What is the learner profile and how will you build it?

If you think you’ve practiced enough, go one more hour. Last week.. February 7 Class 5-K   1) Writing Workshop #2 (Cog summary) 2) Collaborative Write-Cognitive Tables 3) Test Day Prep 4) PRACTICE----Test Workshops-CRI, CELF, Slingerland Video Lecture 1) Two Intro Lectures to Academic Areas 2) Video Tutorial of YOUR subtests PRACTICE YOUR TESTS! If you think you’ve practiced enough, go one more hour. Due: 1) Case Study Background Section DUE- 1 HARD COPY 2) QUIZ: Online quiz #3 BRING: laptops binders testing materials for practice This week.. February 14 Class 6-E   1) Creating a Learner Profile (Douglas) 2) Review Draft 1 Checklist 3) Peer Review Cog. Summary 4) PRACTICE 5) Collaborative Write 6) Working on Case Learner Profiles 7) PRACTICE--Test Workshops-CRI, CELF, Slingerland PRACTICE YOUR TESTS! Mandatory Reading: Chapter 7 Due: FULL Cognitive Summary for peer review-1 HARD COPY BRING: laptops binders testing materials for practice

Douglas Frederick—Learner Profile Learning how to analyze strengths and need

Agenda for tonight In class… Activity-Profiling with Douglas Frederick In your instructor groups… Peer Review of Writing Review Draft 1 Check list Peer Review (identify areas for feedback) Work on case profiles, keep writing/editing Test Prep/Practice (across instructor groups)

Frederick, Douglas Read Douglas’s background information. Take note of anything that might impact his academics. Think in terms of strengths and needs. On your post-it write a guiding question. DO NOT READ THE SUMMARY YET. Have students pull out Frederick Douglas Packet— Also have them pull out profile page We will begin to profile on white board together

WJ-Printout Go through the score print out and highlight above and below average scores. 116-130-Above average, >130 significantly above average 85-115 Average; 85=low average; 115=high average 70-84 Below Average; <70 sig. below average We will do this first for cognitive processing, then for achievement.

Thinking about how tests make up clusters, WHAT SKILLS does Douglas have strengths & needs in. When we write into our profile page we will go by cluster. Use test numbers and scores as reminders.

Consider Now, look at ALL the scores—in the appendix. Think about Douglas’s background and everything you know about skills and scores. What do you think is going on? Do you think he FITS THE PROFILE of a child with a disability? If so, what?

Eligibility Categories that make the child eligible for services if affect education: Autism (including Asperger’s Syndrome and Pervasive Developmental Disorder) Deaf-Blindness Deafness Emotional Disturbance (including psychiatric disorders): Attachment disorder, Obsessive Compulsive Disorder, Depression, Bipolar Disorder, Oppositional Defiant Disorder, Anxiety Disorder Hearing Impairment Intellectual Disability (MR) Multiple Disabilities Orthopedic Impairment Other Health Impairment (e.g., ADHD, epilepsy, sickle cell anemia, and Tourette's syndrome) Specific Learning Disability Speech/Language Impairment Traumatic Brain Injury Visual Impairment

Decision Time Overall, Douglas’s pattern of difficulties fit the profile of a child with…

IEP-possible services Services available to students with disabilities Goals/objectives Support services Special Education Resource Social work/counseling Speech and language Occupational therapy Physical therapy Transportation Accommodations Addressing unique learning styles and needs Addressing behaviors Functional Behavioral Analysis (FBA)/Behavior Intervention Plan (BIP) Placement in LRE Accountability Section 504 Accommodations Plan provide accommodations only

504 Plan- possible accommodations Structured learning environment (e.g., preferential seating) Repeated or simplified instructions Behavior management or intervention strategies Modified testing procedures- small group; oral testing; extended time; test read to student Tape recorders, spell checkers, calculators, computers, word processor, etc. Modified or adjusted homework, workbooks, second set of textbooks Textbooks on tape

Family Consultation Strategies for obtaining services: RtI followed by Case Study; OR obtain outside, private evaluation (that’s us) Outside consultants sometimes encourage families to include evaluator in school meetings, particularly if: School staff is not supportive of providing services Evaluators can make recommendations for classroom accommodations and school services Disputes (e.g., Conducting case study evaluation, eligibility, IEP content, and complying with the IEP) are adjudicated in a Due Process hearing

Help families understand that… Soft strategies for obtaining services Evaluations Education Participation of experts Compromising Hard strategies for obtaining services Due process hearing, including mediation Educators may not fully understand emotional and sensory issues Do not recognize disability when appearance is that of a typical student Assume volitional conduct when student is bright Verbally and physically aggressive students least likely to receive services Withdrawn and disengaged students are commonly ignored

Family Consultation Tips Give the caregivers a constructive place to vent Remind caregivers that the focus is the child, not a position or “principle” They should not try to intimidate school staff members, which takes the focus off the child Rehashing the past is not helpful to the child and should be left for litigation Burned bridges must be repaired Some school staff are much more child-centered than others Educators may need educating about disabilities Higher grade levels mean less flexibility Higher grade levels mean more punitive approaches to problem behaviors, absences and failure to complete work Non-school etiology (e.g., dysfunctional family) does not mean that the child does not have a right to services

Let’s Get Ready for Peer Review! >Categories 4 3 2 1 Points Draft 1: Introductory Sections & Cognitive Results Content CC3G, CC3K Background and observation (daily routine), academic history are clearly and accurately discussed. WJ Cognitive section is complete with an objective summary. Most content included, needs more information/clarification in any area. Writing was not completely objective. An entire section is missing or needs considerable revision. Heavy use of jargon (i.e., subtest names). At least half of the following sections are missing: background, observation, academic, WJ cognitive.   /28 Organization/ Mechanics Strict adherence to prescribed format, including accurate spelling and grammar Mostly adhered to prescribed format evident, spelling and grammar. Lack of adherence to format, spelling and grammar Substantial revisions needed in: format, spelling/grammar /4

Reviewing Cognitive Summary : Applies to IEPs Analyze test performance: Do not use subtest names, rather use skills. Write in terms of strengths and needs. Be clear and concise. It is important that your summary is reflective in order to come up with a clear description of a child’s strengths and needs in the area of evaluation. Try your best not to use jargon (terms someone outside the field would not know); If there is a term you need to use that could be considered jargon, just write a brief explanation of the term within the sentence Keep these things in mind when summarizing and analyzing the tests. These are good guidelines to follow for writing IEPs as well (although the last bullet point does not necessarily apply). Much of the skills will be analyzed next week when we learn how to profile your students scores.

Reviewing Cognitive Summary: Write a topic sentence as an intro to overall performance in the area. Usually, you can make a statement about the student’s behavior or attitude during the subtests. Write Content- you are writing overarching statements about the child’s strengths and needs based on your analyses of each subtest Write a closing/summary statement. In this statement you will allude to the theme of the paper. It is important that your summary is reflective of your interpretation on each subtest. As we saw in the paragraph example, your summary should integrate the findings from each subtest to come up with a clear description of a child’s strengths and needs in the area of evaluation. If there is a term you need to use that could be considered jargon (someone outside the field would not know), just write a briefly explanation of the term within the sentence. See the Self Editing Checklists for additional writing tips!

Reviewing Cognitive Summary: Weave in or make clear the theme for your summary… Each summary (background, behavioral observations, cognitive, etc.) should allude to an underlying theme. The theme will build towards the final “fit the profile of…” statement T’s ability to focus varied throughout testing.  She needed to be redirected on multiple occasions.  She appeared more focused when items were presented visually versus orally.   During many tasks, T had difficulty remaining focused and paying attention to directions.  Assessments indicated that Trinity fit the profile of child with ADHD (Inattentive and Hyperactive-Impulsive). 

Start your own research! For next class… Start your own research! February 21 Class 7 -K   Data Team Meeting 2 Intro: “Collaborative Assessment Conference” 2) Dynamic Assessment Lecture 3) Collaborative Profiling & Writing w/ Results from Intern Testing Days Video Lecture 1) Video Tutorial: Researching Disabilities Mandatory Reading: 1) Compton 2012- Cognitive and Academic Profiles of Reading and Mathematics LD 2) Bedford & Hollinger (2006) PRACTICE YOUR TESTS! DUE: Draft 1 (Introduction Revised & Cognitive Section/Summary) BRING: laptops binders testing materials for practice