 Three Criteria: Inadequate classroom achievement (after intervention) Insufficient progress Consideration of exclusionary factors  Sources of Data Observation Formal and informal assessment data  Documentation requirements Summer 2012Wisconsin Department of Public Instruction 2

Summer 2012Wisconsin Department of Public Instruction 3

Specific learning disability means a disorder in one or more of the basic psychological processes involved in understanding or using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or perform mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia and developmental aphasia. The term does not include learning problems that are primarily the result of visual, hearing, motor disabilities, cognitive disabilities, emotional disturbance, cultural factors, environmental, or economic disadvantage. PI 11.36(6)(a) Summer 2012Wisconsin Department of Public Instruction 4

 oral expression  listening comprehension  written expression  basic reading skill  reading fluency  reading comprehension  mathematics calculation  mathematics problem solving Summer 2012Wisconsin Department of Public Instruction 5

Summer 2012Wisconsin Department of Public Instruction 6

 Documentation of intensive intervention before assessing Classroom Achievement.  Inadequate Classroom Achievement defined as 1.25 SD or more below the mean for same age peers.  Additional Exclusionary Factor: Lack of appropriate instruction in the area(s) under consideration (not just reading and mathematics).  Information processing is no longer required. Summer 2012Wisconsin Department of Public Instruction 7

 Licensed person qualified to assess data on individual rate of progress  Licensed person who implemented scientific, research- based or evidence-based, intensive interventions  Licensed person qualified to conduct individual diagnostic evaluations  Student’s general education teacher; or individual licensed to teach a student of the same age (required of all IEP teams)  One team member can serve multiple roles PI 11.36(6)(d)3. Summer 2012Wisconsin Department of Public Instruction 8

 Once a school begins to use response to intensive intervention method, must use for ALL SLD eligibility decisions for students enrolled at the school.  School-based not district-based decision.  Parents of ALL enrolled students must be notified at least 10 days before implementation.  Sample notification link on DPI SLD web page. Summer 2012Wisconsin Department of Public Instruction 9

Insufficient Progress Inadequate Classroom Achievement Summer 2012Wisconsin Department of Public Instruction 10

Summer Wisconsin Department of Public Instruction

 Environmental or economic disadvantage, or cultural factors.  Lack of appropriate instruction in reading, math or any of the other possible areas of SLD being considered.  Limited English proficiency.  Other impairments. PI11.36(6)(d)1. Summer 2012Wisconsin Department of Public Instruction 12

The IEP team may not identify a student with SLD if inadequate classroom achievement or insufficient progress is primarily due to an exclusionary factor. Summer Wisconsin Department of Public Instruction

Summer Wisconsin Department of Public Instruction

 1.25 SD cut score on reliable/valid test.  Must be administered after intensive intervention.  Same cut score standard applies regardless of intellectual ability.  Applies to each area of potential concern. PI 11.36(6)(6)1. Summer 2012Wisconsin Department of Public Instruction 15

Summer Wisconsin Department of Public Instruction

 Insufficient response to intensive, scientific research-based or evidence-based interventions.  Progress monitoring data from at least 2 intensive interventions in EACH area of potential SLD required.  Baseline data and at least weekly progress monitoring is required.  Rate of progress Is compared to same-age peers. Summer 2012Wisconsin Department of Public Instruction 17

Type 1:  1 required prior to academic testing for inadequate classroom achievement.  Required of all SLD evaluations. Type 2:  2 required for EACH area of potential SLD concern.  More rigorous than those required in #1.  If implemented PRIOR to academic testing, may count for #1 also.  Required for enrolled public school students after school begins using new criteria. Summer 2012Wisconsin Department of Public Instruction 18

 Used with individual or small groups.  Focused on single or small number of discrete skills.  Include substantial number of instructional minutes beyond what is provided to all students.  Applied in a manner highly consistent with its design, closely aligned to student need.  Culturally responsive. PI 11.02(6m) PI 11.36(6)(f)4 Summer 2012Wisconsin Department of Public Instruction 19

 Must meet standards for all intensive interventions  “Type 2” ADDITIONAL features: Scientific research-based or evidence-based. Closely aligned to individual learning needs (area of concern) Implemented with adequate fidelity  Consistent with design  At least 80% of the recommended number of weeks, sessions, minutes At least TWO interventions required for EACH area of concern PI 11.02(1), PI 11.36(6)(c)2.a. Summer 2012Wisconsin Department of Public Instruction 20

EXAMPLE AEXAMPLE B Intervention: Type 1 Academic testing Intervention: Type 2 Progress monitoring Intervention: Type 2 Progress monitoring Intervention: Type 2 Progress monitoring Intervention: Type 2 Progress monitoring Academic Testing No Type 1 intervention necessary Summer 2012Wisconsin Department of Public Instruction 21

What is progress monitoring? A scientifically based practice to assess student response to intervention Uses valid and reliable tools (probes)  Brief, direct measures of specific academic skills  Multiple equal or nearly equal forms  Sensitive to small changes in student performance  Provides valid, reliable measures of performance during intervention. PI (9) Summer 2012Wisconsin Department of Public Instruction 22

1. Progress is the same or less than same-age peers OR 2. Progress is greater than same-age peers but will not result in reaching the average range of achievement in a reasonable period of time OR 3. Progress is greater than same-age peers but the intensity of resources necessary to obtain this rate of progress cannot be maintained in general education Summer 2012Wisconsin Department of Public Instruction 23

Summer 2012Wisconsin Department of Public Instruction 24

Establish baseline: For each intervention, baseline is set using the median score of 3 probes. Begin Intervention. Collect weekly or more frequent progress monitoring (PM) data. Use baseline and subsequent PM data to analyze progress using least squares regression. Intensive interventions may be implemented before referral or as part of an evaluation for SLD. Summer 2012Wisconsin Department of Public Instruction 25

 Implementation of RTI is helpful but not required for compliance with SLD rule  Goal of RTI system is not to identify students for special ed; the goal is to improve outcomes for ALL students.  Most direct intersection is documenting “insufficient progress” – one of the two of the required types of achievement data is progress monitoring data from at least 2 scientific, research/evidence based intensive interventions  This directly links general education/instructional support with special education eligibility  Special education referrals cannot be delayed  Timeline may be extended based on mutual agreement between school and parents Summer 2012Wisconsin Department of Public Instruction 26

Summer Wisconsin Department of Public Instruction

Summer 2012Wisconsin Department of Public Instruction 31 Scott Brown Education Consultant – Specific Learning Disabilities