Moving to Intellectual Disabilities in WI DPI Update 3/24/2015 Moving to Intellectual Disabilities in WI Wisconsin Department of Public Instruction May 6, 2015 WCASS Spring Conference WI DPI Early Childhood PST Meeting

Proposed New Intellectual Disabilities Rule  This proposed rule change adjusts the terminology, definition, and eligibility contained in PI 11.36 (1) to align with language used in federal law (Rosa’s Law, Pub. L. 111-256) and with the American Association on Intellectual and Developmental Disabilities’ classification manual, Intellectual Disability: Definition, Classification, and Systems of Supports, 11th edition (2010). 5/6/2015 WCASS Spring 2015 Conference

Proposed New Terminology Cognitive disability is changed to Intellectual Disability to reflect current terminology. 5/6/2015 WCASS Spring 2015 Conference

Proposed New Definition DPI Update 3/24/2015 Proposed New Definition Intellectual disability means significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills and manifested during the developmental period that adversely affects the child’s educational performance. Current Definition: Under PI 11.36 (1) COGNITIVE DISABILITY. (a) Cognitive disability means significantly subaverage intellectual functioning that exists concurrently with deficits in adaptive behavior and that adversely affects educational performance. 5/6/2015 WCASS Spring 2015 Conference WI DPI Early Childhood PST Meeting

Proposed New Eligibility Criteria Intellectual Functioning Adaptive Behavior Educational Performance 5/6/2015 WCASS Spring 2015 Conference

Proposed Intellectual Functioning DPI Update 3/24/2015 Proposed Intellectual Functioning The child has a standard score of 2 or more standard deviations below the mean on at least one individually administered intelligence test which takes into account the child’s mode of communication and is developed to assess intellectual functioning using this mode. More than one intelligence test may be used to produce a comprehensive result. Current: The child has a standard score of 2 or more standard deviations below the mean on at least one individually administered intelligence test developed to assess intellectual functioning. b. The child has a standard score between 1 and 2 standard deviations below the mean on at least one individually administered intelligence test, the child has been documented as having a cognitive disability in the past, and the child’s condition is expected to last indefinitely. Cognitive disabilities typically manifest before age 18. An etiology should be determined when possible, so that the IEP team can use this information for program planning. 5/6/2015 WCASS Spring 2015 Conference WI DPI Early Childhood PST Meeting

Proposed Adaptive Functioning DPI Update 3/24/2015 Proposed Adaptive Functioning The child has deficits significant limitations in adaptive behavior that are demonstrated by a standard score of 2 or more standard deviations below the mean on standardized or nationally-normed measures, as measured by comprehensive, individual assessments that include interviews of the parents, tests, Current: The child has deficits in adaptive behavior as demonstrated by a standard score of 2 or more standard deviations below the mean on standardized or nationally-normed measures, as measured by comprehensive, individual assessments that include interviews of the parents, tests, and observations of the child in adaptive behavior which are relevant to the child’s age, such as: a. Communication. b. Self-care. c. Home living skills. d. Social skills. e. Appropriate use of resources in the community. f. Self-direction. g. Health and safety. h. Applying academic skills in life. i. Leisure. j. Work. Proposed : The most recent AAMR Manual defines adaptive behavior as, “the collection of conceptual, social, and practical skills that have been learned by people in order to function in their daily lives” (Luckusson 2002, 41). The three skill areas are: Conceptual: Language (expressive and receptive), reading and writing, money concepts, and self-direction Social: Interpersonal, responsibility, self-esteem, gullibility (vulnerability to being tricked or manipulated), naiveté, ability to follow rules, ability to obey laws, ability to avoid victimization • Practical: Daily living activities (eating, mobility, toileting, dressing); Instrumental activities of daily living (meal preparation, housekeeping, using public transportation, taking medication, managing money, using the telephone); occupational skills; and maintaining safe environments The descriptions of the three broad areas of adaptive behavior are highly useful in communicating key features and important competencies. 5/6/2015 WCASS Spring 2015 Conference WI DPI Early Childhood PST Meeting

Proposed Adaptive Functioning and observations of the child in adaptive behavior which are relevant to the child’s age, including at least one of the following: am. Conceptual skills. bm. Social adaptive skills. cm. Practical adaptive skills. dm. An overall composite score on a standardized measure of conceptual, social, and practical skills. 5/6/2015 WCASS Spring 2015 Conference

Educational Performance DPI Update 3/24/2015 Educational Performance Ages 3 through 5 the child is age 3 through 5 and has a standard score of 2 or more standard deviations below the mean on standardized or nationally-normed measures, as measured by comprehensive, individual assessments, in language development and communication, cognition, and general knowledge. Current: The child is age 3 through 5 and has a standard score of 2 or more standard deviations below the mean on standardized or nationally-normed measures, as measured by comprehensive, individual assessments, in at least 2 of the following areas: academic readiness, comprehension of language or communication, or motor skills. 5/6/2015 WCASS Spring 2015 Conference WI DPI Early Childhood PST Meeting

Proposed Educational Performance DPI Update 3/24/2015 Proposed Educational Performance Ages 6 to 21 the child is age 6 through 21 and has a standard score of 2 or more standard deviations below the mean on standardized or nationally-normed measures, as measured by comprehensive, individual assessments, in the following areas written language, reading, and mathematics. Current: The child is age 6 through 21 and has a standard score of 2 or more standard deviations below the mean on standardized or nationally-normed measures, as measured by comprehensive, individual assessments, in general information and at least 2 of the following areas: written language, reading, or mathematics. 5/6/2015 WCASS Spring 2015 Conference WI DPI Early Childhood PST Meeting

Proposed Education Performance A standardized development scale or a body of evidence including informal measures shall be used when it is determined that reliable and valid assessment results on the academic areas under subd. 3. a. or b. are not possible due to the student’s functioning level or age. 5/6/2015 WCASS Spring 2015 Conference

Proposed Reevaluations DPI Update 3/24/2015 Proposed Reevaluations Upon re-evaluation, a child who met initial identification criteria and continues to demonstrate a need for special education under s. PI 11.35 (2), including specially designed instruction, is a child with a disability under this section. 5/6/2015 WCASS Spring 2015 Conference WI DPI Early Childhood PST Meeting

Submit Comments about Rules: Carl Bryan, Budget & Policy Analyst - Administrative Rules Coordinator Carl.Bryan@dpi.wi.gov (608) 267-9127 Comments for ID Rule – by April 13, 2015 5/6/2015 WCASS Spring 2015 Conference

For more information – DPI Contacts Sandy Berndt sandra.berndt@dpi.wi.gov Molly Bever molly.bever@dpi.wi.gov or (608) 264-9557 Eva Kubinski eva.kubinski@dpi.wi.gov or (608)266-2899 5/6/2015 WCASS Spring 2015 Conference