STEEP

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STEEP

• Screening to Enhance Equitable Placement in
  Special Education

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STEEP

• Decreases Overidentification by helping to rule
  out
• Educational Disadvantage
• Lack of Motivation
• Lack of Instruction
• All of these are current legal entitlements under
  IDEA.

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Kalisha
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How does Child Compare to Local Peers?
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A Discrepancy Does Exist but Why?
The Discrepancy between Actual and Expected
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Classroom-based Assessment with Normal
Reading/Math
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Scenario 1 Classwide Problem
In Class Score
National Norm
Referred Child
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Scenario 2 Individual problem If the problem
improves with incentives it is considered a A
Wont Do Problem
Cant Do/ Wont Do Score
In Class Score No Incentive
National Norm
Referred Child
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Example 3 Here Kalisha Has a Cant Do Problem
but Improved Quickly with Intervention
Score After Intervention
In Class Score
Referred Child
National Norm
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Example 4 Kalisha Had Skill Problems which
other children did not have, which were not wont
do problems, and which did not respond to
intervention. Additional assessment may be
warranted.
Before Intervention
During Intervention
Correct
Avg. for his Class
Each Dot is one Day of Intervention
Intervention Sessions
Intervention in Reading
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Why?
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STEEP Filters
Many Children Are Screened
Classwide Screening
Cant Do/Wont Do
Intervention
Few Require Full Evaluation
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The Team Approach
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The school-based team must be supportive of
teachers and offer viable solutions to assist the
teacher. Referral is often the only option.

• Teacher Brings
• Selected Data
• Friends/Colleagues
• Administrative Muscle

• Special Education Brings
• NOTHING.

If teacher brings friends and data to team
meeting and special education brings nothingwho
is most persuasive???
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Recognized as a Promising Practice

• U.S. Office of Civil Rights
• Council of Exceptional Childrne
• Division of Cultural Diversity

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For Additional Information
Joseph C. Witt, PhD Department of
Psychology Louisiana State University Baton
Rouge, LA 70803-5501 Phone [phone] Fax
225-578-4125 Email PSWITT_at_LSU.EDU