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PI 11 Revisions

PI 11 Revisions. Specific Learning Disabilities Eligibility Criteria effective July 1, 2001. SLD Definition.

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PI 11 Revisions

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  1. PI 11 Revisions Specific Learning Disabilities Eligibility Criteria effective July 1, 2001

  2. SLD Definition Specific learning disability means a severe learning problemdue to a disorder in one or more of the basic psychological processes involved in acquiring, organizing or expressing information that manifests itself in school as an impaired ability to listen, reason, speak, read, write, spell or do mathematical calculations, despite appropriate instruction in the general education curriculum. WI DPI

  3. SLD Definition Specific learning disability may include conditions such as perceptual disability, brain injury, minimal brain dysfunction, dyslexia and developmental aphasia WI DPI

  4. Through June 30, 2001 Significant Discrepancy functional achievement expected achievement in-child deficit Normal/potential for normal intellectual functioning Exclusions As of July 1, 2001 Classroom Achievement severe delays compared to same age and ability peers Significant Discrepancy ability vs. achievement Information Processing Deficit Exclusions Speech and Language Considerations Reevaluation and Exit Criteria SLD Criteria Revisions WI DPI

  5. SLD Criteria RevisionsAreas of Achievement Delay & Discrepancy • oral expression • listening comprehension • written expression • basic reading skill • reading comprehension • mathematics calculation • mathematics reasoning WI DPI

  6. Wisconsin Eligibility Criteria Does the child have an impairment? Is there a need for special education?

  7. Question #1: Does the child have the impairment of SLD? • Severe delays in Classroom Achievement • Significant Discrepancy between intellectual ability and academic achievement • Information Processing Deficit linked to classroom achievement delays and significant discrepancy • Exclusions • Speech and language considerations WI DPI

  8. Classroom Achievement • The child’s ability to meet the instructional demands of the classroom and achieve commensurate with age and ability peers in one or more of the achievement areas listed is severely delayed WI DPI

  9. Significant Discrepancy • There is a significant discrepancy between intellectual ability and academic achievement in one or more area WI DPI

  10. Information Processing Deficit The team will document an information processing deficit linkedto the achievement delay and significant discrepancy WI DPI

  11. Information Processing Deficit An information processing deficit means a pattern of severe problems with storage, organization, acquisition, retrieval, expression, or manipulation of information WI DPI

  12. Exclusions • The team may not identify an individual as having SLD if the team determines that the significant discrepancy between ability and achievement is primarily due to: • Other impairments specified in state and federal law • Insufficient instruction in reading or mathematics • Limited English proficiency • Environmental, cultural, or economic disadvantage WI DPI

  13. Speech and Language Considerations • If the IEP team is concerned that a discrepancy exists in oral language or listening comprehension, the team shall include a person qualified to assess speech and language impairments • A child who is found to have a significant discrepancy in oral expression and/or listening comprehension only and who meets eligibility criteria for speech and language impairment shall be considered to have a primary impairment in the area of speech and language WI DPI

  14. Re-evaluation and Exit Criteria • Classroom achievement and significant discrepancy criteria must only be met upon initial evaluation. • A child who has a specific learning disability shall continue to demonstrate a need for special education (including specially designed instruction) because of their learning disability and not meet any of the exclusions WI DPI

  15. Re-evaluation and Exit Criteria • Upon reevaluation, the IEP team shall determine whether a child who is performing to generally accepted classroom expectations in the general education curriculum without specially designed instruction continues to be a child with a disability 13 WI DPI

  16. Other Provisions • An observation in the general classroom setting by an IEP team participant other than the classroom teacher continues to be required WI DPI

  17. Evaluation Report Requirements • Whether the child has a SLD • Basis for making the determination • Relevant behavior noted during the observation of the child • Relationship of that behavior to the child's academic functioning • Educationally relevant medical findings, if any WI DPI

  18. Evaluation Report Requirements • Whether there is a severe discrepancy between achievement & ability that is not correctable without special education & related services • The determination of the team concerning the effects of environmental, cultural, or economic disadvantage WI DPI

  19. Evaluation Report Requirements • In addition, each team member shall certify in writing whether the report reflects his or her conclusion. If it does not reflect his or her conclusion, the team member must submit a separate statement presenting his or her conclusions WI DPI

  20. Question #2: Is there a need for special education? A child with a disability means a child who, by reason of any of the impairments listed in 115.76 (5) needs special education and related services WI DPI

  21. Need For Special EducationPi 11.35(3) • “Disability” means impairment and need for special education • Not automatic A child may meet criteria for an impairment, but if there is no need for special education, the child does not meet criteria for being considered a child with a disability. WI DPI

  22. Need For Special Education • Why does the child, because of the needs resulting from the impairment require special education? WI DPI

  23. Need For Special Education • Needs that cannot be met in regular education as structured at the time the evaluation was conducted The IEP Team must address the following: WI DPI

  24. Need For Special Education • Modifications, if any, in regular education that allow the student access to the general education curriculum and to meet the educational standards that apply to all students such as: • Adaptation of content • Adaptation of methodology • Adaptation of delivery of instruction WI DPI

  25. Need For Special Education • Additions or modifications, if any, not provided in the general curriculum • Replacement content • Expanded core curriculum • Other supports WI DPI

  26. From Rules to Practice Taking a Closer Look at SLD Eligibility Criteria

  27. Triangulation is the Key Classroom Achievement Need for Special Education Information Processing Significant Discrepancy Exclusions WI DPI

  28. Classroom Achievement • A severedelay in classroom achievement generally means the child can not do the same academic work as his or her peers after receiving sufficient and meaningful instruction • The student’s performance is compared to same age and ability peers WI DPI

  29. Classroom Achievement • The IEP team makes the determination of severe delay based on data that describes how the student performs in the general education curriculum WI DPI

  30. individual reading inventory/running records district grade level benchmark checklists written language rubrics analysis of daily work portfolio assessment student interview/self-assessment results on WKCE or WRCT report cards/progress reports observations by family results of interventions observation of academic & other relevant learning behavior other curriculum referenced assessments Classroom AchievementSources of Data WI DPI

  31. Questions Classroom Achievement

  32. BREAK WI DPI

  33. Significant Discrepancy • Intellectual Ability = Full scale IQ or Composite Score • Achievement= Standard score (SS) from valid & reliable standardized individual diagnostic test • Significant Discrepancy- Difference between SS for ability and achievement greater than or equal to -1.75 SeE below the norm using a standard regression procedure WI DPI

  34. What is the Regression Formula IQ X X   achievement 85 100 115 WI DPI

  35. Regression plot: IQ vs. Reading Comprehension with Significant Discrepancy line Source: William Frankenberger Ph.D, 2001

  36. Regression Formula Calculation WI DPI

  37. Significant Discrepancy The regression procedure may not be used if the IEP team determines the child can not attain valid and reliable scores because of the child’s test behavior, language, age, or if another impairment interferes with the attainment of valid and reliable scores WI DPI

  38. Significant Discrepancy The IEP team may consider a discrepancy exists if the student’s standardized tests scores approach, but does not meet the cut-off AND the student meets all other criteria WI DPI

  39. FSIQ= 105 Oral Expression= 97 Listening Comp.= 90(.54) Basic Reading Skill= 78 (.59) Reading Comp.= 86 (.73) Written Expression= 80 (.55) Math Computation= 95 Math Reasoning= 100 Using Regression Tables Use your regression chart to determine if this student has a significant discrepancy. Use correlations in ( ). WI DPI

  40. Using Regression Tables- Results WI DPI

  41. Questions Significant Discrepancy

  42. What is Information Processing? • How sensory input is transformed, reduced, elaborated, stored, retrieved and used • An information processing deficit means a pattern ofsevere problems with storage,organization, acquisition, retrieval, expression, or manipulation of information Stimulus information in Response output Processing what is done with stimulus and how response is generated working memory metacognition/executive control WI DPI

  43. Information Processing Deficit • Acquisition-Accurately gaining, receiving, and/or perceiving information • Storage- adding information to existing information • Organization- structuring information WI DPI

  44. Information Processing Deficit • Manipulation- applying, using or altering information • Retrieval- locating or recalling stored information upon demand • Expression- communicating information WI DPI

  45. Information Processing and SLD • Most people have and compensate for information processing weaknesses • An information processing weaknessor difference is not a deficit unless it causes problems with academic achievement • There must be alink between the processing deficit and achievement delays WI DPI

  46. Information Processing What is the nature of the student’s achievement delays? WI DPI

  47. standardized cognitive & information processing tests error analysis of responses on standardized tests error analysis of responses on performance-based assessments evaluation of daily work student interview/self assessment diagnostic teaching outside agency evaluations observations of family members Information ProcessingSources of Data WI DPI

  48. Questions Information Processing

  49. Case Application Example Read the case to decide if the student meets eligibility for the impairment of SLD • Is there a severe delay in classroom achievement? • Is there a significant discrepancy between intellectual ability and academic achievement? • Does the child have an information processing deficit linked to the achievement delay and discrepancy? • Do any of the exclusions apply? • Are there any questions you need more information about before you could make a decision? WI DPI

  50. Classroom Achievement Need for Special Education Significant Discrepancy Information Processing Exclusions SummaryTriangulation is the Key Observation and Interviews Assessment Data Classroom Performance Measures Standardized Test Results WI DPI

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