Everyone Reading Illinois October 17, 2013 Presented by: Lisa L. Hannum, MJ, MAT, CALP

  Intervention and Support Services are provided only to students with an IEP.  Accommodations are provided to students with a 504 Plan (and are also listed on an IEP).  Test accommodations can be given as part of the RTI process. True or False?

  Intervention and Support Services are only provided to students with an IEP - False  Accommodations are provided to students with a 504 Plan (and are also listed on an IEP) - True  Test accommodations can be given as part of the RTI process - False True or False?

  Threshold question – Is the student receiving a FAPE Free Appropriate Public Education Guiding Principle

  Is there a disability?  Does that disability require specialized instruction? The $64,000 question:  What does that specialized instruction look like? And more importantly, what do we know about the learner to promote learning given that child’s learning profile. Special Education: 2-prong approach

  What do we know about the student? Regardless of an IEP or a 504 Plan

  What kind of information do you have?  Curriculum Based Measures (CBMs)  Oral Reading Fluency (ORF)  Do you have information on Accuracy?  Does the administrator consider error analysis important? What types of errors are being made?  Do you have any writing samples?  NWEA / MAP  Do you have a Lexile Score? Do you know what it means?  High Stakes testing (ISATs, Common Core, etc) Evaluations and Data Collection

  The previous slide names different kinds of data collection, but what do you know about the learner?  How does the student process and organize information?  Can he hold onto information provided, and use that information to execute a task?  How much information is too much information for this student?  Which is more meaningful, repetition or rephrasing?  Repetition of information, how much is necessary?  And in general, how do they learn best? Data vs. Information

  Supplemental instruction to remediate identified deficits:  Should be focused on deficit areas  Should have a flexible delivery model  Intervention should continue to inform instruction  But most importantly, is the presentation of the intervention within the ability of the learner? -- kinesthetic, verbal, visual, how much information is presented at any one time, is manipulation of that information necessary to execute a task? Intervention

  Language  Memory  Executive functions 3 areas of concern:

  Processing – both receptive and expressive  Organization of language – both orally and in writing  Syntax – (grammar) include noun / verb agreement and an understanding of morphology.  Vocabulary – impacts both comprehension and fluency Language -

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  When a child begins an activity, they begin with purpose, performing well in the early stages, but tend to lose focus after beginning to make errors. For this reason, it seems likely that inattention and distractible behavior is a consequence of working memory overload rather than a more basic failure to pay attention in the first place. (Gathercole and Alloway, p. 64) Working Memory and Learning, A Practical Guide for Teachers Working Memory

  Executive function is an umbrella term for cognitive processes such as planning, working memory, attention, problem solving, verbal reasoning, inhibition, mental flexibility, multi-tasking, initiation and monitoring of actions. Executive Functions

 LD.org/EFBook

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  How do we interpret fluency data?  There are several charts  There are percentiles  Is the school using National or Local norms? Hasbrouck & Tindal Oral Reading Fluency Data eadingfluency.pdf Fluency

 98% accuracy = independent reading level 95% accuracy is instructional level 90% accuracy is frustration level Are we reading for speed or for meaning? Accuracy

  This is an accommodation that needs to be provided as if it were an intervention.  SETT model – Student, Environment, Tasks, Tools  Trialing, having access at both home and school Technology

  Present Level of Performance  Annual Goal that includes an anticipated rate of progress  Short-term objectives  Evaluation criteria  Data collected  Reporting to parents – how frequently Annual Goals and Objectives

  Writing with 80% accuracy  Imagine a 10 word sentence with 2 errors  Reading at 80% accuracy  Imagine reading only 8 words out of 10 – which words are okay to miss? Annual Goals and Objectives

  How does the disability impact classroom/functional performance?  Who is responsible for what?  What does it look like?  **as necessary, per student request Accommodations

   Thank you! Resource: