Specific Learning Disabilities Webinar 2: Communicating with the - - PowerPoint PPT Presentation

Specific Learning Disabilities Webinar 2: Communicating with the Problem-Solving Team

December 2016

Objectives

Increase your understanding of:

l Importance of information provided by the Problem-

Solving Team

l Roles and responsibilities within the Problem

• Solving

and Evaluation Teams

l Information used to determine whether or not a

Referral for Special Education Evaluation is warranted

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What is your team called?

What name does your school or district use to identify the general education problem

• solving team?
• Problem
• solving Team
• Response to Intervention (RTI) Team
• Multi
• tiered System of Supports (MTSS) Team
• Other

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Intervention Information and Progress Monitoring Data

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RTI Guidance

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Response to Intervention

l RTI is a general education tool that enables schools to

target instructional interventions to children’s areas of specific need as soon as those needs become apparent.

6

Response to Intervention

l RTI is the practice of matching and providing instruction

and intervention, while systematically monitoring student progress to make decisions about the need for services.

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Response to Intervention

l All students included within this multi

• tiered system of

support .

l Progress monitoring can also be used with students on

IEPs to identify when a student has met benchmarks and/or identified goals, allowing for a flexible special education service delivery system.

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Role of RTI within Evaluation

l IDEA indicates that students must receive appropriate

instruction in general education from qualified personnel before determining a student has a Specific Learning Disability (SLD). RTI practices focus on providing this instruction.

l Data collected during the intervention period may be

used as part of the evaluation.

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Advantages

l Earlier recognition of problems l All delays and/or deficits are treated

under the same instructional model

l Identification not necessary to provide

additional support for the student

l Differentiation and intensive instruction

are provided to all students

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Importance of RTI Information

This information establishes the student’s current level of performance within the general education setting.

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What do you use?

What progress monitoring information does your Problem- Solving Team typically provide to you as part of referring a student for a Special Education Evaluation?

• Aimsweb data
• Data from EasyCBM
• STAR Reading or Math Results
• Other

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Information from the Problem-Solving Team

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Problem-Solving Team

l Role of this team lies within general education and the

RTI process

l Matches interventions to the needs of students to

ensure adequate progress is being made

l Members could include teachers, administrators,

counselors, instructional specialists and others

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Evaluation Team

l Role of this team is to make decisions regarding

evaluation, assessment, and eligibility

l Membership includes special education teacher(s),

administrators, school psychologist, general education teacher(s), parent(s), and others as determined by the team

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Intervention Information

l The Evaluation Team might be provided with or request

specific information from the Problem

• Solving Team.

This information will drive decisions made throughout the student’s comprehensive evaluation.

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Intervention Information

l Class assignments, grades, and work samples that

demonstrate a weakness in the identified area(s) of concern

l Notes, evidence, assurances, or documentation that

core instruction is effective in the identified area(s) of weakness

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Intervention Information

l Documentation of parent input during the intervention

period

l Any additional information needed to provide a

thorough background summary

l Attendance records for the student

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Intervention Information

l Documentation of interventions, which includes start

and end dates, frequency, and intensity of each intervention as well as decisions made throughout the intervention period

l Progress monitoring data collected during interventions

to include any graph or visual representation of progress made during the intervention period

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Common Misconceptions

l RTI interventions are a mandatory prerequisite to SLD

Evaluation

l Intervention programs must be implemented for the

entire period of instruction

l In tiered intervention models, all tiers must be

completed prior to referral

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OSEP Memorandum

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Something to Consider

l Avoid unilateral decisions on general education

interventions which include:

• decisions on timelines for interventions;
• choice of available interventions

;

• schedules for progress monitoring; and/or
• a point at which to initiate a referral to consider an evaluation.

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How is information provided?

How does your Problem

• Solving Team provide information

to the Evaluation Team at your school or district?

• Mileposts
• Google forms
• File folder of information passed from one team to another
• Other

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Referral to Evaluate for Special Education

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Example

l Student: Ben Ortiz l Grade: Third l Area of Concern:

Basic Reading Skills

l Intervention Period:

9/16 – 1/17

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Referral

l A referral to consider a special education evaluation is

sent to the evaluation team after the problem

• solving

team has determined:

• The student has not made adequate progress
• Language and/or culture differences are not the main source of

the student’s struggles

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Referral

Moving from general to special education

l The Evaluation Team, including the parent(s), reviews

all available records.

l The Evaluation Team determines whether or not an

evaluation is warranted

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Example

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Review

l Intervention and progress-

monitoring data

l Information from the

problem

• solving team

l Referral to evaluation for

special education

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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

l Attend Webinar 3 on 1

• 19
• 17at 4:00 MT/ 3:00 PT
• Before this webinar, read Chapter 4, Section 5C (pg. 43
• 44) of

the Idaho Special Education Manual

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Cathy Thornton

Associate Director

Nichole Kristensen

Instructional Coordinator

Dawn Spurlock

Instructional Coordinator

Alayna Gee

Multi-Tiered Systems of Support Coordinator

www.IdahoSESTA.org

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION