watching the video, use the Academic Problem Identification process to determine possible interventions for the following student scenario:
Jacob is a fifth-grade student who reads on a third-grade reading level. During reading/language arts, Jacob is frequently disruptive, off task, and unresponsive to repeated reminders to pay attention. He reads aloud when asked to do so, but is not able to explain what he has read when asked to do so.
While he generally works independently and on grade level in math, he quickly becomes agitated and disruptive when math tasks involve word problems.
Ironically, Jacob’s issues with reading appear to diminish when he is reading social studies or working with science. Most recently, Jacob entered a social studies project in the school social studies fair. His topic was about the impact of Jackie Robinson on the field of professional sports. He won first place.
In science, Jacob scored the second highest grade in the class on the latest lab experiment, Homemade Lava Lamps. In fact, Jacob prepared and delivered a PowerPoint presentation about the experiment.
A matrix containing the component parts of the Academic Problem Identification process can be found in Appendix E.
Referral for Evaluation
Once a student fails to respond to Tier III interventions, he or she is then referred for evaluation. In fact, with the reauthorization of IDEA in 2004, the process of identifying students with specific learning disabilities may, in some states, only be accomplished by using the RTI process. Additionally, the law is very clear about the specific procedures for preparing to refer a student for evaluation. First, the referral is a formal request to evaluate a student who has not responded to interventions and who may have a disability.
Any one of a number of individuals can make the referral (e.g., teachers, parents, administrators). Once the referral is considered, parents should be notified that the referral process is being initiated. Although the law does not require that parents be informed of the initiation of a referral, it does mandate that parents provide consent prior to the evaluation. Once parental consent is given, the evaluation process begins.
Multidisciplinary Evaluation Team and Evaluation
The evaluation of a student for special education is the formal process of gathering information about the student’s strengths and weaknesses. The purpose of the initial evaluation is to determine eligibility for special education and related services, whereas the purpose for reevaluating individuals who have already been identified as requiring special education and related services is to determine the appropriateness of the IEP. In both cases, the evaluation is conducted by a multidisciplinary evaluation team (MDET) that uses a variety of assessment tools and strategies to gather information specific to the student’s level of academic, functional, and developmental progress. Additionally, information provided by the parents can provide a much needed perspective to complete the overall “picture” of the student’s progress. The goals of the MDET are to determine
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