SLD Rule Overview New Directors Academy

Specific Learning Disabilities Rule Overview

1Wisconsin Department of Public InstructionRevised WI SLD RuleThree Criteria:Inadequate classroom achievement (after intervention)Insufficient progressConsideration of exclusionary factorsSources of DataObservationFormal and informal assessment dataDocumentation requirements

Summer 2012Wisconsin Department of Public Instruction 22Fall 2011WI Department of Public InstructionSLD GuidanceHow Did We Get Here?

Summer 2012Wisconsin Department of Public Instruction 33AWSA:6/26/2012Definition of SLDSpecific learning disability means a disorder in one or more of the basic psychological processes involved in understanding or using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or perform mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia and developmental aphasia. The term does not include learning problems that are primarily the result of visual, hearing, motor disabilities, cognitive disabilities, emotional disturbance, cultural factors, environmental, or economic disadvantage. PI 11.36(6)(a) Summer 2012Wisconsin Department of Public Instruction 44Fall 2011WI Department of Public InstructionSLD GuidanceEight Areasoral expressionlistening comprehensionwritten expressionbasic reading skillreading fluencyreading comprehensionmathematics calculationmathematics problem solvingSummer 2012Wisconsin Department of Public Instruction 55AWSA:6/26/2012SLD GuidanceSunset of Significant Discrepancy

Summer 2012Wisconsin Department of Public Instruction 6December 1, 20136AWSA:6/26/2012December 1, 2010Documentation of intensive intervention before assessing Classroom Achievement.Inadequate Classroom Achievement defined as 1.25 SD or more below the mean for same age peers.Additional Exclusionary Factor: Lack of appropriate instruction in the area(s) under consideration (not just reading and mathematics).Information processing is no longer required.

Summer 2012Wisconsin Department of Public Instruction 77Fall 2011WI Department of Public InstructionSLD GuidanceAdditional Team MembersLicensed person qualified to assess data on individual rate of progressLicensed person who implemented scientific, research-based or evidence-based, intensive interventionsLicensed person qualified to conduct individual diagnostic evaluationsStudents general education teacher; or individual licensed to teach a student of the same age (required of all IEP teams) One team member can serve multiple roles

PI 11.36(6)(d)3.

Summer 2012Wisconsin Department of Public Instruction 88Fall 2011WI Department of Public InstructionSLD GuidanceSchool Wide NotificationOnce a school begins to use response to intensive intervention method, must use for ALL SLD eligibility decisions for students enrolled at the school.School-based not district-based decision.Parents of ALL enrolled students must be notified at least 10 days before implementation.Sample notification link on DPI SLD web page.

Summer 2012Wisconsin Department of Public Instruction 9Exclusionary FactorsInsufficient ProgressInadequate Classroom AchievementSummer 2012Wisconsin Department of Public Instruction 1010AWSA:6/26/2012Exclusionary FactorsSummer 201211Wisconsin Department of Public Instruction Wisconsin Department of Public Instruction11Exclusionary FactorsEnvironmental or economic disadvantage, or cultural factors.Lack of appropriate instruction in reading, math or any of the other possible areas of SLD being considered.Limited English proficiency.Other impairments.

PI11.36(6)(d)1.Summer 2012Wisconsin Department of Public Instruction 12Applying Exclusionary FactorsThe IEP team may not identify a student with SLD if inadequate classroom achievement or insufficient progress is primarily due to an exclusionary factor.

Exclusionary FactorsSummer 201213Wisconsin Department of Public Instruction 13AWSA:6/26/2012SLD GuidanceInadequate Classroom AchievementSummer 201214Wisconsin Department of Public Instruction Wisconsin Department of Public Instruction14Individually Administered Achievement Test1.25 SD cut score on reliable/valid test.Must be administered after intensive intervention. Same cut score standard applies regardless of intellectual ability.Applies to each area of potential concern.

PI 11.36(6)(6)1.Summer 2012Wisconsin Department of Public Instruction 15Insufficient ProgressSummer 201216Wisconsin Department of Public Instruction Wisconsin Department of Public Instruction16

Insufficient Progress

Insufficient response to intensive, scientific research-based or evidence-based interventions.Progress monitoring data from at least 2 intensive interventions in EACH area of potential SLD required.Baseline data and at least weekly progress monitoring is required.Rate of progress Is compared to same-age peers.

Summer 2012Wisconsin Department of Public Instruction 172 Types of Intensive InterventionsType 1: 1 required prior to academic testing for inadequate classroom achievement.Required of all SLD evaluations.Type 2: 2 required for EACH area of potential SLD concern. More rigorous than those required in #1.If implemented PRIOR to academic testing, may count for #1 also.Required for enrolled public school students after school begins using new criteria.Summer 2012Wisconsin Department of Public Instruction 18Wisconsin Department of Public Instruction18Standards for ALL (Type 1& 2) Intensive InterventionsUsed with individual or small groups.Focused on single or small number of discrete skills.Include substantial number of instructional minutes beyond what is provided to all students.Applied in a manner highly consistent with its design, closely aligned to student need.Culturally responsive.PI 11.02(6m) PI 11.36(6)(f)4

Summer 2012Wisconsin Department of Public Instruction 1919Fall 2011WI Department of Public InstructionSLD GuidanceAdditional Standards for Interventions with Progress MonitoringMust meet standards for all intensive interventionsType 2 ADDITIONAL features:Scientific research-based or evidence-based.Closely aligned to individual learning needs (area of concern)Implemented with adequate fidelity Consistent with designAt least 80% of the recommended number of weeks, sessions, minutesAt least TWO interventions required for EACH area of concern

PI 11.02(1), PI 11.36(6)(c)2.a.

Summer 2012Wisconsin Department of Public Instruction 2020Fall 2011WI Department of Public InstructionSLD GuidanceIntervention ExamplesExample AExample BSummer 2012Wisconsin Department of Public Instruction 21Progress MonitoringWhat is progress monitoring?A scientifically based practice to assess student response to interventionUses valid and reliable tools (probes) Brief, direct measures of specific academic skillsMultiple equal or nearly equal formsSensitive to small changes in student performance Provides valid, reliable measures of performance during intervention. PI 11.02 (9)Summer 2012Wisconsin Department of Public Instruction 2222Fall 2011WI Department of Public InstructionSLD Guidance

When is Progress Insufficient?

Progress is the same or less than same-age peers ORProgress is greater than same-age peers but will not result in reaching the average range of achievement in a reasonable period of time ORProgress is greater than same-age peers but the intensity of resources necessary to obtain this rate of progress cannot be maintained in general education

Summer 2012Wisconsin Department of Public Instruction 2323AWSA:6/26/2012SLD GuidanceSummer 2012Wisconsin Department of Public Instruction 24

Determining Insufficient ProgressSummer 2012Wisconsin Department of Public Instruction 2525AWSA:6/26/2012SLD GuidanceInteraction of RTI & SLDImplementation of RTI is helpful but not required for compliance with SLD rule

Goal of RTI system is not to identify students for special ed; the goal is to improve outcomes for ALL students.

Most direct intersection is documenting insufficient progress one of the two of the required types of achievement data is progress monitoring data from at least 2 scientific, research/evidence based intensive interventions

This directly links general education/instructional support with special education eligibility

Special education referrals cannot be delayed

Timeline may be extended based on mutual agreement between school and parents

Summer 2012Wisconsin Department of Public Instruction 2626Training Plans and Resources Summer 201227Wisconsin Department of Public Instruction Wisconsin Department of Public Instruction27New Online Resource: Intensive Interventions Selection Tool

New Online Resource:Progress Monitoring Data Graphing Tool

SLD Online Graphing Tool

Summer 2012Wisconsin Department of Public Instruction 31Scott BrownEducation Consultant Specific Learning Disabilities608-267-9271Scott.Brown@dpi.wi.gov

Wisconsin Department of Public Instruction31