Charlevoix-Emmet ISD Eligibility Guidelines Specific Learning Disability (SLD) Evaluation Procedures September, 2012

Purpose District implementation of new SLD guidelines to be in compliance with Michigan rules & federal regulations

Goals for Today Understand the process and content of the SLD guideline Review district data Experience the process used to determine if SLD criteria is met Identify challenges to overcome Develop plan for successful implementation

Educational Intervention General education intervention is … Special education intervention is … What is done when a student does not meet academic and/or behavioral expectations? 4

Process for General Education Intervention District process for intervention Written? Documentation of interventions  Understood by all staff? Understood by parents? Supported by all stakeholders? Consider as part of training

Getting to know your district: Up close & personal What does the ISD composite indicate? What does the district composite indicate? How can this data inform and strengthen the instructional practices of the district? Where/when does this information get discussed?

Word Cloud of Guideline

Michigan Rule Turn to page 2 Use a highlighter Identify terms/conditions/aspects of the rule that may challenge decision making for eligibility determination-5 minutes When the bell rings, review the results with your table Report out unduplicated list

Eight Areas of SLD Read Pages 5-8 (10 minutes) Basic Reading Reading Fluency Reading Comprehension Mathematical Calculation Mathematical Problem-Solving Written Expression Oral Expression Listening Comprehension

Elbow Partners Discuss: Which areas of SLD are difficult to describe? Which areas of SLD are easily analyzed using classroom data? Report out your findings

Pattern of Strengths & Weaknesses Model used for eligibility determination Data is analyzed to develop a profile of student performance within 8 areas of SLD Strength = 3 data points within one area Weakness = 4 data points within one area One of the 4 points must be an individually administered norm-referenced assessment

Example: Pattern of Strengths & Weaknesses Basic Reading had three data points falling within the range of strength. Data indicated a personal strength in this area of SLD Math Problem Solving had 4 data points falling within the range of weakness including the score of an individually administered standardized assessment of math problem-solving.Data indicated a weakness in this area of SLD. More analysis to follow. Data is analyzed to develop a profile of student performance within 8 areas of SLD Strength = 3 data points within one area Weakness = 4 data points within one area One of the 4 points must be a norm- referenced assessment

Evaluation Components Data reflects: Inadequate achievement (p. 15)  Other factors do not explain under achievement (p. 16)  Appropriate instruction (p. 16-18)  Observation in area of difficulty (p. 19)  Parent, teacher, student, medical and other input (p. 20) 

Evaluation Components Activity Compare the five evaluation components with the Michigan rule on page 2 of the guideline. How much of the required data is available from the general education interventions and the CA-60 file? 16

Data Analysis: Performance Differentiation of areas of strengths and weaknesses page 24 Prediction with confidence: academic success and failure Cut scores are not speed limit signs: professional judgment

Data Analysis: Profile from Data Pattern or lack of pattern emerges Multiple data points from a variety of sources confirm the presence or absence of strengths and weaknesses Worksheet to Chart Pattern of Strengths and Weaknesses p. 25  SLD Summary of Data chart p. 27  18

IQ Score: Optional How has an IQ score helped inform instruction? Why is an IQ score needed? When is an IQ score helpful? Adverse Impact p. 28  Termination of eligibility p. 29 

PSW Simulation: 3 outcomes Robert, 2nd grade and making progress with general education interventions John, 5th grade and referred for an initial evaluation Tommy, 2nd grade and referred for an initial evaluation

Check for Understanding Identify the components of SLD eligibility What will be the greatest challenge for implementation in your building? Identify strategy to overcome challenge 21

Plan for Implementation of SLD Guideline Inform staff Inform parents Tools for training Process for implementation Identify start date Complete worksheet & commit to change!

Questions

Contact Information Diane Heinzelman heinzed@charemisd.org 231-547-9947 Frances Paris parisf@charemisd.org 248-807-1546