Mequon-Thiensville School District

Specific Learning Disability (SLD) defined

As of December 1, 2010 DPI has formally adopted the new rule for identifying students with a Specific Learning Disability (SLD). The following is an overview of that rule which characterizes learning disabilities as consisting of two primary components. The first is failure to respond to intervention (Insufficient Progress). The second is failure to meet grade level standards (Low Achievement).
While the majority of the changes involve the rules surrounding RtI (which is not a requirement until December 1st of 2013), there are three primary pieces that do change our current practices.

The first of these is in regards to IEP team roles. SLD teams must now consist of staff with the identified roles of data analyst (psychologist), diagnostician (special education teacher), and interventionist (teacher or specialist).

Second, we have to be able to document that the student has received some targeted intervention in the suspected disability area. The level of intervention and outcome data are not as clearly defined as they will become once we are using RtI, but we cannot be identifying students as LD without noting appropriate intervention.

Third, even though we are still using the IQ to achievement discrepancy model, a student must not only be found to have a significant discrepancy, but must also have “low achievement”. DPI has defined this as 1.25 standard deviations (or more) below the mean on an individually administered test of achievement. This equates to a composite standard score of 81 or below.

Hopefully you will find this information to be helpful. Things will certainly continue to evolve as we work toward RtI implementation. If you have any questions or concerns along the way, please consult with your building psychologist.

Wisconsin’s New Rule for SLD (Specific Learning Disability)

Primary Factors

Insufficient Progress
Child is not making sufficient gains toward state approved, grade level standards having been given evidenced based Tier 1, 2, and 3 interventions*
*Minimum of 2 interventions implemented with adequate fidelity (at least 80%) and closely aligned with student learning needs
*Intervention must be implemented by a licensed person (cannot be a para-even one who holds a teacher license and cannot be a special ed teacher)
*Intervention must be instructional minutes “above and beyond” the instruction provided to all students - in addition to, not instead of
Insufficient Intervention Response:
* gap is maintaining or worsening
* gap is improving, but too slowly
* gap is improving, but only because of
resources that cannot be maintained in general ed
Based on data collected using evidence based progress monitoring probes* ( and any additional data - i.e. state and district assessments, curricular performance measures, observations etc.)
*Progress monitoring probes are defined as brief, direct measures (not assessments) of a specific skill that are sensitive to small changes to student performance
Median score of 3 probes are required to establish a stable baseline and then at least weekly probes administered (trend line) to monitor intervention effectiveness toward target (aim line)
If you are going to get to the point of possible SLD qualification your universal screeners, probes, and interventions have to be evidenced based AND nationally normed (National RtI Center, rti4success. org, etc.) Universal screening is done at the child’s grade level whereas progress monitoring is done at skill level

Low Achievement
Child is not achieving adequately for age or meet state approved grade level standards in one or more of the 8 areas* of achievement
*basic reading, reading fluency, reading comprehension, basic math, applied math, written expression, oral expression, or listening comprehension
Substantiated by one or more individually administered, norm referenced assessments of achievement yielding scores equal to or more than 1.25 standard deviations below the mean
(SS= of 81 or lower)

Additional Thoughts for Making the Switch
All districts must be RtI ready by December 1, 2013.
Once you use RtI to identify one student in your building you must use RtI for all subsequent SLD evals.
All parents in your school must be notified 10 days in advance of declaring your school RtI ready.
Parents must receive notification if their child is receiving intervention and being progress monitored - including the data (law doesn’t specify when this begins, but DPI recommends once you move to Tier 2)
Observation of students is required for SLD placement (1 is required; 2 is recommended - one during intervention and one in general education classroom).
Implications for ALL students:
- Universal screening must be conducted for all students K-12 three times a year in all eight SLD domains - screening is done at students’ grade levels; progress monitoring is done at students’ skill levels
IEP Team Membership for SLD evaluations starting NOW must include:
- Data Analyst (psych)
- Interventionist (classroom teacher, reading specialist, etc.)
- Diagnostician (psych and/or special ed teacher)
Re-evaluations:
- Same standard applies - child needs to demonstrate a continued need for special education including specially designed instruction.