Definition of Services
Multi-Tiered System of Support (MTSS)
What is a Specific Learning Disability (SLD)?
Specific Learning Disability (SLD) means 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 the imperfect ability to listen, think, speak, read, write, spell or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. Specific Learning Disability does not include learning problems that are primarily the result of: visual impairment, including blindness; hearing impairment, including deafness; orthopedic impairment; intellectual disability; serious emotional disability; cultural factors; environmental or economic disadvantage; or limited English proficiency.
Formerly, the SLD construct of “unexpected underachievement” was indicated by low achievement as compared to a measure of the child’s ability (IQ/achievement discrepancy). Revisions made in 2008 redefined the SLD construct of “unexpected underachievement” to indicate low achievement and insufficient response to empirically validated instruction/intervention that works with most students, even struggling ones (Response to Intervention). For more information on the Response to Intervention framework and the criteria for determining a Specific Learning Disability, please visit the Colorado Department of Education website.
What is a Speech or Language Impairment?
- Articulation - the way we say our speech sounds
- Phonology - the speech patterns we use
- Apraxia - difficulty planning and coordinating the movements needed to make speech sounds
- Fluency - stuttering
- Voice - problems with the way the voice sounds, such as hoarseness
- Receptive Language - difficulty understanding language
- Expressive Language - difficulty using language
- Pragmatic Language - social communication; the way we speak to each other
- Deafness/Hearing Loss - loss of hearing; therapy includes developing lip-reading, speech, and/or alternative communication systems
- Oral-Motor Disorders - weak tongue and/or lip muscles
- Swallowing/Feeding Disorders - difficulty chewing and/or swallowing
Taken From: Super Duper Handy Handouts, Number 162. What is A Speech-Language Pathologist? Written By: Susie S. Loraine, M.A. CCC-SLP
**In order for a student to be considered for a 504 plan, they must demonstrate evidence of a physical or mental impairment that significantly limits a major life activity, which produces significant academic/educational struggles. It must also be determined that MTSS supports are unable to alleviate the struggles with short-term interventions.
Significant academic struggles can be defined as a student who continues to show a pattern of academic/educational failure. This can be demonstrated by a lack of response to interventions, failing grades, unsatisfactory performance on assessments, and an inability to comprehend grade level material. Significant academic struggles are more than having to spend hours on homework.
DCSD Link to SECTION 504 Information
Colorado READ Act
The READ Act maintains many elements of CBLA such as a focus on K-3 literacy, assessment, and individual plans for students reading below grade level, but it also differs in that it focuses on students identified as having a significant reading deficiency, delineating requirements for parent communication, and providing funding to support intervention. For more information on the Colorado READ Act, please visit the Colorado Department of Education website. The CDE approved assessment Aspen View Academy uses is Dibbels for K-3. The assessments are given to 100% of K-3 students three times per year to monitor progress.
What does a School Counselor do?
- Work with ALL students to encourage a safe school climate of trust and respect.
- Deliver classroom lessons that align to American School Counselor Association standards.
- Facilitate small groups.
- Meet individually with students to provide short-term support (not therapy).
- Help students who are struggling to make positive behavior choices at school.
- Collaborate with parents/guardians, teachers, support staff, and administration.
- Provide education and information about students’ social-emotional needs.
- Maintain confidentiality of students and their families unless there is a need to know or a safety concern.
- If you are interested in having your child meet with the campus school counselor or participate in a small group, please visit the School Counseling web pages for information.