The New SLD Criteria: Parts D & E of the Eligibility forms

The New SLD Criteria: Parts D & E of the Eligibility forms

Teresa Fritsch, Julie Solberg & Evelyn JohnsonFebruary 25, 2010

Session Overview & Agenda The purpose of today’s session is to

demonstrate the changes to the SLD eligibility policy. This is a continuation of the webinar from Feb 10.

Case Study 1: Trent, 3rd grader with a math disability

Case Study 2: Cedric, 7th grader with a reading disability

Case Study 3: Dominique, 3rd grader who is an English language learner with a reading disability

Case Study 1: Trent

3rd Grade Student with a Math Disability

Eligibility Determination In this step of the process we are

summarizing the evidence gathered throughout the prereferral and evaluation stages to answer the following questions: Does the student have a disability? Is there an adverse impact on educational

performance? Does the student require specially designed

instruction?

Part D of the SLD Eligibility Form

D. Is the student’s learning difficulty primarily the result of any of the following factors? A. A visual, hearing or motor impairment

Ye s No

B. Cogni tive impairment

Ye s No

C. Emotiona l dis turbance

Ye s No

D. Enviro nme ntal or econ omic disadva ntage

Ye s No

E. Cultur a l factors

Ye s No

Part E. Eligibility Determination Does the student have a disability?

After receiving Tier I and Tier 2 research-based interventions and instruction in mathematical problem solving for an extensive period of time, Trent did not demonstrate an adequate rate of improvement or performance level when compared with his peers. Trent’s peers demonstrated a slope of >.70 on norm-referenced progress monitoring data over the course of many weeks, whereas Trent showed a slope of .25 (see the attached graph). In addition, evidence of low achievement in the area of math problem solving is seen on Trent’s performance on the Woodcock Johnson III Tests of Achievement and Key Math tests. Trent scores at the 1st percentile in Math Reasoning and 24th percentile in Math Calculation Skills on the WJ-III and at the 4th percentile on Basic Concepts and 6th percentile on Applied Problem Solving on the Key Math. He demonstrates a relative strength in Mathematical Operations (39th percentile) as seen on his performance on the Key Math test.


A pattern of strengths and weaknesses is noted in psychological processing skills by Trent’s performance on the Woodcock Johnson III Tests of Cognitive Abilities and Tests of Visual Perceptual Skills-3. Trent demonstrates strengths in his verbal communication and knowledge (50th percentile) and in his auditory processing (46th percentile) and auditory memory skills (46th percentile). His greatest difficulties are in processing visual information (8th percentile), particularly in solving novel visual problems and holding and manipulating mental images in his head (5th percentile).


Observations of Trent completed in his general education classroom show that he has difficulties solving mathematical problems independently. He frequently asks for assistance and when he becomes overwhelmed by an assignment or activity, Trent will shut down and withdraw into his notebook to draw.

Part E. Eligibility Determination Is there an adverse effect on educational performance?

Trent’s inability to perform mathematical problem solving skills greatly impacts his performance in the general education setting. Trent struggles with making sense of information presented in a visual format and then retaining the information over a period of time. He performs significantly below his peers and has demonstrated an inadequate rate of growth over a long period of time even with research-based interventions and instruction. Trent has shown signs of becoming overwhelmed and is withdrawing during math time. In addition, Trent’s most recent ISAT score in math places him in the Below Basic range (179), whereas the majority of his class is in the Proficient to Advanced range.

Part E. Eligibility Determination Does the student require special education services?

Trent demonstrates the need for long-term support and intensive interventions in the area of mathematical problem-solving. He would benefit from specially designed instruction and curriculum in the area of math problem solving with an emphasis on using his strengths in verbal comprehension and auditory processing skills to compensate for his weaknesses in visual processing and fluid reasoning.

Case Study 2: Cedric

7th grade student with a reading disability

Part D of the Eligibility Form

D. Is the student’s learning difficulty primarily the result of any of the following factors?

1. A visual, hearing or motor impairment

Ye s No

2. Cogni tive impairment

Ye s No

3. Emotiona l dis turbance

Ye s No

4. Enviro nme nta l or econ omic disadva ntage

Ye s No

5. Cultur a l factors

Ye s No


Cedric has been provided core instruction at Tier I and additional interventions at Tier II in the area of reading comprehension and reading fluency for 16 weeks and has not demonstrated adequate improvement or performance levels when compared with his grade-level peers. Three other students receiving similar interventions demonstrated a median slope of improvement of 0.43 whereas Cedric’s slope of improvement was a 0.14 (see attached graph). On a recent CBM Maze benchmark assessment of Cedric’s class, the median score was 23 correct responses showing an increase of 7 correct responses from the beginning of the year; Cedric remained at 10 correct responses showing no growth. The national norm for the 50th percentile on this particular CBM is 23 correct responses.


In addition to insufficient progress, Cedric demonstrates low achievement based on his performance on the Woodcock Johnson III Tests of Achievement and the GORT-4. Cedric scores at the 12th and 14th percentiles in reading comprehension on the WJ-III and GORT-4, respectively, and at the 16th and 20th percentiles in reading fluency on the same tests, respectively. His score in the area of basic reading skills is at the 33rd percentile and in the average range.


On a recent ability test, Cedric demonstrates average abilities in his verbal comprehension (25th percentile) and visual perceptual reasoning (45th percentile). His areas of difficulties appear to be with auditory working memory (9th percentile) and processing speed (18th percentile). Cedric demonstrates average skills on the CTOPP in the area of phonological awareness (50th percentile) but struggles significantly in the areas of phonological memory (8th percentile) and rapid naming (10th percentile). On the WRAML-2, Cedric shows a relative strength in the area of visual memory but difficulties in verbal memory (11th percentile) and attention and concentration (21st percentile).


In an observation of Cedric in his English-Reading class, he appeared to be attentive and on-task for the lesson but struggled in performing the tasks. He read slowly and haltingly and struggled in keeping up with the pace of instruction.

Part E. Eligibility Determination Is there an adverse impact on performance?

Cedric’s significant difficulties in his auditory working memory skills greatly impact his reading comprehension and fluency skills. Secondary to his auditory memory difficulties, Cedric also has difficulties in processing speed indicating that his pace of learning new information will be slower than his peers. These difficulties greatly impact his performance within the general education setting making it difficult for him to improve in his reading comprehension and reading fluency skills.

Part E. Eligibility Determination Does the student require specially designed

instruction?

Cedric demonstrates the need for specially designed instruction in the areas of reading fluency and reading comprehension. He appears to need long-term intensive support and instruction in these areas as he has not made adequate growth thus far with the interventions he’s received. Cedric would benefit from a curriculum that would focus on his strengths in visual reasoning and memory in order to compensate for his weaknesses in auditory working memory and processing speed.

Case Study 3: Dominique

3rd grade student who is an English language learner with a reading disability

Information about Dominique

Concerns about basic reading skills and fluency

Native language is Spanish 3rd grade student who has been receiving

services for ELL since kindergarten

Part A of the Eligibility Form

1. Data that establishes that the core curriculum is effective for most students. For each of the assessments, list the percentage of students within the student’s grade level who meet grade-level performance benchmarks. (May include ISAT, IRI, Grade Level Curriculum Based Measures, other measures) Name of Assessment Area

Assessed Date Performance

Benchmark Percentage of Grade level peers meeting performance benchmark

Target Student performance level

Idaho Reading Indicator (Spring, 2nd grade)

Reading 4/09 3-Benchmark (92+ cwpm) 2-Strategic (66-91 cwpm) 1-Intensive (0-87 cwpm)

71% benchmark (3) 15% strategic (2) 14%intensive (1)

1 (20 cwpm)

Idaho Reading Indicator (Fall, 3rd Grade)

Reading 9/09 3-Benchmark (77+ cwpm) 2-Strategic (49-76 cwpm) 1-Intensive (0-48 cwpm)

65% benchmark (3) 15% strategic (2) 20% intensive (1)

1 (18 cwpm)

2. Information documenting that the student was provided with appropriate instruction in the general education setting by qualified personnel prior to or as a part of the referral process. Instruction and Intervention Provided: Academic Area Core Instruction/ Intervention Duration

(how many weeks)

Frequency (how often per week)

Intensity (minutes per session)

Reading Whole classroom instruction with differentiated small groups using district research-based reading curriculum: Treasures . In addition Dominique receives small group direct instruction with the ELL teacher an additional 20 minutes daily using Triumphs, a supplement to the Treasures curricu lum designed to support ELL learners.

20 weeks during 09-10 school year

Daily 90 minutes per day

Reading Small group direct instruction with Reading Specialist using Read Naturally to help build fluency skills.

9/7/09 – 10/30/09 Daily 20 minutes daily

Reading Small group (3 other students in group) direct instruction with reading specialist using a research based comprehensive reading intervention program, My Sidewalks.

10/30/09 - present Daily 45 minutes daily

Reading Core instruction with classroom teacher and supplemental small group direct instruction in reading since kindergarten with reading specialist, Title 1 teacher, or ELL teacher.

Beginning in the middle of kindergarten and continuing through 2nd grade.

Daily 20 – 30 minutes daily

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Summary of the data demonstrating the student’s progress during instruction and intervention:

A. Dominique has been receiving core instruction and differentiated small group instruction in reading from the general education teacher with the district research based curriculum (Treasures) for an hour daily since kindergarten.

B. In addition, since the middle of the school year in kindergarten she has been receiving additional supplemental

small group direct instruction in reading from 20 – 30 minutes daily by the reading specialist, ELL teacher, or Title 1 teacher.

C. Since the beginning of the 2009-2010 school year (past 20 weeks), she has been receiving core instruction and

differentiated small group instruction in her third grade classroom, supplemental instruction in a small group with other ELL students in a companion curriculum designed for ELL students for 20 minutes daily. An individual intervention plan was designed by the Intervention/Problem Solving Te am on 9/7/09. 20 minutes daily with the reading specialist to increase reading fluency was added to her day. Dominique’s progress was monitored weekly. After 8 weeks, progress monitoring data indicated that Dominique was not making sufficient progress and her intervention was intensified. Dominique began working with the reading specialist in a group with three other students using an intensive research-based comprehensive reading program called My Sidewalks.

D. The attached progress monitoring graph from the 09-10 school year indicates that Dominique is making sporadic

growth and her current rate of improvement in reading is not sufficient to close the gap between her current performance and grade level expectations.

Observation Summary of relevant behavior and relationship of behavior to academic functioning in the area of difficulty during observation: During general education classroom instruction, Mr. Brumback was randomly calling on different students to read passages from the story. Students were asked to predict what might happen and were asked other comprehension questions. Dominique appeared to attend to the discussion but was not following along with the reading in her book. She sat quietly in her desk which was in the front row of the classroom. She did look at the illustrations in the book, but seldom looked at the print. She was observant and looked to other students for visual cues – when they turned the page of their book, she then turned the page of the book. During the class discussion, Dominique did not raise her hand or volunteer any answers. She was quiet and not disruptive, however was not fully engaged. During small group direct instruction in the ELL support group, Dominique participated with four other students in discussing vocabulary from the passages that the students would be reading the next day in their general education classroom. The ELL teacher prompted students to relate experiences from their background experiences to the vocabulary and concepts that would be discussed the next day in the story. Dominique participated appropriately in this group. She was on-task, attentive, and participated by sharing her own experiences and guessing about possible outcomes presented. The teacher presented flash cards with words and phrases from the story. Dominique’s oral reading fluency and word recognition was very poor compared to the other students. She needed assistance to decode most of the words and when the same words were presented a second time, she again needed help to decode most of the words. The other students occasionally needed help decoding the word but in most all cases, recognized the word when it was presented a second time. Dominique was also observed fo r 20 minutes of the time she was working in small group direct instruction with four other students and the reading specialist. The teacher presented the objective for the lesson and then quickly prompted students to review several of the phonics rules they had been working on that week, then asked them to demonstrate application of the rule with the flash cards she presented. All the students, including Dominique, were successful in reading the words on the card although Dominique’s rate of response was much slower than her peers. Students then were provided text that contained the words for practice. Although the other students were fluent at reading the text, Dominique struggled. She had difficulty identifying words in the text that she had just read correctly on the flash cards.

Part B. Academic AssessmentArea Date Name of

Assessment Composite/Cluster or Subtest

SS %ile Evaluator/Title

Reading 1/19/10 WJ III Basic Reading Skills 82 12 Ms. Annabelle White, Special Education Teacher

Description of assessment measure, validity statement, and interpretive information: The Woodcock-Johnson III is a norm-referenced, standardized, individual test of achievement. It was administered to obtain normed information regarding Dominique’s academic achievement in reading compared to same-aged peers. Rapport was easily established with Dominique. She followed directions and appeared to be putting forth her best effort. Although Dominique often demonstrated a slower response time. Results should be considered an accurate representation of her current achievement level in reading. The Letter-Word Identification, Word Attack, and Reading Fluency subtests were administered to Dominique and those subtest score combine to provide a cluster score of Basic Reading Skills. Standard scores have a mean or average score of 100 and standard deviation of 15. Dominique received the following standard scores on the reading subtests administered: Subtest Standard Score 95% Confidence Interval Percentile Classification Letter-Word Identification 85 81 - 89 16 Low to Low Average Word Attack 78 74 - 82 7 Low Reading Fluency 78 74 - 82 7 Low Results of the WJ III indicate Dominique’s basic reading skills (phonemic awareness, phonics, and fluency) are all in the below average range and a significant normative weakness compared to age related peers.

Summary of EvidenceSummarize the evidence regarding whether the student demonstrates low achievement in the suspected area(s) of difficulty indicated above as evidenced by a norm-referenced, standardized achievement assessment. For culturally and linguistically diverse students, provide the preponderance of evidence indicating low achievement: Dominique’s parent’s moved to the U.S. from Mexico approximately 2 years before she was born. They both speak Spanish as their primary language and English as an emerging secondary language. Both of Dominique’s parents graduated from high school in Mexico. Dominique has two older brothers who are bi-lingual in English and Spanish. Dominique’s parents speak primarily Spanish in the home but Dominique’s brothers speak a mix of English and Spanish in the home but English with their friends. Dominique’s parents report that although she spoke Spanish at home primarily before she started school, she now speaks more English at home than Spanish. Her parents report that she seems to be losing her understanding of Spanish and struggles to understand her mother when she speaks in Spanish. Dominique has been instructed in English at Happytime Elementary School and has received sheltered instruction support in the classroom and with the ELL teacher since kindergarten. Despite supplemental interventions in ELL and reading since kindergarten, Dominique has not made progress in reading. Dominique currently reads 19 correct words per minute on grade level probes from AIMSweb. Same age peers with similar ELL backgrounds and educational experiences are reading 50-60 correct words per minute on the same probes. Dominique’s performance in other subjects in the classroom are comparable to her grade level peers according to her teacher.

Summary of Evidence

On the 2009 IELA test of English proficiency, Dominique obtained an overall score of 4 which falls in the Early Fluency range. Her subtest scores were: Listening 5-Fluent; Speaking 5-Fluent; Reading-2 Advanced Beginning; Writing 4-Early Fluency; Overall 4 – Early Fluency These scores indicate that Dominique is fluent in speaking and listening in English and in the early fluency range for writing. However, her score in reading falls in the advanced beginning range. 4 selected students from Dominique’s grade level with similar ELL backgrounds and educational experience have all obtained overall scores of 5 on the 2009 administered IELA. Their scores on the reading subtest fell within the 4 (early fluency) to 5 (fluent) range.

Summary of Evidence

The same 4 selected students were compared for performance on the Idaho Reading Indicator. All four students received scores of 2 (strategic) or 3 (benchmark) on the Fall 2009 Idaho Reading Indicator. Correct words per minute read at third grade level ranged from 50 cwpm to 85 cwpm, with a mean or average of 75 cwpm. Dominique correctly read 18 cwpm at the third grade level which was significantly below that of her comparison group peers and indicates low achievement when compared to same age peers with similar ELL, cultural, and language experiences. Due to Dominique’s fluency in listening and speaking in English on the IELA; her low achievement in reading compared to same age peers with similar ELL, cultural, and language background; and the fact that she has had three and a half years of reading instruction in English; it was determined that the WJ III would be an appropriate achievement assessment measure to determine Dominique’s reading achievement level in comparison to a national norm group of same age peers. The results of the WJ III substantiate the previously acquired information from progress monitoring results and teacher and parent reports. These results indicate that Dominique demonstrates basic reading skills that are significantly below her same age peers. Her letter-word identification, word attack, and reading fluency are all below the average range compared to students her same age and in her grade.

Part C. Psychological Processing SkillsArea Date Name of

Assessment Composite/Cluster or Subtest

SS (with 95% confidence interval)

%ile Evaluator/Title

Cognitive 2/1/2010 WISC-IV Processing Speed 75 (69 – 87) 5 Sally Ada, School Psychologist

Culture and language proficiency operate as attenuating variables in any standardized testing. That is, the greater the difference between an individual’s cultural or linguistic background and cultural or linguistic background of the individuals comprising the norm group, the more likely the test will measure lower performance as a function of this experiential difference as opposed to being due to actual lower ability. Due to Dominique’s background as an English Language Learner, the Culture-Language Interpretive Matrix or C-LIM (Essentials of Cross-Battery Assessment; 2007; Flanagan, Ortiz, and Alfonso) was used as a guide for interpreting Dominique’s scores. This matrix helps describe the logical and expected pattern of performance for diverse individuals based on the cultural and linguistic demands of specific subtests. This process helps to ensure that the conclusions and opinions offered regarding Dominique’s functioning are as valid and nondiscriminatory as possible.

Part C. Psychological Processing Skills

The Wechsler Intelligence Scales for Children, 4th Edition (WISC-IV) was given to provide normed information regarding Dominique’s general ability level and to determine whether she demonstrates a pattern of strengths and weaknesses in psychological processing that may be impacting her reading skills and be indicative of a specific learning disability in reading. The WISC-IV has an average standard score of 100 with a standard deviation of 15 and an average scaled score of 10 with a standard deviation of 3. Scores are based on age norms. Percentile ranks indicate the percentage of individuals performing at or below the reported score. When interpreting test scores, it must be remembered that the scores are based on a sample of behavior on a single test at a single point in time. Dominique was cooperative throughout the assessment and demonstrated appropriate motivation and attention to the tasks. Dominique demonstrated a slower rate of responding to test items. An analysis of Dominique’s scores using the C-LIM indicate that acculturation and English-language proficiency variables were not systematic or dominant influences on the obtained test scores. Thus the influence of cultural and linguistic issues, though still possibly present, were excluded as the pr imary reasons for the pattern of obtained test results.


Verbal Comprehension Index (VCI) The VCI is a measure of verbal concept formation, verbal reasoning and knowledge acquired from one’s environment. Dominique’s obtained score falls within the Low Average range (VCI 85; 95% confidence interval 79 - 93). The subtests that represent this cluster are heavily influenced by linguistic and cultural factors and should be interpreted with caution. Perceptual Reasoning Index (PRI) The PRI is a measure of perceptual and fluid reasoning, spatial processing, and visual-motor integration. Dominique’s PSI score, falls within the Average range (PRI 94; 95 % confidence interval 87 – 102). Subtests that make up this cluster have a low to moderate degree of cultural loading and linguistic demand. Working Memory Index (WMI) The WMI provides a measure of Dominique’s working memory abilities. Tasks that require working memory require the ability to temporarily retain information in memory, perform some operation or manipulation with it, and produce a result. Working memory involves attention, concentration, mental control, and reasoning. Dominique’s obtained score falls within the Low Average range (WMI 88; 95% confidence interval 81 – 97). Subtests that make up this cluster have a moderate to high linguistic demand but a low cultural loading.


Processing Speed Index (PSI) The PSI provides a measure of Dominique’s ability to quickly and correctly scan, sequence, or discriminate simple visual information. Faster processing of information may conserve working memory resources. This composite also measures short-term visual memory, attention and visual-motor coordination. Dominique’s obtained score falls within the Low range (PSI 75; 95% confidence interval 78 – 87).The subtests that make up this cluster have a moderate linguistic demand and low degree of cultural loading. Assessment results on the WISC-IV indicate that Dominique demonstrates a significant normative weakness in Processing Speed within an otherwise average ability level.

Part C. Summary Results of the psychological processing assessment indicate

that Dominique demonstrates a significant weakness in Processing Speed within an otherwise average ability level. Her cluster scores in the processing areas of Verbal Comprehension, Perceptual Reasoning, and Working Memory are all within one standard deviation of the mean. However, her low score on the Processing Speed cluster indicates a significant normative weakness in the ability to perform automatic, speeded cognitive tasks under pressure to maintain focused attention. Research has indicated a weakness in processing speed has a moderate relationship with reading achievement during the elementary school years.

Part D. Exclusionary Criteria Dominique does not have a visual, hearing, or motor

impairment. Assessment results indicate she does not have a cognitive impairment. Dominique’s teachers report her behavior and social-emotional functioning in class is appropriate and classroom observations support that. Dominique does not have environmental or economic disadvantage that impact her learning– her parents are supportive of her education and provide the resources she needs to be successful in school. Dominique shares cultural experiences that may be different from her peers due to her parents move to the U.S. from Mexico approximately 10 years ago. These cultural factors do not adversely impact Dominique in the educational environment but instead allow her to share her rich heritage to educate others

6. Did LEP inhibit student progress? Although Dominique’s native language is Spanish, she has

been instructed in English since kindergarten and her parents report she is currently more fluent in English than Spanish. Results cited in the assessment section of this report document comparisons of Dominique’s academic performance and English proficiency acquisition compared to same aged peers from similar cultural, ELL, and educational backgrounds. These results indicate that although limited English proficiency may be a factor in Dominique’s difficulty in acquiring reading skills, it is not a determining factor. Assessment results indicate that a specific learning disability in basic reading skill that is likely due to a significant weakness in the psychological processing area of processing speed is the determinant factor that is adversely impacting her education performance.


Since the beginning of the 2009-2010 school year (past 20 weeks), she has been receiving core instruction and differentiated small group instruction in her third grade classroom, supplemental instruction in a small group with other ELL students in a companion curriculum designed for ELL students for 20 minutes daily. An individual intervention plan was designed by the Intervention/Problem Solving Team on 9/7/09. 20 minutes daily with the reading specialist to increase reading fluency was added to her day. Dominique’s progress was monitored weekly. After 8 weeks, progress monitoring data indicated that Dominique was not making sufficient progress and her intervention was intensified. Dominique began working with the reading specialist with three other students using an intensive research-based comprehensive reading program called My Sidewalks.


The attached progress monitoring graph from the 09-10 school year indicates that Dominique is making sporadic growth and her current rate of improvement in reading is not sufficient to close the gap between her current performance and grade level expectations.

Dominique is currently reading 26 correct words per minute on CBM probes of oral reading fluency, despite intensive intervention. Peers with similar ELL, cultural, and educational backgrounds are reading from 50 cwpm to 85 cwpm with an average of 75 cwpm.


The results of the WJ III substantiate that Dominique demonstrates basic reading skills (phonemic awareness, phonics, and fluency) that are significantly below her same age peers (standard score of 82; percentile of 12).

Psychological processing assessment results indicate that Dominique demonstrates a significant weakness in Processing Speed within an otherwise average ability level. Her cluster scores in the processing areas of Verbal Comprehension, Perceptual Reasoning, and Working Memory are all within one standard deviation of the mean. However, her low score on the Processing Speed cluster indicates a significant normative weakness in the ability to perform automatic, speeded cognitive tasks under pressure to maintain focused attention.

Part E. Eligibility Determination Is there an adverse impact on educational performance?

Dominique has a specific learning disability in basic reading skills that impact her ability to decode words and to read fluently in order to access written information. Her significant weakness in processing speed impacts her ability to perform automatic, speeded cognitive tasks under pressure to maintain focused attention.

Part E. Eligibility Determination Does the student require specially designed instruction?

Dominique requires extensive and sustained small group direct instruction in a comprehensive research based reading program from a highly qualified special education teacher in order to gain basic reading skills to meet grade level standards.

Your Questions?

Thank you for your participation in this webinar series.

You can view archived webinars at the Idaho Training Clearinghouse:

http://itcnew.idahotc.com/dnn/specific-learning-disability.aspx

The New SLD Criteria: Parts D & E of the Eligibility forms

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Transcript of The New SLD Criteria: Parts D & E of the Eligibility forms