Wisconsin’s Specific Learning Disabilities (SLD) rule specifies the following criteria:
Inadequate Classroom Achievement
After intensive intervention, the student does not achieve adequately for his or her age, or meet state-approved grade level standards in one or more of the eight achievement areas of SLD when provided with age-appropriate learning experiences and instruction.
The student has made insufficient progress as documented by insufficient response to intensive, scientific research-based, or evidence-based intervention, or significant discrepancy between intellectual ability and achievement (sunsets December 1, 2013).
Schools may use significant discrepancy between achievement and intellectual ability to document insufficient progress until December 1, 2013. Once a school begins using insufficient response to intensive intervention, it must consistently use this method for all students in the school.
The findings of inadequate classroom achievement and insufficient progress cannot be primarily due to certain exclusionary factors specified in the rule:
• Other impairments,
• Environmental, cultural or economic factors,
• Limited English proficiency, or
• Lack of appropriate instruction in any of the eight areas of achievement being considered.