Wisconsin`s Specific Learning Disabilities Law Powerpoint

Report
Teacher In-Service
August, 2013
Abraham Lincoln
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Wisconsin Department of Instruction. (2013)
Workshop for School Teams. Brown, Scott DPI
Education Consultant and Laffin, Kathy
Independent Education Consultant.
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Three Criteria:
Inadequate classroom achievement (after
intervention)
 Insufficient Progress
 Consideration of exclusionary factors
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Sources of Data
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Observation
Formal and informal assessment data
Documentation Requirements
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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.
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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,
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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.
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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
IEP team should clearly identify each area
of potential SLD that will be evaluated
Inadequate
Classroom
Achievement
Observations
Testing
Insufficient Progress
Interventions
Observations
Exclusionary
Factors
Data
Collection/
Analysis
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Written Expression
Basic Reading Skill
Reading Fluency
Reading Comprehension
Mathematics Calculation
Mathematics Problem Solving
Oral Expression
Listening Comprehension
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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
E
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F
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Impairment
Need for
Special
Education
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1.25 standard deviations below the
mean on standardized assessments
in one or more of the 8 areas
AFTER
INTENSIVE
INTERVENTIONS
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Type 1:
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1 required prior to academic testing for inadequate
classroom achievement
Required of all SLD evaluations
Type 2:
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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.
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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.
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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.
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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.
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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
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)
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The IEP team may not
identify a student with SLD
If inadequate classroom
achievement or insufficient
Progress is primarily due to a
Exclusionary Factor.
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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.
Mobility
Attendance
Family
Change
Recent
Trauma
Native Language and Culture
Proficiency in First and Second Language
Consistency with Cultural Expectations
and School Expectations
Is there evidence that the student received
appropriate instruction in the area of concern?
Core
instruction
provided
regularly?
Core instruction delivered
according to design and
methodology by qualified
personnel?
Differentiated
instruction in the
core curriculum
was provided?
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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.
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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)
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Review of IE-1 Form
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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)

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