2013 ANOKA HENNEPIN BACK TO SCHOOL WORKSHOP SLD: Changes to MN Criteria

Today’s Learning Targets Understand the change in SLD Criteria Compare and Contrast the two models of SLD qualification Understand the benefit of pursuing the ABD model Understand the benefit of gathering student data through the new Student Learning Profile (StLP)

Brief History of SLD 1975 P.L defined what a Specific Learning Disability is 1977 the criteria for qualifying for a Learning Disability was written We have been using the same criteria for 35 years We know a lot more about brain function and determine cognitive deficits related to learning deficits Greater regular education initiatives regarding intervention created to increase test scores for NCLB (often referred to as RTI or Pyramid of Interventions)

There is another option!

The “D” Focus on the inadequate rate of progress given targeted interventions that are scientifically research Critical hallmarks of SLD remain the same-  basic psychological processing deficits (previously referred to as information processing)  academic underachievement Greater knowledge of brain functioning and impact on educational progress

Student A Student B Similarities Vocabulary Comprehension Verbal Score _________________ Full Scale _________________ 9999 The Tale of Two IQs

Current Reality Vision for the Future Solely using the discrepancy model as an identification of a Learning Disability Interventions are being implemented through I- Teams and the development of I-Plans Variability in the functioning of I-Teams district-wide Use the ABD model to identify a Learning Disability, moving away from the discrepancy model I-Plans that document scientifically research based interventions that have been implemented with fidelity High functioning I-Teams who use data to problem solve and evaluate the effectiveness of interventions. SLD Re-Design

Child Study Process-Immediate Changes Shift from the Child Study Checklist (pink) to the **new**electronic** Student Learning Profile (StLP)  Why:  Begins when there is an initial concern about a student, rather than when we are referring to sped  Information gathered can be used to guide classroom instruction  Help in designing of I-Plans  Support I-Team Decision Making  If a referral for a sped evaluation is the outcome, then the StLP and I-Plan will be submitted at the child study meeting

StLP Staff View

StLP Data-Based Decisions

The Down and Dirty…. Probably many questions regarding the new StLP-  Training for Child Study leads in buildings, early in the year  Case Managers will receive the checklist through vs. in a mailbox (paper copy) sent by the child study lead.  Like when IEPs became electronic, we have flexibility to copy/duplicate historical information rather than recreating it  For re-evaluations the StLP will be targeted at special education need areas as well as new areas of concern only

The End Goal…. Ultimately, by the time a student gets to special education:  we should be very clear about where the student is not meeting standards, therefore knowing what the gap analysis looks like  we should know exactly which areas of their education will be impacted by their disability, therefore more specifically identifying needed accommodations and modifications