charlevoix-emmet isd eligibility guidelines specific learning disability (sld) evaluation procedures...

Charlevoix-Emmet ISD Eligibility Guidelines

Specific Learning Disability (SLD)Evaluation Procedures

September, 2012

Purpose

District implementation of new SLD guidelines to be in compliance with Michigan rules & federal regulations

Goals for Today

• Understand the process and content of the SLD guideline

• Review district data• Experience the process used to

determine if SLD criteria is met • Identify challenges to overcome• Develop plan for successful

implementation

• General education intervention is …

• Special education intervention is …

• What is done when a student does not meet academic and/or behavioral expectations?

Educational Intervention

Process for General Education Intervention

• District process for intervention– Written?– Documentation of interventions – Understood by all staff?– Understood by parents?– Supported by all stakeholders?

• Consider as part of training

Getting to know your district: Up close & personal

• What does the ISD composite indicate?• What does the district composite

indicate?• How can this data inform and strengthen

the instructional practices of the district?• Where/when does this information get

discussed?

Word Cloud of Guideline

Michigan Rule

• Turn to page 2• Use a highlighter– Identify terms/conditions/aspects of

the rule that may challenge decision making for eligibility determination-5 minutes

• When the bell rings, review the results with your table

• Report out unduplicated list

Eight Areas of SLDRead Pages 5-8 (10 minutes)

1. Basic Reading2. Reading Fluency3. Reading Comprehension4. Mathematical Calculation5. Mathematical Problem-Solving6. Written Expression7. Oral Expression8. Listening Comprehension

Elbow Partners

• Discuss:–Which areas of SLD are difficult to

describe?–Which areas of SLD are easily

analyzed using classroom data?–Report out your findings

Pattern of Strengths & Weaknesses

• Model used for eligibility determination

• Data is analyzed to develop a profile of student performance within 8 areas of SLD

– Strength = 3 data points within one area– Weakness = 4 data points within one area

One of the 4 points must be an individually administered norm-referenced assessment

Example: Pattern of Strengths & Weaknesses

• Basic Reading had three data points falling within the range of strength. Data indicated a personal strength in this area of SLD•Math Problem Solving had 4 data points falling within the range of weakness including the score of an individually administered standardized assessment of math problem-solving.Data indicated a weakness in this area of SLD. • More analysis to follow.

• Data is analyzed to develop a profile of student performance within 8 areas of SLD

– Strength = 3 data points within one area– Weakness = 4 data points within one area

One of the 4 points must be a norm- referenced assessment

Evaluation ComponentsData reflects:

I. Inadequate achievement (p. 15) II. Other factors do not explain under

achievement (p. 16) III. Appropriate instruction (p. 16-18) IV. Observation in area of difficulty (p. 19) V. Parent, teacher, student, medical and

other input (p. 20)

Evaluation ComponentsActivity

• Compare the five evaluation components with the Michigan rule on page 2 of the guideline.

• How much of the required data is available from the general education interventions and the CA-60 file?

Data Analysis:Performance

• Differentiation of areas of strengths and weaknesses page 24

• Prediction with confidence: academic success and failure

• Cut scores are not speed limit signs: professional judgment

Data Analysis:Profile from Data

• Pattern or lack of pattern emerges– Multiple data points from a variety of sources

confirm the presence or absence of strengths and weaknesses

• Worksheet to Chart Pattern of Strengths and Weaknesses p. 25

• SLD Summary of Data chart p. 27

IQ Score: Optional

• How has an IQ score helped inform instruction?• Why is an IQ score needed? • When is an IQ score helpful?

Adverse Impact p. 28 Termination of eligibility p. 29

PSW Simulation: 3 outcomes

• Robert, 2nd grade and making progress with general education interventions

• John, 5th grade and referred for an initial evaluation

• Tommy, 2nd grade and referred for an initial evaluation

Check for Understanding

• Identify the components of SLD eligibility• What will be the greatest challenge for

implementation in your building?• Identify strategy to overcome challenge

Plan for Implementation of SLD Guideline

• Inform staff• Inform parents• Tools for training• Process for implementation• Identify start date

Complete worksheet & commit to change!

Questions

• Diane Heinzelman heinzed@charemisd.org

231-547-9947• Frances Paris

parisf@charemisd.org

248-807-1546

Contact Information