Learning Disability Testing in the Community Colleges: A CCCCO DSPS Presentation to CalWorks

1. Learning Disability Testing in the Community Colleges:A CCCCO DSPS Presentation to CalWorks An introduction to the CCCCO Learning Disability Eligibility and Services Model (LDESM) January 2011

2. Title 5 Definition of LD A learning disability (LD) is defined as a persistent condition of a presumed neurological processing dysfunction that impairs effective learning. This dysfunction continues despite otherwise average or above average intellectual ability and appropriate instruction in standard classroom/employment situations. A learning disability does not apply to learning problems resulting from any physical, visual, hearing, or psychological disability, ABI, below average intellectual functioning, attention deficit disorder, or any other health related disability.

3. CCCCO LD Model Criteria To be categorized as learning disabled a student must exhibit: • Average to above average intellectual ability; • Severe processing deficit(s); • Severe aptitude-achievement discrepancy(ies); and • Measured achievement in an instructional setting.

4. Six Components of LD Model • Intake Screening • Measured Achievement • Ability Level • Processing Deficit • Aptitude-Achievement Discrepancy • Eligibility Recommendation

5. Component 1: Intake Screening Purpose and why this step needs to be completed by a trained LD Specialist: • To gather pertinent information about student’s academic difficulties, educational history, health history, career goals, family history, language proficiencies, and employment experiences to determine if testing is appropriate or if other explanations are causing the student’s difficulties • To aid in selecting which specific instruments and subtests should be administered

6. Component 2: Measured Achievement Purpose: • To identify those academic settings in which the student has been successful • To distinguish the student with LD from one better characterized as a low achiever • To show likelihood that student can benefit from instruction

7. Measured Achievement Procedures Primary • WJ III Tests of Achievement • WIAT-II (soon WIAT-III) • Nelson-Denny Reading Test • WRAT-4 • Degrees of Reading Power • MDTP Secondary • College transcripts • High school transcripts • Batería Woodcock-Muñoz

8. Ability Level Procedures Primary • WJ III Tests of Cognitive Abilities • WAIS-IV Secondary • Standard Progressive Matrices • Batería Woodcock-Muñoz

9. Component 4: Processing Deficit Purpose: • To evaluate the student's weaknesses in acquiring, integrating, storing, retrieving, and/or expressing information • To distinguish students with LD from other underachieving students

10. Processing Deficit Procedures Primary • WJ III Tests of Cognitive Abilities • WAIS-IV Secondary • Batería Woodcock-Muñoz

11. Component 5: Aptitude-Achievement Discrepancy Purpose: • To identify those academic areas in which the student's achievement is significantly less than that of peers with the same ability level

12. Aptitude-Achievement Discrepancy Procedures Aptitude (Primary) • WJ III Cognitive • WAIS-IV Aptitude (Secondary) • Standard Progressive Matrices • Batería Woodcock-Muñoz

13. Aptitude-Achievement Discrepancy Procedures Achievement (Primary) • WJ III Tests of Achievement • WIAT-II (and soon WIAT-III) • Nelson-Denny Reading Test • WRAT-4 • Degrees of Reading Power • MDTP Achievement (Secondary) • Batería Woodcock-Muñoz

14. Component 6: Eligibility Determination Purpose: • To analyze and synthesize all of the assessment information to determine the best explanation for the student's performance • To determine whether the student is eligible for services as a student with learning disabilities within the California community college system

15. Eligibility Determination, continued • To identify the educational limitations for eligible students • To document the recommended accommodations and compensatory strategies • To provide recommendations for alternative services for ineligible students

16. Evaluation of Prior Documentation/Outside Assessment Data Purpose: • To allow prior disability documentation to be used within the LD Eligibility and Services Model • To provide a set of standardized guidelines for evaluating documentation from outside the CCC system

17. LD Testing as Access and Equity Issue • While LD testing is not a mandated service, if a student with a LD needs accommodations, we need to provide the disability-related services required. To only provide accommodations to high-income students who can afford outside testing discriminates against low income students and a particular disability group. • Dr. Gregg’s 2009 LDESM study showed that the majority of students LD tested had not been previously identified as a student with a disability (no Special Education history).

18. LD Testing Facilitates Student Success • Testing provides CalWorks counselors important information on a student's academic potential to allow them to make better career choices with students. • Outcome data has shown that LD testing leads to retention and student success. • Provides linkage to Basic Skills – both classes, and in some cases, funding • Provides a bridge to support instructional faculty on campus who are seeing learning difficulties in their students

19. Learning Disabilities & Employment Research has shown that an important variable in relation to job satisfaction and career choices is a clear understanding of one’s learning disability and how it impacts on day to day work performance and activities. • Individuals should consider the following: -What is the impact of my learning disability on job performance? -Does the job ‘match’ or ‘fit’ with my abilities? -How, to whom or when does one disclose a learning disability? -What are possible accommodations that will enhance job performance? http://www.ldac-taac.ca/indepth/transition_steps-e.asp

20. LD Testing and CalWorks • CCC LD Specialists are available for further consultation with Employment Case Managers following exit interview • LD Testing available in English, but check with your local community college DSPS to see if they offer testing in other languages, as many do.

21. Questions? Contact a LD Specialist at your local community college DSPS office.