Learning Disability Guidelines

7/30/2019 Learning Disability Guidelines

1/114

2010

Guidelines for identifyinG

CHildRen with

leaRninG disabilities

September 2010

Connecticut State

Department of Education


2/114

CONNECTICUT STATE

DEPARTMENT OF EDUCATION

Mk K. McQnCommsson

Go A. ComnDpty Commsson

Division o Family & Student Support Services

Chn Rss-ckAssoct Commsson

Bureau o Special Education

Ann Los ompsonB Ch

Ptc L. Andson, Pojct Mn, Edcton Constnt

P S. Mdc, Pojct Mn, Edcton Constnt

Oce o Planning, Media and Constituent Services

Mtthw J. Fcon, Edto, P Lyot


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2010

Guidelines for identifyinG

CHildRen with

leaRninG disabilities

September 2010

Connecticut State

Department of Education


4/114

Contents

ii

orwor v

Prc v

Nvton too nd. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

v

ackowgm v

Lnn Dsts Gdns Advsoy sk Foc . . . . . . . . . . . . . . . . . . . . . v

1 | iroco 1

Hstoc Bckond: Dts ot Idntcton nd Chns n Fd Lston . .

Dts sondn th IQ-chvmnt dscpncy qmnt . . . . . . . . . . .

Dts sondn th s o pocssn mss . . . . . . . . . . . . . . . . . . . Dts sondn n dcton pctcs . . . . . . . . . . . . . . . . . . . . . Stdnts wth nn dsts n Connctct . . . . . . . . . . . . . . . . . . . . .

Impotnt d ston . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Dnton o Spcc Lnn Dsty . . . . . . . . . . . . . . . . . . . . . . . . . . .

Ppos o ths Rvson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 | icrg Cpcy 7

Uncton o Gn Edcton nd Spc Edcton . . . . . . . . . . . . . . . . . . . . 7

Stt nd d pocy towd nd systm . . . . . . . . . . . . . . . . . . . . . . 7

Usn Scntc Rsch-Bsd Intvntons to Incs Cpcty. . . . . . . . . . . . . . 8Ros o n dctos nd spcsts . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Idntyn & Impmntn Scntc Rsch-Bsd & Evdnc-Bsd Pctcs . . . . 0

Fms s Ptns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Incsn Cpcty n Ky Acdmc Domns . . . . . . . . . . . . . . . . . . . . . . . . .

Rdn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Wttn Expsson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Mthmtcs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Fom th Emnty Lv to th Scondy Lv . . . . . . . . . . . . . . . . . . . . . . . 9

Schoo Cmt, Soc-Emoton Lnn nd Cssoom Mnmnt . . . . . . . . . . Intvnton nd ch Assstnc ms . . . . . . . . . . . . . . . . . . . . . . . . . .

Whn s R to Spc Edcton Appopt? . . . . . . . . . . . . . . . . . . . . .

3 | ico o spcc lrg dy drmgegy or spc eco 24

Dtmnn th Nd o Comphnsv Evton . . . . . . . . . . . . . . . . . . . Ro nd Rhts o Fms n th Spc Edcton Evton Pocss . . . . . . . .

Dsn o Comphnsv Evton . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Fd Rqmnts o Ety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8


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Contents

iii

Fd Rton o Chnn Ct o Dtmnton o Spcc Lnn Dsty9Connctct Ct o Dtmnn Stdnt Hs Spcc Lnn Dsty nd Is

E o Spc Edcton . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0B Compson o 999 Ct nd 009 Ct . . . . . . . . . . . . . . . . . . . . 0

Fth Inomton on Dtmnn Indqt Rspons to Intvnton oh SRBI A Not Aot Pttns o Stnths nd Wknsss . . . . . . . . . . . . . . . . . . . . . .

Rqd Docmntton: Mtdscpny Evton Rpot nd Wokshts . . . . . 6Dscpton o oms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Instctons o comptn oms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

4 | Pg Comprhv evo 39

Nonsd Assssmnt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Ln Stts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0Bhvo nd Soc-Emoton Fnctonn. . . . . . . . . . . . . . . . . . . . . . . . . . 0

Dt to Docmnt Appopt Instcton . . . . . . . . . . . . . . . . . . . . . . . . . .

Impotnt ts o ppopt poss-monton mss . . . . . . . . . . . . Rsponsts o th PP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Usn Appopt yps o st Scos . . . . . . . . . . . . . . . . . . . . . . . . . . . .

o o dnostc ssssmnt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Opton to Admnst IQ sts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Opton to Admnst Pocssn Mss . . . . . . . . . . . . . . . . . . . . . . .

5 | Ohr Coro drmg egy 46

Inncs o Ct, Rc nd Lns oth thn Ensh . . . . . . . . . . . . . . . 6Bhvo nd Soc-Emoton Inncs . . . . . . . . . . . . . . . . . . . . . . . . . 7

Innc o Economc o Envonmnt Dsdvnt . . . . . . . . . . . . . . . . . . . 7Oth Dsts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Adqcy o Assssmnts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Adqcy o Intvntons nd Fdty o Impmntton . . . . . . . . . . . . . . . . . 9

Consdtons n Spcc Acdmc Domns . . . . . . . . . . . . . . . . . . . . . . . . 0Rdn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0

Wttn xpsson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mthmtcs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Nd o Spc Edcton. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Indpndnt Edcton Evtons o Stdnts wth Spcc Lnn Dsts . . 7

6 | spc Coro 58

Pschoo-A Chdn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Stdnts wth Hh Aty (Intct Gtdnss) . . . . . . . . . . . . . . . . . . . . . 60Gd Rtnton nd Lt Schoo Entnc . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Rvton nd Dtmnton o Contnd Ety . . . . . . . . . . . . . . . . . . . 6


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Contents

iv

7 | i ico h M Hgh schoo lv 64

Emnc o Spcc Lnn Dsts t th Emnty vs. Scondy Lv . . . . 6Idntcton Isss t th Scondy Lv . . . . . . . . . . . . . . . . . . . . . . . . . . 6

nston to Postscondy Edcton nd Empoymnt . . . . . . . . . . . . . . . . . . 6

8 | Rcomm Prcc or Co ico 68

S-Evton o Cpcty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68Dstct Anyss o Av Dt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68

Unom Posson Dvopmnt Oppotnts . . . . . . . . . . . . . . . . . . . . . . 69Cs Rvws nd Cnc Conncn. . . . . . . . . . . . . . . . . . . . . . . . . . . . 69

Co Assssmnts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69Co Dnostc m . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69

Rrc

71

appx a: Mcpry evo Rpor orm 81

Pott . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Lndscp . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

appx b: Workh o docm appropr irco Rg,Mhmc, /or Wr expro 87

Rdn Woksht ED 60 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88Mthmtcs Woksht ED 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90Wttn Expsson Woksht ED 66 . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

appx C: Wr M agrm orm (ed 637) 94

appx d: Poc ivovg egh lgg lrr 96

Connctct Poston Sttmnt on th Edcton o Stdnts Acqn Ensh s

Scond Ln Adoptd Jny , 00 . . . . . . . . . . . . . . . . . . . . . . . . . 96

appx e: irco Mo or egh lgg lrr (ell) 100

Gory 101


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v

Foreword

s

tt ston nd pocs n Connctct hv consstnty sohtto mpov th qty o dcton o stdnts, ptcy thos

dntd wth dsts. Connctct Stt Bod o Edcton (SBE)nd th Connctct Stt Dptmnt o Edcton (CSDE) wok co-otvy to ns tht pc schoos mpmntn st pctcs tht

st n postv dcton xpnc o o Connctcts stdnts. In008, th CSDE dpnd ths commtmnt thoh th dssmnton o

Connctct mwok o spons to ntvnton, Using Scientic Research-Based Interventions: Improving Education or All Students.

Guidelines or Identiying Children with Learning Disabilities(00)nd ts nmnt wth th Scntc Rsch-Bsd Intvntons (SRBI)

mwok mphsz th ncssty o ctv cooton twn n nd spc d-cton. Indvds wth Dsts Edcton Impovmnt Act (IDEA 00) nd

stts to dopt nw ty ct o stdnts wth spcc nn dsty, to ncddntcton pocds tht mo cct nd consstnt wth cnt scntc vdnc.

s chn n pctc s ntndd to mpov th ppopt dntcton o stdnts wth spcc nn dsty y ssssn stdnts n wys tht mo vnt to mpovnnstcton nd ncon mo cnt s o dt.

s dns docmnt povds dtd dscssons o th ty ct otndn th 009 Exctv Smmy, s w s mch t oton o th ton o th

vsd ct, vnt sch ndns nd ky sss n th mpmntton o th dns. docmnt os sstons o ncsn th cpcty o n dcton nd spc

dcton to mt th nstcton nds o stdnts wth spcc nn dsts; dtsdn dvopn comphnsv vton; spc sttons, sch s thos nvovn

vy yon chdn o stdnts wth ntct tdnss; nd sss n povdn svcs omdd nd hh schoo stdnts. Rqd oms, s w s nc scton nd ossy o

mpotnt tms, my ond t th nd o ths docmnt. Connctct Stt Dptmnt o Edcton os ths 00 vson o th Guidelines

or Identiying Children with Learning Disabilitiesto ssst schoo dstcts n dntyn stdntswth spcc nn dsty nd th povsons o IDEA 00. In ddton, ths vsddns ntndd to pomot dntcton pocds tht nonsd, nondscmn-

toy, dctony s nd nom coss schoo dstcts. It s xpctd tht dstcts cmpmntton o ths dns w mpov y ntvnton nd dntcton pctcs

wh ostn dcton ttnmnt o stdnts.

Mrk KMcQ

Commissionero Education


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vi

Preace

t

h 2010 Guidelines or Identiying Children with Learning Disabilitiespovds comphnsvdscpton o th chns n IDEA 00 dn th dntcton nd ty dtm-

nton o chdn wth spcc nn dsty. Extnsv nomton to ssst n ndspc dcton psonn to ncs th cpcty to s scntc sch-sd nstcton,ntvntons nd ssssmnt to mt th nds o stdnts s otd pon n th s o

dn, wtn nd mthmtcs. Wh th 00 dns povd spcc ct o dnty-n stdnt wth spcc nn dsty s w s dnc ot pnnn comphn-

sv vton, ths docmnt s not ntndd to pscptv. It s commndd tht pn-nn nd pcmnt tms nd oth schoo psonn s ths dns to dvop pocsss

nd pocds tht ns: stdnts nn dcts not d to ck o ppoptnstcton; xtnsv om nd nom dt coctd to ns tht ppopt dnt-

cton o stdnts wth spcc nn dsty occ consstnty coss d vs;nd stdnts ndvdzd dcton pom s dvopd n wy tht mpovs nn.

Appndcs o qd oms, ncs nd ossy o tms w d th dthoh ths docmnt. Many parts o the document are interactive. Hypnks to vnt -socs nd sctons cn ond n th ht mns nd podcy thohot th txt. Usth too n th top ht con o ch p to nvt th docmnt, nd ctvt -scnmod o optm vwn (s nd ow). Atntvy, th ookmks pn o th Ado

Acot Rd wndow cn sd to qcky nvt to ny scton o th docmnt.

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vii

Preace

Te 2010 Guidelines for Identifying Children with Learning Disabilitiesis intended to provideguidance or school teams to make appropriate decisions o eligibility or Connecticut students.

As additional resources and tools are developed regarding the identication and instruction o stu-dents with learning disabilities, they will be posted on the Bureau o Special Educations Web site.

W wcom yo commnts ot th dns, spccy on th oown topcs:

sctons o th dns tht my nd th ccton;

xpnton o ny spc ccmstncs n th dntcton nd ty pocss ostdnts wth nn dsts tht my not ncdd n th vsd dns;

mpct o th nw dns on ty pocds n yo dstct;

posson dvopmnt tht hs n hp to yo dstct n mkn ppoptty dcsons; nd

posson dvopmnt tht my ncssy cs o th chns n ty d-csons.

Ps snd commnts nd sstons to D. Ptc Andson t [email protected]

o P Mdc t [email protected]. Fo tchnc qstons ot ths docmnt, ps

-m Mtthw Fcon n th Oc o Pnnn, Md nd Consttnt Svcs t [email protected].

Bureau of Special

Education Web site:

http://www.sde.ct.gov/bse
mailto:[email protected]:[email protected]:[email protected]:[email protected]://www.sde.ct.gov/bsehttp://www.sde.ct.gov/bsehttp://www.sde.ct.gov/bsehttp://www.sde.ct.gov/bsemailto:[email protected]:[email protected]


10/114

Acknowledgments

Spc thnks o th dnc povdd n th dvopmnt o ths dns xtndd to:

Los Sp-SwnPosso/Spc EdctonSothn Connctct Stt Unvsty

Pojct Mns

Ptc L. Andson P S. MdcEdcton Constnt Edcton ConstntStt Dptmnt o Edcton Stt Dptmnt o EdctonB o Spc Edcton B o Spc Edcton

lrg d G avory tk orcKn AdskvchMth Spcst/SpvsoSothnton Schoo Dstct

Mch BkSpc Edcton Spvso

Wst Sd Mdd SchooWty Schoo Dstct

Ron BnnSchoo PsychoostBdpot Schoo Dstct

S BowmnLd n RsdncStt Dptmnt o EdctonB o Schoo nd Dstct

Impovmnt

Snd ChosAssoct PossoUConn/Schoo Psychooy

St ChmponConstntConnctct Pnt Advoccy

Cnt

Ec CoonBn Schoo PsychoostNw Btn Schoo Dstct

Joy DMoGdnc DctoEnd Schoo Dstct

Kt EnndPncpNthn H Emnty SchooMnchst Schoo Dstct

Mch F-LyAssstnt PossoUConn/Spc Edcton

M GsRsch/Pojct DctoHskns Lotoy

Jon HomnnAssoct PossoSnt Josph Co

Jocyn MckyEdcton ConstntStt Dptmnt o EdctonB o Hth/Ntton, Fmy

Josph MdsAssoct PossoUConn/StosSvcs nd Adt Edcton

Donn MttConstntStt Edcton Rsoc Cnt

Cnt MontomySpntndntRon Schoo Dstct

Nncy PscottExctv DctoConnctct Pnt Advoccy

Cnt

Mk RnPp Svcs DctoNwtown Schoo Dstct

Ann zksEdcton ConstntKno & Ano, P.C.

Rchd omsRtd Spc Edcton Dcto

o Dptmnt o CoctonsStt Advsoy Conc

J McComs-osPossoSothn Connctct Stt

Unvsty/Spc Edcton

Antontt owDctoPos Cnt

Spc EdctonCpto Ron Edcton Cnt

Jonn WhtEdcton Constnt,

Ln AtsStt Dptmnt o EdctonB o Ccm

nd Instcton

viii


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1 | Introduction

Horc bckgro:d o ico Chg r lgo

th Edcton o A Hndcppd Chdn Act o 97, Pc Lw 9-, ws ond-kn d w tht qd pc schoo dstcts to oct, dnty nd vtstdnts wth dsts nd to povd ppopt pc dcton n th st stctvnvonmnt to stdnts who w o spc dcton. Lnn dsts s ds-

ty ctoy nd whch stdnts cod o spc dcton svcs. PL 9-concptzd ndvds wth nn dsts s hvn dscpncy twn th od

ty to n nd th ct chvmnt n co cdmc o nstc s. Mny sttdcton dns, ncdn th pvos Guidelines or Identiying Children with Learning

Disabilities(Connctct Stt Dptmnt o Edcton, 999), optonzd ths concpt s dscpncy twn stdnts ntnc qotnt (IQ) sco, mpoyd s th ms ood nn ty, nd h o hs chvmnt whn xpssd s stndd sco. o mtty ct o nn dsts, stdnts IQ sco hd to sncnty hh thn

h o hs chvmnt stndd sco n th domn o dcty, o xmp, n sc dn omth ccton. PL 9- so concptzd nn dsts s nvovn dsod n

sc psychooc pocss, concpt optonzd s qmnt o pocssn dsodn th 999 stt dnss w s n thos o oth stts. In th dcds snc th pss oPL 9-, th xstnc o nn dsts hs n wdy ccptd n oth th scntc

nd dcton commnts. Howv, dntcton pctcs o nn dsts hvmnd hhy contovs.

Debates surrounding the IQ-achievement discrepancy requirement. Consddt xsts dn th ty nd vdty n dcson mkn whn yn on n IQ-

chvmnt dscpncy mod o th dntcton o nn dsts. Sv votons opocy hv ttmptd to coct o ths knds o sss. Fo xmp, th 999 stt dns

ocsd mo ttnton on th nd o tchncy dqt tsts, s w s on ndstnd-n th cts o stndd o o msmnt nd sson to th mn whn cctn

IQ-chvmnt dscpncs. Fthmo, stt ty ct n th 999 stt dnsqd th s o sson ts n dtmnn ths dscpncs n od to coct o

th cts o sson to th mn. Cocton o sson ws mpotnt n th contxt o d qmnt o n ty-chvmnt dscpncy t notnty cod not sov

oth co poms ssoctd wth th s o th dscpncy qmnt.

Rnc on n IQ-chvmnt dscpncy s dnostc componnt mks dntctono nn dsts ptcy pomtc n th y ds cs t otn tks tm o

stdnts to ccmt scnty dscpncy to o svcs. Hnc, dscp-ncy ct hv otn std n nd n ctczd s wt to mod (Ftch, Lyon,

Fchs, nd Bns, 007). Oth poms so w ssoctd wth th s o IQ tsts, sch sconcns ot th vdty o IQ mss n poptons tht cty nd nstcy

dvs (Gndson nd S, 00). Moov, IQ nd chvmnt tsts do not tp comptyndpndnt ts, t th ntct n som mpotnt wys. Fo xmp, v ts

sch s vocy cqd n pt thoh dn, nd poo ds typcy hv mchss xpnc dn thn do ood ds; tho, onstndn dn pom cod


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1 | Introduction | Historical Background: Debates about Identication and Changes in Federal Legislation

tmty d to dcn n stdnts IQ sco (Stnovch, 000).Anoth ctc pom wth th IQ-chvmnt dscpncy s tht sch dos not sp-

pot xcdn stdnts om svcs sd on th to mt IQ-chvmnt dscpncyct. Stn ds wth n IQ-chvmnt dscpncy nd thos wthot dscpncy

tnd to hv sm md nds nd nt om sm typs o ntvntons (Gndsonnd S, 00), yt nondscpnt ow chvs my onosy vwd s ntcty

mtd nd ncp o mpovmnt. IQ-chvmnt dscpncy so pps to cont-t to sd dntcton pctcs. Fo xmp, sv stds hv ond tht th s o ds-cpncy mod n dn vod dntcton o Ccsn stdnts nd mdd- nd pp-

ncom stdnts; whs stdnts o coo nd stdnts om ow sococonomc ckondsw mo ky to dntd s hvn n ntct dsty (Ftch t ., 007; Spc,

Cs, nd Mooy, 00). Snc stdnts om nonmnstm ct ops otn posssscontv stys tht d om thos typcy pomotd y th schoos, th nppopt s

o stnddzd tsts tht not nomd o vdtd o spcc popton otn ppttsct msndstndns, whch n tn contts to poo nstcton dcson-mkn

(McInty, 996). Aon, Josh, Goodn nd Bntm (008) nd Vhn, Lvy, Comn, ndBos (00) d tht tstn o n IQ-chvmnt dscpncy otn dos not povd nstc-

tony s nomton nd my contt to ndqt md ots.Athoh mch o th sch on poms wth th IQ-chvmnt dscpncy s n th

domn o dn, most o th pvosy mntond poms cy ppy to oth domns sw, sch s mthmtcs nd wttn xpsson. IQ-chvmnt dscpncy hs th smwt to mttons n mthmtcs nd wttn xpsson s t hs n dn nd dos not

hp dctos pn ctv ntvntons coss vty o cdmc domns. Consdd s who, th ndns dscd ov ndmn n dcton dstncton sd on n IQ-

chvmnt dscpncy mod.It shod notd tht, thoh th s o n IQ-chvmnt dscpncy n dntcton

o nn dsts s pomtc n nmos wys, dsmnt xts on whth IQ tstspovd nomton ssnt to ssssmnt nd ntvnton pnnn o stdnts wth nn

dsts. In vw o sv mt-nyss on ths ss, Swnson (009) s tht IQ,spcy v IQ, povds nomton s oth n dntcton o nn dsts

nd n ndstndn ttmnt otcoms. In contst, n th vw o th tt, Ftcht . (007) concd tht IQ tsts do not ny povd dctony s nomton

yond tht otn om oth mss typcy vn n comphnsv vton, schs mss o cdmc nctonn nd n.

Debates surrounding the use o processing measures. Dtmnn th psnc o spcc pocssn dsod hs hstocy n pomtc o possons n th d nd

contns to n p o dt. On ptc o dcty nvovs th tchncdqcy, spcy vdty, o som pocssn mss, whch otn ds to msntpt-

ton nd ovnzton o ndns. Athoh th tchncy dqt tsts n som

s, sch s phonooc pocssn mss o stdnts wth dn dcts, othpocssn mss sd n dntcton o nn dsts mn pomtc (Ftcht ., 007; Sv nd Yssdyk, 00). Fo xmp, scntc sch on vs pocssn

typcy mpoys stm psntd y, sn compt, cs t s mpotnt to msp vs pocssn ndpndnt o nstc o moto pocsss. Howv, vs pocssn

mss mpoyd n dcton tstn qnty nvov tvy on psntton tms sw s pp-nd-pnc tsks. I stdnt dos pooy on ths knds o mss, t s dctto sctn whth th pom s d to dcts wth vs pocssn, n pocssn,

moto sk, o som comnton o ths ctos. In ddton, th s tt vdnc tht mtch-n ntvntons to stdnts sd on th pocssn pos, sch s whth thy vs


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ns o dtoy ns, s ctv (Ftch, Mos, nd Lyon, 00). choc o s-sssmnt nstmnts, s w s hvn thooh ndstndn o th tchnc chctstcs

o ny msmnt too, mns th posson sponsty o th vto.Evn whn ppopt pocssn mss sd, th nomton otnd my not

ncssy dd dcton v ov nd ov nomton tht s dy v omchvmnt nd n mss (Ftch t ., 007). Low scos on pocssn tsts, y

thmsvs, do not ncssy ndct th psnc o nn dsod cs xpncnd nstcton cn nnc stdnts pomnc on pocssn mss. Fo xmp, stdnt who otns ow sco on tst o phonooc wnss mht pp to hv n

ntnsc pocssn dsod, t so my hv pomd pooy d to nscnt xpncswth th phonooc spct o n, nscnt nstcton n phonooc wnss o

wk ndstndn o th mtnstc dmnds o th tsk ts. s, th ndscmnts o mss to docmnt pocssn dsod cn consm consd tm nd socs,

potnty dyn svcs, nd vn ss tm nd w socs to mt stdnts nstc-ton nds.

Convsy, sstnt nk o cs tonshp twn contvy sd nom-ton pocssn nd nn dsts hs n dscd n th tt ov th pst dcd,

ptcy n o dn chvmnt (Foyd, Kth, nd McGw, 007; Hm,Snown, Cvos nd Co, 00; Mtz nd Kshnn, 007; osn, 00). s

o ppopt, tchncy dqt pocssn mss my povd ddton nsht nto thndvd contv ndpnnns o stdnts sspctd nn dsty nd my cont-t to dntyn tntv ntvntons nd nstcton stts tht nd to dvopd

o spczd nstcton to occ. As Kv nd Spdn (008) ndct, comphnsvvton, spcy on ncdn contv pocssn ssssmnt, conncts th dntcton

o spcc nn dsty (SLD) wth cy tctd IDEA dnton componnt: dsod n on o mo o th sc psychooc pocsss nvovd n ndstndn o

n sn n, spokn o wttn ( Cod o Fd Rtons Scton 00.8[c][0]).Fthmo, n mt-nyss o stds dn th vton o contv pocsss to n-

om th dntcton o spcc nn dsty, Johnson, Hmphy, Md, Woods ndSwnson (00) ond dncs o scnt mntd twn ops o stdnts wth SLD

nd typcy chvn stdnts to jsty ncdn ppopt, tchncy dqt msso contv pocssn ty n comphnsv vton o stdnts sspctd o hvn

spcc nn dsty. y sst tht som stdnts, dspt n o v ty, my to chv vn whn povdd wth hh-qty nstcton cs o ndyn spcccontv pocssn dcts. o, stdnt pomnc on ppopt knds o pocss-

n mss my ctny tkn nto ccont n th dntcton o nn dsts ncss wh th Pnnn nd Pcmnt m (PP) vs sch nomton, spcy s t

ts to th sspctd o dsty, my hp s pt o comphnsv vton ndvopn mo ttd nstcton. (Te PP is the Connecticut equivalent o the individualizededucation program [IEP] team described in IDEA.)

Debates surrounding general education practices. Mny nvsttos (.., Anton ndMcG-Fnzn, n pss; Mots, 999; Sp-Swn, 00) hv sd concns ot th

o o ndqt n dcton pctcs n stdnts nn poms. s nvst-tos sst tht som stdnts cssd s hvn nn dsts cty ccm

csts whos dcts stm mny om nctv n dcton pctcs ththn t dsts n nn. Fthmo, sch ssts tht contxt ctos hvy

nnc ndvd tchs wnnss to stdnts o vtons o poss nndsts. Fo xmp, thoh sos dn dcts ohy s common n s s

n oys, tchs mo ky to oys to spc dcton, cs thy mo ky


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to pcv oys s hvo poms (Shywtz, 00). nnc o contxt ctos sth sttd y Dm (00) who v tchs dscptons o stdnts wth cdmc

nd hvo dcts nd skd tchs to mk commndtons dn vtons o nn dsts. chs t schoos wth w-dnd y ntvnton svcs

nd tchs who sd comnton o opn pctcs w ss ky to commnd - thn w tchs who ckd ccss to w-dnd y ntvnton o thos who d

hvy on who-css ops o tchn dn.It s w docmntd tht ctv n dcton pctcs mk dnc n stdnt

chvmnt (J nd Mndn-Cpp, 000; Mzno, Pckn nd Pock, 00; Nton

Rdn Pn, 000; Rvs, 00). W-dsnd, sch-sd ntvntons cn mpovotcoms ty o most ow chvs (A Ot, 00; Dnton, Ftch, Anthony, nd

Fncs, 006; Fchs, Fchs nd Honck, 007; Vtno nd Scnon, 00). 999 sttdns conzd th mpotnc o nsn tht stdnts consdd o vtons o

poss nn dsts hd dqt nstcton nd oppotnts to n. s d-ns ddssd ths ss thoh qmnt o docmntton o y ntvnn svcs

n th stdnts o dcty (.., sc dn, dn comphnson, mth ccton,mth sonn). Rqmnts o y ntvnn svcs w xtnsv nd oos tv

to thos o oth stts t th tm. Fo nstnc, po to consdn stdnts wth dcodn d-cts o vton o poss nn dsts, qmnts ncdd povdn xpct

sm-op ntvntons n phonmc wnss, mtsnsoy cod-sd nstcton, synthtcphoncs nstcton, nytc phoncs nstcton, nd dy ncy pctc. Fo stdnts wthmth dcts, qmnts o y ntvnn svcs ncdd povdn oppotnts

o dd nd ndpndnt pctc, nstcton sn mnptvs, nd ndvd o smop dct nstcton to -tch wk sks. s y ntvnn svc qmnts w

possv o th tm. y so ddssd qmnts n IDEA 997 to ot nppop-t nstcton po to dntyn stdnts wth dsts. Unotnty, howv, wh y

ntvnn svcs vt, thy do not ddss potnt poms n co n dctonpctcs, sch s th s o n ndqt ccm, nctv nstcton stts, o

nconsstncs n pctcs coss tchs o ds.

Students with learning disabilities in Connecticut. In th 007-08 schoo y, th mostcnt y o whch dt v, th Connctct Stt Dptmnt o Edctons Bo Dt Cocton, Rsch nd Evton potd tht , Connctct pc schoo

stdnts w dntd wth spcc nn dsty, ccontn o pcnt o pcschoo stdnts n th stt. As compd to th pvos th ys, th nm o stdnts

wth spcc nn dsty s pcnt o th tot pc schoo popton dcnd y9. pcnt. Howv, o stdnts wth dsts, stdnts wth spcc nn dsty

mn th st sn ctoy o stdnts n spc dcton n Connctct, psnt-n .6 pcnt o stdnts wth dsts n th 007-08 schoo y. By compson, .

pcnt o th spc dcton popton w stdnts wth ntct dsty, 9. pcnt

w thos wth moton dstnc, nd 6. pcnt w thos wth tsm.Wh th tot nm o stdnts dntd wth spcc nn dsty hs dcsd,

th dvsty o ths stdnt sop hs ncsd. Appoxmty 0 pcnt o stdnts

dntd wth spcc nn dsty w Acn-Amcn o Hspnc, n ncs o pcnt ponts om pvos ys. Fthmo, y th 007-08 schoo y, 7 pcnt o st-dnts wth spcc nn dsty w so Ensh n ns. Amost 0 pcnt o

stdnts wth spcc nn dsty w so o th o dcd-pc ms.O stdnts wth spcc nn dsty, 99 pcnt took stnddzd ssssmnts sch s

th Connctct Msty st (CM) nd th Connctct Acdmc Pomnc st (CAP)nd chvd pocncy t vs commnst wth o tt thn th tot spc dcton


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1 | Introduction | Denition o a Specic Learning Disability

popton t sncnty ow th v o th n dcton popton.

Important ederal legislation. In th 0 ys snc th 999 Connctct Guidelines orIdentiying Children with Learning Disabilities, th d ovnmnt hs pssd two mpotntpcs o ston vnt to stdnts wth dsts: th No Chd Lt Bhnd (NCLB) Acto 00 (U.S. Dptmnt o Edcton, 007) nd th Indvds wth Dsts Edcton

Impovmnt Act, IDEA 00. Impovd otcoms o allstdnts, ncdn thos wthdsts, th kyston o NCLB. IDEA 00 phods ths xpctton o stdnts wth

dsts y mcn th spcc n sd n NCLB dn th ncssty o hhyqd psonn, th dvy o scntcy sd cdmc nd hvo ntvntons,

ncdn scntcy sd tcy nstcton, ( CFR 00.6[][]) nd stdnt ssss-mnt. NCLB dnts th ssnt componnts o dn nstcton s xpct nd sys-tmtc nstcton n: phonmc wnss; phoncs; vocy dvopmnt; dn ncy,

ncdn o dn sks; nd dn comphnson stts. (0 USC 668 08[c])Fthmo, IDEA 00 ntodcd mjo chns to th wys n whch schoo dstcts cn

dnty stdnts wth spcc nn dsts. s chns w n spons to pomswth xstn dntcton ct notd n th nnn o ths docmnt, s w s to oth

vdnc tht sstd ctv wys to dnty nd tch stdnts wth nn dsts(Ftch t ., 007; Nton Rdn Pn, 000; Psdnts Commsson on Excnc n

Spc Edcton, 00).

do o spcc lrg dy

IDEA 00 dns spcc nn dsty (SLD) s:

A disorder in one or more o the basic psychological processes involved inunderstanding or in using language, spoken or written, that may maniest itsel inthe imperect ability to listen, think, speak, read, write, spell, or do mathematicalcalculations, including conditions such as perceptual disabilities, brain injury,minimal brain dysunction, dyslexia, and developmental aphasia. Specic learningdisability does not include learning problems that are primarily the result o visual,hearing, or motor disabilities, o mental retardation, o emotional disturbance, oro environmental, cultural, or economic disadvantage. ( CFR .(c)(])

s dnton s nchnd om thos ond n pvos vsons o d w, sch sIDEA 997, nd nchnd om th dnton n th 999 stt dns.

Prpo o h Rvo

s 00 vson o th Guidelines or Identiying Children with Learning Disabilities(Connctct Stt Dptmnt o Edcton, 999) hs v pmy os:

to ns Connctcts compnc wth th IDEA 00 qmnts o th dnt-cton o stdnts wth nn dsts;

to n Connctcts dns o th dntcton o stdnts wth nn ds-ts wth cnt scntc vdnc-sd sch;

to pomot th mpmntton o sttwd nom nd vd dntcton pocsssnd pocds tht cty vnt, nonsd nd nondscmntoy oth

wthn nd coss schoo dstcts n Connctct;


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1 | Introduction | Purpose o this Revision

to s nomton otnd thoh th dntcton pocss to dvop nd mp-mnt n ndvdy dsnd dcton pom wth ppopt svcs nd sppot

to chv dcton nt, s vdncd y dt dmonsttn stdnt owth; nd

to mpov otcoms o stdnts wth nn dsts thoh mo cct dn-tcton pocds sn tchncy dqt nd dctony vnt mss.


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2 | Increasing Capacity

uco o Gr eco spc eco

State and ederal policy toward a unied system.Chdn ntn o schoos wth

mo compx dcton, psychooc, mdc nd soc nds thn v o. In ts

Position Statement on the Education o Students with Disabilities(00), th Connctct SttBod o Edcton xpssd th oown:

All children are unique and are inuenced by cultural, linguistic, intellectual,psychological, medical, social and economic actors. Tese actors create a need or avaried educational environment that provides or, and accommodates, each childsstrengths and areas o needed improvement. Te Board also believes that a uniedand coordinated continuum o educational opportunities and supports, designedto address individual needs, serves and benets all students. Te Board encouragesthe implementation o educational models that promote multiple instructionalstrategies, whichencourage andaccommodate students in the general environmentto the maximum extent appropriate. It is the responsibility and obligation o educators to design and provide teaching strategies, methods and materials that aresuitable or each individual learner. As appropriate, a continuum o these strategiesshould be implemented beore a child is reerred to special education. (page )

Stt ston hs cd o dstcts to mpmnt nd, coodntd systm dsnd

to ddss th ndvd nds o od n o stdnts. Sctons 0-7 nd 0- o th

Connecticut General Statutes, s mndd y Sctons nd o Pc Act 07- o th Jn

Spc Ssson ocs on schoo nd dstct mpovmnttv to ncsd postv otcomso stdnts wthn th contxt o schoo ccontty. schoo onzton modnd th sttwd ccontty pn, on wth nw thoty vstdwth th Stt Bod oEdcton, q dstcts to xmn tchn nd nn pctcs o thstdnts, dvopntvntons n spons to stdnt nds, nd s dt to ctvy montostdnt, schoond dstct poss towd dsd otcoms. Dptmnt hs stshd comphnsvsystms o monton nd ccontty tht sppot mpovd otcoms o stdnts nd

ncopot thmonton o IDEA stndds nvovn th pomnc o stdnts wth ds-ts.

Mny oth Connctct nttvs hv stony ncod th dvopmnt o ndnd coodntd dcton systm. Fo xmp, th Ey Rdn Sccss (ERS) nttv

(Connctct Gn Sttts Sctons 0-j to 0-m, ncsv) stshd tht y n-tvnn svcs n dn, onon ssssmnt o stdnt poss n dn, nd vns o

ddton hp o stn ds mst pt o th n dcton systm; to spc dcton shod not ncssy to povd dqt nd ppopt ntvnton.

Ey Intvnton Pojct (EIP), nttd y th Dptmnt n 98 nd cosy xmndn 00, sks to hp dctos mt th nstcton nd hvo nds o stdnts n thn dcton cssoom. os o th EIP ncd dcn th nm o nppop-

t s to spc dcton nd nppopt spc dcton csscton o stdnts,spcy stdnts o coo. Connctct Accontty o Lnn Inttv (CALI) ms

to cct th nn o stdnts, wth spc mphss pcd on dstcts wth t Ischoos tht hv n dntd s n n nd o mpovmnt ccodn to NCLB. A p-


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2 | Increasing Capacity | Using Scientic Research-Based Interventions to Increase Capacity

my o o CALI nvovs cosn th chvmnt ps n Connctct schoos. Connctctsv-y comphnsv pn o dcton (Connctct Stt Dptmnt o Edcton, 006)

mphszs hh cdmc chvmnt o stdnts n dn, mthmtcs, wtn nd sc-nc, wth ocs on hh-nd schoos nd dstcts.

IDEA 00 pmts dstcts to s p to pcnt o th spc dcton nds o nysc y to dvop nd mpmnt coodntd, y ntvnn svcs o stdnts n kn-

dtn thoh Gd (wth n mphss on K-) who nd ddton cdmc o hv-o sppot to sccd n th n dcton nvonmnt t who hv not n dntds qn spc dcton o td svcs. ( CFR 00.6[])

Roles o general educators and specialists. 999 stt dns d dstcts tok wy om th od svc pdms nd ct nw nd mods o svc dvy

(p. 0). Dstcts mst contn to dvop ths knds o mods. Rth thn n mtd ytdton ppochs tht vw n dcton, spc dcton nd md dcton

(.., t I) s spt systms, dstcts shod dpoy th hmn nd mt socsto mt s od n o stdnt nds s poss. Ech op o possons hs s o

knowd nd sk tht cn compmnt ch oth whn thy coot ctvy. Fo n-

stnc, spc dctos cn povd sppot to n dctos whn mpmntn scnnnd y ntvnn svcs, nd n dcton spcsts, sch s md dn tchsnd mth spcsts, my ncd stdnts wth nd wthot dsts n th sm nstctonop whn stdnt nn nds sm. Fothcomn chns n Connctcts tch

ctcton tons nd th cnty pshd Connctcts Common Co o chn:Fondton Sks (Connctct Stt Dptmnt o Edcton, 00) sppot ths knd o

nd ppoch. Fo xmps o ctv mods o svc dvy sd y schoo dstcts noth stts to mpov th pomnc o stdnts wth dsts, s Chnn chn:

How schoos nd dstcts mpovn th pomnc o spc dcton stdnts (Cotnd Bntt, 008).

ug scc Rrch-b irvo o icr Cpcy

A cnt wy o schoos to d th cpcty to mt n o stdnt nds s to mpmnt

scntc sch-sd ntvntons (SRBI). ntnt o SRBI, Connctcts spons-tontvnton (RI) mwok (Connctct Stt Dptmnt o Edcton, 008c), s to m-

pov dcton o stdnts n pkndtn thoh Gd . SRBI ocss pmy onco n dcton pctcs, co ccms nd nstcton, thoh vty o sppot

svcs psonn so py mpotnt os. RI mods comn th s o sch-vdtdpctcs nd ntvntons n mpotnt cdmc domns (dn, wttn xpsson, mth-

mtcs), s w s n th hvo nd soc-moton domns, wth popton-sdsystms ppochs to dcton. Popton-sd systms ppochs to dcton nvov

nvs scnn nd otn poss monton o nt poptons, o xmp, scnnnd poss monton o stdnts wthn dstct n dn, wtn, nd mthmtcs.Scnn nd contnd monton o stdnt poss th st wys to dtct nd ddss

schoo dcts t n y st. ocs o SRBI s co n dcton nstcton, sw s ntvntons n n dcton t th onst o concn ot stdnt pomnc.

Howv, spc dctos nd oth spcsts sv s ndmnt soc o n d-ctos n mpmntn SRBI nd n hpn to mt th nds o stdnts wth dsts.

Chctstcs o sccssy nctonn SRBI mwok ncd o th oown:

co n dcton ccms tht comphnsv n ddssn n o s-snt comptncs n ch cdmc domn;

For more informa-tion about CALI,

see: http://www.

ct.gov/sde/cali.


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2 | Increasing Capacity | Using Scientic Research-Based Interventions to Increase Capacity

9

comphnsv systm o soc-moton nn nd hvo sppots;

systmc (consstnt) schoowd o dstctwd ppoch to co dcton pc-tcs, n whch tchs wthn d s th sm common omtv ssssmnts o stdnts, ddss th sm ccms nd soc-moton comptncs, nd sh

th sm hvo xpcttons;

th s o sch-sd, ctv nstcton stts oth wthn nd coss v-ty o cdmc domns;

dntton o nstcton o ns, ncdn stdnts pomn ov ndow d-v xpcttons nd Ensh n ns (ELLs);

nvs scnn nd poss monton, sn common ssssmnts o stdntstht n tchs to chck stdnts cdmc nd soc poss nd dnty d-

cts y;

pompt ntvnton o stdnts xpncn cdmc, soc-moton nd/o -hvo dcts to pvnt th dvopmnt o mo sos dcton poms

t on;

dty o mpmntton o nstcton nd ntvntons, o xmp, dhn to thttmnt tm nd ky ts qd o ptc ntvnton;

dcton dcson-mkn dvn y dt nvovn stdnts owth nd pomnctv to ps tms o dctos nyz ths dt, wth th sts ppd notony to nom nstcton o ndvd stdnts, t so to vt nd mpov co

n dcton pctcs nd th ov ccy o ntvntons; nd

contnm o sppot tht s pt o th n dcton systm nd tht nvovsmtp ts o ntvnton, wth ncsn ntnsty nd/o ndvdzton coss

ts.

Connctct mpmnts SRBI (RI) s th-td mod, shown n F . I n-

vovs n dcton co ccms, nstcton (ncdn dntton o nstcton),nd systm o soc-moton nn nd hvo sppots o stdnts. II nvovs

shot-tm ntvntons o stdnts wth cdmc o hvo/soc-moton dctswho hv not spondd dqty to I co ccms nd dntton o nstcton. III nvovs mo ntnsv o ndvdzd shot-tm ntvntons o stdnts n to

spond scnty to II ntvntons. It mst mphszd tht th ts pt o comphnsv dcton systm nvovn scntc, sch-sd co n dcton

pctcs nd ntvntons, wth sppots om wd n o spc svcs psonn. Moststdnts ndon td ntvntons w not hv dsts. I ntvntons ppo-

pty sctd nd mpmntd wth dty, thn most stdnts shod not q spcdcton svcs. S Using Scientic Research-Based Interventions: Improving Education or all

Students: Connecticuts Framework or RI(Connctct Stt Dptmnt o Edcton, 008c)o mo dt on SRBI.

Hstocy, RI mods dvopd to consd xtnt om ots to nd tt wyto dnty nn dsts thn pvos dntcton ppochs sd on IQ-chvmnt

dscpncy (Ftch t ., 007; Sp-Swn, 00). In SRBI (RI), stdnts wth spccnn dsty concptzd, t st n pt, s thos who to spond dqty to

sch-sd ntvntons tht ctv o most stn stdnts. s poo spond-s my q th knd o spczd nstcton o spcy ntnsv ntvnton tht ssy povdd thoh spc dcton. Stdnts so mst mt oth ct to dnt-

d wth spcc nn dsty, s dscssd n mo dt ow. Evn t n ond


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2 | Increasing Capacity | Identiying & Implementing Scientic Research-Based & Evidence-Based Practices

0

o spc dcton, stdnts wth spcc nn dsty, o wth oth dsts,

w most otn contn to cv mttd n dcton ntvntons n coodntonwth th spc dcton svcs.

iyg & impmg scc Rrch-b & evc-b Prcc

s o scntc sch-sd nd vdnc-sd pctcs s mpotnt not ony n co

n dcton pctcs nd II nd III ntvntons, t so n spc dcton.Scntc sch-sd mns pctcs nomd y scntc stds tht p vwd,

tht s, xmnd y scntc xpts on th topc o th stdy po to ts pcton; thtncd xpmnt conto o mpotnt xtnos vs sch s sococonomc stts,nd, nd ; nd tht s tchncy dqt (.., nd vd) mss. od

stndd n ntvnton stds nvovs w-mpmntd, ndomzd contod ts

igure 1. Connecticuts

three-tiered SRBI model.


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2 | Increasing Capacity | Identiying & Implementing Scientic Research-Based & Evidence-Based Practices

stds tht ndomy ssn ptcpnts to dnt xpmnt condtons to ns tht smp s not sd. IDEA 00 qs tht spc dcton nd td svcs nd spp-

mnty ds nd svcs, sd on p-vwd sch, to th xtnt pctc, povddto th chd ( CFR 00.0()(]). In th nyss o tms td to scntcy sd

sch n IDEA, Zk nd Ros (009) not tht wh th IDEA 00 tons do notspccy dn scntcy sd sch, th n p-vwd sch mks th

conncton c y xpssy ncopotn th NCLB dnton o scntcy sd sch.Athoh dctos w not to nd w-contod scntc stds to ddss vy ssn dcton pctc, thy shod ctny y on sch stds to th xtnt tht thy v-

. An xtnsv sch s o ths typ xsts o y dn; stdnts wth dn ds-ts, spcy dysx; nd ncsny, o dn comphnson nd vocy. Fth

nomton on how to dnty scntc sch-sd pctcs cn ond n Identiying andImplementing Educational Practices Supported by Rigorous Evidence: A User-Friendly Guide, whchs pshd y th U.S. Dptmnt o Edcton nd v onn.

Evdnc-sd s od tm thn scntc sch-sd. s tm ncds th

knds o stds mntond ov, t t so ncds oth knds o dt, sch s tchncydqt schoo nd dstct dt on th ov ctvnss o th th ts n th th-

td SRBI/RI mod, s w s dt on stdnts poss dn ntvntons. Edctosshod consd sch dt s w s pshd scntc stds. Fo xmp, s ndctd n

Connecticuts Framework or RI(Connctct Stt Dptmnt o Edcton, 008c), t st 80pcnt o I stdnts n schoo shod mtn mpotnt nchmks n domn nod o co n dcton pctcs n tht domn to dmd ctv. I schoo hs

tvy nms o stdnts n d o nn dsts n th o mth-mtcs, t dt om I show tht ony 0 pcnt o n dcton stdnts mtn

mpotnt nchmks n mthmtcs, thn ths dt ndct tht co dcton pctcsn mthmtcs not dqt o mny stdnts nd shod mpovd. nchmk

dt wod so sst tht ppopt nstcton cod not ssmd o stdnts do vton o spcc nn dsty n th o mthmtcs. Sch systmc ss

dn nppopt nstcton shod consdd s pt o comphnsv vtont shod not vwd s n tomtc -ot tht wod poht n ndvd stdnt

om mtn ty ct s stdnt wth poss nn dsty.Anoth v st o socs o dctos ncds vdnc-sd synthss, sch

s thos o th Nton Rdn Pn (000), th Nton Ey Ltcy Pn (008), thNton Mthmtcs Advsoy Pn (008), nd Writing Next(Ghm nd Pn, 007). ssocs smmz sch ndns om vty o ndvd stds tht mt spcc

mthodooc ct, nd wttn wth n y towd pocy commndtons nd m-pctons o dcton pctc. Most o ths pots v onn. Mny oth s

w-sd socs xst o dctos ntstd n dntyn scntc sch-sd pc-tcs nd ntvntons, sch s thos o th Fod Cnt o Rdn Rsch,th Cnt on

Instcton,th Nton Cnt o Lnn Dsts,nd th Nton chnc AssstncCnt on Postv Bhvo Intvntons nd Sppots,to nm ony w.

Gvn tht ccss to scntc sch-sd ntvntons my scc o vn nonxs-tnt n som domns o t ctn d vs, IDEA povds dstcts wth som ttd n

vyn tht th svcs o ntvntons dntd y PP o s wth ptc stdnt dmd ppopt. In spons to th opton mnn o scntc sch-sd o

p-vwd sch-sd (PRR) pctcs n ton to povdn ppopt pcdcton (FAPE) to stdnts, th Oc o Spc Edcton Poms (OSEP) cd n

th Anyss o Commnts nd Chns to th 006 Fn IDEA 00 Rtons (*NOE:Te language in the Analysis o Comments and Changes to the 2006 Federal Regulations that is citedthroughout this document has no legal impact but does provide an analysis o certain important points

Resources or iden-tiying scientifc

research-based

practices and

interventions:

Florida Center for

Reading Research:

http://www.fcrr.org

Center on

Instruction: http://

www.centeronin-

struction.org

National Center

for Learning

Disabilities: http://

www.ncld.org

National Technical

Assistance Center

on Positive

Behavioral

Interventions and

Supports: http://

www.pbis.org

For urther inorma-tion on how to

identiy scientifc

research-based

practices, see:

http://www.ed.gov/

rschstat/research/

pubs/rigorousevid/

rigorousevid.pd.
http://www.pbis.org/http://www.ncld.org/http://www.centeroninstruction.org/http://www.centeroninstruction.org/http://www.fcrr.org/http://www.pbis.org/http://www.pbis.org/http://www.ncld.org/http://www.ncld.org/http://www.centeroninstruction.org/http://www.centeroninstruction.org/http://www.centeroninstruction.org/http://www.centeroninstruction.org/http://www.fcrr.org/http://www.fcrr.org/http://www.ed.gov/rschstat/research/pubs/rigorousevid/rigorousevid.pdfhttp://www.ed.gov/rschstat/research/pubs/rigorousevid/rigorousevid.pdfhttp://www.ed.gov/rschstat/research/pubs/rigorousevid/rigorousevid.pdfhttp://www.ed.gov/rschstat/research/pubs/rigorousevid/rigorousevid.pdfhttp://www.ed.gov/rschstat/research/pubs/rigorousevid/rigorousevid.pdfhttp://www.ed.gov/rschstat/research/pubs/rigorousevid/rigorousevid.pdfhttp://www.ed.gov/rschstat/research/pubs/rigorousevid/rigorousevid.pdfhttp://www.ed.gov/rschstat/research/pubs/rigorousevid/rigorousevid.pdf


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2 | Increasing Capacity | Families as Partners

rom the ederal agency charged with ensuring compliance with Part B o IDEA, the Oce o SpecialEducation Programs [OSEP]) tht ths tms do not mn tht th svc wth th tstody o sch s th svc ncssy qd o chd to cv FAPE. Lkws ths nothn n th Act to sst tht th o pc ncy to povd svcs sd on

[scntc sch] wod tomtcy st n dn o FAPE (Federal Register, 71[6],Ast , 006, p. 666). OSEP th sttd n th Anyss tht dstcts cod sct nd

s mthods tht sch hs shown to ctv, to th xtnt tht mthods sd on p--vwd sch v. . . [nd] I no sch sch xsts, th svc my st povdd, th IEP m dtmns tht sch svcs ppopt. A chd wth dsty s nttd

to th svcs tht n hs o h IEP whth o not thy sd on p-vwd sch(Federal Register, Ast , 006, p. 666).

Onc dctos hv dntd ppopt co pctcs nd ntvntons, mpmntnthm wth dty s ctc. Fdty o mpmntton mns tht co pctcs nd ntvn-

tons dvd n th mnn thy w dsnd nd ntndd to sd. A wttn xps-son ntvnton tht ws hhy ctv n sch stdy my compty nctv ,

o xmp, th sqnc o nstcton s td o th tm qmnts o th ntvnton not mt. Appopt mtchn o ntvntons to ndvd stdnt nds so s vt. A

mth ntvnton tht ss mnptvs to dvop concpt ndstndn mht hhyctv o stdnt wth concpt wknsss n mth, t not o concpty ston

stdnt whos pmy dcty nvovs tomtc c o cts. Fdty o mpmnttonnd ppopt mtchn o ntvntons ctc not ony o stdnts ndon tdntvntons, t so o stdnts cvn spc dcton svcs.

m Prr

Schoos p th wds o my nvovmnt whn thy n n ndn son nd po-ctv os o ms n hpn to mt stdnt nds. ntnt nd st pctc o schoo

ssssmnt, dntcton, nd ntvnton ncopots th ncson o pnts nd oth

my mms cosy nvovd wth stdnt. Otn t s sd tht th schoo hs dstnctsponsty to nom pnts o nstnc, nom thm ot th pocd sdsto potct th chds ht to spc dcton, th vocy o ssssmnt, nvovmnt n n dcton ntvnton pocss, dt cocton nd ts s, nd th chds poss

nd how t s n montod. Howv, dctos shod o yond my nomn pnts.y shod so ncopot knowd om pnts nd oth vnt my mms s w

s th nyss o th chds nn, whch otn povds cc nd nq nomtono dstcts to s n th SRBI pocss nd n th dntcton o spcc nn dsts.

Dn poss monton, dctos shod psnt dt to ms n oth phc ndnmc omts thy cn ndstnd sy nd shod ct ms vws ot th stdnts

poss o ck tho. Dt sppd to ms shod so nc xpctd d v

nchmks so pnts my tt ndstnd wh th chds sks n ton to d-v xpcttons. Fms shod thy pt o, not ony th cpnts o, th montono stdnts poss.

icrg Cpcy Ky acmc dom

In th ky cdmc domns o dn, mthmtcs nd wttn xpsson, schoos cn tk

som sc stps to ncs th cpcty to mt stdnts nds. Fst, schoos shod nsth I ccms nd cssoom nstcton ddssn dqty th mpotnt

comptncs n domn. Fo xmp, n dn, ccms nd nstcton shod ddss


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2 | Increasing Capacity | Increasing Capacity in Key Academic Domains

wod dcodn sks, ncy, vocy nd comphnson; n mthmtcs, ccton sks,concpts nd pom sovn; nd n wttn xpsson, sc wtn sks sch s hndwtn

nd spn, s w s contnt, onzton o wtn, nd vson nd dtn pocsss. In ths domns, th spcc comptncs tht mpotnt tnd to sht coss ds. Fth

nomton ot d-v xpcttons n ths s cn ond on Connctct SttDptmnt o Edcton W st; s spcy th sts o K-8 d v xpcttons (GLEs),

s w s CSDE docmnts sch s Connecticuts Blueprint or Reading Achievement(ConnctctStt Dptmnt o Edcton, 000); Beyond the Blueprint(Connctct Stt Dptmnto Edcton, 007); ndA Model or Mathematics Curriculum or Grades PreK-8(ConnctctStt Dptmnt o Edcton, 008).

Scond, co n dcton nstcton (.., I nstcton) n spcc cdmc com-ptncs shod oth xpct nd systmtc. Expct mns tht stdnts not xpctdto n sks my om xpos; sks cy xpnd o modd, nd stdnts ttn-

ton s dwn to mpotnt ts o n xmp o dmonstton. Systmtc mns thtsks tht n pnnd, ppopt sqnc nd stdnts vn scnt oppotn-

ts to pctc sks tht thy hv n tht. Instcton shod so scodd to cttth stdnts ty to d on po knowd nd ntnz nw nomton.

d, to ntvn sccssy wth stn stdnts, schoos shod ccty pnpontth spcc dcts xpncd y ptc stdnt. Fo xmp, poo pomnc n

mth pom sovn mht stm om dcts n ny o o th oown: poo mthsonn (.., dcty dcdn on th coct opton to s), dcty dn th po-

m, mttons n vocy knowd (.., not known th mnn o mth-td wodssch sproduct), o poo ccton sks. Wthot cct pnpontn o spcc dcts,dctos cnnot ppopty mtch n ntvnton to stdnts nds. s pnpontn mysomtms q dnostc ssssmnts o th stdnts nctonn n th domn o wknss.As dnd n Connecticuts Framework or RI(Connctct Stt Dptmnt o Edcton,008c) dnostc ssssmnts ddton ssssmnts sd oth y n dctos ndspcsts to cy nd tt th nds o ndvd stdnts whn th nomton povdd

y oth typs o ssssmnts, sch s nvs common ssssmnts [scnns], s not s-cnt o too od (p 6) nd not to consd wth ssssmnts tht mht sd

dn comphnsv vton to dtmn ty o spc dcton. Fo xmp,o n hth-d xpncn dcty wth wttn xpsson, dnostc ssssmnts mht

xmn s sch s sc wtn sks (.., hndwtn, spn, sntnc stct), qtynd onzton o contnt, nd s o pnnn, vson nd dtn pocsss. Inomton

om th dnostc ssssmnts ns ppopt ttn o th wtn ntvnton. I thstdnts pmy dcts nvov onzton o contnt nd s o vson nd dtn

pocsss, th ntvnton shod ocs on thos s th thn on hndwtn o spn.Fthmo, PP vnty dtmns tht comphnsv vton s ncssy to

dtmn ty o spc dcton svcs, dtd dt om dnostc ssssmnts cncontt v nomton.

Bow som ddton wys o schoos to ncs cpcty, spccy n dn,

mthmtcs nd wttn xpsson. s cdmc domns, s w s o n, mocosy xmnd ow cs stdnts ck o chvmnt n ths s s ncssy

componnt to dtmn stdnts ty o spc dcton d to poss nndsty. IDEA 00 dnts ht spcc s tht mst xmnd dn th -

ty dtmnton o spcc nn dsty: dn dcodn, dn ncy, dncomphnson, wttn xpsson, o xpsson, mthmtcs ccton nd mthmtcs

pom sovn, and listening comprehension.

Reading. A cnt sch synthss, Developing Early Literacy: Te report o the National

Connecticut State

Department of

Education Web site:

http://www.sde.

ct.gov
http://www.sde.ct.gov/http://www.sde.ct.gov/http://www.sde.ct.gov/http://www.sde.ct.gov/


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Early Literacy Panel(008), ocsd on my tcy poms, pschoo nd kndtnnstcton pctcs, nd ntvntons dn chdns st ys, th to kndtn.

s pot concdd:

Te code-ocused instructional eforts reported statistically signicant and moderateto large efects across a broad spectrum o early literacy outcomes. Code-ocused

interventions consistently demonstrated positive efects directly on childrensconventional literacy skills. Book-sharing interventions produced statisticallysignicant and moderate-sized efects on childrens print knowledge and orallanguage skills, and the home and parent programs yielded statistically signicantand moderate to large efects on childrens oral language skills and general cognitiveabilities. Studies o preschool and kindergarten programs produced signicantand moderate to large efects on spelling and reading readiness. Finally, language-enhancement interventions were successul at increasing childrens oral languageskills to a large and statistically signicant degree. ogether, these ndings suggestthat there are many things that parents and preschools can do to improve the literacydevelopment o their young children and that diferent approaches inuence thedevelopment o a diferent pattern o essential skills. (page ix)

Nton Rdn Pn pot, eaching Children to Read(000), mphszd th mpo-tnc o ddssn v ctc componnts o dn n th pmy ds:

phonmc wnss wnss o nd th ty to mnpt phonms, o spchsonds, n spokn wods;

phoncs th ty to s knowd o tt sonds nd common tt pttns todcod nm wods;

ncy th ty to d txt not jst ccty, t so qcky nd wth s;

vocy knowd o th mnn o wods; nd

comphnson ndstndn wht hs n d o hd.

IDEA 00 stts tht stdnt my not dtmnd to stdnt wth spccnn dsty th s ck o ppopt nstcton n dn, ncdn ths ssnt

componnts o dn nstcton tht dnd n scton 09() o th Emnty ndScondy Edcton Act (ESEA) so known s NCLB ( CFR 00.06()()(); 0 USC668 08(c]). Accodn to Connecticuts Blueprint or Reading(Connctct Stt Dptmnto Edcton, 000) pmy d dn ccm tht povds sk, xpct, systmtcnstcton n ths v s cn do t d to pvnt dn poms n mny stdnts.

Byond Gd , nomy chvn ds no on q nstcton n phonmc w-nss, nd yond Gd , nomy chvn ds no on q sc phoncs nstcton

(thoh thy my q som contnd nstcton n ppyn stct nyss to d

mtsyc wods). Howv, stn ds my nd nstcton n phonmc wnssnd sc phoncs sks w yond Gd . In sch css, t s mpotnt to condct ssss-mnts tht tt ths s, sstnttn th nd o ntvnton nd povdn nstcton

nd ntvnton tht mt ndvd stdnt nds. Espcy s stdnts dvnc nto thmdd nd pp mnty ds, Beyondthe Blueprint: Literacy in Grades 4-12 and Across theContent Areas(Connctct Stt Dptmnt o Edcton, 007) nots tht xpct tch-n o vocy nd n o comphnson stts vt to n stdnts to mt

dmnds o ndstndn th mo sophstctd txts sd t ths d vs.Acoss th K- d n, sch ssts tht th pttns o dn dcts

common (Bdn, 999; Ctts, Hon, nd Ado, 00; Lch, Scooh nd Rsco, 00;


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s Sp-Swn, 00 o dscsson o th pttns n ton to stdnts ConnctctMsty st pomnc):

Spcc wod dcodn dcts, chctzd y dcty wth phoncs sks ndotn ccompnd y poo phonmc wnss; th stdnt hs -ppopt o

vocy nd o comphnson o n;

Spcc dn comphnson dcts, chctzd y poo dn comphn-son dspt th ct tht th stdnt hs -ppopt phonmc wnss nd pho-ncs sks; nd

Mxd dn dcts, chctzd y dcts wth phoncs sks nd otn wthphonmc wnss, t so y dn comphnson poms tht xcd wht cn ccontd o y poo wod dcodn; o xmp, stdnt my hv to com-

phndn txt vn whn h o sh cn d th wods w.

Gn dcton ntvntons shod ppopty tt th nds o stdnts wth

dn dcts. Stdnts wth spcc wod dcodn dcts typcy q xpct,systmtc tchn o phoncs, nttd wth phonmc wnss nstcton th stdnt hs

wknss n tht . Stdnts wth spcc dn comphnson dcts q xpcttchn o th ptc wknsss n th domn o comphnson. Exmps o posswknsss n th domn o comphnson ncd mtd knowd o vocy, ck o

ndstndn o txt stct, dcts wth sntnc stct, mtd ckond know-d, o dcty mkn nncs. Stdnts wth mxd dn dcts q oth typs

o ntvnton, n phoncs/phonmc wnss nd n th spcc comphnson nds.A ths pttns o dcty my ccompnd y poo ncy o dn, whch s sow

o od dn o txt wth poo posody. Posody s to th s o ppopt ntontonnd phsn (.., pss t comms o pods) n o dn. Poo ncy cts dn on

comphnson, tnds to dc stdnts motvton to d, nd mks t dct o stdntsto mt pp d v dmnds nvovn hh vom o dn. I stdnt hs poo -

ncy, tht nd so shod ddssd thoh ncy-dn ntvntons (Hdson, Ln

nd Pn, 00).

Written Expression. Mny smts cn dwn twn dn nd wtn, ndhpn stdnts to mk nks twn th two s mpotnt (Shnhn, 009). Fo nstnc,

n nn ot dnt typs o txt stct, sch s ntv vss xpostoy wtn,txts tht stdnts d cn sv s s mods o th wtn; n wtn ot txt thy

hv d, stdnts my so dvop th comphnson sks. Fthmo, dn nd wt-tn xpsson dw pon mny o th sm ndyn n ts, sch s phonoocpocssn, vocy, nd syntctc comptnc.

Howv, wttn xpsson s not my th nvs o dn (Bnn, Aott, Jons,God, Andson-Yonstom, Shmd, nd Ap, 006; Ftzd nd Shnhn, 000).

Rth, skd wttn xpsson s contvy ot, dmndn ctvty tht nvovs om typ o commncton podcd n th snc o stn. A convnnt dstncton n

wttn xpsson dstnshs sc wtn sks, somtms cd tnscpton sks, omtxt nton (Bnn nd Amtmnn, 00).

Bsc wtn sks nvov hndwtn o kyodn, spn, mchncs o wtn (..,cptzton nd pnctton), nd sntnc stct (.., wtn compt, mmtc

sntncs). xt nton s th tnston o ds nto n. Pt noth wy, txt n-ton s th nton o contnt (txt) on th p. It qs tnstn ons ds nto n-

t th v o ndvd wods (.., sn ppopt vocy), sntncs (.., wtnsntncs tht xpss th thos mnn cy), nd xtndd dscos (.., dvopn thoht, pot, o mnt coss mtp sntncs nd pphs). Fnt sc wtn sks


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cn hp to sv s ondton o wttn xpsson. Wknsss n ths sks cn ct dn on stdnts ts to nt txt nd cn mp th motvton to wt (Ghm nd

Pn, 007).Som common chctstcs o stn wts (Bnn nd Amtmnn, 00; Ghm

nd Pn, 007) :

poo hndwtn;

poo spn (whch my ssoctd wth wod dcodn poms n dn);

poo s o sc mchncs (.., cptzton o pnctton);

dcts wth txt-nton spcts o wtn sch s poo wod choc, ck ooton o dt, poo onzton o contnt, nd ck o cty (whch som-tms, t not wys, ssoctd wth o n wknsss sch s mttons n

vocy o mmtc wknsss);

to s pnnn pocss n wtn;

ctnc to vs nd dt wtn, dcty conzn os, o ck o knowdo how to coct os; nd

ck o motvton to wt (otn cs th pocss o ttn ds on pp s p-cvd s oos).

ppoch to wtn tkn y stdnts wth nn dsts otn ocss on n-

tn contnt t ncds tt pnnn, monton nd vtn: Ltt ot s md tovt o wok [ths] ds o to consd th constnts mposd y th topc, th nds

o th dnc, o th onzton o txt. stn composton s ny st otopc-td ds th thn cohnt dscsson o xmnton o th topc (Ghm nd

Hs, 00, p. ). Anoth chctstc o wtn o stdnts wth nn dsts s owpodcton. Ghm nd Hs (00) povd td sons: dcty sstnn th wtn

ot, to ccss wht s known ot topc, nd dcty wth th pocss o ntn

contnt d to ntnc o th mchncs o wtn. pvosy ctd stds, s w s oths, sppot th nd o n dcton nstc-

ton n th od s o wttn xpsson:

sc wtn sks, ncdn hndwtn, kyodn, spn, cptzton, pnc-tton, nd sntnc stct;

txt nton, tht s, contnt spcts o wtn nvovn tnstn ons ds nton (.., s o vd nd ppopt vocy; oton o dt; nd thqty, cty nd onzton o ds); nd

xctv pocsss nvovn pnnn, vson, nd dtn o wtn.

As n oth cdmc domns, ntvntons o wttn xpsson shod ppopty

tt th nds o th stn wt. In ddton, dctos shod conz th o thtwknsss n sc wtn sks cn py n stdnts oss o motvton to wt. In mt-n-

yss o stds dsnd to mpov th wtn o stdnts wth nn dsts, Gstn ndBk (00) dntd th componnts o wtn ntvntons tht contt to mpovd

otcoms: ) dhn to sc mwok o pnnn, wtn, nd vson; ) xpcty tch-n ctc stps n th wtn pocss, sch s txt stcts; nd ) povdn qnt d-

ck, dd y th nomton xpcty tht, ot stnths, mssn mnts, nd ovwtn qty.

Exctv conto pocsss dn pnnn, onzton, vson nd dtn, py ctc o n sccss wtn podcton. Ghm, Hs nd Onhos (007) dnt


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vos spcts o xctv ncton td to wtn: nyss (.., dnn th pom ndmnts o wtn tsk), dcson mkn nd pnnn (.., sttn o, xpon pos-

s ppochs, dvsn pn o cton), xcton nd coodnton o mnt nd ctvsocs (ncdn motvton nd mmoy), ttnton conto (.., sstnn ot nd

nhtn ntn thohts nd hvos), nd x dptton. Fth, Ftch t .(00) concd, Rctn th co contv mpmnt n xctv nctons tht chct-

z mny stdnts who st wth composn, tchn chdn xpct stts o compos-n tht ocs on pom-sovn, pnnn, nd s-ton n th contxt o wtn ds tompovmnt n wttn xpsson (p 8).

In th y ds, modst mont o tm dvotd to xpct nstcton n hndwtnmy hp to vod wttn xpsson poms t (Bnn, 00; Ghm, Hs nd Fnk,

000). Ey hndwtn nd spn nstcton shod nttd wth nnn dnnstcton; o xmp, s stdnts nn how to om tts n hndwtn, thy cn

so nn th sonds o th tts. At d vs, ncdn th pmy ds, wtnnstcton shod ncd th txt nton spcts o wtn, th s o pnnn nd vson

pocsss n wtn, wtn o njoymnt, nd dvopmnt o wtn knowd sch s thd o wtn o n ntndd dnc o ppos.

Byond th mnty ds, nomy chvn stdnts sy nd tvy ssttnton to sc wtn sks nd tvy mo ttnton to th oth spcts o wtn

mntond ov. Howv, ths my not t o stdnts wth nn dsts n dos-cnc. Dn ths tm, schoo my spcy chnn s doscnts cd wth mocompx wtn tsks nd t dmnds o ndpndnt wok, wh vson to wtn my

hv ncsd. Expostoy wtn ntnss n th scondy ds nd ts dmnds my ptcy notwothy o th stdnt wth spcc nn dsty (Ent, Okoo nd

M, 009; Hnck, 00).It s mpotnt to v ttnton to th s o tchnooy n wtn, ncdn kyodn

sks, spn nd mm chcks, nd sotw poms tht ssst n th onzton ndnton o contnt, spcy s stdnts dvnc nto th scondy ds. chnooy cn

ctt vson nd dtn, nd ssst n dvopn sks ssnt to sccss n postscondydcton o th wokpc. McAth (006) nots tht sch os sppot o th s

o som oms o tchnooy to hp stdnts wth LD nd oth stn wts compnsto poms wth sc tnscpton (p ). Howv, h mphszs th nd o cton

n th s o ssstv tchnooy: Whth nw too ncss o dcss th ov dno wtn dpnds on th cpts o th ndvd stdnt, th tnn povdd, ndth dmnds o th sttn (p ). Oths so voc ths cvt (.., Ftch t ., 007;

Bnn nd Amtmnn, 00). Rsch ndns dn th ccy o tchnooy wth st-dnts wth nn dsts contn to m. McAth (006; 009; 009) tts

th postv cts o th s o wod pocssn wth stn wts nd sch sppotnth nt o wod pdcton nd spch conton ppctons o som stdnts.

Mathematics. Nton Conc o chs o Mthmtcs (000) dntd sxpncps mpotnt n mthmtcs dcton: ) qty mth s o stdnts, dsso pson chctstcs, ckond, o physc chns; ) ccm mth shod

vwd s n nttd who, s opposd to sotd cts to nd o mmozd; c) tch-n ctv mthmtcs tchn qs dp ndstndn o mth, ndvd stdnt

dvopmnt, nd how chdn n mth; d) nn stdnts w n mthmtcswth ndstndn thoh csss tht pomot pom sovn, thnkn nd sonn, nd

connctn nw knowd to xstn knowd n mnn wys; ) ssssmnt ssss-mnt o stdnt pomnc, owth, nd ndstndn v vd tchnqs (.., potoos,

mth ssssmnts mddd n -wod poms) tht sppot nd nsh s nomton


28/114


to oth tchs nd stdnts; nd ) tchnooy ctonc tchnoos sch s cctosnd compts ssnt n tchn, nn nd don mth y povdn oppotnts o

xpoton nd concpt psntton.A cnt vdnc-sd sch synthss y th Nton Mthmtcs Advsoy Pn

(008) mphszd th mpotnc o nsn tht stdnts dqty ppd o sccssn n t mdd schoo o y hh schoo, cs s dmonst twy

to t chvmnt (p x) s w s to t mpoymnt nd nns. In th vw o thsmth pn: A mjo o o K-8 mthmtcs dcton shod pocncy wth ctons(ncdn dcms, pcnt, nd ntv ctons), o sch pocncy s ondton o

nd, t th psnt tm, sms to svy nddvopd. Pocncy wth whonms s ncssy pcso o th stdy o ctons, s spcts o msmnt nd

omty. s th swho nms, ctons, nd ptc spcts o omty ndmsmnt th Ctc Fondtons o A (p xv). pns oth commn-

dtons ncd th oown:

mthmtcs ccm n pkndtn-Gd 8 shod stmnd ndshod mphsz w-dnd st o th most ctc topcs n th y ds.

Us shod md o wht s cy known om oos sch ot how chdn

n, spcy y conzn ) th dvnts o chdn n hvn ston stt; )

th mty nocn nts o concpt ndstndn, pocd ncy, ndtomtc (.., qck nd otss) c o cts; nd c) tht ot, not jst nhnt

tnt, conts n mthmtc chvmnt.

Instcton pctc shod nomd y hh-qty sch, whn v, ndy th st posson jdmnt nd xpnc o ccompshd cssoom tchs.Hh-qty sch dos not sppot th contnton tht nstcton shod th

nty stdnt cntd o tch dctd. Rsch ndcts tht som oms optc nstcton pctcs cn hv postv mpct nd spcd condtons.

(ps x-xv).

Rsch n th o mthmtcs nd mthmtcs dsts, wh not s xtnsv sn th o dn, contns to ow nd th sts pomsn o dctos who mstdsn nstcton nd ntvntons o stdnts. Fo xmp, stdy o t-sk st-ds

tht xmnd th pvnton nd dntcton o mthmtcs dsts concdd tht st-d ntvntons cn ctv n pomotn ston mth otcoms o stdnts (Fchs,

Compton, Fchs, Pson, Bynt nd Hmtt, 00). Bk, Gstn nd L (00) xmnd stds nvovn stdnts wth vty o mthmtcs dcts. y ond o ntvn-

tons tht w ssoctd wth mpovmnt n mth chvmnt: ) povdn dt on stdntpomnc to tchs nd to th stdnts thmsvs; ) stctd, p-ssstd nn

ctvts; c) povdn dck to pnts on stdnt chvmnt; nd d) xpct tchn omth concpts nd pocds.

Common dcts n mthmtcs ncd th oown:poo tomtc c o sc cts, sch s ddton cts o mtpcton ts;

poo knowd o othms (wttn pocds) o mtdt ccton, sch sddton wth opn o on dvson, s w s ck o ncy n pomn thswttn pocds;

dcty wth mth-td n, sch s mnns o common mth tms (..,

equal, product, numerator, rhombus) o th n o wod poms (.., known thmnns o wods sch s reduceo expand);

difculty understanding basic concepts such as the base ten system or raction concepts; and


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2 | Increasing Capacity | From the Elementary Level to the Secondary Level

9

dcty sovn wod poms.

Mth ntvntons shod ddss th spcc nds o stn mth stdnts. Expct,

systmtc tchn o sks n stdnts wk s, wth oppotnts o pctc nd cm-tv vw o nd sks, s mpotnt. Fo concpt dcts nd dcts wth pom

sovn, th s o vs psnttons sch s mnptvs o pcts so s xtmy hp-

(Bk t ., 00; Fchs nd Fchs, 008).

rom h emry lv o h scory lv

Dn th mdd schoo nd hh schoo ys, stdnts c nmos chns n

nottn th tnston om mnty to scondy schoo contxts. Fst, stdnts mstdjst to stct dncs sch s swtchn cssooms o nstcton y mtp tchscoss dnt dscpns. Moov, mtp tchs otn d to ncss n th vom

o wok. Scond, tnston om th nhohood schoo to cntzd octons otn nt-pts ontdn ndstndn o stdnt chctstcs y dctos. d, tcy coms

ss nd ss pt o th n dcton ccm t th mdd nd hh schoo vs. As

contnt nn coms th cnt ocs o nstcton, stdnts who ck ondton sksnd stts n to th hnd. Fny, cnt chctstc o scondy schoos s sstnt ncs n th cdmc, soc, xctv nd motvton dmnds on stdnts,

ncdn sncnt sht n th nt nd pc o contnt-sd nstcton (Mstop ndScs, 00). Indvdy o coctvy, ths chns my xct ndyn chv-

mnt poms o stdnts o my cs chvmnt dcts to m n stdnt who hsnot pvosy mnstd dcts.

Addtony, physooc chns copd wth ncsd p psss nd th nd osoc ccptnc my compt stony wth stdnts ttnton to cdmcs. It s common tos dcn n stdnts cdmc pomnc d to soc, ttnton, homwok compton

nd/o onzton poms. Gn dcton t th mdd nd hh schoo vs shodddss ths common poms o stdnts thoh th oown knds o mss:

hndn homwok ssnmnts n nom mnn thohot schoo dnnd/o dstct;

tchn not-tkn sks xpcty t spcd d v, wth contnd, consstntdct ppcton, monton nd sppot o th dvopmnt o thos sks thoh-

ot ssqnt d vs;

chn onzton nd stdy sks xpcty t spcd d v, wth contn-d, consstnt dct ppcton, monton nd sppot o th dvopmnt o thossks thohot ssqnt d vs;

tchn kyodn nd compt sks dcty;

mkn compts nd oth tchnooy v n cssooms o spontnos s;

mkn ssstnc n th ov s v o stdnts ndn ddton pctc oth xpnton; nd

nsn tht ots md to ctvy nvov stdnts n th nn pocss to n-cs motvton nd nmnt (Gth nd Hmnck, 00).

Athoh SRBI shs common componnts t th mnty nd scondy vs (..,nvs scnn, td ntvntons), mdd nd scondy schoos shod py spc ttn-ton to th oown n mpmntn n SRBI mwok:

octon o st wth xpts n spczd nstcton s constnts, cootos


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2 | Increasing Capacity | From the Elementary Level to the Secondary Level

0

nd mpmnts coss mtp ts;

contnos posson dvopmnt to mt stdnt nds coss mtp ts o n-stcton wthot wtn down th ccm;

c mpmntton o schoowd contnm o tcy nstcton to mt thnds oallns n th schoo, ncdn mthods o ddssn contnt t-

cy;

chns n nstct tht sppot cooton twn tchs, dmnsttos,nd st twn d vs nd coss contnt s;

c monton t oth th cssoom nd dn v o vtons n ntnsty onstcton nd nth o tm stdnts spnd t ch t o nstcton; nd

cton o tm to mn schoowd stdnt cdmc nd hvo dt onstcton nd pcmnt dcson mkn, ncdn od n o stkhods

(.., dmnsttos, n nd spc dctos, commnty psntton). sop mht so coodnt nn dn, wtn nd mthmtcs ssssmnts, s

w s nchmk ssssmnts (typcy vn vy nn wks) o sjct s so

th s consstnt, schoowd mthod o ssssn poss on n onon ss.

Fo Ensh n ns t th scondy v, cqston o th cdmc nndd o sccss t dvncd vs o schoon my tk sncnty on thn cqs-

ton o convston Ensh (Ast nd Hkt, 998). Acdmc n ncds not onyknowd o ndvd vocy wods, t so th ty to n n spokn nd wttndscos on vn tchnc topc; o nstnc, n to comphnd wod pom n

mthmtcs nd xpn ts soton. D to mttons n Ensh cdmc n, Enshn ns my nd th dn comphnson, mthmtcs nd wttn xpsson d-

mnds t th mdd nd scondy vs chnn, spcy thy hv ony cnty sttdto n Ensh. Adqt I dntton o nstcton nd xpct tchn o cdmc

n nd vocy, ptcy n contnt s, s ctc o ths stdnts.

TQ Research and Policy Brief on Teacher Preparation for Response to Intervention in Middle and High

Schools - (http://www.tqsource.org/publications/September2009Brief.pdf)

RTI in Secondary Schools: A Review of the Literature (http://cecblog.typepad.com/rti/2009/01/rti-in-

secondary-schools-a-review-of-the-literature.html)

Many useul web-based resources exist or educators interested in applying scientifc research-based

practices and interventions (RTI/SRBI) at the middle and high school levels, including but not limited to:

Carnegie Corporation Time to Act: An Agenda or Advancing Adolescent Literacy or College and

Career Success (http://carnegie.org/fleadmin/Media/Publications/PDF/tta_Main.pd)

Center on Instruction adolescent literacy - (http://www.centeroninstruction.org/)

Florida Center for Reading Research Reading Assessment at the Middle and High School -

(http://www.fcrr.org/assessmentMiddleHighSchool.shtm)

Meeting the Needs o Signifcantly Struggling Learners in High School: A Look at Approaches to Tiered

Intervention (http://www.betterhighschools.com/docs/NHSC_RTIBrie_08-02-07.pd)

National Center on Response to Intervention (http://www.rti4success.org/)

RTI Action Network (http://www.rtinetwork.org/high-school)
http://cecblog.typepad.com/rti/2009/01/rti-in-secondary-schools-a-review-of-the-literature.htmlhttp://cecblog.typepad.com/rti/2009/01/rti-in-secondary-schools-a-review-of-the-literature.htmlhttp://www.tqsource.org/publications/September2009Brief.pdfhttp://www.rtinetwork.org/High-Schoolhttp://www.rti4success.org/http://www.betterhighschools.com/docs/NHSC_RTIBrief_08-02-07.pdfhttp://www.fcrr.org/assessmentMiddleHighSchool.htmhttp://www.centeroninstruction.org/http://carnegie.org/fileadmin/Media/Publications/PDF/tta_Main.pdfhttp://www.rtinetwork.org/High-Schoolhttp://www.rtinetwork.org/High-Schoolhttp://www.rti4success.org/http://www.rti4success.org/http://www.betterhighschools.com/docs/NHSC_RTIBrief_08-02-07.pdfhttp://www.betterhighschools.com/docs/NHSC_RTIBrief_08-02-07.pdfhttp://www.fcrr.org/assessmentMiddleHighSchool.htmhttp://www.fcrr.org/assessmentMiddleHighSchool.htmhttp://www.centeroninstruction.org/http://www.centeroninstruction.org/http://carnegie.org/fileadmin/Media/Publications/PDF/tta_Main.pdfhttp://carnegie.org/fileadmin/Media/Publications/PDF/tta_Main.pdfhttp://cecblog.typepad.com/rti/2009/01/rti-in-secondary-schools-a-review-of-the-literature.htmlhttp://cecblog.typepad.com/rti/2009/01/rti-in-secondary-schools-a-review-of-the-literature.htmlhttp://cecblog.typepad.com/rti/2009/01/rti-in-secondary-schools-a-review-of-the-literature.htmlhttp://cecblog.typepad.com/rti/2009/01/rti-in-secondary-schools-a-review-of-the-literature.htmlhttp://www.tqsource.org/publications/September2009Brief.pdfhttp://www.tqsource.org/publications/September2009Brief.pdf


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2 | Increasing Capacity | School Climate, Social-Emotional Learning and Classroom Management

schoo Cm, soc-emoo lrg Croom Mgm

Incsn vdnc dmonstts conncton twn pom hvo nd cdmc dc-ts (Ln, OShhnssy, Lmos, Gshm nd B-Fnkn, 00; Nson, Bnn,

nd Gonzz, 00; osn t ., 999). cs tonshps twn hvo nd c-dmc chvmnt compx; pom hvos cn ct stdnts cdmc chvmnt,

t nn dcts cn so ct stdnts hvo, s whn stdnt coms sttdo oss ntst n schoowok tht s ovy chnn. A hthy schoo cmt, tchn o

mpotnt soc-moton sks, sch s ntpson sks, nd postv hvo sppots thtctt ctv cssoom nvonmnts pvntv stps towd dcn potnt o

cdmc dcts.In conton o ths ky tonshp twn hvo/soc-moton nctonn nd

cdmc chvmnt, mny td ntvnton mods, ncdn Connctcts Framework orRI, (Connctct Stt Dptmnt o Edcton, 008c), comn ttnton to oth cdmcnd hvo/soc-moton nds. Connctct Accontty o Lnn Inttvs

(CALI) mod on schoo cmt, Improving School Climate to Support Student Achievement:Creating Climates o Respect,xpnds on th tonshp twn schoo cmt nd cdmcchvmnt y xmnn th mpctons o ddssn schoo cmt n nmnt wth RI/

SRBI. As o Mch 00, th Nton Schoo Cmt Conc sd nw too, th NtonSchoo Cmt Stndds, whch povds stndds-sd ct to th sppot th otso RI/SRBI nd CALI n ths n Connctct dstcts.

Evdnc o ppopt cssoom nstcton s on mpotnt v to consd n thdtmnton o ty o spcc nn dsty. In n-ot ck o ppopt

nstcton, th concpt shod xpndd to ncd not ony tzton o scntc sch-sd nstcton stts, t so mpmntton o ctv cssoom mnmnt pc-

tcs n th cssoom n whch th stts n povdd. In ct, s ttnton to comndtd ntvnton mods o pomotn cdmc nd hvo sccss ncss (Stwt,Bnn, Mt nd Mchnd-Mt, 007), th o o cssoom mnmnt pctcs

towd cttn o hndn stdnt sccss n th cssoom hs ncsd mpotnc n

oth ssssmnt nd ntvnton.A concs vw ssts tht vdnc-sd pctcs n th o cssoom mn-

mnt mht opd nto v sc sstons o st pctcs (s Smonsn, Fnks,

Bsch, Mys, nd S, 008). s sstons ncd:

Maximize structure. Us xpct cssoom otns nd mnmz cowdn nd dstc-tons s mch s poss.

Post, teach, review, monitor and reinorce expectations. Expcttons o hvo ndsoc-moton nn shod postvy sttd, postd n pomnnt octonnd shod tht dcty n th sm mnn s cdmc sks.

Actively engage students in observable ways. Mthods o pomotn ctv nmnt

ncd ncsn th nm o oppotnts tht stdnts hv to spond (..,thoh cho spondn), povdn chocs to stdnts wh s, nd nsntht wok s t n ppopt v o chn (.., not too sy o too dct).

Use a continuum o strategies to acknowledge appropriate behavior. Stts o ncsnds hvo ncd dvn spcc, contnnt ps, mpmntn opcontnncs nd/o tokn conoms, nd constctn hvo contcts.

Use a continuum of strategies to respond to inappropriate behavior. Strategies or decreasingundesirable behavior include delivering specic, contingent error corrections, using dier-

ential reinorcement techniques, implementing response-cost procedures, and time out.

CALI school climatemodule, Improving

School Climate to

Support Student

Achievement:

Creating Climates

of Respect: http://

www.sde.ct.gov/

sde/cwp/view.asp?a=2618&q=321794

National School

Climate Standards

tool: http://www.

sde.ct.gov/sde/lib/

sde/pdf/school_

improvement/bully-

ing/school_climate_

standards_csee-

march_2010.pdf.
http://www.sde.ct.gov/http://www.sde.ct.gov/http://www.sde.ct.gov/sde/lib/sde/pdf/school_improvement/bullying/school_climate_standards_csee-march_2010.pdfhttp://www.sde.ct.gov/sde/lib/sde/pdf/school_improvement/bullying/school_climate_standards_csee-march_2010.pdfhttp://www.sde.ct.gov/sde/lib/sde/pdf/school_improvement/bullying/school_climate_standards_csee-march_2010.pdfhttp://www.sde.ct.gov/sde/lib/sde/pdf/school_improvement/bullying/school_climate_standards_csee-march_2010.pdfhttp://www.sde.ct.gov/sde/lib/sde/pdf/school_improvement/bullying/school_climate_standards_csee-march_2010.pdfhttp://www.sde.ct.gov/sde/lib/sde/pdf/school_improvement/bullying/school_climate_standards_csee-march_2010.pdfhttp://www.sde.ct.gov/sde/lib/sde/pdf/school_improvement/bullying/school_climate_standards_csee-march_2010.pdfhttp://www.sde.ct.gov/sde/lib/sde/pdf/school_improvement/bullying/school_climate_standards_csee-march_2010.pdfhttp://www.sde.ct.gov/sde/lib/sde/pdf/school_improvement/bullying/school_climate_standards_csee-march_2010.pdfhttp://www.sde.ct.gov/sde/lib/sde/pdf/school_improvement/bullying/school_climate_standards_csee-march_2010.pdfhttp://www.sde.ct.gov/sde/lib/sde/pdf/school_improvement/bullying/school_climate_standards_csee-march_2010.pdfhttp://www.sde.ct.gov/sde/lib/sde/pdf/school_improvement/bullying/school_climate_standards_csee-march_2010.pdfhttp://www.sde.ct.gov/sde/lib/sde/pdf/school_improvement/bullying/school_climate_standards_csee-march_2010.pdfhttp://www.sde.ct.gov/sde/lib/sde/pdf/school_improvement/bullying/school_climate_standards_csee-march_2010.pdf


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2 | Increasing Capacity | Intervention and Teacher Assistance Teams

Spcc xmps o how cssoom mnmnt stts mht mpmntd dyv onn.

irvo tchr ac tm

Schoo psonn mst ns tht tntv pocds nd ntvntons n n dctonhv n xpod nd, wh ppopt, mpmntd o stdnt s d to PP

(Rtons o Connctct Stt Ancs, Scton 0-76d-7). Most schoos hv n ntvn-ton/tch ssstnc tm pocss n pc to sppot tchs who ttmptn to ct

chn n stdnts nn. Wthn n SRBI ppoch, dt tms, dnd n ConnecticutsFramework or RI(Connctct Stt Dptmnt o Edcton, 008c) s tms o dctoswho spons o dt nyss nd dcson mkn, nd y ntvnton tms, cnso povd ths typ o sppot. s tms ncton t th v o th dstct, schoo, nd

d (o contnt ) s w s coss d vs n th sm contnt (.., vtc tms).Dt tm mms cn ncd schoo dmnsttos, schoo psychoosts, d/contnt

n dctos, spc dcton tchs, spch nd n pthoosts, vos spcsts

nd oth sppot o hvo/mnt hth psonn. SRBI pocss ncds xmnndt, t so nvovs dsnn ssssmnt, nstcton nd ntvntons nd mkn dcsonst ndvd, schoo nd dstct vs. s tm pocss, dss o th nm o th tm,ns tchs to coot nd sov poms n constctv, co tmosph.

xstnc o w-dnd, ctv tm pocss s ssnt to ns tht stdnt hs ccssto ppopt n dcton ntvntons o to spc dcton s consdd

(Dm, 00).

Wh Rrr o spc eco appropr?

Stdnts cn d o n vton o spcc nn dsty t ny tm, ncdn

dnanyt o SRBI/RI nstcton. stt tons q tht povson sh md o th pompt to pnnn nd pcmnt tm o chdn who hv nsspndd ptdy o whos hvo, ttndnc o poss n schoo s consdd nst-

sctoy o t mn v o ccptnc (s Rtons o Connctct Stt Ancs,Scton 0-76d-7). Stt tons so q tht o stdnt s d to PP,

tntv pocds nd poms n dcton sh xpod nd, wh ppo-pt, mpmntd. Docmntton o sch y ntvnn svcs w qd on th

Mtdscpny Evton Rpot o stdnts sspctd o hvn spcc nn dstyn th 999 stt dns to ssst n n ot tht stdnts dcts w not d to ck

o ppopt nstcton n mth o dn. Howv, SRBI, wh sm to th mpmnt-ton o y ntvnn svcs, s mch mo comphnsv, systmc pocss sd to doc-

mnt stdnts spons to ppopt nstcton nd ntvnton. On wy n whch dtdn tntv pocds nd poms n dcton cn otnd s thoh

dstcts SRBI/RI pocss.Onc schoos mpmntn n ctv SRBI/RI pocss, s most ky w oc-

c t mtp ttmpts t shot-tm, w-ttd, sch-sd ntvntons hv doc-

mntd stdnts ndqt poss n thos ntvntons, wth d oth to th v opomnc nd th t o owth dn ntvntons. Docmntton o ndqt poss

so shod consd nmos ddton ctos yond th ndvd stdnts pomncnd t o owth, s dscssd t nth n sctons nd . Stdnts shod not d to

spc dcton smpy cs thy nd cdmc ssstnc nd spc dcton s th onyvn o xt hp. Schoos shod hv comphnsv nd vdnc-sd n dcton

For examples ofimplementing class

room management

strategies, see:

http://www.inter-

ventioncentral.org

http://www.pbis.org

http://www.

nasponline.org
http://www.nasponline.org/http://www.nasponline.org/http://www.pbis.org/http://www.pbis.org/http://www.interventioncentral.org/http://www.interventioncentral.org/http://www.nasponline.org/http://www.nasponline.org/http://www.nasponline.org/http://www.nasponline.org/http://www.pbis.org/http://www.pbis.org/http://www.pbis.org/http://www.pbis.org/http://www.interventioncentral.org/http://www.interventioncentral.org/http://www.interventioncentral.org/http://www.interventioncentral.org/


33/114

2 | Increasing Capacity | When is Reerral to Special Education Appropriate?

pctcs, dntton o nstcton o ns, nd scntc sch-sd ntvntonstht povd contnm o dcton oppotnts to stdnts s pt o th n dc-

ton pom. Howv, tntvs wthn n dcton hv dmonsttd mnmsts nd tm sspcts tht stdnts nn dcts not d to ck o ppop-

t nstcton, th stdnt shod d o n vton to dtmn ty o spcdcton svcs d to poss nn dsty.

Rdss o whn n th SRBI pocss occs, onc s cvd, thdstct mst convn PP to vw th nd dcd n vton to dtmn -ty o spc dcton svcs s wntd. PP my dtmn tht comphnsv

vton s not ndd. I pnts ds wth ths dtmnton, thy hv th ht to ch-n t omy n vty o wys (s p , Ro nd Rhts o Fms n th Spc

Edcton Evton Pocss).


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3 | Identifcation o a Specifc Learning Disabilityand Determining Eligibility or Special Education

drmg h n or Comprhv evo

Whn stdnt s d to Pnnn nd Pcmnt m (PP) cs spcc n-n dsty s sspctd, th PP mst st vw nomton to dtmn whth comphnsv vton nds to condctd. In mkn ths dcson, th tm shodconsd whth tntv pocds nd poms w mpmntd n dcton.

Som o th qstons th tm shod xpo s thy dcd whth th stdnt shod vtd to dtmn ty o spc dcton:

Hs th stdnt n n n dcton, hd son xpos to th ccm

nd n ctvy nd n nstcton?Wht typs o stts nd ntvntons hv n sd to nstct nd sppot thstdnt? Hv th stts nd ntvntons n sccss? Why o why not? A

th ddton n dcton stts nd ntvntons tht shod n pcnd td o comphnsv vton s consdd?

A th dt to sst tht th stdnt hs cvd ppopt nstcton, ncdnmth nd dn ntvntons wth onon poss monton nd omtv v-ton o spcc sks?

Hv dt n coctd nd vwd to dtmn tht th stdnt hs not mtnchmk xpcttons?

Mht th stdnts nn poms pmy d to vs, hn, o motompmnt, o to dsty oth thn spcc nn dsty? I so, th tm

shod consd commndn n ppopt vton sd on ths concns.

Hs th mpct o th stdnts sococt ckond n consdd? Hs th st-dnt n povdd wth cty vnt nstcton?

IDEA 00 tons q th ot o ck o ppopt nstcton nd doc-mntton tht ndchvmnt s not th son o stdnts sspctd nn dcts;

tho, th PP mst ns tht th stdnt ws povdd ppopt nstcton n dcton sttns, dvd y qd psonn ( CFR 00.09[]).Howv, OSEP

cy stts n th Anyss o Commnts nd Chns to th 006 Fn Rtons tht nRI pocss dos not pc th nd o comphnsv vton (Federal Register,71[6],

Ast , 006, p 667) nd n ct ndcts tht non o th optons o dtmnn thdntcton o spcc nn dsty n th tons, n nd o thmsvs, s th

qmnt o comphnsv vton (p. 668). In dsnn comphnsv v-ton, PP mst vw xstn dt, ncdn ny vtv dt thd dn th SRBIpocss. It s poss tht sd on vw o xstn dt (.., SRBI/RI dt; vson/hn

scnns; sttwd cdmc ssssmnts CM/CAP; ccm sd ssssmnts;), thPP w hv scnt nomton to dtmn stdnt hs dsty nd tho, ths

vw o xstn dt my qy s th comphnsv vton qd o dntctonnd wtn o th ndvdzd dcton pom.


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th Ro Rgh o m h spc eco evo Proc

Pnts nd oth my mms o dts ctn n th pc o ooc o doptvpnt ncdn ndpnt, stppnt o oth tv wth whom th stdnt vs, o n

ndvd who s y spons o th stdnts w to povd dctos ndvtos wth nomton ctc to ndstndn th stdnts ckond s w s h o

hs stnths nd wknsss.IDEA 00 qs tht schoo psonn coct nd consd pnt npt whn dsn-

n n nt comphnsv vton o vton, s w s n th dtmnton o -ty o spc dcton ( CFR 00.0[][], 00.0[][][] & 00.0[][], 00.06[c]

[][]). In dtmnn stdnt hs spcc nn dsty, dstcts qd ndIDEA 00 to docmnt tht ms w povdd wth nomton ot th dstcts SRBI

pocss, ncdn n dcton svcs, ntvnton stts, nd th mont nd nto stdnt pomnc dt tht s to coctd ( CFR 00.[7][]).

Schoo psonn shod noty ms pompty ot ny concns nvovn stdnts

hvo, soc-moton nctonn o cdmc pomnc. Fms shod povddwth contnn nomton ot th stdnts poss on ssssmnts. ohot th SRBI

pocss, ms shod hv oppotnts to ptcpt n tm mtns nd dcson mk-

n ot th stdnts pom, ncdn dcsons ot whth comphnsv vtono spc dcton s wntd. Dn th spc dcton vton pocss, msmst cv dt-sd docmntton tht cts th om ssssmnt o th stdnts

poss dn nstcton ( CFR 00.09[][]) nd how sch dt comp to d vnchmks. s nomton cn otnd om pvos docmntton o y ntvn-

n svcs o om th docmntton o stdnts spons to ppopt nstcton vth Rdn, Wtn, o Mthmtcs Wokshts. wokshts ncdd s pt o th

Mtdscpny Evton Rpot tht s comptd on stdnts d o possnn dsty. Stdnts who ptcptn n comphnsv spc dcton v-ton shod contn to hv ccss to ntvntons thoh n dcton. Whn dctos

tk stps to nom ms ot SRBI tht s dsnd to mpov dcton o stdnts,

sh nomton nd stn nd spond to ms concns, thy cn povd tt d-cton pom o th stdnt nd vod mny potnt poms. Pnt npt s qd

whn th PP s pnnn th nt vton o vton, s w s whn dtmnn

ty o spc dcton svcs. Consdton shod vn to n, ct, c-cssty, nd oth ctos tht my nht thn ths npt nd whch my q dpt-

ton o th ntvw omt o s o n ntpt.Som xmps o nomton tht pnts nd ms cn sppy tht my hp n

pnnn n ppopt vton ncd:

th stdnts dvopmnt hstoy (.., po hstoy o n dy pts th st-dnt t ddd sk o dn dcts);

my dynmcs nd hstoy, ncdn cnt stton tm sch s dvoc odth o my mm;

th stdnts mdc/hth hstoy, ncdn vson, hn, njs, ccdnts, -nsss;

my pcptons o th stdnts spcc stnths nd wknsss;

th stdnts po nn oppotnts sch s ccss to pschoo, ntv nnstcton o ot-o-schoo tton;

th stdnts ct nd nstc ckond nd ts poss mpct on chvmnt,hvo o soc-moton nctonn; nd


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3 | Identifcation & Determining Eligibility | Design o a Comprehensive Evaluation

th stdnts ncton ts n nonschoo sttns (.., ty to compt ssndchos t hom, pomnc n pt-tm jos o scondy stdnts).

As spcd n IDEA 00, ms nd schoo psonn wys hv th ht to stdnt o consdton o ty o spc dcton svcs y qstn n v-

ton tany time, ncdnpriorto compton o n SRBI pocss. PP mst spond to

s y hodn PP mtn to dtmn whth comphnsv vton swntd. Howv, PP my concd, thoh nyss o dt tht docmnts stdntsposs thoh th s o ppopt, tchncy dqt ssssmnts, tht stdnt s

mkn scnt, dqt poss thoh SRBI, nd tht comphnsv spc dctonvton tho s cnty nncssy. Fms thn wod hv th ht to chn thtconcson thoh compnt soton o d pocss hn thy choos. Mdton s

so v s wy to sov ths dspt oth th pnts nd th schoo dstct toptcpt. A PP my so dtmn tht t dnostc pcmnt (.., stctd pc-

mnt o not mo thn ht wks dton wth dnostc os nd ojctvs vwd y thPP vy two wks) s ppopt to ssss th nds o stdnt o whom n IEP my

ndd t o whom th vton s th nconcsv o th dt nscnt to dtmnth stdnts ndvdzd dcton pom (Rtons o Stt Ancs, Scton 0-76d-

()). A dnostc pcmnt s n vton.Unss th pnt nd th dstct mty to xtnd th tmn s ndctd n IDEA,

( CFR 00.09(c)), th nt vton mst condctd wthn 60 cnd dys o -cvn pnt consnt o th vton. I th dstct nd pnt to xtnd th tmn,

th xtnson mst docmntd y th schoo dstct ccodn to th ct on th MtAmnt to Extnd Evton mn o Dtmnn Spc Edcton Ety o

Stdnt wth Spcc Lnn Dsty om, ED 67, n Appndx C. Ps not tht thsmnt my ct th Stt tmn o IEP mpmntton wthn schoo dys o th (Scton 0-76d- o th C Stt Rtons). In ths css, ths mnt pmts n

xtnson to ths qmnt s w.Fo stdnts who ttnd pvt schoos, cht schoos, o hom schood, th pc

schoo dstct condctn th nt vton o vton my nd to

obtain inormation rom parents and teachers about the curricula used and thechilds progress with various teaching strategies . . . inormation rom currentclassroom-based assessments or classroom observations may also need to be used. Onthe basis o the available inormation, the [PP] may identiy other inormationthat is needed to determine whether the childs low achievement is due to a disability,and not primarily the result o lack o appropriate instruction. Te requirements orspecial education eligibility . . . are not afected, and do not difer, by the location orvenue o a childs instruction. (See Analysis o Comments and Changes to the Final Regulations, Federal Register, [], August , , p. .)

o, t s mpotnt tht th PP hs th nomton t nds to ns tht th st-dnts ndchvmnt s not th st o ck o ppopt nstcton.

dg o Comprhv evo

Athoh docmntton o stdnts ndqt spons to ntvnton s qd (s CFR 00.[][7]), n ndvdy dsnd comphnsv vton mst condctd n

od to dtmn stdnts ty o spc dcton s stdnt wth spcc nndsty. Sv schs (Mstop nd Scs, 009; McKnz, 009; Osh, 006)

not tht th non-spons stts dntd dn n RI/SRBI pocss o stdnt who

For more informa-

tion about the eval-

uation timelines,see The Evaluation

Timelines User

Guide at: http://

www.csde.state.

ct.us/public/help/

sedac/Downloads/

Evaluation%20

Timelines%20

User%20Guide%20

V4.1.00.docx.
http://www.csde.state/http://www.csde.state/


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3 | Identifcation & Determining Eligibility | Design o a Comprehensive Evaluation

hs not n sccss wth td ntvntons, n nd o ts, s ncp o dstnshn spcc nn dsty om oth poss css o ow chvmnt. Aon wth oth

posson onztons (.., Conc o Excpton Chdn, 008; Lnn DstyAssocton, 006), thy commnd tht th mpmntton o RI (SRBI) mst ccomp-

nd y th opton to ntt o comphnsv vton t ny tm dn th n-stcton pocss. Essnty, ths d s sppotd n th IDEA 00 tons y spctn

th xpts o th possons nd th pnts who dsnn comphnsv vtonto dtmn whch dt vnt o ty dtmnton o spcc nn dstynd dcton pnnn (Lchtnstn nd Kotz, 007).

o hp ns tht n vton s comphnsv, th PP mst st th npt ommtp socs (.., ms, n dcton cssoom, ccm-sd mss, stn-

ddzd ssssmnts, stdnt cods, osvtons) nd ncd vw o xstn vtondt to dtmn wht ddton dt, ny, ndd to dnty nn dsty,

stdnts nd o spc dcton, nd wt n IEP. Incdd n ths vw mst nyvtv dt thd dn th SRBI pocss s w s oth cdmc nd hvo dt

tht cn sd to ot tht th stdnts nn dcts d to ck o ppop-t nstcton. It s poss tht sd on vw o xstn dt, th PP w hv scnt

nomton to dtmn th stdnt hs dsty nd to dtmn h o hs dctonnds. s vw o xstn dt my qy s th comphnsv vton qd o

dntcton nd wtn th IEP.I vw o xstn dt s not scnt to dnty whth stdnt hs nn ds-

ty, comphnsv vton mst pnnd y th chds pnts nd th mms o

th PP tht ncds, mon oths, th stdnts dcton tch, t st on spc-st qd to condct ndvd stdnt dnostc xmntons (.., schoo psychoost,

spc dcto, spch-n p

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