WISCONSIN’S SPECIFIC LEARNING DISABILITIES

LAWTeacher In-Service

August, 2013

The best thing about the future is that it comes only one day at a time.

Abraham Lincoln

REFERENCES

Wisconsin Department of Instruction. (2013) Workshop for School Teams. Brown, Scott DPI Education Consultant and Laffin, Kathy Independent Education Consultant.

Revised WI SLD Rule

Three Criteria: Inadequate classroom achievement (after

intervention) Insufficient Progress Consideration of exclusionary factors

Sources of Data Observation Formal and informal assessment data

Documentation Requirements

How Did We Get Here?December 1, 2010

Documentation of intensive intervention before assessing Classroom Achievement.

Inadequate Classroom Achievement defined as 1.25 standard deviations or more below the mean for same age peers.

Additional Exclusionary Factor: Lack of appropriate instruction in the area(s) under consideration (Not just reading and mathematics)

Information processing is no longer required.

Definition of SLD

Specific Learning Disability means a disorder in one or more of the basic psychological processes involved in understanding or using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or perform mathematical calculations, including conditions such as perceptual disabilities,

Definition of SLD

brain injury, minimal brain dysfunction, dyslexia and developmental aphasia. The term does not include learning problems that are primarily the result of visual, hearing, motor disabilities, cognitive disabilities, emotional disturbance, cultural factors, environmental or economic disadvantage.

Documentation Requirement

IEP Form ER-2: Additional Documentation Required when child is evaluated for Specific Learning Disabilities

ER-2: The student received intensive intervention, which was applied in a manner highly consistent with its design, closely aligned to pupil need, and culturally appropriate.

THIS INFORMATION MUST BE DOCUMENTED IN ORDER TO CONTINUE WITH A SLD EVALUATION

CAUTION:Review

IEP team should clearly identify each area of potential SLD that will be

evaluated

Inadequate Classroom

Achievement

Insufficient ProgressExclusionar

yFactors

TestingObservation

sIntervention

sObservation

s

Data Collection/Analysis

Eight Areas

Written Expression Basic Reading Skill Reading Fluency Reading Comprehension Mathematics Calculation Mathematics Problem Solving Oral Expression Listening Comprehension

Sunset of Significant DiscrepancyDecember 1, 2013

School Wide Notification

Once a school begins to use response to intensive intervention method, it must be used for ALL SLD eligibility decisions for students enrolled at the school.

School-based not district-based decision.

Parents of ALL enrolled students must be notified at least 10 days before implementation.

Inadequate Classroom

Achievement

Insufficient Progress

Exclusionary Factors

Impairment

Need forSpecial

Education

Inadequate Classroom Achievement

1.25 standard deviations below the mean on standardized assessments in one or more of the 8 areas

AFTERINTENSIVE

INTERVENTIONS

2 “Types” of Intensive Interventions

Type 1: 1 required prior to academic testing for

inadequate classroom achievement Required of all SLD evaluations

Type 2: 2 required for EACH area of potential SLD

concern. More rigorous than those required in #1. If implemented PRIOR to academic testing, may

count for #1 also. Required for enrolled public school students

after school begins using new criteria.

Standards for ALL (Type 1&2) Intensive Interventions

Used with individual or small groups Focused on single or small number of

discrete skills Include substantial number of

instructional minutes beyond what is provided to all students

Applied in a manner highly consistent with its design, closely aligned to student need.

Culturally responsive.

Definitions Adequate Fidelity – 80% of the

recommended number of weeks, sessions and minutes per/session.

Substantial Number of Minutes – not clearly specified by the state however, should be consistent with the recommended minutes prescribed by the intervention.

“Two” Interventions – they can include the same intervention done more frequently, for larger periods of time in a smaller group.

Insufficient Progress

Insufficient response to intensive, scientific researched-based or evidence-based interventions.

Progress monitoring data from at least 2 intensive interventions in EACH area of potential SLD is required.

Baseline data and at least weekly progress monitoring is required.

Rate of progress is compared to same-age peers.

When is Progress Insufficient?

Progress is the same or less than same-age peers OR

Progress is greater than same-age peers but will not result in reaching the average range of achievement in a reasonable period of time OR

Progress is greater than same-age peers but the intensity of resources necessary to obtain this rate of progress cannot be maintained in general education

Progress Monitoring

What is progress monitoring? A scientifically based practice to assess

student response to intervention Uses Valid and reliable tools (Probes)

Brief, direct measures of specific academic skills

Multiple equal or nearly equal forms Sensitive to small changes in student

performance Provides valid, reliable measures of

performance during intervention.Pl 11.02 (9)

Applying Exclusionary Factors

The IEP team may notidentify a student with SLDIf inadequate classroom achievement or insufficientProgress is primarily due to aExclusionary Factor.

EXCLUSIONA

RY FACTO

RS

Exclusionary Factors

Environmental or economic disadvantage, or cultural factors.

Lack of appropriate instruction in reading, math or any other areas of SLD being considered.

Limited English Proficiency Other Impairments.

Pl11.36(6)(d)1.

Environmental or Economic Disadvantage

MobilityAttendanc

e

FamilyChange

RecentTrauma

Cultural Differences orLimited English Proficiency

Native Language and Culture

Proficiency in First and Second Language

Consistency with Cultural Expectations and School

Expectations

Lack of Appropriate Instruction

Is there evidence that the student received appropriate instruction in the

area of concern?

Core instructio

n provided regularly

?

Core instruction delivered according to

design and methodology by

qualified personnel?

Differentiated instruction in the core curriculum was provided?

Additional Team Members

Licensed person qualified to assess data on individual rate of progress

Licensed person who implemented scientific, research-based or evidence –based, intensive interventions

Licensed person qualified to conduct individual diagnostic evaluations

One team member who can serve multiple roles

Pl 11.36(6)(d)3.

Observation Required As part of the evaluation:

“Systematic observation of routine classroom instruction and monitoring of the students performance in each area of concern”

“Systematic observation during intensive interventions in the area(s) of concern” (not the person responsible for implementing the intervention)

Notice of Receipt of Referral (IE-1)

Review of IE-1 Form

Kaukauna’s Process

Step One: Student is struggling in the core curriculum…. Provide differentiated instruction in the core (Tier 1)

Step Two: Student continues to struggle based on data, provide intensive intervention (consider requesting SST) based on recommendation of data team. (Tier 2)

Step Three: Modify or intensify interventions or change to a different intervention, based on recommendations of data team or SST. (Tier 2)

Step Four: Student continues to struggle after multiple interventions with appropriate data, consider SLD referral. (Tier 3)