1. Specific Learning Disability Peer Review 2012
SLD
Specific Learning Disability Peer 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, SESTA

2. Agenda Introduction 1 SLD Construct and Policy 2
Process for Peer Review
Case File Examples & Rubric Training 4 3 2 1

3. 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

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

5. Reading Framework Reading Decoding Background Knowledge/Vocab
Comprehension
Decoding
Ortho-
graphic
Language
Vocab
Reading Framework
Background Knowledge/Vocab
Semantics/Syntax
Phonology
Phoneme Awareness
Fluency
Alphabetic Principle
Retrieval/Memory
Process
Speed
Adapted from SEDL (2011)

6. Writing Framework Idea Generation Language – Semantics/Syntax
Vocabulary and Word Choice
Background Knowledge
Organization
Structure
Spelling – Phoneme Awareness
Writing Framework
Executive Function
Planning/ Attention

7. Math Framework Central Executive Fact Fluency Place Value Subitization
Number & Operations
Contextualized Problem Solving
Fact Fluency
Whole Numbers
Rational Numbers
Math Framework
Language Comprehension
Reading Ability
Relational Thinking
Visual/Spatial Sketchpad
Processing Speed
Phonological Loop (WM)
Operations/Relations
Place Value
Subitization
Phonological WM
Communication

8. Preponderance of Evidence
Low
Achievement
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
Hypothesis Testing
Preponderance of Evidence
Data should tell a consistent story about the child’s learning needs.

9. Case Study Training Rubric Review 1 Rachel’s file w/ rubric 2
Victor’s file w/ rubric & feedback
Score on your own 4 3 2 1

10. LPLC www.LPLearningCenter.org
Improving the lives of people who learn differently through prevention, evaluation, treatment, and research.
Dr. Evelyn Johnson,
3324 Elder Street • Boise, ID
LPLC

11. Special Education Statewide Technical Assistance (SESTA)
Gina Hopper, Director
Katie Bubak,
Statewide Coordinator
Special Education Statewide Technical Assistance (SESTA)
Calendar
PBIS
Mentor Network
Statewide Special Education Training
Provide Technical Assistiance for Statewide Initiatives.

12. www.idahotc.com Training and Technology for Today’s Tomorrow
Supported By:
Idaho State Department of Education (ISDE), Special Education
Project Team:
Cari Murphy
Shawn Wright
Website to link school professionals and parents with special education training opportunities and resources across the state

13. Contact Information:
Please write your questions for this presentation on the SLD FAQ page found on the Idaho Training Clearinghouse at…