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Eligibility Determination. Identifying Learning Disabilities Under an RTI Model. Eligibility Decision Making. Dual Discrepancy With a partner, list the two component ideas of “dual discrepancy”. (Hint…it doesn’t involve an IQ score.). Dual Discrepancy.

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eligibility determination
Eligibility Determination

Identifying

Learning Disabilities Under an RTI Model

eligibility decision making
Eligibility Decision Making
  • Dual Discrepancy
    • With a partner, list the two component ideas of “dual discrepancy”.
    • (Hint…it doesn’t involve an IQ score.)
dual discrepancy
Dual Discrepancy
  • Low skills (The easier part)
  • Slow progress despite intensive intervention (The trickier part)
does the student have low skills
Does the Student Have Low Skills?
  • Determine parameters
  • Maintain consistency
    • School to school
    • Grade to grade
    • Child to child
is progress slow
Is Progress Slow?
  • “How much is enough?”
    • Context is Key
      • Typical growth
      • Cohort growth
is the intervention intensive
Is the Intervention Intensive?
  • Scientific, research-based (IDEA 2004)
  • Sufficient frequency and duration
  • Implemented with fidelity
eligibility decision making1
Eligibility Decision Making
  • It comes down to the balance.

How does the “weight” of the intervention compare to the “weight” of progress?

susie
2nd Grader

Fall: ORF 22

Winter: ORF 55

Gain: 2.37 words/week

Typical gain: 1.5 words/week

Core program

+ SMART volunteer

+ Read Naturally 2 times per week

+Phonics for Reading and Read Naturally 5 times per week

Susie
ellie
25thth percentile on ORF

Remains at 25th percentile

“Low average”

Core program

20 minutes/day additional practice

40 minutes/day explicit instruction and guided practice

Ellie
emily
1st Grader

Gain: 6-10 wpm in 8 weeks

Other students gain 22 wpm in the same period of time

Core program

+45 minutes of decoding and fluency program

Emily
keep the end in mind
Keep the End in Mind
  • Required components
  • Other relevant components
  • Exclusionary factors
    • Avoid the “whoops”
exclusionary factors
Exclusionary Factors
  • What are the exclusionary factors teams must explore?
    • In teams, identify and highlight the exclusionary factors
are there other explanations for the student s low skills and lack of progress
Are there other explanations for the student’s low skills and lack of progress?
  • Lack of appropriate instruction
  • Existence of another disability
  • Limited English proficiency
  • Environmental or Economic Disadvantage
key tool
Key Tool

“Individual Problem Solving Worksheet” … properly filled out

johanna
2nd grader

Reads 45 words per minute (target is 90 wpm)

Core program

Reading Mastery in addition

New to the district

Has been in 4 different school districts

Recently moved in with a relative

Johanna
slide16
5th grader

Reads 77 words per minute (target is 150 wpm)

Scores below average benchmark on the State-wide assessment

Core reading program

30 minutes of additional reading program 5x a week

Jim was adopted from Russia 2 years ago

ELL teacher interviews family and finds out he didn’t attend school before he came the U.S.

Jim
marisol
3rd grader

Reads 45 words per minute in Spanish

Reads 5 words per minute in English

Core Spanish reading program

Additional interventions in Spanish 5x a week since 1st grade

Has been in the same school since Kindergarten

The other students in her cohort group read an average of 90wpm in Spanish and English

Marisol
eligibility decision making2
Eligibility Decision Making
  • It comes down to the balance.
slide19

Secondary Students…

  • Emphasis on Problem Solving Approach.
  • Kids don’t catch LD.
  • All kids benefit from multi-tiered instruction.
slide20

Problem Solving Approach

What is the problem and

why is it happening?

What are we going to do?

Did our plan work?

Carry out the plan.

slide21

EXAMPLE

A student is struggling to understand fractions.

A well-planned math intervention.

Review student’s

Progress.

Implement intervention.

slide22

EXAMPLE

Student is struggling.

Implement behavior plan along with reading intervention.

Review student’s

Progress.

Implement both.

is pheobe eligible under sld
10th grader

Failing classes

Reads 100 wpm and answers 70% of comprehension questions correctly

Met OSAT 3rd, 4th, 5th, 6th, and 7th grade in reading and math.

A dramatic decline in attendance in 8th grade.

Is Pheobe eligible under SLD?
is mark eligible under sld
9th grader

Failing classes

Not attending school

Reads 100 wpm and answers 70% of comprehension questions correctly

Title I reading program

Met 3rd grade benchmark, but not 5th, 8th or 10th

Parents hired Sylvan Learning Center in 5th through 7th grade

Is Mark eligible under SLD?
key tool1
Key Tool

“Individual Problem Solving Worksheet” … properly filled out

continuing eligibility
Continuing Eligibility
  • Evaluation planning is critical step
  • Disabilities are life-long conditions
  • Special education should work
  • Same kind of thinking
    • “Weight of progress vs. weight of support”
is carol still eligible
6th grader

Has LD in reading

Currently reads 120 wpm

WIAT-II scores between 83 and 97

Met OSAT past 3 years

Passing grades

SDI=fluency lab, 60 minutes/wk

SDI=reading class 45 minutes/day

Homework takes 3+ hours per night

Is Carol still eligible?
ld eligibility reports
LD Eligibility Reports
  • Create and follow a template
ld eligibility reports1
Not so helpful:

“Kevin reads 27 words per minute at the second grade level.”

More helpful:

“Kevin reads 27 words per minute at the second grade level, while the expected level for January is 65 words per minute.”

LD Eligibility Reports
quality ld eligibility reports
Quality LD Eligibility Reports
  • Individually: Quickly read the sample report, highlighting 4 or 5 sentences that provide especially useful information.
  • As a Group: Share what you’ve highlighted. What makes this report useful?
eligibility determination1
Eligibility Determination

Identifying

Learning Disabilities Under an RTI Model

tier i ii and iii
Tier I, II, and III
  • All students have access to embedded literacy strategies across content areas
  • This years focus:
    • Frayer Model
    • Anticipation Guide
    • Word Sorts
    • DR/TA or KWL
    • Group Summarizing
    • Definition Word Chart
tier i what do students receive
Tier I: What do students receive?
  • General Ed Classes
  • Access to Content Literacy Strategies
  • A limited number of students are monitored by the Literacy Specialist

Target = 80% of student

population

tier ii what do students receive
Tier II: What do students receive?
  • General Ed Classes
  • Access to Content Literacy Strategies
  • Strategic Intervention
    • Soar to Success (Middle School)
    • Comprehension Strategies (High School)

Target = 15%

Student Population

tier iii what do students receive
Tier III: What do students receive?
  • Access to Content Literacy Strategies
  • Comprehensive reading and writing support
    • LANGUAGE! (High School)
    • LANGUAGE! (Middle School)