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The Integrated Model
Initiated in 2007, when the state of Oregon removed the ability-achievement "discrepancy model" from its state regulations for special education, the Integrated Model was created in the Eugene School District 4J. Spearheaded by a small team in the Student Services Department--director Larry Sullivan with school psychologists Justin Potts and Karen Apgar--the model seeks to reduce inappropriate identification of Specific Learning Disability by integrated tiered instructional intervention, progress monitoring, and pre-referral information into a comprehensive evaluation that highlights student academic and psychological processing strengths and weaknesses.
The model has been praised by well-respected learning disability researchers, state school psychology associations, school districts, and participants in workshops across the country.
As a Nationally Certified School Psychologist for over 30 years, Dr. Apgar has broad experience and expertise in the practice and supervision of school psychological services, including the evaluation and identification of Specific Learning Disabilities. She is well-known and highly-regarded in the field of school psychology and provides professional development across the country. In addition, she regularly guest lectures in school psychology graduate programs and has well as over a decade's experience as a volunteer leader in the National Association of School Psychologists.
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