SLD DETERMINATION: INITIAL REFERRALS

SPECIAL EDUCATION DEPARTMENTAUGUST 23,2012LISA HORTON, LEAD ASSESSMENT SPECIALISTLISD ELIGIBILITY AND EVALUATION REQUIREMENTS

AGENDA Best Practice in EvaluationLegal Framework Review of Eligibility Requirements for the 13 Categories of DisabilityLISD Evaluation RequirementsQuestions

Best Practice Guidelines for Evaluations Texas Professional Educational DiagnosticiansBoard of Registry, Inc1. Observe the student in various settings prior to the administration of tests.2. Select valid and appropriate evaluation instruments based on student needs and strengths. Examiners should select instruments with which they are proficient.3. Consider all suspected conditions and components of the evaluation.4. Consult with other professionals throughout the evaluation process.5. Create a strong foundational evaluation that will be used to develop an individual instructional program.6. Construct a report that accurately reflects the uniqueness of the individual student.7. Consider both formal and informal evaluation data.8. Encourage the evaluation team to function as a cohesive unit, focusing on the whole child.

Best practices continued9. Encourage active and appropriate parent participation in the evaluation process. Ensure that all communications with parents are clearly understood.10. Convey honest, accurate information with integrity, empathy and respect for confidentiality.11. Use language that all members of the evaluation team understand.12. Meet with parents regarding new information prior to IEP/ARD meetings to review the evaluation and ARD procedures.13. Adhere to high ethical standards.14. Develop and maintain a congenial working relationship with other professionals.15. Engage in continuous education to increase knowledge of the field and enhance job performance.16. Be knowledgeable of language acquisition history.

Region 18 Legal Frameworkhttp://fw.esc18.net/Display/Webforms/LandingPageLewisville ISD District Code- 061 902

Categories of DisabilitySpecific Learning DisabilityIntellectual Disability Non Categorical Early ChildhoodAuditory ImpairmentVisual ImpairmentMultiple DisabilitiesTraumatic Brain InjuryOrthopedic ImpairmentEmotional DisturbanceOther Health ImpairmentSpeech or Language ImpairmentAutismDeaf Blind

LISD : Identification of : SPECIFIC LEARNING DISABILITY (SLD)SLD will be based on an integrated model approach combining Response to Intervention (RtI) and cognitive processing assessment

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7TEA GUIDANCE DOCUMENTThe determination of SLD must be made through the use of professional judgment, including consideration of multiple information/data sources to support eligibility determination

Written report must include the basis for making the determination.

RIOT METHODR-Review of RecordsI-InterviewsO-ObservationT-Tests

FOUR QUESTIONS WILL GUIDE THE ASSESSMENT SPECIALISTIN DETERMINING SLD

Does the student exhibit a pattern of cognitive strengths and weaknesses?Does the student have a normative deficit in academic achievement?Is there a relationship between the cognitive deficits and academic deficits?Is there evidence of functional impairment?

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1. DOES THE STUDENT EXHIBIT A PATTERN OF COGNITIVE STRENGTHS AND WEAKNESSES?

Students considered having a condition of a SLD must have significant cognitive deficits that occur within an otherwise well-developed profile of cognitive abilities.

A student exhibiting a flat profile should NOT be considered for SLD eligibility as they do not demonstrate a pattern of strengths and weaknesses as required in the federal definition. (C.F.R. 300.311)

11COGNITIVE TESTING The Assessment Specialist will complete a FULL COGNITIVE PROCESSING EVALUATION AND DETERMINE ABILITIES: MUST INCLUDE AT MINIMUM THESE 7 GsGf Gc Glr Ga Gsm Gv Ga

12Crystallized Intelligence (Gc): acquired knowledgeLong Term Retrieval (Glr) : ability to take in and store information , then retrieve it quickly using association Short-Term Memory (Gsm) : ability to apprehend and hold information and use within a few secondsVisual Processing (Gv): ability to think about and generate, perceive, analyze, synthesize, store , retrieve, manipulate , transform, and think with visual patterns and stimuli13Fluid Reasoning (Gf): problem solving type of intelligenceAuditory Processing (Ga): ability to perceive, analyze and synthesize patterns among auditory stimuliProcessing Speed (Gs): the ability to fluently and automatically perform cognitive tasks, especially when under pressure to maintain focused attention and concentration14Overall Cognitive FunctioningStudents considered having a condition of a SLD must have significant cognitive deficits that occur within an otherwise well-developed profile of cognitive abilities This well developed profile must reflect evidence of average or better functioning (i.e. standard scores generally > 90) in cognitive domains that are not as highly correlated with the presenting problem.A student exhibiting a flat profile must NOT be considered for SLD Eligibility as they do not demonstrate a pattern of strengths and weaknesses as required in the federal definition. (C.F.R. 300.311)When using the WJ III:

Must have 1 or more areas of intra-cognitive discrepancy/variance.

When using the WISC IV:

A pattern of strengths and weaknesses is illustrated by a statistical difference between 2 index scores as indicated by Base Rate of 10% or less.

16Non Unitary ScoresAdditional testing may be necessary when non-unitary Gs score are evident. (Unitary as it relates to cognitive processes - When the highest & lowest subtest scores do not exceed 1.5 standard deviations). What does non-unitary look like:On the WJ 3 more than 22 points between 2 Gs (1.5+ standard deviation) would be considered non-unitary and additional testing in the weaker area is recommended. For example-Glr 80 Gc is 103. Additional testing to address Glr is needed. KABC and WISC-with a mean of 10 and standard deviation of 3, a factor or index would be non-unitary if there is a difference of 5 or more points.

2. DOES THE STUDENT HAVE A SIGNIFICANT and NORMATIVE DEFICIT IN ACADEMIC ACHIEVEMENT?A PREPONDERANCE OF EVIDENCE FORMAL ACADEMIC ACHIEVEMENTCOMPREHENSIVE REVIEW OF CUM RECORDSCBAS, STATE ASSESSMENT, RTI, PARENT, TEACHER, STUDENT INTERVIEWSCLASSROOM PERFORMANCE OVER TIME +1-3 YEARS18

Assessment Specialist will complete a global assessment of ALL academic areas.

STANDARD SCORES OF 84 OR LESSA normative academic weakness is one in which standard scores are more than one and half standard deviations below the mean.

READING

Basic Reading: For suspected deficit in Basic Reading, administer WJIII, WIAT II, or Woodcock Reading Mastery.

Reading Fluency: For a suspected deficit in reading fluency WIAT 3, GORT 4, or other comprehensive reading fluency test

Reading Comprehension: For a suspected deficit in reading comprehension, the GORT-4, WIAT 3, WJ III Achievement, KTEA II or Woodcock Reading Mastery Test will be used.

MATH Math Calculations and Math Reasoning:

For a suspected disability in math, all subtests representing the Operations or Applications Cluster from KeyMath, WJIII or WIAT III will be used.

WRITTEN EXPRESSIONWritten Expression: For a suspected deficit in written expression the WJ III Written Expression Cluster, WIAT III Written Expression, OWLS WE or the TOWL-4 will be used.

LISTENING COMP/ORAL EXPRESSIONListening Comprehension and/or Oral Expression: For a suspected deficit, the OWLS, WJ III, WIAT III will be used.

A referral for a speech language evaluation is not required for a student to be identified as SLD in either listening comprehension and/or oral expression unless the standard score obtained on the OWLS is 78 or less. If SS is 78 or less referral is made for a speech language evaluation.

3. IS THERE A RELATIONSHIP BETWEEN THE COGNITIVE DEFICITS AND ACADEMIC DEFICITS?NORMATIVE WEAKNESS SS