Standard 1: The school/program embraces an interdisciplinary approach to instruction, intervention and support of students with SLD.
1.1 – Interdisciplinary Team Meetings: Teachers and specialists from different disciplines (e.g., special education, general education, speech therapy, occupational therapy) meet regularly (at least once a month) to discuss and plan instructional strategies, interventions, and supports for students with Specific Learning Disabilities (SLD).
1.2 – Collaborative Lesson Planning: Lesson plans are developed collaboratively by interdisciplinary teams, incorporating strategies and accommodations from multiple disciplines to meet the diverse needs of students with SLD.
1.3 – Integrated Intervention Plans: Individualized Education Plans (IEPs) or Personalized Learning Plans (PLPs) are created collaboratively by interdisciplinary teams, ensuring that interventions and supports are comprehensive and aligned across academic, behavioral, and social-emotional domains.
1.4 – Cross-Disciplinary Professional Development: Staff participate in cross-disciplinary professional development sessions focused on effective strategies for supporting students with SLD, enhancing collaboration and shared understanding among team members.
1.5 – Data Sharing and Analysis: Assessment data and progress monitoring results are shared and analyzed collaboratively by interdisciplinary teams, guiding decision-making and adjustments to instructional practices and interventions.
1.6 – Coordinated Support Services: Support services such as counseling, therapy, and academic support are coordinated and integrated into the daily routines and schedules of students with SLD, ensuring a seamless delivery of services across disciplines.
1.7 – Parent and Family Involvement: Opportunities are provided for parents and families to participate in interdisciplinary team meetings, ensuring their perspectives are considered in the development and implementation of interventions and supports for their child with SLD.
1.8 – Documentation of Interdisciplinary Collaboration: Records are maintained documenting interdisciplinary collaboration efforts, including meeting minutes, action plans, and progress notes, demonstrating a systematic approach to supporting students with SLD through interdisciplinary teamwork.
Standard 2: The school / program supports a dynamic and connected continuum of evaluation and instruction that is bidirectional and iterative in nature and enhances academic, social and emotional outcomes for students with SLD.
2.1 – Continuous Assessment: Assessment data for students with SLD is collected regularly (e.g., quarterly) and used to adjust instructional strategies and interventions in a timely manner.
2.2 – Data-Driven Instruction: Teachers utilize assessment results to inform instructional decisions, ensuring that lessons are tailored to the individual needs of students with SLD in both academic and social-emotional domains.
2.3 – Feedback Loops: Feedback mechanisms are established where teachers provide ongoing feedback to students with SLD on their progress, and students provide input on their own learning experiences and needs.
2.4 – Individualized Learning Plans: IEPs or personalized learning plans are developed and reviewed collaboratively by interdisciplinary teams, incorporating goals and strategies that promote academic, social, and emotional growth for students with SLD.
2.5 – Student Goal Setting: Students with SLD participate in setting academic and social-emotional goals aligned with their learning plans, and progress toward these goals is monitored and adjusted through ongoing assessment and feedback.
2.6 – Professional Development: Staff engage in professional development opportunities focused on best practices for dynamic assessment and instruction for students with SLD, ensuring that skills and knowledge are continually updated.
2.7 – Family Engagement: Families of students with SLD are actively engaged in the assessment and goal-setting processes, and they receive regular updates on their child’s progress and opportunities to provide feedback on the effectiveness of interventions.
Standard 3: The SLD school/ program curriculum is informed by content-specific (Literacy-Numeracy) research and evidence-supported practice.
3.1 – Research-Based Curriculum: The school/program curriculum for literacy and numeracy is regularly reviewed and revised based on current research in the field of specific learning disabilities (SLD).
3.2 – Alignment with Standards: Curriculum documents clearly demonstrate alignment with evidence-based literacy and numeracy standards (i.e. the Knowledge and Practice Standards for Teachers of Reading), incorporating research-supported practices for students with SLD.
3.3 – Differentiated Instruction: Lesson plans and instructional materials reflect differentiated strategies based on research-supported practices for teaching literacy and numeracy to students with SLD.
3.4 – Use of Evidence-Supported Interventions: Interventions for students with SLD in literacy and numeracy are selected based on evidence-based practices proven effective through research studies and academic literature.
3.5 – The school or program is structured to allow for direct, explicit, instruction, using evidence supported strategies and methods, throughout their K-12 education or until they have achieved mastery of those skills.
3.6 – Assessment of Effectiveness: The effectiveness of literacy and numeracy interventions and instructional practices is regularly assessed using data-driven methods to ensure alignment with research-supported practices.
3.7 – Professional Development: Staff engage in professional development opportunities focused on the latest research and best practices in literacy and numeracy instruction for students with SLD, ensuring continuous improvement of instructional methods.
3.8 – Parent Education: Resources and workshops are provided to parents on research-supported strategies and interventions for supporting literacy and numeracy development at home for children with SLD.
Standard 4: The SLD school / program understands, embraces, and honors the cultural and linguistic background of the child.
4.1 – Cultural and Linguistic Assessments: The school/program conducts assessments that consider the cultural and linguistic backgrounds of students with SLD, ensuring evaluations are culturally responsive and sensitive.
4.2 – Culturally Relevant Curriculum: Curriculum materials and instructional strategies reflect diverse cultural perspectives and experiences, integrating content that resonates with the cultural backgrounds of students with SLD.
4.3 – Language Support: Language support services (e.g., bilingual instruction, English as a Second Language (ESL) support) are provided based on the individual needs of students with SLD, respecting their linguistic backgrounds.
4.4 – Family and Community Engagement: Strategies are in place to actively engage families from diverse cultural backgrounds in decision-making processes, ensuring their perspectives are valued and incorporated into the educational plan for students with SLD.
4.5 – Professional Development to Develop Cultural Competence: Staff members receive ongoing training and professional development on cultural competence, enhancing their ability to understand and address the unique needs of students with SLD from diverse cultural backgrounds.
4.6 – Culturally Inclusive Environment: The school/program promotes a welcoming and inclusive environment where cultural diversity is celebrated and respected, fostering a sense of belonging for students with SLD and their families.
4.7 – Collaboration with Community Organizations: Partnerships with community organizations and cultural institutions are established to support the cultural and linguistic development of students with SLD, providing enriching experiences and resources.
Standard 5: The SLD school/ program actively engages in evidence supported practices to support social-emotional development and wellbeing
5.1 – The program integrates social-emotional learning (SEL) to support student confidence, resilience, and self-awareness.
5.2 – Mental health supports are accessible and tailored to meet the needs of students with SLD.
5.3 – Students demonstrate improved interpersonal and self-regulation skills relevant to academic and life contexts.
5.4 -Staff members receive ongoing training and professional development on child development, developing a positive classroom climate and social-emotional development to enhance their ability to understand and address the unique needs of students with SLD.
5.5- Families are provided with resources and workshops are provided to support and enhance their child’s social-emotional functioning.
Standard 6: The SLD school / program embraces the strengths of individuals with SLD as well as areas of difficulty.
6.1 – Strengths-Based Assessment: Assessments for students with SLD include identification and documentation of their strengths, talents, and interests alongside areas of difficulty, ensuring a comprehensive understanding of each student.
6.2 – Individual Strengths Development: Individualized Education Plans (IEPs) or personalized learning plans explicitly include goals and strategies to develop and enhance the strengths and talents of students with SLD.
6.3 – Strengths-Based Instructional Strategies: Teachers incorporate instructional strategies that leverage the strengths and interests of students with SLD into lesson plans, promoting engagement and motivation in learning activities.
6.4 – Student Self-Assessment: Opportunities are provided for students with SLD to self-assess their strengths and areas of difficulty, encouraging self-awareness and self-advocacy skills.
6.5 – Celebrating Achievements: Achievements and progress in both academic and non-academic areas are regularly acknowledged and celebrated for students with SLD, fostering a positive learning environment.
6.6 – Peer and Mentor Support: Peer mentoring programs or partnerships with older students or community mentors are established to provide support and encouragement based on the strengths of students with SLD.
6.7 – Professional Development on Strengths-Based Approaches: Staff participate in professional development opportunities focused on strengths-based approaches for supporting students with SLD, enhancing their ability to implement effective strategies.
6.8 – Parent Education on Strengths-Based Approaches: Resources and workshops are provided to parents on identifying and nurturing the strengths of their child with SLD, supporting positive reinforcement at home.
Standard 7: The school / program provides an educational program that leads to improved academic and real-life outcomes for students with specific learning disabilities (SLD).
7.1–Transition planning begins early, incorporates goals that promote independence and provides explicit instruction in life skills (e.g., time management, self-advocacy, financial literacy, communication).
7.2-–Students participate in community-based experiences or simulations that promote real-life competence.
7.3–The program supports students in exploring and preparing for multiple postsecondary pathways (e.g., college, vocational training, employment).
7.4- Families, including the student when age-appropriate, are engaged as active partners in planning and evaluating their child’s educational and life goals.
7.5- The school / program tracks data to evaluate post-program outcomes (e.g., high school graduation, post-secondary education, employment).
