SLP PLC. October 2016

Transcription

1 SLP PLC October 2016

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3 Eligibility: Problem of Practice? Eligibility is clear and consistent for students with SXI, HI, VI, PI, TBI and Deaf-Blind (4% of special education population) Eligibility is unclear and inconsistent for students with SLD, EI, OHI, and some children with SLI, ASD, CI, and, ECDD (96% of the special education population)

4 Eligibility Three Prong Test: Presence of a disability That Adversely affects And Requires specially designed instruction

5 Specially Designed Instruction (SDI) means organized and planned instructional activities typically provided by a qualified special education professional that modify, as appropriate, the content, methodology, or delivery of instruction. What makes instruction truly individualized and specially designed for a student with an IEP and different from what a student without an IEP receives is how the instruction is linked to the student's IEP goals and objectives. SDI is planned, organized and meaningful in that it is an intentional and systematic process that specifically addresses the student's needs as expressed in the IEP goals and objectives.

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8 The RIOT/ICEL matrix is not itself a data collection instrument. Instead, it is an organizing framework, or heuristic, that increases schools confidence both in the quality of the data that they collect and the findings that emerge from the data (Hosp, 2006, May). The top horizontal row of the RIOT/ICEL table includes four potential sources of student information: Review, Interview, Observation, and Test (RIOT). Schools should attempt to collect information from a range of sources to control for potential bias from any one source.

9 The leftmost vertical column of the RIO/ICEL table includes four key domains of learning to be assessed: Instruction, Curriculum, Environment, and Learner (ICEL). A common mistake that schools often make is to assume that student learning problems exist primarily in the learner and to underestimate the degree to which teacher instructional strategies, curriculum demands, and environmental influences impact the learner s academic performance. The ICEL elements ensure that a full range of relevant explanations for student problems are examined.

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11 Eligibility Three Prong Test: Presence of a disability That Adversely affects And Requires specially designed instruction

12 Sample Report Student was referred for a speech and language evaluation my her mother and teacher due to concerns regarding expression of language. Both of them indicate the student has difficulty answering questions and responding to conversations with relevant material.

13 This report included: The background information on the previous slide and One comprehensive standardized assessment and informal language evaluation (Test/Student)

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15 What additional information do we need? Instruction- Review: -Unit/Lesson Plans -Assignments (calculate % of assignments turned in, average amount of assignments completed etc.) -Length/time required to complete assignments.

16 Why do we care? Instruction- Review: -Unit/Lesson Plans- Linking your specially designed instruction to classroom instruction. -Assignments (calculate % of assignments turned in, average amount of assignments completed etc.)- Piece of educational impact -Length/time required to complete assignments.- Connected to possible accommodation needs

17 What additional information do we need? Instruction- Interview: -Instructional decision making regarding choice of materials, placement of students, instructional strategies -Sequencing/pacing of instruction -Product methods (dictation, oral retell, paper pencil, projects) -Grouping structures used -Accommodations/Modifications used

18 Why do we care? Instruction- Interview: -Instructional decision making regarding choice of materials, placement of students, instructional strategies- Is it just that the teacher isn t teaching the way this student learns? That is not a disability. Also linked to possible accommodations. -Product methods (dictation, oral retell, paper pencil, projects)- Linked to possible accommodations -Grouping structures used- Linked to possible accommodations -Accommodations/Modifications used- What is already being done that doesn t need to be specified in the IEP? What is working that needs to be continued?

19 What other information do we need? Instruction- Interview: -Performance using different modes of expression (verbal, written, kinesthetic) -Patterns of performance errors/behavior -Onset and duration of problem -Consistency from day to day, subject to subject -Philosophical orientation of the classroom

20 Why do we care? Instruction- Interview: -Performance using different modes of expression (verbal, written, kinesthetic) -Patterns of performance errors/behavior -Onset and duration of problem -Consistency from day to day, subject to subject -Philosophical orientation of the classroom

21 What other information do we need? Environment- Interview: - Parents: - Sleep habits - Use of out of school time - Interference of identified difficulty on outside of school activities - Cultural factors influencing the child - Social Expectations at home

22 Why do we care? Environment- Interview: - Parents: - Sleep habits - Use of out of school time - Interference of identified difficulty on outside of school activities - Cultural factors influencing the child - Social Expectations at home

23 What other information do we need? Environment- Interview: - Student: - Self perceived strengths and talents - Self perceived challenges - Teacher: - Perception of student/peer group interaction

24 Why do we care? Environment- Interview: - Student: - Self perceived strengths and talents - Self perceived challenges - Teacher: - Perception of student/peer group interaction

25 What other information do we need? Environment- Observe: - Classroom behavior (class participation, work completion, engagement) - Social Settings (hall, cafeteria) - Interaction of peer to peer - Observation protocol to compare performance of this student to same demographic peer

26 Why do we care? Environment- Observe: - Classroom behavior (class participation, work completion, engagement) - Social Settings (hall, cafeteria) - Interaction of peer to peer - Observation protocol to compare performance of this student to same demographic peer

27 Sample Report Student was referred for a speech and language evaluation my her mother and teacher due to concerns regarding expression of language. Both of them indicate the student has difficulty answering questions and responding to conversations with relevant material.

28 CELF-5 Sentence Comprehension 7 Linguistic Concepts 6 Word Structure 6 Word Classes 8 Following Directions 8 Formulated Sentences 1 Recalling Sentences 8 Understanding 5 Spoken Paragraphs Core Language Score 75 Receptive Language Score 85 Expressive Language Score 72

29 Informal Language Assessment Mean length of utterance 5.2 (average) Vocabulary within average range Articulation, voice and fluency in the average range Difficulty with: Pronouns, prepositions and plurals Answering questions with relevant material Organization of ideas and lacks elaboration

30 What other questions would you have about this student, now that we have spent some time reviewing ICEL x RIOT?

31 Sample Student #1 Look at the SLP report: Use one color marker to check all of the areas covered by the SLP report Technology Integration (Curriculum/Interview)

32 Sample Student #1 Look at the Psych report: Use a different color marker to check all of the areas covered by the Psych report Philosophical Orientation of the Curriculum (Curriculum/Interview)

33 Sample Student #1 Use a third color marker to check all of the areas you think could have been missed and should have been asked in the evaluation. Hand write questions you have that were not on the matrix (on post it notes).

34 Sample Student #2 Look at the SLP report: Use one color marker to check all of the areas covered by the SLP report Technology Integration (Curriculum/Interview)

35 Sample Student #2 As a table group, develop other questions that you have regarding this student. Questions you would need answered for the three prong test. Use your resources for ideas Every question you have, write it on a separate post it note

36 Sample Student #2 Now read the psych report on the student. What additional questions might you have now? Relative to eligibility, need for service or what specially designed instruction is required? Write each question on a separate post it note. Then, sort your post it notes based on what portion of the matrix they would fall on. Review/Curriculum or Test/Student etc. Add any questions you had from earlier in the morning to create a comprehensive table list.