Eligibility DeterminationEligibility Determination

Identifying

Learning Disabilities Under an RTI

Model

Eligibility Decision MakingEligibility Decision Making

• Dual Discrepancy• With a partner, list the

two component ideas of “dual discrepancy”.

• (Hint…it doesn’t involve an IQ score.)

Dual DiscrepancyDual Discrepancy

• Low skills (The easier part)

• Slow progress despite intensive intervention (The trickier part)

Does the Student Have Low Does the Student Have Low Skills?Skills?

• Determine parameters

• Maintain consistency• School to school• Grade to grade• Child to child

Is Progress Slow?Is Progress Slow?

• “How much is enough?”

• Context is Key• Typical growth

• Cohort growth

Is the Intervention Intensive?Is the Intervention Intensive?

• Scientific, research-based (IDEA 2004)

• Sufficient frequency and duration

• Implemented with fidelity

Eligibility Decision MakingEligibility Decision Making

• It comes down to the balance.

How does the “weight” of the intervention compare to the “weight” of progress?

SusieSusie

• 2nd Grader• Fall: ORF 22• Winter: ORF 55• Gain: 2.37

words/week• Typical gain: 1.5

words/week

• Core program• + SMART volunteer• + Read Naturally 2

times per week• +Phonics for Reading

and Read Naturally 5 times per week

EllieEllie

• 25thth percentile on ORF

• Remains at 25th percentile

• “Low average”

• Core program• 20 minutes/day

additional practice• 40 minutes/day

explicit instruction and guided practice

EmilyEmily

• 1st Grader• Gain: 6-10 wpm in 8

weeks• Other students gain 22

wpm in the same period of time

• Core program• +45 minutes of

decoding and fluency program

Keep the End in MindKeep the End in Mind

• Required components• Other relevant components• Exclusionary factors

• Avoid the “whoops”

Exclusionary FactorsExclusionary Factors

• What are the exclusionary factors teams must explore?

• In teams, identify and highlight the exclusionary factors

Are there other explanations for the Are there other explanations for the student’s low skills and lack of student’s low skills and lack of

progress?progress?• Lack of appropriate instruction

• Existence of another disability

• Limited English proficiency

• Environmental or Economic Disadvantage

Key ToolKey Tool“Individual Problem

Solving Worksheet” … properly filled out

JohannaJohanna

• 2nd grader• Reads 45 words per

minute (target is 90 wpm)

• Core program• Reading Mastery in

addition• New to the district • Has been in 4 different

school districts• Recently moved in

with a relative

JimJim

• 5th grader• Reads 77 words per minute

(target is 150 wpm)• Scores below average

benchmark on the State-wide assessment

• Core reading program• 30 minutes of additional

reading program 5x a week

• Jim was adopted from Russia 2 years ago

• ELL teacher interviews family and finds out he didn’t attend school before he came the U.S.

MarisolMarisol

• 3rd grader• Reads 45 words per

minute in Spanish• Reads 5 words per minute

in English

• Core Spanish reading program

• Additional interventions in Spanish 5x a week since 1st grade

• Has been in the same school since Kindergarten

• The other students in her cohort group read an average of 90wpm in Spanish and English

Eligibility Decision MakingEligibility Decision Making

• It comes down to the balance.

• Emphasis on Problem Solving Approach.

• Kids don’t catch LD.

• All kids benefit from multi-tiered instruction.

Secondary Students…Secondary Students…

Problem Solving Approach

What are we going

to do?

Carry out the plan.

Did our plan

work?

What is the problem andwhy is it happening?

EXAMPLE

A well-planned

math intervention

.

Implement intervention.

Review student’s

Progress.

A student is struggling to understand fractions.

EXAMPLE

Implement behavior

plan along with reading intervention.

Implement both.

Review student’s

Progress.

Student is struggling.

Is Pheobe eligible under SLD?Is Pheobe eligible under SLD?

• 10th grader

• Failing classes

• Reads 100 wpm and answers 70% of comprehension questions correctly

• Met OSAT 3rd, 4th, 5th, 6th, and 7th grade in reading and math.

• A dramatic decline in attendance in 8th grade.

Is Mark eligible under SLD?Is Mark eligible under SLD?

• 9th grader• Failing classes• Not attending school

• Reads 100 wpm and answers 70% of comprehension questions correctly

• Title I reading program

• Met 3rd grade benchmark, but not 5th, 8th or 10th

• Parents hired Sylvan Learning Center in 5th through 7th grade

Key ToolKey Tool“Individual Problem

Solving Worksheet” … properly filled out

Continuing EligibilityContinuing Eligibility

• Evaluation planning is critical step

• Disabilities are life-long conditions

• Special education should work

• Same kind of thinking• “Weight of progress vs. weight of support”

Is Carol still eligible?Is Carol still eligible?

• 6th grader• Has LD in reading• Currently reads 120

wpm• WIAT-II scores

between 83 and 97• Met OSAT past 3

years• Passing grades

• SDI=fluency lab, 60 minutes/wk

• SDI=reading class 45 minutes/day

• Homework takes 3+ hours per night

LD Eligibility ReportsLD Eligibility Reports• Create and

follow a template

LD Eligibility ReportsLD Eligibility Reports• Not so helpful:

• “Kevin reads 27 words per minute at the second grade level.”

• More helpful:

• “Kevin reads 27 words per minute at the second grade level, while the expected level for January is 65 words per minute.”

Quality LD Eligibility Quality LD Eligibility ReportsReports

• Individually: Quickly read the sample report, highlighting 4 or 5 sentences that provide especially useful information.

• As a Group: Share what you’ve highlighted. What makes this report useful?

Eligibility DeterminationEligibility Determination

Identifying

Learning Disabilities Under an RTI

Model

Tier I, II, and IIITier I, II, and III

• All students have access to embedded literacy strategies across content areas

• This years focus:• Frayer Model• Anticipation Guide• Word Sorts• DR/TA or KWL• Group Summarizing• Definition Word Chart

Tier III

Tier II

Tier I

Tier I: What do students receive?Tier I: What do students receive?

General Ed Classes Access to Content

Literacy Strategies A limited number of

students are monitored by the Literacy Specialist

Target = 80% of student population

Content Literacy StrategiesContent Literacy StrategiesPurpose/Prior

KnowledgeAnticipation Guide

Vocabulary Development Definition Word ChartFrayer ModelWord Sorts

Cues and Questioning/ Patterns

DRTAKWL

Reflection Group Summarizing

Tier II: What do students receive?Tier II: What do students receive?

General Ed Classes Access to Content

Literacy Strategies Strategic Intervention

Soar to Success (Middle School)

Comprehension Strategies (High School)

Target = 15% Student Population

Tier III: What do students receive?Tier III: What do students receive?

Access to Content Literacy Strategies

Comprehensive reading and writing support LANGUAGE! (High

School) LANGUAGE! (Middle

School)

Target: 5%