Pattern of Strengths and Weaknesses Methodology Karen Apgar School Psychologist PSW Committee Eugene...

Pattern of Strengths and Weaknesses Methodology

Pattern of Strengths and Weaknesses Methodology

Karen Apgar

School Psychologist

PSW Committee

Eugene School District 4J

Karen Apgar

School Psychologist

PSW Committee

Eugene School District 4J

Comprehensive Evaluation Components

(Specific Learning Disability 90)

Comprehensive Evaluation Components


Evaluation of the child’s strengths and weaknesses in performance and achievement, (or both) relative to age, state-approved grade level standards (or) and intellectual development.

Evaluation of the child’s strengths and weaknesses in performance and achievement, (or both) relative to age, state-approved grade level standards (or) and intellectual development.

#6 Strengths and Weakness Methodology - 4J

Components of PSWComponents of PSW

Evaluation of the child’s strengths and weaknesses in: performance, achievement,

Evaluation of the child’s strengths and weaknesses in: performance, achievement,

Relative to:

age, state-approved grade level standards,

intellectual development.

Relative to:

age, state-approved grade level standards,

intellectual development.

PSW Components PSW ComponentsWith respect to grade-level expectations

With respect to age expectations

With respect to intellectual development

Academic Achievement

Classroom Performance

PSW Components PSW Components

Academic Achievement related to grade-level expectations age expectations intellectual development

Classroom Performance related to grade-level expectations age expectations intellectual development

Total: six components

Academic Achievement related to grade-level expectations age expectations intellectual development

Classroom Performance related to grade-level expectations age expectations intellectual development

Total: six components

Academic Achievement dataAcademic Achievement data

Relative to grade-level expectations Criterion-referenced standardized assessments:

DIBELS (K-8) EasyCBM (K-4) 4J Reading Assessments (K-9)

Relative to age expectations: Norm-referenced standardized assessments:

WIAT WJ KTEA OWLS

Relative to grade-level expectations Criterion-referenced standardized assessments:

DIBELS (K-8) EasyCBM (K-4) 4J Reading Assessments (K-9)

Relative to age expectations: Norm-referenced standardized assessments:

WIAT WJ KTEA OWLS

Classroom Performance dataClassroom Performance data

Relative to grade-level standards OSAT scores Grade-level performance assessments

or CBMs

Relative to age expectations Grades Anecdotal information

Relative to grade-level standards OSAT scores Grade-level performance assessments

or CBMs

Relative to age expectations Grades Anecdotal information

Intellectual DevelopmentIntellectual Development

4J Position

Federal Definition: Specific Learning Disability as a “disorder in one or more of the basic psychological processes”

Requires an analysis of Cognitive and/or Language processing

4J Position

Federal Definition: Specific Learning Disability as a “disorder in one or more of the basic psychological processes”

Requires an analysis of Cognitive and/or Language processing

Intellectual Development Using Cognitive/Ability AssessmentsIntellectual Development Using Cognitive/Ability Assessments

• Do not use Full-Scale (IQ) Scores• Use Index or Area Scores

WISC-IV CASVerbal comprehension PlanningPerceptual organization AttentionWorking memory Simultaneous processingProcessing speed Successive processing

• Do not use Full-Scale (IQ) Scores• Use Index or Area Scores

WISC-IV CASVerbal comprehension PlanningPerceptual organization AttentionWorking memory Simultaneous processingProcessing speed Successive processing

Intellectual Development Using Language Assessment

Intellectual Development Using Language Assessment

TOLD P-3 / CASL / CELF

Listening comprehension/Receptive language

Oral Expression/Expressive language

*Specific subtests of achievement assessments may be used to support language processing data (ex. WIAT/KTEA)

TOLD P-3 / CASL / CELF

Listening comprehension/Receptive language

Oral Expression/Expressive language

*Specific subtests of achievement assessments may be used to support language processing data (ex. WIAT/KTEA)

Components of PSWDetermining a pattern of strengths & weaknesses

Components of PSWDetermining a pattern of strengths & weaknesses

With respect to grade-level expectations

With respect to age expectations

With respect to intellectual development


Criterion-referenced

assessments:DIBELS,

CBM,

Reading Kit

Norm-referenced

assessments:

WIAT,

WJ,

KTEA,

OWLS

Norm-referenced cognitive and/or

language assessments:WISC/WAIS,

CAS,

CELF, CASL,

TOLD


OSATs,

Curriculum-based

Grades,

Anecdotal/

Observations Observations

PSW - Decision Rule for Initial Eligibility


A pattern is demonstrated by THREE “points of evidence” that show a

strength or weakness in one of the SLD areas; AND at least one strength and one weakness in

cognitive/language processing, with supporting observations.



cognitive/language processing, with supporting observations.

PSW Cut-offs & Measures Guidance


12/11/07

with respect to Grade-level with respect to state Age-level with respect to Intellectual expectations expectations development

Criterion-referenced Norm-referenced Norm-referenced standardized standardized assessments standarized academic assessments cognitive processing assessments

CAS, K-ABC, WechslerEasyCBM (K-4), DIBELS (K-8), WIAT, WJ, KTEA, OWLS *Use Index/Process scores*

Academic Reading Kits (K-9) Achieve. Strength = >25th percentile (SS>90) or Norm-referenced language

Strength = > 30th percentile Weak. = <10th percentile (SS<81) processing assessmentsWeakness= < 20th percentile CASL, CELF, Oral/Listen. from WIAT

(*use age norms when scoring) *Use Expressive or Receptive scores*OSAT scores Grades

Strength= index score >25th percentileStrength = "meets" or "exceeds" Strength = A/B or "meets/exceeds" Weak. = index score <16th percentile

Classroom Weakness = "does not meet" Weak. = D/F or "does not meet" AND is significantly below student'sPerform. mean score

Curriculum based measurements Anecdotal information Classroom observations(e.g., from lang. arts and math adoptions)

Str./Weak.= professional judgment Str/Wk=observational dataStr. = average or above performance regarding "average," "atypical," etc. with respect to how cognitive processesWeak. = below average performance when compared to age-peers may be affecting student's

performance in class

12/11/07












PSW Cut-offsPSW Cut-offs Criterion-referenced standardized assessments:

Strength: above 30th percentile Weakness: below 20th percentile

Norm-referenced standardized achievement assessments:*use age-norms when scoring assessments!

Strength: above 25th percentile (SS>90) Weakness: below 10th percentile (SS<81)

OSATs: Strength: “meets” or “exceeds” Weakness: “does not meet”

Criterion-referenced standardized assessments: Strength: above 30th percentile Weakness: below 20th percentile

Norm-referenced standardized achievement assessments:*use age-norms when scoring assessments!

Strength: above 25th percentile (SS>90) Weakness: below 10th percentile (SS<81)

OSATs: Strength: “meets” or “exceeds” Weakness: “does not meet”

PSW Cut-offs, continuedPSW Cut-offs, continued

Curriculum-based measurements: Strength: performance is average or above Weakness: performance is below-average

Grades: Strength: As/Bs, or “meets,” “exceeds” Weakness: Ds/Fs, or “does not meet,” “unsatisfactory”

Anecdotal: Strength or weakness: use professional judgment to

compare student’s performance with age-peers

Curriculum-based measurements: Strength: performance is average or above Weakness: performance is below-average

Grades: Strength: As/Bs, or “meets,” “exceeds” Weakness: Ds/Fs, or “does not meet,” “unsatisfactory”

Anecdotal: Strength or weakness: use professional judgment to

compare student’s performance with age-peers

PSW Cut-offs, continuedIntellectual Development

PSW Cut-offs, continuedIntellectual Development

Norm-referenced standardized assessment of cognitive or language processing: Strength: index score above 25th percentile (SS>90) Weakness: index score below 16th percentile (SS<85)

AND

index score is significantly below the mean of the student’s index scores

*Weakness = Normative Weakness (compared to population) AND Relative Weakness (within student)

Norm-referenced standardized assessment of cognitive or language processing: Strength: index score above 25th percentile (SS>90) Weakness: index score below 16th percentile (SS<85)

AND

index score is significantly below the mean of the student’s index scores

*Weakness = Normative Weakness (compared to population) AND Relative Weakness (within student)

Example: cognitive processing weaknessExample: cognitive processing weakness CAS scores

Planning = 95 Attention = 78 Simultaneous = 96 Successive =104

Mean CAS score = 93.25 Attention score is <10th percentile AND

significantly below the mean score (using tables in CAS manual)

Evidence of a cognitive processing weakness in the area of attention

CAS scores Planning = 95 Attention = 78 Simultaneous = 96 Successive =104

Mean CAS score = 93.25 Attention score is <10th percentile AND


Evidence of a cognitive processing weakness in the area of attention

Example: No cognitive processing weaknessExample: No cognitive processing weakness CAS scores

Planning = 86 Attention = 78 Simultaneous = 83 Successive =87

Mean CAS score = 83.5 Attention score is <10th percentile BUT is not


No evidence of a cognitive processing weakness in the area of attention

CAS scores Planning = 86 Attention = 78 Simultaneous = 83 Successive =87

Mean CAS score = 83.5 Attention score is <10th percentile BUT is not


No evidence of a cognitive processing weakness in the area of attention



12/11/07












12/11/07












Organizing a pattern Organizing a pattern

Example: Math

Calculation

Relative to grade-level

expectations

Relative to age

expectations

Relative to intellectual

development


EasyCBM math =

8th %ile

weakness

KTEA math calculation:

11th %ile

inconclusive

WISC: V.C. 95

P.O. 91

W.M. 88

P.S. 72Strength: V.C. & P.O.

Weakness: P.S.


OSAT math operations = did

not meet

weakness

Anecdotal: dawdles on math work; only

30% correct on tests

weakness

Observations: works slowly, makes many

references to examplesP.S. weakness support

How to determine Specific Learning DisabilityHow to determine Specific Learning Disability

Using a Pattern of Strengths and Weaknesses Methodology

Walking through the SLD Eligibility formWalking through the SLD Eligibility form

1. Review existing information.

2. Assess and/or review achievement related to Oregon grade-level standards. (OSATs, DIBELS benchmarks, other standards-linked assessment data, etc.)

3. Observe student during instruction in the regular education setting area(s) of concern (Describe relevant behavior and its relationship to academic functioning, e.g., response to instruction and content, and examples of student’s cognitive strategies as strengths/weaknesses for the student).

1. Review existing information.

2. Assess and/or review achievement related to Oregon grade-level standards. (OSATs, DIBELS benchmarks, other standards-linked assessment data, etc.)

3. Observe student during instruction in the regular education setting area(s) of concern (Describe relevant behavior and its relationship to academic functioning, e.g., response to instruction and content, and examples of student’s cognitive strategies as strengths/weaknesses for the student).

Walking through the SLD Eligibility form, continuedWalking through the SLD Eligibility form, continued

4. Instructional Intervention Progress Monitoring data - review IIPM data on the Student Profile or similar SST forms.

5. (optional if using PSW). Response-to-Intervention (RTI) methodology: Instructional Intervention/Progress Monitoring Model Demonstration grant schools will integrate both the RTI and Pattern of Strengths and Weaknesses methodologies as components of a comprehensive evaluation. All ELL/SpEd Comprehensive Evaluations will utilize both methodologies.

4. Instructional Intervention Progress Monitoring data - review IIPM data on the Student Profile or similar SST forms.

5. (optional if using PSW). Response-to-Intervention (RTI) methodology: Instructional Intervention/Progress Monitoring Model Demonstration grant schools will integrate both the RTI and Pattern of Strengths and Weaknesses methodologies as components of a comprehensive evaluation. All ELL/SpEd Comprehensive Evaluations will utilize both methodologies.

Walking through the SLD Eligibility form, continued


6. Pattern of Strengths and Weaknesses methodology: Collect data and administer assessments to evaluate a student’s strengths and weaknesses in academic/ performance and intellectual development: Requires three points of evidence to equal a pattern of strength

or weakness. Requires an analysis of cognitive or language processing with

a minimum of one index score to identify a strength and one index score to identify a weakness with supporting observations.

7. Collect Developmental History, Medical Statement and/or Other Assessments, if the team determines information necessary.

6. Pattern of Strengths and Weaknesses methodology: Collect data and administer assessments to evaluate a student’s strengths and weaknesses in academic/ performance and intellectual development: Requires three points of evidence to equal a pattern of strength

or weakness. Requires an analysis of cognitive or language processing with

a minimum of one index score to identify a strength and one index score to identify a weakness with supporting observations.

7. Collect Developmental History, Medical Statement and/or Other Assessments, if the team determines information necessary.



Part B. The team determines that: 1. The student does NOT achieve adequately when

compared to age- or grade-level standards in one or more area. (Review part A information/data).

2. There is a pattern of strengths and weaknesses. 3. The student’s lack of achievement is primarily the result

of: answer the exclusionary factors questions. (If “yes” to any of these, the child can not be found eligible in this category.)

4., 5., 6. Answer based on the information and data in parts A and B.

Part B. The team determines that: 1. The student does NOT achieve adequately when

compared to age- or grade-level standards in one or more area. (Review part A information/data).

2. There is a pattern of strengths and weaknesses. 3. The student’s lack of achievement is primarily the result

of: answer the exclusionary factors questions. (If “yes” to any of these, the child can not be found eligible in this category.)

4., 5., 6. Answer based on the information and data in parts A and B.

Summary Summary

4J Comprehensive Evaluation Components


4J Pattern of Strengths and Weaknesses

Methodology

4J Comprehensive Evaluation Components


4J Pattern of Strengths and Weaknesses

Methodology





cognitive/language processing with supporting observations.



cognitive/language processing with supporting observations.

PSW Committee MembershipPSW Committee Membership

School psychologists Speech/Language Pathologist Next Steps

• Peer Case/Consultant Groups

• Work with Learning Center and Building Teams

• Pilot 4J Patterns of Strengths and Weaknesses

• Methodology (Spring 2008)

School psychologists Speech/Language Pathologist Next Steps

• Peer Case/Consultant Groups

• Work with Learning Center and Building Teams

• Pilot 4J Patterns of Strengths and Weaknesses

• Methodology (Spring 2008)

Pattern of Strengths and Weaknesses Methodology Karen Apgar School Psychologist PSW Committee Eugene...

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