2013 ANOKA HENNEPIN BACK TO SCHOOL WORKSHOP

SLD: Changes to MN Criteria

Today’s Learning Targets

Understand the change in SLD CriteriaCompare and Contrast the two models of SLD

qualificationUnderstand the benefit of pursuing the ABD

modelUnderstand the benefit of gathering student

data through the new Student Learning Profile (StLP)

Brief History of SLD

1975 P.L. 94-142 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 yearsWe 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

SimilaritiesVocabularyComprehension

Verbal Score _________________Full Scale

6 1012 913 10

102 98_________________99 99

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

StLPStaff Email View

StLPStaff Email 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

email 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