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

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

3. 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

4. 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

5. 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

6. 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?

7. Word Cloud of Guideline

8. 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

11. 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

12. 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

13. 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

14. 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

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

16. 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

17. 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

18. 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

19. 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 

20. 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

21. 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

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

23. Questions

24. Contact Information
Diane Heinzelman
Frances Paris