So, You Want to Try Out the Latest Model SLD? LOOKING UNDER THE HOOD OF THAT NEW MODEL

IDEA 2004 & Fed Regs re: SLD Decided that the old model was not working Added option of RTI Changed “severe discrepancy” to “pattern of strengths and weaknesses” Added progress monitoring component Observation – before or during assessment process

Many stakeholders within the EUPISD region worked to design a document local districts could use in determining eligibility of students suspected of a Specific Learning Disability

Step 1 Teacher notices a behavioral or academic deficit: Identify specific areas of concern. Teacher implements interventions/strategies (see SAT Coordinator or Sp. Ed. Dept. for ideas if needed) to remediate. Collect information using General Education Teacher’s Report Form and student CA 60. Give report form to SAT Coordinator 

Student experiencing difficulty Teacher begins completing SAT worksheet Teacher determines the child no longer has difficulties Teacher contacts SAT Coordinator for referral to initiate SAT Process Student Assistance Team Coordinator schedules SAT meeting Student demonstrates improved outcome. No further intervention needed. SAT meeting conducted: SAT Worksheet completed with other staff; intervention recommended; further data collected. Student improves-SAT available if needed. Implement for reasonable period of time (6-8 wks; progress monitoring at least every two weeks. SAT Worksheet suggests other Sp. Ed. eligibility than SLD Summary forms completed, interventions tried & failed – referral for SLD evaluation. Referral made to evaluate for other than SLD )i.e., Cognitive Impairment, Autism Impairment, Emotional Impairment, etc.) FLOW CHART for STUDENT ASSISTANCE TEAM (SAT) PROCESS

General Education Teacher Report Sample

Step 2 SAT coordinator assembles a meeting with all staff involved. Review all data collected focusing specifically on intervention information collected on area of concern. Brainstorm ways to improve interventions and/or additional interventions- use SAT Minutes Form Continue remediation within the general ed. setting continuing to collect information through progress/behavior monitoring of skills targeted for intervention. (save all documentation and other classroom assessments pertaining to area of concern in RtI file) If student does not progress within 4 weeks see SAT Coordinator 

SAT Minutes Form

SAT coordinator assembles meeting of staff and parents and sends Parent Input form along with invitation for the meeting. Brainstorm with parents and review all information collected noting strengths and weaknesses- use SAT Minutes Form again Discuss any environmental factors that could be contributing and brainstorm strategies to assist. Schedule a meeting in 9 weeks to meet again as a team to analyze data. Inform parents that they will be updated weekly with progress monitoring data. Discuss option of Sp. Ed. referral if student does not make gains. Implement strategies and intervention in classroom and “power hour” to remediate areas of concern. Continue to collect data.  Step 3

Parent Input Form

SAT Meeting Invitation

Feedback Results from Teacher PSW Worksheet(s) SUBJECT AREA:  Basic Reading  Math Calculation  Oral Expression  Reading Fluency  Math Problem Solving  Listening Comprehension  Reading Comprehension  Written Expression Evaluator’s Worksheet for Charting Patterns of Strengths & Weaknesses

Academic Achievement regarding grade-level expectations Academic Achievement regarding age-level expectations Classroom performance regarding grade-level expectationsAge-appropriate functional/intellect ual skills Progress Monitoring, CBM screening or Criterion Ref. assessments MEAPNorm-ref’d achievement tests Curriculum Assessments GradesTeacher Report Classroom / Academic Observations Observations, interviews, IQ assessment Basic Reading S N W Reading Fluency S N W Reading Comp. S N W Math Calc.S N W Math Prob. Solving S N W Written Exp.S N W Oral Exp.S N W Listening Comp. S N W

Step 4 Hold follow-up meeting in 9 weeks with parent. If student is progressing= Process was successful, continue as needed. Keep all documentation on file and inform parents. If students is not making gains= discuss referral for spec. ed. with parents. (be sure to invite sp. ed. department to this meeting 2-3 weeks in advance if you think a referral may be needed ) Teacher brings all data collected and discusses with special education department and team. Special education department will provide additional ideas for remediation or provide referral form to obtain parent signature.

Specific Learning Disabilities Evaluation Procedures LOOKING UNDER THE HOOD OF THAT NEW MODEL

Referral Made

Like any other disability determination under IDEA, can’t be based on any single criterion – meaning a single test, assessment, observation, or report. An evaluation of a student suspected of having SLD must include a variety of assessment tools and strategies.evaluation Evaluation must include input from student’s parents and an observation of the student’s academic performance and behavior in the general education classroom. Once assessments and evaluation measures have been completed and parents have received copies of the evaluations and full explanations of the findings, eligibility group meets to make determination.

Step 1: Determination of Underachievement Does the student fail to achieve adequately for his age in one or more of the following eight areas: Oral expression Listening comprehension Written expression Basic reading skill Reading fluency skills Reading comprehension Mathematics calculation Mathematics problem solving Determination is based on mastery of grade-level content appropriate for the student’s age, including performance against the state’s academic content standards in reading and math.

SLD Evaluation Components – PSW Must include assessment of student’s strengths & weaknesses: *classroom performance & academic achievement *relative to age, grade-level standards or intellectual development

Step 3: Determination of Appropriate Instruction Prior to being suspected of having an SLD, school or district must provide documentation that the student has been provided appropriate instruction by qualified personnel. Appropriate instruction in reading must include explicit and systematic instruction in essential components of reading including: phonemic awareness, phonics, vocabulary development, reading fluency, including oral reading skills, and reading comprehension strategies.

If the group charged with determining whether a student has an SLD decides that this documentation is not adequate, a decision may be made to delay making a final determination and continue to collect additional information about the student. In order to extend the time by which the evaluation will be completed, parents must consent to the time extension.

The school or district should also provide data-based documentation of frequent assessments of the student’s progress, to measure effectiveness of that instruction. A student’s progress should be documented by using an objective and systemic process administered at reasonable intervals. Information such as teacher reports and teacher-made tests, while helpful, are not adequate for this determination. Data should be used to determine the effectiveness of a particular instructional strategy or program.

Step 4: Determination of Influence of Other Factors Students whose lack of achievement can be attributed primarily to one of the following factors should not be determined to have an SLD. visual, hearing, or motor disability mental retardation emotional disturbance cultural factors environmental or economic disadvantage limited English proficiency Such students can be served in other disability categories of IDEA or through programs for at-risk or disadvantaged students, such as Title I of the No Child Left Behind Act.

Progress Monitoring Requirements The school or district should provide data-based documentation of frequent assessments of the student’s progress, to measure effectiveness of that instruction. A student’s progress should be documented by using an objective and systemic process administered at reasonable intervals Information such as teacher reports and teacher-made tests, while helpful, are not adequate for this determination.

Compile information (SAT Worksheet, PSW Worksheet, and REED) and send to School Psychologist School Psychologist: 1.Schedules / conducts observation 2.Reviews records/SAT Worksheets according to PSW guidelines 3.Administers assessments and/or scales (at School Psychologist discretion) 4.Completes PSW Worksheet 5.Completes Exclusionary Factors Worksheet 6.Writes Report SLD recommendation made; report submitted to Special Education Coordinator and Secretary Scores suggest eligibility for other than SLD Referral made to rule out other special education qualification Send out Parent Input Form Special Education Secretary will: FLOW CHART FOR SLD EVALUATION PROCEDURE REED/ PSW & SAT Worksheets are sent to the Special Education Supervisor/Area Coordinator for signature and assigned to an evaluator(s). Special Education Secretary will:

Referral Form

Review of Existing Evaluation Data (REED) InformationData SourceDescription of Information Review of existing evaluations, including current (12 Months) classroom-based, local, or state assessments, existing standardized evaluations and classroom-based observations. CBM GLAD Teacher Test Outcome? Scores? Review Teacher and related services provider(s) observations and progress reports. Review evaluations and information provided by parent.

Review Student Assistant Team Report regarding general education intervention results (academic and behavioral). SAT minutes Pattern of Strengths and Weaknesses worksheet Other: On-going communication/contact with student/parent/school throughout school year.

Assessment need is determined by the School Psychologist. Assessment AreaData and Assessments Needed AchievementNote Area of Concern and an observation is required. Adaptive SkillsUsed ASD/CI evaluations Cognitive AbilityCI Evaluation Social/EmotionalEI evaluation BehaviorASD evaluation

Disability suspected and reason for referral (MUST BE COMPLETED)

Parent Input Form & Referral sent out

Secretary compiles information and gives to School Psych

Teacher PSW Worksheet received by Secretary

Referral sent to School Psychologist

School Psych: Schedules / conducts observation Reviews records according to PSW guidelines Administers assessments and/or scales Completes PSW Worksheet Completes Exclusionary Factors Worksheet Writes Report

SLD recommendation made; report submitted to Special Education Coordinator and Secretary

Data suggests eligibility for other than SLD

Referral made to rule out other special education qualification

Who are your Special Education Secretaries? Tahquamenon Area Service Center- Susie Nutkins Sault Ste. Marie Public Schools-Pam Taylor Rudyard Area Service Center- Pam West

What happens after the evaluations are completed? MET Reports are provided to the IEP team with recommendations for eligibility IEP Team reviews the MET reports and determines eligibility. Based on the needs of the student, the IEP develops a plan for programs and services that best meet the child’s needs.

Specific Learning Disability Under the Federal Rule, 34 CFR 300.8(c((10) a specific learning disability is “a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, write, spell, or do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia that adversely affects a student’s educational performance Eligibility Criteria for…..

Cognitive Impairment The following characteristics: development at a rate at or below approximately 2 standard deviations below the mean as determined through intellectual assessment, scores approximately within the lowest 6 percentiles on a standardized test in reading and math., and characterized by significant limitations in social, and practical adaptive skills.

Emotional Impairment Emotional Impairment means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects educational performance: a. An inability to learn that cannot be explained by intellectual, sensory or health factors; b. An inability to build or maintain satisfactory interpersonal relationships with peers and teachers; c. Inappropriate types of behavior or feelings under normal circumstances; d. A general pervasive mood of unhappiness or depression; or e. A tendency to develop physical symptoms or fears associated with personal or school problems

Autism Spectrum Disorder ASD is a brain development disorder characterized by impairments in social interaction, communication, and restricted and repetitive behavior, typically appearing during the first three years of life.

Questions Connie Cullip- Coordinator of Planning, Monitoring and Data Collection Eastern Upper Peninsula Intermediate School District x.108

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