Helping Special Education Specialists Assess the Needs of Our Students: Pre-Referral Gathering of Data

DATA-Private Special Education Services and Parentally Placed Private School Services General increase in students applying for and receiving assistance and access to private special education services or to PPPSS students listed students listed students listed students listed

One Contact vs Team Approach Funneled through one contact- Julia Mekrut Our team model needs to support this office and alleviate the basic roadblocks Efficient Processing of Info (Time consuming) What can we do to help those providing services to our students and make it more sufficient? – Detailed, Documented, and Constructive observations and feedback= “Pre-referral gathering of data” – Early feedback helps professionals target support and design intervention plans

Current PPPSS Model Reality – The system of special education is overburdened by numbers. – Our students will get services that are legally required but… Our experience is that the process is long and arduous Average time can be as long as 6 months + Any delay on our part gives them an excuse to bump students to the back and deal with students that are ready and prepared to be evaluated and processed

Current PPPSS Model Data is gathered but the level of services are afforded based upon a panel evaluating the data WE provide. Literally based on our data a student may or may not be afforded further testing and ultimately accommodations We can make assumptions as to what our students may be encountering. These may help steer a panel towards a better plan of attack

Common LD Terminology- It’s OK to speculate based upon your observations. DisabilityArea of difficulty Symptoms include trouble with Example Dyslexia Processing language  Reading  Writing  Spelling Confusing letter names and sounds, difficulties blending sounds into words, slow rate of reading, trouble remembering after reading text DyscalculiaMath skills  Computation  Remembering math facts  Concepts of time and money Difficulty learning to count by 2s, 3s, 4s, poor mental math skills, problems with spatial directions DysgraphiaWritten expression  Handwriting  Spelling  Composition Illegible handwriting, difficulty organizing ideas for writing DyspraxiaFine motor skills  Coordination  Manual dexterity Trouble with scissors, buttons, drawing

Information Processing Disorders Auditory Processing Disorder Interpreting auditory information  Language development  Reading Difficulty anticipating how a speaker will end a sentence Visual Processing Disorder Interpreting visual information  Reading  Writing  Math Difficulty distinguishing letters like “h” and “n”

Other Related Disorders Attention-Deficit/ Hyperactivity Disorder (ADHD) Concentration and focus  Over-activity  Distractibility, Impulsivity Can't sit still, loses interest quickly, daydreams

What do we need to tell the specialists? What do we look at? 1.Organizational Skills 2.General Behaviors 3.Memory Issues 4.Learning Difficulty- Physical Cues 5.Class Participation

Common Issues for Our Boys O rganiza t ional s k ills- S tart he r e O rganiza t ional s k ills- S tart he r e – Are assignments late, missing, or incomplete? Are papers wrinkled? Does he frequently say “I can’t find it?” – Does he use a notebook or binder? Is the notebook dedicated to your class or mixed? Is the binder stuffed with handouts?

Organizational Skills -Does he use a homework planner? -Does he refer to the planner daily? -Is he unprepared for class? Does he misplace or leave items behind when he leaves? Is he missing pens, books, or does he bring the wrong items to class?

General Behaviors- General Behaviors- Areas that we can observe that help consultants diagnose our students issues Is the student frequently tardy? – What time of day and where is the student coming from? PE, Lunch, Restroom, Home??? – Is the student confused by the schedule or the location of his classes?

General Behaviors Is the student frequently tired, drowsy? – Is he hungry ? Does he ask for food? Does the student seem down or lethargic ? – Is the student not hanging out with his usual group of friends? Does the student exhibit care or concern for his work? – Does he get upset when he scores low or doesn’t submit work on time?

General Behaviors How is his spelling? – Does he frequently misspell the same word different ways in the same piece? Does he misspell common/ high frequency words? Is the student attentive during class? – Where is his gaze the majority of the time? – Is he fidgety ? Easily distracted by people or things? Can he summarize pieces he just read? – Is he slow or poor at recalling facts ? Can he summarize topics and ideas you’ve just taught?

General Behaviors Class Participation Class Participation -Does the student volunteer to answer questions? -Does the student answer questions when called upon?

Memory and Processing- Consultants need to know the following: Does he frequently say, “I don’t remember?” or “I forgot.” Does he say, “I am not sure.” Do you find yourself constantly reminding him about homework or tests?

Memory and Processing Does he incorrectly follow oral directions ? Do you need to repeat oral directions to him even after giving them to the entire class? Have you ever asked him, “How do you study for a test?” – If he delays or gives a basic answer he likely doesn’t have an effective plan to help him store information. – Does he believe his study strategies work? What works for him? What doesn’t?

Learning Difficulties- Physical Cues Squinting Turning the head to one side to hear better Awkward or fist like grip on pen/pencil Accident prone Can’t sit still Frequent restroom trips Headaches Constantly looking up at the board and down at the paper Head on the desk, lethargic demeanor

References Julia Mekrut, MA PPS Heather Duditch, SDUSD Ed.S. “Accommodations and Modifications for Teens.” NCLD. N.p., n.d. Web. 24 Mar McCarney, Stephen B., and Kathy C. Wunderlich. Pre-Referral Intervention Manual. 3 rd ed. N.p.: Hawthorne, Print “General LD Info.” NCLD. N.p., n.d. Web 21 Mar. 2014