RtI Advisory Team Recap
SLD 101 in Review
SLD... Specific Learning Disorder is "a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do math calculations."
But first... the following must be ruled out!
A learning problem that is the result of...
Visual, hearing, or motor disabilities
What about those G's?
Fluid Reasoning (Gf) is a person's abilitiy to solve problems that are unfamiliar. It in volves manipulating rules, abstracting, generalizing, and identifying logical relationships.
Auditory Processing (Ga) is a person's ability to analyze and synthesize auditory information.
Long-Term Retrieval (Glr) is the ability to take an store a variety of information (ideas, names, concepts) in one's mind, then later retrieve it, quickly and easily, using association.
Processing Speed (Gs) is a person's ability to process, particularly when pressured to pay focused attention.
Visual Processing (Gv) is a person's ability to analyze and visualize information...the ability to make use of simulated mental imagery.
Short-Term Working Memory (Gwm) is our ability to hold information in immediate awareness and use or transform it within a few seconds.
A Progress Monitoring Review...
9 Characteristics of Progress Monitoring
1. Assess specific skills in state and local standards
2. Assess marker variables that lead to the ultimate instructional target
3. Be sensitive to small increments of growth over time
4. Be administered over short periods of time
5. Be administered repeatedly
6. Can be summarized in a teacher-friendly manner
7. Comparable across students
8. Be applicable for monitoring individual student's progress over time
9. Be relevant to development of instructional strategies and use appropriate curriculum in the area of need.
The Role of Progress Monitoring...
- Progress monitoring (PM) provides up-to-date information related to student's progress of goals.
- PM identifies effective or ineffective instructional strategies quickly.
- PM allows educators to modify goals as appropriate.
- PM helps teachers make better instructional decisions which results in student achievement.