Case Examples Meet Maggie and Suzie – both are qualified for SLD under Reading comprehension By digging deeper and understanding their patterns of strengths.

Slides:

Advertisements

Similar presentations

Connecting to Classroom Comprehension Strategies Presented By: Carolyn McNulty, Colleen Manni & Kim Seymour Retelling and the Four Question Types.

Advertisements

Issues and Solutions Regarding Dual Discrepancy Rationale for the shift to the DD model : There were a number of problems with using IQ as the predictor.

Understanding Each Child’s Exceptionality and their Accommodations

ELL Reading Committee 1 School House Road Reading, PA x321 Improving Reading Performance for ABC School District Presented to: ABC.

Digging Deeper with DIBELS Data

Teaching in Inclusive Classrooms Week 9. Check in Week for catching up On top of things? Justice Forum bubbl.us Quiz review Methods, Strategies and Techniques.

DEEPENING ASSESSMENT LITERACY Fall Objective  Identify best practices for local assessment development  Provide a working knowledge of the WPSD.

Accommodations and Interventions Joshua Cantor, Ph.D., ABPP Department of Rehabilitation Medicine.

Sample Written Expression Lesson for Dusty Rhodes

St Andrew's C E Primary School Oxford Reading Difficulties & How To Overcome Them.

Children with Specific Learning Disabilities: Who are they & what do they need? Dr. Catherine CC LAM HK Society of Child Neurology & Developmental Paediatrics.

Learning Disabilities. Agenda Definition Eligibility Requirements Characteristics Accommodations.

Andrea Stevenson Crisp, School Psychologist Marcia Williams Parent Andrea Cronin Special education resource teacher.

Literacy Across the Lifespan: What Works Timothy Shanahan University of Illinois at Chicago.

Phonological Awareness Phonics Spelling Melinda Carrillo.

Chapter 3.  The pre-reading skills that are the building blocks of future reading success:  Concepts of print: Phonemic Awareness-letters represent.

Supporting Literacy for Students with Developmental Disabilities Literacy Development.

National Curriculum Key Stage 2

Keely Swartzer, Special Education Coordinator Megan Anderson, School Psychologist.

Specific Learning Disabilities in Plain English Specific Learning Disabilities in Plain English Children with specific learning disabilities (SLD) have.

Presented by Jen Rolie K-12 Literacy TOSA.  Phonemic Awareness  Phonics  Fluency  Vocabulary  Comprehension.

Considerations in Determining Primary Disability Speech Language Impairment or Specific Learning Disability.

April 24, 2015 MAER Conference Kathy SleeLaura HommingaSpecial Ed SupervisorCalhoun ISD.

THE PREDICTIVE ASSESSMENT OF READING (PAR) February 11, 2013 Carrie Malloy & Julie Smith.

Foundational Skills Module 4. English Language Arts Common Core State Standards.

Working with Students with Learning Disabilities By: Amanda Baker.

Using Effective Scientifically- Based Interventions that Align to Students' Needs Where are we? Where are we going? How do we get there?

SPECIFIC LEARNING DISABILITY (SLD). ELIGIBILITY CRITERIA SPECIFIC LEARNING DISABILITY Documented evidence which indicates that general education interventions.

Technology to Support Reading Research & Practice.

Fourth Grade Reading Night Teaching the Five Components of Reading.

Woodcock Johnson Results Before the WJIII test results are discussed, a brief explanation of scores is offered. In order to find out what scores are high,

Communication and Vision

B ASIC P SYCHOLOGICAL P ROCESSES -D EFINED Megan Anderson-School Psychologist Keely Swartzer-Special Education Coordinator.

Identification of Children with Specific Learning Disabilities

In the State-Required Assessment and Accountability Programs 703 KAR 5:070 1.

Karen Erickson, Ph.D. Center for Literacy & Disability Studies University of North Carolina at Chapel Hill Positive University + Manufacturer Relationships.

: 1. cognitive evaluation non verbal 2 verbal An assessment must contain.

Phonological Awareness. Virginia Standards of Learning for Phonemic Awareness 1.4 The student will orally identify and manipulate phonemes in syllables.

Martha Van Leeuwen University of Kansas Resources for Paraeducators Website Accommodations and Modifications.

Student Miscue Analysis Presentation REA 628. Student Information  John* is a 6 year old Caucasian male.  He is grouped in a lower level reading group.

Module 3: Unit 3, Session 1 MODULE 3: ASSESSMENT Adolescent Literacy – Professional Development Unit 3, Session 1.

4. (8 -10 min.) Introduce Oral Vocabulary – T.E. Pgs. _____________ Words: _________________________________________ ________________________________________.

Multiple Answer Questions. Multiple Answer Question Types Look for patterns in the answers Questions with two “sets” of answers – The answer is one from.

Decoding Dyslexia Parent Support Group October,

Tara Wagg and Miranda Barry YRDSB Student Services.

This multimedia product and its contents are protected under copyright law. The following are prohibited by law: any public performance or display, including.

Teaching Special Students in General Education Classrooms 7th Edition Rena B. Lewis and Donald Doorlag Pearson Education, Inc. 1 Unit 5 – Chapter 9 TEACHING.

Phonological Awareness By: Christine McCreary, Marissa Abram & Ting Ting Chou.

Getting to Know Intellectual Disabilities Kellie Trouten - Fall 2012.

Developing a Learning Progression for Making Inferences 1.

 Students in grades Kindergarten through twelfth  Classroom teacher, reading specialist, interventionist  Can be administered individually, some assessments.

English-Language Arts Content Standards for California By Ashleigh Boni & Christy Pryde By Ashleigh Boni & Christy Pryde.

Referral Made Like any other disability determination under IDEA, can’t be based on any single criterion – meaning a single test, assessment, observation,

PowerPoint to accompany Teaching Students with Reading Difficulties and Disabilities: A Guide for Educators (2004, Ministry of Education)

Assessment PDU Participants will develop specially designed instruction plans (treatment plans) based upon the results of the “Root Cause Analysis”

INTERVENING WITH DYSLEXIA IN SCHOOLS Joseph Simoni, Director of Special Education & Student Services Beth DeArce, Intensive Reading Specialist Wappingers.

Tier III Preparing for First Meeting. Making the Decision  When making the decision to move to Tier III, all those involve with the implementation of.

Reading Skills Assessment Dr. Denise P. Gibbs, Director Alabama Scottish Rite Foundation Learning Centers

Winston-Salem / Forsyth County Schools

© 2014, Florida Department of Education. All Rights Reserved. Dyslexia Overview Presented by Heather Willis-Doxsee, ESE Reading Specialist.

Learning Differences What makes some children learn differently? What can we do about it?

Assessment. Issues related to Phonemic awareness assessment  Is it a conceptual understanding about language or is it a skill?

Working with Students with Learning Disabilities

Progress monitoring Is the Help Helping?.

Linguistically Responsive Teaching

Identification of Children with Specific Learning Disabilities

TEMPLATE ELEMENTS.

Identification of Children with Specific Learning Disabilities

Language Based Learning Disability

Reading Comprehension

Presentation transcript:

Case Examples Meet Maggie and Suzie – both are qualified for SLD under Reading comprehension By digging deeper and understanding their patterns of strengths and weaknesses, we see that their programming looks very different

Case 1 - Maggie Weakness in Phonological Awareness (detecting or discriminating differences in phonemes or speech sounds) – Part of Acquisition of Information Weakness in Listening Comprehension (Achievement Area) Weakness in Oral Expression (Achievement Area) Weakness in Working Memory (BPP) Weakness in Processing Speed (BPP)

Case 1 - Maggie Things we can remediate (intervention) – Phonological processing – focus on teaching her skills in this area Things we can modify – No verbal administration of assessments (weakness in listening comprehension) – Allowed to write answers if oral exam (weakness in oral expression) Things we can accommodate – Break down tasks into chunks (Working Memory weakness) – Extended time on tests (Processing Speed Weakness)

Case 2 - Suzie Weakness in inferencing (achievement area) Weakness in understanding text structure (achievement area) Weakness in sustained attention (BPP) – Part of Acquisition of Information Weakness in Working Memory (BPP)

Case 2 - Suzie Things we can remediate (intervention) – Teaching inferencing skills Things we can modify – Shortened reading passages (weakness in sustained attention) Things we can accommodate – Provide written supports for verbal instructions (weakness in working memory)

Conclusion - Overarching Theme You need multiple sources of data to tell you what the pattern of strengths and weaknesses are within a student’s processing in order to help alleviate the impact of their disability through either remediation or adaptations and modifications.