Special Education Referral and Evaluation Report
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Transcript of Special Education Referral and Evaluation Report
Special Education Referral and Evaluation Report
Oregon RTI ProjectSustaining Districts Trainings
2010-2011
Review of the RTI Process
• All students are screened• The most in need are placed into group
interventions and progress monitored• The RTI grade level team meets and
reviews students progress using district decision rules– Changes to interventions are made when
students do not make sufficient progress
Review of the RTI Process
• Following district guidelines data are gathered to develop an individualized intervention – typically after two interventions
• The RTI team meets to determine if the student made sufficient progress– If student does not make sufficient
progress the RTI team makes a special education referral
Daisy participates in the general curriculum with
strong instruction
Screening data showsDaisy isn’t doing well Second Group
Intervention
EBIS Team designs individualized intervention
Exit intervention?
Daisydoesn’t
improveDaisy
improves
Daisydoesn’t
improve
Daisyimproves
Intervention is intense and LD is suspected
Improvement is good and other
factors are suspected as
cause
Special Education referral is initiated
Team reviews screening data and places Daisy in group intervention
Parents Notified
How RTI Works from a Student’s Perspective
Special Education Process
• Referral• Evaluation Planning Meeting• Eligibility Determination Meeting
What should be included in the referral?
• The information gathered from the problem solving meeting– File review– Student Intervention Profile– Developmental history– Recent progress monitoring data– ELL information– Data comparing student to intervention cohort– Diagnostic data if needed– Hypothesis worksheet
• Completed special education referral
What do you do after you receive the referral?
• Review referral data to determine what other information is needed to complete the SLD Eligibility Form– Low skills– Slow progress– Documentation of interventions– Observation of student in general education
setting– Information about Exclusionary Factors
• Set date and notify parents about the Evaluation Planning Meeting
Evaluation Planning Meeting
• Conduct Evaluation Planning Meeting– Determine if you need to evaluate
• Do you need any additional information?• Is the student exhibiting low skills and slow
progress across data sources?– Determine and document what additional
information you need as a team (Permission to Evaluate Form)
– Get parent permission to evaluate in the areas you determined
– Provide care giver with Parents Rights brochure
How do you know if a student is SLD?
• Low achievement and Slow Progress (despite intensive interventions) are the foundation for determining SLD eligibility using RTI.• Also must consider Instructional Need.
• Data indicating the student has significantly low skills as compared to research-based norms and benchmarks.
Determining if the student has low skills:
State SLD Eligibility Form
Low skills• Low skills – CBM: DIBELS, AIMSweb, easyCBM• What is the student’s current performance?• Where should the student be at for the
grade level? (norm or benchmark)– State Testing: OAKS• What is the student’s percentile?
– Achievement Tests: WIAT-2, WJ-III• What is the student’s standard score and
percentile?
How Low is Low?• General Guidelines (district
determines guidelines)– CBMs• Intensive range• Below the 16th percentile• More than 2 times discrepant
– OAKS• Below the 16th percentile
– Achievement Tests• Below the 16th percentile
What if the data are mixed?
• CBM data: indicate intensive rangeAND
• OAKS data: indicate average range• What data do you place more
emphasis on?– CBM data– Look at in program assessments too
Example• Harry (2nd grader) is
currently reading a median of 44 words correct per minute (wcpm) (12th percentile) with 89% accuracy when given 2nd grade level text. He also answers an average of 3/10 comp questions correct on weekly in-class tests. 2nd grade students in his school are reading an average of 85 wcpm on 2nd grade text and answering 9/10 comp questions correct.
Non-Example• Harry struggles with
being a fluent reader and is not meeting the 2nd grade reading benchmark. He makes a lot of mistakes and is currently reading at a 1st grade level. He also has difficulties answering comprehension questions at grade level.
Describing low skills in your evaluation report
• Data indicating the student has not made significant progress to close their achievement gap…
Determining if a student is making slow progress:
State SLD Eligibility Form: Slow Progress…
• Data indicating the student has not made significant progress to close his/her achievement gap…– Decision rule about points below the
aimline• Typically 4 data points below the aimline• Trendline
–What is adequate growth?• National growth rates• Cohort growth rates
What is slow progress?
How slow is slow?• Student data below the aimline
Or
• Student’s growth rate is far below the expected growth rate
National Growth Rates
Grade Realistic Ambitious1 2.0 words/week 3.0 words/week
2 1.5 words/week 2.0 words/week
3 1.0 words/week 1.5 words/week
4 .85 words/week 1.1 words/week
5 .50 words/week .80 words/week
Source: Fuchs et al, (1993)
Evaluation Report includes the following:
Slow Progress• Progress monitoring data – Chart and graph
• Comparison of the expected rate of progress
• Interventions provided– In conjunction with the progress
monitoring data
• Data indicating the student has an instructional need for special education services (included description of needed instructional supports)
Determining Instructional Need:
How you determine instructional need?
– It comes down to the balance: How does the weight of the intervention compare to the rate of progress?
• Data indicating the student has an instructional need for special education services (included description of needed instructional supports)– Student has been provided with an
explicit research based intervention– Student has made limited progress
despite receiving the intervention
Evaluation report includes the following: Instructional
Need
• 3rd graderThe level
Rita Fall Screening: ORF 40 (75% accuracy)Fall Benchmark: 77
Curriculum assessmentWeekly tests: Average
3/10 on in program assessments
OAKS: 200 (11th percentile)
Are her skills low?
• Rita is placed into an intervention– What is her primary skill need?
• Phonics– Protocol shows 3rd grade
choices: • Phonics for Reading• Reading Mastery• Read Naturally• Triumphs
– Which intervention would you choose?
– Time: 30 minutes in addition to core programming
Rita
• Intervention review– October
• Progress monitoring data – ORF 38 (86%), 38 (85%), 39 (88%), 37 (85%)– 4 data points below the aimline– Rita’s weekly gain: 0 wpm– Typical weekly gain: 1.0 wpm
• Winter benchmark: 92
• Are her skills low?• Is her progress slow?
Rita
Rita
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Phonics for Reading
Rita• October: Change of intervention– Reading Mastery 30 minutes during
intervention• Group size: 6
• Intervention review– November
• Progress monitoring data – ORF: 37 (95%), 39 (93%), 37 (96%), 39 (94%)– 4 data points below the aimline– Rita’s gain: .5 wpm per week– Typical gain: 1.0 wpm per week
• Winter benchmark: 92
• Are her skills low?• Is her progress slow?
Rita
Rita
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Phonics for Reading
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RM
Rita • November: Change of intervention– Reading Mastery 45 minutes during
intervention– Group Size: 3
• Intervention review– December
• Progress monitoring data – ORF: 37 (97%), 40
(98%), 38 (98%), 36 (97%)
– 4 data points below the aimline
– Weekly gain: 0 wpm– Typical gain: 1.0 wpm
• Winter benchmark: 92
• Are her skills low?• Is her progress slow?
• Reading Mastery assessments– Passing checkouts
• OAKS: – 30th percentile
• Does Rita appear to have an instructional need?
• What should we do for Rita?
Rita
Rita
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Phonics for Reading
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RM30 minutes RM 45 minutes
37403836
• 2nd graderBenchmark Testing:
Sept: ORF 22 (accuracy 87%) Benchmark: 44
Curriculum Assessment: – Weekly tests:
average scores of 4 out of 10
• Are his skills low?
• Briar placed into an intervention– What is his primary
skill need?• Phonics
– Protocol shows 2nd grade choices: • Reading Mastery• Triumphs
– Which intervention would you choose?
– Time: 30 minutes
Briar
• Intervention review– October
• Progress monitoring data – ORF 22 (83%), 19 (86%), 20 (84%), 25 (86%)– 4 data points below the aimline– Briar weekly gain: .75 wpm– Typical gain: 1.5 wpm per week
• Winter benchmark– 68 ORF
• Are his skills low?• Is his progress slow?
Briar
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RMBriar
Briar• October: Change of intervention– Reading Mastery 30 minutes during core– Reading Mastery 30 minutes during
intervention
• Intervention Review– November
• Progress monitoring data – ORF 29 (97%), 32 (98%),
29 (97%), 32 (98%), 40 (98%), 38 (97%), 40 (99%), 38 (99%)
– 7 data points around the aimline
– Weekly gain: 1.3 per week– Typical gain: 1.5 per week
• Winter benchmark– 68 ORF
• Are his skills low?• Is his progress slow?
• In Program assessments– Reading Mastery
checkouts: passing
• Does Briar appear to have an instructional need?
• Do you change the intervention?
Briar
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22252930
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RN 30 min
RM 60 minutes Briar
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• An observation of the child’s academic performance and behavior in a regular education setting (related to the area of concern)
Evaluation report includes the following: Observation
State SLD Eligibility Form
• An observation of the child’s academic performance and behavior in a regular education setting (related to the area of concern)
• What observational data do you have that can help instructional planning?– Opportunities to Respond– Correct Academic Responding– Student Engagement (On-Task vs. Off-Task)– Comparison to classroom peers
What is the focus of the observation?:
• Data indicating exclusionary factors (language, health, another disability, lack of instruction etc) are not the primary cause of the student’s learning deficit
Evaluation report includes the following:
How do you determine if there is a lack of appropriate instruction?
• Attendance• Instruction
Remember……Less than 80% proficient should not prevent you from determining a child’s academic deficits are due to lack of instruction.• Examine classroom instruction
– Are students engaged in the instruction?– Is the student engaged in the instruction?– Is it explicit enough?