Specific Learning Disability: Accurate, Defensible, & Compliant Identification Mississippi Department of Education

Purpose of the Day To examine the current practices and policies related to the identification of specific learning disabilities in order to ensure compliance with Mattie T.

Expected Outcomes 1.Participants will be able to calculate compliance with Mattie T. with regard to SLD 2.Participants will be thoroughly familiar with requirements to support identification of SLD

A Caveat About the Day Remember that the focus of the day is on achieving and maintaining compliance with federal & state law and preferred professional practices. Any time professional practices are examined, there is a tendency to react defensively. But, there is no intention to offend, only to learn how the school system can become & remain compliant while ensuring better results for students.

Compliance with the SLD identification rate differential Calculations: African-American students with SLD divided by the number of African- American enrollment x 100 = %age Af-Am with SLD White (all other) students with SLD divided by number of White students enrollment x 100 = %age White with SLD

Compliance with the SLD identification rate differential Subtraction Problem ____ %age Af-Am w/SLD - ____ %age White w/SLD ____ %points differential (or “SLD identification rate differential”)

Compliance with the SLD identification rate differential “ Every LEA (except those specified in subparagraph in subparagraph 20(a)(4) below) shall reduce its SLD identification rate differential to 1.85 within seven years.”

Compliance with the SLD identification rate differential LEAs whose white student enrollment comprises four percent of its total student enrollment or whose white student enrollment is twenty students or less shall be required to attain and maintain a district-wide SLD identification rate of 5.65% or less within seven years.

Compliance with the SLD identification rate differential Questions: What is your current differential for SLD? How many Af-Am students with SLD would be identified in order to be at the 1.85 percentage point differential?

Examine Practices of recent Identification of SLD Determine the degree of implementation of current requirements for 3 Tiers, TST, & contemporary assessment practices. Consider whether changes are needed to achieve & maintain compliance

Early Intervening Services (EIS) & Response to Intervention (RtI) Decisions (3 Tiers of Teaching) Students successfully responding to small group research- based interventions Students successfully responding to effective instruction & routine discipline ( %) (15 – 30%) (3 - 5%) Note: No Program Titles are listed Students responding to individual intensive interventions

Is it ‘Yes’ or ‘No’ ? Individual Protocol 3 Sections: –Pre-Referral Items Effective Curriculum & Classroom Ruling Out Alternative Explanations –Teacher Support Team –Individual Assessment Items on form Format: Yes or No (No = noncompliance)

Is it ‘Yes’ or ‘No’ ? Most Important Item Evidence of appropriate academic instruction in reading and mathematics (‘scientifically-based instruction’).

Is it ‘Yes’ or ‘No’ ? Accountability Questions 1.Are xx% or more students proficient or above based on latest state performance data or universal screening? –If No, provide assistance in curriculum & instruction until student performance is increased. –If Yes, determine number of remaining students in need of interventions.

Effective Classroom: Unstated Assumptions in a Referral Under Tier I, the student of concern :  Has experienced appropriate researched-based instruction during his/her educational history  Is placed with (an) experienced, prepared teacher(s) in a well- organized, adequately resourced classroom  Is exposed to research-based curricula delivered according to the design

Effective Classroom: Unstated Assumptions in a Referral Under Tier II, the student of concern  Has teacher(s) using a data oriented, problem solving approach to address concerns  Has an experienced person available to facilitate assistance for the teacher(s)  Has received small group instruction to address academic or behavioral needs

Is it ‘Yes’ or ‘No’ ? Teacher Support Team: Tier III Efforts General Education Requirements in support of accurate identification of a specific learning disability (SLD)

Is it ‘Yes’ or ‘No’ ? Teacher Support Team Documentation of presence of appropriate members on the Teacher Support Team to assist in development of intervention strategies?

Is it ‘Yes’ or ‘No’ ? Pre-Referral Items: Ruling Out Other Explanations Tier I efforts were addressed & documented –Research-based curriculum delivered by prepared teacher according to design in a well- managed classroom

Is it ‘Yes’ or ‘No’ ? Pre-Referral Items: Ruling Out Other Explanations Tier II efforts were addressed & documented –Teacher used data-based problem- solving approach to address concerns –Teacher consulted with experienced personnel to address concerns –Teacher provided small group instruction using scientifically-based techniques to address concerns

Is it ‘Yes’ or ‘No’ ? Tier III Interventions Description of a scientifically-based individualized intervention was provided? Intervention meets minimum requirements? coexgov.securesites.net/index.php?keyword=a b747d4http:// coexgov.securesites.net/index.php?keyword=a b747d4

Is it ‘Yes’ or ‘No’ ? Data on Progress Evidence of the use of appropriate data collection methods to monitor student progress?

Is it ‘Yes’ or ‘No’ ? Observations (1) Appropriate personnel performed classroom observations to assess student needs?

Is it ‘Yes’ or ‘No’ ? Observations (2) Observations included quantifiable data comparing student to peers?

Is it ‘Yes’ or ‘No’ ? Adequate Time Evidence of appropriate time period to fairly evaluate effectiveness of the intervention?

Is it ‘Yes’ or ‘No’ ? Appropriate Frequency Intervention sessions were frequent enough that an effect would be expected?

Is it ‘Yes’ or ‘No’ ? Integrity Check Evidence of evaluation of treatment or procedural integrity measures that ensured proper implementation of intervention components throughout the intervention?

Is it ‘Yes’ or ‘No’ ? Analysis Results of the intervention were analyzed and evaluated for effectiveness or ineffectiveness to (dis)confirm possible presence of a disability (and proceed to eligibility evaluation)?

Is it ‘Yes’ or ‘No’ ? After the 3 Tiers: Individual Assessment for Eligibility Determination Professional Implementation of Ethical Practices

Is it ‘Yes’ or ‘No’ ? Trained Personnel Presence of appropriate personnel on the eligibility team to assist in determining eligibility and recommendations for goals and benchmarks?

Is it ‘Yes’ or ‘No’ ? Pre-referral Items: Ruling Out Other Reasons Evidence that effects of visual, hearing or motor disability were ruled out?

Is it ‘Yes’ or ‘No’ ? Pre-Referral Items: Ruling Out Other Reasons Evidence that effects of environment, culture or economic disadvantage were ruled out?

Is it ‘Yes’ or ‘No’ ? Pre-Referral Items: Ruling Out Other Reasons Evidence that mental retardation or emotional disability were ruled out as a primary explanation for student needs?

Is it ‘Yes’ or ‘No’ ? Appropriate Instruments Assessment instruments are appropriate for evaluating current referral concerns (e.g., reliable and valid for concern and student characteristics)?

Is it ‘Yes’ or ‘No’ ? Addition Clerical calculations were performed appropriately?

Is it ‘Yes’ or ‘No’ ? Trained Personnel Assessment instruments were administered by trained & certified personnel?

Is it ‘Yes’ or ‘No’ ? Logical Conclusion Documented specific rationale for eligibility is consistent with the referral concern?

Is it ‘Yes’ or ‘No’ ? Scores Consistent Test scores were in the appropriate range to support the rationale for the disability?

Is it ‘Yes’ or ‘No’ ? Comprehensiveness All areas of the disability were appropriately assessed (e.g., intelligence, achievement, adaptive behavior, emotional)?

Is it ‘Yes’ or ‘No’ ? System Resources Interview of assessment personnel indicates that Assessment Library is adequate to implement Child Find procedures in the LEA?

Is it ‘Yes’ or ‘No’ ? What’s Required for Compliance? ‘Yes’ to All Requirements Adequate Documentation to support a ‘YES’ answer to all questions

So, What’s Next ? How will you achieve compliance with the SLD differential ? How will you maintain compliance with the SLD differential through 2011 ? How will you achieve compliance with the SLD differential ? How will you maintain compliance with the SLD differential through 2011 ?