1. Assessment of Learning Disabilities Chapter 5

2. Purpose of Assessment Protects the interests of children Protects the interests of children Help schools identify children who need help Help schools identify children who need help Document the actual levels of performance on classroom tasks for an IEP Document the actual levels of performance on classroom tasks for an IEP

3. Assessment for Eligibility Decisions Psychological Processes Psychological Processes Discrepancy Criteria Discrepancy Criteria Ability-achievement discrepancy Ability-achievement discrepancy Process-oriented intraindividual discrepancy Process-oriented intraindividual discrepancy Exclusionary Clause Exclusionary Clause

4. Psychological Processes

5. Intelligence Assessment Intelligence Assessment Multiple Intelligences Theory Multiple Intelligences Theory Visual-Perceptual and Visual- Motor Tests Visual-Perceptual and Visual- Motor Tests Auditory and Language Processes Assessments Auditory and Language Processes Assessments

6. Discrepancy Criteria Process-oriented intra-individual discrepancy Process-oriented intra-individual discrepancy Ability-achievement discrepancy Ability-achievement discrepancy Standard-Score discrepancies Standard-Score discrepancies

7. Severe Discrepancy Areas Basic Reading Basic Reading Reading Comprehension Reading Comprehension Mathematical Calculation Mathematical Calculation Mathematical Reasoning Mathematical Reasoning Written Expression Written Expression Oral Expression Oral Expression Listening Comprehension Listening Comprehension

8. Cautions in Determining Severe Discrepancy in MN MAY NOT use the Woodcock-Johnson- Revised computer printout MAY NOT use the Woodcock-Johnson- Revised computer printout MAY NOT use a flat comparison of either a point difference or a grade level difference MAY NOT use a flat comparison of either a point difference or a grade level difference MAY NOT use a +5 standard error of measurement of tests of achievement MAY NOT use a +5 standard error of measurement of tests of achievement MAY NOT choose the higher of the verbal or performance IQ scores on the Wechsler Intelligence Scales MAY NOT choose the higher of the verbal or performance IQ scores on the Wechsler Intelligence Scales MAY NOT use the scoring diskette developed for use with the WISC III, WPPSI III, WAIS III, and the WJ-R tests MAY NOT use the scoring diskette developed for use with the WISC III, WPPSI III, WAIS III, and the WJ-R tests

9. Determining Severe Discrepancy Step 1: Find the correlation between the ability and achievement tests administered to the student Step 1: Find the correlation between the ability and achievement tests administered to the student Step 2: In the left hand column, locate the student’s ability score and then find the correlation column closest to the correlation for the tests you are comparing Step 2: In the left hand column, locate the student’s ability score and then find the correlation column closest to the correlation for the tests you are comparing Step 3: If the student’s achievement score (standard score) is equal to or less than the score reported in the correlation column, then the student’s discrepancy is considered severe and meets this part of the SLD eligibility criteria Step 3: If the student’s achievement score (standard score) is equal to or less than the score reported in the correlation column, then the student’s discrepancy is considered severe and meets this part of the SLD eligibility criteria Step 4: The team must verify this discrepancy through other measures such as observation, performance-based measures, etc. Step 4: The team must verify this discrepancy through other measures such as observation, performance-based measures, etc.

10. Exclusionary Clause for MN Vision, Hearing, and Motor Impairment Vision, Hearing, and Motor Impairment Mental Impairment Mental Impairment Emotional and Behavioral Disorders Emotional and Behavioral Disorders Cultural, Environmental, Economic Disadvantaged Cultural, Environmental, Economic Disadvantaged History of an Inconsistent Education Program History of an Inconsistent Education Program Lack of Instruction in Reading and Math and Limited English Proficiency Lack of Instruction in Reading and Math and Limited English Proficiency

11. Assessment for Instruction Norm-Referenced Achievement Tests Norm-Referenced Achievement Tests Observational Reports Observational Reports Criterion-Referenced Testing Criterion-Referenced Testing Curriculum-Based Assessment Curriculum-Based Assessment Task Analysis Task Analysis Innovative Assessment Practices Innovative Assessment Practices Authentic assessment Authentic assessment Portfolio assessment Portfolio assessment Dynamic assessment Dynamic assessment