Specific Learning DisabilityPeer Review 2012

Sponsored by:Division of Special Education

Special Education Statewide Technical Assistance (SESTA)Center for School Improvement and Policy Studies at BSU

Presented by:Dr. Evelyn Johnson, Lee Pesky Learning Center

Gina Hopper, SESTASLD

Introduction

SLD Construct and Policy

Process for Peer Review

Case File Examples & Rubric Training4

3

2

1

Agenda

Purpose & Objectives

• Develop strong understanding of the SLD construct and preponderance of evidence eligibility model

• Provide meaningful feedback to school teams to help develop their understanding

• Inform training needs for 2012-13

SPECIFIC LEARNING DISABILITY - 20 U.S.C. § 1401(26)(A); 34 C.F.R. § 300.7(c)(10)

(A) GENERAL - The term 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 an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations.

(B) DISORDERS INCLUDED - The term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia and developmental aphasia.

(C) DISORDERS NOT INCLUDED - The term does not include learning problems that are primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural or economic disadvantage.

READING

DecodingComprehension

Read

ing

Fra

mew

ork

Adapted from SEDL (2011)

Ortho-graphic VocabLanguage

Back

grou

nd K

now

ledg

e/Vo

cab

Sem

antic

s/Sy

ntax

Phon

olog

y

Retrieval/Mem

ory

Alphabetic Principle

Phoneme Aw

areness

Fluency

ProcessSpeed

Writi

ng F

ram

ewor

k

Voca

bula

ry a

nd W

ord

Choi

ce

Spel

ling

– Ph

onem

e Aw

aren

ess

Org

aniza

tion

Stru

ctur

e

Executive

FunctionPlanning/

Attention

Idea

Gen

erati

onLa

ngua

ge –

Sem

antic

s/Sy

ntax

Back

grou

nd K

now

ledg

e

Mat

h Fr

amew

ork

Who

le N

umbe

rs

Ratio

nal N

umbe

rs

Place Value

Subitization

Phonological WM

Fact Fluency

Proc

essin

g Sp

eed

Phon

olog

ical

Loo

p (W

M)

Ope

ratio

ns/R

elati

ons

Contextualized Problem Solving

Lang

uage

Com

preh

ensio

n

Read

ing

Abili

ty

Rela

tiona

l Thi

nkin

g

Visu

al/S

patia

l Ske

tchp

adCommunication

Central ExecutiveNumber & Operations

Prep

onde

ranc

e of

Evi

denc

eLowAchievement

Response to Intervention Processing

Class performance

Benchmark Data

ISAT data

Academic Achievement Data

All achievement data

Progress Monitoring Data

Fidelity – do we match intervention to need? Are others making progress?

Qualitative Analysis of Work

Observation

Processing Evaluation – strengths and weaknesses

Hypo

thes

is Te

sting

Data should tell a consistent story about the child’s learning needs.

Case Study Training

Rubric Review

Rachel’s file w/ rubric

Victor’s file w/ rubric & feedback

Score on your own4

3

2

1

Improving the lives of people who learn differently through prevention, evaluation, treatment, and research.

LPLC Dr. Evelyn Johnson,

ejohnson@lplearningcenter.org

3324 Elder Street • Boise, ID208-333-0008

www.LPLearningCenter.org

Gina Hopper, Directorginahopper@boisestate.edu

Katie Bubak,Statewide Coordinatorkatiebubak@boisestate.edu

Special Education Statewide Technical Assistance (SESTA)

www.idahotc.comwww.idahotc.comTraining and Technology for Today’s Tomorrow

• Website to link school professionals and parents with special education training opportunities and resources across the state

• Supported By:– Idaho State Department

of Education (ISDE), Special Education

• Project Team: – Cari Murphy– Shawn Wright

Contact Information:

Please write your questions for this presentation on the SLD FAQ page found on the Idaho Training Clearinghouse at…

http://itcnew.idahotc.com/specific-learning-disability/sld-faq.aspx