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SLD Training

SLD Training . Webinar 1: Overview. 1. Overview Link to SLD Rule Multi-tiered Systems of Support (MTSS) Systems of Assessment 2. Introduction to Tiers Tier 1: Core Instruction Tier 2: Targeted Group Intervention Tier 3: Intensive and Individual Intervention Special Education

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SLD Training

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  1. SLD Training Webinar 1: Overview

  2. 1. Overview • Link to SLD Rule • Multi-tiered Systems of Support (MTSS) • Systems of Assessment 2. Introduction to Tiers • Tier 1: Core Instruction • Tier 2: Targeted Group Intervention • Tier 3: Intensive and Individual Intervention • Special Education • Four purposes of Assessment • Screening • Diagnostic/Instructional Decisions • Progress Monitoring • Determine Eligibility

  3. Specific Learning Disabilities Eligibility Criteria Options • In Handouts or can be found on page 1-8 of the SLD Manual

  4. Link to SLD Rule Understanding Scientific Research Based Interventions (SRBI)andSystems of Assessments can help us to answer the questions: How do we verify that a student • “Does not learn at an adequate rate?” • Has been “provided with the usual developmental opportunities and instruction from a regular school environment?” • Has had “appropriate instruction in reading or math?” Mn Rule 3525.1341

  5. Link to SLD Rule: Criteria D UnderstandingSRBIandSystems of Assessments can help us to answer questions relating to SLD eligibility: • When are we ready to use ABD criteria to determine eligibility for SLD? • How to understand ABD eligibility determination on students moving into your district with this determination in place? MN Rule 3525.1341, Subpart 2 (1) the child does not make adequate progress to meet age or state-approved grade-level standards in one or more of the areas listed above when using a process based on the child’s response to scientific, research-based intervention (SRBI);

  6. The Terminology We Use Is Evolving Multi-tiered Systems of Support (MTSS) Minnesota Statute 120B.1 Reading Well by Grade 3 Systems of Scientific Research-Based Intervention (SRBI)

  7. Because. . . We Have Multiple Initiatives with Tiers of Supports Few Some All Social- Emotional Academics Physical Behavioral

  8. Remember: A Student may not be just one “color” or level! Phonemic Awareness Math Fact Retrieval Concepts Listening comprehension Emotional Regulation Vocabulary Adapted from Sugai 2009

  9. Multi-Tiered System of Supports Range of literacy skills held by all students within a building Range of literacy practices implemented within a building

  10. A Multi-tiered System of Supports Range of literacy skills held by all students within a building Staff’s Capacity to Address Group Needs System of Assessment Indicates Needs System of Assessment Indicates Needs Range of Evidence-Based Practices

  11. Tier 1: Core Instruction • Assessments: • Screening • Evaluating effectiveness of core instruction • Research-based/Evidence-based Instructional Practices • Matching student needs with research-based instructional practices

  12. Tier 2: Targeted Group Interventions • Assessment • Monitoring Progress • Making data-based instructional decisions • Instructional Practices • Re-analyzing the learning problem • Secondary prevention (small group)

  13. Tier 3:Intensive and Individual Interventions • Reconsider the Learning Problem in Context • Tertiary Prevention (Individualized) • Suspecting a Disability/Comprehensive Evaluation

  14. Critical Features of a Multi-Tiered System: System of Assessments Screening Diagnostic(Instructional Decisions) MonitoringProgress Determining Eligibility

  15. Purposes of Assessment Data: Targeting Students Screening Diagnostic Assessments (Instructional Decisions) Monitoring Progress Determining Eligibility Indicate effectiveness of instruction • Disaggregated into subgroups • Across levels of supports Accurately identify students at-risk • Predict future performance • Conducted 3 times per year

  16. Purposes of Assessment Data: Matching Needs Screening Diagnostic Assessments (Instructional Decisions) Monitoring Progress Determining Eligibility Match intervention to student need Identify effective instruction and build staff capacity

  17. Purposes of Assessment Data: Monitoring Progress Screening Diagnostic Assessments (Instructional Decisions) Monitoring Progress Determining Eligibility Evaluate instructional effectiveness Make the next right instructional step

  18. Purposes of Assessment Data: Determining Eligibility Screening Instructional Decision Monitoring Progress Determining Eligibility No disability Eligible for 504 Eligible for Special Education A comprehensive evaluation may have 3 possible outcomes.

  19. Assessment Data Used Properly Increases Student Achievement Job #1 = progress towards grade level content standards . . . Eligibility Determination

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