Specific Learning Disability Criteria and Resources

Richard Henderson

Idaho State Department of Education Division of Special Education Division of Student Achievement and School Improvement

Objectives

 To provide participants with specific information relating to the revised SLD criteria.

 To provide participants the history of SLD in Idaho.

 To explain why Idaho has changed their criteria.

 To discuss the eligibility and evaluation criteria and the procedures.

 To discuss introduction of Idaho Toolkit.

 Training and available resources.

History of Learning Disabilities

• Debates continue to be part of the learning disabilities history.

• Most evident is the debate between the concepts of learning and it’s relationship to cognitive ability or intelligence.

• Due to this debate, some practitioners rely solely on IQ testing with a few other parts of the whole. • With IDEA 2004, there were changes toward a system that moved from the concept of discrepancy only to a shift to an RTI framework.

What LD “is” and “is not”

“IS”

Specific Learning Disability (SLD) 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 the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations,

including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.

“IS NOT”

Specific Learning Disability does not include learning problems that are primarily the result of visual, hearing, or motor disabilities, of cognitive impairment, of emotional disturbance, or of environmental, cultural, or economic disadvantage.

Why the Change?



Aligns

with the federal definition.

 Is

consistent

with

evidence

demonstrating that students can have impairments in very specific areas.



Allows

for

evaluation

and

intervention planning

be more closely

aligned

to address the

particular

to

needs

of the student.

Why the Change?

• Heterogeneity of SLD—meaning different student profiles can be viewed across school, district, state, and nation.

• Current research evidence is not sufficient to recommend hard cut scores.

• Rationale for the blended model in Idaho.

Three Models Used to Determine Eligibility • RTI only model • Patterns of Strengths and Weaknesses • Blended model ***

Blended Model

• Idaho has chosen to use the blended model to support using a comprehensive approach to identification.

• The blended model represents the most comprehensive approach, addressing the shortcomings in RTI only (which is lack of explanatory info) and patterns (which is lack of ecological assessment and continuity of how the disability manifests in the natural/educational environment).

Why Idaho Chose a Blended Model

• With both camps debating the IQ (discrepancy) method vs. the RTI method, both groups have moved to the middle of the debate.

• There is a need to use an integrated framework to be consistent with what the expectations for implementing the new SLD criteria in Idaho.

5 Steps Prior to Determining Eligibility

Step 1 —Lack of sufficient Progress with response to effective, evidence based instruction and interventions Step 2 —Low achievement in suspected area of disability Step 3 —Patterns of strengths and weaknesses in psychological processing skills Step 4 —Exclusionary factors have been considered and ruled out Step 5 —There is an adverse affect and the student needs specially designed instruction

Evaluation Procedures

• Step 1: Parent notification and involvement http://www.sde.idaho.gov/site/special_edu/manual_page.htm

• Step 2: Evaluation must address the eligibility criteria discussed in previous slides

4 Parts to the Evaluation:

A. Evidence of insufficient progress in response to effective, evidence based instruction and intervention B. Evidence of low achievement in one or area(s).

more

of the suspected C. Evidence of a pattern of strengths and weaknesses in psychological processing skills that impact learning.

D.

The team must determine that the student’s learning difficulty is

not

primarily the result of

Overview of Idaho’s SLD Policy

Federal & State Definition

1. Imperfect ability to learn

ID Criteria Procedure

1. Disorder in a basic psychological process 1. Not a result of other factors 1. Evidence of insufficient progress and achievement 2. Pattern of strengths and weaknesses in psychological processing 3.

skills that impacts learning Student’s lack of achievement is not the primary result of other factors 1. Progress Monitoring Data (CBM), ISAT, Achievement Tests 2. Assessment of psychological processing skills 3. Team consideration of other factors (examining evidence when other factors suspected)

Imperfect Ability to Learn

ID Criteria Evaluation Procedures

The student does not make sufficient progress in response to effective, evidence-based instruction and intervention for the child’s age or to meet state-approved grade-level standards in one or more areas Evidence of insufficient progress in response to effective, evidence based instruction and intervention indicates the student’s performance level and rate of improvement are significantly below that of grade-level peers.  Grade level performance  Verification that appropriate instruction was provided  Progress monitoring w/ CBMs  Observation

Imperfect Ability to Learn

ID Criteria Evaluation Procedures

The student demonstrates low achievement in the area(s) of suspected disability listed above as evidenced by a norm-referenced, standardized achievement assessment. For culturally and linguistically diverse students, the preponderance of evidence must indicate low achievement. Evidence of low achievement in one or more of the suspected area(s). This evidence must indicate performance that is significantly below the mean on a cluster, composite, or 2 or more subtest scores of a norm-referenced, standardized, achievement assessment in the specific academic area(s) of suspected disability.  Preponderance of evidence for students who are culturally and linguistically diverse

New Eligibility Forms • Revised forms with input from peer reviewers • Emphasis on preponderance of evidence • Developed for use with SLD eligibility only • General changes include:

– Order of information – Summary of evidence at end – Addition of ‘Directions’ – Clarified statements and titles – Supplemental assessment information – English Learner section

Idaho Toolkit: English Learners Who May Have a Disability

Idaho State Department of Education

A Collaborative Project

• Idaho Title III-LEP Program • Idaho Title I-A Program • Idaho Special Education Program • Dr. Susan Duron, Meta-Associates

Why the Toolkit?

• The Idaho State Department of Education saw a need for districts to evaluate and determine the effectiveness of school-wide programs serving English Learners (i.e., core, Title I, Title I-C, Title III, etc.) before referring ELs for eligibility to Special Education.

• The Idaho State Department of Education saw a need for districts and schools to develop effective collaboration between Special Education and LEP programs.

• The Idaho State Department of Education developed the Idaho Toolkit as a response to ongoing district requests for more guidance in the area of Special Education as it pertains to English Learners.

The Toolkit…

• Is NOT a quick fix with easy answers.

• Is NOT an easy step-by-step process to get English Learners (ELs) into special education programs.

• Is a systemic and comprehensive approach to ensuring districts are serving ELs with high-quality English language development (ELD) and core instructional programs.

• Is aligned to Idaho ’ s Response to Intervention model.

Toolkit Contents

• Self-Evaluation Survey • Module 1: Foundations • Module 2: Language and Culture • Module 3: Family and Community • Module 4: Effective Curriculum and Instruction • Module 5: Assessing ELLs • Module 6: Determining Special Education Eligibility

•

Website

to link school

professionals

and

parents

with

special education training opportunities

and

resources

across the state

www.idahotc.com

Training and Technology for Today’s Tomorrow • •

Supported By:

– Idaho State Department of Education (ISDE), Special Education

Project Team:

– Cari Murphy – Shawn Wright

SLD Website

The Idaho Clearinghouse has developed a learning community called “Specific Learning Disabilities” dedicated to SLD information and events. Please check the website in upcoming months for updates.

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

Online Resources

• IDEA Partnership’s RTI Collection: www.nasdse.org

www.ideapartnership.org

• National Association of School Psychologists: • National Center for Learning Disabilities: www.nasponline.org

• National Association of State Directors of Special Education: www.ncld.org

• National Center on Culturally Responsive Systems: www.nccrest.org

• National Center on Student Progress Monitoring: www.studentprogress.org

• National Center on Response to Intervention: www.ldonline.org/njcld Legacy: http://idea.ed.gov/ • RTI Action Network: www.rtinetwork.org

www.rti4success.org

• National Joint Committee on Learning Disabilities: • National Research Center on Learning Disabilities: www.nrcld.org

• Office of Special Education Programs, IDEA 2004 Building the

Statewide Special Education Technical Assistance (SESTA

) Center for School Improvement & Policy Studies, BSU

Gina Hopper,

Associate Director [email protected]

208.426.4363

Contact Information:

Richard Henderson Idaho State Department of Education Division of Student Achievement and School Improvement Division of Special Education (208) 332-6806 [email protected]