When determining the existence of a Specific Learning Disability, Plymouth-Canton Community Schools currently makes the determination based on a pattern of strengths of weaknesses.

The following provides a description of our process:
Plymouth-Canton Community Schools are committed to supporting academic success for all learners. In order to determine long term success, we recognize the importance of providing early intervention support for at-risk learners. The intervention process requires close monitoring at each tier of intervention to determine the need for further research-based instruction and or interventions in general education.

Despite interventions, there may be students whose lack of progress suggests the need for further formalized evaluations. Upon receiving parental permission, a multi-disciplinary team will complete a full and individual evaluation which will include an analysis of a wide range of previously collected data and progress monitoring results.

One possible outcome of this analysis is that a student exhibits a pattern of strengths and weaknesses which may lead to a determination of a Specific Learning Disability. The information obtained will be used to further identify and implement educational relevant instructional strategies and services. Although a parent may request an evaluation at any time, a student’s participation in the intervention process is vital in gathering the comprehensive data (interventions, exclusionary factors, etc.) needed to complete a thorough analysis for determining a Specific Learning Disability.
 

Additional information regarding the terms mentioned are listed below in more detail:

Response to Intervention:

With the Response to Intervention (RtI) method, the student is provided with explicit evidence base interventions. Student progress is carefully measured and the instructional interventions are adjusted to teach the skills necessary for the student to make progress toward age or grade level standards. Based on the student’s response to the interventions, the group then determines whether or not the student demonstrates a specific learning disability.
 

Patterns of Strengths and Weakness:

The “Pattern of Strength and Weakness” method requires an extensive analysis of the student’s performance, achievement or both when compared to age, State approved grade level standards or intellectual development, using appropriate assessment.

Exclusionary Factors:

The multi-disciplinary team must differentiate a specific learning disability from other causal factors, such as:
• Other Handicapping Conditions
• Cultural Differences of heritage, values, or behaviors
• Environmental or economic disadvantage
• Limited English Proficiency
 

*Further Resources can be found on the District's Special Education website under the RtI link.

A list of building Special Education Staff can be found on the Special Education website under staff link.