Specific Learning Disability Peer Review 2012
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Transcript of Specific Learning Disability Peer Review 2012
Specific Learning DisabilityPeer Review 2012
Sponsored by:Division of Special Education
Special Education Statewide Technical Assistance (SESTA)Center for School Improvement and Policy Studies at BSU
Presented by:Dr. Evelyn Johnson, Lee Pesky Learning Center
Gina Hopper, SESTASLD
Introduction
SLD Construct and Policy
Process for Peer Review
Case File Examples & Rubric Training4
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Agenda
Purpose & Objectives
• Develop strong understanding of the SLD construct and preponderance of evidence eligibility model
• Provide meaningful feedback to school teams to help develop their understanding
• Inform training needs for 2012-13
SPECIFIC LEARNING DISABILITY - 20 U.S.C. § 1401(26)(A); 34 C.F.R. § 300.7(c)(10)
(A) GENERAL - The term means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations.
(B) DISORDERS INCLUDED - The term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia and developmental aphasia.
(C) DISORDERS NOT INCLUDED - The term does not include learning problems that are primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural or economic disadvantage.
READING
DecodingComprehension
Read
ing
Fra
mew
ork
Adapted from SEDL (2011)
Ortho-graphic VocabLanguage
Back
grou
nd K
now
ledg
e/Vo
cab
Sem
antic
s/Sy
ntax
Phon
olog
y
Retrieval/Mem
ory
Alphabetic Principle
Phoneme Aw
areness
Fluency
ProcessSpeed
Writi
ng F
ram
ewor
k
Voca
bula
ry a
nd W
ord
Choi
ce
Spel
ling
– Ph
onem
e Aw
aren
ess
Org
aniza
tion
Stru
ctur
e
Executive
FunctionPlanning/
Attention
Idea
Gen
erati
onLa
ngua
ge –
Sem
antic
s/Sy
ntax
Back
grou
nd K
now
ledg
e
Mat
h Fr
amew
ork
Who
le N
umbe
rs
Ratio
nal N
umbe
rs
Place Value
Subitization
Phonological WM
Fact Fluency
Proc
essin
g Sp
eed
Phon
olog
ical
Loo
p (W
M)
Ope
ratio
ns/R
elati
ons
Contextualized Problem Solving
Lang
uage
Com
preh
ensio
n
Read
ing
Abili
ty
Rela
tiona
l Thi
nkin
g
Visu
al/S
patia
l Ske
tchp
adCommunication
Central ExecutiveNumber & Operations
Prep
onde
ranc
e of
Evi
denc
eLowAchievement
Response to Intervention Processing
Class performance
Benchmark Data
ISAT data
Academic Achievement Data
All achievement data
Progress Monitoring Data
Fidelity – do we match intervention to need? Are others making progress?
Qualitative Analysis of Work
Observation
Processing Evaluation – strengths and weaknesses
Hypo
thes
is Te
sting
Data should tell a consistent story about the child’s learning needs.
Case Study Training
Rubric Review
Rachel’s file w/ rubric
Victor’s file w/ rubric & feedback
Score on your own4
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2
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Improving the lives of people who learn differently through prevention, evaluation, treatment, and research.
LPLC Dr. Evelyn Johnson,
3324 Elder Street • Boise, ID208-333-0008
www.LPLearningCenter.org
Gina Hopper, [email protected]
Katie Bubak,Statewide [email protected]
Special Education Statewide Technical Assistance (SESTA)
www.idahotc.comwww.idahotc.comTraining and Technology for Today’s Tomorrow
• Website to link school professionals and parents with special education training opportunities and resources across the state
• Supported By:– Idaho State Department
of Education (ISDE), Special Education
• Project Team: – Cari Murphy– Shawn Wright
Contact Information:
Please write your questions for this presentation on the SLD FAQ page found on the Idaho Training Clearinghouse at…
http://itcnew.idahotc.com/specific-learning-disability/sld-faq.aspx