Identifying Students with SLD

Wisconsin’s rule for identifying students with specific learning disabilities (SLD) has changed.  No later than December 1, 2013, all initial SLD evaluations of public school students will use information from interventions to make eligibility decisions. 

This email is to notify you that beginning on September 1, 2012 all initial SLD evaluations at Medford Area Elementary and Stetsonville Elementary Schools will begin using information from a student’s response to intensive, scientific research based or evidence based interventions when making special education eligibility decisions.

Primary Rule Changes

Inadequate Classroom Achievement

Student does not achieve adequately for his/her age/grade level after intensive intervention in any of the following area: basic reading skills, reading comprehension, reading fluency, oral expression, written expression, math calculation, or math reasoning. Student must perform at least 1.25 standard deviations below the mean on a standardized test.

Insufficent Progress

Students display an insufficient response to intensive scientific, research-based or evidence based interventions.  Students must be given interventions related to their area of suspected disability. For example - if there is a concern with a student's basic reading skills then they could receive Wilson Reading and Reading Assistant. 

Progress Monitoring

Students must be progress monitored at least weekly for a standard period of time (at least 8 weeks). 

Interventions

Students must be administered at least two intensive scientific, research or evidence based interventions implemented with adequate fidelity. 

Data

IEP teams must include data from systematic observations and data documenting if the rate of progress was (1) the same or less than same age peers; (2) greater than same age peers, but will not result in the student reaching the average range of same age peer's achievement for that area of potential disability in a reasonable period of time; or (3) greater than same age peers but the intensity of resources necessary to obtain this rate of progress cannot be maintained in general education. 

Amount of Time

Students must receive more instructional time with the intervention than their same age peers are receiving. (For example: each student receives 45 minutes of reading instruction - then the interventions must be in addition to those 45 minutes).

IEP teams

IEP team must have IEP team members who implemented the interventions, data analyst, regular education teacher, special education teacher, LEA designee, any related service providers, parents, building principal, and other members with an educational interest.

Interventionist

Paraprofessionals can administer the interventions, but they must be under the supervision of an certified teacher.  Certified teachers who can administer the intervention must have a regular education or reading teacher license.

Referral Process

1. Students will be referred by a teacher to the building SOS team (and/or the building school psychologist depending on the situation). 
2. SOS team will review existing data, background information and current performance.
3. SOS team will help identify two interventions to administer to the student. Progress monitoring will be done weekly for at least 8 weeks by the intervention teacher.  
4. If teacher and SOS team suspect a student has a learning disability prior to or during this process, then the teacher will complete the official special education referral sheet and contact the parent. 
5. Parents will be sent notice of initial referral for special education evaluation and consent for testing paperwork by the building school psychologist. 
6. After completion of the approximate 8 weeks of interventions and within 60 days after a parent signs consent - an IEP team meeting will be held to determine if the student meets the eligibility criteria for a learning disabilities impairment. 

Resources
If you have questions or need more information, then please contact me.  I also have several documents with more information including: frequently asked questions, initial evaluation eligibility checklist, IEP evaluation required information, and SLD rule power point presentation from DPI.  We will continue to have trainings and further information in this area throughout the 12-13 school year.