The Wisconsin RtI Center (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this presentation and for the continued support of this federally-funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material. Deb Heiss Wisconsin Department of Public Instruction Consultant for Specific Learning Disabilities Dana McConnell Wisconsin RtI Center Coordinator of Instructional Supports for Students with Disabilities An Authentic Conversation: Systems, Data, and Practices to Consider When Meeting the Requirements of the SLD Rule Through a MLSS

Agenda System – When do you initiate the specified requirements identified in the SLD rule? – What about parent requests for a special education evaluation? Data – Decision System vs. Data System – Data Sources – Exclusionary Factors Practices Resources

Think About Your Multi-Level System of Support? Where within your MLSS do you begin implementing the requirements of the SLD rule?

SLD: Raise your hand… When do you initiate the specified requirements identified in the SLD rule? 1.Core/Universal 2.Selected 3.Intensive

Let’s Think About This… Fewer than 4% of Wisconsin’s student population are identified as eligible for Special Education services under a Specific Learning Disability – What percentage of students are meeting expectations with only core/universal instruction? Can your system sustain these efforts if SLD rule requirements are implemented too early in your system? – Is your system and staff overwhelmed? – How sustainable are current efforts regarding your decision rules?

Parent Request What if a parent requests a referral for SLD as soon as they hear their child is not being successful with core/universal instruction alone? – Some things to consider: Clarify request. Is it just for additional help or really a request for a special education evaluation? If truly a request for a special education evaluation, then we can NOT delay due to implementing interventions REMEMBER: When setting up your Multi-Level System of Support, plan for the majority and not for the exception to the rule!!! “

It will help you organize and articulate: Curriculum Instruction Assessments Collaboration practices This organizational structure helps us do that. WHY is Defining Your Culturally Responsive MLSS Important?

Have clear and agreed-upon definitions for common terms – especially those with multiple meanings “intervention” “collaboration” “research-based” “differentiation” “RtI”

A Multi-Level System of Support Is the Foundation for Establishing a Fluid and Efficient Process for SLD Referrals A MLSS is designed to be a framework for meeting students’ needs and is NOT just interventions SOLELY for SLD eligibility Impact and connection to family engagement – It is so crucial for parents to truly understand the PURPOSE or intent of your system (support needs and NOT just SLD eligibility), process and general understanding of what MLSS means and looks like in your school

ACTIVITY: Turn and Talk Within your MLSS, what are your decision rules regarding when to start implementing the requirements of the SLD rule? How do you engage with families in… – Defining your MLSS and its purpose or intent – Understanding the Process – General understanding of what a MLSS means and looks like in your school

Think About Data Within Your MLSS Decision system vs. data system – Shift your mindset What are your decision rules regarding when to begin implementing the requirements as stated in the SLD rule? Intensive research-based or evidence-based interventions Weekly progress monitoring data collected with probes Observations Other formal and informal data

Data Sources or Evidence Brought to the Conversation What are the questions you are trying to answer? “What data are you looking at?” – Start with the family and teacher (classroom lens) – Any specialist data/evidence – Progress monitoring vs. progress monitoring with probes Continuum of progress monitoring Acknowledge and honor the story behind the data Discrepancies should enhance conversation to further guide decisions and next steps – Achievement test data – Behavioral/social emotional data – Any other data? (e.g., ACCESS)

Exclusionary Factors Environmental or economic disadvantage, or cultural factors Lack of appropriate instruction in reading, math or any other areas of SLD being considered Limited English proficiency Other impairments

Exclusionary Factors in Reference to the Data Data or evidence that supports the idea of an exclusionary factor as the primary cause of their challenges? – e.g., attendance, family mobility, interviews Data or evidence that suggests the exclusionary factor may NOT be the primary cause of their challenges? – It may be a contributing factor but may not be the PRIMARY cause. – e.g., attendance, classroom observations during culturally appropriate instruction

Exclusionary Factors: More In-Depth Student’s personal history At least one person on IEP team knowledgeable about English acquisition and related achievement Student performance when individual positive support or instruction in social/emotional behavior is implemented Grade-level information

Activity: Turn and Talk Does your MLSS have a continuum of progress monitoring? We hope so! – How are you using and honoring the data? – Depending on the purpose of your meeting, what is your meeting protocol? What data/evidence are shared? Systems level Group – grade, class, intervention Individual student, etc.

Think About Practices Within Your MLSS ‘What do we need the intervention to do’ NOT ‘Which intervention’ – Then, identify which intervention will meet that need. Match the intervention to the student’s need!

Activity: Turn and Talk Within your MLSS, what is your current process for determining WHICH particular intervention a child will receive?

Resource Tool Reviewing Your Selected and Intensive Levels of Support How to use this: – Needs assessment – Explore the site – Module Facilitator Guide 1.Select a module and scenario(s) 2.Read the module narrative 3.Review vocabulary with team 4.Guiding questions and current status 5.Read and analyze scenario 6.Identify desired future 7.Identify priorities requiring action 8.Explore resources for priorities 9.How does this connect?

Needs Assessment Selected and Intensive Levels 1 Review Levels of Implementation (1.3) 2 Review SIR Levels of Implementation for Selected and Intensive Levels or SIR Alignment Document (1.4) Review Module Descriptions to find starting point (1.2) 3 Handouts

Resources RtI Action Network – RtI-Based SLD Identification Toolkit RIOT – Review, Interview, Observe, Test Intensive Intervention Selection Toolkit – Support in refining systems processes When Students Fail to Learn: Protocols for a School-Wide Response by Catherine Glaude Wisconsin’s SLD Rule: A Technical Guide

THANK YOU!!!

For More Information Deb Heiss Dana McConnell