Difference between revisions of "SSPS:Specific Learning Disability"

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(Procedures for Recommending Discontinuation or Dismissal)
 
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==Definition==
 
==Definition==
  
A student with a specific learning disability is defined as a disorder in one or more of the basic learning processes involved in: understanding or in using language, spoken or written, that may manifest in significant difficulties affecting the ability to listen, speak, read, write, spell, or do mathematics.  
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A student with a specific learning disability is defined as a disorder in one or more of the basic learning processes involved in: understanding or in using language, spoken or written, that may manifest in significant difficulties affecting the ability to listen, speak, read, write, spell, or do mathematics.
  
  
Associated conditions may include, but are not limited to, dyslexia, dyscalculia, dysgraphia, or developmental aphasia.  
+
Associated conditions may include, but are not limited to, dyslexia, dyscalculia, dysgraphia, or developmental aphasia.
  
  
 
A specific learning disability does not include learning problems that are primarily the result of a visual, hearing, motor, intellectual, or emotional/behavioral disability, limited English proficiency, or environmental, cultural, or economic factors.
 
A specific learning disability does not include learning problems that are primarily the result of a visual, hearing, motor, intellectual, or emotional/behavioral disability, limited English proficiency, or environmental, cultural, or economic factors.
 
 
 
==Members of the group determining eligibility==
 
 
The determination of whether a student suspected of having a specific learning disability must be made by the student’s parents or guardians and a group of qualified professionals, which must include, but are not limited to, all of the following:
 
 
* The student’s general education teacher; if the student does not have a general education teacher, a general education teacher qualified to teach a student of his or her chronological age
 
 
* At least one person qualified to conduct and interpret individual diagnostic examinations of students, including, but not limited to, a school psychologist, speech-language pathologist, or reading specialist
 
 
* The district administrator of exceptional student education or designee
 
 
* School Psychologist and/or Speech Language Pathologist
 
 
 
 
==Criteria for Eligibility==
 
 
1.  A student needs special education as defined in Rule 6A-6.03411(1)(c), F.A.C. (General Education Rule:  General education intervention procedures, identification, evaluation, reevaluation and the initial provision of Exceptional Education services.)
 
 
2.  The student’s parent(s) or guardian(s) and group of qualified personnel may determine that a student has a specific learning disability if there is evidence of each of the following:
 
 
3.  The student does not achieve adequately for his/her age or does not meet grade-level standards in one or more of the following areas when provided with learning experiences and instruction appropriate for the student’s age or grade level standards:
 
* Oral expression
 
* Listening comprehension
 
* Written expression
 
* Basic reading skills
 
* Reading fluency skills
 
* Reading comprehension
 
* Mathematics calculation
 
* Mathematics problem solving
 
 
4.  Determination of eligibility is based on the review of multiple sources that may include group and/or individual criterion or norm-referenced measures, including individual diagnostic procedures
 
 
5.  The student does not make adequate progress to meet chronological age or grade-level standards in one or more of the areas identified as determined through:
 
* A process based on the student’s response to scientific, research-based intervention, consistent with the comprehensive evaluation procedures; OR
 
* A process based on the student’s response to scientific, research-based intervention AND The student exhibits a pattern of strengths and weaknesses in performance, achievement, or both, relative to age, grade level standards, or intellectual development.
 
 
 
 
==Exclusionary Factors==
 
 
The group determines that the student’s disability is not primarily the result of the following:
 
* A visual, hearing, or motor disability
 
* Intellectual disability
 
* Emotional/behavioral disability
 
* Cultural factors
 
* Irregular pattern of attendance and/or high mobility rate
 
* Classroom behavior
 
* Environmental or economic factors
 
* Limited English proficiency
 
 
 
 
==General Education Intervention Procedures and Activities==
 
 
In order to ensure that lack of academic progress is not due to lack of appropriate instruction, a group of qualified personnel must consider:
 
 
* Data that demonstrate that the student was provided well-delivered scientific, research-based instruction and interventions addressing the identified area(s) of concern and delivered by qualified personnel in general education settings; AND
 
 
* Data-based documentation, which was provided to the student’s parent(s) or guardian(s), of repeated measures of achievement at reasonable intervals, graphically reflecting the student’s response to intervention during instruction.
 
 
'''Note:''' General education activities and interventions conducted implemented with high levels of fidelity prior to referral may be used to satisfy the general education requirements.
 
 
 
 
 
==Procedures for Evaluation==
 
 
 
1. Promptly request parental or guardian consent to conduct an evaluation to determine if the student needs specially designed instruction in the following circumstances:
 
 
* Prior to a referral, the student has not made adequate progress after an appropriate period of time when provided appropriate instruction and intense, individualized interventions; OR
 
 
* Prior to referral, intensive interventions are demonstrated to be effective but require sustained and substantial effort that may include the provision of specially designed instruction and related services
 
 
* Whenever a referral is made to conduct an evaluation to determine the student’s need for specially designed instruction and the existence of a disability.
 
 
 
2. Conduct an evaluation in accordance with procedures identified in subsection 6A-6.0331(5), F.A.C. (General Education Rule)
 
 
 
3. Adhere to the evaluation time frame required by paragraph 6A-6.0331(3)(d), F.A.C., unless extended by mutual written agreement of the student’s parent(s) or guardian(s) and a group of qualified professionals.
 
 
 
4. Conduct observations to document the relationship between the student’s classroom behavior and academic performance
 
 
* Use information from an observation in routine classroom instruction and monitoring of the student’s performance that was completed before referral for an evaluation and
 
 
* Have at least one member of the group conduct an observation of the student’s performance in the student’s typical learning environment, or in an environment appropriate for a student of that chronological age, after referral for an evaluation and parental or guardian consent has been obtained.
 
 
 
 
 
==Procedures for Determining Eligibility and Educational Placements==
 
Refer to [[ESE:Eligibility and Placement|Eligibility and Placement Section]] for information regarding eligibility procedures.
 
 
 
 
 
==Documentation of Determination of Eligibility==
 
 
Documentation must include a written summary of the group’s analysis of the data that incorporates the following information:
 
 
1.  The basis for making the determination, including an assurance that the determination has been made in accordance with subsection (6) of Rule 6A-6.0331, F.A.C. (General Education Rule).
 
 
2.  Noted behavior during the observation of the student and the relationship of that behavior to the student’s academic functioning
 
 
3.  The educationally relevant medical findings, if any
 
 
4.  Whether the student has a specific learning disability as evidenced by response to intervention data confirming all of the following:
 
* Performance discrepancy - The student’s academic performance is significantly discrepant for the age or grade level in which the student is enrolled, based on multiple sources of data when compared to multiple groups, which include the peer subgroup, classroom, school, district, and state level comparison groups
 
* Rate of progress - When provided with well-delivered scientific, research-based general education instruction and interventions of reasonable intensity and duration with evidence of implementation fidelity, the student’s rate of progress is insufficient or requires sustained and substantial effort to close the achievement gap with typical peers or academic expectations for the chronological age or grade level in which the student is currently enrolled
 
* Educational need - The student continues to need interventions that significantly differ in intensity and duration from what can be provided solely through general education resources to make or maintain sufficient progress.
 
 
5.  The determination of the group concerning the effects on the student’s achievement level of a visual, hearing, motor, intellectual, or emotional/behavioral disability; cultural factors; environmental or economic factors; an irregular pattern of attendance or high mobility rate; classroom behavior; or limited English proficiency
 
 
6.  Documentation based on data derived from a process that assesses the student’s response to well-delivered scientific, research-based instruction and interventions including documentation of:
 
* Specific instructional interventions used
 
* Support provided to the individual(s) implementing interventions
 
* Adherence to the critical elements of the intervention design and delivery methods,
 
* Duration and frequency of intervention implementation (e.g. number of weeks, minutes per * Student-centered data collected
 
* Student’s parent(s) or guardian(s) notification about the state’s policies regarding the amount and nature of student performance data that would be collected and the general education services that would be provided
 
* Interventions for increasing the student’s rate of progress
 
* The signature of each group member certifying that the documentation of determination of eligibility reflects the member’s conclusion.
 
 
'''NOTE:''' If it does not reflect the member's conclusion, the group member must submit a separate statement presenting the member’s conclusions.
 
 
 
 
 
==Team Analysis of Data==
 
Download a [http://www.pasco.k12.fl.us/library/ssps/tad/tad_sld.docx SLD TAD]
 
 
Download a [http://www.pasco.k12.fl.us/library/ssps/tad/tad_sld_short.docx SLD Short TAD]
 
 
==Implementation==
 
 
*  The district’s Policies and Procedures for the Provision of Specially Designed Instruction and Related Services for Exceptional Students, as required by Rule 6A-6.03411, F.A.C., must identify the applicable process described in sub-subparagraphs (4)(a)2.a. and (4)(a)2.b.of this rule on a school-by-school basis.
 

Latest revision as of 13:15, 29 June 2017

Definition

A student with a specific learning disability is defined as a disorder in one or more of the basic learning processes involved in: understanding or in using language, spoken or written, that may manifest in significant difficulties affecting the ability to listen, speak, read, write, spell, or do mathematics.


Associated conditions may include, but are not limited to, dyslexia, dyscalculia, dysgraphia, or developmental aphasia.


A specific learning disability does not include learning problems that are primarily the result of a visual, hearing, motor, intellectual, or emotional/behavioral disability, limited English proficiency, or environmental, cultural, or economic factors.