SLD Training Webinar 1: Overview
1. OverviewLink to SLD RuleMulti-tiered Systems of Support (MTSS)Systems of Assessment
2. Introduction to TiersTier 1: Core InstructionTier 2: Targeted Group InterventionTier 3: Intensive and Individual InterventionSpecial Education
3. Four purposes of Assessment Screening Diagnostic/Instructional Decisions Progress Monitoring Determine Eligibility
Specific Learning Disabilities Eligibility Criteria Options
In Handouts or can be found on page 1-8 of the SLD Manual
Link to SLD RuleUnderstanding Scientific Research Based Interventions (SRBI) and Systems of Assessments can help us to answer the questions:How do we verify that a student• “Does not learn at an adequate rate?”• Has been “provided with the usual developmental
opportunities and instruction from a regular school environment?”
• Has had “appropriate instruction in reading or math?”
Mn Rule 3525.1341
Link to SLD Rule: Criteria DUnderstanding SRBI and Systems of Assessments can help us to answer questions relating to SLD eligibility:
• When are we ready to use ABD criteria to determine eligibility for SLD?
• How to understand ABD eligibility determination on students moving into your district with this determination in place?
MN Rule 3525.1341, Subpart 2(1) the child does not make adequate progress to meet age or state-approved grade-level standards in one or more of the areas listed above when using a process based on the child’s response to scientific, research-based intervention (SRBI);
The Terminology We Use Is Evolving
Multi-tiered Systems of Support (MTSS)
Minnesota Statute 120B.1 Reading Well by Grade 3
Systems of Scientific Research-Based Intervention (SRBI)
Because. . . We Have Multiple Initiatives with Tiers of Supports
All
SomeFew
BehavioralPhysicalSocial-Emotional Academics
Remember: A Student may not be just one “color” or level!
Math Fact Retrieval
Emotional Regulation
Phonemic Awareness
Vocabulary
Listening comprehension
Adapted from Sugai 2009
Concepts
Multi-Tiered System of Supports
Range of literacy practices implemented within a building
Range of literacy skills held by all students within a building
Range of Evidence-Based Practices
A Multi-tiered System of Supports
Range of literacy skills held by all students within a building
System of Assessment Indicates Needs
Staff’s Capacity to Address Group Needs
System of Assessment Indicates Needs
TIER 1: CORE INSTRUCTION
• Assessments: – Screening – Evaluating effectiveness of core instruction
• Research-based/Evidence-based Instructional Practices
• Matching student needs with research-based instructional practices
TIER 2: TARGETED GROUP INTERVENTIONS
• Assessment• Monitoring Progress• Making data-based instructional decisions
• Instructional Practices• Re-analyzing the learning problem• Secondary prevention (small group)
TIER 3:INTENSIVE AND INDIVIDUAL INTERVENTIONS
• Reconsider the Learning Problem in Context• Tertiary Prevention (Individualized)• Suspecting a Disability/Comprehensive Evaluation
Critical Features of a Multi-Tiered System: System of Assessments
ScreeningDiagnostic
(Instructional Decisions)
Monitoring Progress
Determining Eligibility
Purposes of Assessment Data: Targeting Students
Indicate effectiveness of instruction
– Disaggregated into subgroups
– Across levels of supports
Accurately identify students at-risk
– Predict future performance
– Conducted 3 times per year
Screening Diagnostic Assessments (Instructional Decisions)
Monitoring Progress
Determining Eligibility
Purposes of Assessment Data: Matching Needs
Match intervention to student need
Identify effective instruction and build staff capacity
Screening Diagnostic Assessments (Instructional Decisions)
Monitoring Progress
Determining Eligibility
Purposes of Assessment Data: Monitoring Progress
Evaluate instructional effectiveness
Make the next right instructional step
Screening Diagnostic Assessments (Instructional Decisions)
Monitoring Progress
Determining Eligibility
Purposes of Assessment Data: Determining Eligibility
No disability
Eligible for 504
Eligible for Special
Education
Screening Instructional Decision
Monitoring Progress Determining Eligibility
A comprehensive evaluation may have 3 possible outcomes.
Assessment Data Used Properly Increases Student Achievement
Job #1 = progress towards grade level content standards . . .
Eligibility Determination