Patterns of Strengths and Weaknesses: District approaches to SLD identification

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Patterns of Strengths and Weaknesses District
approaches to SLD identification

• David Guardino, ODE
• Karen Apgar, Eugene SD
• Jim Hanson, OSPA
• Mikala, Saccoman, Redmond SD
• Erin Lolich, TTSD
• Winter COSA Conference,2008

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Purpose of Todays Panel

• Review legal requirements for SLD eligibility
• Present models of PSW and RTI that districts are
  implementing with a focus on
• The process used to develop a model of PSW, RTI
  or combined model
• Current implementation of the model (decision
  rules)
• Identifying the strengths and challenges in the
  development and implementation of a model of PSW
  and RTI
• Q A

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ODE Handouts

• IDEA Regulations for SLD
• Federal Procedures for Determining..
• ODE SLD OARs
• ODE SAMPLE SLD Eligibility Statement
• ODE Evaluation and Reevaluation OARs
• Review of progress monitoring tools
• Resources

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IDEA 2004 Fed Regs SLD

• Added option of RTI
• Changed severe discrepancy to pattern of
  strengths and weaknesses
• Added progress monitoring component
• Appropriate instruction by qualified personnel in
  reading and math
• Repeated assessments of achievement reflecting
  student progress
• Observation before or during referral process

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OAR 581-015-2170

• Added option of RTI based on district model
• Changed severe discrepancy to pattern of
  strengths and weaknesses
• Added progress monitoring component for all and
  added specifics for RTI (e)(D)(i-iv)
• Includes observation by qualified personnel
  before or during referral process

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SLD Evaluation Components For all students

• Academic assessment (academic achievement toward
  Oregon grade level standards)
• Review of cumulative records, IEPs, teacher
  collected work samples
• Observation in learning environment (by qualified
  professional)
• Progress monitoring data
• instruction component
• assessment component

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SLD Evaluation Components PSW

• Must include assessment of students strengths
  weaknesses
• Classroom performance academic achievement or
  both
• Relative to age, Oregon grade-level standards or
  intellectual development

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Evaluation and Reevaluation 581-015-2105Gen.
Eval. and Reeval. Procedures 581-015-2110Evaluat
ion Planning 581-015-2115

• Requires the use of a variety of assessment tools
  and strategies
• The use of any single measure or assessment as
  the sole criterion (for determining SLD) is not
  permitted
• Requires the use of assessments that are
  technically sound and not discriminatory on
  racial or cultural basis

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Evaluation and Reevaluation 581-015-2105Gen.
Eval. and Reeval. Procedures 581-015-2110Evaluat
ion Planning 581-015-2115

• Requires the use of assessments that are
  administered by trained and knowledgeable
  personnel and according to instructions
• Requires the use of assessments that Assess
  specific areas of need and not just those
  designed to provide single general intelligence
  quotient
• Must be sufficiently comprehensive to identify
  all of the childs special education and related
  service needs