Specific Learning Disabilities Rule Overview

1. Specific Learning Disabilities Rule Overview

2. 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 Wisconsin Department of Public Instruction

3. How Did We Get Here? Wisconsin Department of Public Instruction

4. 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) Wisconsin Department of Public Instruction

5. Eight Areas • oral expression • listening comprehension • written expression • basic reading skill • reading fluency • reading comprehension • mathematics calculation • mathematics problem solving Wisconsin Department of Public Instruction

6. Sunset of Significant Discrepancy December 1, 2013 Wisconsin Department of Public Instruction

7. 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. Wisconsin Department of Public Instruction

8. 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 • Student’s 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. Wisconsin Department of Public Instruction

9. School Wide Notification Once a school begins to use response to intensive intervention method, must use 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. Wisconsin Department of Public Instruction

10. Exclusionary Factors Insufficient Progress Inadequate Classroom Achievement Wisconsin Department of Public Instruction

11. Exclusionary Factors Wisconsin Department of Public Instruction

12. Exclusionary Factors Environmental or economic disadvantage, or cultural factors. Lack of appropriate instruction in reading, math or any of the other possible areas of SLD being considered. Limited English proficiency. Other impairments. PI11.36(6)(d)1. Wisconsin Department of Public Instruction

13. Applying 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. Exclusionary Factors Wisconsin Department of Public Instruction

14. Inadequate Classroom Achievement Wisconsin Department of Public Instruction

15. 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. Wisconsin Department of Public Instruction

16. Insufficient Progress Wisconsin Department of Public Instruction

17. 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. Wisconsin Department of Public Instruction

18. 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. Wisconsin Department of Public Instruction

19. 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 Wisconsin Department of Public Instruction

20. 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. Wisconsin Department of Public Instruction

21. Intervention Examples Example A Example B Wisconsin Department of Public Instruction

22. 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) Wisconsin Department of Public Instruction

23. 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 Wisconsin Department of Public Instruction

24. Wisconsin Department of Public Instruction

25. Determining Insufficient Progress Wisconsin Department of Public Instruction

26. Interaction of RTI & SLD Implementation of RTI is helpful but not required for compliance with SLD rule Goal of RTI system is not to identify students for special ed; the goal is to improve outcomes for ALL students. Most direct intersection is documenting “insufficient progress” – one of the two of the required types of achievement data is progress monitoring data from at least 2 scientific, research/evidence based intensive interventions This directly links general education/instructional support with special education eligibility Special education referrals cannot be delayed Timeline may be extended based on mutual agreement between school and parents Wisconsin Department of Public Instruction

27. Training Plans and Resources Wisconsin Department of Public Instruction

28. New Online Resource: Intensive Interventions Selection Tool

29. New Online Resource:Progress Monitoring Data Graphing Tool

30. SLD Online Graphing Tool

31. Scott BrownEducation Consultant – Specific Learning Disabilities608-267-9271Scott.Brown@dpi.wi.gov Wisconsin Department of Public Instruction