The New SLD Criteria: Parts D & E of the Eligibility forms

The New SLD Criteria: Parts D & E of the Eligibility forms Teresa Fritsch, Julie Solberg & Evelyn Johnson February 25, 2010

Session Overview & Agenda • The purpose of today’s session is to demonstrate the changes to the SLD eligibility policy. This is a continuation of the webinar from Feb 10. • Case Study 1: Trent, 3rd grader with a math disability • Case Study 2: Cedric, 7th grader with a reading disability • Case Study 3: Dominique, 3rd grader who is an English language learner with a reading disability

Case Study 1: Trent 3rd Grade Student with a Math Disability

In this step of the process we are summarizing the evidence gathered throughout the prereferral and evaluation stages to answer the following questions: Does the student have a disability? Is there an adverse impact on educational performance? Does the student require specially designed instruction? Eligibility Determination

Part D of the SLD Eligibility Form

Does the student have a disability? After receiving Tier I and Tier 2 research-based interventions and instruction in mathematical problem solving for an extensive period of time, Trent did not demonstrate an adequate rate of improvement or performance level when compared with his peers. Trent’s peers demonstrated a slope of >.70 on norm-referenced progress monitoring data over the course of many weeks, whereas Trent showed a slope of .25 (see the attached graph). In addition, evidence of low achievement in the area of math problem solving is seen on Trent’s performance on the Woodcock Johnson III Tests of Achievement and Key Math tests. Trent scores at the 1st percentile in Math Reasoning and 24th percentile in Math Calculation Skills on the WJ-III and at the 4th percentile on Basic Concepts and 6th percentile on Applied Problem Solving on the Key Math. He demonstrates a relative strength in Mathematical Operations (39th percentile) as seen on his performance on the Key Math test. Part E. Eligibility Determination

Part E. Eligibility Determination Does the student have a disability? A pattern of strengths and weaknesses is noted in psychological processing skills by Trent’s performance on the Woodcock Johnson III Tests of Cognitive Abilities and Tests of Visual Perceptual Skills-3. Trent demonstrates strengths in his verbal communication and knowledge (50th percentile) and in his auditory processing (46th percentile) and auditory memory skills (46th percentile). His greatest difficulties are in processing visual information (8th percentile), particularly in solving novel visual problems and holding and manipulating mental images in his head (5th percentile).

Part E. Eligibility Determination Does the student have a disability? Observations of Trent completed in his general education classroom show that he has difficulties solving mathematical problems independently. He frequently asks for assistance and when he becomes overwhelmed by an assignment or activity, Trent will shut down and withdraw into his notebook to draw.

Part E. Eligibility Determination Is there an adverse effect on educational performance? Trent’s inability to perform mathematical problem solving skills greatly impacts his performance in the general education setting. Trent struggles with making sense of information presented in a visual format and then retaining the information over a period of time. He performs significantly below his peers and has demonstrated an inadequate rate of growth over a long period of time even with research-based interventions and instruction. Trent has shown signs of becoming overwhelmed and is withdrawing during math time. In addition, Trent’s most recent ISAT score in math places him in the Below Basic range (179), whereas the majority of his class is in the Proficient to Advanced range.

Part E. Eligibility Determination Does the student require special education services? Trent demonstrates the need for long-term support and intensive interventions in the area of mathematical problem-solving. He would benefit from specially designed instruction and curriculum in the area of math problem solving with an emphasis on using his strengths in verbal comprehension and auditory processing skills to compensate for his weaknesses in visual processing and fluid reasoning.

Case Study 2: Cedric 7th grade student with a reading disability

Part D of the Eligibility Form

Does the student have a disability? Cedric has been provided core instruction at Tier I and additional interventions at Tier II in the area of reading comprehension and reading fluency for 16 weeks and has not demonstrated adequate improvement or performance levels when compared with his grade-level peers. Three other students receiving similar interventions demonstrated a median slope of improvement of 0.43 whereas Cedric’s slope of improvement was a 0.14 (see attached graph). On a recent CBM Maze benchmark assessment of Cedric’s class, the median score was 23 correct responses showing an increase of 7 correct responses from the beginning of the year; Cedric remained at 10 correct responses showing no growth. The national norm for the 50th percentile on this particular CBM is 23 correct responses. Part E. Eligibility Determination

Part E. Eligibility Determination Does the student have a disability? In addition to insufficient progress, Cedric demonstrates low achievement based on his performance on the Woodcock Johnson III Tests of Achievement and the GORT-4. Cedric scores at the 12th and 14th percentiles in reading comprehension on the WJ-III and GORT-4, respectively, and at the 16th and 20th percentiles in reading fluency on the same tests, respectively. His score in the area of basic reading skills is at the 33rd percentile and in the average range.

Part E. Eligibility Determination Does the student have a disability? On a recent ability test, Cedric demonstrates average abilities in his verbal comprehension (25th percentile) and visual perceptual reasoning (45th percentile). His areas of difficulties appear to be with auditory working memory (9th percentile) and processing speed (18th percentile). Cedric demonstrates average skills on the CTOPP in the area of phonological awareness (50th percentile) but struggles significantly in the areas of phonological memory (8th percentile) and rapid naming (10th percentile). On the WRAML-2, Cedric shows a relative strength in the area of visual memory but difficulties in verbal memory (11th percentile) and attention and concentration (21st percentile).

Part E. Eligibility Determination Does the student have a disability? In an observation of Cedric in his English-Reading class, he appeared to be attentive and on-task for the lesson but struggled in performing the tasks. He read slowly and haltingly and struggled in keeping up with the pace of instruction.

Part E. Eligibility Determination Is there an adverse impact on performance? Cedric’s significant difficulties in his auditory working memory skills greatly impact his reading comprehension and fluency skills. Secondary to his auditory memory difficulties, Cedric also has difficulties in processing speed indicating that his pace of learning new information will be slower than his peers. These difficulties greatly impact his performance within the general education setting making it difficult for him to improve in his reading comprehension and reading fluency skills.

Part E. Eligibility Determination Does the student require specially designed instruction? Cedric demonstrates the need for specially designed instruction in the areas of reading fluency and reading comprehension. He appears to need long-term intensive support and instruction in these areas as he has not made adequate growth thus far with the interventions he’s received. Cedric would benefit from a curriculum that would focus on his strengths in visual reasoning and memory in order to compensate for his weaknesses in auditory working memory and processing speed.

Case Study 3: Dominique 3rd grade student who is an English language learner with a reading disability

Information about Dominique Concerns about basic reading skills and fluency Native language is Spanish 3rd grade student who has been receiving services for ELL since kindergarten

Part A of the Eligibility Form

Observation

Part B. Academic Assessment

Summary of Evidence

Part C. Psychological Processing Skills

Part C. Summary Results of the psychological processing assessment indicate that Dominique demonstrates a significant weakness in Processing Speed within an otherwise average ability level. Her cluster scores in the processing areas of Verbal Comprehension, Perceptual Reasoning, and Working Memory are all within one standard deviation of the mean. However, her low score on the Processing Speed cluster indicates a significant normative weakness in the ability to perform automatic, speeded cognitive tasks under pressure to maintain focused attention. Research has indicated a weakness in processing speed has a moderate relationship with reading achievement during the elementary school years.

Part D. Exclusionary Criteria Dominique does not have a visual, hearing, or motor impairment. Assessment results indicate she does not have a cognitive impairment. Dominique’s teachers report her behavior and social-emotional functioning in class is appropriate and classroom observations support that. Dominique does not have environmental or economic disadvantage that impact her learning– her parents are supportive of her education and provide the resources she needs to be successful in school. Dominique shares cultural experiences that may be different from her peers due to her parents move to the U.S. from Mexico approximately 10 years ago. These cultural factors do not adversely impact Dominique in the educational environment but instead allow her to share her rich heritage to educate others

6. Did LEP inhibit student progress? Although Dominique’s native language is Spanish, she has been instructed in English since kindergarten and her parents report she is currently more fluent in English than Spanish. Results cited in the assessment section of this report document comparisons of Dominique’s academic performance and English proficiency acquisition compared to same aged peers from similar cultural, ELL, and educational backgrounds. These results indicate that although limited English proficiency may be a factor in Dominique’s difficulty in acquiring reading skills, it is not a determining factor. Assessment results indicate that a specific learning disability in basic reading skill that is likely due to a significant weakness in the psychological processing area of processing speed is the determinant factor that is adversely impacting her education performance.

Part E. Eligibility Determination Does the student have a disability? Since the beginning of the 2009-2010 school year (past 20 weeks), she has been receiving core instruction and differentiated small group instruction in her third grade classroom, supplemental instruction in a small group with other ELL students in a companion curriculum designed for ELL students for 20 minutes daily. An individual intervention plan was designed by the Intervention/Problem Solving Team on 9/7/09. 20 minutes daily with the reading specialist to increase reading fluency was added to her day. Dominique’s progress was monitored weekly. After 8 weeks, progress monitoring data indicated that Dominique was not making sufficient progress and her intervention was intensified. Dominique began working with the reading specialist with three other students using an intensive research-based comprehensive reading program called My Sidewalks.

Part E. Eligibility Determination Does the student have a disability? The attached progress monitoring graph from the 09-10 school year indicates that Dominique is making sporadic growth and her current rate of improvement in reading is not sufficient to close the gap between her current performance and grade level expectations. Dominique is currently reading 26 correct words per minute on CBM probes of oral reading fluency, despite intensive intervention. Peers with similar ELL, cultural, and educational backgrounds are reading from 50 cwpm to 85 cwpm with an average of 75 cwpm.

Part E. Eligibility Determination Does the student have a disability? The results of the WJ IIIsubstantiate that Dominique demonstrates basic reading skills (phonemic awareness, phonics, and fluency) that are significantly below her same age peers (standard score of 82; percentile of 12). Psychological processing assessment results indicate that Dominique demonstrates a significant weakness in Processing Speed within an otherwise average ability level. Her cluster scores in the processing areas of Verbal Comprehension, Perceptual Reasoning, and Working Memory are all within one standard deviation of the mean. However, her low score on the Processing Speed cluster indicates a significant normative weakness in the ability to perform automatic, speeded cognitive tasks under pressure to maintain focused attention.

Part E. Eligibility Determination Is there an adverse impact on educational performance? Dominique has a specific learning disability in basic reading skills that impact her ability to decode words and to read fluently in order to access written information. Her significant weakness in processing speed impacts her ability to perform automatic, speeded cognitive tasks under pressure to maintain focused attention.

Part E. Eligibility Determination Does the student require specially designed instruction? Dominique requires extensive and sustained small group direct instruction in a comprehensive research based reading program from a highly qualified special education teacher in order to gain basic reading skills to meet grade level standards.

Your Questions? Thank you for your participation in this webinar series. You can view archived webinars at the Idaho Training Clearinghouse: http://itcnew.idahotc.com/dnn/specific-learning-disability.aspx

The New SLD Criteria: Parts D & E of the Eligibility forms