1. SLD Academy 1.0 Houston Independent School District

2. Academy Goals Understand the flaws of the traditional discrepancy model Avoid the use of the discrepancy model in SLD identification Explore assumptions of CHC theory and principles of XBA assessment Identify narrow abilities linked to academic learning Understand normative versus relative weaknesses to identify SLD

3. HISD Core Initiatives Effective Teacher in Every Classroom Effective Principal in Every School Rigorous Instructional Standards and Supports Data Driven Accountability Culture of Trust through Action

4. HISD’s Special Education Mission To support students with disabilities in gaining college and career readiness through active engagement in the grade level curriculum.

5. Why is quality SLD evaluation needed to enable students to access grade level curriculum?

6. Understand the Flaws of the Traditional Discrepancy Model “Given what we now know about LD, it is irresponsible to continue current policies that dictate inadequate early identification practices.” -Rethinking Special Education for a New Century

7. What is wrong with using the overall IQ in SLD identification? Matthew’s EffectLimits of potential? Individual Differences

8. CHC Theory 1.Represents individual differences 2.Fades emphasis on an overall IQ when applied to eligibility determination 3.Aligns to academic learning 4.Establishes a nomenclature for psychological-educational assessment

9. General Conceptual Ability (GCA) Fluid Reasoning (Gf)) Comprehension- Knowledge (Gc) Short-term Memory (Gsm) Long-term Retrieval (Glr) Auditory Processing (Ga) Processing Speed (Gs) Visual-spatial (Gv)

11. HISD Assumptions 1. RtI and identification via the ability-achievement discrepancy model alone are currently not sufficient for SLD identification. 2. Comprehensive evaluation should occur once a student has failed to respond to general education interventions. 3. Assessment of cognitive and neuropsychological process are used not only for identification, but to allow ARD committees to better understand individual differences. 4. Assessment of cognitive and neuropsychological processes are used to identify potential barriers in accessing the grade- level curriculum and provide recommendations to mitigate the effects of a SLD. 5. The identification of SLD must involve the investigation of a pattern of psychological processing strengths and deficits, and the relation the deficits have and may not have to formal and classroom achievement.

18. © 2008 Statewide Leadership: Evaluation Gc Verbal ability Strong and consistent across all academics and ages Gf Fluid Reasoning Significant across all academics, especially with higher level skills Glr Long-Term Retrieval Significant and moderate across all academics, especially in primary grades Gsm Short-Term Memory Significant across all academics, Working memory especially relevant to higher level skills Relationship to Academics

19. © 2008 Statewide Leadership: Evaluation Gv Visual Processing No significant relationship as measured in IQ tests currently except with higher level math. Ga Auditory Processing Significant relationship across all academics during early grades Gs Processing Speed Significant to all academics especially in early to mid-grades Relationship to Academics

21. Crystallized Knowledge (Gc) Process Lexical Knowledge Listening Ability Language Development Declarative General Knowledge

22. Fluid Reasoning General Sequential Reasoning Ability to problem solve when rules are given Quantitative Reasoning Classroom Related Based on formal instruction Induction Ability to discover rules

23. Short-term Memory Working Memory Visual Organization of information Memory Span Recall within 7 seconds

24. Long Term Retrieval Associative Memory One thing reminds us of another Naming Facility Rapidly produces names of concepts

25. Using CHC Theory in SLD identification Use at minimum two qualitatively different narrow abilities when assessing a broad ability Assess narrow abilities that are associated to the academic deficits and narrow abilities that are not associated to the academic deficits Attempt to measure all seven broad abilities

26. Practice Select either a Secondary or Elementary example from the Assessment Planning Exercise and plan a SLD evaluation.

27. A priori A posteriori Confirmatory bias Null Hypothesis Ipsative Does a functional limitation exist (normative weakness) in the classroom? Does formal academic achievement assessment confirm the presence of a functional limitation? Do cognitive deficits occur that are aligned with classroom functional limitations?

28. A Priori You know it is true simply by sitting on the “couch.” Knowledge gained from deduction, independent from experimental evidence. Based on theory Example: A bachelors are unmarried Reading Comprehension is related to Gc

29. A Posteriori Knowledge gained from experimental evidence Truth is not known without investigation Example: Some bachelors are unhappy Example: Gc deficits explain the reading difficulties for this student

30. Confirmatory Bias Avoid beginning assessment with a preconceived notion Avoid becoming predisposed to seeing patterns to support prevailing assumption

31. Null Hypothesis Represents an assumption that all children exhibit average abilities, but not required in report writing.

32. Ipsative In relation to one’s self Example: The IQ-Achievement discrepancy

33. A disorder in 1 or more basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations. Includes perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. Definition (IDEA, 2004) See Section 300.8(c ) (10)

34. Regulation Child exhibits a pattern of strengths and weaknesses in performance, achievement, or both relative to age, grade level standards, or intellectual development or intellectual development, that is determined by the group to be relative to the identification of SLD

35. © 2008 Statewide Leadership: Evaluation UNITARY

36. Non - UNITARY

37. Interpreting a cognitive profile Gc = Non-Unitary: KO 97, VL 75 Rule out examiner error Rule out examinee error Assume the weaker ability is anomalous (i.e. not true) to avoid confirmatory bias & administer a similar subtest Gc = Weakness: KO 97, VL 75, VL 73, Gc = Non-interpretable: KO 97, KO 93, VL 75, VL 73 Interpret the clusters independent of one another

38. Practice Review the sample evaluation and apply the Report Review Form.

40. Performance Assessment