Determining Specific Learning Disability Eligibility

1. Determining Specific Learning Disability Eligibility Karen Brown, Julia Schmitt & Kristen Wrase

2. Let’s begin with a review of the key points of the intervention process – this is a required component of determining SLD eligibility

3. Student Intervention Data Review (SIDR) Process • The SIDR process is simply an expanded Child Study Team process • The main difference in this process is that the focus is now on providing specific targeted interventions and collecting data related to student progress during these interventions. • There is no one required form for the SIDR process; however there are required components that MUST be included.

4. Update SIDR as a team • Continue to plan and implement interventions & Monitor progress with data • Consider as a team whether a special education evaluation is appropriate at this time. • Is An Evaluation Appropriate? Keep it Up! Adequate Progress? Yes? No? Contact Parents & Collaborate to Intervene Monitor Progress & Report to Parents Is Progress Adequate? Yes? No? No? Yes? No? Continue with SIDR & Intervention Process • Gather team & Set a meeting date • As team complete SIDR • Use SIDR information to plan interventions – Be clear who is doing what • Implement interventions & Monitor progress with data • Reconvene as a team to evaluate progress • Is Progress Adequate? • Complete necessary section of REED & Determine what additional data is necessary. • Conduct evaluation procedures • Meet as a team to determine eligibility. • Does Student Meet SLD Criteria? Yes? No? • Update SIDR as a team • Plan for additional interventions • Implement interventions & Monitor progress with data • Reconvene as a team to evaluate progress • Is Progress Adequate? Yes? No? Yes? • Create IEP • Continue to work as a team to promote progress

5. Flow Chart Summary • Teacher fills out CST paper work and child study begins • Specific area(s) of deficit are targeted via interventions/strategies done with fidelity • Data collected over 4-8 week period – If trendline is flat or well below aimline student should go to testing; If interventions are working continue them • Students can be in the CST/SIDR process both before and after an evaluation is initiated or if the student does not qualify for special education

6. Exclusionary Factors to be Addressed During the SIDR Process • Lack of Instruction in Essential Components of Reading and Math • Limited English Proficiency • Cognitive Impairment • Emotional Impairment • Vision, Hearing, or Motor Impairments • Autism Spectrum Disorder • Environmental, Cultural, or Economic Disadvantages including (a) lack of opportunity, (b) motivational factors, (c) situational trauma, and (d) attendance

7. Now, let’s discuss specific requirements for SLD eligibility. • Previously, a student was determined to be eligible as having a learning disability based upon a significant discrepancy between ability and achievement. • New guidelines require the student to demonstrate a pattern of strengths and weaknesses.

8. Required Component: Data demonstrating inadequate achievement relative to age/state approved grade-level standards These data include: • MEAP scores • Curriculum Assessments • Grades • Teacher Report • Classroom Observations

9. Required Component: Insufficient progress to meet age/state approved standards when using a scientific research based intervention If this applies to a student: • Provide interventions for students in need. • Collect progress monitoring data at reasonable intervals & provide data to parents. • If insufficient progress is made the team may determine that an evaluation for Special Education Eligibility is warranted.

10. Required Component: Data demonstrating the pattern of strengths and weaknesses in performance, achievement, or both relative to age/state approved grade-level standards or intellectual development Data to include: • Progress monitoring/Curriculum Based Measurement/Criterion Referenced Assessments • MEAP scores • Curriculum Assessments • Grades • Teacher Reports • Classroom Observations • Norm Referenced Achievement Tests • Cognitive Processing Assessment

11. A norm referenced academic achievement test is a required portion of the SLD evaluation • Cognitive assessments are to be conducted at the discretion of the team. • Cognitive assessments will not generally be used in the pattern of strengths and weaknesses – These assessments can be linked to instructional strategies to help provide a better understanding of the student’s performance in their learning environment. • In the event that cognitive assessments can be directly linked to specific academic areas, these may be used to help establish the pattern of strengths and weaknesses.

12. Strengths • A minimum of one strength must be established. • To establish a strength there must be a minimum of THREE data sources indicated as a strength in an academic area (e.g., MEAP Score, Classroom Grade, Observation.) • An area of strength does not require one of the three data points to be from a norm referenced achievement test.

13. Data points considered a strength include: • Meeting or exceeding benchmarks on a measure such as DIBELS • Report card grades of A or B or “meets/exceeds” standards • Curriculum assessment scores of 80% or better • Percentile rank scores approximately greater than or equal to 30 • Average or typical performance in comparison to same age peers based on teacher report or observation • Advanced or proficient MEAP scores

14. Weaknesses • A minimum of one weakness must be established. • To establish an area of weakness there must be a minimum of FOUR data sources indicated as a weakness in an area of academic achievement. • One of these data sources MUST be a norm referenced achievement test (e.g., Woodcock Johnson, Wechsler Individual Achievement Test, etc.).

15. Data points considered a weaknesses include: • Falling below aimline for at least four consecutive data points (on a progress monitoring measure) • In the “at-risk” level on a universal screener (such as DIBELS or AIMSWeb) • Report card grades of D or E or “does not meet” standards • Curriculum assessment scores of 70% or less • Percentile rank approximately less than or equal to 9 • Significantly below average or atypical performance in comparison to same age peers as determined through observations and/or teacher reports • Partially proficient or not proficient MEAP scores

16. Observations • Observations MUST be conducted in the area(s) of concern and must relate back to the specific area(s) of academic concern. • Observations may be conducted either as part of the Child Study process (prior to initiation of evaluation) or as part of the evaluation process. • A variety of team members may conduct observations. • Relevant learning behaviors (such as classroom participation, work completion, on task behavior, and other motivational factors) are also to be observed within the instructional setting.

17. Notes About Data • Most MEAP reading data falls in the area of reading comprehension • MEAP math data may fall in areas the math calculation or math problem solving • Data collected for interventions needs to be graphable

19. Let’s Try Some Examples!

21. Review the information provided for Betty • Complete the Pattern of Strengths & Weaknesses Worksheet • Determine whether Betty meets the new eligibility criteria for a specific learning disability

23. Please contact you local School Psychologist with questions and concerns as you begin to implement this process in your districts. Thank You!