special education decision making: response to intervention
DESCRIPTION
SPECIAL EDUCATION DECISION MAKING: RESPONSE TO INTERVENTION. David Prasse, Ph.D. Loyola University Chicago [email protected] Joseph F. Kovaleski, D.Ed. Cornwall-Lebanon School District [email protected] Richard E. Hall, Ph.D. Eastern Lancaster County School District - PowerPoint PPT PresentationTRANSCRIPT
SPECIAL EDUCATION DECISION MAKING:
RESPONSE TO INTERVENTION
David Prasse, Ph.D.David Prasse, Ph.D.Loyola University ChicagoLoyola University Chicago
[email protected]@luc.edu
Joseph F. Kovaleski, D.Ed.Joseph F. Kovaleski, D.Ed.Cornwall-Lebanon School DistrictCornwall-Lebanon School District
jkovaleskijkovaleski@@clsdclsd.k12.pa.us.k12.pa.us
Richard E. Hall, Ph.D.Richard E. Hall, Ph.D.Eastern Lancaster County School DistrictEastern Lancaster County School District
Influences on Current Practice
IDEA 1997IDEA 1997 LD Summit – August 2001LD Summit – August 2001 President’s Commission on Special President’s Commission on Special
EducationEducation Robert Pasternack’s Statements on ReformRobert Pasternack’s Statements on Reform Reauthorization of IDEA (underway)Reauthorization of IDEA (underway)
Four Phases to Decision-Making
1.1. Assess Lack of InstructionAssess Lack of Instruction
2.2. Assess Response to Instruction During Assess Response to Instruction During Pre-referral Intervention.Pre-referral Intervention.
3.3. Appraising the Extent of Academic Appraising the Extent of Academic Deficiency.Deficiency.
4.4. Evaluating the Need for Specially Evaluating the Need for Specially Designed Instruction.Designed Instruction.
Ryan is 8 years, 9 months and in third grade.Ryan is 8 years, 9 months and in third grade. He has academic struggle in reading and received Reading He has academic struggle in reading and received Reading
Recovery in first grade and now receives Title 1 services for Recovery in first grade and now receives Title 1 services for reading.reading.
Ryan was evaluated for Gifted Support in second grade and Ryan was evaluated for Gifted Support in second grade and achieved a Full Scale IQ of 123 on the WISC-III.achieved a Full Scale IQ of 123 on the WISC-III.
Ryan’s rate of progress in math was above third grade level.Ryan’s rate of progress in math was above third grade level. District standardized achievement test (Terra Nova) placed District standardized achievement test (Terra Nova) placed
reading skills at the 9th percentile and math skills at the 75th reading skills at the 9th percentile and math skills at the 75th percentilepercentile
CBA probes from third grade reading material indicated Ryan CBA probes from third grade reading material indicated Ryan read at a median rate of 39 words correct per minute.read at a median rate of 39 words correct per minute.
Background Information:Ryan
Ryan… Third grade local norms indicate typical third grade students read at a Third grade local norms indicate typical third grade students read at a
median rate of 79 words correct per minute with this same material.median rate of 79 words correct per minute with this same material. The Woodcock Diagnostic Reading Battery was administered by the The Woodcock Diagnostic Reading Battery was administered by the
reading specialist and Ryan achieved a Broad Reading Standard Score reading specialist and Ryan achieved a Broad Reading Standard Score of 85.of 85.
Data from standard tests indicated a significant ability-achievement Data from standard tests indicated a significant ability-achievement discrepancy based on the 38 standard score difference between his FS discrepancy based on the 38 standard score difference between his FS IQ and his reading score.IQ and his reading score.
CBA indicated a significant discrepancy between Ryan’s fluency rate CBA indicated a significant discrepancy between Ryan’s fluency rate and that of his third grade peers.and that of his third grade peers.
Ryan’s reading fluency rate was assessed using probes developed from the Ryan’s reading fluency rate was assessed using probes developed from the third grade reading curriculum material.third grade reading curriculum material.
Over 5 probes Ryan’s fluency was at a median rate of 39 words correct per Over 5 probes Ryan’s fluency was at a median rate of 39 words correct per minute with 2 errors (95% accuracy).minute with 2 errors (95% accuracy).
Locally developed norms for third grade students indicated a fluency rate of Locally developed norms for third grade students indicated a fluency rate of 79 words correct per minute.79 words correct per minute.
Data from Fuchs and Fuchs (1993) indicated a reading fluency acquisition Data from Fuchs and Fuchs (1993) indicated a reading fluency acquisition rate of 1.5 words correct per week over the course of the school year.rate of 1.5 words correct per week over the course of the school year.
Baseline data indicated a flat to slightly downward trend in Ryan’s fluency Baseline data indicated a flat to slightly downward trend in Ryan’s fluency acquisition.acquisition.
Assessment data from the Woodcock Diagnostic Battery and error analysis Assessment data from the Woodcock Diagnostic Battery and error analysis indicated weaknesses in rapid, automatic decoding and word attack skills. indicated weaknesses in rapid, automatic decoding and word attack skills. Ryan had single and double vowel confusions, difficulty with double vowels Ryan had single and double vowel confusions, difficulty with double vowels /oo/, /ea/ and double consonants /sh/, /gh/, etc. Occasionally he would add /oo/, /ea/ and double consonants /sh/, /gh/, etc. Occasionally he would add sounds to words. He had consistent difficulty with vowel final /e/ pattern sounds to words. He had consistent difficulty with vowel final /e/ pattern words.words.
Baseline Data:Ryan
Questions:
IS RYAN IDENTIFIABLE AS A IS RYAN IDENTIFIABLE AS A STUDENT WITH A DISABILITY?STUDENT WITH A DISABILITY?
DOES RYAN NEED SPECIAL DOES RYAN NEED SPECIAL EDUCATION TO LEARN TO READ?EDUCATION TO LEARN TO READ?
IDEA 97-FINDINGS & PURPOSES Focus on high expectationsFocus on high expectations Ensure access to the general education Ensure access to the general education
curriculumcurriculum Strengthen role of parents to ensure Strengthen role of parents to ensure
meaningful participationmeaningful participation Special education must become a service Special education must become a service
rather than a placerather than a place
FINDINGS & PURPOSES (cont.) Provide special education & related services Provide special education & related services
and aids and supports in the regular and aids and supports in the regular classroomclassroom
Provide incentives for whole-school Provide incentives for whole-school approaches and pre-referral intervention approaches and pre-referral intervention
Reduce the need to label as necessary to Reduce the need to label as necessary to address learning needs.address learning needs.
FINDINGS & PURPOSES (cont.)
Focus on teaching and learning, while Focus on teaching and learning, while reducing paperwork and requirements that reducing paperwork and requirements that do not assist in improving educational do not assist in improving educational results.results.
IDEA 97-EVALUATION PROCEDURES A variety of assessment tools and strategies A variety of assessment tools and strategies to to
gather relevant functional and developmental gather relevant functional and developmental informationinformation, including information provided by , including information provided by the parent - to the parent - to enable the child to be involved in enable the child to be involved in and progress in the general curriculumand progress in the general curriculum or, for or, for preschool children to participate in appropriate preschool children to participate in appropriate activities.activities.
IDEA 97-EVALUATION PROCEDURES (cont.) Evaluations provided by the parentEvaluations provided by the parent Classroom-based observations and Classroom-based observations and
assessmentsassessments On the basis of that review, and input from On the basis of that review, and input from
the child’s parents,identify what additional the child’s parents,identify what additional data, data, if anyif any, are needed to determine special , are needed to determine special education needs.education needs.
IDEA ‘97: ASSESSING LACK OF INSTRUCTION
(5) SPECIAL RULE FOR ELIGIBILITY DETERMINATION
In making a determination of eligibility In making a determination of eligibility under paragraph (4)(A), a child shall not be under paragraph (4)(A), a child shall not be determined to be a child with a disability if determined to be a child with a disability if the determinant factor for such the determinant factor for such determination is lack of instruction in determination is lack of instruction in reading or math or limited English reading or math or limited English proficiency. [IDEA proficiency. [IDEA §§614(b)(5)]614(b)(5)]
What the Senate intended:
Students may be identified as LD because Students may be identified as LD because they were not taught the “core skill of they were not taught the “core skill of reading” effectively.reading” effectively.
Not taught = lack of instruction (LOI)Not taught = lack of instruction (LOI) LOI will decrease over-identification and LOI will decrease over-identification and
focus schools’ efforts on instruction in the focus schools’ efforts on instruction in the primary grades.primary grades.
§§300.541 Criteria for determining the existence of a specific learning 300.541 Criteria for determining the existence of a specific learning disability. A team may determine that a child has a specific learning disability. A team may determine that a child has a specific learning disability if- (1) The child does not achieve commensurate with his or disability if- (1) The child does not achieve commensurate with his or her age and ability levels in one or more of the areas listed in her age and ability levels in one or more of the areas listed in paragraph (a)(2) of this section, paragraph (a)(2) of this section, if provided with learning if provided with learning experiences appropriate for the child's age and ability levels;experiences appropriate for the child's age and ability levels;
§§ 300.543 A team may determine that a child has a specific learning 300.543 A team may determine that a child has a specific learning disability if… (6) Whether there is a severe discrepancy between disability if… (6) Whether there is a severe discrepancy between achievement and ability achievement and ability that is not correctable without special that is not correctable without special education and related serviceseducation and related services;;
DEFINITION OF LEARNING DISABILITIES (excerpts from IDEA)
LD Summit (August 2001)
Criticized wait to fail modelCriticized wait to fail model Criticized disconnect between current Criticized disconnect between current
assessment practices and marker variablesassessment practices and marker variables Criticized ability-achievement discrepancy Criticized ability-achievement discrepancy
approach approach Pointed to response to instruction as Pointed to response to instruction as
alternative evaluation procedurealternative evaluation procedure
PRESIDENTS COMMISION SPECIAL EDUCATION: FINDINGS
Current system – process above resultsCurrent system – process above results Current system – wait to fail modelCurrent system – wait to fail model Dual system- general and specialDual system- general and special Inadequate parent options and recourseInadequate parent options and recourse Culture of complianceCulture of compliance Identification methods lack validityIdentification methods lack validity Better teacher preparation neededBetter teacher preparation needed Rigorous research and evidence-based practiceRigorous research and evidence-based practice Focus on compliance and bureaucratic imperatives not Focus on compliance and bureaucratic imperatives not
academic achievementacademic achievement
President’s Commission on Special Education: Recommendations
Focus on results – not on process.Focus on results – not on process. Embrace a model of prevention not failureEmbrace a model of prevention not failure Consider children with disabilities as Consider children with disabilities as
general education children first.general education children first.
President’s Commission on Special Education: Recommendations (cont.)
Change the way we assess for LD.Change the way we assess for LD. Eliminate the necessity for IQ-achievement Eliminate the necessity for IQ-achievement
discrepancy.discrepancy. Shift to academically relevant assessments.Shift to academically relevant assessments. Change focus from eligibility determination Change focus from eligibility determination
to successful interventions.to successful interventions.
President’s Commission on Special Education: Recommendations (cont.)
Use response to instruction as a key Use response to instruction as a key measure.measure.
Apply scientifically based instruction before Apply scientifically based instruction before referring for evaluation.referring for evaluation.
The Commission believes that the approach to all high-incidence disabilities needs to shift from a failure model to a prevention model.
To prevent the wrong children from being served, the Commission recommends that current regulations be modified so that the student’s response to scientifically based instruction is part of the criteria for SLD.
Robert Pasternack’s Testimony to the House Committee…
Statement by Robert Pasternack, Assistant Secretary for Special Education and Rehabilitative Services On Learning Disabilities before the House of Representatives Education and the Workforce Committee, Subcommittee on Education Reform
Dr. Pasternack’s Statements
Half of the students receiving special Half of the students receiving special education are LD.education are LD.
80% to 90% of students with LD have 80% to 90% of students with LD have reading disabilities.reading disabilities.
Most students can learn to read with Most students can learn to read with scientifically based instruction.scientifically based instruction.
A very few students fail to respond to even A very few students fail to respond to even our best instructional approaches.our best instructional approaches.
Dr. Pasternack’s Statements (cont.) Studies of responsiveness to intervention Studies of responsiveness to intervention
generally do not find relationships with IQ generally do not find relationships with IQ or IQ-discrepancy.or IQ-discrepancy.
May seem counterintuitive, but IQ tests do May seem counterintuitive, but IQ tests do not measure cognitive skills like not measure cognitive skills like phonological awareness that are closely phonological awareness that are closely associated with LD in reading. associated with LD in reading.
Reading Statistics 5% of children learn to read effortlessly5% of children learn to read effortlessly 20-30% learn relatively easily once exposed to reading 20-30% learn relatively easily once exposed to reading
instructioninstruction For 60% of children learning to read is a much more For 60% of children learning to read is a much more
formidable taskformidable task For at least 20-30% of children, reading is one of the most For at least 20-30% of children, reading is one of the most
difficult tasks that they will have to master.difficult tasks that they will have to master. For 5% of students even with explicit and systematic For 5% of students even with explicit and systematic
instruction, reading will continue to be a challenge.instruction, reading will continue to be a challenge.
MacKenzie (2000), citing statistics from Lyon, Kamme’enue, Simmons, et al.MacKenzie (2000), citing statistics from Lyon, Kamme’enue, Simmons, et al.
Summary: Problems with the Discrepancy Approach False positives (high IQ; average achievement)False positives (high IQ; average achievement)
False negatives (the slow learner myth)False negatives (the slow learner myth)
Need to wait until discrepant to deliver SDINeed to wait until discrepant to deliver SDI
Doesn’t link with intervention Doesn’t link with intervention
Status of IDEA Reauthorization
Moving quickly through committeeMoving quickly through committee Many controversial issuesMany controversial issues Would include revision of procedure for LD Would include revision of procedure for LD
identification processidentification process
…when determining whether a child has a specific learning disability as defined by this Act, the local educational agency shall not be required to take into consideration whether the child has a severe discrepancy between achievement and intellectual ability in oral expression, listening comprehension, written expression, basic reading skill, reading comprehension, mathematical calculation, or mathematical reasoning.
Can we assume effective instruction?
CURRICULUM CASUALTIES
"...the teacher's concern for getting through the "...the teacher's concern for getting through the curriculum ...may...be a prime source of curriculum ...may...be a prime source of curriculum casualties who end up in special curriculum casualties who end up in special education."education."
Rosenfield, S. (1987). Rosenfield, S. (1987). Instructional Instructional consultation.consultation. Hillsdale, NJ: Erlbaum, p. 27. Hillsdale, NJ: Erlbaum, p. 27.
Early Literacy Experiencesand
Oral Language Development
• Automaticity with the code• Structure of the language• Alphabetic principle• Phonological awareness
• Background Knowledge
• Predictions
• Clarification/ questioning
• Monitoring for Meaning
• Summarizing
• Making Personal Connections
COMPREHENSION
FluentReflectiveReaders/Writers
Reading
Is
Rocket
Science
Louisa Cook Moats
Features of an EffectiveEarly Literacy Program
Kindergarten screening for phonological awarenessKindergarten screening for phonological awareness
Kindergarten intervention program to address phonological awarenessKindergarten intervention program to address phonological awareness
Regular (quarterly) assessments of all students on phonological/phonemic Regular (quarterly) assessments of all students on phonological/phonemic awareness and reading decodingawareness and reading decoding
Flexible intervention (remedial) programs to address needs of students who Flexible intervention (remedial) programs to address needs of students who fall behindfall behind
Reading program based on sufficient time allocated to direct instruction in Reading program based on sufficient time allocated to direct instruction in phonemic awareness and efficient decoding of textphonemic awareness and efficient decoding of text
CONTINUUM OF EXPLICIT INSTRUCTIONIN “PHONICS” OR THE STRUCTURE OF LANGUAGE
IMPLICIT EXPLICIT
LanguageExperience
WholeWords
Whole Language
Smith &Goodman’s Work
Using literatureand authentictext with minilessons
Basal withembeddedphonics
Meaning-BasedBasals
e.g., Invitationsto Literacy
LinguisticWord Familiesbased onOrthographicFamilies
• Merrill Linguistics
SystematicPhonics
SystematicPhonics withDirectInstruction
MultisensoryStructuredLanguage
• Open Court
• Reading Mastery• Corrective Reading
CarmineEngleman,et al
• Project Read• Wilson Language System• Preventing Academic Failure, etc.
Orton Gillingham-based approaches
Joy MacKenzie 3/00
Using Response to Instruction to Determine Eligibility for Special Education: Four Phases
1. Assessing Lack of Instruction1. Assessing Lack of Instruction 2. Assessing Response to Instruction2. Assessing Response to Instruction 3. Determining Extent of Deficiency3. Determining Extent of Deficiency 4. Evaluating the Need for Specially 4. Evaluating the Need for Specially
Designed InstructionDesigned Instruction
Phase 1: Assessing Lack of Instruction
Appraising the Student’s Instructional Appraising the Student’s Instructional History and Current Instructional History and Current Instructional
EnvironmentEnvironment
APPROACHES TO ASSESSING LACK OF INSTRUCTION
•• Check of student’s history Check of student’s history
Check on history of instructionalCheck on history of instructionalproceduresprocedures
Assessment of current classroomAssessment of current classroominstructional environmentinstructional environment
ASSESSING LACK OF INSTRUCTIONHISTORICAL FACTORS
Attendance – traditional approachAttendance – traditional approach
Moving – number of different schoolsMoving – number of different schools
Discontinuity of instructionDiscontinuity of instruction
Cultural/language mismatchCultural/language mismatch
ASSESSING LACK OF INSTRUCTION
Can’t be done without assessing Can’t be done without assessing instructional environmentinstructional environment
Ultimately is tied to treatment integrityUltimately is tied to treatment integrity Techniques and approaches same as Techniques and approaches same as
those necessary for all data-based those necessary for all data-based decision makingdecision making
Data-based decision making in special Data-based decision making in special educationeducation
ASSESSING LACK OF INSTRUCTION:INSTRUCTIONAL ENVIRONMENT
To what extent is instruction planned?To what extent is instruction planned?
How is instruction managed?How is instruction managed?
How is instruction delivered?How is instruction delivered?
How is instruction monitored?How is instruction monitored?
INSTRUCTIONAL ENVIRONMENT COMPONENTS
• • Instructional matchInstructional match Teacher expectationsTeacher expectations Classroom environmentClassroom environment Instructional presentationInstructional presentation Cognitive emphasisCognitive emphasis Motivational strategiesMotivational strategies
INSTRUCTIONAL ENVIRONMENT COMPONENTS (cont.)
Relevant practiceRelevant practice Informed feedbackInformed feedback Academic engaged timeAcademic engaged time Adaptive instructionAdaptive instruction Progress evaluationProgress evaluation Student understandingStudent understanding
(Ysseldyke & Christenson, 1994)(Ysseldyke & Christenson, 1994)
ASSESSING THE INSTRUCTIONAL ENVIRONMENT – METHODS
Must be structuredMust be structured
SystematicSystematic
Instructional Environment Assessment Instruments
THE FUNCTIONAL ANALYSIS OF ACADEMIC THE FUNCTIONAL ANALYSIS OF ACADEMIC BEHAVIOR (FAAB)BEHAVIOR (FAAB)
BEHAVIORAL OBSERVATION OF STUDENTS IN BEHAVIORAL OBSERVATION OF STUDENTS IN SCHOOLS (BOSS)SCHOOLS (BOSS)
ECOBEHAVIORAL ASSESSMENT SYSTEM ECOBEHAVIORAL ASSESSMENT SYSTEM (CISSAR)(CISSAR)
WHAT CAN BE LEARNED
Academic engagementAcademic engagement Teacher directed instructionTeacher directed instruction Active teaching/learningActive teaching/learning Opportunity to learnOpportunity to learn Demonstrate/prompt/practiceDemonstrate/prompt/practice Guided practiceGuided practice Rate of accurate student responseRate of accurate student response
Alternative to Phase I: Tier 1
School-wide Screening School-wide Screening
and Interventionand Intervention
Tier 1: School-wide Screening and Intervention Primary gradesPrimary grades Early assessment of marker variables (e.g., Early assessment of marker variables (e.g.,
DIBELS)DIBELS) Identification of high risk studentsIdentification of high risk students Targeted intervention to high risk students Targeted intervention to high risk students
using research-based procedures (group)using research-based procedures (group) Ongoing monitoring of performance Ongoing monitoring of performance
(quarterly)(quarterly)
Phase 2: Assessing Response to Instruction during Pre-referral
Intervention
Pre-referral Intervention
“… “… (a) teacher’s modification of (a) teacher’s modification of instruction or classroom management instruction or classroom management to better accommodate a difficult-to-to better accommodate a difficult-to-teach pupil without disabilities” teach pupil without disabilities”
Fuchs, Fuchs and Bahr (1990) p. 128.Fuchs, Fuchs and Bahr (1990) p. 128.
Former Model
Concern Expressed
Former Model
Concern Expressed
Team MeetsIdentifies Problem
Former Model
Concern Expressed
Team MeetsIdentifies Problem
Teacher Implements
Former Model
Concern Expressed
Team MeetsIdentifies Problem
Teacher Implements
Progress Evaluated
Former Model
Concern Expressed
Team MeetsIdentifies Problem
Teacher Implements
Progress Evaluated
Current Model
Conduct ThoroughAssessment
Former Model
Concern Expressed
Team MeetsIdentifies Problem
Teacher Implements
Progress Evaluated
Current Model
Conduct ThoroughAssessment
Trial TeachingEstablish
Strategies
Former Model
Concern Expressed
Team MeetsIdentifies Problem
Teacher Implements
Progress Evaluated
Current Model
Conduct ThoroughAssessment
Trial TeachingEstablish
Strategies
Work StrategiesInto ClassRoutines
Former Model
Concern Expressed
Team MeetsIdentifies Problem
Teacher Implements
Progress Evaluated
Current Model
Conduct ThoroughAssessment
Trial TeachingEstablish
Strategies
Work StrategiesInto ClassRoutines
AssessContinuously
1.1. General screeningGeneral screening2.2. Identifying students for ISTIdentifying students for IST3.3. Conducting the initial assessmentConducting the initial assessment4.4. Identifying the problem and goalIdentifying the problem and goal5.5. Selecting the strategy and planning the interventionSelecting the strategy and planning the intervention6.6. Implementing the interventionImplementing the intervention7.7. Evaluating the results of interventionEvaluating the results of intervention8.8. Interfacing IST with further evaluations for Interfacing IST with further evaluations for
eligibility for special education and IEPeligibility for special education and IEP
Phases of the Instructional Support
Team Process
Conclusions from PRI:
Were research-based strategies used?Were research-based strategies used? Were the strategies implemented with high Were the strategies implemented with high
fidelity?fidelity? What do the data show in terms of student What do the data show in terms of student
response?response?
Select a high probability strategy (and state it Select a high probability strategy (and state it precisely)precisely)
Establish the strategy in the classroom through Establish the strategy in the classroom through "hands-on consultation""hands-on consultation"
Merge the strategy into the teacher's daily routineMerge the strategy into the teacher's daily routine
Assess continuously the student's response to the Assess continuously the student's response to the interventionintervention
Assess the level of implementation Assess the level of implementation
CONFIRMATORY FORMAT
5 - Strategy is implemented exactly as stated.5 - Strategy is implemented exactly as stated.
4 - Strategy is implemented as stated most of the 4 - Strategy is implemented as stated most of the time.time.
3 - Strategy is implemented as stated some of the 3 - Strategy is implemented as stated some of the time.time.
2 - Strategy is infrequently implemented as stated.2 - Strategy is infrequently implemented as stated.
1 - Strategy is not implemented as stated.1 - Strategy is not implemented as stated.
N.B. The statement of a strategy included the initial N.B. The statement of a strategy included the initial description as well as any edits that are made to the description as well as any edits that are made to the description in response to the student's ongoing description in response to the student's ongoing needs. needs.
LEVEL OF IMPLEMENTATION RUBRIC
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1 2 3 4 5 6 7 8 9 10111213 14151617 18192021 22232425 26272829 30
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wpm
Assessment Sessions
Description: Lack of instruction is not evident.
This student has responded poorly to the intervention strategy. After an initial adaptation period of five days, the teacher implemented the strategy as designed for the duration of the intervention period. In spite of this assistance, the student's rate of learning throughout the period has been slow. This response-to-instruction pattern indicates that the student's lack of progress is more likely the result of learning difficulties than a lack of effective instruction. Specially designed instruction is likely needed for this student to acquire and retain new information.
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1 2 3 4 5 6 7 8 9 101112131415161718192021222324252627282930
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Assessment Sessions
Description: Student responds well to effective instruction.
This student responded well to the intervention strategy. After an initial adaptation period of six days, the teacher implemented the strategy as designed for the duration of the intervention period. With this assistance, the student's rate of learning throughout the period was steady and in a positive direction. This response-to-instruction pattern indicates that the student's difficulties are more likely the result of a lack of effective instruction than a disability. This student does not display a high degree of need for special education because he can demonstrate acquisition and retention with adapted instruction in the regular classroom.
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wpm
Assessment Sessions
Description: Response to instruction cannot be determined.
This student has responded poorly during the intervention strategy. However, in spite of support, the intervention was not implemented as planned throughout the intervention period. Consequently, it cannot be determined whether the student's lack of progress are more likely the result of learning difficulties or a lack of effective instruction. Another period of support is needed to assist the teacher to implement the strategy as designed in order to make a conclusion about this issue.
Phase 3: Appraising the Extent of Academic Deficiency
Is the student discrepant from Is the student discrepant from realistic expectations for his or her realistic expectations for his or her
grade and age level?grade and age level?
Verifying Academic Deficiency Using CBM
Development of local normsDevelopment of local norms
Determining discrepancy from local normsDetermining discrepancy from local norms
2.0 X criterion2.0 X criterion
Grade Level: 1A 1B 1C 2A 2B 3A 3B 4A 4B 5A 5BWPM: 17.81 41.51 69.18 75.92 112.74 78.6 107.3 106.9 125 129.27 146.24Grade Level: 1A 1B 1C 2A 2B 3A 3B 4A 4B 5A 5BEPM: 9.56 5.53 3.85 4.41 2.47 5.24 3.21 3.35 2.8 2.39 1.75
Cornwall-Lebanon SD Elementary Oral Reading Fluency Norms
2.0X calculation
Divide norm group mean by student’s scoreDivide norm group mean by student’s score
Result expressed as a ratio of deficiencyResult expressed as a ratio of deficiency
Example: 100 wpm / 50 wpm = 2.0XExample: 100 wpm / 50 wpm = 2.0X
Is there a role for norm-referenced tests of academic achievement?
Group testing Group testing
Individual testingIndividual testing
Phase 4: Evaluating the Need for Specially Designed Instruction
Deviations in materialsDeviations in materials
Deviations in planningDeviations in planning
Deviations in personnelDeviations in personnel
Ryan is 8 years, 9 months and in third grade.Ryan is 8 years, 9 months and in third grade. He has academic struggle in reading and received Reading He has academic struggle in reading and received Reading
Recovery in first grade and now receives Title 1 services for Recovery in first grade and now receives Title 1 services for reading.reading.
Ryan was evaluated for Gifted Support in second grade and Ryan was evaluated for Gifted Support in second grade and achieved a Full Scale IQ of 123 on the WISC-III.achieved a Full Scale IQ of 123 on the WISC-III.
Ryan’s rate of progress in math was above third grade level.Ryan’s rate of progress in math was above third grade level. District standardized achievement test (Terra Nova) placed District standardized achievement test (Terra Nova) placed
reading skills at the 9th percentile and math skills at the 75th reading skills at the 9th percentile and math skills at the 75th percentilepercentile
CBA probes from third grade reading material indicated Ryan CBA probes from third grade reading material indicated Ryan read at a median rate of 39 words correct per minute.read at a median rate of 39 words correct per minute.
Background Information:Ryan
Ryan… Third grade local norms indicate typical third grade students read at a Third grade local norms indicate typical third grade students read at a
median rate of 79 words correct per minute with this same material.median rate of 79 words correct per minute with this same material. The Woodcock Diagnostic Reading Battery was administered by the The Woodcock Diagnostic Reading Battery was administered by the
reading specialist and Ryan achieved a Broad Reading Standard Score reading specialist and Ryan achieved a Broad Reading Standard Score of 85.of 85.
Data from standard tests indicated a significant ability-achievement Data from standard tests indicated a significant ability-achievement discrepancy based on the 38 standard score difference between his FS discrepancy based on the 38 standard score difference between his FS IQ and his reading score.IQ and his reading score.
CBA indicated a significant discrepancy between Ryan’s fluency rate CBA indicated a significant discrepancy between Ryan’s fluency rate and that of his third grade peers.and that of his third grade peers.
Ryan’s reading fluency rate was assessed using probes developed from the Ryan’s reading fluency rate was assessed using probes developed from the third grade reading curriculum material.third grade reading curriculum material.
Over 5 probes Ryan’s fluency was at a median rate of 39 words correct per Over 5 probes Ryan’s fluency was at a median rate of 39 words correct per minute with 2 errors (95% accuracy).minute with 2 errors (95% accuracy).
Locally developed norms for third grade students indicated a fluency rate of Locally developed norms for third grade students indicated a fluency rate of 79 words correct per minute.79 words correct per minute.
Data from Fuchs and Fuchs (1993) indicated a reading fluency acquisition Data from Fuchs and Fuchs (1993) indicated a reading fluency acquisition rate of 1.5 words correct per week over the course of the school year.rate of 1.5 words correct per week over the course of the school year.
Baseline data indicated a flat to slightly downward trend in Ryan’s fluency Baseline data indicated a flat to slightly downward trend in Ryan’s fluency acquisition.acquisition.
Assessment data from the Woodcock Diagnostic Battery and error analysis Assessment data from the Woodcock Diagnostic Battery and error analysis indicated weaknesses in rapid, automatic decoding and word attack skills. indicated weaknesses in rapid, automatic decoding and word attack skills. Ryan had single and double vowel confusions, difficulty with double vowels Ryan had single and double vowel confusions, difficulty with double vowels /oo/, /ea/ and double consonants /sh/, /gh/, etc. Occasionally he would add /oo/, /ea/ and double consonants /sh/, /gh/, etc. Occasionally he would add sounds to words. He had consistent difficulty with vowel final /e/ pattern sounds to words. He had consistent difficulty with vowel final /e/ pattern words.words.
Baseline Data:Ryan
Questions:
IS RYAN IDENTIFIABLE AS A IS RYAN IDENTIFIABLE AS A STUDENT WITH A DISABILITY?STUDENT WITH A DISABILITY?
DOES RYAN NEED SPECIAL DOES RYAN NEED SPECIAL EDUCATION TO LEARN TO READ?EDUCATION TO LEARN TO READ?
Next Question:
WHAT ASPECTS OF THE WHAT ASPECTS OF THE INSTRUCTIONAL ENVIRONMENT INSTRUCTIONAL ENVIRONMENT WOULD YOU ASSESS TO DETERMINE WOULD YOU ASSESS TO DETERMINE IF RYAN IS FAILING BECAUSE OF A IF RYAN IS FAILING BECAUSE OF A LACK OF INSTRUCTION?LACK OF INSTRUCTION?
Observations and interview data indicate the following:Observations and interview data indicate the following:• Reading instruction consisted of the “Guided Reading Model” with a Reading instruction consisted of the “Guided Reading Model” with a
literature-based or whole language approach as it’s foundation.literature-based or whole language approach as it’s foundation.• Ryan was taught with a heterogeneous group of student with widely Ryan was taught with a heterogeneous group of student with widely
varying levels of reading development.varying levels of reading development.• There were 23 students in the class.There were 23 students in the class.• The Title 1 tutor (a paraprofessional) was available to provide assistance The Title 1 tutor (a paraprofessional) was available to provide assistance
to struggling students on an as-needed basis.to struggling students on an as-needed basis.• The teaching of letter sounds was assumed to have been instructed in The teaching of letter sounds was assumed to have been instructed in
first grade during Reading Recovery intervention. first grade during Reading Recovery intervention. • Current instruction in letter sounds consisted of teaching letter sound Current instruction in letter sounds consisted of teaching letter sound
correspondence within words in text “to avoid decontextualized correspondence within words in text “to avoid decontextualized language”.language”.
• Letter sounds, blending and other phonetic decoding skills were Letter sounds, blending and other phonetic decoding skills were instructed in an implicit manner instructed in an implicit manner
Classroom Environment Assessment:Ryan
WHAT WOULD YOUR INTERVENTION WHAT WOULD YOUR INTERVENTION PLAN BE FOR RYAN?PLAN BE FOR RYAN?
Read Instruction was changed for a small group of students in this Read Instruction was changed for a small group of students in this classroom by using a reading curriculum series “Horizons” classroom by using a reading curriculum series “Horizons” (McGraw-Hill) with the following components:(McGraw-Hill) with the following components: Homogeneous grouping of students with similar reading levels. Homogeneous grouping of students with similar reading levels. Explicit and unambiguous instruction in letter-sound correspondences. Explicit and unambiguous instruction in letter-sound correspondences. Explicit instruction in and opportunities to look carefully at spellings, Explicit instruction in and opportunities to look carefully at spellings, sounding out and blending words.sounding out and blending words. Frequent opportunities to discriminate new letter-sound correspondences Frequent opportunities to discriminate new letter-sound correspondences from previously learned correspondences.from previously learned correspondences. Reading material with controlled vocabulary so that there were opportunities Reading material with controlled vocabulary so that there were opportunities to read decodable stories.to read decodable stories. Prompt and direct error correction and modeling of newly introduced letter-Prompt and direct error correction and modeling of newly introduced letter-sound correspondences.sound correspondences. Frequent review of learned skills.Frequent review of learned skills. Instruction in sight word recognition of difficult to decode wordsInstruction in sight word recognition of difficult to decode words
Intervention Plan: Ryan
Ryan's Response to Intervention
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DOES RYAN STILL QUALIFY FOR DOES RYAN STILL QUALIFY FOR SPECIAL EDUCATION?SPECIAL EDUCATION?
An assessment of reading instruction identified several problems An assessment of reading instruction identified several problems with the instruction provided to Ryan and others in the class with with the instruction provided to Ryan and others in the class with weak reading skills.weak reading skills. Reading groups were heterogeneous and difficult to Reading groups were heterogeneous and difficult to
teach.teach. The teacher provided instruction based on the The teacher provided instruction based on the
erroneous assumption that most students had letter-erroneous assumption that most students had letter-sound correspondence mastery.sound correspondence mastery.
Letter-sound correspondence instruction was implicit Letter-sound correspondence instruction was implicit and unsystematic and involved teaching these skills and unsystematic and involved teaching these skills within words and text.within words and text.
Text did not have controlled vocabularyText did not have controlled vocabulary
Case Implications:Ryan
Ryan…
There was little if any logic to the sequence of letter-There was little if any logic to the sequence of letter-sound instructionsound instruction
There was no real direct instruction in sounding out and There was no real direct instruction in sounding out and blending wordsblending words
Student error correction and teacher modeling was Student error correction and teacher modeling was inconsistent.inconsistent.
Review activities were highly inconsistentReview activities were highly inconsistent When these instruction problems were addressed Ryan When these instruction problems were addressed Ryan
responded with an accelerated fluency rate.responded with an accelerated fluency rate.
Background Information: Ethan
Chronological Age: 11 years, 4 Months and in Grade: 5Chronological Age: 11 years, 4 Months and in Grade: 5 A history of challenging classroom behavior since 3rd grade A history of challenging classroom behavior since 3rd grade Ethan is frequently off-task and disrupts instruction by making high Ethan is frequently off-task and disrupts instruction by making high
frequency irrelevant and inappropriate verbal comments during frequency irrelevant and inappropriate verbal comments during instruction.instruction.
He frequently requests to use the restroom and stays in the restroom He frequently requests to use the restroom and stays in the restroom for 20 to 30 minutes. for 20 to 30 minutes.
He gets out of his seat without permission and wonders the classroom. He gets out of his seat without permission and wonders the classroom. At home he refuses to do certain chores such as clean his room.At home he refuses to do certain chores such as clean his room. He can be argumentative and disrespectful with his mother, father and He can be argumentative and disrespectful with his mother, father and
teacher.teacher. He rarely completes assigned class work or homework.He rarely completes assigned class work or homework.
Baseline Data: Ethan Ethan’s average work completion: 33.75%; class average: 70.63Ethan’s average work completion: 33.75%; class average: 70.63
Ethan’s time-on-task rate Average: 42%; class average: 85%Ethan’s time-on-task rate Average: 42%; class average: 85%
Ethan’s average rate of calling out: 8/hr.; Class average: 6/hr.Ethan’s average rate of calling out: 8/hr.; Class average: 6/hr.
Average Restroom use per day: 14; Class average per student: 2Average Restroom use per day: 14; Class average per student: 2
Ethan’s average out of seat without permission: 22; Class average 8Ethan’s average out of seat without permission: 22; Class average 8
Ethan’s frequency of disrespectful comments to teacher: 32: Class Ethan’s frequency of disrespectful comments to teacher: 32: Class average 2 average 2
HOW WOULD YOU ASSESS THE HOW WOULD YOU ASSESS THE CLASSROOM ENVIRONMENT FOR CLASSROOM ENVIRONMENT FOR ETHAN?ETHAN?
Teacher verbal reinforcement ratio 8 negative/neutral comments to 1 Teacher verbal reinforcement ratio 8 negative/neutral comments to 1 praisepraise
Rules posted but vaguely statedRules posted but vaguely stated
The probability of Ethan getting attention for inappropriate comments The probability of Ethan getting attention for inappropriate comments was approximately 80%was approximately 80%
The probability of Ethan getting attention for “correct” behavior was The probability of Ethan getting attention for “correct” behavior was approximately 40%.approximately 40%.
Motivational system: Tokens dispensed for “doing a good job”Motivational system: Tokens dispensed for “doing a good job”
Verbal praise statements were not specific, did not describe behavior.Verbal praise statements were not specific, did not describe behavior.
Consequences for inappropriate behavior consisted of 1) a verbal Consequences for inappropriate behavior consisted of 1) a verbal warning, 2) in class timeout, 3) sent to principals office and phone call warning, 2) in class timeout, 3) sent to principals office and phone call home. home.
Contacts with home were infrequent and centered around misbehaviorContacts with home were infrequent and centered around misbehavior
Classroom Environment Assessment
Assessment Information: Ethan Functional Behavioral Assessment indicated Ethan’s challenging Functional Behavioral Assessment indicated Ethan’s challenging
classroom behavior served the function of escaping, avoiding and/or classroom behavior served the function of escaping, avoiding and/or postponing nonpreferred academic tasks, particularly those requiring postponing nonpreferred academic tasks, particularly those requiring writing.writing.
Ethan’s behavior was effected by modeling of similar behavior by his Ethan’s behavior was effected by modeling of similar behavior by his older brother.older brother.
Ethan engaged in disruptive behavior to gain teacher and peer Ethan engaged in disruptive behavior to gain teacher and peer attention.attention.
FBA indicated that parent support and consequences were critical FBA indicated that parent support and consequences were critical factors at those times when Ethan did complete work.factors at those times when Ethan did complete work.
WHAT WOULD BE YOUR WHAT WOULD BE YOUR INTERVENTION BASED ON THESE INTERVENTION BASED ON THESE DATA?DATA?
The Plan Design (Ethan)
Goal:Goal: When Ethan is given academic assignments during the school When Ethan is given academic assignments during the school day he will appropriately complete (e.g., complete the task with 70% day he will appropriately complete (e.g., complete the task with 70% accuracy or better) at least 50% of these assignments for 3 consecutive accuracy or better) at least 50% of these assignments for 3 consecutive days by February 28, 01.days by February 28, 01.
Antecedent Strategies
Modify task demands for written assignments.Modify task demands for written assignments. When possible offer choices between tasksWhen possible offer choices between tasks Offer extra support for new learning activities and preparation for Offer extra support for new learning activities and preparation for
difficult tasksdifficult tasks Provide and schedule of task demands for the day that he can check Provide and schedule of task demands for the day that he can check
off as he completes them, (e.g., a schedule board)off as he completes them, (e.g., a schedule board) Incorporate information about animals into instruction (an areas of Incorporate information about animals into instruction (an areas of
interest)interest)
Alternate preferred and nonpreferred tasks in his scheduleAlternate preferred and nonpreferred tasks in his schedule
Reinforcement Strategies Behavior specific praise with teacher training to increase the verbal Behavior specific praise with teacher training to increase the verbal
reinforcement ratio to 3-to-1 reinforcement for on-task behavior to reinforcement ratio to 3-to-1 reinforcement for on-task behavior to correction/reprimand or neutral statements.correction/reprimand or neutral statements.
A token reinforcement for each assignment completed to an acceptable A token reinforcement for each assignment completed to an acceptable level (70% accuracy).level (70% accuracy).
Token exchange for eliminate of an assignments. Specific time for Token exchange for eliminate of an assignments. Specific time for token exchange.token exchange.
A Daily and Weekly report sent home giving an evaluation of the A Daily and Weekly report sent home giving an evaluation of the school day based on goals achieved, (e.g., Super Day – completes 60 school day based on goals achieved, (e.g., Super Day – completes 60 % or more of his work, Acceptable Day – Completes at least 50% of % or more of his work, Acceptable Day – Completes at least 50% of his school work, Unacceptable Day – completes less than 50% of his his school work, Unacceptable Day – completes less than 50% of his school work).school work).
Ethan received a daily home reward for a Super Day and a Weekly Ethan received a daily home reward for a Super Day and a Weekly reward for a Super Week (4 out of 5 Super Days)reward for a Super Week (4 out of 5 Super Days)
Assignment Completion rate
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Baseline Intervention Baseline Return to Intervention
Does Ethan qualify for special education?Does Ethan qualify for special education?
Case Implications: Ethan Functional behavioral assessment indicated that much of Ethan’s Functional behavioral assessment indicated that much of Ethan’s
challenging behavior served the function of escape, avoid and/or challenging behavior served the function of escape, avoid and/or postponement of nonpreferred academic tasks, particularly those postponement of nonpreferred academic tasks, particularly those requiring writing.requiring writing.
Ethan’s behavior was effected by modeling of similar behavior by his Ethan’s behavior was effected by modeling of similar behavior by his older brother.older brother.
Ethan will engage in disruptive behavior to gain teacher and peer Ethan will engage in disruptive behavior to gain teacher and peer attention.attention.
FBA indicated that parent support and consequences were critical FBA indicated that parent support and consequences were critical factors at those times when Ethan did complete work.factors at those times when Ethan did complete work.
Juan moved from Colombia,to the U.S. in May of 1999. Juan moved from Colombia,to the U.S. in May of 1999. He was enrolled in school in September 1999. Due to his age He was enrolled in school in September 1999. Due to his age
(7 years) and English As A Second Language (ESL) status, he (7 years) and English As A Second Language (ESL) status, he was placed in first grade. was placed in first grade.
Anecdotal report indicated Juan had prior schooling in Anecdotal report indicated Juan had prior schooling in Columbia of unknown quality. Columbia of unknown quality.
He began first grade with poor English proficiency. He began first grade with poor English proficiency. ESL instruction intensively focused on learning the letters of ESL instruction intensively focused on learning the letters of
the alphabet, beginning counting and basic English vocabulary. the alphabet, beginning counting and basic English vocabulary. By May of 2000, he spoke in unprompted sentences in English By May of 2000, he spoke in unprompted sentences in English
and was generally using one to three words in a sentence when and was generally using one to three words in a sentence when speaking. speaking.
Background Information: Juan
Juan
Juan’s end of year first grade report card noted that due to Juan’s end of year first grade report card noted that due to his lack of English proficiency, he was not graded for his lack of English proficiency, he was not graded for Reading, Writing or content subjects. Reading, Writing or content subjects.
In Math, he was graded as “needing improvement” in most In Math, he was graded as “needing improvement” in most areas. He understood how to compute basic addition and areas. He understood how to compute basic addition and subtraction. subtraction.
Juan was at the beginning stage of writing words and Juan was at the beginning stage of writing words and learning how to make letters and space between words. learning how to make letters and space between words.
He was referred to the pre-referral team due to insufficient He was referred to the pre-referral team due to insufficient academic progress. He needed 1:1 assistance in all academic progress. He needed 1:1 assistance in all academic areas. Goals were developed for reading, writing academic areas. Goals were developed for reading, writing and math. Juan did not meet any of his reading and and math. Juan did not meet any of his reading and writing goals but achieved his math goal. writing goals but achieved his math goal.
Juan could consistently identify an average of 6 (5.5) from Juan could consistently identify an average of 6 (5.5) from the basic sight word being instructedthe basic sight word being instructed
Comparison peers could identify an average of 6 (6.2) of Comparison peers could identify an average of 6 (6.2) of these sight wordsthese sight words
3 comparison students were identified who have been in the 3 comparison students were identified who have been in the U.S. for about the same amount of time.U.S. for about the same amount of time.
Intellectual screening using nonverbal measures indicates Intellectual screening using nonverbal measures indicates Juan’s ability is in the Average range.Juan’s ability is in the Average range.
Similar screening of Comparison peers indicated average Similar screening of Comparison peers indicated average ability.ability.
Both Juan and comparisons had similar levels of math Both Juan and comparisons had similar levels of math proficiencyproficiency
Baseline Data: Juan
WHAT ASPECTS OF THE WHAT ASPECTS OF THE INSTRUCTIONAL ENVIRONMENT INSTRUCTIONAL ENVIRONMENT WOULD YOU ASSESS TO DETERMINE WOULD YOU ASSESS TO DETERMINE IF JUAN IS FAILING BECAUSE OF A IF JUAN IS FAILING BECAUSE OF A LACK OF INSTRUCTION?LACK OF INSTRUCTION?
Juan’s second grade classroom consisted of 21 students.Juan’s second grade classroom consisted of 21 students.
2 other students received ESL services.2 other students received ESL services.
Reading instruction included whole group instruction that Reading instruction included whole group instruction that was “literature based” and small group and individual one-was “literature based” and small group and individual one-on-one instruction to develop sight vocabulary recognition on-one instruction to develop sight vocabulary recognition using flash card, multisensory techniques and word games.using flash card, multisensory techniques and word games.
ESL instruction intensively focused on learning the letters of ESL instruction intensively focused on learning the letters of the alphabet, beginning counting and basic English the alphabet, beginning counting and basic English vocabulary.vocabulary.
Classroom Environment Assessment: Juan
Both Juan and comparisons were assessed at the end of each Both Juan and comparisons were assessed at the end of each week.week.
A baseline was established for Juan and comparison peersA baseline was established for Juan and comparison peers
Students were asked to identify words from the list of 30 Students were asked to identify words from the list of 30 basic sight words that were being instructed. basic sight words that were being instructed.
Number of words identified correctly were recorded and Number of words identified correctly were recorded and graphed. graphed.
Assessment Information: Juan
WHAT WOULD YOUR INTERVENTION WHAT WOULD YOUR INTERVENTION PLAN BE FOR JUAN?PLAN BE FOR JUAN?
Students received instruction on letter sounds in small group and one-to-Students received instruction on letter sounds in small group and one-to-one instructional arrangement.one instructional arrangement.
Drill sandwich intervention was used by using flashcards with a 20 to 80 Drill sandwich intervention was used by using flashcards with a 20 to 80 ratio of know to unknown words.ratio of know to unknown words.
Student engaged time for reading instruction was increased by 20%Student engaged time for reading instruction was increased by 20%
Letter sound instruction was provided via computer-based-instruction for Letter sound instruction was provided via computer-based-instruction for 12 minute per day.12 minute per day.
Various word games were used to develop automatic word recognition of Various word games were used to develop automatic word recognition of targeted sight words.targeted sight words.
Intervention Components: Juan
Juan and Peer comparisons
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DOES JUAN QUALIFY FOR SPECIAL DOES JUAN QUALIFY FOR SPECIAL EDUCATION?EDUCATION?
Juan’s response to intervention was significantly discrepant from the acquisition rate Juan’s response to intervention was significantly discrepant from the acquisition rate of 3 comparison peers who were match according to the approximate time in the U.S., of 3 comparison peers who were match according to the approximate time in the U.S., intellectual ability level and pre-intervention sight word reading level.intellectual ability level and pre-intervention sight word reading level.
Juan’s rate of progress in the Math curriculum was consistent with typical peers when Juan’s rate of progress in the Math curriculum was consistent with typical peers when he received accommodations for below grade level reading.he received accommodations for below grade level reading.
Because of Juan’s low reading achievement and limited English proficiency and the Because of Juan’s low reading achievement and limited English proficiency and the fact that quality of his previous instruction prior coming to the U.S. was unclear. A fact that quality of his previous instruction prior coming to the U.S. was unclear. A more true measure of his learning abilities may be his resistance to intervention.more true measure of his learning abilities may be his resistance to intervention.
A resistance to intervention model was used during pre-referral intervention as a A resistance to intervention model was used during pre-referral intervention as a method of ruling out lack of instruction as a contributing factor in Juan’s academic method of ruling out lack of instruction as a contributing factor in Juan’s academic struggles.struggles.
Juan’s resistance to intervention was used as the basis for referral to MDT evaluation Juan’s resistance to intervention was used as the basis for referral to MDT evaluation to consider his need for specially designed instruction. to consider his need for specially designed instruction.
Case Implications: Juan
Aaron is 8 years, 1 months and in second grade.Aaron is 8 years, 1 months and in second grade.
He experienced difficultly acquiring basic reading skills in first grade.He experienced difficultly acquiring basic reading skills in first grade.
He was tutored privately for10 weeks over the summer by his first grade teacher.He was tutored privately for10 weeks over the summer by his first grade teacher.
He was referred to the pre-referral intervention team in September of 2nd grade.He was referred to the pre-referral intervention team in September of 2nd grade.
CBA probes from the second grade reading material indicated Aaron read at a CBA probes from the second grade reading material indicated Aaron read at a median rate of 25 words correct per minute.median rate of 25 words correct per minute.
Second grade fall local norms indicate typical second grade students read at a median Second grade fall local norms indicate typical second grade students read at a median rate of 49 words correct per minute with this same material.rate of 49 words correct per minute with this same material.
CBA indicated a large discrepancy between Aaron’s fluency rate and that of his CBA indicated a large discrepancy between Aaron’s fluency rate and that of his second grade peers.second grade peers.
Background Information: Aaron
WHAT ASPECTS OF THE WHAT ASPECTS OF THE INSTRUCTIONAL ENVIRONMENT INSTRUCTIONAL ENVIRONMENT WOULD YOU ASSESS TO DETERMINE WOULD YOU ASSESS TO DETERMINE IF AARON IS FAILING BECAUSE OF A IF AARON IS FAILING BECAUSE OF A LACK OF INSTRUCTION?LACK OF INSTRUCTION?
Woodcock-Johnson III Test of Cognitive ability 106 AverageWoodcock-Johnson III Test of Cognitive ability 106 Average
Woodcock-Johnson III Tests of Achievement in ReadingWoodcock-Johnson III Tests of Achievement in Reading
Standardized Test Results: Aaron
Domain SS ClassificationBroad Reading 83 Low AverageBasic Reading Skills 92 AverageReading Comprehension 85 Low AveragePhoneme-GraphemeKnowledge
89 Low Average
Word Recognition 90 AverageReading Fluency 78 DeficientPassage Comprehension 88 Low AverageWord Attack 96 AverageReading Vocabulary 87 Low AverageSpelling Sounds 77 Deficient
Parent interview, teacher interview and student interview using the FAABParent interview, teacher interview and student interview using the FAAB Multiple classroom observations using the Eco-Behavior Observation MatrixMultiple classroom observations using the Eco-Behavior Observation Matrix Phonics surveyPhonics survey Trial teaching Trial teaching
Inconsistent home-school communicationInconsistent home-school communication Often compares himself to higher functioning siblingsOften compares himself to higher functioning siblings Parent assistance for reading results in conflictsParent assistance for reading results in conflicts Breaks in instruction, e.g., vacation result in lost skillsBreaks in instruction, e.g., vacation result in lost skills Gets teacher attention through avoidance or immature dependent behaviorGets teacher attention through avoidance or immature dependent behavior Excessively slow in respondingExcessively slow in responding Fails to give close attention to detailsFails to give close attention to details Avoids difficult tasksAvoids difficult tasks Limited instructional matchLimited instructional match Frequent amount of “down time” during instructionFrequent amount of “down time” during instruction Frequent vowel confusionsFrequent vowel confusions Reinforced by successful experiencesReinforced by successful experiences Student identified things that help him; being able to use a visual aid, talking to Student identified things that help him; being able to use a visual aid, talking to
himself when he daydreams, preview of words.himself when he daydreams, preview of words.
Assessment for Intervention Design: Aaron
Restructured class schedule to reduce “down time” and increase Restructured class schedule to reduce “down time” and increase opportunities to respond in reading instruction in small group. opportunities to respond in reading instruction in small group. Review of vowel decoding ruleReview of vowel decoding rule Explicit instruction in and opportunities to look carefully at spellings, Explicit instruction in and opportunities to look carefully at spellings, sounding out and blending words.sounding out and blending words. Repeated Readings to directly target reading fluency.Repeated Readings to directly target reading fluency. Goal setting, charting and public display of graphs.Goal setting, charting and public display of graphs..Tangible reinforcement for achieving goals.Tangible reinforcement for achieving goals.Brief family consultation regarding home reading activities, conflict .Brief family consultation regarding home reading activities, conflict management and sibling issues.management and sibling issues. Instruction in sight word recognition of difficult to decode wordsInstruction in sight word recognition of difficult to decode words Visual display of phonic rulesVisual display of phonic rules Teacher verbal reinforcement and attention for task effort while ignoring Teacher verbal reinforcement and attention for task effort while ignoring immature or dependent behaviorsimmature or dependent behaviors Brief structured activities provided for vacation periods.Brief structured activities provided for vacation periods.
Intervention Plan:Aaron
Aaron's Reading Fluency Data
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Does Aaron qualify for special education?