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Specific Learning Disability Peer Review 2013

Specific Learning Disability Peer Review 2013. Lee Pesky Center Dr. Evelyn Johnson ejohnson@lplearningcenter.org SESTA Gina Hopper ginahopper@boisestate.edu. SLD. Agenda. Introduction. 1. SLD Construct and Policy. 2. Process for Peer Review. 3. Case File Calibration. 4.

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Specific Learning Disability Peer Review 2013

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  1. Specific Learning DisabilityPeer Review 2013 Lee Pesky Center Dr. Evelyn Johnson ejohnson@lplearningcenter.org SESTA Gina Hopper ginahopper@boisestate.edu SLD

  2. Agenda Introduction 1 SLD Construct and Policy 2 Process for Peer Review 3 Case File Calibration 4

  3. Purpose & Objectives • Inform state level guidance on cognitive processing evaluation • Provide meaningful feedback to school teams to help develop their understanding of the ‘big picture’ of LD identification • Inform state level training needs for 2013-14 (e-file data collection)

  4. SPECIFIC LEARNING DISABILITY - 20 U.S.C. § 1401(26)(A); 34 C.F.R. § 300.7(c)(10) (A) GENERAL - The term means a disorderin one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations. (B) DISORDERS INCLUDED - The term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia and developmental aphasia. (C) DISORDERS NOT INCLUDED - The term does not include learning problems that are primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural or economic disadvantage.

  5. Preponderance of Evidence Response to Intervention Low Achievement Processing Class performance Benchmark Data ISAT data Academic Achievement Data All achievement data Progress Monitoring Data Fidelity – do we match intervention to need? Are others making progress? Qualitative Analysis of Work Observation Processing Evaluation – strengths and weaknesses Hypothesis Testing Data should tell a consistent story about the child’s learning needs. and ensure that exclusionary criteria are considered and effectively ruled out.

  6. Comments about observation (if needed)

  7. Broad Processes that were agreed on during the School Psychologist Symposium: • Fluid Reasoning • Crystallized Intelligence • Visual Processing • Long-Term Storage and Retrieval • Auditory Processing • Processing Speed • Short Term Memory

  8. Case File Calibration E-file procedure review (Sydney) 1 Work in teams to complete 2 Group discussion 3 Work in your teams 4

  9. Improving the lives of people who learn differently through prevention, evaluation, treatment, and research. 3324 Elder Street • Boise, ID 208-333-0008 www.LPLearningCenter.org LPLC

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