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The New SLD Criteria: Part B & C of the Eligibility forms

The New SLD Criteria: Part B & C of the Eligibility forms. Teresa Fritsch & Evelyn Johnson February 11, 2010. Session Overview & Agenda.

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The New SLD Criteria: Part B & C of the Eligibility forms

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  1. The New SLD Criteria: Part B & C of the Eligibility forms Teresa Fritsch & Evelyn Johnson February 11, 2010

  2. Session Overview & Agenda • The purpose of today’s session is to demonstrate the changes to the SLD eligibility policy. Using two case studies, we will continue to walk participants through completing Parts B & C of the eligibility forms. This is a continuation of the webinar presented January 28. A webinar on February 25th will walk through the remaining parts of the forms. • Please have your copy of the case studies available • Case Study 1: Trent, 3rd grader with a math disability • Case Study 2: Cedric, 7th grader with a reading disability • Q & A

  3. Case Study 1: Trent 3rd Grade Student with a Math Disability

  4. A reminder about Trent • We were concerned about Trent’s performance in the third grade math class. His teacher tried interventions but PM with the MBSP Concepts & Applications measures indicated a poor performance and rate of growth. • In secondary intervention (Tier 2) Trent did not respond at a rate consistent with national and local norms. • His ISAT performance data indicated his performance was Below Basic • Observational data indicated that Trent had problems focusing in the larger group, and could stay on task in small group but not work independently.

  5. Standardized Measures of Achievement • The goal of our assessment is to confirm the student’s low achievement using standardized, nationally normed assessments of achievement. • Additionally, these measures can help provide more information about the nature of the child’s difficulty and provide more diagnostic information that will assist with program planning in Tier 3 (tertiary intervention)

  6. Part B of the SLD Eligibility Form

  7. Adding Assessment Data

  8. Key Math is a Diagnostic that will help us get more info on Trent’s performance

  9. Summary of Performance • Trent’s performance in Math Problem Solving is significantly below his current grade level placement. His performance on Calculation and Operations shows near grade level performance although he is in the low average range.

  10. Part C: Psychological Processing

  11. Description of the Assessment Measure… • The WJ III COG is a norm- referenced, nationally standardized, individually administered cognitive test for individuals between the ages of 2 and 90 years old. Based on Trent’s performance on this test, he demonstrates relative strengths in his breadth and depth of knowledge including verbal communication, information, and reasoning. His greatest difficulties are in his ability to reason and solve problems that often involve unfamiliar information or procedures as well as in spatial orientation and the analysis and synthesis of visual stimuli. Rapport was established and maintained throughout the entire evaluation; therefore test results are considered valid.

  12. Summarize the Evidence Regarding… • Trent’s performance on the WJ III Tests of Cognitive Abilities shows his relative strengths to be in his verbal communication and information as well as in his auditory processing and memory. His difficulties are in processing visual information particularly in solving novel visual problems and holding and manipulating mental images in his head. On the TVPS-3, Trent shows significant difficulties in his visual sequencing and complex processing of visual stimuli. He does much better when presented with information orally, and he can respond verbally.

  13. Case Study 2: Cedric 7th grade student with a reading disability

  14. A reminder about Cedric • Cedric is a seventh grader with reading difficulty • He presents with a more complex profile which makes it difficult to determine whether his problems are related to decoding, fluency or comprehension. • He was placed in interventions to address comprehension and fluency but did not respond well to these interventions (Tier 2) • His ISAT performance places him in the Below Basic level

  15. Part B. Evidence of low achievement

  16. Description of assessment…

  17. Summary of the evidence…. • Cedric’s performance indicates that he is in the low average range in fluency, the below average range for comprehension, and the average range for basic reading skills.

  18. Part C. Psychological Processing

  19. Description of the measure…

  20. Summary of evidence…. • Based on Cedric’s performance on these psychological assessments, his intellectual ability falls within the upper end of the Low Average range with strengths noted in nonverbal perceptual reasoning abilities. He demonstrates difficulties in his auditory working memory as seen on his performance on the WISC-IV as well as on the WRAML. Cedric struggles with phonological memory (recalling digits and nonsense words) and rapid naming (automaticity of digit and letter recall) as seen on his performance on the CTOPP. Secondary to his auditory memory difficulties, Cedric also has difficulties in processing speed indicating that his pace of learning new information may be slightly slower than his peers.

  21. Your Questions? Reminders: Tune back in on February 25, 3 pm Mountain for Webinar 3

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