessments and evaluation measures have been completed and parents have received copies of the evaluations and full explanations of the findings, eligibility group meets to make determination.

Step 1: Determination of Underachievement

Does the student fail to achieve adequately for his age in one or more of the following eight areas:

Oral expression Listening comprehension Written expression Basic reading skill Reading fluency skills Reading comprehension Mathematics calculation Mathematics problem solving

Determination is based on mastery of grade-level content appropriate for the student’s age, including performance against the state’s academic content standards in reading and math.

SLD Evaluation Components – PSW

Must include assessment of student’s strengths & weaknesses:

*classroom performance & academic achievement*relative to age, grade-level standards or intellectual development

Step 3: Determination of Appropriate Instruction

Prior to being suspected of having an SLD, school or district must provide documentation that the student has been provided appropriate instruction by qualified personnel.Appropriate instruction in reading must include explicit and systematic instruction in essential components of reading including:

phonemic awareness, phonics, vocabulary development, reading fluency, including oral reading skills, and reading comprehension strategies.

If the group charged with determining whether a student has an SLD decides that this documentation is not adequate, a decision may be made to delay making a final determination and continue to collect additional information about the student.

In order to extend the time by which the evaluation will be completed, parents must consent to the time extension.

The school or district should also provide data-based documentation of frequent assessments of the student’s progress, to measure effectiveness of that instruction. A student’s progress should be documented by using an objective and systemic process administered at reasonable intervals.Information such as teacher reports and teacher-made tests, while helpful, are not adequate for this determination. Data should be used to determine the effectiveness of a particular instructional strategy or program.

Step 4: Determination of Influence of Other Factors

Students whose lack of achievement can be attributed primarily to one of the following factors should not be determined to have an SLD.

visual, hearing, or motor disability mental retardation emotional disturbance cultural factors environmental or economic disadvantage limited English proficiency

Such students can be served in other disability categories of IDEA or through programs for at-risk or disadvantaged students, such as Title I of the No Child Left Behind Act.

Progress Monitoring Requirements

The school or district should provide data-based documentation of frequent assessments of the student’s progress, to measure effectiveness of that instruction.

A student’s progress should be documented by using an objective and systemic process administered at reasonable intervals

Information such as teacher reports and teacher-made tests, while helpful, are not adequate for this determination.

Compile information (SAT Worksheet, PSW Worksheet,

and REED) and send to School Psychologist

School Psychologist:1.Schedules / conducts observation 2.Reviews records/SAT Worksheets according to PSW guidelines 3.Administers assessments and/or scales (at School Psychologist discretion)4.Completes PSW Worksheet5.Completes Exclusionary Factors Worksheet6.Writes Report

SLD recommendation made; report submitted to Special Education Coordinator and Secretary

Scores suggest eligibility for other than SLD

Referral made to rule out other special education qualification

Send out Parent Input Form

Special Education Secretary will:

FLOW CHART FOR SLD EVALUATION PROCEDURE

REED/ PSW & SAT Worksheets are sent to the Special Education Supervisor/Area Coordinator for signature and assigned to an evaluator(s).

Special Education Secretary will:

Referral Form

Review of Existing Evaluation Data (REED)Information Data Source Description of

Information

Review of existing evaluations, including current (12 Months) classroom-based, local, or state assessments, existing standardized evaluations and classroom-based observations.

CBMGLADTeacher Test

Outcome?Scores?

Review Teacher and related services provider(s) observations and progress reports.

Review evaluations and information provided by parent.

Review Student Assistant Team Report regarding general education intervention results (academic and behavioral).

SAT minutesPattern of Strengths and Weaknesses worksheet

Other: On-going communication/contact with student/parent/school throughout school year.

Assessment need is determined by the School Psychologist.

Assessment Area Data and Assessments Needed

Achievement Note Area of Concern and an observation is required.

Adaptive Skills Used ASD/CI evaluations

Cognitive Ability CI Evaluation

Social/Emotional EI evaluation

Behavior ASD evaluation

Disability suspected and reason for referral (MUST BE COMPLETED)

Parent Input Form & Referral

sent out

Secretary compiles information and gives to School Psych

Teacher PSW Worksheet received by Secretary

Referral sent to School Psychologist

School Psych:Schedules / conducts observation Reviews records according to PSW guidelines Administers assessments and/or scalesCompletes PSW WorksheetCompletes Exclusionary Factors WorksheetWrites Report

SLD recommendation made; report submitted to Special Education Coordinator and Secretary

Data suggests eligibility for other than SLD

Referral made to rule out other special education qualification

Who are your Special Education Secretaries?

Tahquamenon Area Service Center- Susie Nutkins

Sault Ste. Marie Public Schools-Pam Taylor

Rudyard Area Service Center- Pam West

What happens after the evaluations are completed?

MET Reports are provided to the IEP team with recommendations for eligibility

IEP Team reviews the MET reports and determines eligibility.

Based on the needs of the student, the IEP develops a plan for programs and services that best meet the child’s needs.

Specific Learning Disability

Under the Federal Rule, 34 CFR 300.8(c((10) a specific learning disability is “a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, write, spell, or do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia that adversely affects a student’s educational performance

Eligibility Criteria for…..

Cognitive Impairment The following characteristics: development at a rate at or below approximately 2 standard deviations below the mean as determined through intellectual assessment, scores approximately within the lowest 6 percentiles on a standardized test in reading and math., and characterized by significant limitations in social, and practicaladaptive skills.

Emotional Impairment

Emotional Impairment means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects educational performance: a. An inability to learn that cannot be explained by intellectual, sensory or health factors; b. An inability to build or maintain satisfactory interpersonal relationships with peers and teachers; c. Inappropriate types of behavior or feelings under normal circumstances; d. A general pervasive mood of unhappiness or depression; or e. A tendency to develop physical symptoms or fears associated with personal or school problems

Autism Spectrum Disorder

ASD is a brain development disorder characterized by impairments in social interaction, communication, and restricted and repetitive behavior, typically appearing during the first three years of life.

Questions

Connie Cullip- Coordinator of Planning, Monitoring and Data Collection

Eastern Upper Peninsula Intermediate School District

906-632-3373 x.108

ccullip@eup.k12.mi.us

THE END