Presented by the Authors of the Cross Battery Assessment.
PhDs - Dawn Flanagan, Vincent Alfonso, and Samuel Ortiz
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Presentation on the theory behind the Cross Battery Assessment, how it supports students with cultural and linguistic differences and how the use of Cross Battery Assessment in conjunction with intervention data supports quality, reliable eligibility decisions for specific learning disability.
RTI and cognitive assessment are complementary – NOT mutually exclusive. It is essential to continue to use data from a variety of sources when making eligibility decisions. Some states have gone fully RTI only - and these presenters explained their concerns with this method. The contemporary cognitive assessment model is much different from traditional and works complementary with RTI When students are not able to respond to Tier I interventions and again from Tier II, then these non-responders should receive a comprehensive evaluation. Using a flexible battery assessment means linking academic and cognitive data and also then linking to the right interventions that have positive outcomes to children
It is essential to pay attention to Culture and language factors to determine cultural difference from learning disorder. Use of the Culture language interpretive matrix (C-LIM) can assist in teasing out this data. I was excited to discuss the possibility of using the C-LIM as a validity check when assessing students who are pidgen speaking and from pidgen speaking families.
The time has come to fully embrace RTI not as a diagnostic method but as an intervention system! The allure of RTI is in the ability to use universal screening and in the development and implementation of STP (standard treatment protocol) available to all students who need it. Appropriately delivered RTI programs cannot help but (1) reduce numbers of students who are being referred for comprehensive assessments (2) allow for greater attention to be paid to those who need it and therefore, (3) increase the overall accuracy of IDEA determination.
I found it interesting and helpful to hear and read the comparisons of the definitions of SLD. The presenters recommended the use the Canadian description of Learning Disability as one of the most comprehensive and clear especially in describing the "unexpected under-achievement.
RTI is not really a paradigm shift, but has standardized and defined the means to intervene and includes the layer of accountability which as we will know, is essential to success.
What is monitored improves, what is not, does not.
The “Learning Disability Quarterly” of summer 2008 – is recommended reading on “RTI, separating the rhetoric of self congratulations from the reality of SLD identification. Our assessment tools for assessment are better than ever; it is curious that there is this push to throw out comprehensive assessment and replace it exclusively with RTI.
Maui District has at least 2 school psychologists, maybe more, Anna Dewitt and Terry Bleau, whom are both currently using the XBA system. Upon my return I intend to interview them on its use and consider the possibility of moving this method forward with the rest of our team including our psychological examiners..
PhDs - Dawn Flanagan, Vincent Alfonso, and Samuel Ortiz
~Thumbnail sketch ~
Presentation on the theory behind the Cross Battery Assessment, how it supports students with cultural and linguistic differences and how the use of Cross Battery Assessment in conjunction with intervention data supports quality, reliable eligibility decisions for specific learning disability.
RTI and cognitive assessment are complementary – NOT mutually exclusive. It is essential to continue to use data from a variety of sources when making eligibility decisions. Some states have gone fully RTI only - and these presenters explained their concerns with this method. The contemporary cognitive assessment model is much different from traditional and works complementary with RTI When students are not able to respond to Tier I interventions and again from Tier II, then these non-responders should receive a comprehensive evaluation. Using a flexible battery assessment means linking academic and cognitive data and also then linking to the right interventions that have positive outcomes to children
It is essential to pay attention to Culture and language factors to determine cultural difference from learning disorder. Use of the Culture language interpretive matrix (C-LIM) can assist in teasing out this data. I was excited to discuss the possibility of using the C-LIM as a validity check when assessing students who are pidgen speaking and from pidgen speaking families.
The time has come to fully embrace RTI not as a diagnostic method but as an intervention system! The allure of RTI is in the ability to use universal screening and in the development and implementation of STP (standard treatment protocol) available to all students who need it. Appropriately delivered RTI programs cannot help but (1) reduce numbers of students who are being referred for comprehensive assessments (2) allow for greater attention to be paid to those who need it and therefore, (3) increase the overall accuracy of IDEA determination.
I found it interesting and helpful to hear and read the comparisons of the definitions of SLD. The presenters recommended the use the Canadian description of Learning Disability as one of the most comprehensive and clear especially in describing the "unexpected under-achievement.
RTI is not really a paradigm shift, but has standardized and defined the means to intervene and includes the layer of accountability which as we will know, is essential to success.
What is monitored improves, what is not, does not.
The “Learning Disability Quarterly” of summer 2008 – is recommended reading on “RTI, separating the rhetoric of self congratulations from the reality of SLD identification. Our assessment tools for assessment are better than ever; it is curious that there is this push to throw out comprehensive assessment and replace it exclusively with RTI.
Maui District has at least 2 school psychologists, maybe more, Anna Dewitt and Terry Bleau, whom are both currently using the XBA system. Upon my return I intend to interview them on its use and consider the possibility of moving this method forward with the rest of our team including our psychological examiners..
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