relationships among sld, sli, and cld

Relationships Among SLD, SLI, and CLD

Cindy Millikin, Supervisor, SLP Consultant CDEFran Herbert, Principal Consultant, CDE

Metro Symposium 2-4-12

SLD: Review of Eligibility Criteria & Determinations

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Caution should be taken not to delay a referral for special education evaluation beyond the point when the team should be suspecting a disability. RtI problem-solving and the provision of interventions do not replace the right of a child with a disability to be identified as such and to receive special education and related services. - adapted from Colorado Guidelines for Identifying Students with SLD (2008), p. 40

An OSEP Memo to State Directors of Special Education dated 1/21/11 reiterates that an RtI process cannot be used to delay or deny an evaluation for eligibility under IDEA.

Important not to delay referral for second language learners when SLD is suspected.

ELL

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State/Federal Definition of SLD

“Specific learning disability (SLD) 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 the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations……….”

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Specific Learning Disability The following eligibility criteria must be met:

The child does not achieve adequately for the child’s age or to meet State-approved grade-level standards …when provided with learning experiences and instruction appropriate for the child’s age or state-approved grade-level standards…

and

The child does not make sufficient progress to meet age or state approved grade-level standards … when using a process based on the child’s response to scientific, research-based intervention.

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• Academic skill deficit(s); and

• Insufficient progress in response to scientific, research-based intervention

As determined by a body of evidence demonstrating…

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The SLD eligibility criteria must be met in one or more of the following areas…

• Oral expression• Listening comprehension• Basic reading skills• Reading fluency• Reading comprehension• Written language• Basic mathematical skills• Mathematical reasoning

* Specified in federal law as “areas” of SLD since 1975

Not new to federal law*, but added in Colorado ECEA Rules (2008) to align with federal law (IDEA ’04)}

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Consideration of “Exclusionary Factors”

• The learning problems in the area(s) identified are not primarily due to…

• Visual, Hearing or Motor Disability;• Intellectual Disability (assess Adaptive Behavior first – a

child found to be within normal limits would not be special education eligible within this category)

• Serious Emotional Disability (Data from observation and checklists)

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The learning problems in the area(s) identified are not primarily due to…

• Cultural Factors (Local, disaggregated norms for AYP);

• Environmental or Economic Disadvantage (AYP for low SES); or

• Limited English Proficiency (AYP data for LEP) – see pages 59-61 in Guidelines

Consideration of “Exclusionary Factors” (cont.)

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References to “AYP” in the previous slide…

A school system should be cognizant of the Adequate Yearly Progress data for all disaggregated groups. If most students within a school setting who are of a particular ethnic group, low SES, or at a similar level of English language acquisition are achieving poorly, it might be inappropriate to label an individual student from one of these groups as having a disability based on similar poor performance. The system should be striving to provide (universal/core) instruction in such a way as to improve the achievement of all students.


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The determination that an individual student’s difficulties are not “primarily due to” one of these specified factors must be carefully weighed by eligibility team.

One or more of these factors may certainly be relevant to a individual child whose difficulties may appropriately be determined to be the result of a Specific Learning Disability. Even though these factors are commonly referred to as “exclusionary,” they can co-exist with an identified SLD disability.


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Applicable to consideration of any disability!

Findings of disability/eligibility are not due to…

• lack of appropriate instruction in reading, including in the essential components of reading instruction (as defined in section 1208(3) of the Elementary and Secondary Education Act of 1965);

• lack of appropriate instruction in math; or

• limited English proficiency.

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SLD: Evaluation & Body of Evidence

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More focused than when conducted a “comprehensive evaluation” (e.g., same battery of assessments for all referred)

Student assessed in all areas related to suspected disability

Must be “sufficiently comprehensive” to identify all child’s special education needs (whether or not commonly linked to primary disability)

Full and Individual Evaluation…

Key Question: What is a “Full and Individual” Evaluation that includes the required “Body of Evidence?”

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In conducting an evaluation, the public agency must—

Use a variety of assessment tools and strategies to gather relevant functional, developmental, and academic information…

Not use any single measure or assessment as the sole criterion for determining whether a child is a child with a disability and for determining an appropriate educational program for the child…

-34CFR §300.304(b)

Evaluation

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• Interviews (classroom, family)

• Observations in relevant settings (classroom)

• Analysis of work samples

• Performance of informal tasks

• Curriculum Based Measurements and/or

• Other progress monitoring strategies

Building a Body of Evidence: A “variety of assessment tools and strategies” (during RtI & evaluation) may include…

(Required at some point for SLD determination)

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• Results from state and district assessments

• Functional Behavior Assessment

• Behavior Rating Scales

• Vocational assessments

• Norm-referenced assessment (focused, not full

battery for every child referred)

Building a Body of Evidence: A “variety of assessment tools and strategies” (during RtI & evaluation) may include…

(Required at some point for SLD determination)

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SLD identification should be based on a convergence of data gathered throughout the RtI/problem-solving process as well as any further assessment data gathered as part of the evaluation for special education.

Body of Evidence (Converging Data)

Specifically, Colorado Rules require “a body of evidence demonstrating: academic skill deficit(s); and insufficient progress in response to scientific, research-based intervention” to determine that these two key criteria for SLD have been met.

ELL

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Universal Screening/Benchmarking (at grade level)◦ Brief assessments of key skills◦ Comparison to established benchmarks◦ Identification of students at-risk

Progress Monitoring (typically at instructional level)◦ Frequent measures of skill attainment◦ Measurements are sensitive to incremental growth ◦ Provides evidence of sufficiency of growth (e.g., evidence of “insufficient

progress in response to scientific, research-based intervention”)

Diagnostic/Prescriptive Assessment ◦ Focused to identify specific skills needing improvement (within area of

concern) ◦ Typically norm-referenced & individually administered◦ Informs specific instruction or intervention for an individual student◦ Adds to evidence of performance level (e.g., evidence of “academic skill deficit”

for eligibility determination)

Assessment Purposes/Types:

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Considerations in Determining Disability...

Specific Learning Disability (SLD) v Speech or Language Impairment (SLI)

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Considerations in Determining Disability...

Speech or Language Impairment (SLI)

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Speech or Language Impairment

“A child with a speech or language impairment shall have a communicative disorder which prevents the child from receiving reasonable educational benefit from regular education.”

Colorado ECEA Rules [section 2.08(7)]

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Criteria for a speech or language impairment … shall include:

• Interference with oral and/or written communication in academic and social interactions in his/her primary language.

• Demonstration of undesirable or inappropriate behavior as a result of limited communication skills.

• The inability to communicate without the use of assistive, augmentative/alternative communication devices or systems.

- Colorado ECEA Rules [2.08(7)(b)]

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Speech or Language Impairment

• Speech or Language Impairment– Deficit disability– Determined by an assessment process that compares

a child’s performance to a representative normative sample of children of the same age and demographic characteristics

– Performance is significantly discrepant from age-related peers – language impaired

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Areas of Significant Overlap Between SLD and SLI

• Oral Expression / Expressive Language • Listening Comprehension / Receptive Language• Pre-Literacy/Early Literacy Skills

SLD SLI

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Reading is a multifaceted skill, gradually acquired over years of instruction and practice.

The Many Strands that are Woven into Skilled Reading(Scarborough, 2001)

BACKGROUND KNOWLEDGE

VOCABULARY KNOWLEDGE LANGUAGE STRUCTURES VERBAL REASONING

LITERACY KNOWLEDGE

PHON. AWARENESS

DECODING (and SPELLING) SIGHT RECOGNITION

SKILLED READING: fluent execution and coordination of word recognition and text comprehension.

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasinglystrategic

Skilled Reading- fluent coordination of

word reading and comprehension

processes

Strategies for the Root Cause Analysis of Reading Problems• The woven skills of language and reading

• Relationship of Specific Learning Disabilities and Speech or Language Impairments (specifically, Language Impairments)

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Oral Expression

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What is Oral Expression?

Oral expression is the ability to convey wants, needs, thoughts, and ideas meaningfully using appropriate syntactic, pragmatic, semantic, and phonological language structures.

Oral expression should NOT be confused with reading aloud or reading fluently.

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Examples of Oral Expression in the Classroom

Students are asked to…– share stories or retell and answer questions over

stories read to them to demonstrate comprehension– predict or make inferences– express their opinions– tell what story is about (main idea) in sequence

(beginning, middle, end)– Summarize what they’ve read– Question as they read– Clarify as they read– Revisit predictions as they read

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Oral Language: Importance to Learning

• Oral language provides the foundation for literacy development which leads to success in reading and writing.

• Both comprehension and expression are essential to academic achievement in all content areas.

• Communication skills are critical for overall success in school.

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Oral Language: Language Acquisition for L1 and L2

• Developmental sequence – for both first and second language acquisition

• As knowledge and experiential base expands, language becomes more cognitively and academically complex; decontextualized

• Acquisition influenced by: culture, environment, experience, exposure, instruction, and active communication

ELL

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Listening Comprehension

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Listening Comprehension…

“Listening comprehension refers to the understanding of the implications and explicit meanings of words and sentences of spoken language.”

CDE Guidelines for Identifying Students with Specific Learning Disabilities

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Listening Comprehension Skills

• Comprehension – understanding semantics, grammar, syntax and pragmatic considerations

• Making connections to prior learning• Listening comprehension precedes reading

comprehension

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Language Components of both Oral Expression and Listening Comprehension:

Syntax – word order; sentence structureGrammar – the rules of languageMorphology – the smallest units of meaning in wordsPragmatics/social language – making language choices based

on social contexts; speaking/writing for specific audiencesSemantics – knowledge of vocabulary; meaning-based languagePhonology – understanding the sound rules of our language and

use of sounds to encode the meaning of languageMetalinguistics – the conscious consideration of language

through use of language; meta-skills are CRUCIAL to reading

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Impact of Language Impairments• Impact on meeting the grade level standards• Two areas of SLD specific to language, itself – although

a language impairment will impact all areas of literacy– Oral Expression– Listening Comprehension

• Other areas of SLD will also be impacted by a language impairment– Reading – basic reading skills, reading

comprehension, written language, and to some extent, reading fluency

– Written language

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Interventions• Any interventions for oral expression or listening

comprehension should be anchored in curriculum

• Measures of improvement should be linked to academic progress monitoring

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Language and LiteracySpeech/Language Areas• Semantics/Vocabulary• Syntax• Morphology• Pragmatics• Grammar• Phonology/Articulation• Metalinguistics• Fluency• Voice

Literacy Areas • Semantics• Syntax• Morphology• Pragmatics• Orthographic• Graphophonemic• Graphemic• Text Type, Genre, and

Text StructureKucer, S.B. (2005). Dimensions of literacy: A conceptual base for teaching reading and writing in school settings. Mahwah, NJ: Lawrence Erlbaum Associates.

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General Considerations When Selecting Interventions:

• Research/evidence-based • Targeted to student needs• Sensitive to cultural differences • Level of acculturation and stage/level of English

language acquisition • CELP – Colorado English Language Proficiency

Standards (WIDA)

ELL

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Narrative Skills• Sequencing activities such as arranging picture

cards to illustrate a story and then providing the language of the story

• Re-tell• Summarize• Create narratives with explicit scaffolding provided if

needed for beginning, middle, and end• Learn the language and vocabulary of story

grammars

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SLD/SLI: Considerations in Determining Disability

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Considerations in determining disability…• Is there a sufficient body of evidence in all areas of suspected

disability to make a determination decision?• Are the eligibility criteria for ANY categorical disability met?

Continued eligibility may NOT be warranted – a child may no longer meet the criteria for any of the disability categories.

• There is some overlap between SDI and SLD -- both address language skills that impact academic achievement.

• Assuming eligibility criteria being met, it would typically be more appropriate to identify a young child as SLI since formal academic instruction, especially in reading, has not yet occurred.

• Ultimately, the multidisciplinary eligibility team, including the parent, will examine the body of evidence and make any determination of disability.

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Most importantly….

Consider the continuum of instruction, intervention and support that effective implementation of a tiered system of support provides through Recognition & Response or RtI.

Consider what each of our roles are for ensuring that each child’s learning needs are being met in preschool, kindergarten and beyond – and that the student meets the standards.

Consider how communication and information sharing can be continually improved upon for optimal educational benefit for all children.

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Critical Sharing of Information May include… • previous referrals, evaluations, special education history• health/social histories • observation of area(s) of difficulty in learning environment • classroom-based assessment data• Targeted instruction/intervention provided that has been

effective• progress monitoring data (e.g., curriculum-based measures)• school records, schools attended and attendance history• prescriptive/diagnostic, standardized and/or norm-referenced

assessments• ELA assessments and information, including stage/levels of

language acquisition• primary language/home language survey• assessment of acculturation ELL

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CLD: (Cultural and/or Linguistic Diversity) & SLD

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Key Question: What are the unique considerations and procedures when referring, evaluating and identifying a student who is culturally and/or linguistically diverse?

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Specific learning disability does not include learning problems that are primarily the result of: visual, hearing, or motor disabilities; significant limited intellectual capacity; significant identifiable emotional disability; cultural factors; environmental or economic disadvantage; or limited English proficiency.

[2.08(6)(a)(i) of Colorado ECEA Rules; consistent with federal regulations]

“Exclusionary Factors”

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Student Profile

Student

Language

Academic Strengths

Educational History

Culture

Adapted from WIDA Consortium

Family History

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How do cultural influences, such as values, social interaction patterns, expectations and behaviors, experiences and linguistic patterns affect classroom expectations and performance?

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Potential Differences In Values Of Students

• Individual Oriented• Independence• Informal• Self

Expressive/Spontaneous• Direct, Confrontational,

Assertive• Challenges Authority• Personal Achievement

Oriented• Competitive

• Immediate Gratification• Group Oriented• Conformity• Formal• Restraint/Private• Indirect, Face Saving• Accepts Authority• Affiliation Oriented• Cooperative• Delayed Gratification

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Student Checklist:Social Interaction

• Physical Proximity (personal space)• Use of Touch• Eye Contact• Privacy• Rhythm & Rate of Speech• Direct/Nondirective Communication patterns• Hand Shake• Body posture

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Student Checklist:Language

• Speaks excessively• Speaks infrequently• Uses gestures• Speaks in single words

or phrases• Refuses to answer

questions

• Does not volunteer information

• Comments inappropriately

• Poor recall• Poor comprehension

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• Poor vocabulary• Difficulty sequencing events• Unable to tell or retell stories• Confuses similar sounding words• Poor pronunciation• Poor grammar/syntax

Student Checklist:Language (cont’d.)

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School Day in the Life of an ELL

School Day

ELD TimeNon-ELD Time

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CELP Standards

Model Performance Indicators

Organization of the CELP Standards

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CELP Standards

Social Instructional Language

Language of Language

Arts

Language of Mathematics

Language of Science

Language of Social

Studies

Academic Language

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CELP Standards

Model Performance

Indicators

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Five Grade-Level Clusters

1-2 3-5 6-8 9-12PreK-K

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CELP Standards

Model Performance

Indicators

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Language Domains

Reading

Listenin

gWriting

Speaking

LANGUAGE

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CELP Standards

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Levels of English Language Proficiency

6

ENTERING

BEGINNING

DEVELOPING

EXPANDING

1

2

3

4

5

BRIDGING

REACHING

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WIDA Consortium

Language DevelopmentLanguage Proficiency

1 Entering

2 Emerging

3 Developing

4 Expanding

5 BridgingLinguistic

ComplexityVocabulary

UsageForms and

Conventions

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CELP Standards

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Elements of a MPI

Language Function

Content Stem

Type of Language Support

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Make lists of real-world examples of three-

dimensional shapes from labeled models

Creating an MPI which connects to Colorado Academic Standards (CAS)

and local curriculum

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Model Performance Indicator (MPI)

Make lists of real-world examples of three-dimensional shapes from labeled models

The language function

The type of support

CELP Standard 3: The Language of Mathematics

Grades 3-5 Summative Framework

Writing Level 1

The content stem

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Type of Language Support• Allows English language learners to access

content through language• Should be used in both instruction and

assessment• Provide multiple pathways (sensory, graphic,

and interactive) for processing and producing language

• May include native languages and cultural context as a support

Use labels/visuals

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Language Supports

• Support may include teaching techniques, such as modeling, feedback or questioning

• Other types of support involve students using visuals or graphics, interacting with others or using their senses to help construct meaning of oral or written language(TESOL, 2006)

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WIDA DOWNLOADS & RESOURCES

• ELP Standards, 2007 Edition, PreK-Grade 5 • ELP Standards, 2007 Edition, Grades 6-12 • WIDA ELP standards tutorial• Search the Standards• Understanding the WIDA ELP Standards:

– A Resource Guide, 2007 Edition • Performance Definitions, 2007 Edition • Speaking and Writing Rubrics, 2007 Edition • CAN DO Descriptors

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Critical to the determination of SLD is the consideration of the impact of one or both factors on learning and whether the student’s learning difficulties are “primarily the result of…” either or both factors

Certainly either/both of the factors may co-exist with an appropriate identification of SLD

Important to document student information and rationale when determining a student with one or both factors as having a disability and being eligible for special education services

Cultural Factors & English Language Proficiency

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Documentation should include…

Results of the Home Language Survey which determines if the child’s primary home language is other than English (PHLOTE) and if so…

Results of the CELApro Place Assessment (Colorado English Language Acquisition Proficiency Assessment) -- required to be given within 30 days

If determined to be an English Language Learner describe the type of services the student is receiving

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Does evidence exist that universal (core) instruction is effective with most students who share this student’s cultural characteristics and/or stage of English language proficiency?

Does evidence exist that a student’s achievement and rate of progress differ significantly from that of demographically similar students?

Are interventions implemented determined to be culturally and/or linguistically appropriate?

Is the student, if ELL, receiving targeted intervention in addition to ELA services?

Is the achievement gap with grade-level peers closing?

Guiding questions when considering referral/eligibility of student who is CLD...

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Evaluation/Assessment if CLD Include parent/family interviews Select assessments that minimize cultural bias Include informal measures to supplement standardized

assessments Include dynamic assessment of learning Assess non-English dominant students in native language Assess English dominant students in English and, if

appropriate, in native language Ascertain whether errors are typical of other students with

similar backgrounds

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Focus on educational needs rather than on perceived or inferred intellectual deficits

Identify learning assets and strengths as basis for new learning

Review test results with family members (or others with similar background) to gain additional insight as to the student’s performance

Include disclaimers/cautions concerning any departures from standard testing procedures and possible effects on interpretation

Interpret evaluation data within a team setting

Evaluation/Assessment if CLD

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Websites• www.asha.org (American Speech Language Hearing Association)

• www.eclpublications.com/ (language development materials)

• www.interventioncentral.org

• www.interactivereadalouds.com

• www.thegraycenter.org (social stories)

• http://randr.fpg.unc.edu/index (Recognition and Response)

• http://www.ncld.org/ (National Center for Learning Disabilities)

• htt://www.wida.us/standards/elp.aspx(World-Class Instructional Design and Assessment-WIDA)

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http://www.asha.org/

http://www.eclpublications.com/

http://www.interventioncentral.org/



http://www.interactivereadalouds.com/

http://www.thegraycenter.org/

http://randr.fpg.unc.edu/index

http://www.ncld.org/

Colorado Department of Educationhttp://www.cde.state.co.us/

• Guidelines for Identifying Students with Specific Learning Disabilities (CDE 2008) & other SLD resources http://www.cde.state.co.us/cdesped/SD-SLD.asp

• Speech-Language resources http://www.cde.state.co.us/cdesped/SD-SLI.asp

• Response to Intervention (RtI): A Practitioner’s Guide to Implementation (CDE 2008) & other RtI resources http://www.cde.state.co.us/RtI/

• Language, Culture and Equity Unit , CDE (formerly ELA) http://www.cde.state.co.us/cde_english/index.htm

• Learners who are Culturally and/or Linguistically Diverse Suspected of Having Educational Disabilities

http://www.cde.state.co.us/cdesped/cld.asp

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http://www.cde.state.co.us/cdesped/SD-SLD.asp

http://www.cde.state.co.us/cdesped/SD-SLI.asp

http://www.cde.state.co.us/RtI/

http://www.cde.state.co.us/cde_english/index.htm

relationships among sld, sli, and cld

Documents

areas of sld

rti process referral

evaluation relationships

special education evaluation

federal law idea

following eligibility

childs age

federal regs