Specific Learning Disabilities Webinar 2: Communicating with the Problem - Solving Team December 2016
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Specific Learning Disabilities Webinar 2: Communicating with
the Problem-Solving Team
December 2016
ObjectivesIncrease 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.
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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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Advantagesl 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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Referrall 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 ACHIEVESHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION
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