Transcript Response to Intervention

SLD
Specific Learning Disability
Peer 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, SESTA
Agenda
1
Introduction
2
3
4
SLD Construct and Policy
Process for Peer Review
Case File Examples & Rubric Training
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 Framework
READING
Comprehension
Language
Decoding
Orthographic
Fluency
Process
Speed
Adapted from SEDL (2011)
Vocab
Writing Framework
Place Value
Phonological WM
Subitization
Communication
Operations/Relations
Phonological Loop (WM)
Contextualized
Problem Solving
Processing Speed
Visual/Spatial Sketchpad
Relational Thinking
Reading Ability
Central
Language Comprehension
Rational Numbers
Whole Numbers
Math Framework
Number &
Operations
Executive
Fact Fluency
Hypothesis Testing
Preponderance of Evidence
Low
Achievement
Response to
Intervention
Class
performance
All achievement
data
Benchmark
Data
Progress Monitoring
Data
ISAT data
Fidelity – do we
match intervention
to need? Are others
making progress?
Academic
Achievement
Data
Processing
Qualitative
Analysis of
Work
Observation
Processing
Evaluation –
strengths and
weaknesses
Data should tell a consistent story about the child’s learning needs.
Case Study Training
Rubric Review
1
2
3
4
Rachel’s file w/ rubric
Victor’s file w/ rubric & feedback
Score on your own
LPLC
Improving the lives of people who learn differently through
prevention, evaluation, treatment, and research.
Dr. Evelyn Johnson,
[email protected]
3324 Elder Street • Boise, ID
208-333-0008
www.LPLearningCenter.org
Special
Education
Statewide
Technical
Assistance
(SESTA)
Gina Hopper, Director
[email protected]
Katie Bubak,
Statewide Coordinator
[email protected]
www.idahotc.com
Training and Technology for Today’s Tomorrow
• Supported By:
• Website to link school
professionals and parents
with special education
training opportunities and
resources across the state
– 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/sldfaq.aspx