Vision Every child in every district receives the

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Vision: Every child in every district receives the instruction that they need and deserve…every

Vision: Every child in every district receives the instruction that they need and deserve…every day. SLD Evaluation Process November 14, 2017 IPS & SLD Guided Practice

Overview of SLD Identification

Overview of SLD Identification

Intervention Review Team Gather Data 1 -2 weeks Initial Problem Solving Meeting Steps 1

Intervention Review Team Gather Data 1 -2 weeks Initial Problem Solving Meeting Steps 1 -3 Interven e 6 -8 weeks Problem Solving Review Meeting Step 4 Sped Referral

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

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

Referrals should not come from individual teachers, they should come from your IPS Team

Referrals should not come from individual teachers, they should come from your IPS Team

A Team Makes the Referral

A Team Makes the Referral

District Guidance • OSEP - can’t delay an evaluation according to Child Find but

District Guidance • OSEP - can’t delay an evaluation according to Child Find but • Need to intervene long enough to allow students to make meaningful progress • District provides guidelines – How long should you intervene? (6 -10 weeks per intervention) – What level of progress is adequate? (ROI)

A Note About Parent Referrals Parents have a right to make a referral at

A Note About 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

Start with Existing Data The quality of your SLD evaluation decisions is often directly

Start with Existing Data The quality of your SLD evaluation decisions is often directly related to the quality of your Individual Problem Solving system

You can’t wait until your RTI system is perfect • Your system has never

You can’t wait until your RTI system is perfect • Your system has never been perfect • We just see the flaws in our system more readily now because we’re looking more closely Traditional SLD RTI SLD Identification ICE L ICEL Our ICE Student

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

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

Four Key Questions Exclusionary Factors Low Skills Is the student significantly different from peers

Four Key Questions Exclusionary Factors Low Skills Is the student significantly different from peers (age & grade level standards)? Slow Progre ss Does the student make less than adequate progress despite interventions? Instruction al Need Does the student need specially designed instruction? = SPED Entitlement Decision Despite appropriate instruction & intensive research based interventions

Evaluation Planning Meeting Steps 1. Determine if a student needs to have a comprehensive

Evaluation Planning Meeting Steps 1. Determine if a student needs to have a comprehensive evaluation. Low Skills Slow Progress Instructional Need 2. Decide what additional data are needed to determine eligibility and develop an IEP 3. Get parent consent and provide Parent Rights Brochure

Evaluation Planning Meeting Steps 1. Determine if a student needs to have a comprehensive

Evaluation Planning Meeting Steps 1. Determine if a student needs to have a comprehensive evaluation. Low Skills Slow Progress Instructional Need Universal Evaluation. IPSis not the Screener same Forms as testing Progress Monitoring Intervention info Diagnostic data EL data Developmental/ Academic history

Evaluation Planning Meeting Steps 2. Decide what additional data are needed to determine eligibility

Evaluation Planning Meeting Steps 2. Decide what additional data are needed to determine eligibility and develop an IEP Low Skills Slow Progress Instructional Need Progress Monitoring Intervention info Diagnostic data Universal Screener Other? EL data

Evaluation Planning Meeting Steps 2. Decide what additional data are needed to determine eligibility

Evaluation Planning Meeting Steps 2. Decide what additional data are needed to determine eligibility and develop an IEP Exclusionary Factors Medical Social/Emotional Other disabilties Other? EL data Culture Attendance Developmental/ Academic history

Evaluation Planning Meeting Steps 3. Get parent consent and provide Parent Rights Brochure

Evaluation Planning Meeting Steps 3. Get parent consent and provide Parent Rights Brochure

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

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

Comprehensive Evaluations All Evals • Academic assessment • Review of Records • Observation in

Comprehensive Evaluations All Evals • Academic assessment • Review of Records • Observation in general education setting • Progress Monitoring Data Evals Using RTI • Description of intervention (type, intensity & duration) • Rate of progress during the intervention compared to expected rate of progress If needed… assessment of cognition

Comprehensive Evaluations All Evals • Academic assessment • Review of Records • Observation in

Comprehensive Evaluations All Evals • Academic assessment • Review of Records • Observation in general education setting • Progress Monitoring Data Evals Using RTI S IP • Description of intervention (type, intensity & duration) m ro f a • Rate of progress during the intervention compared to expected rate of progress D t a If needed… assessment of cognition

HOW do we Evaluate Low Skills? Low Skills Are they far behind the standard?

HOW do we Evaluate Low Skills? Low Skills Are they far behind the standard? AND Are they low compared to their peers? despite… …being provided with appropriate learning experiences & instruction

Determine Expected Performance Assessment Universal Screener Curriculum & Individual Diagnostic Assessments Intervention Assessments SBAC

Determine Expected Performance Assessment Universal Screener Curriculum & Individual Diagnostic Assessments Intervention Assessments SBAC Achievement Tests Are they far behind the standard? Are they low compared to their peers?

Determine Expected Performance Assessment Are they far behind the standard? Performance compared to Benchmark/Standard:

Determine Expected Performance Assessment Are they far behind the standard? Performance compared to Benchmark/Standard: Universal Screener Discrepancy Ratio Are they low compared to their peers? Performance compared to peers: Percentiles Ranks

Calculating Discrepancy Ratio Expected performance % of Expected Performanc e Current performance 100 WCPM

Calculating Discrepancy Ratio Expected performance % of Expected Performanc e Current performance 100 WCPM 80% of expected 80 WCPM 80 ÷ 100 50% of expecte d 50 WCPM 20% of expecte d 50 ÷ 100 20 WCPM 25 20 ÷ 100

Determine Expected Performance Assessment Are they low Are they far behind compared to their

Determine Expected Performance Assessment Are they low Are they far behind compared to their the standard? peers? Performance compared to Benchmark/Standard: Universal Screener Discrepancy Ratio Performance compared to peers: Percentiles Ranks

Benchmarks vs. Percentile Ranks Benchmarks: How Percentile Ranks: far behind are they? How do

Benchmarks vs. Percentile Ranks Benchmarks: How Percentile Ranks: far behind are they? How do they compare to peers?

Benchmarks vs. Percentile Ranks Benchmarks: How Percentile Ranks: far behind are they? How do

Benchmarks vs. Percentile Ranks Benchmarks: How Percentile Ranks: far behind are they? How do they compare to peers?

Comparing Norms National Norm 6 th percentile Local Norm 30 th percentile National Norm

Comparing Norms National Norm 6 th percentile Local Norm 30 th percentile National Norm 6 th percentile Local Norm 8 th percentile

What does your district look like? National Norm 6 th percentile Local Norm 30

What does your district look like? National Norm 6 th percentile Local Norm 30 th percentile National Norm 6 th percentile Local Norm 8 th percentile

Determining Percentile Ranks National Percentiles Local Norms • DIBELS Next – DIBELS Next Norms

Determining Percentile Ranks National Percentiles Local Norms • DIBELS Next – DIBELS Next Norms Tech Report 17 • Tables 3 -9 • easy. CBM – Class List – District Norms Report • easy. CBM – Class List • Grade Level School Average

Assessment Universal Screener Curriculum & Individual Diagnostic Assessments Are they far behind the standard?

Assessment Universal Screener Curriculum & Individual Diagnostic Assessments Are they far behind the standard? Discrepancy Ratio Are they low compared to their peers? Percentiles Ranks: National & Local Norms Grade level performance & Performance compared criteria set by district or to grade school (district and/or school) Intervention Assessments Checkout Performance compared to intervention group SBAC Level Performance compared to district National Percentile

General Guidelines for Low Skills Assessment Are they far behind the Are they low

General Guidelines for Low Skills Assessment Are they far behind the Are they low compared standard? to their peers? Universal Screener Discrepancy Ratio around 50% or more National and Local Norms (15 th percentile or lower) Curriculum & Individual Diagnostic Assessments Significantly below set criteria for success (e. g. , 90%) Significantly below class/peer average Intervention Assessments Significantly below set criteria for success SBAC Level 1 or 2 Achievement Tests 15 th percentile or lower Significantly below class/peer average Significantly below district/school average *Disclaimer: These criteria are meant to provide general guidance but should not be used as rigid cutscores

Questio n Is there a pattern of low skills? Does the student exhibit LOW

Questio n Is there a pattern of low skills? Does the student exhibit LOW SKILLS? Evidence from Assessment/Score Far behind? Low compared to peers? CBM/Screening: All Intensive (50% discrepant, Nat’l 8 th %ile & Local 6 th%ile) Y N Core Program: 40% average Proficient = 80% Class average 90% Y N Intervention: Passed 60% of checkouts Proficient = 90% Peers passed 90% Y N SBAC: Level 1 (8 th %ile) Y N Achievement Tests: 29 th %ile overall (SS: 92), 40 th %ile on 2 reading subtests (SS: 96) Y N Y N Y N Other: Phonics Screener: 15% of sounds correct Survey Level Assessment: Instructional Level 3 grades below Additional ? ? ? Preponderance of Evidence?

Evaluating Slow Progress Slow Progre ss Does the student make less than adequate progress

Evaluating Slow Progress Slow Progre ss Does the student make less than adequate progress despite interventions?

Progress Monitoring Data Phonics for Reading (30 min) Phonics for Reading + Read Naturally

Progress Monitoring Data Phonics for Reading (30 min) Phonics for Reading + Read Naturally (45 min) 68 50 51 46 48 45 36 55 49 54 57 58 Reading Mastery + Read Naturally (75 min+) 68 66 67 68 66 62 60 62 71

How much progress is enough? Typical growth rate: 1. 4 wcpm per week Student

How much progress is enough? Typical growth rate: 1. 4 wcpm per week Student in intervention making “typical” growth

How much progress is enough? Students in interventions must make more progress than the

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 week Student in intervention making ambitious growth: 2 wcpm per week

How much progress is enough? • What does typical growth look like on average?

How much progress is enough? • What does typical growth look like on average? – National growth norms • What does typical growth look like in your district and/or intervention group? – Local growth norms (peers) • How much growth does the student need to make?

How do you evaluate Slow Progress? Slow Progress Does the student make less than

How do you evaluate Slow Progress? Slow Progress Does the student make less than adequate progress despite interventions? Is their rate of progress…. Less than national growth rates? Less than their peers receiving similar instruction? Less than needed to catch up to benchmark/standards?

How much progress is enough? In order to know how much progress is enough,

How much progress is enough? In order to know how much progress is enough, we need to compare Rates of Improvement (ROI’s): Attained ROI Actual growth of the target student as compared to Typical ROI Targeted ROI Peer ROI Expected growth of a student who starts the year at benchmark and remains at benchmark through Winter and Spring or growth of an average student Growth needed for the student to meet the end-ofyear benchmark Growth of students receiving the same instruction

How much progress is enough? In order to answer know how much progress is

How much progress is enough? In order to answer know how much progress is enough, we need to compare Rates of Improvement (ROI’s): Attained ROI 1 WCPM/week Actual growth of the target student as compared to Typical ROI Targeted ROI Peer ROI Expected growth of a student who starts the year at benchmark and remains at benchmark through Winter and Spring 0. 8 WCPM/week 1. 75 WCPM/week Growth needed for the student to meet the end-ofyear benchmark 1. 3 WCPM/week 1. 6 the. WCPM/week Growth of students receiving same instruction

End performance (68)-Beginning performance (46) instructional weeks (22) 1. 75. 8 1. 3 1.

End performance (68)-Beginning performance (46) instructional weeks (22) 1. 75. 8 1. 3 1. 6 =1

Intervention Matched to Student Need Reading Comprehension Oral Reading Accuracy & Fluency Phonics (Alphabetic

Intervention Matched to Student Need Reading Comprehension Oral Reading Accuracy & Fluency Phonics (Alphabetic Principle) Phonemic Awareness Vocabulary Reading Comprehension Foundational Skills

=1 1. 75. 8 1. 3 1. 6

=1 1. 75. 8 1. 3 1. 6

=1 1. 75. 8 1. 3 1. 6

=1 1. 75. 8 1. 3 1. 6

Intervention Time & Intensity Appropriate • In addition to sufficient daily time in a

Intervention Time & Intensity Appropriate • In addition to sufficient daily time in a research-based core instruction – Minimum of 30 -45 minutes of daily, supplemental/targeted interventions using: • Explicit, systematic, evidence-based curricular materials • Evidence-based instructional strategies – How many instructional sessions/weeks was the intervention provided for?

=1 1. 75. 8 1. 3 1. 6

=1 1. 75. 8 1. 3 1. 6

=1 1. 75. 8 1. 3 1. 6

=1 1. 75. 8 1. 3 1. 6

Intervention Delivered with Fidelity • Were the interventions delivered as intended? • How do

Intervention Delivered with Fidelity • Were the interventions delivered as intended? • How do we assess fidelity? – Are most students making progress? – Interventionist completes fidelity checklist (Selfreport) – Observer complete fidelity checklist (Observation) – Video observation

=1 1. 75. 8 1. 3 1. 6

=1 1. 75. 8 1. 3 1. 6

=1 1. 75. 8 1. 3 1. 6 ? ?

=1 1. 75. 8 1. 3 1. 6 ? ?

Evaluating Instructional Need Instruction al Need Does the student need specially designed instruction?

Evaluating Instructional Need Instruction al Need Does the student need specially designed instruction?

What is Specially Designed Instruction? • Federal Definition: adapting the. . – Content –

What is Specially Designed Instruction? • Federal Definition: adapting the. . – Content – Methodology and/or – Delivery of instruction

What is Specially Designed Instruction? Additional components: 1. Needs to be truly necessary rather

What is Specially Designed Instruction? Additional components: 1. Needs to be truly necessary rather than merely beneficial 2. Designed or implemented by certified special education personnel 3. Not available regularly in general education

Instructional Need? Question: Evidence/Data of Need Does the student have an Instructional Need for

Instructional Need? Question: Evidence/Data of Need Does the student have an Instructional Need for special education services? Instruction/Methodology Y Curriculum/Content Y Environment/Delivery Y Additional Information Needed? Different than typically provided in general ed? N N N Beyond what general ed can provide? Y N

Content/Curricula Guidelines • What are the specific skill needs? – Are the skills needs

Content/Curricula Guidelines • What are the specific skill needs? – Are the skills needs beyond what can be taught regularly in general education? – What are your district resources? – Can you provide the support on-going?

Content/Curriculum • The knowledge and skills being taught to the student are different than

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 fourth grade student is learning to read cvc words accurately, while his grade level peers are learning to summarize and use questioning while reading text.

Instructional Need? Question: Evidence/Data of Need Does the student have an Instructional Need for

Instructional Need? Question: Evidence/Data of Need Does the student have an Instructional Need for special education services? Instruction/Methodology: Y Curriculum/Content Y Environment/Delivery Y Intervention: Reading Mastery (65% passing rate) Diagnostic: 15% sounds (cvc, blends) PM: ORF (1 WCPM/week) OAKS: 8 th percentile Additional Information Needed? Different than typically provided in general ed? N N N Beyond what general ed can provide? Y N

Methodology/Instruction Guidelines • What specific instructional strategies resulted in the most growth? – Examine

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?

What conditions result in the most growth: ICE? Phonics for Reading (30 min). 4

What conditions result in the most growth: ICE? Phonics for Reading (30 min). 4 ROI Phonics for Reading + Read Naturally (45 min). 9 ROI 68 50 51 46 48 45 61 55 49 54 57 58 Reading Mastery + Read Naturally (75 min+) 1. 5 ROI 68 66 67 68 66 62 60 62 71

Methodology/Instruction • Different and/or more intensive instructional strategies and approaches are being used to

Methodology/Instruction • Different and/or more intensive 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

Instructional Need? Question: Evidence/Data of Need Does the student have an Instructional Need for

Instructional Need? Question: Evidence/Data of Need Does the student have an Instructional Need for special education services? Instruction/Methodology: Y Curriculum/Content Y Environment/Delivery Y Reading Mastery 5 days a week/60 minutes in addition to core: increased explicitness, added indiv OTRs, corrective feedback increased Intervention: Reading Mastery (65% passing rate) Diagnostic: 15% sounds (cvc, blends) PM: ORF (1 WCPM/week) OAKS: 8 th percentile Additional Information Needed? Different than typically provided in general ed? N N N Beyond what general ed can provide? Y N

Delivery/Environment Guidelines • What are the specific environmental needs that the student needs? –

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?

Delivery/Environment • The way in which instruction is delivered is different than what is

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

Instructional Need? Question: Evidence/Data of Need Does the student have an Instructional Need for

Instructional Need? Question: Evidence/Data of Need Does the student have an Instructional Need for special education services? Instruction/Methodology: Y Curriculum/Content Y Environment/Delivery Y Reading Mastery 5 days a week/60 minutes in addition to core: increased explicitness, added indiv OTRs, corrective feedback increased Intervention: Reading Mastery (65% passing rate) Diagnostic: 15% sounds (cvc, blends) PM: ORF (1 WCPM/week) OAKS: 8 th percentile Different than typically provided in general ed? N N N Small group instruction: group of 4 Indiv Behavior Plan throughout the day Additional Information Needed? Beyond what general ed can provide? Y N

How do you distinguish if it is an instructional need ? (i. e. Beyond

How do you distinguish if it is an instructional need ? (i. e. Beyond the scope of what general education can provide)

How “weighty” is the intervention? Reading Mastery + Read Naturally (75 min per day)

How “weighty” is the intervention? Reading Mastery + Read Naturally (75 min per day) Typical growth rate: 1. 4 wcpm per week Student in intervention making ambitious growth: 2 wcpm per week

How you determine instructional need? • It comes down to the balance: How does

How you determine instructional need? • It comes down to the balance: How does the weight of the intervention compare to the rate of progress?

Instructional Need? Question: Evidence/Data of Need Does the student have an Instructional Need for

Instructional Need? Question: Evidence/Data of Need Does the student have an Instructional Need for special education services? Instruction/Methodology: Y Curriculum/Content Y Environment/Delivery Y Reading Mastery 5 days a week/60 minutes in addition to core: increased explicitness, added indiv OTRs, corrective feedback increased Intervention: Reading Mastery (65% passing rate) Diagnostic: 15% sounds (cvc, blends) PM: ORF (1 WCPM/week) OAKS: 8 th percentile Different than typically provided in general ed? N N N Small group instruction: group of 4 Indiv Behavior Plan throughout the day Additional Information Needed? Beyond what general ed can provide? Y N

Ruling out the Exclusionary Factors • Lack of appropriate instruction • Primary cause due

Ruling out the Exclusionary Factors • Lack of appropriate instruction • Primary cause due to other factors

What do we mean by appropriate instruction? (i) A lack of appropriate instruction in

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

Primary cause is not due to Lack of Appropriate Instruction • Misconception – Need

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)

All SLD evaluations must include: “(A) Data that demonstrate that before, or as part

All SLD evaluations must include: “(A) Data that demonstrate that before, or as part of, the referral process, the child was provided appropriate instruction in regular education settings” OAR 581 -015 -2170 RTI CORE Intervention

What evidence do we have of appropriate instruction: Core/Intervention? • What data/evidence can you

What evidence do we have of appropriate instruction: Core/Intervention? • What data/evidence can you use to answer these questions? – Was the student provided instruction in the Big 5? – Was the instruction provided with a reasonable degree of fidelity? – Is there evidence that other students are benefitting from the instruction?

Primary cause is not due to other learner factors Factors • • • Attendance

Primary cause is not due to other learner factors Factors • • • Attendance Vision/hearing Motor impairment Emotional Disturbance Cultural Factors Environment or Economic Disadvantage • • Data sources Health screenings Medical reports Developmental history Parent interviews Is there any other possible reason why the student is struggling?

Determining Eligibility: pulling it all together Remember that this is a team decision

Determining Eligibility: pulling it all together Remember that this is a team decision

Four key questions Exclusionary Factors Low Skills Is the student significantly different from peers?

Four key questions Exclusionary Factors Low Skills Is the student significantly different from peers? Slow Progre ss Does the student make less than adequate progress despite interventions? Instruction al Need Does the student need specially designed instruction? = SPED Entitlement Decision

Learner • What additional supports are needed to help the student be successful? –

Learner • What additional supports are needed to help the student be successful? – Family collaboration – Assistive technology – Community supports

Closing Thought Don’t ignore the flaws in your system, and don’t let them paralyze

Closing Thought Don’t ignore the flaws in your system, and don’t let them paralyze you into just doing what you’ve always done. Use your flaws as an opportunity to improve the quality of supports for all students

Guidelines for Comprehensi ve Evaluation

Guidelines for Comprehensi ve Evaluation