Specific Learning Disability Peer Review 2012

1. Specific Learning DisabilityPeer Review 2012 Sponsored by: Division of Special Education Special Education Statewide Technical Assistance (SESTA) Center for School Improvement and Policy Studies at BSU Presented by: Dr. Evelyn Johnson, Lee Pesky Learning Center Gina Hopper, SESTA SLD

2. Agenda Introduction 1 SLD Construct and Policy 2 Process for Peer Review 3 Case File Examples & Rubric Training 4

3. Purpose & Objectives • Develop strong understanding of the SLD construct and preponderance of evidence eligibility model • Provide meaningful feedback to school teams to help develop their understanding • Inform training needs for 2012-13

4. SPECIFIC LEARNING DISABILITY - 20 U.S.C. § 1401(26)(A); 34 C.F.R. § 300.7(c)(10) (A) GENERAL - The term means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations. (B) DISORDERS INCLUDED - The term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia and developmental aphasia. (C) DISORDERS NOT INCLUDED - The term does not include learning problems that are primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural or economic disadvantage.

5. Reading Decoding Comprehension Ortho- graphic Language Vocab Reading Framework Background Knowledge/Vocab Fluency Retrieval/Memory Semantics/Syntax Phonology Phoneme Awareness Alphabetic Principle Process Speed Adapted from SEDL (2011)

6. Idea Generation Language – Semantics/Syntax Vocabulary and Word Choice Spelling – Phoneme Awareness Structure Organization Background Knowledge Writing Framework Executive Function Planning/Attention

7. Math Framework Central Executive Contextualized Problem Solving Number & Operations Fact Fluency Rational Numbers Whole Numbers Language Comprehension Relational Thinking Visual/Spatial Sketchpad Reading Ability Phonological Loop (WM) Operations/Relations Processing Speed Place Value Subitization Communication Phonological WM

8. Preponderance of Evidence Response to Intervention Low Achievement Processing Class performance Benchmark Data ISAT data Academic Achievement Data All achievement data Progress Monitoring Data Fidelity – do we match intervention to need? Are others making progress? Qualitative Analysis of Work Observation Processing Evaluation – strengths and weaknesses Hypothesis Testing Data should tell a consistent story about the child’s learning needs.

9. Case Study Training Rubric Review 1 Rachel’s file w/ rubric 2 Victor’s file w/ rubric & feedback 3 Score on your own 4

10. Improving the lives of people who learn differently through prevention, evaluation, treatment, and research. Dr. Evelyn Johnson, ejohnson@lplearningcenter.org 3324 Elder Street • Boise, ID 208-333-0008 www.LPLearningCenter.org LPLC

11. Gina Hopper, Director ginahopper@boisestate.edu Katie Bubak, Statewide Coordinator katiebubak@boisestate.edu Special Education Statewide Technical Assistance (SESTA)

12. www.idahotc.comTraining and Technology for Today’s Tomorrow • Website to link school professionals and parents with special education training opportunitiesand resourcesacross the state • Supported By: • Idaho State Department of Education (ISDE), Special Education • Project Team: • Cari Murphy • Shawn Wright

13. Contact Information: Please write your questions for this presentation on the SLD FAQ page found on the Idaho Training Clearinghouse at… http://itcnew.idahotc.com/specific-learning-disability/sld-faq.aspx