Ventura County SELPA Pattern of Strengths and Weaknesses

Ventura County SELPA Pattern of Strengths and Weaknesses (PSW) Model: An Overview

Agenda • SLD Eligibility • Why change from discrepancy to PSW? • Overview of PSW Model • Specific Learning Disability (SLD) defined • Pre-referral Interventions and the PSW Model • What is your role?

Eligibility for Special Education How does a student become eligible for Special Education under the category of Specific Learning Disability (SLD)? • Assessment teams complete a comprehensive assessment to determine whether student meets eligibility requirements set forth by federal/state regulations • Up until IDEA 2004, the discrepancy model was the sole model to be used for SLD identification

What is the discrepancy model? • Requires a comprehensive assessment determining: • Significant difference between ability (generally Full Scale IQ score) and academic achievement (standardized testing) • At least one processing weakness

Why a change to the PSW Model? • Federal law (IDEA 2004) allows for alternative research-based approaches • CA state regulations specifically allow for the use of the Pattern of Strengths and Weaknesses Model • SLD is the largest eligibility category • Many concerns with discrepancy model

Concerns with the Discrepancy Model • Research has long pointed to problems with this model including: • Difficult to identify SLD early, which could delay intervention during critical time periods • Over-identification of students • Inconsistent application of approach • Not research-based • Use with African-American students • No link required between academic and processing weakness.

PSW Premise • Based on several core research-based principles: • Specific Learning Disabilities are characterized by neurologically-based deficits in cognitive processing • Research has demonstrated the existence of specific cognitive processes (e. g. visual processing, working memory, etc. ). • Researchers are also in agreement that sound tools and measures exist to assess these processing areas • Research has also found links between various processing areas and specific areas of academic achievement.

What is the Ventura County SELPA PSW Model? • Requires a comprehensive assessment to determine why a student is struggling academically. • As student with SLD must have: üEvidence of some processing (thinking) strengths within the average range (some average thinking skills) üEvidence of at least one significant processing weakness üEvidence of at least one significant academic weakness • Additionally, the Academic weakness(es) must be linked to (or explained by) the processing weakness(es).

Benefits of PSW Model • Can allow for earlier identification of students with SLD • Requires an assessment that provides answer to why the student is not responding • Assessment linked to targeted interventions • Can better assist assessment teams at ruling out other disabilities (emotional disturbance, other health impairment) and/or factors (language, instructional, environmental) that may be interfering with learning

Academic Assessment and the PSW Model • While standardized achievement tests are still required to be given as part of a comprehensive PSW assessment, more weight is now placed on other academic measures which may include data sources such as: • • • Grade level assessments Grades Work samples Progress monitoring data Progress toward IEP goals (for triennials/reevaluations)

SLD Defined • An SLD exists in students with an Otherwise Normal Cognitive Ability Profile (ONCAP) who possess unexpected underachievement in one or more of the eight achievement areas outlined in California Ed. Code which is explained by one or more of the domain-specific processing weakness outlined in California Ed. Code (CCR Title 5 Section 3030 (j))

Example of SLD within the PSW Model üVisual processing and oral language skills are in the average range (processing strengths) üPhonological processing skills in the below average range (processing weakness) üBasic reading skills (decoding) and reading fluency in the below average range (academic weaknesses) üResearch indicates that weaknesses in auditory processing are linked to poor reading skills (linked)

What a Specific Learning Disability (SLD) is VS. What SLD is not SLD IS NOT Characterized by areas of strength at or above the average range along with specific areas of weakness. Characterized by generally low or below average cognitive abilities with little or no areas of strength. Characterized by processing weakness(es) that are linked by research to specific academic weakness(es). Characterized by processing weakness(es) that are not linked with academic weakness(es).

What a Specific Learning Disability (SLD) is VS. What SLD is not (cont. ) SLD IS NOT Explained by a neurologically-based processing deficit or deficits. Explained primarily by low or below average cognitive abilities or another disability category Characterized as a “within learner” trait. Explained by external factors such as instructional or environmental variables. May co-exist with other disability conditions (sensory, language, behavioral). Primarily explained by another disability and/or condition.

Accurate Identification and Assessment: SLD vs. GLD • A Specific learning disability (SLD) is characterized by specific strengths and weaknesses (peaks and valleys) while a student with all or most areas in the low average or below average range (flat profile) would not have a specific learning disability, but rather a general learning difficulty (GLD) • The latter student would not be eligible under the SLD special education eligibility category.

The Importance of Pre-Referral Interventions and the PSW Model • PSW model works best with Rt. I² as pre-referral intervention • Research has found that fewer students require special education as their academic needs are being identified and targeted in general education

Pre-Referral: Standards-based Instruction & Differentiated Instruction • Delivered by qualified personnel • State adopted standards • ELD for EL students • Implemented with fidelity • Differentiated strategies • Accommodations

Pre-Referral: Targeted Interventions • Intervention targeted to the student’s specific needs • Decoding vs comprehension • Research-based interventions • Fidelity • Time • Frequency • Group Size

Pre-Referral: Data Collection • Pre- and post-data • • Diagnostic/Entry Level Formative Progress Monitoring Summative • Regular intervals • Examination of data in comparison to • Whole Grade Level • Students within intervention group • Individual student growth

What is your role? • Advocate for your students • Bring data about your student • Strengths • Areas of concern • What has been tried • Stay involved in the process • Ask questions

Resources www. vcselpa. org> Resources For Teachers and Staff> Patterns of Strengths and Weaknesses