1. Spring 2007 Special Education Criteria Linda Thews Julie Toshner

2. Spring 2007 AUTISM Significant delays or differences in both: Social Participation Communication In addition, exhibits impairments in at least one of the following: Developmental Rates and Sequences Cognition Sensory Processing Behavioral Repertoire

3. Spring 2007 COGNITIVE DISABILITIES Criteria: Intellectual Adaptive Academic

4. Spring 2007 Intellectual Initial – standard score of 2 or more standard deviations below the mean (<70) Re-evaluation –standard score between 1 and 2 standard deviations below the mean (<85) –documented as having a cognitive disability in the past –condition is expected to last indefinitely

5. Spring 2007 Adaptive Deficits in 2 or more areas of adaptive behavior as demonstrated by a standard score of 2 or more standard deviations below the mean (<70) –Communication (3-21) –Self-care (3-21) –Home living skills (3-21) –Social skills (6-21) –Appropriate use of resources in the community (6-21) –Self-direction (6-21) –Health and safety (6-21) –Applying academic skills in life (6-21) –Leisure (6-21) –Work (14-21)

6. Spring 2007 Academic Functioning Age 3-5 –Standard deviation of 2 or more standard deviations below the mean in at least 2 of the following: Academic readiness Comprehension of language or communication Motor skills

7. Spring 2007 Academic Functioning Age 6-21 –Standard deviation of 2 or more standard deviations (<70) below the mean in the following areas: Academic Knowledge: Science, Social Studies, Humanities And at least 2 of the following: –Written language –Reading –Mathematics

8. Spring 2007 Emotional Behavioral Disability -EBD-

9. Spring 2007 EBD Definition i Definition includes 3 key concepts: Social, emotional or behavioral functioning So departs from generally accepted Adversely affects 1 or more : academics, social relationships, personal adjustment, classroom adjustment, self-care, vocational skills.

10. Spring 2007 The 3 Criteria The student must meet all of the following: vSevere, chronic and frequent vOccurs in school & at least 1 other setting vDisplays any of the 8 characteristics

11. Spring 2007 8 Characteristics Interpersonal relationships... Inappropriate responses... Pervasive moods... Physical symptoms... Inability to learn... Extreme withdrawal... Extreme aggressiveness... Others that are so different...

12. Spring 2007 SOLELY Cannot include or exclude a student SOLELY on the basis of: Another disability Social maladjustment Adjudged delinquent Dropout Chemically Dependent Cultural deprivation, familial instability, suspected child abuse, socio- economics Medical or psychiatric diagnoses

13. Spring 2007 Specific Learning Disabilities -SLD-

14. Spring 2007 What is a Specific Learning Disability specific psychological processes imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculationsThe term “specific learning disability” means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations.

15. Spring 2007 Triangulation is the Key Classroom Achievement Significant DiscrepancyInformation Processing Exclusions Need for Special Education

16. Spring 2007 SLD Criteria Areas of Achievement Delay & Discrepancy oral expression listening comprehension written expression basic reading skill reading fluency reading comprehension mathematics calculation mathematics reasoning

17. Spring 2007 Classroom Achievement The child’s ability to meet the instructional demands of the classroom and achieve commensurate with age and ability peers in one or more of the achievement areas listed is severely delayed

18. Spring 2007 Significant Discrepancy There is a significant discrepancy between intellectual ability and academic achievement in one or more areas

19. Spring 2007 Information Processing Deficit linked The team will document an information processing deficit linked to the achievement delay and significant discrepancy

20. Spring 2007 Information Processing Deficit An information processing deficit means a pattern of severe problems with storage, organization, acquisition, retrieval, expression, or manipulation of information

21. Spring 2007 Exclusions The team may not identify an individual as having SLD if the team determines that the significant discrepancy between ability and achievement is primarily due to: –other impairments specified in federal and state law –Insufficient instruction in reading or mathematics –limited English proficiency –environmental, cultural, or economic disadvantage

22. Spring 2007 SLD Criteria- Eligibility Sec. 614 (b)(6) New Provision: In determining whether a child has a specific learning disability, a local educational agency may use a process that determines if the child responds to scientific, research- based intervention as a part of the evaluation procedures

23. Spring 2007 Core Concepts of RtI 2002 National Research Center on Learning Disabilities General ed instruction is research-based Students assessed in the curriculum Universal screening conducted by school staff Continuous progress monitoring Monitoring pinpoints difficulties Use of specific, research-based interventions Progress monitoring data determines the effectiveness of interventions Multiple tiers of interventions

24. Spring 2007 Academic SystemsBehavioral Systems 1-5% 5-10% 80-90% Intensive, Individual Interventions Individual Students Assessment-based High Intensity Of longer duration Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive A Tiered Level of Support Might Look Like:

25. Spring 2007 Other Health Impaired (OHI) Has a chronic or acute health problem Results in limited strength, vitality or alertness Adversely affects a child’s educational performance

26. Spring 2007 Orthopedic Impairment (OI) Severe orthopedic impairment i.e. muscular/skeletal Adversely affects a child’s educational performance

27. Spring 2007 Traumatic Brain Injury (TBI) An acquired injury to the brain caused by an external physical force Functional disability and/or psychosocial impairment Adversely affects a child’s educational performance

28. Spring 2007 Speech & Language Speech or Language Impairment means: An impairment of speech or sound production, voice, fluency, or language that significantly affects educational performance or social, emotional or vocational development. PI 11.36(5)(a)

29. Spring 2007 Hearing Impairment (HI) … significantly adversely affects a child’s educational performance including academic performance, speech perception and production, or language and communication skills. A current evaluation by a licensed audiologist shall be one of the components for an initial evaluation of a child with a suspected hearing impairment.

30. Spring 2007 10 FREQUENCY IN CYCLES PER SECOND (HZ) 0 20 30 40 50 60 70 80 90 100 110 120 1252505001000200040008000 HEARING LEVEL (dB HL) X X X X X OOOOO

31. Spring 2007 Visual Impairment (VI) Documentation from ophthalmologist or optometrist Functional Vision Assessment Impaired visual functioning adversely affects educational performance Orientation & Mobility Assessment

32. Spring 2007 Significant Developmental Delay (SDD) An EARLY CHILDHOOD Label “Early Childhood” in Wisconsin: –up to 6 years old.

33. Spring 2007 Significant Developmental Delay 1.5 standard deviation below the mean on a standardized instrument in at least 2 areas including: –Physical (fine or gross motor) –Cognitive –Communication –Emotional –Adaptive

34. Spring 2007 Other necessary Components Hearing Screening Vision Screening Observation in the child’s daily environment Developmental Health History

35. Spring 2007 Is there a Need for Special Education? Consideration for all Disabilities

36. Spring 2007 A child may meet criteria for an impairment, but if there is no need for special education, the child does not meet criteria for being considered a child with a disability. Need For Special Education PI 11.35(3) “Disability” means impairment and need for special education Not automatic

37. Spring 2007 Need For Special Education Why does the child, because of the needs resulting from the impairment require special education?

38. Spring 2007 Need For Special Education  Needs that cannot be met in regular education as structured The IEP Team must address the following:

39. Spring 2007  Modifications, if any, in regular education that allow the student access to the general education curriculum and to meet the educational standards that apply to all students such as: –Adaptation of content –Adaptation of methodology –Adaptation of delivery of instruction Need For Special Education

40. Spring 2007 Need For Special Education  Additions or modifications, if any, not provided in the general curriculum –Replacement content –Expanded core curriculum –Other supports

41. Questions