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Laura Blair, Director of Special Services
Sandy Barkley, School Psychologist
Kerry Smith, Secondary Evaluation Specialist
JoAnne Criss, Elementary Evaluation Specialist
Inspiring Today’s Students To Meet Tomorrow’s Challenges
IDEA/ODE approved model
Objective tool for determining SLD
Based on research
Consistency across district
Secondary
Move-ins
Attended training
Reviewed assessments
Reviewed other approaches and
decision rules
Trial assessments
Reporting method
Determined assessment tools
Developed decision rules
Developed matrix
Reporting method
Revised based on practice
Increased assessment tool options
WJIII Tests of Cognitive Abilities
WJIII Tests of Achievement
Cognitive strengths
Cognitive weaknesses
Academic weaknesses
Additional information to consider
581-015-2000 Definitions (4)(i)
"Specific Learning Disability" means a
disorder in one or more of the basic
psychological processes involved in
understanding or in using language,
spoken or written, which may
manifest itself in an imperfect ability
to listen, think, speak, read, write,
spell or do mathematical calculations.
Memory
Attention
Processing (Speed)
Language Use
Mental Control
Problem Solving/Judgment
Motor
Visual Processing
Auditory Processing
Comprehension-Knowledge (Gc)
Long-Term Retrieval (Glr)
Visual-Spatial Thinking (Gv)
Auditory Processing (Ga)
Fluid Reasoning (Gf)
Processing Speed (Gs)
Short-Term Memory (Gsm)
ACADEMIC AREA WJIII ACHIEVEMENT SS WJIII COGNITIVE SSPSYCHOLOGICAL
PROCESSES
Basic Reading SkillsLetter/Word
IdentificationVisual Matching Processing Speed
Spelling Sound Blending Auditory Processing
Reading Fluency Skills Reading Fluency Visual Matching Processing Speed
*(DIBELS) Pair Cancellation Attention
Reading Comprehension Passage Comprehension Verbal Comprehension Language Use
Oral Comprehension General Information Language Use
Story Recall
Mathematics Calculation Calculation Visual Matching Processing Speed
Math Fluency Pair Cancellation Attention
Math Problem Solving Applied Problems Concept Formation Problem Solving
Spatial Relations Visual Processing
Other Numbers Reversed Memory (Short-Term)
Visual-Auditory Learning Memory (Long-Term)
Understanding Directions Auditory Working Memory Memory (Working)
Written Expression *(Writing Samples)
Revised Decision Rules
Updated to WJIV
Revised Matrix for WJIV
Added WISC-V/WIATIII
Developed matrices for new assessments
AREA WJIV ACHIEVEMENT SS WJIV COGNITIVE SS BROAD ABILITY
Basic Reading Skills Letter/Word Identification Letter-Pattern Matching Cognitive Processing Speed
Word Attack Verbal Attention Auditory Processing
Reading Fluency Skills Sentence Reading Fluency Phonological Processing Auditory Processing
Oral Reading Concept Formation Fluid Reasoning
Reading Comprehension Passage Comprehension Oral Vocabulary Comprehension/ Knowledge
Reading Recall General Information Comprehension/ Knowledge
Mathematics Calculation Calculation Number Series Fluid Reasoning
Math Facts & Fluency Visualization Visual Processing
Math Problem Solving Applied Problems Visualization Visual Processing
Number Matrices Numbers ReversedShort-Term Working
Memory
Other Story Recall Long-Term Retrieval
Numbers ReversedShort-Term Working
Memory
Refining Decision Rules
Further research on underlying
cognitive processes related to new tools
Refining matrices
Develop observation purpose/targets
Cross-Battery Assessment components
PSW defined for our district
Data driven decisions
More appropriate identification
More accurate eligibilities
Differentiates intervention needs from
accommodations
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• Laura Blair, Director of Special Services
– [email protected] 541-851-8759
• Sandy Barkley, School Psychologist
– [email protected] 541-851-8773
• Kerry Smith, Secondary Evaluation Specialist
– [email protected] 541-851-8772
• JoAnne Criss, Elementary Evaluation Specialist
– [email protected] 541-851-8723
