Absolutely!  The 13 question screening is just that, a screening and we
do not use it at all for a diagnosis.

Jimmie Smith, M.Ed.

Counselor/LD Specialist
Student Success Center
Renton Technical College
425-235-2352  ext.5717

-----Original Message-----
From: learningdisabilities-bounces at nifl.gov
[mailto:learningdisabilities-bounces at nifl.gov] On Behalf Of
robinschwarz1 at aol.com
Sent: Monday, April 16, 2007 9:56 AM
To: learningdisabilities at nifl.gov
Subject: [LearningDisabilities 1081] Re: LD Specialist in Washington

Can we please make it clear here that the 13 questions ( Washington 
State Screen or Learning Needs Assessment ) ONLY give an indication tha 
SOMETHING is causing the learner to struggle and does not indicate what 
ought to be looked at further?  It is NOT a diagnosis of LD ( I say 
that because I have heard many who use it say that is what they use to 
find out which learners in their programs have LD).

It is helpful when there are a large number of learners to screen but 
after that, screening for vision, hearing, attention and visual stress 
( Irlen syndrome) will pick  up the vast majority of issues WITHOUT  
complete LD diagnosis.

And a reminder also that the 13 questions ( WSS or LNA) is NOT suitable 
for ESOL learners at all.

Robin Lovrien Schwarz

-----Original Message-----
From: frisbyg at dbcc.edu
To: learningdisabilities at nifl.gov
Sent: Thu, 12 Apr 2007 9:41 PM
Subject: [LearningDisabilities 1061]   Re: LD Specialist in Washington

  Could I get a copy of the 13 questions?  frisbyg at dbcc.edu


>>> "Gassman, Jean" <jgassman at iel.spokane.edu> 4/12/2007 1:08 PM >>>

Hi,

Since my colleagues have written, I am inspired to also share what a
HUGE difference we have made in providing services to students.  I work
for the Community Colleges of Spokane, ABE division.  We have
approximately 450 students a quarter enrolled in the classes at the
sites I serve.  Last quarter, I met with 116 students.  I use the same
process:

--Screen using the 13 questions.

--Interview

--Write a summary of what the student reported

--Make recommendations which include strategies



After the meeting with the student I usually request their records if
they were in special education classes.  When those records come, I go
over them with the student.  When they have an understanding of the
process of their placement in special education classes, it helps them.
Most students I work with feel they were placed in special education
classes because they were stupid and something was wrong with them.
When we start exploring what a person needs to be able to learn and how
learning takes place, they do MUCH better in the classroom.  One of my
most used handouts describes the brain and how long term memory is
influenced by emotions.



The services and strategies that are recommended are as varied as the
students.  I may refer them to our Disabilities Support Service person
who has a wonderful background in mental health counseling.  He provides
information about stress management and how to stay in school.  He also
provides for the numerous other services a student may need, such as
audio tapes, a reader, or chairs.  We have an employment counselor that
is also available. We have an assistant who works with students on the
Kursweil or speed reading program.  I may tutor in math or writing.
The strategies may be handouts on the brain, drinking water, food for
the brain, stress management, memory strategies or thinking strategies.
Additional tests may be used or other referrals made.



Another most important part of my job is to help students apply for
accommodations when necessary.  I also meet with students who are not
making progress.  Because I have an office where students can come and
visit, it is a great benefit to the students and teachers as well.



I go to a local correction center one day a week.  There the services of
a learning disabilities specialist are very needed.  Most of the people
who are referred to me have had years of failure related to education.
Once they start to look at the pieces that are parts of the learning
puzzle, they realize that they are capable.  I have seen huge changes in
attitude and in performance.



The training we received as part of the Learning Disabilities Quality
Initiative was the key to our success.  The system that we use is a
working model so it is getting better all of the time.  We had excellent
leadership by Debbie Reck and Candyce Rennegarbe.  I am very grateful to
be a part of something that is life changing.



Jean Gassman

________________________________

From: learningdisabilities-bounces at nifl.gov
[mailto:learningdisabilities-bounces at nifl.gov] On Behalf Of Smith,
Jimmie
Sent: Wednesday, April 11, 2007 10:13 AM
To: LearningDisabilities at nifl.gov
Subject: [LearningDisabilities 1050] LD Specialist in Washington



Hi,



I'm Jimmie and I am the Learning Disabilities Specialist at Renton
Technical College.  Since Candyce and Judy have both mentioned Renton
and the UDL project, I thought it was time to speak up.  I feel very
fortunate to be a part of the team at Renton Tech.  As the LD
Specialist, I screen students who are referred to me using the 13
questions; I then do an interview which includes pretty much a life
history.  If based on this information, it appears likely that there is
a learning disability; I administer the Woodcock Johnson Test of
Achievement III and the WAIS III for cognitive ability.  Once this is
done, I write up a full report of the findings based on the complete
assessment.  We have a psychologist that I work with and when my report
is complete, I send it to him to review and to sign.  This process works
great.  When the report is signed, I go over it with the student and
give the student a copy.  With the student's permission, our UDL Project
Manager works with the instructor, along with me to implement the
strategies and accommodations that have been recommended.  If testing is
not done, but only the screening and interview are done, strategies are
still recommended to the student and the instructor.  Because of the UDL
grant we are able to provide these services to our students free of
charge.  We are also able to help all students by implementing
strategies in classrooms that are beneficial to everyone.



I do not work with just Basic Studies students, but with all students at
our school.  There are many students in programs who have been
struggling through school most of their lives and have never understood
why.  With the process we have in place at Renton, we are able to
identify and help these students.  Sometimes the strategies are very
simple, but make a huge difference in the success of the student.



My job also includes requesting accommodations for GED students who
qualify.  Many times these students do not have the required
documentation for receiving accommodations.  If the need is because of
learning difficulties, I am able to use the process above to document
the need for accommodations and then request the approval from the
state.



I love my job because I love seeing students succeed!!  My school,
Renton Technical College has fully embraced the need to offer services
that will benefit all students.  That is what the Universal Design for
Learning grant is all about!





Jimmie Smith, M.Ed.



Counselor/LD Specialist

Student Success Center

Renton Technical College

425-235-2352  ext.5717



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