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Wisconsin s Specific Learning Disabilities Rule: Workshop for School Teams Scott Brown DPI Education Consultant Special Education Team * WI Department of Public ... – PowerPoint PPT presentation

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Title: Wisconsin


1
Wisconsins Specific Learning Disabilities Rule
Workshop for School Teams
  • Scott Brown
  • DPI Education Consultant
  • Special Education Team

2
  • 10/29/2013 Note
  • The following slide presentation was developed to
    address the requirements of the rule during the
    transition period between December 1, 2010 and
    December 1, 2013. Some of the information may not
    be relevant once a school has transitioned to
    implementing the Insufficient Progress criterion
    (required of all LEAs effective December 1,
    2013).

3
Overview of the SLD Rule
4
Revised WI SLD Rule
  • Three Criteria
  • Inadequate classroom achievement (after
    intervention)
  • Insufficient progress
  • Consideration of exclusionary factors
  • Sources of Data
  • Observation
  • Formal and informal assessment data
  • Documentation requirements

5
Definition of SLD
  • Specific learning disability means a disorder in
    one or more of the basic psychological processes
    involved in understanding or using language,
    spoken or written, that may manifest itself in an
    imperfect ability to listen, think, speak, read,
    write, spell or perform mathematical
    calculations, including conditions such as
    perceptual disabilities, brain injury, minimal
    brain dysfunction, dyslexia and developmental
    aphasia. The term does not include learning
    problems that are primarily the result of visual,
    hearing, motor disabilities, cognitive
    disabilities, emotional disturbance, cultural
    factors, environmental, or economic disadvantage.
  • PI 11.36(6)(a)

6
How Did We Get Here?
7
December 1, 2010
8
December 1, 2010
  • Documentation of intensive intervention before
    assessing Classroom Achievement.
  • Inadequate Classroom Achievement defined as 1.25
    SD or more below the mean for same age peers.
  • Additional Exclusionary Factor Lack of
    appropriate instruction in the area(s) under
    consideration (not just reading and mathematics).
  • Information processing is no longer required.

9
Documentation Requirement
F. The student received intensive intervention,
which was applied in a manner highly consistent
with its design, closely aligned to pupil need,
and culturally appropriate.
10
IEP Process
  • Referral/Notice
  • Review Existing Data
  • Consent (if needed)
  • Additional Assessment (if needed)
  • Eligibility Determination
  • IEP placement (if eligible)

11
Caution Review of Existing Data
12
Eight Areas
  • oral expression
  • listening comprehension
  • written expression
  • basic reading skill
  • reading fluency
  • reading comprehension
  • mathematics calculation
  • mathematics problem solving

13
Sunset of Significant Discrepancy
December 1, 2013
14
Additional Team Members
  • Licensed person qualified to assess data on
    individual rate of progress
  • Licensed person who implemented scientific,
    research-based or evidence-based, intensive
    interventions
  • Licensed person qualified to conduct individual
    diagnostic evaluations
  • Students general education teacher or
    individual licensed to teach a student of the
    same age (required of all IEP teams)
  • One team member can serve multiple roles
  • PI 11.36(6)(d)3.

15
School Wide Notification
  • Once a school begins to use response to
    intensive intervention method, it must be used
    for ALL SLD eligibility decisions for students
    enrolled at the school.
  • School-based not district-based decision.
  • Parents of ALL enrolled students must be notified
    at least 10 days before implementation.
  • Sample notification link on DPI SLD web page.

16
Exclusionary Factors
Insufficient Progress
Inadequate Classroom Achievement
17
Exclusionary Factors
18
Exclusionary Factors
Insufficient Progress
Inadequate Classroom Achievement
19
Exclusionary Factors
  • Environmental or economic disadvantage, or
    cultural factors.
  • Lack of appropriate instruction in reading, math
    or any other areas of SLD being considered.
  • Limited English proficiency.
  • Other impairments.
  • PI11.36(6)(d)1.

20
Applying Exclusionary Factors
  • Exclusionary Factors
  • The IEP team may not identify a student with SLD
    if inadequate classroom achievement or
    insufficient progress is primarily due to an
    exclusionary factor.

21
Lack of Appropriate Instruction
22
Documentation Requirement
A. Information demonstrating that the student
was provided appropriate instruction in regular
education.
23
Environmental or Economic Disadvantage
24
Cultural Differences or Limited English
Proficiency
25
Other Impairments
26
Documentation Requirement
I. The effects of a visual, hearing or physical
(motor) disability cognitive disability,
emotional disturbance cultural factors
environmental or economic disadvantage or
limited English proficiency on the students
achievement level.
27
Inadequate Classroom Achievement
28
Exclusionary Factors
Insufficient Progress
Inadequate Classroom Achievement
29
Individually Administered Achievement Test
  • 1.25 SD cut score on reliable/valid test.
  • Must be administered after intensive
    intervention.
  • Same cut score standard applies regardless of
    intellectual ability.
  • Applies to each area of potential concern.
  • PI 11.36(6)(6)1.

30
Documentation Requirement
31
Documentation Requirement
32
Insufficient Progress
33
Exclusionary Factors
Insufficient Progress
Inadequate Classroom Achievement
34
Insufficient Progress
  • Insufficient response to intensive, scientific
    research-based or evidence-based interventions.
  • Progress monitoring data from at least 2
    intensive interventions in EACH area of potential
    SLD required.
  • Baseline data and at least weekly progress
    monitoring is required.
  • Rate of progress Is compared to same-age peers.

35
2 Types of Intensive Interventions
  • Type 1
  • 1 required prior to academic testing for
    inadequate classroom achievement.
  • Required of all SLD evaluations.
  • Type 2
  • 2 required for EACH area of potential SLD
    concern.
  • More rigorous than those required in 1.
  • If implemented PRIOR to academic testing, may
    count for 1 also.
  • Required for enrolled public school students
    after school begins using new criteria.

36
Standards for ALL (Type 1 2) Intensive
Interventions
  • Used with individual or small groups.
  • Focused on single or small number of discrete
    skills.
  • Include substantial number of instructional
    minutes beyond what is provided to all students.
  • Applied in a manner highly consistent with its
    design, closely aligned to student need.
  • Culturally responsive.
  • PI 11.02(6m)
  • PI 11.36(6)(f)4

37
Additional Standards for Interventions with
Progress Monitoring
  • Must meet standards for all intensive
    interventions
  • Type 2 ADDITIONAL features
  • Scientific research-based or evidence-based.
  • Closely aligned to individual learning needs
    (area of concern)
  • Implemented with adequate fidelity
  • Consistent with design
  • At least 80 of the recommended number of weeks,
    sessions, minutes
  • At least TWO interventions required for EACH area
    of concern
  • PI 11.02(1), PI 11.36(6)(c)2.a.

38
Progress Monitoring
  • What is progress monitoring?
  • A scientifically based practice to assess student
    response to intervention
  • Uses valid and reliable tools (probes)
  • Brief, direct measures of specific academic
    skills
  • Multiple equal or nearly equal forms
  • Sensitive to small changes in student performance
  • Provides valid, reliable measures of performance
    during intervention. PI 11.02 (9)

39
Charting Progress Data
40
(No Transcript)
41
When is Progress Insufficient?
  • Progress is the same or less than same-age peers
    OR
  • Progress is greater than same-age peers but will
    not result in reaching the average range of
    achievement in a reasonable period of time OR
  • Progress is greater than same-age peers but the
    intensity of resources necessary to obtain this
    rate of progress cannot be maintained in general
    education

42
Decision rule The rate of progress is the
same or less than that of his/her same-age peers.

43
(No Transcript)
44
Decision rules The rate of progress is greater
than his/her same-age peers but will not result
in reaching the average range of achievement in a
reasonable period of time. OR Progress is
greater than same age peers but the intensity of
the resources necessary to obtain this rate of
progress cannot be maintained in general
education.
45
(No Transcript)
46
Determining Insufficient Progress
47
Documentation Requirement
48
Documentation Requirement
49
Systematic Observation
  • Routine Classroom Instruction
  • All evaluations and re-evaluations.
  • At least one observation during core instruction
    in each area of concern.
  • One observation may address multiple areas of
    concern.
  • The observation must be conducted by a member of
    the IEP team.
  • Intensive Intervention (initial public school
    students, when using PM)
  • At least one during intensive intervention for
    EACH area of SLD concern.
  • One observation may address multiple areas of
    concern.
  • The observation must be conducted by a member of
    the IEP team.
  • Must be conducted by someone OTHER than the
    person providing the intervention.
  • PI 11.36(6)(e)2.b.
  • PI 11.36(6)(e)2.d.

50
Documentation Requirement
D. Relevant behavior noted during observation of
the student in his or her learning environment
(including the regular classroom) and the
relationship of that behavior to the students
academic functioning (if using observational data
of the students academic performance and
behavior done prior to the referral for the
evaluation, see ER-1).
51
RTI SLD
  • RTI is helpful but not required for compliance
    with SLD rule
  • Goal of RTI system is to improve outcomes for ALL
    students
  • Most direct link is documenting insufficient
    progress
  • SLD rule links general education instructional
    support with special education eligibility
  • Special education referrals cannot be delayed
  • Timeline may be extended based on mutual agreement

52
Reevaluations
http//dpi.wi.gov/forms/doc/felg-sld-002.doc
53
SLD Evaluation Requirements Checklist
54
Exceptions
  • Significant discrepancy
  • Parentally placed private school students
  • Home based private education

55
Transfer Students
  • Transfer from one to Wisconsin LEA to another
    Wisconsin LEA
  • Out of state to a Wisconsin LEA
  • Transfer from one Wisconsin LEA to another before
    eligibility is determined

56
Exclusionary Factors
Insufficient Progress
Inadequate Classroom Achievement
57
(No Transcript)
58
(No Transcript)
59
Thank You
60
Scott BrownEducation Consultant Specific
Learning Disabilities608-267-9271scott.brown_at_dpi
.wi.gov
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