Transcript Specific Learning Disabiliites Evaluation Procedures

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 working
 Added option of RTI
 Changed “severe discrepancy” to “pattern of
strengths and weaknesses”
 Added progress monitoring component
 Observation – 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
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 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
FLOW CHART for STUDENT ASSISTANCE TEAM (SAT) PROCESS
Student experiencing
difficulty
Teacher begins
completing SAT
worksheet
Teacher determines the
child no longer has
difficulties
Teacher contacts SAT Coordinator for
referral to initiate SAT Process
Student Assistance Team
Coordinator schedules SAT
meeting
Student demonstrates improved
outcome. No further intervention
needed.
SAT meeting conducted: SAT
Worksheet completed with
other staff; intervention
recommended; further data
collected.
Student
improves-SAT
available if
needed.
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
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
Step 3
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 SAT coordinator assembles meeting of staff and parents and
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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.
Parent Input Form
SAT Meeting Invitation
TEACHER SAT WORKSHEET
This is a working document for the SAT Process
Student:
______________
Teacher:
_______________
Grade:
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
2. Please mark the appropriate column for each week:
Week
Student Score
Meets / exceeds
Number/Date
aimline
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
 EdCheckup
Falls below
aimline
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
 At ‘at-risk’ level or below 10th percentile if using local norms (Weakness)
 Neither strength nor weakness
norms (Strength)
Teacher Pattern of Strengths & Weaknesses Summary Form
Student:
Grade:
SUBJECT AREA:
 Basic Reading
 Reading Fluency
 Reading Comprehension
Teacher:
 Math Calculation
 Math Problem Solving
 Written Expression
Assessment Type
 Oral Expression
 Listening Comprehension
Strength
Weakness
Progress Monitoring:
 Student meets/exceeds aimline
Criterion-Based Measurement
(CBM) (Benchmark)
Screening
MEAP
Classroom Assessments
Grade
Behavioral Information
 At benchmark level or above gradelevel median score if using local norms
PSW Summary Sheet for all
other subject areas (lower half
of this form)
___________Date:_________
 Level 1 or Level 2
 Scores > 80%
 A/B or meets/exceeds expectations
 Based on teacher’s professional
judgment in comparing student to
others in classroom
 Student demonstrates average
understanding of academic content in
comparison to other students in
classroom.
 Student is falling below aimline for at least
4 consecutive weeks on most recent tests
 At ‘at-risk’ level or below 10th percentile if
using local norms
 Level 3 or Level 4
 Scores < 60%
 D/E or does not meet expectations
 Based on teacher’s professional judgment
in comparing student to others in classroom
 Student demonstrates that s/he does not
understand the academic content.
Student’s Patterns of Strengths & Weaknesses in All Other Subject Areas
Academic Achievement
regarding grade-level
expectations
Age-appropriate
functional/intellectual
skills
Progress Monitoring
or CBM screening
Curriculum
Assessments
S N W
Basic
Reading
Reading
Fluency
Reading
Comp.
Math Calc.
S N W
MEAP
S N W
Grades
S N W
S N W
S N W
S N W
S N W
S N W
S N W
S N W
S N W
S N W
S N W
S N W
S N W
Math Prob.
Solving
Written Exp.
S N W
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
Listening
Comp.
S N W
S N W
S N W
S N W
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
Neither
Evaluator’s Worksheet for Charting Patterns of Strengths & Weaknesses
Feedback Results from Teacher PSW Worksheet(s)
SUBJECT AREA:
 Basic Reading
 Math Calculation
 Oral Expression
 Reading Fluency
 Math Problem Solving
 Listening Comprehension
 Reading Comprehension  Written Expression
Evaluator’s Worksheet for Charting Patterns of
Strengths & Weaknesses
Academic Achievement
regarding grade-level
expectations
Progress
Monitoring,
CBM
screening or
Criterion Ref.
assessments
MEAP
Academic
Achievement
regarding
age-level
expectations
Classroom performance regarding grade-level expectations
Norm-ref’d
achievement
tests
Curriculum
Assessments
Grades
Age-appropriate
functional/intellect
ual
skills
Teacher
Report
Classroom /
Academic
Observations
Observations,
interviews, IQ
assessment
S N W
Basic
Reading
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
Reading
Comp.
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.
FLOW CHART FOR SLD EVALUATION PROCEDURE
REED/ PSW & SAT Worksheets are sent to
the Special
Education
Supervisor/Area
Special
Education
Secretary
will:
Coordinator for signature and assigned to an
evaluator(s).
Special Education Secretary will:
Compile information (SAT
Worksheet, PSW Worksheet,
and REED) and send to
School Psychologist
Send out Parent Input Form
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 Worksheet
5.Completes Exclusionary Factors Worksheet
6.Writes Report
Scores suggest eligibility for
other than SLD
Referral made to rule out other
special education qualification
SLD recommendation made; report submitted to Special
Education Coordinator and Secretary
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.
CBM
GLAD
Teacher 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).
Other: On-going
communication/contact with
student/parent/school
throughout school year.
SAT minutes
Pattern of Strengths and
Weaknesses worksheet
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
scales
Completes PSW Worksheet
Completes Exclusionary Factors
Worksheet
Writes 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.
Eligibility Criteria for…..
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
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 practical
adaptive 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 CullipCoordinator of
Planning, Monitoring
and Data Collection
Eastern Upper
Peninsula Intermediate
School District
906-632-3373 x.108
[email protected]
THE END