Transcript Charlevoix-Emmet ISD Eligibility Guidelines

Charlevoix-Emmet ISD
Eligibility Guidelines
Specific Learning Disability (SLD)
Evaluation Procedures
September, 2012
Purpose
District implementation of
new SLD guidelines
to be in compliance with
Michigan rules &
federal regulations
Goals for Today
• Understand the process and content of
the SLD guideline
• Review district data
• Experience the process used to
determine if SLD criteria is met
• Identify challenges to overcome
• Develop plan for successful
implementation
Educational Intervention
• General education intervention is …
• Special education intervention is …
• What is done when a student
does not meet academic and/or
behavioral expectations?
Process for
General Education Intervention
• District process for intervention
–
–
–
–
–
Written?
Documentation of interventions 
Understood by all staff?
Understood by parents?
Supported by all stakeholders?
• Consider as part of training
Getting to know your district:
Up close & personal
• What does the ISD composite indicate?
• What does the district composite
indicate?
• How can this data inform and strengthen
the instructional practices of the district?
• Where/when does this information get
discussed?
Word Cloud of Guideline
Michigan Rule
• Turn to page 2
• Use a highlighter
– Identify terms/conditions/aspects of
the rule that may challenge decision
making for eligibility determination-5
minutes
• When the bell rings, review the
results with your table
• Report out unduplicated list
Eight Areas of SLD
Read Pages 5-8 (10 minutes)
1.
2.
3.
4.
5.
6.
7.
8.
Basic Reading
Reading Fluency
Reading Comprehension
Mathematical Calculation
Mathematical Problem-Solving
Written Expression
Oral Expression
Listening Comprehension
Elbow Partners
• Discuss:
–Which areas of SLD are difficult to
describe?
–Which areas of SLD are easily
analyzed using classroom data?
–Report out your findings
Pattern of
Strengths & Weaknesses
• Model used for eligibility determination
• Data is analyzed to develop a profile of
student performance within 8 areas of SLD
– Strength = 3 data points within one area
– Weakness = 4 data points within one area
 One of the 4 points must be an individually
administered norm-referenced assessment
Example: Pattern of
Strengths & Weaknesses
• Basic Reading had three data points falling
within the range of strength. Data indicated a
personal strength in this area of SLD
•Math Problem Solving had 4 data points
falling within the range of weakness including
the score of an individually administered
standardized assessment of math problemsolving.Data indicated a weakness in this
area of SLD.
• More analysis to follow.
Evaluation Components
Data reflects:
I. Inadequate achievement (p. 15) 
II. Other factors do not explain under
achievement (p. 16) 
III. Appropriate instruction (p. 16-18) 
IV. Observation in area of difficulty (p. 19) 
V. Parent, teacher, student, medical and
other input (p. 20) 
Evaluation Components
Activity
•
Compare the five evaluation
components with the Michigan rule on
page 2 of the guideline.
•
How much of the required data is
available from the general education
interventions and the CA-60 file?
Data Analysis:
Performance
• Differentiation of areas of strengths and
weaknesses page 24
• Prediction with confidence: academic
success and failure
• Cut scores are not speed limit signs:
professional judgment
Data Analysis:
Profile from Data
• Pattern or lack of pattern emerges
– Multiple data points from a variety of sources
confirm the presence or absence of strengths and
weaknesses
• Worksheet to Chart Pattern of Strengths and
Weaknesses p. 25 
• SLD Summary of Data chart p. 27 
IQ Score: Optional
• How has an IQ score helped inform
instruction?
• Why is an IQ score needed?
• When is an IQ score helpful?
Adverse Impact p. 28 
Termination of eligibility p. 29 
PSW Simulation: 3 outcomes
• Robert, 2nd grade and making progress
with general education interventions
• John, 5th grade and referred for an initial
evaluation
• Tommy, 2nd grade
and referred for
an initial evaluation
Check for Understanding
• Identify the components of SLD eligibility
• What will be the greatest challenge for
implementation in your building?
• Identify strategy to overcome challenge
Plan for Implementation
of SLD Guideline
• Inform staff
• Inform parents
• Tools for training
• Process for implementation
• Identify start date
Complete worksheet & commit to
change!
Questions
Contact Information
• Diane Heinzelman
[email protected]
231-547-9947
• Frances Paris
[email protected]
248-807-1546