SLD Evaluation and Identification
Review and Planning Tool
TEAM MEMBERS:
PURPOSE:This tool is intended for use by school teams to review current SLD evaluation and identification practices and systematically plan for fullimplementation of an instructional model of evaluation and identification.
Date completed:______
Next review date: ______
Describe current practices used to sufficiently establish the components of this Criterion: / Identify areas within your system that require strengthening of this Criterion: / Next steps that will occur to address these areas: / Resources needed to support these actions:CRITERION 1:
The student was provided with learning experiences and instruction appropriate for the child’s age or state approved grade level standards. This includes appropriate instruction and scientific research-based intervention in reading, including the essential components of reading instruction as defined in Section 1208(3) of the ESEA (i.e. phonemic awareness, phonics, vocabulary, fluency and comprehension) and/or appropriate instruction and scientific research-based intervention in math.
Describe current practices used to sufficiently establish the components of this Criterion: / Identify areas within your system that require strengthening of this Criterion: / Next steps that will occur to address these areas: / Resources needed to support these actions:
Comparison data of studentsin the same gradeas the referred student meeting proficiency benchmark in the most recent universal dataavailable on all students,
Description of current practices:
The child was provided:
1)appropriate instruction in regular education settings
2)delivered by qualified personnel
Description of current practices:
Attendance data is used to provide assurances that referred students had access to instruction and intervention
Description of current practices:
Scientific research-based interventions are provided and aligned to the academic area(s) of need
Description of current practices:
Interventions are delivered by qualified personnel. Instructors are equipped with training, coaching and sufficient materials.
Description of current practices:
Interventions are delivered to students for the planned number of sessions and allotted timeand in accordance with the identified research-based criteria that supports effective results.
Description of current practices:
Data exists to determine that students in the same intervention(s) as referred students yield successful response to the intervention.
Description of current practices:
CRITERION 2:
Primary factors to rule-out as a primary cause of academic concerns:
Describe current practices used to sufficiently establish the components of this Criterion: / Identify areas within your system that require strengthening of this Criterion: / Next steps that will occur to address these areas: / Resources needed to support these actions:
Visual, hearing or motor disability
Description of current practices:
Intellectual disability
Description of current practices:
Emotional disturbance
Description of current practices:
Cultural factors
Description of current practices:
Environmental or economic influences
Description of current practices:
Loss of instructional time - Not due to factors that include, but are not limited to, absences, tardies, high mobility rates, and suspensions
Description of current practices:
CRITERION 3: Inadequate academic achievement is based on evidence from multiple sources of data indicating the child does not achieve adequately for the age or grade-level standards in which the child is enrolled in one or more of the following areas when provided with learning experiences and instruction appropriate for the child’s age or State-approved grade-level standards.
Describe current practices used to sufficiently establish the components of this Criterion: / Identify areas within your system that require strengthening of this Criterion: / Next steps that will occur to address these areas: / Resources needed to support these actions:
Multiple sources of academic data are utilized to determine a pattern of low skills (inadequate achievement):
-outcome assessment data (if applicable)
-interim/benchmark assessment data
-universal screening data
-progress monitoring data
-diagnostic assessment data
Description of current practices:
Data Decision Rules have been established to determine inadequate achievement.
Description of current practices:
CRITERION 4: Insufficient rate of progress:
When provided with:
1)high-quality core instruction that the majority of students are responding to, (refer to documentation in Criterion 1)
2)scientific, research-based intervention(s) matched to area(s) of need, (refer to documentation in Criterion 1)
3)the child demonstrates either:
- a lack of response to instruction and intervention, or,
- is responding at a rate that is insufficient to reduce their risk of failure after an appropriate period of time
A system is established to document type, intensity and duration of identified scientific, research-based instructional intervention(s)
-Documentation that the intervention length and frequency is in accordance with the identified research-based criteria that supports effective results
Description of current practices:
Progress monitoring is established on a schedule that:
-allows for comparison of the student’s progress to the performance of peers;
-is appropriate to the student’s age and grade placement;
-is appropriate to the content monitored; and
-allows for interpretation of the effectiveness of intervention; and
-provides evidence that the intervention was implemented with fidelity
Description of current practices:
The student’s rate of progress during the instructional intervention(s) is calculated:
-comparisons of the child’s rate of progress to expected rates of progress are made
-evidence that the intervention yielded successful responses and outcomes for the majority of other student’s receiving the intervention
Description of current practices:
Multiple sources of academic data are considered to determine a pattern of insufficient progress:
-outcome assessment data (if applicable)
-interim/benchmark assessment data
-universal screening data
-targeted progress monitoring data
Description of current practices:
CRITERION 5: Educational need
Describe current practices used to sufficiently establish the components of this Criterion: / Identify areas within your system that require further strengthening of this Criterion: / Next steps that will occur to address these areas: / Resources needed to support these actions:
Disability adversely affects educational (academic and/or functional) performance
Description of current practices:
Evidence of an instructional need for specially designed instruction[1]:
-Instruction (Methodology)
-Curriculum (Content)
-Environment (Delivery)
Description of current practices:
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NC DPI Exceptional Children Division
March 2018