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The document recognizes IDEA definitions and characteristics, reviews related comorbid conditions, and outlines screening, early intervention, and North Dakota MTSS/continuous improvement processes. It details referral and evaluation planning for ages 3-21, assessment procedures using RTI/MTSS and discrepancy models, reevaluation steps, and how to prepare an integrated written assessment report to determine SLD eligibility.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/special-education-in-north-dakota-guidelines-for-serving-students-with-specific-learning-disabilities-in-educational-settings/585437/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/special-education-in-north-dakota-guidelines-for-serving-students-with-specific-learning-disabilities-in-educational-settings/585437.png","ImageObject",300,407,{"name":92,"@type":93},"Alex Sinclair","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-16","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the document define as a specific learning disability (SLD)?","Question",{"text":112,"@type":113},"It presents IDEA definitions and the areas, characteristics, and related disorders associated with SLD to clarify how SLD is identified in educational settings.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does North Dakota’s MTSS and continuous improvement relate to screening and early intervention?",{"text":117,"@type":113},"The guidance explains North Dakota’s MTSS framework, continuous improvement expectations, and essential MTSS components to support screening and early intervention.",{"name":119,"@type":110,"acceptedAnswer":120},"What evaluation steps are included to determine SLD eligibility for special education?",{"text":121,"@type":113},"It outlines referral and evaluation planning for ages 3-21, assessment plan development, procedures using RTI/MTSS and the discrepancy model, reevaluation processes, and preparation of an integrated written assessment report.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},585437,1792109703,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},1099523882182,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","SPECIAL EDUCATION IN  \nNORTH DAKOTA  \nNorth Dakota Department of Public Instruction Kristen Baesler, State Superintendent  \nOffice of Special Education 600 E. Boulevard Ave. , Dept. 201  \nBismarck ND 58505-0440 701-328-2277 (voice)  \n701-328-4920 (TDD)  \n701-328-4149 (Fax)  \nGuidelines for Serving Students with Specific Learning Disabilities in Educational Settings  \nUnited States Department of Education, Office of Special Education Programs (OSEP)  \nThe Department of Public Instruction appreciates the time and effort spent by the task force members in contributing to the development of this guidance document.  \nTASK FORCE MEMBERS  \nFacilitators: Lea Kugel and Bill Johnson  \nTricia Lee Dawn Miller Brigitte Johnson Linda Greenwood Randa Kinzler Kalyn Botz Shawna Allard Rachel Kjonaas  \nPam Peterson Beth Ziman Annette Kost Kerrie Oster Leona Zemliska Danielle Hawn Michelle Griffin Kiara Crosby  \nKarla Hill  \nFAQ on Response to Intervention – NDDPI (Appendix D)  \nTASK FORCE MEMBERS  \nKaren Hess Tricia Lee Mary Stammen Julie Kost Brenda Oas  \nAnnette Kost Dawn Miller Linda Jenkins Brenda Lipp  \nSpecial Note  \n“Unless otherwise specified, citations to “section” or “sec.” are citations to federal regulations implementing IDEA found in the Code of Federal Regulations at 34 CFR Part 300, which consists of 34 CFR secs. 300.1 through 300.818 and appendices A through E.”  \nNOTICE OF NON-DISCRIMINATION  \nNORTH DAKOTA DEPARTMENT OF PUBLIC INSTRUCTION  \nThe Department of Public Instruction does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities. For inquiries regarding nondiscrimination policies, please contact: Director of School District Support Services, Department of Public Instruction, 600 E Boulevard Avenue, Dept 201, Bismarck, ND 58505-0440, 701-328-2267.  \nEqual educational opportunity is a priority of the ND Department of Public Instruction.  \nPublication Date: (January, 2018) Cover artwork: Google Images-NHS West Kent  \nTable of Contents  \nIntroduction and Purpose ................................................................................................................ 4  \nWhat is a Specific Learning Disability? ......................................................................................... 6  \nIDEA Definition.................................................................................................................. 6  \nAreas of Specific Learning Disability................................................................................. 7  \nDefinitions and Characteristics ........................................................................................... 7  \nOther Disorders Associated with SLD.............................................................................. 10  \nSLD and Comorbid Conditions ........................................................................................ 11  \nSummary: What is SLD? .................................................................................................. 11  \nScreening and Early Intervention.................................................................................................. 12  \nNorth Dakota’s MTSS ...................................................................................................... 13  \nContinuous Improvement.................................................................................................. 13  \nEssential Components of MTSS ....................................................................................... 14  \nReferral and Evaluation Planning for Students, Ages 3-21 .......................................................... 16  \nWhat is an Appropriate Referral for Evaluation? ............................................................. 16  \nThe MDT and the Evaluation Planning Process ............................................................... 17  \nThe Student Profile: Evaluation ..........................................","cbCaiudn9ThW845X","https://ap.wps.com/l/cbCaiudn9ThW845X","pdf",1579029,113,"English","# Introduction and Purpose\n# What is a Specific Learning Disability?\n## IDEA Definition\n## Areas of Specific Learning Disability\n## Definitions and Characteristics\n## Other Disorders Associated with SLD\n## SLD and Comorbid Conditions\n## Summary: What is SLD?\n# Screening and Early Intervention\n## North Dakota’s MTSS\n## Continuous Improvement\n## Essential Components of MTSS\n# Referral and Evaluation Planning for Students, Ages 3-21\n## What is an Appropriate Referral for Evaluation?\n## The MDT and the Evaluation Planning Process\n## The Student Profile: Evaluation\n## Assessment Plan\n## Eligibility Determination Options for SLD\n## Sources of Information for Assessment Planning\n## Special Considerations in Assessment Planning\n# Evaluation Procedures\n## Steps in the Evaluation Process: RTI/MTSS\n## Steps in the Evaluation Process: Discrepancy Model\n## Reevaluation Procedures\n## Review of Existing Data\n## Preparing the Integrated Written Assessment Report\n## Determining SLD and Eligibility for Special Education\n## Federal Requirements","[{\"question\":\"What does the document define as a specific learning disability (SLD)?\",\"answer\":\"It presents IDEA definitions and the areas, characteristics, and related disorders associated with SLD to clarify how SLD is identified in educational settings.\"},{\"question\":\"How does North Dakota’s MTSS and continuous improvement relate to screening and early intervention?\",\"answer\":\"The guidance explains North Dakota’s MTSS framework, continuous improvement expectations, and essential MTSS components to support screening and early intervention.\"},{\"question\":\"What evaluation steps are included to determine SLD eligibility for special education?\",\"answer\":\"It outlines referral and evaluation planning for ages 3-21, assessment plan development, procedures using RTI/MTSS and the discrepancy model, reevaluation processes, and preparation of an integrated written assessment report.\"}]","SPECIAL EDUCATION IN NORTH DAKOTA - Guidelines for Serving Students with Specific Learning Disabilities in Educational Settings | PDF",1792054763,285]