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Objectives
Increase your confidence in:
l Considering Exclusionary Factors during an evaluation
for SLD
l Using formal assessment results and comparative data
Specific Learning Disabilities Webinar 4: Exclusionary Factors and - - PowerPoint PPT Presentation
Specific Learning Disabilities Webinar 4: Exclusionary Factors and - - PowerPoint PPT Presentation
Specific Learning Disabilities Webinar 4: Exclusionary Factors and English Learners February 2017 Objectives Increase your confidence in: l Considering Exclusionary Factors during an evaluation for SLD l Using formal assessment results and
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Other Considerations: Exclusionary Factors
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Poll 1
Which Exclusionary Factor does your team see most often? § A visual, hearing or motor impairment § An intellectual disability § An emotional disturbance § Environmental or economic disadvantage § Cultural factors § Lack of appropriate instruction in reading or math § Limited English proficiency
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Section 5: Other Considerations
l When evaluating a student’s low achievement, the team
must make some considerations.
- The student’s learning difficulties are not
primarily due to:
§ A visual, hearing or motor impairment § An intellectual disability § An emotional disturbance § Environmental or economic disadvantage § Cultural factors § Lack of appropriate instruction in reading or math § Limited English proficiency
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Example -Ellie
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Example - Ellie
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Example - Ellie
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Support Document
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Evaluating English Learners
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Poll 2
What is your experience in assessing students whose primary language is not English?
- None
- Some
- Most of my caseload is of students who are English Learners
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Section 6: English Learners
l The team must determine that the student’s learning
difficulty is not primarily the results of:
- Limited English Proficiency
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English Learner
l Formal and informal assessments to determine the
student’s primary language
§ Home Language Survey § WIDA § ACCESS § Woodcock Munoz § IELA § Interviews to determine which language the student speaks most
fluently.
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English Learner
l Comparison of acquisition rate:
- Document the student’s progress in comparison to similar
peers
§ Same culture, age, similar school history, etc. § May need to look to surrounding districts for this information
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English Learner
Impact of English learning
- n academic functioning
:
- Summarize assessment
data
- Include information from
a variety of sources
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Support Document
http://files.eric.ed.gov/full text/ED564264.pdf
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Support Document
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Remember Not to Over Identify
l A student cannot be identified as an individual with a
disability if the “determinant factor” is limited English proficiency.
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Remember Child Find Still Applies
l A student suspected of having a disability must not be
denied an evaluation, and if eligible, be denied access to special education until he or she becomes proficient in English
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Remember to Use Appropriate Measures
l School districts must consider a student’s English
language proficiency in determining appropriate assessments and other evaluation materials to be used when conducting a comprehensive special education evaluation
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Example - Leo
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Remember
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Questions
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Next Steps
l If you are taking this course for credit:
- Complete the quiz with a passing grade (70% or better) prior
to the next webinar
- Attend Webinar 5 on 3-16-17 at 4:00 MT/ 3:00 PT
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Cathy Thornton
Associate Director
Nichole Kristensen
Instructional Coordinator
Dawn Spurlock
Instructional Coordinator
www.IdahoSESTA.org
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SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE
SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION