sld re-evaluation process
DESCRIPTION
SLD Re-Evaluation Process. Spring Conference 2014. Targets. SPED Re-Evaluation: When does it occur and what’s the process? What are the key questions we need to answer in a comprehensive re-evaluation for SLD? Does the student have significantly low skills ? - PowerPoint PPT PresentationTRANSCRIPT
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Vision: Every child in every district receives the instruction that they need and deserve…every day.
Oregon Response to Intervention
Vision: Every child in every district receives the instruction that they need and deserve…every day.
SLD Re-Evaluation Process
Spring Conference 2014
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Targets• SPED Re-Evaluation: When does it occur and
what’s the process?
• What are the key questions we need to answer in a comprehensive re-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?
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Oregon Response to Intervention
www.oregonrti.org
Tell us about you .
• Why are you here?
• What do you currently do in your district?
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Oregon Response to Intervention
www.oregonrti.org
Special Education Re-Evaluation Process
• Evaluation planning meeting• Conduct comprehensive evaluation• Eligibility meeting• IEP meeting
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Research-Based Core Curriculum w/ Strong Instruction
Tier 2/3 Supplemental Intervention
ASSESSMENT
Formal DiagnosticAs needed
Progress MonitoringWeekly-Monthly
Universal Screening3 times/year
DATA-BASED DECISION MAKING
Individual Problem Solving Team
Schoolwide Screening reviewed
3 times/year
INSTRUCTION
Tier 2/3 Supplemental Intervention
Intervention Review Team
6-8 weeks
Tier 3 Individualized Intervention
Individual Problem Solving Team
6-8 weeks
SPED referral?
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Oregon Response to Intervention
www.oregonrti.org
Evaluation Planning Meeting
• 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
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Oregon Response to Intervention
www.oregonrti.org
Comprehensive Evaluation
A comprehensive evaluation is always required to determine if a student continues to qualify for Special Education service, regardless of your model of identification.
Neither RTI nor PSW in isolation is sufficient for a comprehensive evaluation.
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Comprehensive SLD Re-Eval:Regardless of Eval Model
a) Academic assessmentb) Review of recordsc) Observation (including regular education
setting)d) Progress monitoring datag) Other:
A. If needed, developmental historyB. If needed, an assessment of cognition, etc.C. If needed, a medical statementD. Any other assessments to determine impact of
disability
Oregon Administrative Rules, 581-015-2170
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Comprehensive SLD Re-Eval:RTI Model
e) …documentation of:A. The type, intensity, and duration of scientific,
research-based instructional intervention(s)…B. …rate of progress during the instructional
intervention(s);C. A comparison of the student's rate of progress to
expected rates of progress.D. Progress monitoring on a schedule that:
i. Allows a comparison of the student's progress to… peers;
ii. Is appropriate to the student's age and grade placement;
iii. Is appropriate to the content monitored; andiv. Allows for interpretation of the effectiveness of
intervention.Oregon Administrative Rules, 581-015-2170
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Oregon Response to Intervention
www.oregonrti.org
Three key questions
Slow Progress
Low Skills
Instructional Need
SPED Entitleme
nt Decision
Is the student significantly different from peers?
Does the student make less than adequate progress despite interventions?
Does the student need specially designed instruction?
=Exclusionary Factors
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Guidelines for
Comprehensive
Evaluation
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Oregon Response to Intervention
www.oregonrti.org
Evaluating Low Skills
Low Skills
Is the student significantly different from peers?
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Oregon Response to Intervention
www.oregonrti.org
Low Skills: Is the student significantly different from
peers?
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How big of a discrepancy is significant?
Data Source General Suggestions*
OAKS • Very low? Low? Does not meet?• Below the 16th percentile (1 SD below the mean)? 10th percentile?
CBM’s(screening
assessments)
• In the Intensive/Well Below Benchmark range?• Below the 16th percentile as compared to national and/or local
norms (1 SD below the mean)? 10th percentile?• More than 2 times discrepant from peers/benchmark?
Standardized (norm-referenced) Achievement Tests
• Below the 16th percentile (1 SD below the mean)? 10th percentile?• Below a standard score of 85 (1 SD below the mean)?
Core Program Assessments
• In bottom 20% as compared to peers? Bottom 10%?
*These suggestions should be used as approximate guidelines and NOT as rigid cut scores
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Oregon Response to Intervention
www.oregonrti.org
RE-Evaluation Report: Low Skills
Include a description of the following:1. Student’s level of performance– CBMs, OAKs, Standardized assessments, Core
Program assessments2. Expected level of performance– Benchmarks, Local norm, National norm
3. Magnitude of the discrepancy– Times discrepant, difference score, percentile
rank as compared to average range, etc.
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Oregon Response to Intervention
www.oregonrti.org
Re-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 below the 10th percentile in all areas.
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Oregon Response to Intervention
www.oregonrti.org
Evaluating Slow Progress
Slow Progress
Does the student make less than adequate progress despite interventions?
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Oregon Response to Intervention
www.oregonrti.org
Slow Progress: Does the student make inadequate progress
despite intervention?
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Oregon Response to Intervention
www.oregonrti.org
How much progress is enough?
• How much growth should we expect?– National growth norms• What does typical growth look like, on
average?
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National Growth Rates: Reading
Grade
Average ORF
Growth (WCPM)*
Ambitious ORF
Growth (WCPM)*
Average Maze
Growth (WCR)**
1 2 3 0.42 1.5 2 0.43 1 1.5 0.44 0.85 1.1 0.45 0.5 0.8 0.46 0.3 0.65 0.4
*Fuchs et al (1993), **Fuchs & Fuchs (2004)
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Oregon Response to Intervention
www.oregonrti.org
Comparison to Similar students
• How does a student’s growth compare to students with similar educational difficulties?– DIBELS Pathways to Progress– AIMSWEB
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Oregon Response to Intervention
www.oregonrti.org
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?
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How much progress is enough?
Typical growth rate:1.4 wcpm per weekStudent in intervention making “typical” growth
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How much progress is enough?
Students in interventions must make more progress than the typical student in order to close the gap.
Typical growth rate:1.4 wcpm per weekStudent in intervention making ambitious growth:2 wcpm per week
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How much progress is enough?
Students in interventions are receiving more instructional support than the typical student.
Typical growth rate:1.4 wcpm per weekStudent in intervention making ambitious growth:2 wcpm per week
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Oregon Response to Intervention
www.oregonrti.org
Progress Monitoring Data
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Slow ProgressQuestion Evidence from Assessment/Score
Slow Progre
ss?
Discrepant From Peers?
Does the student exhibit SLOW PROGRESS?
Progress Monitoring:1.1 WCPM/week (Typical = 1.5, Local norm = 2)
Y N Y N
Diagnostic Assessments: Phonics ScreenerFrom 10% to 15% sounds correct in 20 weeks
Y N Y N
Core Assessments:From 35% average to 40% average in 20 weeks
Y N Y N
Intervention Assessments:From 45% to 65% in 20 weeks Y N Y N
Intervention Matched to Student Need? Y NIntervention Time & Intensity Appropriate? Y NIntervention Delivered with Fidelity? Y N
Preponderance of Evidence? Y NAdditional Information Needed?
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Slow ProgressQuestion Evidence from Assessment/Score
Slow Progre
ss?
Discrepant From Peers?
Does the student exhibit SLOW PROGRESS?
Progress Monitoring:1.1 WCPM/week (Typical = 1.5, Local norm = 2)
Y N Y N
Diagnostic Assessments: Phonics ScreenerFrom 10% to 15% sounds correct in 20 weeks
Y N Y N
Core Assessments:From 35% average to 40% average in 20 weeks
Y N Y N
Intervention Assessments:From 45% to 65% in 20 weeks Y N Y N
Intervention Matched to Student Need? Y NIntervention Time & Intensity Appropriate? Y NIntervention Delivered with Fidelity? Y N
Preponderance of Evidence? Y NAdditional Information Needed?
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Slow ProgressQuestion Evidence from Assessment/Score
Slow Progre
ss?
Discrepant From Peers?
Does the student exhibit SLOW PROGRESS?
Progress Monitoring:1.1 WCPM/week (Typical = 1.5, Local norm = 2)
Y N Y N
Diagnostic Assessments: Phonics ScreenerFrom 10% to 15% sounds correct in 20 weeks
Y N Y N
Core Assessments:From 35% average to 40% average in 20 weeks
Y N Y N
Intervention Assessments:From 45% to 65% in 20 weeks Y N Y N
Intervention Matched to Student Need? Y NIntervention Time & Intensity Appropriate? Y NIntervention Delivered with Fidelity? Y N
Preponderance of Evidence? Y NAdditional Information Needed?
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Slow ProgressQuestion Evidence from Assessment/Score
Slow Progre
ss?
Discrepant From Peers?
Does the student exhibit SLOW PROGRESS?
Progress Monitoring:1.1 WCPM/week (Typical = 1.5, Local norm = 2)
Y N Y N
Diagnostic Assessments: Phonics ScreenerFrom 10% to 15% sounds correct in 20 weeks
Y N Y N
Core Assessments:From 35% average to 40% average in 20 weeks
Y N Y N
Intervention Assessments:From 45% to 65% in 20 weeks Y N Y N
Intervention Matched to Student Need? Y NIntervention Time & Intensity Appropriate? Y NIntervention Delivered with Fidelity? Y N
Preponderance of Evidence? Y NAdditional Information Needed?
???
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Oregon Response to Intervention
www.oregonrti.org
Intervention Time & Intensity Appropriate
• In addition to 90 minutes of research-based core instruction–Minimum of 30-45 minutes of daily,
supplemental/targeted specially designed instruction using:• Explicit, systematic, research-based
curricular materials• Research-based instructional
strategies
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Oregon Response to Intervention
www.oregonrti.org
Intervention Delivered with Fidelity
• Was the specially designed instruction delivered as intended?
• Did we do what we said we would do?
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Oregon Response to Intervention
www.oregonrti.org
Re-Evaluation Report: Slow Progress
Include a description of the following:1. For each intervention provided:– Student rate of progress– Expected rate of progress– A description of the specially designed
instruction– What strategies resulted in the largest
amount of growth– Fidelity data
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Oregon Response to Intervention
www.oregonrti.org
Re-Eval Report Example: Slow Progress
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Oregon Response to Intervention
www.oregonrti.org
Re-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.
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Oregon Response to Intervention
www.oregonrti.org
Three key questions
Instructional Need
Does the student need specially designed instruction?
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Oregon Response to Intervention
www.oregonrti.org
Does the student continue to need Specially Designed Instruction?
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Oregon Response to Intervention
www.oregonrti.org
What is Specially Designed Instruction?
• Federal Definition: adapting the......... – Content–Methodology
and/or – Delivery of instruction
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Oregon Response to Intervention
www.oregonrti.org
What is Specially Designed Instruction?
Additional components: 1. Needs to be truly necessary rather
than merely beneficial2. Designed or implemented by
certified special education personnel3. Not available regularly in general
education
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Oregon Response to Intervention
www.oregonrti.org
Content/Curriculum
• The knowledge and skills being taught to the student are different than those that are taught to typically developing same aged peers– Example• a student with an IEP may be working on
increasing the number of words that he can spell correctly while typically developing peers are being taught to write short stories with complete paragraphs.
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Oregon Response to Intervention
www.oregonrti.org
Methodology/Instruction
• Different instructional strategies and approaches are being used to teach content to the student than are used with typically developing, same-aged peers. – Example• Using Reading Mastery to teach a student to
read – Increased modeling, guided practice, corrective
feedback, and independent practice/application
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Oregon Response to Intervention
www.oregonrti.org
Methodology/Instruction Guidelines
• What specific instructional strategies resulted in the most growth?– Examine slow progress results• How does this instruction compare to what is
typically taught at that grade level?
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Oregon Response to Intervention
www.oregonrti.org
Delivery/Environment
• The way in which instruction is delivered is different than what is provided to typically developing peers. – Examples• Needs to be taught in small group• Needs to have more frequent reinforcement
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Oregon Response to Intervention
www.oregonrti.org
Delivery/Environment Guidelines
• What are the specific environmental needs that the student needs?– Frequent reinforcement– Visual cues for behavior– Smaller group size
• Are these needs beyond the scope of what general education can provide?–What are your district resources?– Can you provide the support on-going?
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Oregon Response to Intervention
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Instructional Need?
How do you distinguish if it is an instructional need (i.e. Beyond the
scope of what general education can provide)?
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Oregon Response to Intervention
www.oregonrti.org
How you determine instructional need?
• It comes down to the balance: How does the weight of the intervention compare to the rate of progress?
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Oregon Response to Intervention
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Learner
• What additional supports are needed to help the student be successful?– Family collaboration– Assistive technology– Community supports
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Oregon Response to Intervention
www.oregonrti.org
Re-Evaluation Report: Instructional Need
Include a description of the student’s needs:1. Instruction– The strategies that resulted in the most student growth
2. Curriculum– The specific skills/strategies that the student needs to master
3. Environment– The learning environment that the student needs to be
successful4. Additional learning supports– Any additional supports/collaborations that are needed
If found eligible, this section of the report should be directly tied to the student’s IEP (e.g., specially-designed instruction, related services, accommodations, and supplementary aids and services)
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Oregon Response to Intervention
www.oregonrti.org
Re-Eval Report Example: Instructional Need
Student’s skills and rate of progress are significantly below grade level. The student does appear to benefit from repeated instruction, repeated modeling, high rates of having an opportunity to respond to instruction (10 opportunities per minute), and frequent positive feedback for correct academic responding of identified skills in reading for 60 additional minutes per day. This support is beyond the scope of what general education supports can provide.
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Oregon Response to Intervention
www.oregonrti.org
Three key questions
Exclusionary Factors
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Oregon Response to Intervention
www.oregonrti.org
Exclusionary Factors: Has the student had ample
opportunity to learn?
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Oregon Response to Intervention
www.oregonrti.org
Primary cause is not due to Lack of Appropriate Instruction
• Misconception– Need to be at 80% on universal screening
assessments to indicate student has had appropriate instruction
• Fact– Cannot deny an evaluation solely based on the
percentage of students at benchmark• What if the district is at 50% of students at
benchmark?, 30%? – does not mean there are no students who need special
education services)
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Oregon Response to Intervention
www.oregonrti.org
What do we mean by appropriate instruction?
(i) A lack of appropriate instruction in reading , including in the essential components of reading instruction
Explicit & systematic instruction in the Big 5........– Phonemic awareness– Phonics– Vocabulary development– Reading fluency– Reading comprehension strategies
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Oregon Response to Intervention
www.oregonrti.org
What evidence do we have of appropriate instruction:
Core/Intervention?Questions Data Sources?1. Was the student provided
instruction in the Big 5?2. Was the instruction provided
with a reasonable degree of fidelity?
3. Is there evidence that other students are benefitting from the instruction?
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Oregon Response to Intervention
www.oregonrti.org
Primary cause is not due to Limited English Proficiency
• English language development– Are they making progress?– Does the ELD match their academic
level?• Acculturation• Cohort groups• How do their skills and growth compare
to students with similar language, acculturation, etc.?
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Oregon Response to Intervention
www.oregonrti.org
Factors• Attendance• Vision/hearing• Motor impairment• Emotional Disturbance• Cultural Factors• Environment or
Economic Disadvantage
Data sources• Health screenings• Medical reports• Developmental history• Parent interviews
Primary cause is not due to other factors
Is there any other possible reason why the student is struggling?
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Oregon Response to Intervention
www.oregonrti.org
Re-Evaluation Report: Exclusionary Factors
Include a description of the following:1. The effectiveness of general ed instruction
(e.g., fidelity, instructional strategies observed, etc)
2. Attendance3. English proficiency & acculturation (if
appropriate)– Growth as compared to peers with similar
backgrounds4. Evidence from developmental history,
medical reports, health screenings, parent interviews that rule out other exclusionary factors.
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Oregon Response to Intervention
www.oregonrti.org
Re-Eval Report: Exclusionary Factors
Student has passed her most recent hearing and vision screenings. Overall, Student is very healthy and only goes to the doctor when needed. It was noted in the problem solving meeting that she has a hard time focusing and will get distracted by others around her. Student met most of her developmental milestones on time other than talking, Parent noted on the developmental history that she talked late, and her first word was “Elmo”.
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Oregon Response to Intervention
www.oregonrti.org
Three key questions
Slow Progress
Low Skills
Instructional Need
SPED Entitleme
nt Decision
Is the student significantly different from peers?
Does the student make less than adequate progress despite interventions?
Does the student need specially designed instruction?
=Exclusionary Factors
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Oregon Response to Intervention
www.oregonrti.org
Talk time…..
How confident would you be in using this method to make a student re-
eligible for special education under the SLD category?
What do you or your district need to do to gain confidence in using this
method?
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Oregon Response to Intervention
www.oregonrti.org
Thank You!
Questions/Comments?
Follow us!!!!!Twitter: @oregonrti
Sally [email protected]
Shelby [email protected]