1. Moving to Intellectual Disabilities in WI
DPI Update
3/24/2015
Moving to Intellectual Disabilities in WI
Wisconsin Department of Public Instruction
May 6, 2015
WCASS Spring Conference
WI DPI Early Childhood PST Meeting

2. Proposed New Intellectual Disabilities Rule
 This proposed rule change adjusts the terminology, definition, and eligibility contained in PI (1) to align with language used in federal law (Rosa’s Law, Pub. L ) and with the American Association on Intellectual and Developmental Disabilities’ classification manual, Intellectual Disability: Definition, Classification, and Systems of Supports, 11th edition (2010).
5/6/2015
WCASS Spring 2015 Conference

3. Proposed New Terminology
Cognitive disability is changed to Intellectual Disability to reflect current terminology.
5/6/2015
WCASS Spring 2015 Conference

4. Proposed New Definition
DPI Update
3/24/2015
Proposed New Definition
Intellectual disability means significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills and manifested during the developmental period that adversely affects the child’s educational performance.
Current Definition: Under PI 11.36
(1) COGNITIVE DISABILITY. (a) Cognitive disability means significantly subaverage intellectual functioning that exists concurrently with deficits in adaptive behavior and that adversely affects educational performance.
5/6/2015
WCASS Spring 2015 Conference
WI DPI Early Childhood PST Meeting

5. Proposed New Eligibility Criteria
Intellectual Functioning
Adaptive Behavior
Educational Performance
5/6/2015
WCASS Spring 2015 Conference

6. Proposed Intellectual Functioning
DPI Update
3/24/2015
Proposed Intellectual Functioning
The child has a standard score of 2 or more standard deviations below the mean on at least one individually administered intelligence test which takes into account the child’s mode of communication and is developed to assess intellectual functioning using this mode. More than one intelligence test may be used to produce a comprehensive result.
Current: The child has a standard score of 2 or more standard deviations below the mean on at least one individually administered intelligence test developed to assess intellectual functioning.
b. The child has a standard score between 1 and 2 standard deviations below the mean on at least one individually administered intelligence test, the child has been documented as having a cognitive disability in the past, and the child’s condition is expected to last indefinitely.
Cognitive disabilities typically manifest before age 18. An etiology should be determined when possible, so that the IEP team can use this information for program planning.
5/6/2015
WCASS Spring 2015 Conference
WI DPI Early Childhood PST Meeting

7. Proposed Adaptive Functioning
DPI Update
3/24/2015
Proposed Adaptive Functioning
The child has deficits significant limitations in adaptive behavior that are demonstrated by a standard score of 2 or more standard deviations below the mean on standardized or nationally-normed measures, as measured by comprehensive, individual assessments that include interviews of the parents, tests,
Current: The child has deficits in adaptive behavior as demonstrated by a standard score of 2 or more standard deviations below the mean on standardized or nationally-normed measures, as measured by comprehensive, individual assessments that include interviews of the parents, tests, and observations of the child in adaptive behavior which are relevant to the child’s age, such as:
a. Communication. b. Self-care. c. Home living skills. d. Social skills. e. Appropriate use of resources in the community. f. Self-direction. g. Health and safety. h. Applying academic skills in life. i. Leisure. j. Work.
Proposed : The most recent AAMR Manual defines adaptive behavior as, “the collection of conceptual, social, and practical skills that have been learned by people in order to function in their daily lives” (Luckusson 2002, 41).
The three skill areas are: Conceptual: Language (expressive and receptive), reading and writing, money concepts, and self-direction
Social: Interpersonal, responsibility, self-esteem, gullibility (vulnerability to being tricked or manipulated), naiveté, ability to follow rules, ability to obey laws, ability
to avoid victimization
• Practical: Daily living activities (eating, mobility, toileting, dressing); Instrumental activities of daily living (meal preparation, housekeeping, using public transportation, taking medication, managing money, using the telephone); occupational skills; and maintaining safe environments
The descriptions of the three broad areas of adaptive behavior are highly useful in communicating key features and important competencies.
5/6/2015
WCASS Spring 2015 Conference
WI DPI Early Childhood PST Meeting

8. Proposed Adaptive Functioning
and observations of the child in adaptive behavior which are relevant to the child’s age, including at least one of the following:
am. Conceptual skills.
bm. Social adaptive skills.
cm. Practical adaptive skills.
dm. An overall composite score on a standardized measure of conceptual, social, and practical skills.
5/6/2015
WCASS Spring 2015 Conference

9. Educational Performance
DPI Update
3/24/2015
Educational Performance
Ages 3 through 5
the child is age 3 through 5 and has a standard score of 2 or more standard deviations below the mean on standardized or nationally-normed measures, as measured by comprehensive, individual assessments, in
language development and communication, cognition, and general knowledge.
Current: The child is age 3 through 5 and has a standard score of 2 or more standard deviations below the mean on standardized or nationally-normed measures, as measured by comprehensive, individual assessments, in at least 2 of the following areas: academic readiness, comprehension of language or communication, or motor skills.
5/6/2015
WCASS Spring 2015 Conference
WI DPI Early Childhood PST Meeting

10. Proposed Educational Performance
DPI Update
3/24/2015
Proposed Educational Performance
Ages 6 to 21
the child is age 6 through 21 and has a standard score of 2 or more standard deviations below the mean on standardized or nationally-normed measures, as measured by comprehensive, individual assessments, in the following areas written language, reading, and mathematics.
Current: The child is age 6 through 21 and has a standard score of 2 or more standard deviations below the mean on standardized or nationally-normed measures, as measured by comprehensive, individual assessments, in general information and at least 2 of the following areas: written language, reading, or mathematics.
5/6/2015
WCASS Spring 2015 Conference
WI DPI Early Childhood PST Meeting

11. Proposed Education Performance
A standardized development scale or a body of evidence including informal measures shall be used when it is determined that reliable and valid assessment results on the academic areas under subd. 3. a. or b. are not possible due to the student’s functioning level or age.
5/6/2015
WCASS Spring 2015 Conference

12. Proposed Reevaluations
DPI Update
3/24/2015
Proposed Reevaluations
Upon re-evaluation, a child who met initial identification criteria and continues to demonstrate a need for special education under s. PI (2), including specially designed instruction, is a child with a disability under this section.
5/6/2015
WCASS Spring 2015 Conference
WI DPI Early Childhood PST Meeting

13. Submit Comments about Rules:
Carl Bryan, Budget & Policy Analyst - Administrative Rules Coordinator
(608)
Comments for ID Rule – by April 13, 2015
5/6/2015
WCASS Spring 2015 Conference

14. For more information – DPI Contacts
Sandy Berndt
Molly Bever or (608)
Eva Kubinski or (608)
5/6/2015
WCASS Spring 2015 Conference