Hi Sharon,
 
Thanks for sharing the example.  I haven't seen one quite like it  before.  
Very useful.
 
For students in Ohio that have been screened and then diagnosed as LD, are  
504 Plans completed for them as a part of your state policy?
 
 
Rochelle
 
 
 
Rochelle Kenyon
Moderator, NIFL/LINCS Learning Disabilities  Discussion List
Center for Literacy Studies at the University of  Tennessee
_RKenyon721 at aol.com_ (mailto:RKenyon721 at aol.com)  

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Hello  Rochelle ~ 
Here  is a sample plan for screening students that was submitted by Eastland 
Fairfield  CTC - ABLE Program 
Policy 2.0: ABLE  programs will have a documented learning disabilities 
screening process in  place, which will include the following elements: (programs  
should respond to each item 1-7) 
1) At what point(s) in  the Student Experience Model (SEM) is screening for 
learning disabilities  screening offered?
The  Washington 13  screening assessment will be provided for all incoming 
students at Orientation.  We will also give the VLSS and AD screenings to all 
students at  orientation

2) Briefly describe  how the LD Screening is offered and name the 
instrument(s)  used.
Basic  Literacy and GED preparation students who complete the Orientation 
process will  complete the Washington 13 assessment. Students scoring  higher 
than an eleven on the assessment will be offered further assessment with  
PowerPath.

3)What consistent  criteria determine who is offered a learning disabilities 
screening? 
Students  who have an outcome of 12 or more on the Washington 13 with a 5th 
grade or less  score on TABE reading will be referred for a PowerPath screening 
if there is  also a high incidence of need in their VLSS and AD screening 
results. 

Students with a 12 or more on the  Washington 13 who have greater than 5th 
grade reading will be monitored by the  classroom instructor for progress at 
least every 90 days. If a student is not  making significant progress, the 
instructor may refer the student for a  PowerPath assessment


4) Name the individuals  who conduct(s) the learning disabilities screening 
and provide assurances about  his/her qualifications for administering the 
screening  instrument.

Mary  Hartman and Roger Jozwiak are certified in PowerPath assessment and 
administer  this assessment to our students.

5) How will the  program train or arrange for training of other staff if  
needed?
All  staff, except for staff hired after January 2006, has completed both 
parts of  the required LD training. All staff hired after January 2006 is 
required to  complete both parts of the LD training within the first two years of  
employment.

6) How are the results  of the learning disabilities screening shared with 
students? Provide assurances  that the results are shared in private.
The  trained screener for PowerPath is always required to discuss student 
strengths  during a private follow-up of the PowerPath results during the 
educational or  employment plan process.
The trained screener for PowerPath  is always required to discuss student 
strengths during the educational or  employment plan process.

The screener will discuss  implications for a follow-up diagnosis and handout 
a list of professionals who  are able to screen and diagnosis specific 
learning disabilities when  appropriate.

Classroom instructors will monitor students monthly  to determine the 
effectiveness of adaptations and/or modifications the student  is using has had a 
positive impact on the student’s ability to learn and  progress. Notes of this 
feedback will be recorded on the comments section of the  Special Needs Form and 
kept in the student  file.


7) How will  screening information be used to modify and adapt instruction 
for the  students?

Classroom  instructors will monitor students monthly to determine the 
effectiveness of  adaptations and/or modifications the student is using has had a 
positive impact  on the student’s ability to learn and progress. Notes of this 
feedback will be  recorded on the comments section of the Special Needs Form and 
kept in the  student file.

Adaptation tools for student  learning will be readily available to students 
at all times so that students may  use them during class time.

Students will be encouraged to try  out different adaptations if/when the 
student feels he/she is not being  successful with the tools that have been  
suggested.

The classroom instructor will include suggested  adaptations in the students’ 
ILP and revise as  necessary.


8) Describe your  process for inputting screening information into  ABLElink.

9All  information on screening, referrals and accommodations will be recorded 
on each  students’ Special Needs Form. This form will be stored in the 
students’ personal  file in a locked file cabinet. Any updates on screenings, 
referrals,  adaptations, and/or accommodations will be completed as needed and 
submitted  with monthly reports to the ABLELink secretary for input into the  
database.

Classroom instructors are  responsible for updating information on the studen
ts’ “Special Needs Forms”.  This includes referral, diagnosis, and suggested 
accommodations for testing.  This information is sent to the ABLELink 
secretary once a student has completed  12 hours of  class. 
 
Sharon  Reynolds 
Coordinator 
Central/Southeast ABLE  Resource  Center 
338 McCracken  Hall 
Ohio University 
Athens, Ohio 45701 
1(800 )753 -  1519 
(740) 593 -  0969 
FAX (740) 593 -  2834 
_reynols1 at ohio.edu_ (mailto:reynols1 at ohio.edu)  
"When  one teaches, two learn." - Robert Half 

Rochelle Kenyon
Moderator, NIFL/LINCS Learning Disabilities  Discussion List
Center for Literacy Studies at the University of  Tennessee
_RKenyon721 at aol.com_ (mailto:RKenyon721 at aol.com)  

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_Learningdisabilities at nifl.gov_ (mailto:Learningdisabilities at nifl.gov)   

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