Whats New in RTI and SLD identification since 2009 SLD Assessment - - PDF document

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What’s New in RTI and SLD Assessment

Presented to Eagle Ridge Elementary Faculty October 23, 2015

Evolution of SLD Evaluation/Eligibility: The Inclusion of RTI

— Florida DOE has mandated RTI as the method of

SLD identification since 2009

— Broward SP&P SLD criteria initially used a hybrid

model, including both RTI and a full psychological evaluation showing a pattern of strengths and weaknesses.

— At that time, eligibility was based on a

COMBINATION of the psychological report and RTI data

So How Are We Diagnosing SLD Now?

— In accordance with Florida DOE, Broward County

SP&P no longer requires the school psychologist to complete ANY formal testing for SLD

— However, the psychologist MAY complete

supplemental assessments on a case-by-case basis, within 60 calendar days of consent

— Interventions and progress monitoring data ARE

the evaluation for SLD. ESE eligibility for SLD will be made based on YOUR data/interventions (RTI)

— We are still doing psychological evaluations for

• ther disabilities.

What Does This Mean To You?

— A HUGE decision now rests on your RTI data — Keep in mind: Eligibility = Disability — Fidelity and the appropriateness/intensity of

interventions and data are VITAL

— As a school, you have done a good job with

implementing evidence based interventions

— We must also focus on the most effective way to

monitor and document progress within these interventions

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Refresher on RTI

Tier 1 - Core/Universal/Whole Group Instruction

— ALL students are in Tier 1 — Academic – Differentiated Instruction of State/

District curriculum standards

— School-wide reading & math programs

(Journeys & Go Math)

— Behavior – School/Class-wide Behavior Plan,

Whole-class strategies (CHAMPS)

** Document on BASIS **

— TARGET specific student difficulties — Delivered in addition to Tier 1 — Academic Examples ? — Behavior Examples ?

Tier 2 – Strategic/Targeted/ Small Group Intervention

** Document on BASIS **

Tier 3 – Intensive Intervention

— Delivered in addition to Tier 1 and Tier 2 — Essential change is “INTENSITY” — Increase FREQUENCY - # days/week — Increase DURATION - # of minutes — Decrease in GROUP SIZE – more focused

instruction

— ADDING SOMETHING ELSE (an additional

intervention)

** Document on BASIS **

Interventions

— Need to be EVIDENCE-BASED — Must TARGET specific area of concern — Should be tied to diagnostic data (DAR,

Rigby, iReady diagnostic assessment, Go Math Prerequisite tests, etc.)

— Should be implemented in all areas of

need (Reading, Math, R & M, etc.)

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Progress Monitoring Considerations

— Measures must be RELATED to the target area — Have a baseline and expectation for comparison — Consider the rate of progress that is reasonable to

expect given the intervention program you are using

— We are supposed to share a graph with the parent

at least every 8 weeks

New Progress Monitoring Considerations

— For SLD eligibility, we now have to show lack of

adequate progress in a minimum of 2 comparison

• groups. For example,

— State — District — School — Class — Peer (Intervention Group)

— Please see us and we can help you decide what to

use for comparison data

Why do we need comparison data?

• Helps determine if the intervention is effective with all

students receiving the intervention

• Useful in determining how the targeted student is

achieving compared to subgroups (i.e., ELLs, etc.)

• Useful in analyzing the percentages of students

responding to interventions at each tier of the RtI pyramid

Progress Monitoring Resources

— http://www.browardprevention.org/ — http://www.PBISWorld.com — http://www.EasyCBM.com — http://www.InterventionCentral.org

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Important Reminders

— When referred for SLD evaluation, interventions and

progress monitoring DO NOT END.

— Current GRAPHED data and interventions MUST BE

REVIEWED & DISCUSSED with parents and the team at the ESE eligibility staffing

— No current interventions and/or no current data = NO

ELIGIBILITY

— You MUST bring the following to the staffing:

— Details of CURRENT Tier 2 and 3 interventions, and — CURRENT GRAPHED DATA documenting response to those

interventions

Presenting at Meetings: So How Do We Do It?

— This is the easy part. You are already doing it! — Please discuss with the parents the same way you

do in CPST meeting. For example, explain: — The initial test scores that caused you concern — When you implemented/intensified interventions — Which skills the interventions are targeting — How often the interventions are given — How the student is progressing (i.e., what is the

expected level of performance and is the student on track to meet that goal?)

SLD Eligibility Meetings: Beyond the RTI data

— School psychologist will present results of any

supplemental evaluations completed

— We also need to consider exclusionary factors:

— Vision, hearing, and motor problems — Emotional and behavioral factors — Cultural and socioeconomic factors — Attendance and mobility rate — Environmental factors — Second Language Acquisition (ELLs)

Concluding

— Please consult with support staff

if you need assistance

— Questions? Don’t be shy….but

please remember….I am only the messenger!