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Week 7

Week 7. S pecific L earning D isability And C ulturally and L inguistically D iverse Learners. Specific Learning Disability.

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Week 7

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  1. Week 7 Specific Learning Disability And Culturally and Linguistically Diverse Learners

  2. Specific Learning Disability • The student does not make sufficient progress in response to effective, evidence based instruction and intervention for the child’s age or to meet state-approved grade level standards in one or more of the following areas: a. Oral expression; b. Listening comprehension; c. Written expression; d. Basic reading skills; e. Reading comprehension; f. Reading fluency g. Mathematics calculation; or h. Mathematics problem solving,

  3. Specific Learning Disability AND • The student demonstrates low achievement in the area(s) of suspected disability listed above as evidenced by a norm-referenced, standardized achievement assessment. For culturally and linguistically diverse students, the preponderance of evidence must indicate low achievement.

  4. Specific Learning Disability AND • The student demonstrates a pattern of strengths and weaknesses in psychological processing skills that impact learning.

  5. Specific Learning Disability AND • The student’s lack of achievement is not primarily the result of: a. A visual, hearing, or motor impairment; b. Cognitive impairment c. Emotional disturbance d. Environmental, cultural or economic disadvantage e. Limited English Proficiency f. A lack of appropriate instruction in reading, including the essential components of reading; g. A lack of appropriate instruction in math.

  6. Specific Learning Disability AND • The disability adversely impacts the student’s educational performance and the student requires specially designed instruction.

  7. So… How do we determine all these things? http://idahotc.com/Portals/23/Docs/Sample_Elementary_SLD_Eligibility.pdf http://www.weebly.com/weebly/main.php

  8. Continue Intervention and Monitor Progress Change Intervention Change Goal Words Correct Per Minute Class Growth Class=24 Egbert=11 Egbert goal line 0 1 2 3 4 5 6 7 8 9 10 12 14 16 18 20 Weeks

  9. Implement Second Intervention Revision and Monitor Results Change Intervention Words Correct Per Minute Class Growth 0 1 2 3 4 5 6 7 8 9 10 12 14 16 18 20 Weeks

  10. Culturally and Linguistically Diverse Learners

  11. Culturally and Linguistically Diverse Learners How do we determine Eligibility for Special Education? The SDE and NSD have provided tools to assist http://nsdweb/specialeducation/Shared%20Documents/Forms/AllItems.aspx?RootFolder=%2fspecialeducation%2fShared%20Documents%2fLIBRARY%2fLEP%20SPECIAL%20EDUCATION%20PROTOCOL&FolderCTID=&View=%7b5D51F7B9%2dA678%2d41C7%2dA1C8%2d0FAC4BF45996%7d What does “Preponderance of evidence” mean?

  12. “To accurately assess a student’s academic ability, we must take into consideration a number of important factors and consideration that will yield accurate information that will lead us to the best conclusions and recommendations…For the Student.”

  13. Step 1 (pre-referral) • Home Language Survey • Review the survey and understand… • BICS and CALP BICS = Basic Interpersonal Communication Skills (playground language) Takes 1-2 years to acquire CALP = Cognitive Academic Language Proficiency (Classroom/education language) Takes 5-7 (sometimes 9) years to acquire

  14. Step 2 – (Pre-referral) • IELA (Idaho English Language Assessment • ELP is written and implemented

  15. Step 3 – (Pre-referral) • Interventions • Describe interventions provided • Progress Monitoring • Data, Data, Data • Quantitative and Qualitative • Graphs • Revise as data indicates When data documents insufficient growth a referral to special education can be made

  16. Step 4 – Referral and Evaluation • Classroom Observation • Observe for Language Development Behaviors • Language Acquisition Issues • Language Difficulty Issues • Supports, interventions…

  17. Step 5 - Referral and Evaluation • Review English Learning Plan (ELP) • Review LEP instructional program and response to LEP intervention

  18. Step 6 - Referral and Evaluation • Review Home Language Survey • What language/s are spoken in the home, etc. • Number of years in the USA • Number of years of English Instruction (years in school)

  19. Step 7 - Referral and Evaluation • Review IELA Placement test and Spring test results • Consider Placement scores and spring test scores (Listening, Speaking, Reading, Writing) • Is the student making progress? • Scores on individual areas • Is the student proficient in English? Fluent? • Review other assessments used to determine English or 1st language proficiency

  20. Step 8 - Referral and Evaluation Review ELL instruction and progress monitoring data in ELL instruction • Review of Intervention Results • Baseline data • Target goal • Progress toward goal Time spent in intervention (minutes per day/week and number of weeks/months)

  21. Step 9 - Referral and Evaluation • Compare student language acquisition rate to similar peers (same culture, near same age, similar history in USA schools)

  22. Evaluation Language Impairment and Specific Learning Disability require careful assessment selection and interpretation

  23. Eligibility Determination We must rule out Limited English Proficiency (lack of CALP) before determining a student requires special education The preponderance of evidence must demonstrate LEP is not the cause of the suspected disability

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