what s new in rti and
play

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

May 19, 2023 •278 likes •323 views

12/10/15 Evolution of SLD Evaluation/Eligibility: The Inclusion of RTI Florida DOE has mandated RTI as the method of Whats New in RTI and SLD identification since 2009 SLD Assessment Broward SP&P SLD criteria initially

  1. 12/10/15 ¡ Evolution of SLD Evaluation/Eligibility: The Inclusion of RTI — Florida DOE has mandated RTI as the method of What’s New in RTI and SLD identification since 2009 SLD Assessment — 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. Presented to Eagle Ridge Elementary Faculty October 23, 2015 — At that time, eligibility was based on a COMBINATION of the psychological report and RTI data What Does This Mean To So How Are We Diagnosing You? SLD Now? — In accordance with Florida DOE, Broward County — A HUGE decision now rests on your RTI data SP&P no longer requires the school psychologist to complete ANY formal testing for SLD — Keep in mind: Eligibility = Disability — However, the psychologist MAY complete — Fidelity and the appropriateness/intensity of supplemental assessments on a case-by-case basis, interventions and data are VITAL within 60 calendar days of consent — As a school, you have done a good job with — Interventions and progress monitoring data ARE implementing evidence based interventions the evaluation for SLD. ESE eligibility for SLD will be made based on YOUR data/interventions (RTI) — We must also focus on the most effective way to monitor and document progress within these — We are still doing psychological evaluations for interventions other disabilities. 1 ¡

  2. 12/10/15 ¡ Tier 2 – Strategic/Targeted/ Refresher on RTI Small Group Intervention Tier 1 - Core/Universal/Whole Group Instruction — TARGET specific student difficulties — ALL students are in Tier 1 — Delivered in addition to Tier 1 — Academic – Differentiated Instruction of State/ — Academic Examples ? District curriculum standards — School-wide reading & math programs — Behavior Examples ? (Journeys & Go Math) — Behavior – School/Class-wide Behavior Plan, Whole-class strategies (CHAMPS) ** Document on BASIS ** ** Document on BASIS ** Tier 3 – Intensive Interventions Intervention — Need to be EVIDENCE-BASED — Delivered in addition to Tier 1 and Tier 2 — Must TARGET specific area of concern — Essential change is “ INTENSITY” — Should be tied to diagnostic data (DAR, — Increase FREQUENCY - # days/week Rigby, iReady diagnostic assessment, Go Math Prerequisite tests, etc.) — Increase DURATION - # of minutes — Should be implemented in all areas of — Decrease in GROUP SIZE – more focused instruction need (Reading, Math, R & M, etc.) — ADDING SOMETHING ELSE (an additional intervention) ** Document on BASIS ** 2 ¡

  3. 12/10/15 ¡ Progress Monitoring New Progress Monitoring Considerations Considerations — For SLD eligibility, we now have to show lack of — Measures must be RELATED to the target area adequate progress in a minimum of 2 comparison groups. For example, — Have a baseline and expectation for comparison — State — Consider the rate of progress that is reasonable to — District expect given the intervention program you are using — School — Class — We are supposed to share a graph with the parent at least every 8 weeks — Peer (Intervention Group) — Please see us and we can help you decide what to use for comparison data Why do we need Progress Monitoring comparison data? Resources • Helps determine if the intervention is effective with all — http://www.browardprevention.org/ students receiving the intervention — http://www.PBISWorld.com — http://www.EasyCBM.com • Useful in determining how the targeted student is achieving compared to subgroups (i.e., ELLs, etc.) — http://www.InterventionCentral.org • Useful in analyzing the percentages of students responding to interventions at each tier of the RtI pyramid 3 ¡

  4. 12/10/15 ¡ Presenting at Meetings: Important Reminders So How Do We Do It? — When referred for SLD evaluation, interventions and — This is the easy part. You are already doing it! progress monitoring DO NOT END . — Please discuss with the parents the same way you — Current GRAPHED data and interventions MUST BE do in CPST meeting. For example, explain: REVIEWED & DISCUSSED with parents and the team at the ESE eligibility staffing — The initial test scores that caused you concern — When you implemented/intensified interventions — No current interventions and/or no current data = NO — Which skills the interventions are targeting ELIGIBILITY — How often the interventions are given — You MUST bring the following to the staffing: — How the student is progressing (i.e., what is the — Details of CURRENT Tier 2 and 3 interventions, and expected level of performance and is the student on — CURRENT GRAPHED DATA documenting response to those track to meet that goal?) interventions SLD Eligibility Meetings: Beyond the RTI data Concluding — School psychologist will present results of any — Please consult with support staff supplemental evaluations completed if you need assistance — We also need to consider exclusionary factors: — Questions? Don’t be shy….but — Vision, hearing, and motor problems — Emotional and behavioral factors please remember….I am only the — Cultural and socioeconomic factors messenger! — Attendance and mobility rate — Environmental factors — Second Language Acquisition (ELLs) 4 ¡

Recommend

More recommend