Guidance on Implementation

1
Guidance on Implementation For the
Identification of Students Suspected of Having
a Specific Learning Disability
Developed by the Maine Association of School
Psychology September 2008
2

• Welcome
• Assumptions
• Compliance with Me Regs
• Professional respect
• Commitment to service for children with special
  needs
• Special Education service for students with
  disabilities
• Conceptual understanding of the Federal intent
  for determining eligibility

3

• Housekeeping tasks
• Schedule for today
• Plan for working through the document
• How to handle questions
• Afternoon Session
• Parking Lot
• Case studies

4

HISTORICAL ROOTS

• Discrepancy Model IDEA 2004
• Task Force Maine 101
• SLD Form MASP Clinical
  Guidance

5
SLD Discrepancy Model

• Many Problems
• Clinically Inaccurate
• Lengthy Identification Process Wait to Fail
• Educationally Ineffective Not closing gap
• between disabled and non-disabled students

6
IDEA 2004 - SLD Identification

• Definition unchanged A disorder in one or more
  of the basic psychological processes
• Procedural Changes in SLD Identification
• 1. No longer require old discrepancy model
• 2. Introduction of RTI as an alternative
• 3. Vague alternative - hybrid discrepancy model

7
Maine 101

• Task Force on Eligibility Stakeholders
• Specific criteria for processing disorders
• Limit which processing disorders - 2
• Define severity 1.5 SD lt Mean
• Require research based correlation - .001

8
RTI

• Supported by Task Force, MASP NASP
• Nearly undermined in Chapter 101
• Note SAUs may use the discrepancy model
• 3 Year Phase In

9
SLD Form MASP Guidance

• New SLD Identification form developed by MADSEC
• Legal Consultation
• Adopted by DOE
• DOE agreed to MASP request to develop Guidance on
  Implementation
• MASP develops clinical guidance to improve
  understanding and increase consistency
• Presentation to MADSEC Oct. 27th

10

• .from Chapter 101
• A student with a specific learning disability
  exhibits a disorder in one or more of the basic
  psychological processes involved in understanding
  or in using language, spoken or written, that may
  manifest itself in an imperfect ability to
  listen, think, speak, read, write, spell, or to
  do mathematical calculations,

11

• Including conditions such as perceptual
  disabilities, brain injury, minimal brain
  dysfunction, dyslexia, and developmental aphasia.

12
Cognitive Processes

• Item 1 LD document (handout, page 3) A
  disorder in one or more of the basic
  psychological processes
• What are psychological processes?
• How many are there?
• Which ones are important?
• Why do we care?
• Introductions to Appendices I and II

13

• Theoretical Models
• Require a thoughtful approach to evaluation
• Important for driving local process/procedures
• Choose instruments that match your theoretical
  model
• Two widely used/researched/recognized models
• Not exclusive
• Appendix (I, page 11)
• School Neuropsychology
• Cattell-Horn-Carroll
• No definitive list (Appendix II, page 16)

14
CHC Theory

• Based on the belief that intelligence is
  described structurally
• Recent theories have converged on a more complete
  multiple-cognitive abilities taxonomy
• Cattell-Horn Fluid/Crystallized theory (1960s)
• Carroll Three-Stratum Theory of Cognitive
  Abilities (general intelligence, broad factors,
  narrow factors) (1990s)

15

• Recent factor analyses indicate that most current
  intelligence tests do not adequately assess the
  complete range of broad cognitive abilities
• Contemporary theory and research necessitates a
  more complete sampling of skills and abilities

16
Cross Battery Approaches

• Allow for a more valid and comprehensive
  assessment
• XBA approach is
• Time efficient
• Grounded in CHD theory and research
• Reliable measure of wider or deeper range of
  cognitive abilities/processes

17

• Circumvent significant weaknesses in
  intracognitive discrepancy models (LD diagnosis)
• VC-PR split
• Score variability
• Richard Kaufman (2000)
• Based on sound assessment principles
• Adds theory to psychometrics
• Improves quality of assessment and interpretation

18
Theoretical Framework

• Complete taxonomic framework for describing
  structure and nature of intelligence
• CHC broad classifications of cognitive ability
  tests
• CHC narrow classifications of cognitive ability
  tests
• Coursework is available

19
Broad Abilities

• Fluid Intelligence (Gf)
• Crystallized Intelligence (Gc)
• Visual Processing (Gv)
• Short-Term Memory (Gsm)
• Auditory Processing (Ga)
• Long-Term Retrieval (Glr)
• Processing Speed (Gs)

20
Fluid Intelligence (Gf)

• The ability to reason and solve problems that
  often involve unfamiliar information or
  procedures. Manifested in the reorganization,
  transformation, and extrapolation of information.

21

• Non-Verbal Fluid Reasoning SB 5
• Matrix Reasoning WECH
• Concept Formation WJ III
• Analogic Reasoning UNIT
• Analysis/Synthesis WJ III
• Cube Design UNIT
• Picture Concepts WISC-IV
• Number Series WJ III DS

22
Crystallized Intelligence (Gc)

• The breadth and depth of knowledge including
  verbal communication and information. Reasoning,
  when using previously learned procedures, is also
  included.

23

• Similarities WECH
• Comprehension WECH
• Verbal Knowledge SB 5
• Vocabulary WECH
• Verbal Knowledge KABC-II
• Verbal Comprehension WJ III
• Nonverbal Knowledge SB 5

24

• Information WECH
• General Information WJ III
• Comp of Instructions NEPSY

25
Auditory Processing (Ga)

• The ability to discriminate, analyze, and
  synthesize auditory stimuli. Also, related to
  phonological awareness.

26

• Incomplete Words WJIII
• Sound Blending WJIII
• Auditory Attention WJIII
• Sound Patterns WJIII
• Elision CTOPP
• Segmenting Words CTOPP
• Sound Matching CTOPP
• Phonological Processing NEPSY

27
VIsual Processing (Gv)

• Spatial orientation, the ability to analyze and
  synthesize visual stimuli, and the ability to
  hold and manipulate mental images.

28

• Block Design WECH
• Verbal Visual-Spatial Proc. SB 5
• Spatial Relations WJ III
• Planning WJ III
• Picture Completion WECH
• Route Finding NEPSY
• Design Memory WRAML 2
• Picture memory WRAML 2

29

• Picture Recognition WJ III
• Object Memory UNIT
• Spatial Memory UNIT
• Symbolic Memory UNIT
• Visual Closure WJ III DS
• Mazes UNIT

30
Long-Term Retrieval (Glr)

• The ability to store information efficiently and
  retrieve it later through association.

31

• Memory for Names NEPSY
• Visual Auditory Learn WJ III
• Delayed Recall, Names WJ III DS
• Del Recall, Visual-Auditory WJ III
• Retrieval Fluency WJ III
• Picture Naming Speed WJ III
• RAN CTOPP
• Speeded Naming NEPSY

32
Short-Term Memory (Gsm)

• The ability to hold information in immediate
  awareness and then use it within a few seconds,
  also related to working memory.

33

• Memory span
• Verbal Working Memory SB 5
• Memory for Words WJ III
• Digit Span WECH
• Number-Letter WRAML2
• Phonological Memory CTOPP

34

• Working memory
• Letter-Number Seq. WECH
• Numbers Reversed WJ III
• Phonological Memory CTOPP
• Symbolic Working Memory WRAML2
• Verbal Working Memory WRAML2

35
Processing Speed (Gs)

• Speed and efficiency in performing automatic or
  very simple cognitive tasks.

36

• Symbol Search WECH
• Coding WECH
• Decision Speed WJ III
• Visual Matching WJ III
• Pair Cancellation WJ III

37
School Neuropsychology Model
38
Evolution of School Neuropsychology

• 1960s First child neuropsychological test
  battery
• 1980s First School Neuropsychology
  publications
• 1990s NICHHD Federally funded SLD and
  Attention Research Decade of the Brain
• 1999 American Board of School Neuropsychology

39
American Board of School Neuropsychology

• Developed a conceptual model
• Teaches a year long course
• Diplomat Procedure
• 2006 First National School Psychology
  Conference
• Publications
• Essentials of School Neuropsychology
• Neuropsychology of Reading, Writing Math
• Handbook of School Neuropsychology, etc

40
Definition

• Requires the integration of
• neuropsychological and educational
• principals to the assessment and
• intervention processesto facilitate
• learning and behavior within the
• school and family systems

41
School Neuropsychological Conceptual Model
42
Sensory-Motor Functions
43
Sensory-Motor

• Processing of incoming sensory input and the
  coordination of motor output
• Primary Areas of Sensory Lobes
• Frontal Lobes - Motor Strip
• Sensory-motor functions serve as building blocks
  for higher order neurocognitive processes

44
Sensory-Motor

• Motor Skills
• Gross Motor
• Fine Motor
• Sensory Functions
• Visual
• Auditory
• Tactile
• Vestibular
• Olfactory
• Sensory-Motor Integration

45
Sensory-Motor Tests

• Dean Woodcock Sensory Motor Battery
• Bender Gestalt
• NEPSY-2 Design Copy, Fingertip Tapping,
• Imitating Hand Positions,
  Manual
• Motor Sequences,
  Visuomotor Prec
• OT Tests Bruininks-Osteretsky Test of Motor
  
• Proficiency
• Movement Assess. Batt. for
  Children
• Peabody Developmental Motor
  Scales

46
Attentional Processes
47
Attentional Processes

• Serve as baseline for higher order processes
• Subcortical Reticular Activating System
• Regulates Arousal
• Frontal Lobes Limbic System Higher level
• attentional
  processing
• Cognitive Attentional Processes
• Behavioral Manifestations of ADHD

48
Attention

• Focused/Selective Attention
• Shifting Attention
• Sustained Attention
• Divided Attention
• Attentional Capacity

49
Assessment of Attention

• NEPSY-II
• Auditory Attention Response Set
• TEA-Ch
• D-KEFS
• Color-Word Interference
• Trail Making
• Design Fluency
• Verbal Fluency
• WRAML-2
• Finger Windows
• Number/Letter

50
Visual-Spatial Processes
51
Visuo-Spatial

• Processing visual input and locating it in space
• Occipital Parietal Lobes

52
Visual-Spatial

• Visual Discrimination
• Visual Attention
• Visual Scanning/Tracking
• Visual Sequencing
• Visual Organization
• Visual Working Memory
• Orthographic Processing
• Perceptual Reasoning

53
Visual Spatial Tests

• WISC-IV Perceptual Reasoning Subtests
• Symbol Search
• NEPSY-II Arrows, Block Construction, Design
• Copy, Geometric Picture
  Puzzles
• PAL-II Orthographic Processing Subtests
• Test of Visual Perceptual Skills
• Developmental Test of Visual Perception
• Rey Complex Figure Test

54
Language Functions
55
Language

• Auditory/Phonological Processing
  Temporal-Parietal Lobes
• Receptive Language Temporal Lobes
• Expressive Language Frontal (Brocas Area)

56
Language Functions

• Auditory/Phonological Processing
• Auditory Discrimination
• Auditory Attention
• Auditory Sequencing
• Auditory Working Memory
• Receptive Language
• Listening Comprehension
• Receptive Vocabulary

57
Language Functions

• Oral Expression
• Articulation
• Verbal Fluency
• Language Based Reasoning
• Expressive Vocabulary
• Grammar

58
Language Testing

• WISC-IV Verbal Comprehension Subtests
• PAL-2 Phonological Processing Subtests
• Morphology Syntax Subtests
• WJ-III Sound Blending, Incomplete Words,
• Verbal Comprehension, Picture
  Vocab
• NEPSY-II Comp. of Instructions, Phonological
• Processing, Speeded Naming
• CELF
• CTOPP

59
Memory and Learning
60
Memory

• Ability to acquire new information,
• Store the information
• Retrieve the information
• Hippocampus
• Sensory Lobes
• Frontal Circuits

61
Memory Learning

• Verbal Immediate Memory
• Visual Immediate Memory
• Verbal-Visual Associative Memory
• Visual Long Term Memory
• Verbal Long Term Memory
• Working Memory
• Semantic Memory
• (Encoding, Storage, Retrieval, Procedural)

62
Memory Learning Tests

• WISC-IV Working memory subtests,
• vocabulary, information
• NEPSY-II List Memory, Mem for Designs,
• Mem for Faces, Mem for
  Names
• PAL-II Working Memory Subtests,
• Orthographic Processing
  Subtests
• WRAML-II
• TOMAL-II

63
Executive Functioning
64
Executive Functions

• Functions required for engaging in systematic
  problem solving behavior

65
Executive Functions

• Frontal Lobes
• Dorsolateral Prefrontal Cortex Dr. Spock
• Orbitofrontal Cortex Emotion - Impulsivity
• Anterior Cingulate Motivation apathy/OCD
• Skeletomotor Circuit Gross Fine Motor
• Oculomotor Circuit Eye Movement
• Temporal/Parietal Working Memory

66
Executive Functions

• Concept Generation
• Inhibition
• Motor Programming
• Set Shifting
• Planning, Fluid Reasoning Problem Solving
• Retrieval Fluency
• Working Memory

67
Executive Functioning Tests

• WISC-IV Perceptual Reasoning Subtests,
• Working Memory, Elithorn
  Mazes
• NEPSY-II Animal Sorting, Clocks, Design
• Fluency, Inhibition,
  Statue, Fingertip
• Tapping, Manual Motor
  Sequences
• D-KEFS
• Category Tests
• Trail Making Tests
• Tower Tests

68
Speed and Efficiency
69
Speed and Efficiency

• The Speed of Information Processing
• Multiple Neurological Factors
• Myelination more efficient faster processing
• Ventral Stream Rapid Automatic Naming
• Integrity of any given system

70
Speed and Efficiency

• Cognitive Efficiency
• Processing Speed
• Cognitive Fluency

71
Speed, Efficiency Fluency Tests

• Processing Speed
• WISC-IV Processing Speed Index
• WJ-III Processing Speed Cluster
• NEPSY Completions Times on Speeded
• Naming Visuomotor
  Precision
• Cognitive Efficiency
• WJ-III Cognitive Efficiency Cluster
• Cognitive Fluency
• WJ-III Cognitive Fluency CLuster

72
Appendix II Correlating Processing with Academics
73
Portion of 101 Not on LD Form

• Instruments used for determining processing
  disorders must have peer reviewed, scientific
  research documentation independent of that
  provided in the test manual that supports a
  correlation between the processing problem and
  the academic deficit Such tests may include
  measures of memory, phonological skills,
  processing speed as well as other measures which
  explicitly test psychological processing

74
(No Transcript)
75
Why this was left out of the SLD Document

• We did not include the question requiring the
  connection between the processing disorder and
  the educational deficits. Technically I suppose
  that is a proper question, but I do not encourage
  adding it to the document. I think it will direct
  teams into unanswerable areas too often.

76
Complex

• Multiple Psychological Processes correlated with
  each academic skill
• Phonological Processing is not the ONLY
  psychological process correlated with reading
• Not ALL poor readers have deficits in
  phonological processing

77
Definitive Research

• Research has identified which
• Specific psychological processes
• are correlated with each
• Specific academic sub-skills

78
The List

• Is there a list of which psychological processes
  are correlated with which academic deficit?
• Ongoing Research
• Different Theoretical Models Different Lists

79
Process Correlation Charts

• Appendix II pages 15 18
• Disclaimer - page 16
• School Neuropsych Chart - page 17
• C-H-C Chart - page 18

80
School Neuropsychology Chart

• No Single List in this rapidly advancing field
• Appendix II Developed in conjunction with
• Dr. Steve Feiffer
• Provides one framework for correlating processes
  with academics

81
Basic Reading Skills

• Decoding Sight Word Reading
• Attention
• Visual-Spatial Orthographic Processing
• Auditory Phonological Processing
• Expressive Language Retrieval Fluency
• Verbal Memory
• Visual Memory
• Working Memory

82
New Assessment Model

• Do the new SLD Identification Criteria
• require
• A new model of psychoeducational assessment?

83
Discrepancy ModelAssessment

• Focus on full scale IQ
• WISC, WJ, SB, etc.
• Organize evaluation by model of test
• Wechsler Verbal Comprehension
• Perceptual Reasoning
• Working Memory
• Processing Speed
• WJ-III C-H-C Model

84
Discrepancy ModelAssessment Report

• Organize results by test
• IQ (WISC, WJ, etc)
• VMI or Bender
• Checklists (BASC, ADD scales, etc.)

85
Referral Specific Assessment

• Select which areas of conceptual model to assess
  depending on referral question
• Assess Processes research has correlated with the
  specific educational concerns
• Example Cognitive-Hypothesis-Testing
• Hale Fiorello School Neuropsychology
• A Practitioners
  Handbook

86
Cognitive Hypothesis Testing

• Develop hypothesis of processing disorder
• Administer tests measuring these processes
• Examine Input
• Output
• Processing
  demands of each test
• Evaluate validity of hypothesis
• Accept hypothesis
• Reject Hypothesis
• Develop New Hypothesis

87
Correlation Charts

• Review all processing areas correlated with
  specific academic skill deficit(s)
• Make a list of the processes you plan to assess
• Identify tests that measure these specific skills

88
Assessment Tools

• Typically more than 1 test will be required
• Not necessary to always administer entire test
• Ensure that you have at least 2 subtests to
  measure each process

89
Example

• 7 year old 2nd grade student
• Referral Concerns - delays in basic
• reading
  and spelling
• History - ear infections and articulation delays
• Observations Inconsistent attention

90
Traditional Assesment

• Administer WISC-IV, Bender Brown ADD
• Results Verbal Comprehension 100
• Perceptual Reasoning - 108
• Working Memory - 94
• Processing Speed - 128
• Full Scale IQ - 109
• Bender Gestalt Test -
  96
• Brown ADD Scales - lt57
  

91
Determination

• No Processing Disorder Identified
• Answer NO on Question 1 of SLD Document
• Do not proceed any further on SLD document
• Determination No SLD

92
Referral Specific Assessment

• Include measures from Correlation Chart for Basic
  Reading Skills Spelling
• Add Phonological Processing
• PAL Phonological Index 70
• Rapid Automatic Naming
• PAL RAN Index 100

93
Determination

• Disorder - Phonological Processing
• Severity SS70 gt1.5 SD lt Mean
• Correlated - Basic Reading and
• Spelling
• Question 1 on SLD Form YES

94
Math Deficit

• What if the same student had a deficit in
• Math Calculation?

95
Research Based Correlation

• Cognitive Academic
• Pr0cesses Skill
• Phonological
  Reading
• Processing
  Decoding
• Phonological
  Math
• Processing
  Calculation

96
C-H-C Correlation Chart

• Drives assessment process
• Related to referral question
• Appendix II, page 18

97
Cross-Battery Assessment Process

• Well defined referral question
• Reading
• Math
• Written expression
• Consult XBA chart (page 18). This provides my
  theoretical model of assessment.
• Narrow abilities are important
• Determine broad and narrow abilities that are
  correlated with target academic area

98
XBA Process

• Choose tests that assess processing skills
• Start with cognitive assessment
• Fill out spreadsheet for analysis
• Supplement basic battery if/when needed
• 2 subtests are sufficient for each broad ability
  area as long as scores are consistent.
• Administer additional subtests if scores vary
  (approx. 15 points).

99
XBA Process

• Compare composite scores in view of the LD
  document and your referral question
• Is there enough data to make a defensible
  decision?
• If not, resolve questions with additional tests
• Look for patterns
• Note whether there are 2 composites that range
  from 77-85 or 1 composite gt77
• Refer to strong and moderate correlations
• Correlations meet criteria for pattern of
  strengths and weaknesses

100
Reading

• Gf (Fluid Intelligence)
• Gc (Crystallized Intelligence/Comprehension)
• Gsm (particularly Working Memory)
• Ga (Auditory Processing)
• Glr (particularly RAN)
• Gs (Processing Speed)

101
Mathematics

• Gf (Fluid Intelligence)
• Gc (Crystallized Intelligence/Comprehension)
• Gsm (particularly Working Memory)
• Gv (Visual Processing)
• Gs (Processing Speed)

102
Writing

• Gf (Fluid Intelligence)
• Gc (Crystallized Intelligence/Comprehension)
• Gsm (particularly Working Memory)
• Ga (Auditory Processing)
• Glr (particularly RAN)
• Gs (Processing Speed)

103

• Reading
• WISC and CTOPP
• Supplement for Retrieval
• Writing
• WISC and CTOPP
• Supplement for General Knowledge and Retrieval
• Math
• WISC
• Supplement for Fluid Intelligence

104

• Defensible
• Time and Resource Efficient
• Limited number of tools necessary
• Theory Driven

105
Appendix III

• Specific processes are evaluated through multiple
  measures
• Two subtests are sufficient when scores are
  consistent
• Variable scores require additional assessment of
  similar constructs to resolve inconsistencies
• Scores are averaged to obtain mean score
• Scaled scores must be converted to Standard Scores

106

• Processing deficits are identified statistically
• A single deficit is sufficient for eligibility if
  the composite score is at least 1 ½ standard
  deviations below the mean of the test (gt78)
• Two deficits are required for eligibility if
  composite scores are 1 standard deviation below
  the mean of the test (77-85)

107
Appendix IV

• Know the statistics of your batteries
• Standard Deviation calculations are important
  when determining the level of deficit

108
Question 2

• For children in grades 4 12 Has the student
  obtained a composite standardized score no lower
  than 1.5 SDltMean on at least 1 index or scale of
  cognitive functioning
• Not in IDEA - Maine Specific - Task Force
• Slow Learners

109
Additional Requirements

• From a standardized measure of general cognitive
  ability
• At least 3 subtests
• Answers the Full Scale vs Index Score debate
• Appendix V - Index Score Examples
• Pages 25 - 28

110
Examples

• WISC-IV
• Verbal Comprehension - Yes
• Perceptual Reasoning - Yes
• Working Memory - No
• Processing Speed - No

111
More Examples

• WJ-III
• General Intellectual Ability - Yes
• Brief Intellectual Ability - Yes
• Thinking Ability - Yes
• Auditory Processing - No

112
Standard Deviation Calculations

• No lower than 1.5 SD lt Mean
• Typical SS 100 w/SD 15
• 
  100 22 78
• Reference chart on page 22 for tests with
  different standard deviations

113
Question 3

• Is the student achieving adequately for the
  students age or meeting State approved grade
  level standards in all of the areas below, when
  provided with learning experiences and
  instruction appropriate for the students age or
  State approved grade level standards?

114

• .. from Chapter 101
• The IEP Team may determine that a student has a
  specific learning disability if

115

• When provided with learning experiences
  appropriate for the students age and ability
  levels, the student does not achieve commensurate
  with age and ability levels in one or more of the
  following areas

116
Academic Achievement

• Oral Expression
• Listening Comprehension
• Written Expression
• Basic Reading Skill
• Reading Fluency
• Reading Comprehension
• Mathematics Calculation
• Mathematics Problem Solving

117
Academic Achievement

• Question 3 LD document (handout, page 5)
• Achievement relative to age
• Standardized assessment (Appendix VI, page 30)
• Achievement relative to State-approved standards
• Local and state-level assessment (Appendix VII,
  page 36)
• Districts must develop defensible means for
  measuring progress

118
Academic Achievement

• Appendix VI lists a variety of standardized
  instruments that can be used to assess the areas
  of achievement that are to be considered with
  suggestions for how to assess
• Appendix VII gives some guidance on how to
  determine adequate achievement

119
Pre-Referral Procedures

• .from Chapter 101
• Data from the pre-referral procedures utilizing
  research based intervention techniques indicate
  that the response to general education
  intervention is not adequate.

120
Question 4a

• Item 4a LD document (handout, page 6)
• By 2010 Lack of Response to Intervention must
  be documented to determine eligibility as a
  student with SLD
• Regular Education initiative
• Pre-referral procedures in Chapter 101 Appendix
  VIII
• Me State RTI/Pre-Referral Guide
• www.maine.gov/education/rti/index.shtml

121

• For SLD eligibility, academic intervention is
  required
• Lack of response
• Positive response that requires an amount of
  intervention that replicates specialized
  instruction
• Children who are not disabled will likely make
  progress
• Children without disabilities (i.e. processing
  disorders) will be ruled out prior to this stage
  of decision making
• Appendix IX Closing the Gap

122
Question 4b

• A Pattern of Strengths and Weaknesses in
  Performance, Achievement or Both
• Reading Skills
• Math Skills
• Pages 5 6 and Appendix X (pages 41 45)

123
Relevant to SLD

• That is determined by the IEP Team
• To be relevant to the identification of a
  specific learning disability
• Maine Guidance Required Research Based
  Correlation between Processing Disorder and
  Achievement Deficit
• Other research based patterns

124
Strengths Weaknesses

• Performance
• And/or Relative To
  Age
• Achievement
• Standardized Age Normed Test Results

125
Example

• WJ-III Age Normed Scores
• Strengths Math Composite 103
• Written Expression
  - 98
• Weaknesses Basic Reading - 77
• Reading Fluency
  - 79
• Reading
  Comprehension- 75

126
Strengths Weaknesses

• Performance State
• 
  Approved
• And/or Relative To
  Grade
• 
  Level
• Achievement
  Standards
• Curriculum Based Measures and other
  assessments aligned with the Maine Learning
  Results

127
Examples

• District benchmark assessments based on MLR
• Strengths Math Meets in all areas
• Writing Meets in
  all areas
• 
  except spelling
• Weaknesses Spelling - Does Not Meet
• Reading Does Not
  Meet

128
Strengths Weaknesses

• Performance
• 
  
• And/or Relative To
  Intellectual
• 
  Development
• Achievement
• Results of cognitive assessment

129
Example

• WJ-III and WISC-IV Age Normed Scores
• Strengths Verbal Comprehension 104
• Reading Scores
  98 102
• Weaknesses Perceptual Reasoning - 80
• Math Calculation
  - 78

130
Concordance - Discordance

• Academic Processing
• Strength Strength
• Academic Processing
• Deficit Deficit
• Hale Fiorello School Neuropsychology

131
Conclusion

• References - Page 45
• Contacts
• susan_holinger_at_maranacook.org
• rhcrowell_at_yahoo.com