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Interventions and IEP Development

Today’s Agenda

�  Our Intervention Toolkits ¡  Intervention Programs vs. Intervention Activities ¡  Converting Found Activities to Intervention Activities ¡  Intervention Demo (Julia - Behavior: Social Awareness)

�  An Introduction to Common Intervention Programs ¡  Reading, Writing, & Math

�  Writing an Effective IEP ¡  Key Steps

�  Working on our Goal Writing ¡  Alignment to Common Core & Colorado Academic Standards ¡  Alignment to Research-based Interventions (Programs or Strategies)

�  Essential Questions & Tasks for Session 6 ¡  Case Study Practice

Learning Objectives

�  Become familiar with some widely used research-based intervention strategies and programs and begin to develop a philosophy about what works. (5a)

�  Add activities & programs to one's Intervention Toolkit. (5b) �  Demonstrate on understanding of the sequence and

requirements of the IEP process and its key sections. (5c) �  Use information from a case study to develop key sections of

the Colorado IEP: the Cover, Present Levels, Goals, and Accommodation/ Modification & service delivery pages. (5d)

A Little Business

�  Intervention Activities (from your peers) �  Set up TaskStream Account if… �  1.     You are a Graduate Special Ed Generalist and NOT a Graduate Special Ed Early Childhood student �  2.     You are an initial licensure student (you don’t have a teacher’s license)

Review From Session4

�  Task 13: Pretend that the first grade student in last sessions video (Let's call him Henry) is a 4th grader struggling with this same task. Using the blank goal sheet, write a measurable goal designed to move him from his present level to an appropriate grade level standard.

�  Work with a group of 2 or 3 to divide and conquer this task.

S E S S I O N 5

Know Your Interventions

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Your Thoughts

�  What is the difference between a research-based strategy or activity and a research-based program?

Activities vs. Programs for Reading Fluency

�  An Activity: ¡  Dolch Flash Cards ¡  The Magic Speed Drill

�  Programs ¡  Great Leaps ¡  Read Naturally

First Grade Dolch Sight Words from Learning Abilities Books www.learningbooks.net Return to List

after again

an any

as ask

try this magic speed drill

speed magic drill try this

magic drill try this speed

try magic speed drill this

speed try this magic drill

this speed magic drill try

magic drill try speed this

drill magic speed this try

speed this drill try magic

drill try this magic speed

Dear Family, We are practicing these sight words. Please practice this with your child at least 3

times each for the next 3 nights. Return this sheet to school on M T W Th F ;

___/___/ 0__ and he/she will read it again to see how his/her time has improved! Thank you for

your help!

cold read = _______ sec. on ___/___/ 0__ warm read = _______ sec. on ___/___/

Name___________________

Magic Speed Drill

� When high frequency words and phonetically regular words become automatic there is more working memory available which can be applied to comprehension tasks.

¡ Dolch Flash Card Drills (www.learningbooks.net) ¡ The Magic Speed Drill

Solutions for Oral Reading Fluency Deficits 10

Activity: New Word Drill

Practice high frequency words to work toward automaticity ¡  New words: because, friend, play ¡  Ongoing practice words: there, where, said ¡  Read the words ¡  Speed drill with key words

because friend play friend

play said there where

because friend because there

play there where because

Judi Dodson, Bridges to Literacy: Connecting Research to the Classroom

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Activity: Irregular Words Drill

the was have said you has have you the was you has the have you the said was the have you have said was the was the have you said

)

5-11 Judi Dodson, Bridges to Literacy: Connecting Research to the Classroom

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Activity: Patterned Word Drills

pane pan cape cap pane pan pale pal cape cap

pane pan pale pal cape cap pane pan pale pal

cop hot job rob bob cop hop hot cop bob rob hot job cop hop rob job cop hot bob

Judi Dodson, Bridges to Literacy: Connecting Research to the Classroom

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Great Leaps Read Naturally

If a piranha could speak, what wordswould it say? If you were in a boat with ahand in the water, you'd probably hear thefamiliar phrase: "Finger licking good!"This small fish bites off fingers the way arabbit chews carrots.

After seeing the movie Jaws, youprobably thought the great white shark wasthe most dangerous fish in the world. Don'tyou believe it! The little piranha, with itsrazor-sharp teeth and strong jaws, has killedmore human beings than any other fish.Piranha can smell blood and will attack anyinjured creature. They're fast and hungry

eaters too. In less than five minutes, aschool of piranha can pick a horse clean tothe bones.

Once a man was fishing in a SouthAmerican jungle river, the home of thepiranha fish. He fell from his canoe.Hanging to the side of the boat, hescreamed for help. Another canoe came tohis rescue. Although his hands were stillhanging on to the canoe, the man was dead.From his waist down, the piranha had leftonly a skeleton.

101109118120128135142150157164173181184

Piranha FishPiranha Fish

7182631404349566472808795

Review Key Wordsshark an ocean fish with many teeth that eats other fishskeleton the bones that make up a bodyhungry feeling the need for fooddangerous likely to cause harm

Write a Prediction

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Read the Story

Cold Timing Score: _______ Final Timing Score: _______

Copyright© 2001 READ NATURALLY 1 Level 5.0Piranha Fish

Story 1

1. Pick a story.

2. Read along to learn key words.

3. Write a prediction.

4. Do your cold timing.

5. Graph your score in blue.

6. Read along to learn the story.

7. Practice reading on your own.

8. Answer the questions.

9. Pass the story.

10. Graph your scores in red.

11. Write a retell, or practice word lists.

Read Naturally® Steps

Copyright © 2009

+ or

Intervention Activity

Julia - Behavior: Social Awareness R E A D I N G

P H O N I C S B O O S T / B L I T Z L A N G U A G E !

W R I T I N G

S T E P U P T O W R I T I N G

M A T H M A T H N A V I G A T O R

F A S T T M A T H

An Introduction to Common Intervention Programs

Intervention Program Resources

�  What Works Clearinghouse �  FCRR Reports �  Safe & Sound – Social Emotional Learning Guide

�  Best Evidence Encyclopedia

Phonics Boost

�  Watch a lesson segment

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Published Intervention Program

Published Intervention Program

Regis University • EDSP 668 Activity • Dove • May 2011

Name of Program:

Author:Publisher:Year Published: 2008

Domain(s): • READING •

Area(s) of Need • decoding/ word attack •Addressed: • reading accuracy •

• •

Brief Description of the Program:

•

Research Studies that Support this Program:

•

Teacher = $829.00 Per Student = $110PB Lesson Plan Books ($380), Teacher Phonics kit ($390) or Online Letter Tiles ($59 subscription)

PB Passages,PB work Books ($45), Student Phonics Kit ($65)

Highlights: •

•

•

•

•

Comments or Tips:

Source:

Phonics Boost™ (information as of June 2011)

If Phonics Boost classes are taught for 50–60 minutes, 5 days a week, all 80 lessons can be completed in approximately 20 weeks.

Really Great Reading

Phonics Boost is a set of 80 one hour lessons for students in grades 4–12 who have more significant decoding weaknesses, and is designed for small group instruction (maximum of 6 students). The lessons teach phonemic awareness, phonics concepts, word attack skills, and basic vocabulary and comprehension skills. Students’ accuracy, fluency, and comprehension improve when they acquire the skills taught and practiced in Phonics Boost. Students placed in Phonics Boost need a slower pace and more practice to improve accuracy and fluency.

Linda Farrell & Michael Hunter

RGR provides a "white paper" summarizing the reasearch behind the programs underpinnings. No specific research is providd on the program or its effectiveness.

Materials Needed and Cost:

Requires teacher participation in a training workshop.

Publisher: www.reallygreatreading.com

It is possible to have Phonics Boost class periods as short as 30 minutes a day or to hold classes as few as three days a week.

Has its own complimentary assessment (Diagnsotic Decoding Sruve/DDS) and Grouping Matrix for screening and offers additonal formats for progress monitoring.

Multi-sensory approach is fun and engaging for most students.

A complete lesson does not need to be taught in one class period. If a lesson is not complete when the class period ends, the next class begins where the lesson stopped during the previous class period.

LANGUAGE!

�  Sort It! Activity

Step Up To Writing

Other R-b Strategies

A L I G N E D T O S T A N D A R D S

A L I G N E D T O R E S E A R C H - B A S E D I N T E R V E N T I O N S

Working on Goal Writing

Steps to Creating a Standards Aligned IEP

1.  Consider the grade-level content standards for the grade in which the student is enrolled.

2.  Examine classroom and student data to determine where the student is functioning in relation to the grade-level standards.

3.  Develop the present level of academic achievement and functional performance.

4.  Develop SMART goals aligned with grade-level academic content standards.

5.  Assess and report the student’s progress throughout the year.

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Goals– Aligned to the CC Standards

Common Core State Standards (There’s an Ap for that)

� KCC2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

Goals Aligned With the New Common Core State Standards By Jerry Webster, About.com Guide

KCC2: Count forward beginning from a given number within the known sequence

�  When given a card with a number between 1 and 20 JOHNNY will count up 5 numbers from the number on the card, 8 out of 10 probes, three out of four consecutive trials. (Benchmarks would increase the numbers: 20 to 40, 40 to 60, etc.)

�  When given written sequences of numbers (i.e. 5, 6, 7, 8, 9) with five blanks and the command, "Finish writing the counting numbers, Johnny," JOHNNY will correctly write the numbers in the five blanks, 8 out of 10 probes (80%) in three out of four consecutive trials. (for students who can write but do not have speech.)

�  When given a sequence of numbers on cards placed in a pocket chart, and ten mixed cards with half in the sequence, and half out of the sequence, JOHNNY will correctly sequence 16 of 20 cards (over 4 probes) in three of four consecutive trials. (For students with poor writing and speech.)

Writing Goals Aligned to Standards

¡  Colorado Academic Standards

Colorado Academic S T A N D A R D S

MathematicsMathema� cs

Practice Goal Writing to Standards

SECTION 9: ANNUAL GOALS AND/OR OBJECTIVES 300.320(a)(2)(i)

For Students who are transition age, indicate what post-school area this will support: ! Education/Training !Employment !Independent Living Area of Need: Reading Decoding & Fluency Measurable Goal: 300.320(a)(2)(i) Given daily instruction in multi-sensory reading strategies, James will improve his word reading accuracy of 5th grade text to 115 words correct per minute (wcpm). Objective (if needed):

Unit of Measurement: 300.320(a)(3)(i) Words correct per minute (wcpm)

Related Standard/Expanded Benchmark/Access Skill: CAS 2: READING FOR ALL PUROSES, Concept & Skill 3: Knowledge of morphology and word relationships - Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. (CCSS: RF.5.3a)

Baseline Data Point: 102 wcpm (5th grade DIBELS ORF)

Evaluation Method: "Monitor and Chart Progress ! Focused Assessments ! Portfolio Collection ! Other:_____________________________ 300.320(a)(3)(i)

Progress Report (Describe how parents will be informed of the student’s progress toward goals and how frequently this will occur) 300.320(a)(3)(iii)

A copy of this annual goals page, with periodic progress updates, will be sent to parents once every three months of the school year between now and the next annual review.

Reporting Date: 11 / 15 / 2011 Reporting Date: 2 / 20 / 20112 Reporting Date: 05 / 15 / 2012 Reporting Date: 09 / 05 / 20112 Progress: ____ Supporting Data Point:

Progress: ____ Supporting Data Point:

Progress: ____ Supporting Data Point:

Progress: ____ Supporting Data Point:

Area of Need: Self awareness & management

Measurable Goal: 300.320(a)(2)(i) Provided with direct instruction and simulated practice in strategies to manage stress and motivate successful performance, James will identify and practice self-calming techniques as a way to de-escalate conflict-producing situations as measured by a proficient range score (77-88 points) on the Self-Management Skills (Part I, Section B) section of the district’s Social/Emotional Learning (SEL) Scoring Tool.!Objective (if needed):

Unit of Measurement: 300.320(a)(3)(i) Points on the SEL Scoring Tool

Related Standard/Expanded Benchmark/Access Skill: CAS 4. Prevention and Risk Management in Health, Concept & Skill 2: Demonstrate pro-social behaviors that reduce the likelihood of physical fighting, violence, and bullying – c. Demonstrate pro-social communication skills and strategies

Baseline Data Point: 49 points

Evaluation Method: " Monitor and Chart Progress ! Focused Assessments ! Portfolio Collection ! Other:____________________________ 300.320(a)(3)(i)

Reporting Date: 11 / 15 / 2011 Reporting Date: 2 / 20 / 20112 Reporting Date: 05 / 15 / 2012 Reporting Date: 09 / 05 / 20112 Progress: ____ Supporting Data Point:

Progress: ____ Supporting Data Point:

Progress: ____ Supporting Data Point:

Progress: ____ Supporting Data Point:

Goal Writing Template

�  When: By the end of the school year �  Condition: Following teacher-led prewriting activities   �  Who: Tommy

�  What Specific Skill: will compose a single paragraph that includes a well-written

topic sentence, supporting sentences, and a concluding sentence �  How Accurate, Fast, or Often: on four of five work samples �  How Measured:

as measured by a proficient score (15-20) on the sentence construction elements of the 5th grade writing rubric.

Conditions

�  Given concrete materials during initial instruction,… �  With the use of C-R-A methods of instruction,… �  When provided with structured worksheets to aid in

algorithm completion, … �  During recess,… �  When transitioning between activities,… �  Using a voice output communication device,…

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Improve That 5th Grade Math Goal

Pick one: �  Debra will accurately add, subtract, multiply, and divide

decimals to hundredths as measured by a proficient math score on her end-of-the-year CSAP in math.

�  Given peer support, Joey will improve his ability to add

and subtract fractions with unlike denominators. �  Curtis will demonstrate his understanding of place value

by correctly reading numbers that contain decimal points in 7 out of 10 trials.

When Using CAS seems contrived

�  Focus on end of the year growth �  Scaffold to meet grade-level access �  Write steps toward the higher level application �  Use Expanded Benchmarks

Reaching higher as safely as possible List of Tasks for Session 5

�  Task Thirteen: Writing a Standards-Based Goal ¡  Henry’s 4th grade Math Goal

�  Task Fourteen: Published Intervention Programs ¡  Template for Published Program

�  Task Fifteen: Case Study Practice ¡  Middle School Behavior issue (David Tower)

Essential Questions for S5

�  Q5a:. If asked by your principal what you could do to raise the achievement of special education students, what would you say or suggest?  

  �  Q5b: After taking a peek at the five resource guides listed below, which do you find most helpful in

locating effective programs and/ or activities?  What do you like about it? Are there any you find useful enough to use again as a teacher? ¡  What Works Clearinghouse ¡  FCRR Reports Ratings for Reading programs ¡  Best Evidence Encyclopedia ¡  2013 CASEL Guide - Effective Social and Emotional Learning Programs (

Ratings for Elementary Programs) ¡  The National Autism Program's National Standards Project: Findings &

�  Q5c: On which steps of required IEP process have you received an education (either from classes,

observations, or on-the-job training)? Regis' Special Education Teacher Ed program is working to make sure that each is explicitly covered during your coursework and would like your help in establishing our baseline. Using the form linked on the wiki, please check those tasks/ skills you have covered so far, rate your level of proficiency or introduction, and provide or information in the column on the right about where or how you learned the skill.

(I will add a Task-like assignment for this in TurnItIn.com)

�  Q5d: After reading the tips for identifying goals, read the case study linked on the wiki for student David Tower. What do you see as David's needs? Which can be met through classroom accommodations and which will require specialized instruction? Of those that will require specialized instruction, which are most crucial to his long-term academic success?

BREAK

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David Tower Case Study Time