SLD Re-Evaluation Process

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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 Presentation

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SLD Re-Evaluation ProcessSpring Conference 2014Vision: Every child in every district receives the instruction that they need and deserveevery day.Oregon Response to InterventionVision: Every child in every district receives the instruction that they need and deserveevery day.TargetsSPED Re-Evaluation: When does it occur and whats 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?

Nov 20102Tell us about you .Why are you here?

What do you currently do in your district?

Oregon Response to Interventionwww.oregonrti.orgSpecial Education Re-Evaluation ProcessEvaluation planning meetingConduct comprehensive evaluationEligibility meetingIEP meetingOregon Response to Interventionwww.oregonrti.orgResearch-Based Core Curriculum w/ Strong Instruction

Tier 2/3 Supplemental InterventionASSESSMENTFormal DiagnosticAs neededProgress MonitoringWeekly-MonthlyUniversal Screening3 times/yearDATA-BASED DECISION MAKINGIndividual Problem Solving Team

Schoolwide Screening reviewed3 times/yearINSTRUCTIONTier 2/3 Supplemental InterventionIntervention Review Team6-8 weeksTier 3 Individualized Intervention Individual Problem Solving Team6-8 weeksSPED referral?Parent notified at every red flag5Evaluation Planning MeetingWhat additional information you need as a team? (Permission to Evaluate Form)Get caregiver consent 60 school day timeline beginsProvide caregiver with Parents Rights brochure

Oregon Response to Interventionwww.oregonrti.orgComprehensive EvaluationA 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.

Oregon Response to Interventionwww.oregonrti.orgNot a test. Can just review existing data.Nov 20107Comprehensive SLD Re-Eval:Regardless of Eval ModelAcademic assessmentReview of recordsObservation (including regular education setting)Progress monitoring dataOther:If needed, developmental historyIf needed, an assessment of cognition, etc.If needed, a medical statementAny other assessments to determine impact of disability

Oregon Administrative Rules, 581-015-2170 Different one for re-evaluation?Nov 20108Comprehensive SLD Re-Eval:RTI Modeldocumentation of:The type, intensity, and duration of scientific, research-based instructional intervention(s)rate of progress during the instructional intervention(s);A comparison of the student's rate of progress to expected rates of progress.Progress monitoring on a schedule that:Allows a comparison of the student's progress to peers;Is appropriate to the student's age and grade placement;Is appropriate to the content monitored; andAllows for interpretation of the effectiveness of intervention.

Oregon Administrative Rules, 581-015-2170 Three key questionsSlow ProgressLow SkillsInstructional NeedSPED Entitlement DecisionIs the student significantly different from peers?Does the student make less than adequate progress despite interventions? Does the student need specially designed instruction? =Exclusionary FactorsOregon Response to Interventionwww.oregonrti.orgGuidelines for Comprehensive Evaluation

Evaluating Low SkillsLow SkillsIs the student significantly different from peers?Oregon Response to Interventionwww.oregonrti.orgNov 201012Low Skills: Is the student significantly different from peers?

Oregon Response to Interventionwww.oregonrti.orgHow big of a discrepancy is significant?Data SourceGeneral Suggestions*OAKSVery low? Low? Does not meet?Below the 16th percentile (1 SD below the mean)? 10th percentile?CBMs(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 TestsBelow the 16th percentile (1 SD below the mean)? 10th percentile?Below a standard score of 85 (1 SD below the mean)?Core Program AssessmentsIn bottom 20% as compared to peers? Bottom 10%?*These suggestions should be used as approximate guidelines and NOT as rigid cut scores

Nov 201014RE-Evaluation Report: Low SkillsInclude a description of the following:Students level of performanceCBMs, OAKs, Standardized assessments, Core Program assessmentsExpected level of performanceBenchmarks, Local norm, National normMagnitude of the discrepancyTimes discrepant, difference score, percentile rank as compared to average range, etc.Oregon Response to Interventionwww.oregonrti.orgRe-Eval Report Example: Low SkillsIn 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 years time. Students 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.

Oregon Response to Interventionwww.oregonrti.orgNov 201016Evaluating Slow ProgressSlow ProgressDoes the student make less than adequate progress despite interventions? Oregon Response to Interventionwww.oregonrti.orgNov 201017

Slow Progress: Does the student make inadequate progress despite intervention?

Oregon Response to Interventionwww.oregonrti.orgHow much progress is enough?How much growth should we expect?National growth normsWhat does typical growth look like, on average?Oregon Response to Interventionwww.oregonrti.orgNational Growth Rates: ReadingGradeAverage ORF Growth (WCPM)*Ambitious ORF Growth (WCPM)*Average Maze Growth (WCR)**1230.421.520.4311.50.440.851.10.450.50.80.460.30.650.4 *Fuchs et al (1993), **Fuchs & Fuchs (2004)

Comparison to Similar studentsHow does a students growth compare to students with similar educational difficulties?DIBELS Pathways to ProgressAIMSWEBOregon Response to Interventionwww.oregonrti.orgHow much progress is enough?How much growth should we expect?National growth normsWhat does typical growth look like on average?Local growth normsWhat does typical growth look like in your district, school, classroom, or intervention group? Oregon Response to Interventionwww.oregonrti.orgHow much progress is enough?

Typical growth rate:1.4 wcpm per weekStudent in intervention making typical growth23How 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 weekNov 201024How 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

Progress Monitoring DataOregon Response to Interventionwww.oregonrti.orgNov 201026Slow ProgressQuestionEvidence from Assessment/ScoreSlow Progress?Discrepant From Peers?Does the student exhibit SLOW PROGRESS?Progress Monitoring:1.1 WCPM/week (Typical = 1.5, Local norm = 2) Y NY NDiagnostic Assessments: Phonics ScreenerFrom 10% to 15% sounds correct in 20 weeksY NY NCore Assessments:From 35% average to 40% average in 20 weeksY NY NIntervention Assessments:From 45% to 65% in 20 weeksY NY NIntervention Matched to Student Need?Y NIntervention Time & Intensity Appropriate?Y NIntervention Delivered with Fidelity?Y NPreponderance of Evidence? Y NAdditional Information Needed?Nov 201027Slow ProgressQuestionEvidence from Assessment/ScoreSlow Progress?Discrepant From Peers?Does the student exhibit SLOW PROGRESS?Progress Monitoring:1.1 WCPM/week (Typical = 1.5, Local norm = 2) Y NY NDiagnostic Assessments: Phonics ScreenerFrom 10% to 15% sounds correct in 20 weeksY NY NCore Assessments:From 35% average to 40% average in 20 weeksY NY NIntervention Assessments:From 45% to 65% in 20 weeksY NY NIntervention Matched to Student Need?Y NIntervention Time & Intensity Appropriate?Y NIntervention Delivered with Fidelity?Y NPreponderance of Evidence? Y NAdditional Information Needed?Nov 201028Slow ProgressQuestionEvidence from Assessment/ScoreSlow Progress?Discrepant From Peers?Does the student exhibit SLOW PROGRESS?Progress Monitoring:1.1 WCPM/week (Typical = 1.5, Local norm = 2) Y NY NDiagnostic Assessments: Phonics ScreenerFrom 10% to 15% sounds correct in 20 weeksY NY NCore Assessments:From 35% average to 40% average in 20 weeksY NY NIntervention Assessments:From 45% to 65% in 20 weeksY NY NIntervention Matched to Student Need?Y NIntervention Time & Intensity Appropriate?Y NIntervention Delivered with Fidelity?Y NPreponderance of Evidence? Y NAdditional Information Needed?Nov 201029Slow ProgressQuestionEvidence from Assessment/ScoreSlow Progress?Discrepant From Peers?Does the student exhibit SLOW PROGRESS?Progress Monitoring:1.1 WCPM/week (Typical = 1.5, Local norm = 2) Y NY NDiagnostic Assessments: Phonics ScreenerFrom 10% to 15% sounds correct in 20 weeksY NY NCore Assessments:From 35% average to 40% average in 20 weeksY NY NIntervention Assessments:From 45% to 65% in 20 weeksY NY NIntervention Matched to Student Need?Y NIntervention Time & Intensity Appropriate?Y NIntervention Delivered with Fidelity?Y NPreponderance of Evidence? Y NAdditional Infor