SLD Training Webinar 1: Overview

1. Overview Link to SLD Rule Multi-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