D-3 Using Data to Drive Decisions for Instruction Understanding and Applying Special Education Evaluations Debbie Husson, M.A., C.E.D. Lead Educational Diagnostician Carol S. Lobato, M.S., CCC-SLP Lead Speech-Language Pathologist Las Cruces Public Schools February 5, 2010
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Debbie Husson, M.A., C.E.D. Lead Educational Diagnostician Carol S. Lobato, M.S., CCC-SLP
D-3 Using Data to Drive Decisions for Instruction Understanding and Applying Special Education Evaluations. Debbie Husson, M.A., C.E.D. Lead Educational Diagnostician Carol S. Lobato, M.S., CCC-SLP Lead Speech-Language Pathologist Las Cruces Public Schools February 5, 2010. - PowerPoint PPT Presentation
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D-3 Using Data to Drive Decisions for Instruction
Understanding and Applying Special Education Evaluations
Debbie Husson, M.A., C.E.D.
Lead Educational Diagnostician
Carol S. Lobato, M.S., CCC-SLP
Lead Speech-Language Pathologist
Las Cruces Public Schools
February 5, 2010
Evaluators use intervention data and observations to:
Design test batteryRule out exclusionary factorsConfirm test findingsDevelop instructional
recommendationsSuggest modifications and
accommodations to general education instruction
Eligibility for Special Education services requires:
•Diagnosed exceptionality
•Demonstrated need for special education services
•Exclusionary factors ruled out
Specific Learning Disabilities are NOT the result of:
Lack of appropriate instruction in reading Lack of appropriate instruction in math Limited English Proficiency Visual, hearing, or motor disability Mental retardation Emotional disturbance Cultural factors Environmental or economic disadvantage
To determine eligibility as SLD, evaluators look at:
Expected achievement Obtained achievement The role that information processing
plays for that child in the classroom/during instruction
How different is this child from his peers Demonstrated need for services
To determine eligibility as SLI- Language:
Significantly below average oral language skills
How different is this child from his peers?
Demonstrated need for services
Effective classroom instruction should consider:
•Expected achievement•Obtained achievement•The role that information processing plays for that child in the classroom/during instruction•How different is this child from his peers
NORMATIVE BELL CURVE
INTEPRETING TEST SCORES(CAUTION: Descriptors vary from test to test)
Subtest Score Mean 10
Standard Deviation (SD) 3
Standard ScoreMean 100
SD 15Percentile Descriptor
17 to 20 131 and above 98 and above Very Superior
15 to 16 121 to 130 92 to 98 Superior
13 to 14 111 to 120 77 to 91 High Average
8 to 12 90 to 110 25 to 75 Average
6 to 7 80 to 89 9 to 23 Low Average
4 to 5 70 to 79 2 to 8 Below Average
1 to 3 69 and below 2 and below Well Below Average
Expected achievement
Where do we anticipate a child’s obtained performance to fall? Based on ability score Used to level the ability playing
Kaufman Test of Educational Achievement, Second Edition
Composites SS%-ile
Descriptor
Reading Composite 78 7 Below average
Math Composite 85 16 Average
Written Language Composite 82 12 Below average
Sound-Symbol 89 23 Average
Decoding 84 14 Below average
Reading Fluency 77 6 Below average
Oral Fluency 79 8 Below average
Information Processing(Where’s the glitch?)
•Visual
•Auditory
•Short term memory
•Long term memory
•Working memory
•Phonological processing
•Fluency
•Executive functions
•Rapid naming
•Oral language
•Etc.
Test of Auditory Processing Skills – 3rd Edition
Subtests ScS %-ile
Word Discrimination 8 25
Phonological Segmentation 7 16
Phonological Blending 8 25
Numbers Forward 1 0.13
Numbers Reversed 1 0.13
Word Memory 1 0.13
Sentence Memory 6 9
Auditory Comprehension 9 37
Auditory Reasoning 5 5
Index Standard Scores SS %-ile
Overall Score 75 5
Phonologic 88 21
Memory 61 0.47
Cohesion 85 16
ORAL LANGUAGE ASSESSMENT
Phonological Awareness Receptive Language Expressive Language Language Content Language Structure Language Organization Language Use Language Memory Language-based critical thinking Social Language
Clinical Evaluation of Language Fundamentals-4 (CELF-4)
Core and Index Scores SS %-ile Descriptor
Core Language Score 60 0.38 Very Low
Receptive Language Index 70 2 Very Low
Expressive Language Index 59 0.31 Very Low
Language Content Index 78 7 Marginal
Language Memory Index 56 0.17 Very Low
CELF-4
Regular Subtests ScS %-ile
Concepts and Following Directions 3 1
Recalling Sentences 3 1
Formulated Sentences 3 1
Word Classes 2-Receptive 6 9
Word Classes 2-Expressive 4 2
Word Classes 2-Total 5 5
Word Definitions 6 9
Understanding Spoken Paragraphs 8 25
Test of Language Development – Intermediate: 3rd Edition
Composites QT%-ile
Descriptor
Spoken Language 83 13 Below Average
Listening 89 23 Below Average
Speaking 79 8 Poor
Semantics 85 16 Below Average
Syntax 83 13 Below Average
Test of Problem Solving -3 Elementary
Descriptor
SS %-ile
Making InferencesGive logical explanations about a situation, combining what the student knows/sees with previous experience and background information
90 26
Sequencing Determine and explain logical, everyday sequences of events 77 7
Negative QuestionsAnswer why something would not occur or why one shouldn’t take a particular action in a situation 96 39
Problem SolvingRecognize the problem, identify solutions, evaluate these options and state an appropriate solution 77 7
PredictingMake likely predictions about what will happen or would happen if a certain action was taken 98 45
Determining CausesGive a logical reason for some aspect of a situation presented in a photograph 104 61
Total Test (Composite score – Overall test performance) 87 20
Effective classroom instruction should consider:
•Expected achievement•Obtained achievement•The role that information processing plays for that child in the classroom/during instruction•How different is this child from his peers……AND
REPORT RECOMMENDATIONS PROVIDE…..
Areas of instructional need Modifications to curriculum Accommodations for general education curriculum