Learning Disability Testing Learning Disability Testing in the Community in the Community

Colleges:Colleges: A CCCCO DSPS PresentationA CCCCO DSPS Presentation

to CalWorks to CalWorks

An introduction to the CCCCO An introduction to the CCCCO Learning Disability Eligibility Learning Disability Eligibility and Services Model (LDESM)and Services Model (LDESM)

January 2011 January 2011

Title 5 Definition of LDTitle 5 Definition of LD• A learning disability (LD) is A learning disability (LD) is defined as a persistent condition defined as a persistent condition of a presumed neurological of a presumed neurological processing dysfunction that processing dysfunction that impairs effective learning. This impairs effective learning. This dysfunction continues despite dysfunction continues despite otherwise average or above otherwise average or above average intellectual ability and average intellectual ability and appropriate instruction in appropriate instruction in standard classroom/employment standard classroom/employment situations.situations.

• A learning disability does not A learning disability does not apply to learning problems apply to learning problems resulting from any physical, resulting from any physical, visual, hearing, or psychological visual, hearing, or psychological disability, ABI, below average disability, ABI, below average intellectual functioning, intellectual functioning, attention deficit disorder, or any attention deficit disorder, or any other health related disability. other health related disability.

To be categorized as learning To be categorized as learning disabled a student must exhibit:disabled a student must exhibit:

• Average to above average Average to above average intellectual ability;intellectual ability;

• Severe processing deficit(s);Severe processing deficit(s);

• Severe aptitude-achievement Severe aptitude-achievement discrepancy(ies); anddiscrepancy(ies); and

• Measured achievement in an Measured achievement in an instructional setting.instructional setting.

CCCCO LD Model Criteria

• Intake ScreeningIntake Screening

• Measured AchievementMeasured Achievement

• Ability LevelAbility Level

• Processing DeficitProcessing Deficit

• Aptitude-Achievement Aptitude-Achievement DiscrepancyDiscrepancy

• Eligibility RecommendationEligibility Recommendation

Six Components of LD Model

Purpose and why this step needs Purpose and why this step needs to be completed by a trained LD to be completed by a trained LD Specialist: Specialist:

• To gather pertinent information To gather pertinent information about student’s academic about student’s academic difficulties, educational history, difficulties, educational history, health history, career goals, family health history, career goals, family history, language proficiencies, and history, language proficiencies, and employment experiences to employment experiences to determine if testing is appropriate or determine if testing is appropriate or if other explanations are causing the if other explanations are causing the student’s difficultiesstudent’s difficulties

• To aid in selecting which specific To aid in selecting which specific instruments and subtests should be instruments and subtests should be administeredadministered

Component 1: Intake Screening

Purpose: Purpose: • To identify those academic To identify those academic

settings in which the student settings in which the student has been successful has been successful

• To distinguish the student To distinguish the student with LD from one better with LD from one better characterized as a low characterized as a low achieverachiever

• To show likelihood that To show likelihood that student can benefit from student can benefit from instructioninstruction

Component 2: Measured Achievement

PrimaryPrimary• WJ III Tests of AchievementWJ III Tests of Achievement• WIAT-II (soon WIAT-III)WIAT-II (soon WIAT-III)• Nelson-Denny Reading TestNelson-Denny Reading Test• WRAT-4WRAT-4• Degrees of Reading PowerDegrees of Reading Power• MDTPMDTP

SecondarySecondary

• College transcriptsCollege transcripts

• High school transcriptsHigh school transcripts

• BaterBatería Woodcock-Muñozía Woodcock-Muñoz

Measured Achievement Procedures

PrimaryPrimary

• WJ III Tests of Cognitive WJ III Tests of Cognitive AbilitiesAbilities

• WAIS-IVWAIS-IV

SecondarySecondary

• Standard Progressive Standard Progressive MatricesMatrices

• BaterBatería Woodcock-Muñozía Woodcock-Muñoz

Ability Level Procedures

Purpose:Purpose:

• To evaluate the student's To evaluate the student's weaknesses in acquiring, integrating, weaknesses in acquiring, integrating, storing, retrieving, and/or expressing storing, retrieving, and/or expressing informationinformation

• To distinguish students with LD from To distinguish students with LD from other underachieving studentsother underachieving students

Component 4: Processing Deficit

PrimaryPrimary

• WJ III Tests of Cognitive WJ III Tests of Cognitive AbilitiesAbilities

• WAIS-IVWAIS-IV

SecondarySecondary

• Batería Woodcock-MuñozBatería Woodcock-Muñoz

Processing Deficit Procedures

Purpose:Purpose:

• To identify those To identify those academic areas in which academic areas in which the student's the student's achievement is achievement is significantly less than significantly less than that of peers with the that of peers with the same ability level same ability level

Component 5: Aptitude-Achievement Discrepancy

Aptitude (Primary)Aptitude (Primary)

• WJ III CognitiveWJ III Cognitive

• WAIS-IVWAIS-IV

Aptitude (Secondary)Aptitude (Secondary)

• Standard Progressive Standard Progressive MatricesMatrices

• BaterBatería ía Woodcock-MuñozWoodcock-Muñoz

Aptitude-Achievement Discrepancy Procedures

Achievement (Primary)Achievement (Primary)• WJ III Tests of AchievementWJ III Tests of Achievement• WIAT-II (and soon WIAT-III)WIAT-II (and soon WIAT-III)• Nelson-Denny Reading TestNelson-Denny Reading Test• WRAT-4WRAT-4• Degrees of Reading PowerDegrees of Reading Power• MDTPMDTPAchievement (Secondary)Achievement (Secondary)• BaterBatería ía Woodcock-MuñozWoodcock-Muñoz

Aptitude-Achievement Discrepancy Procedures

Purpose:Purpose:

• To analyze and synthesize all of To analyze and synthesize all of the assessment information to the assessment information to determine the best explanation determine the best explanation for the student's performancefor the student's performance

• To determine whether the To determine whether the student is eligible for services student is eligible for services as a student with learning as a student with learning disabilities within the California disabilities within the California community college system community college system

Component 6: Eligibility Determination

• To identify the educational To identify the educational limitations for eligible studentslimitations for eligible students

• To document the recommended To document the recommended accommodations and accommodations and compensatory strategies compensatory strategies

• To provide recommendations for To provide recommendations for alternative services for ineligible alternative services for ineligible studentsstudents

Eligibility Determination, continued

Purpose:Purpose:

• To allow prior disability To allow prior disability documentation to be used documentation to be used within the LD Eligibility and within the LD Eligibility and Services ModelServices Model

• To provide a set of To provide a set of standardized guidelines for standardized guidelines for evaluating documentation evaluating documentation from outside the CCC systemfrom outside the CCC system

Evaluation of Prior Documentation/Outside

Assessment Data

LD Testing as Access LD Testing as Access and Equity Issueand Equity Issue

• While LD testing is not a mandated service, if a While LD testing is not a mandated service, if a student with a LD needs accommodations, we student with a LD needs accommodations, we need to provide the disability-related services need to provide the disability-related services required. To only provide accommodations to high-required. To only provide accommodations to high-income students who can afford outside testing income students who can afford outside testing discriminates against low income students and a discriminates against low income students and a particular disability group. particular disability group.

• Dr. Gregg’s 2009 LDESM study showed that the Dr. Gregg’s 2009 LDESM study showed that the majority of students LD tested majority of students LD tested had not been had not been previously identified as a student with a disability previously identified as a student with a disability (no Special Education history). (no Special Education history).

LD Testing Facilitates LD Testing Facilitates Student SuccessStudent Success

• Testing provides CalWorks counselors important Testing provides CalWorks counselors important information on a student's academic potential to information on a student's academic potential to allow them to make better career choices with allow them to make better career choices with students.students.

• Outcome data has shown that LD testing leads to Outcome data has shown that LD testing leads to retention and student success.retention and student success.

• Provides linkage to Basic Skills – both classes, and Provides linkage to Basic Skills – both classes, and in some cases, fundingin some cases, funding

• Provides a bridge to support instructional faculty Provides a bridge to support instructional faculty on campus who are seeing learning difficulties in on campus who are seeing learning difficulties in their studentstheir students

Learning Disabilities & Learning Disabilities & EmploymentEmployment

• Individuals should consider the following:Individuals should consider the following:

-What is the impact of my learning -What is the impact of my learning disability on job performance? disability on job performance?

-Does the job ‘match’ or ‘fit’ with my -Does the job ‘match’ or ‘fit’ with my abilities? abilities?

-How, to whom or when does one -How, to whom or when does one disclose a learning disability? disclose a learning disability?

-What are possible accommodations that -What are possible accommodations that

will enhance job performance?will enhance job performance?

http://www.ldac-taac.ca/indepth/transition_steps-e.asphttp://www.ldac-taac.ca/indepth/transition_steps-e.asp

Research has shown that an important variable in Research has shown that an important variable in relation to job satisfaction and career choices is a relation to job satisfaction and career choices is a clear understanding of one’s learning disability and clear understanding of one’s learning disability and how it impacts on day to day work performance and how it impacts on day to day work performance and activities. activities.

LD Testing and CalWorksLD Testing and CalWorks

• CCC LD Specialists are available for CCC LD Specialists are available for further consultation with Employment Case further consultation with Employment Case Managers following exit interviewManagers following exit interview

• LD Testing available in English, but check LD Testing available in English, but check with your local community college DSPS to with your local community college DSPS to see if they offer testing in other languages, see if they offer testing in other languages, as many do.as many do.

Questions?Questions?

Contact a LD Specialist at Contact a LD Specialist at your local community college your local community college

DSPS office.DSPS office.