Special Education Criteria

1. Special Education Criteria Linda Thews Julie Toshner Spring 2007

2. AUTISM Significant delays or differences in both: • Social Participation • Communication In addition, exhibits impairments in at least one of the following: • Developmental Rates and Sequences • Cognition • Sensory Processing • Behavioral Repertoire Spring 2007

3. COGNITIVE DISABILITIES Criteria: Intellectual Adaptive Academic Spring 2007

4. Initial standard score of 2 or more standard deviations below the mean (<70) Re-evaluation standard score between 1 and 2 standard deviations below the mean (<85) documented as having a cognitive disability in the past condition is expected to last indefinitely Intellectual Spring 2007

5. Adaptive • Deficits in 2 or more areas of adaptive behavior as demonstrated by a standard score of 2 or more standard deviations below the mean (<70) • Communication (3-21) • Self-care (3-21) • Home living skills (3-21) • Social skills (6-21) • Appropriate use of resources in the community (6-21) • Self-direction (6-21) • Health and safety (6-21) • Applying academic skills in life (6-21) • Leisure (6-21) • Work (14-21) Spring 2007

6. Academic Functioning • Age 3-5 • Standard deviation of 2 or more standard deviations below the mean in at least 2 of the following: • Academic readiness • Comprehension of language or communication • Motor skills Spring 2007

7. Academic Functioning • Age 6-21 • Standard deviation of 2 or more standard deviations (<70) below the mean in the following areas: • Academic Knowledge: Science, Social Studies, Humanities • And at least 2 of the following: • Written language • Reading • Mathematics Spring 2007

8. Emotional Behavioral Disability-EBD- Spring 2007

9. EBD Definition • Definition includes 3 key concepts: • Social, emotional or behavioral functioning • So departs from generally accepted • Adversely affects 1 or more: academics, social relationships, personal adjustment, classroom adjustment, self-care, vocational skills. Spring 2007

10. The 3 Criteria • The student must meet all of the following: • Severe, chronic and frequent • Occurs in school & at least 1 other setting • Displays any of the 8 characteristics Spring 2007

11. Interpersonal relationships... Inappropriate responses... Pervasive moods... Physical symptoms... Inability to learn... Extreme withdrawal... Extreme aggressiveness... Others that are so different... 8 Characteristics Spring 2007

12. Another disability Social maladjustment Adjudged delinquent Dropout Chemically Dependent Cultural deprivation, familial instability, suspected child abuse, socio-economics Medical or psychiatric diagnoses Cannot include or exclude a student SOLELY on the basis of: Spring 2007

13. Specific Learning Disabilities -SLD- Spring 2007

14. What is a Specific Learning Disability • The term “specific learning disability” means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in imperfect ability tolisten, think, speak, read, write, spell, or domathematical calculations. Spring 2007

15. Triangulation is the Key Classroom Achievement Need for Special Education Significant Discrepancy Information Processing Exclusions Spring 2007

16. SLD CriteriaAreas of Achievement Delay & Discrepancy • oral expression • listening comprehension • written expression • basic reading skill • reading fluency • reading comprehension • mathematics calculation • mathematics reasoning Spring 2007

17. 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 Spring 2007

18. Significant Discrepancy • There is a significant discrepancy between intellectual ability and academic achievement in one or more areas Spring 2007

19. Information Processing Deficit The team will document an information processing deficitlinkedto the achievement delay and significant discrepancy Spring 2007

20. Information Processing Deficit • An information processing deficit means a pattern of severe problems with storage, organization, acquisition, retrieval, expression, or manipulation of information Spring 2007

21. 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 federal and state law • Insufficient instruction in reading or mathematics • limited English proficiency • environmental, cultural, or economic disadvantage Spring 2007

22. SLD Criteria- Eligibility Sec. 614 (b)(6) New Provision: In determining whether a child has a specific learning disability, a local educational agency may use a process that determines if the child responds to scientific, research-based interventionas a part of the evaluation procedures Spring 2007

23. General ed instruction is research-based Students assessed in the curriculum Universal screening conducted by school staff Continuous progress monitoring Monitoring pinpoints difficulties Use of specific, research-based interventions Progress monitoring data determines the effectiveness of interventions Multiple tiers of interventions Core Concepts of RtI2002 National Research Center on Learning Disabilities Spring 2007

24. Academic Systems Behavioral Systems • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Of longer duration • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive A Tiered Level of Support Might Look Like: 1-5% 1-5% 5-10% 5-10% 80-90% 80-90% Spring 2007

25. Other Health Impaired (OHI) • Has a chronic or acute health problem • Results in limited strength, vitality or alertness • Adversely affects a child’s educational performance Spring 2007

26. Orthopedic Impairment (OI) • Severe orthopedic impairment i.e. muscular/skeletal • Adversely affects a child’s educational performance Spring 2007

27. Traumatic Brain Injury (TBI) • An acquired injury to the brain caused by an external physical force • Functional disability and/or psychosocial impairment • Adversely affects a child’s educational performance Spring 2007

28. Speech & Language • Speech or Language Impairment means: An impairment of speech or sound production, voice, fluency, or language that significantly affects educational performance or social, emotional or vocational development. PI 11.36(5)(a) Spring 2007

29. Hearing Impairment (HI) • … significantly adversely affects a child’s educational performance including academic performance, speech perception and production, or language and communication skills. • A current evaluation by a licensed audiologist shall be one of the components for an initial evaluation of a child with a suspected hearing impairment. Spring 2007

30. FREQUENCY IN CYCLES PER SECOND (HZ) 125 250 500 1000 2000 4000 8000 0 10 O O O O O 20 X 30 X X 40 X X 50 HEARING LEVEL (dB HL) 60 70 80 90 100 110 120 Spring 2007

31. Visual Impairment (VI) • Documentation from ophthalmologist or optometrist • Functional Vision Assessment • Impaired visual functioning adversely affects educational performance • Orientation & Mobility Assessment Spring 2007

32. Significant Developmental Delay(SDD) An EARLY CHILDHOOD Label • “Early Childhood” in Wisconsin: • up to 6 years old. Spring 2007

33. Significant Developmental Delay • 1.5 standard deviation below the mean on a standardized instrument in at least 2 areas including: • Physical (fine or gross motor) • Cognitive • Communication • Emotional • Adaptive Spring 2007

34. Other necessary Components • Hearing Screening • Vision Screening • Observation in the child’s daily environment • Developmental Health History Spring 2007

35. Is there a Need for Special Education? Consideration for all Disabilities Spring 2007

36. 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. Spring 2007

37. Need For Special Education • Why does the child, because of the needs resulting from the impairment require special education? Spring 2007

38. Need For Special Education • Needs that cannot be met in regular education as structured The IEP Team must address the following: Spring 2007

39. 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 Spring 2007

40. Need For Special Education • Additions or modifications, if any, not provided in the general curriculum • Replacement content • Expanded core curriculum • Other supports Spring 2007

41. Questions