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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