Evaluation Is a process, not an event; Is individual to the student; Is comprehensive in design; Is...
Transcript of Evaluation Is a process, not an event; Is individual to the student; Is comprehensive in design; Is...
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Eligibility DeterminationEligibility Determination
Identifying
Learning Disabilities Under an RTI
Model
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Eligibility Decision MakingEligibility Decision Making
• Dual Discrepancy• With a partner, list the
two component ideas of “dual discrepancy”.
• (Hint…it doesn’t involve an IQ score.)
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Dual DiscrepancyDual Discrepancy
• Low skills (The easier part)
• Slow progress despite intensive intervention (The trickier part)
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Does the Student Have Low Does the Student Have Low Skills?Skills?
• Determine parameters
• Maintain consistency• School to school• Grade to grade• Child to child
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Is Progress Slow?Is Progress Slow?
• “How much is enough?”
• Context is Key• Typical growth
• Cohort growth
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Is the Intervention Intensive?Is the Intervention Intensive?
• Scientific, research-based (IDEA 2004)
• Sufficient frequency and duration
• Implemented with fidelity
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Eligibility Decision MakingEligibility 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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SusieSusie
• 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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EllieEllie
• 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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EmilyEmily
• 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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Keep the End in MindKeep the End in Mind
• Required components• Other relevant components• Exclusionary factors
• Avoid the “whoops”
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Exclusionary FactorsExclusionary Factors
• What are the exclusionary factors teams must explore?
• In teams, identify and highlight the exclusionary factors
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Are there other explanations for the Are there other explanations for the student’s low skills and lack of student’s low skills and lack of
progress?progress?• Lack of appropriate instruction
• Existence of another disability
• Limited English proficiency
• Environmental or Economic Disadvantage
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Key ToolKey Tool“Individual Problem
Solving Worksheet” … properly filled out
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JohannaJohanna
• 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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JimJim
• 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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MarisolMarisol
• 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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Eligibility Decision MakingEligibility Decision Making
• It comes down to the balance.
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• Emphasis on Problem Solving Approach.
• Kids don’t catch LD.
• All kids benefit from multi-tiered instruction.
Secondary Students…Secondary Students…
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Problem Solving Approach
What are we going
to do?
Carry out the plan.
Did our plan
work?
What is the problem andwhy is it happening?
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EXAMPLE
A well-planned
math intervention
.
Implement intervention.
Review student’s
Progress.
A student is struggling to understand fractions.
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EXAMPLE
Implement behavior
plan along with reading intervention.
Implement both.
Review student’s
Progress.
Student is struggling.
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Is Pheobe eligible under SLD?Is Pheobe eligible under SLD?
• 10th grader
• Failing classes
• Reads 100 wpm and answers 70% of comprehension questions correctly
• Met OSAT 3rd, 4th, 5th, 6th, and 7th grade in reading and math.
• A dramatic decline in attendance in 8th grade.
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Is Mark eligible under SLD?Is Mark eligible under SLD?
• 9th grader• Failing classes• Not attending school
• Reads 100 wpm and answers 70% of comprehension questions correctly
• Title I reading program
• Met 3rd grade benchmark, but not 5th, 8th or 10th
• Parents hired Sylvan Learning Center in 5th through 7th grade
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Key ToolKey Tool“Individual Problem
Solving Worksheet” … properly filled out
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Continuing EligibilityContinuing Eligibility
• Evaluation planning is critical step
• Disabilities are life-long conditions
• Special education should work
• Same kind of thinking• “Weight of progress vs. weight of support”
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Is Carol still eligible?Is Carol still eligible?
• 6th grader• Has LD in reading• Currently reads 120
wpm• WIAT-II scores
between 83 and 97• Met OSAT past 3
years• Passing grades
• SDI=fluency lab, 60 minutes/wk
• SDI=reading class 45 minutes/day
• Homework takes 3+ hours per night
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LD Eligibility ReportsLD Eligibility Reports• Create and
follow a template
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LD Eligibility ReportsLD Eligibility Reports• Not so helpful:
• “Kevin reads 27 words per minute at the second grade level.”
• More helpful:
• “Kevin reads 27 words per minute at the second grade level, while the expected level for January is 65 words per minute.”
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Quality LD Eligibility Quality LD Eligibility ReportsReports
• 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?
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Eligibility DeterminationEligibility Determination
Identifying
Learning Disabilities Under an RTI
Model
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Tier I, II, and IIITier I, II, and III
• All students have access to embedded literacy strategies across content areas
• This years focus:• Frayer Model• Anticipation Guide• Word Sorts• DR/TA or KWL• Group Summarizing• Definition Word Chart
Tier III
Tier II
Tier I
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Tier I: What do students receive?Tier I: What do students receive?
General Ed Classes Access to Content
Literacy Strategies A limited number of
students are monitored by the Literacy Specialist
Target = 80% of student population
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Content Literacy StrategiesContent Literacy StrategiesPurpose/Prior
KnowledgeAnticipation Guide
Vocabulary Development Definition Word ChartFrayer ModelWord Sorts
Cues and Questioning/ Patterns
DRTAKWL
Reflection Group Summarizing
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Tier II: What do students receive?Tier II: What do students receive?
General Ed Classes Access to Content
Literacy Strategies Strategic Intervention
Soar to Success (Middle School)
Comprehension Strategies (High School)
Target = 15% Student Population
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Tier III: What do students receive?Tier III: What do students receive?
Access to Content Literacy Strategies
Comprehensive reading and writing support LANGUAGE! (High
School) LANGUAGE! (Middle
School)
Target: 5%