1. Learning Disability Testing in the Community Colleges: A CCCCO DSPS Presentation to CalWorks An introduction to the CCCCO Learning Disability Eligibility and Services Model (LDESM) January 2011

2. Title 5 Definition of LD A learning disability (LD) is defined as a persistent condition of a presumed neurological processing dysfunction that impairs effective learning. This dysfunction continues despite otherwise average or above average intellectual ability and appropriate instruction in standard classroom/employment situations. A learning disability (LD) is defined as a persistent condition of a presumed neurological processing dysfunction that impairs effective learning. This dysfunction continues despite otherwise average or above average intellectual ability and appropriate instruction in standard classroom/employment situations. A learning disability does not apply to learning problems resulting from any physical, visual, hearing, or psychological disability, ABI, below average intellectual functioning, attention deficit disorder, or any other health related disability. A learning disability does not apply to learning problems resulting from any physical, visual, hearing, or psychological disability, ABI, below average intellectual functioning, attention deficit disorder, or any other health related disability.

3. To be categorized as learning disabled a student must exhibit: Average to above average intellectual ability; Average to above average intellectual ability; Severe processing deficit(s); Severe processing deficit(s); Severe aptitude-achievement discrepancy(ies); and Severe aptitude-achievement discrepancy(ies); and Measured achievement in an instructional setting. Measured achievement in an instructional setting. CCCCO LD Model Criteria

4. Intake Screening Intake Screening Measured Achievement Measured Achievement Ability Level Ability Level Processing Deficit Processing Deficit Aptitude-Achievement Discrepancy Aptitude-Achievement Discrepancy Eligibility Recommendation Eligibility Recommendation Six Components of LD Model

5. Purpose and why this step needs to be completed by a trained LD Specialist: To gather pertinent information about student’s academic difficulties, educational history, health history, career goals, family history, language proficiencies, and employment experiences to determine if testing is appropriate or if other explanations are causing the student’s difficulties To gather pertinent information about student’s academic difficulties, educational history, health history, career goals, family history, language proficiencies, and employment experiences to determine if testing is appropriate or if other explanations are causing the student’s difficulties To aid in selecting which specific instruments and subtests should be administered To aid in selecting which specific instruments and subtests should be administered Component 1: Intake Screening

6. Purpose: To identify those academic settings in which the student has been successful To identify those academic settings in which the student has been successful To distinguish the student with LD from one better characterized as a low achiever To distinguish the student with LD from one better characterized as a low achiever To show likelihood that student can benefit from instruction To show likelihood that student can benefit from instruction Component 2: Measured Achievement

7. Primary WJ III Tests of Achievement WJ III Tests of Achievement WIAT-II (soon WIAT-III) WIAT-II (soon WIAT-III) Nelson-Denny Reading Test Nelson-Denny Reading Test WRAT-4 WRAT-4 Degrees of Reading Power Degrees of Reading Power MDTP MDTPSecondary College transcripts College transcripts High school transcripts High school transcripts Batería Woodcock-Muñoz Batería Woodcock-Muñoz Measured Achievement Procedures

8. Primary WJ III Tests of Cognitive Abilities WJ III Tests of Cognitive Abilities WAIS-IV WAIS-IVSecondary Standard Progressive Matrices Standard Progressive Matrices Batería Woodcock-Muñoz Batería Woodcock-Muñoz Ability Level Procedures

9. Purpose: To evaluate the student's weaknesses in acquiring, integrating, storing, retrieving, and/or expressing information To evaluate the student's weaknesses in acquiring, integrating, storing, retrieving, and/or expressing information To distinguish students with LD from other underachieving students To distinguish students with LD from other underachieving students Component 4: Processing Deficit

10. Primary WJ III Tests of Cognitive Abilities WJ III Tests of Cognitive Abilities WAIS-IV WAIS-IVSecondary Batería Woodcock-Muñoz Batería Woodcock-Muñoz Processing Deficit Procedures

11. Purpose: To identify those academic areas in which the student's achievement is significantly less than that of peers with the same ability level To identify those academic areas in which the student's achievement is significantly less than that of peers with the same ability level Component 5: Aptitude- Achievement Discrepancy

12. Aptitude (Primary) WJ III Cognitive WJ III Cognitive WAIS-IV WAIS-IV Aptitude (Secondary) Standard Progressive Matrices Standard Progressive Matrices Batería Woodcock-Muñoz Batería Woodcock-Muñoz Aptitude-Achievement Discrepancy Procedures

13. Achievement (Primary) WJ III Tests of Achievement WJ III Tests of Achievement WIAT-II (and soon WIAT-III) WIAT-II (and soon WIAT-III) Nelson-Denny Reading Test Nelson-Denny Reading Test WRAT-4 WRAT-4 Degrees of Reading Power Degrees of Reading Power MDTP MDTP Achievement (Secondary) Batería Woodcock-Muñoz Batería Woodcock-Muñoz Aptitude-Achievement Discrepancy Procedures

14. Purpose: To analyze and synthesize all of the assessment information to determine the best explanation for the student's performance To analyze and synthesize all of the assessment information to determine the best explanation for the student's performance To determine whether the student is eligible for services as a student with learning disabilities within the California community college system To determine whether the student is eligible for services as a student with learning disabilities within the California community college system Component 6: Eligibility Determination

15. To identify the educational limitations for eligible students To identify the educational limitations for eligible students To document the recommended accommodations and compensatory strategies To document the recommended accommodations and compensatory strategies To provide recommendations for alternative services for ineligible students To provide recommendations for alternative services for ineligible students Eligibility Determination, continued

16. Purpose: To allow prior disability documentation to be used within the LD Eligibility and Services Model To allow prior disability documentation to be used within the LD Eligibility and Services Model To provide a set of standardized guidelines for evaluating documentation from outside the CCC system To provide a set of standardized guidelines for evaluating documentation from outside the CCC system Evaluation of Prior Documentation/Outside Assessment Data

17. LD Testing as Access and Equity Issue While LD testing is not a mandated service, if a student with a LD needs accommodations, we need to provide the disability-related services required. To only provide accommodations to high-income students who can afford outside testing discriminates against low income students and a particular disability group. While LD testing is not a mandated service, if a student with a LD needs accommodations, we need to provide the disability-related services required. To only provide accommodations to high-income students who can afford outside testing discriminates against low income students and a particular disability group. Dr. Gregg’s 2009 LDESM study showed that the majority of students LD tested had not been previously identified as a student with a disability (no Special Education history). Dr. Gregg’s 2009 LDESM study showed that the majority of students LD tested had not been previously identified as a student with a disability (no Special Education history).

18. LD Testing Facilitates Student Success Testing provides CalWorks counselors important information on a student's academic potential to allow them to make better career choices with students. Testing provides CalWorks counselors important information on a student's academic potential to allow them to make better career choices with students. Outcome data has shown that LD testing leads to retention and student success. Outcome data has shown that LD testing leads to retention and student success. Provides linkage to Basic Skills – both classes, and in some cases, funding Provides linkage to Basic Skills – both classes, and in some cases, funding Provides a bridge to support instructional faculty on campus who are seeing learning difficulties in their students Provides a bridge to support instructional faculty on campus who are seeing learning difficulties in their students

19. Learning Disabilities & Employment Individuals should consider the following: Individuals should consider the following: -What is the impact of my learning disability on job performance? disability on job performance? -Does the job ‘match’ or ‘fit’ with my abilities? abilities? -How, to whom or when does one disclose a learning disability? disclose a learning disability? -What are possible accommodations that will enhance job performance? will enhance job performance?http://www.ldac-taac.ca/indepth/transition_steps-e.asp Research has shown that an important variable in relation to job satisfaction and career choices is a clear understanding of one’s learning disability and how it impacts on day to day work performance and activities.

20. LD Testing and CalWorks CCC LD Specialists are available for further consultation with Employment Case Managers following exit interview CCC LD Specialists are available for further consultation with Employment Case Managers following exit interview LD Testing available in English, but check with your local community college DSPS to see if they offer testing in other languages, as many do. LD Testing available in English, but check with your local community college DSPS to see if they offer testing in other languages, as many do.

21. Questions? Contact a LD Specialist at your local community college DSPS office.