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

Interventions & Accommodations –

What’s Appropriate?

Everyone Reading IllinoisOctober 17, 2013Presented 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 aFAPE

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 -

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

Executive Functions

LD.org/EFBook

How do we interpret fluency data?

There are several charts There are percentiles

Is the school using National or Local norms?

-----------------------------------------

2006 Hasbrouck & Tindal Oral Reading Fluency Data

www.readnaturally.com/pdf/oralreadingfluency.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

https://smore.com/vn3k

Thank [email protected]

Resource: