Eligibility Determination

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 • Low skills (The easier part) • Slow progress despite intensive intervention (The trickier part)

Does the Student Have Low Skills? • Determine parameters • Maintain consistency • School to school • Grade to grade • Child to child

Is Progress Slow? • “How much is enough?” • Context is Key • Typical growth • Cohort growth

Is the Intervention Intensive? • Scientific, research-based (IDEA 2004) • Sufficient frequency and duration • Implemented with fidelity

Eligibility Decision Making • It comes down to the balance. How does the “weight” of the intervention compare to the “weight” of progress?

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

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

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 • Required components • Other relevant components • Exclusionary factors • Avoid the “whoops”

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? • Lack of appropriate instruction • Existence of another disability • Limited English proficiency • Environmental or Economic Disadvantage

Key Tool “Individual Problem Solving Worksheet” … properly filled out

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

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

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 Making • It comes down to the balance.

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

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.

EXAMPLE A student is struggling to understand fractions. A well-planned math intervention. Review student’s Progress. Implement intervention.

EXAMPLE Student is struggling. Implement behavior plan along with reading intervention. Review student’s Progress. Implement both.

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?

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 Tool “Individual Problem Solving Worksheet” … properly filled out

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”

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 • Create and follow a template

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 • 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 Determination Identifying Learning Disabilities Under an RTI Model

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? • General Ed Classes • Access to Content Literacy Strategies • A limited number of students are monitored by the Literacy Specialist Target = 80% of student population

Content Literacy Strategies

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? • Access to Content Literacy Strategies • Comprehensive reading and writing support • LANGUAGE! (High School) • LANGUAGE! (Middle School)

Eligibility Determination