1. + Report Writing Workshop #1 SPED 576 Summer 2015

2. + You ’ ll need: laptop internet access Interview protocol

3. + Workshop Agenda Report format & examples Guidelines specific to Draft 1 Self-editing check list

4. + Case Study Basics Template available on blackboard. REMEMBER WORD ONLY. Introduction to www.box.comwww.box.com In box… 1 master copy Send notes/updates to each other All confidential documents are secured here.

5. + Report Format Educational Evaluation Report Examiners: Everyone in your group Dates: ALL dates your child was tested Example 6/24, 7/1, 7/9 Assessment Instruments Check that the right form is written and that all the test you administered are here. This will become more relevant in draft 2.

6. + Format continued Supplemental reading: Rules of Reporting Developmental and Background History Written Objectively Summarize parent interview & include information involving academic, medical, and developmental history. Create and use your timeline—write chronologically TIMELINE DUE NEXT WEEK Behavioral Observations Written objectively Summarize observations: first school observations, then summarize teacher’s interview/observations, lastly summarize student’s behavior during live testing and clinic days. (you will continuously update this if the student’s behavior changes throughout the testing)

7. + Format continued Other Documents You may receive documents from a parent or a teacher These documents must be SUMMARIZED in the appropriate section. Example: Old IEPS, doctor’s reports, past psychological evaluations, etc.

8. + Model Example: Reason for Assessment Donald was referred to the UIC Assessment Clinic by his mother, Mrs. Ford. She was concerned about Donald’s overall academic achievement, especially in the area of reading comprehension. Donald also struggled to comprehend directions on assignments and subsequently, complete assignments in a timely manner. From this assessment, Mrs. Ford hoped to gain insight into Donald’s strengths and areas of need, both cognitively and academically. Mrs. Ford hoped to understand specific ways that Donald learned best as well as what strategies her and Donald could use in order to help him achieve academic success.

9. + Model Example: Medical History Josie was born a healthy baby and Mrs. Smith reported no complications with either her pregnancy of delivery of Josie. Developmental milestones such as toilet training, crawling, walking, and general motor abilities were met within the normal age range. Mrs. Smith believed Josie began talking around 18 months and experienced no speech impairments. At age 14, Josie’s current health was excellent, with mild illnesses occurring only about once a year and no medications needed.

10. + Model Example: Educational History Mrs. Smith reported that Josie attended preschool for two years. In kindergarten, she observed that her daughter took longer than other children her age to learn the sounds and letters of the alphabet. Mrs. Smith stated that she and some teachers also first noticed Josie was experiencing some difficulties with writing in kindergarten. Josie tended to reverse letters and she disliked spelling from a very early age. According to Mrs. Smith, reading became more challenging for Josie throughout elementary school and a comprehensive evaluation was administered in 5 th grade. Prior to 5 th grade, Josie had not received any special services. After the evaluation, Josie was identified as having a Learning Disability in reading and writing and received an Individual Education Plan (IEP). Modifications on the IEP consisted of reading information aloud to Josie in class and omitting spelling error penalties.

11. + Example 1 – What not to do Mrs. Nolan described Arthur as analytical and artistic; he loved music and was good with computers, often assisting his family members with computer issues. Arthur was bilingual in English and Spanish as his mother is Chilean and speaks Spanish as her first language. Arthur took pride in his appearance and was sensitive to the feelings of others. During the initial meeting with the team via videoconference, Arthur was shy but responded well after his feelings were validated and the team began asking about his interests. Mr. Nolan shared that Arthur often called himself “Turtle” in reference to his shy personality causing him to withdraw into his “shell”. Mr. Nolan also described Arthur as thoughtful, sharing anecdotes about Arthur’s self-control and willpower.

12. + Example 2 – What not to do Developmental History Mom says Kevin’s birth and developmental history were both typical and uneventful up until an ear infection that resulted in minor language challenges, specifically when sounding words out. Kevin’s medical history and social-emotional development are reported by his mother and his teachers as being typical up until the point his pediatrician diagnosed him with Attention Deficient Disorder (ADD). His educational history has revealed that he has had challenges focusing in general and specifically with reading. He has received tutoring, RtI interventions, and minor special education services for this reading underperformance. Kevin’s daily routine is as follows: Kevin wakes at 630. Eats breakfast, takes meds, gets ready for school, then gets driven or walks to school. After school, he does homework right away before meds wear off. He then plays outside with friends or inside on his Xbox and goes to bed at 9:30. Kevin’s interests include playing Uno, sports, Xbox, cub scouts, and playing outside with his friends. His strengths seem to be in the social and competitive realm while his needs are with reading, his speech impediment, and focusing (ADD).

13. + Example 3: What not to do An interview was conducted on September ?? with Ned’s mother, Mrs. Peters. She decried Ned as a 10-year-old male who has academic challenged across the board but specifically in reading. He has received services and diagnosis of ADHD however, Mrs. Peters is concerned that there is a disconnect between the current academic and diagnostic situation and the reality of Ned’s achievement gap. Ned and his family live in Chicago, Illinois. The family consists of his mother, his father, and his younger sister. Ned is active in Baseball, boy scouts, and enjoys playing video games and playing outside with friends. Ned has received tutoring services for reading, which remains the main concern for Mrs. Peters now. Mrs. Peters reported a typical pregnancy with Ned. Ned’s first medical challenges occurred when he had an ear infection at an early age, which resulted in extended challenges to his language development and a speech impediment, which existed at the time of the clinical assessment. Ned’s mother stated that she believed that his difficulties influenced his poor reading performance. Mrs. Peters reported that Ned’s socialization is typical. She also reported that no previous interventions (including his reading tutoring) have resulted in a dramatic increase in his reading scores, specifically in the IRead. Mrs. Peters also noted concerns with Ned’s organizational skills.

14. + Guidelines- found on blackboard or in your binder. PAST TENSE– WHY?? Cartman was the youngest member of a family of four, which included his mother, Kathy, his father.. Professional language & vocabulary Buffy also had a very positive affect. She was friendly and appeared... NO judgemental statements, “ gots ”, abbreviations, etc. Feel free to refer to the examples, however, make sure your are using YOUR OWN WORDS.

15. + SELF EDITING CHECKLIST & Rubrics Before you turn in... Consult the DRAFT 1 Checklist Checklist and Writing Mechanics Role Rubric Under course info on blackboard 24 points Content - 20 points Organization and Mechanics - 4 points