LD Home
LD Elementary School Program
LD Middle School Program
LD High School Program |
Colegio Roosevelt makes a decision about students’ eligibility for LD services based upon the recommendations of the Student Support Team (SST). This team is comprised of administrators, counselors, classroom teachers, LD specialists, resource teachers, and any other individuals who are working and have worked with the student. All relevant material, scores, reports that are available will be considered. Assessment data are derived from different sources. The SST reviews, synthesizes and interprets information from these sources to formulate decisions. Parents (and students, when appropriate) will be included in the SST at this stage.
In accordance with Board policy, D5.030, the Learning Differences Program provides services to students with “documented specific educational needs in the mild to moderate range. The school is able to provide services only to those students who are able to function successfully within the [school curriculum] with minimal support. “
The SST considers the following information when placing children in the LD program:
1. Grade Level of Student and LD program hours required
Students receive services from the LD Program in Elementary, Middle and High Schools. A student may receive services from the Learning Differences Program starting in second grade for up to four hours a week.
2. Overall Cognitive Ability
When considering cognitive ability, the student should have an overall full scale IQ of 90 points at 90% confidence interval in standard scores or above on the WISC- III, WISC-IV or WAIS-III.
3. Discrepancy between cognitive potential and achievement
This can be determined by:
a) A statistically significant discrepancy based on age and/or grade level of a 1 to 1.5 standard deviation ( a minimum of 15 points in standard scores) between cognitive potential and academic achievement as measured by standardized tests must exist in one or more of the following areas:
Oral Expression
Listening Comprehension
Written Expression
Basic Reading Skills
Reading Comprehension
Mathematics Calculation
Mathematics Reasoning
b) Significant discrepancy between cognitive potential and academic achievement in classes/subject areas. Information should be provided by the current classroom teacher including previous interventions.
c) The discrepancy should be supported by other information which may include:
Criterion-referenced tests (e.g. IOWA Test of Basic Skills, DAT, PLAN)
Anecdotal records
Information provided by the parents
Consideration of the student’s age, particularly for young students
4. Psychological Functions
The learning difference must be due to a deficit in one or more of the basic psychological functions involved in understanding or using language.
These will be evidenced by significant individual differences comparing the student with the norm and with his/her own cognitive profile. Such differences will result in a scattered sub-test profile.
A learning difference cannot be caused primarily by any of the following:
Vision, hearing, or motor impairment
Mental retardation
Pervasive Developmental Disorders (e.g.: Autism, Aspergers)
Emotional disturbance
Environmental, cultural, or economic disadvantage
Limited school experience or poor school attendance
Lack of instruction which manifests as gaps in skills and concepts
Unfamiliarity with the English language; normal process of learning a second language
Students with a learning difference do not automatically qualify for the program; deficits must negatively affect their performance in the classroom. Students who have a diagnosed Attention Deficit Disorder (ADD), which is not primarily affecting his/her academic performance, will not qualify for the LD program. The SST attempts to place students in the least restrictive environment in which they will be able to succeed. For example, if students have a learning difference but are performing to their maximum potential in the regular classroom, without modifications, the SST may decide that they do not require the support of the LD program. However, if these students need the support from the Learning Differences program to perform to their maximum potential, they will be included in the program and receive appropriate accommodations.
|
