SLD Re-Evaluation Process

1. SLD Re-Evaluation Process Spring Conference 2014

2. 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?

3. Tell us about you . • Why are you here? • What do you currently do in your district?

4. Special Education Re-Evaluation Process • Evaluation planning meeting • Conduct comprehensive evaluation • Eligibility meeting • IEP meeting

5. ASSESSMENT DATA-BASED DECISION MAKING INSTRUCTION SPED referral? Individual Problem Solving Team 6-8 weeks Individual Problem Solving Team Formal Diagnostic As needed Tier 3 Individualized Intervention Tier 2/3 Supplemental Intervention Tier 2/3 Supplemental Intervention Progress Monitoring Weekly-Monthly Intervention Review Team 6-8 weeks Research-Based Core Curriculum w/ Strong Instruction Schoolwide Screening reviewed 3 times/year Universal Screening 3 times/year

6. 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

7. 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.

8. Comprehensive SLD Re-Eval:Regardless of Eval Model Oregon Administrative Rules, 581-015-2170 • Academic assessment • Review of records • Observation (including regular education setting) • Progress monitoring data • Other: • If needed, developmental history • If needed, an assessment of cognition, etc. • If needed, a medical statement • Any other assessments to determine impact of disability

9. Comprehensive SLD Re-Eval:RTI Model Oregon Administrative Rules, 581-015-2170 • …documentation 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; and • Allows for interpretation of the effectiveness of intervention.

10. Three key questions Exclusionary Factors = Low Skills Slow Progress SPED Entitlement Decision Instructional Need Is the student significantly different from peers? Does the student make less than adequate progress despite interventions? Does the student need specially designed instruction?

11. Guidelines for Comprehensive Evaluation

12. Evaluating Low Skills Low Skills Is the student significantly different from peers?

13. Low Skills: Is the student significantlydifferent from peers?

14. How big of a discrepancy is significant? *These suggestions should be used as approximate guidelines and NOTas rigid cut scores

15. RE-Evaluation Report: Low Skills Include a description of the following: • Student’s level of performance • CBMs, OAKs, Standardized assessments, Core Program assessments • Expected level of performance • Benchmarks, Local norm, National norm • Magnitude of the discrepancy • Times discrepant, difference score, percentile rank as compared to average range, etc.

16. 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 10thpercentile in all areas.

17. Evaluating Slow Progress Slow Progress Does the student make less than adequate progress despite interventions?

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

19. How much progress is enough? • How much growth should we expect? • National growth norms • What does typical growth look like, on average?

20. National Growth Rates: Reading *Fuchs et al (1993), **Fuchs & Fuchs (2004)

21. Comparison to Similar students • How does a student’s growth compare to students with similar educational difficulties? • DIBELS Pathways to Progress • AIMSWEB

22. 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?

23. How much progress is enough? Typical growth rate: 1.4 wcpm per week Student in intervention making “typical” growth

24. How much progress is enough? Typical growth rate: 1.4 wcpm per week Student in intervention making ambitious growth: 2 wcpm per week Students in interventions must make more progress than the typical student in order to close the gap.

25. How much progress is enough? Typical growth rate: 1.4 wcpm per week Student in intervention making ambitious growth: 2 wcpm per week Students in interventions are receiving more instructional support than the typical student.

26. Progress Monitoring Data

27. Slow Progress

28. Slow Progress

29. Slow Progress

30. Slow Progress ???

31. Intervention Time & Intensity Appropriate • In addition to90 minutesof 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

32. Intervention Delivered withFidelity • Was the specially designed instruction delivered as intended? • Did we do what we said we would do?

33. Re-Evaluation Report: Slow Progress Include a description of the following: • 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

34. Re-Eval Report Example: Slow Progress

35. 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.

36. Three key questions Instructional Need Does the student need specially designed instruction?

37. Does the student continue to need Specially Designed Instruction?

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

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

40. 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.

41. 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

42. 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?

43. 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

44. 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?

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

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

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

48. Re-Evaluation Report: Instructional Need Include a description of the student’s needs: • Instruction • The strategies that resulted in the most student growth • Curriculum • The specific skills/strategies that the student needs to master • Environment • The learning environment that the student needs to be successful • 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)

49. 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.

50. Three key questions Exclusionary Factors