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J Hanson et al LD and RTI presentation

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Kevin McGrew
Kevin McGrew

This is a presentation on LD and RTI developed by J. Hanson (Portland Public Schools) and colleagues that he has made available to others for viewing via IQ's Corner (www.intelligencetesting.blogspot.com)

Economía y finanzasEducación
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Specific Learning Disability: What are the new requirements? Suzy Harris, Attorney at Law & James Hanson, Oregon School Psychologists Association (Revised from June 2007 COSA presentation by David Guardino, James Hanson, and Suzy Harris) South Coast ESD August 22, 2007
Objectives ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Changes to SLD Eligibility Requirements 34 CFR 300.307 - 311 & OAR 581-015-2170 ,[object Object],[object Object],[object Object],[object Object],[object Object]
SLD Evaluation Components – Both RTI & PSW ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
SLD Evaluation Components – Both (if needed) ,[object Object],[object Object],[object Object],[object Object]
Determining if a student has a specific learning disability ,[object Object],[object Object],[object Object]
Eligibility Team OAR 581-015-2170(2) ,[object Object],[object Object],[object Object],[object Object]
Qualified evaluators OAR 581-015-2110(4)(a)(D)&(E) ,[object Object],[object Object],[object Object]
Evaluation Planning Process OAR 581-015-2115 ,[object Object],[object Object],[object Object],[object Object]
Eligibility form and parent notification ,[object Object],[object Object],[object Object],[object Object],[object Object]
What is progress monitoring? 34 CFR 300.309(b) ,[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Curriculum-Based Measurement (CBM)
How To Do CBM ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Options (either – or both) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
RTI – Typical three (or four) tiered intervention ,[object Object],[object Object],[object Object]
SLD Evaluation Components – RTI OAR 581-015-2170(5)(e) ,[object Object],[object Object],[object Object],[object Object],[object Object]
Research findings ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
SLD Evaluation Components – Pattern of Strengths or Weaknesses ,[object Object],[object Object],[object Object]
How to determine pattern of strengths & weaknesses? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Main Idea of PSW ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Not Full Scale IQ ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Cognitive Skills related to Reading Abilities ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Cognitive Skills related to Math Abilities ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Why use this approach? ,[object Object],[object Object],[object Object]
Patterns of Strengths & Weaknesses: Flanagan & Ortiz’s Aptitude-Achievement Consistency (2007) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Consistency Discrepancy (Naglieri) and Concordance-Discordance (Fiorello & Hale) ,[object Object],[object Object],[object Object],[object Object]
Another approach: Academics only ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
What about continued use of discrepancy formula? ,[object Object],[object Object],[object Object],[object Object]
Implementation: Step-by-Step process ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Step 1: Determination of Underachievement ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Step 2: Determination of Response to Interventions or a Pattern of Strengths and Weaknesses (or Both) ,[object Object],[object Object],[object Object],[object Object]
Step 3: Determination of Appropriate Instruction ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Step 3: Continued ,[object Object],[object Object]
Step 4: Rule out other factors as primary basis for underachievement ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Resources ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
OSPA Conference on CBM Resources-October 12, Seaside ,[object Object],[object Object],[object Object],[object Object],[object Object]
OSPA SLD Toolkit-www.ospaonline.com ,[object Object],[object Object],[object Object],[object Object]
Possible methods and resources for performance on state standards ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
English Language Learners ,[object Object],[object Object],[object Object],[object Object]
Developing a process for SLD identification: Things to consider ,[object Object],[object Object]
Discussion ,[object Object],[object Object],[object Object],[object Object],[object Object]

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J Hanson et al LD and RTI presentation

  • 1. Specific Learning Disability: What are the new requirements? Suzy Harris, Attorney at Law & James Hanson, Oregon School Psychologists Association (Revised from June 2007 COSA presentation by David Guardino, James Hanson, and Suzy Harris) South Coast ESD August 22, 2007
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