sld changes to mn criteria n.
Skip this Video
Download Presentation
SLD: Changes to MN Criteria

Loading in 2 Seconds...

play fullscreen
1 / 13

SLD: Changes to MN Criteria - PowerPoint PPT Presentation

  • Uploaded on

SLD: Changes to MN Criteria. 2013 Anoka hennepin back to school workshop. 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

I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
Download Presentation

PowerPoint Slideshow about 'SLD: Changes to MN Criteria' - ezekiel-acevedo

Download Now An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
sld changes to mn criteria

SLD: Changes to MN Criteria

2013 Anoka hennepin

back to school workshop

today s learning targets
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
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 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)

the d
The “D”
  • Focus on the inadequate rate of progressgiven 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
the tale of two iqs
The Tale of Two IQs

Student A Student B




Verbal Score _________________

Full Scale

6 10

12 9

13 10

102 98


99 99

sld re design
SLD Re-Design

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.

child study process immediate changes
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
the down and dirty
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
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