Evaluation and eligibility using RTI
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Transcript of Evaluation and eligibility using RTI
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EVALUATION AND ELIGIBILITY USING RTI
November 2009 Oregon RTI Project Cadre 5
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OBJECTIVES
Participants will understand both general IDEA evaluation requirements and evaluation requirements for Specific Learning Disabilities
Participants will understand characteristics of learning disabilities
Participants will practice weighing information about student performance in the context of LD eligibility decisions
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OREGON ADMINISTRATIVE RULES
Activity
Once you’ve been assigned a section: Find your group Take 30 minutes to read your section, and plan a
lesson to teach the important content to the larger group (e.g. omit language related to preschool age students)
Utilize OrRTI staff to clarify or explain confusing language
Each group will have 10 minutes to present their lesson
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OREGON ADMINISTRATIVE RULES
Activity: Count off by 5 into the following groups:
1) Evaluation and Reevaluation Requirements2) General Evaluation & Reevaluation
Procedures3) Evaluation Planning4) Determination of Eligibility/Interpretation of
Data5) Specific Learning Disability
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STEPS IN THE EVALUATION PROCESS
Referral for a special education evaluation Evaluation planning Prior Notice About Evaluation/Consent for
Evaluation Evaluation (60 school days) Evaluation Summary Eligibility Determination meeting
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REFERRAL
Typically made by the RTI team Parents may make a referral at any time If another disability is suspected, proceed to
referral while intervening
Remember: Referral does not equal evaluation. Once a student is referred, the evaluation planning team (including the parents) convene to determine if an evaluation is appropriate. Before the meeting, parents receive procedural safeguards. At the end of the meeting, parents receive prior notice of the team’s decision.
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STUDENT INTERVENTION PROFILE
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PROGRESS MONITORING DATA
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DEVELOPMENTAL HISTORY
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EVALUATION PLANNING
When making evaluation decisions, consider:
General Requirements for evaluation
LD Eligibility Statement
The team answers the question:
What do we still need to know before we can determine if the student is eligible under IDEA? What do we still need to know in order to determine the student’s educational needs?
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PARENT NOTIFICATION IN TTSD
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Identifying Learning Disabilities
Under an RTI Model
ELIGIBILITY DETERMINATION
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BIG Idea!Low achievement and slow progress are the foundation for determining SLD eligibility using RTI.
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Low skills
Slow progress despite intensive intervention
DUAL DISCREPANCY
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DOES THE STUDENT HAVE LOW SKILLS?
Determine parameters
Maintain consistency School to school Grade to grade Child to child
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How much is enough? Progress monitoring growth
rates Yearly RIT gains
Context is key Typical growth
National norms District norms
Cohort growth
IS PROGRESS SLOW?
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Scientific, research-based (IDEA 2004)
Sufficient frequency and duration
Implemented with fidelity
IS THE INTERVENTION INTENSIVE?
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ELIGIBILITY DECISION MAKING
It comes down to the balance. How does the “weight” of the intervention compare to the “weight” of progress?
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KEEP THE END IN MIND
Required components Other relevant components Exclusionary factors
Avoid the “whoops”
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ARE THERE OTHER EXPLANATIONS?
Lack of appropriate instruction
Existence of another disability
Limited English proficiency
Environmental or Economic Disadvantage
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SUSIE
2nd Grader Fall: ORF 22 Winter: ORF 55 Gain: 2.37
words/week Typical gain: 1.5
words/week
Core program + SMART volunteer + Read Naturally 2
times per week +Phonics for
Reading and Read Naturally 5 times per week
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ELLIE
25thth percentile on ORF
Remains at 25th percentile
“Low average”
Core program 20 minutes/day
additional practice 40 minutes/day
explicit instruction and guided practice
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EMILY
1st Grader Gain: 6-10 wpm in 8
weeks Other students gain
22 wpm in the same period of time
Core program +45 minutes of
decoding and fluency program
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JOHANNA
2nd grader Reads 45 words per
minute (target is 90 wpm)
Core program Reading Mastery in
addition New to the district Has been in 4
different school districts
Recently moved in with a relative
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JIM
5th grader
Reads 77 words per minute (target is 150 wpm)
Scores below average benchmark on the State-wide assessment
Core reading program 30 minutes of additional
reading program 5x a week
Jim was adopted from Russia 2 years ago
ELL teacher interviews family and finds out he didn’t attend school before he came the U.S.
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MARISOL
3rd grader Reads 45 words per
minute in Spanish Reads 5 words per
minute in English
Core Spanish reading program
Additional interventions in Spanish 5x a week since 1st grade
Has been in the same school since Kindergarten
The other students in her cohort group read an average of 90wpm in Spanish and English
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Individually: Quickly read the sample report, highlighting 4 or 5 sentences that provide especially useful information.
As a Group: Share what you’ve highlighted. What makes this report useful?
QUALITY ELIGIBILITY REPORTS