specific learning disability:
DESCRIPTION
Specific Learning Disability:. Accurate, Defensible, & Compliant Identification. Mississippi Department of Education. Purpose of the Day. To examine the current practices and policies related to the identification of specific learning disabilities in . - PowerPoint PPT PresentationTRANSCRIPT
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Specific Learning Disability:
Accurate, Defensible, & Compliant IdentificationMississippi
Department of Education
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Purpose of the DayTo examine the current
practices and policies related to the identification of specific learning disabilities in
order to ensure compliance with Mattie T.
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Expected Outcomes1. Participants will be able to
calculate compliance with Mattie T. with regard to SLD
2. Participants will be thoroughly familiar with requirements to support identification of SLD
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A Caveat About the Day
• Remember that the focus of the day is on achieving and maintaining compliance with federal & state law and preferred professional practices.
• Any time professional practices are examined, there is a tendency to react defensively. But, there is no intention to offend, only to learn how the school system can become &
remain compliant while ensuring better results for students.
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Compliance with the SLD identification rate differential
Calculations:• African-American students with SLD
divided by the number of African-American enrollment with SLD x 100 = %age Af-Am with SLD
• White (all other) students with SLD divided by number of White students enrollment x 100 = %age White with SLD
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Compliance with the SLD identification rate differential
• Subtraction Problem• ____ %age Af-Am w/SLD• - ____ %age White w/SLD• ____ %points differential (or “SLD
identification rate differential”)
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Compliance with the SLD identification rate differential
• “Every LEA (except those specified in subparagraph in subparagraph 20(a)(4) below) shall reduce its SLD identification rate differential to 1.85 within seven years.”
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Compliance with the SLD identification rate differential
• LEAs whose white student enrollment comprises four percent of its total student enrollment or whose white student enrollment is twenty students or less shall be required to attain and maintain a district-wide SLD identification rate of 5.65% or less within seven years.
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Compliance with the SLD identification rate differential
Questions:• What is your current differential
for SLD?• How many Af-Am students with
SLD would be identified in order to be at the 1.85 percentage point differential?
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Next Steps ?Next Steps ?• Examine Practices of recent
Identification of SLD• Determine the degree of
implementation of current requirements for 3 Tiers, TST, & contemporary assessment practices.
• Consider whether changes are needed to achieve & maintain compliance
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Is it ‘Yes’
or ‘No’
?
Individual Protocol•3 Sections:
–Effective Classroom–Teacher Support Team–Individual Assessment
•Items on form•Format: Yes or No
(No = noncompliance)
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Is it ‘Yes’
or ‘No’
?
Most Important Item
•Evidence of appropriate academic instruction in reading and mathematics (‘scientifically-based instruction in reading’).
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Early Intervening Services (EIS) & Response to Intervention (RtI) Decisions
(3 Tiers of Teaching)
Students successful receiving intensive research-based services
Students successful receiving scientifically-based instruction
1
2
3
(70-80%)
(10 – 30%)
(8 -10%)
Note
: No
Prog
ram
Titl
es a
re li
sted
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Is it ‘Yes’
or ‘No’
?
Accountability Questions1. Are xx% or more students proficient or
above based on latest state performance data or universal screening?
– If No, provide assistance in curriculum & instruction until student performance is increased.
– If Yes, determine number of remaining students in need of interventions.
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Early Intervening Services (EIS) & Response to Intervention (RtI) Decisions
(4 Tiers of Teaching)
Students successfully responding to small group research-based interventions
Students successfully responding to routine discipline
1
2
3
(70 - 85 %)
(15 – 30%)
(3 - 5%)
Note
: No
Prog
ram
Titl
es a
re li
sted
Students responding to individual intensive interventions
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Unstated Assumptions in a Referral
The student of concern: Has experienced appropriate instruction
during his/her educational history Is placed with (an) experienced, prepared
teacher(s) in a well-organized, adequately resourced classroom
Is exposed to research-based curricula delivered according to the design
Has teacher(s) using a data oriented, problem solving approach to address concerns
Has an experienced person available to facilitate assistance for the teacher(s)
Applies to Tier 1
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Is it ‘Yes’
or ‘No’
?
Teacher Support Team
General Education Requirements in support of accurate identification of a specific learning disability
(SLD)
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Is it ‘Yes’
or ‘No’
?
Teacher Support Team
•Documentation of presence of appropriate members on the Teacher Support Team to assist in development of intervention strategies?
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Is it ‘Yes’
or ‘No’
?
Interventions•Description of a
scientifically-based intervention was provided?
•Intervention meets minimum requirements?
http://www.ed.gov/rschstat/research/pubs/rigorousevid/index.html
http://www.w-w-c.org/ http://www.promisingpractices.net/
http://coexgov.securesites.net/index.php?keyword=a4366358b747d4
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Is it ‘Yes’
or ‘No’
?
Data on Progress
•Evidence of the use of appropriate data collection methods to monitor student progress?
http://www.studentprogress.org/
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Is it ‘Yes’
or ‘No’
?
Individual Assessment
Professional Implementation of Ethical Practices
http://www.nasponline.org/pdf/ProfessionalCond.pdf
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Is it ‘Yes’
or ‘No’
?
Observations (1)
•Appropriate personnel performed classroom observations to assess student needs?
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Is it ‘Yes’
or ‘No’
?
Observations (2)•Observations included
quantifiable data comparing student to peers?
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Is it ‘Yes’
or ‘No’
?
Adequate Time
•Evidence of appropriate time period to fairly evaluate effectiveness of the intervention?
http://www.sp-ebi.org/
http://www.wcer.wisc.edu/news/coverStories/evidence_based_interventions.php
http://www.nasponline.org/information/pp_prevresearch.html
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Is it ‘Yes’
or ‘No’
?
Appropriate Frequency
•Intervention sessions were frequent enough that an effect would be expected?
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Is it ‘Yes’
or ‘No’
?
Integrity Check•Evidence of evaluation of
treatment or procedural integrity measures that ensured proper implementation of intervention components throughout the intervention?
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Is it ‘Yes’
or ‘No’
?
Analysis•Results of the intervention
were analyzed and evaluated for effectiveness or ineffectiveness to (dis)confirm possible presence of a disability (and proceed to eligibility evaluation)?
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Is it ‘Yes’
or ‘No’
?
Trained Personnel
•Presence of appropriate personnel on the eligibility team to assist in determining eligibility and recommendations for goals and benchmarks?
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Is it ‘Yes’
or ‘No’
?
Appropriate Instruments
•Assessment instruments are appropriate for evaluating current referral concerns (e.g., reliable and valid for concern and student characteristics)?
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Is it ‘Yes’
or ‘No’
?
Addition
•Clerical calculations were performed appropriately?
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Is it ‘Yes’
or ‘No’
?
Trained Personnel
•Assessment instruments were administered by trained & certified personnel?
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Is it ‘Yes’
or ‘No’
?
Ruling Out Other Reasons
•Evidence that effects of environment, culture or economic disadvantage were ruled out?
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Is it ‘Yes’
or ‘No’
?
Ruling Out Other Reasons
•Evidence that effects of visual, hearing or motor disability were ruled out?
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Is it ‘Yes’
or ‘No’
?
Ruling Out Other Reasons
•Evidence that mental retardation or emotional disability were ruled out as a primary explanation for student needs?
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Is it ‘Yes’
or ‘No’
?
Logical Conclusion
•Documented specific rationale for eligibility is consistent with the referral concern?
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Is it ‘Yes’
or ‘No’
?
Scores Consistent
•Test scores were in the appropriate range to support the rationale for the disability?
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Is it ‘Yes’
or ‘No’
?
Comprehensiveness
•All areas of the disability were appropriately assessed (e.g., intelligence, achievement, adaptive behavior, emotional)?
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Is it ‘Yes’
or ‘No’
?
System Resources
•Interview of assessment personnel indicates that Assessment Library is adequate to implement Child Find procedures in the LEA?
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Is it ‘Yes’
or ‘No’
?
What’s Required for Compliance?
•‘Yes’ to All Requirements•Adequate Documentation
to support a ‘YES’ answer to all questions
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So, What’s Next ?• How will you achieve
compliance with the SLD differential ?
• How will you maintain compliance with the SLD differential through 2011 ?