TEACHING STRATEGY: Revising & Editing l Miss Rae's Room
I seriously dread when I see those little clips move to the revising step of the Writing Process....aaaaahhhh!!! Because let's be honest. We all know what happens next. Maybe students re-read their writing - maybe not. Maybe they do some things...cross out a word, add a word... But they don't really revise, do they? AND then, what do they do? They move their clip to the editing step and then, almost immediately to the final draft! 
TEACHING STRATEGY: Revising & Editing l Miss Rae's Room
So how do we teach revising and editing skills to mastery? How do we assess student independent application of the skills? And after they become master revisors and editors, how do we hold them accountable for usage? We use MULTI-SENSORY checklists! 
TEACHING STRATEGY: Revising & Editing l Miss Rae's Room
Editing and revising checklists help students... -evaluate specific features of their writing and academic learning -increase self-awareness of writing conventions -keep the pen in the writer’s hand Visuals and mnemonic devices support... -multi-sensory needs which... --help commit learning to memory!!! 
TEACHING STRATEGY: Revising & Editing l Miss Rae's Room
So get checking!! ~By Miss Rae 
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TEACHING STRATEGY: Readers Who Read Significantly Below Grade Level l Miss Rae's Room
Some of our students are reading over two years below grade level! This is not only shocking, but can also seem like a daunting task! So how do we ever get these students to grade level? 
TEACHING STRATEGY: Readers Who Read Significantly Below Grade Level l Miss Rae's Room
We have to create comprehensive guided reading lesson plans. First, assess your students. Determine their lagging skills. Students usually fall into two categories for what is holding them back in reading. The first group are those that struggle with decoding (sounding words out). The second are the students who are unable to summarize, retell, or answer questions about a text. This is the comprehension group. If your students are struggling with decoding, use a phonics skill lesson plan for short targeted practice. If your students are struggling with comprehension, use a comprehension skill and strategy lesson alongside your guided reading lesson. If students are lagging in both areas, use a daily or weekly integrated plan to target both areas simultaneously. Students who are typically reading significantly below grade level require an integrated approach to reading, targeting both areas: phonics and comprehension. Comprehensive guided reading lesson plans should incorporate: -extensive teacher-student interaction, -multisensory learning methods, -all components of reading: decoding (single word accuracy/automaticity), comprehension, vocabulary, sight word, fluency, plus + encoding, -special emphasis upon mastery of foundational reading skills and... -independent application of comprehension strategies to help ALL students access the general education curriculum! Check out some Comprehensive guided reading lesson plans! 
TEACHING STRATEGY: Readers Who Read Significantly Below Grade Level l Miss Rae's Room
Related Blog Posts...
Online Graduate Level Professional Development Courses l Teaching Special Education Reading l The Learning Tree Professional Development Network, LLC l www.TLTPDN.com
b/d Reversal Solutions
There’s at least one student each year who reverses his/her b’s and d’s or just writes uppercase B’s and D’s (well, because that was an easier strategy to learn).
Should teachers be concerned? Are reversals a sign of dyslexia? Reversing letters is common until around age 7. Here are some tricks to reverse reversals… 1. Have students fist pump themselves with their palms facing towards them. Stick their thumbs up and you have a b/d (this is a great indiscreet trick for older students too) 2. Draw a bed with the letters b and d - bd - draw a stick finger person laying down whose head lays down on the b 3. Draw a bat and ball to create a b and a drum with a drum stick for a d 4. Make an uppercase B and then, erase it's top b 5. Practice visual tracking with activities like the one in the image 
b/d Reversal Solutions
Practice, practice, practice! But if there is no progress after all of that practice, then, a teacher should be concerned.
If dyslexia is the reason for the letter reversals, teachers may also note that students struggle with letter and number sequencing. And a word of caution... there is no evidence to suggest letter reversals are more common among dyslexic children, compared to same-aged peers learning how to read and write; however, it is more so that most children grow out of letter reversals, whereas students with dyslexia may be slower to. AND don't forget to rule out a visual processing disorder. By Miss Rae 
Progress Monitoring Special Education Students l How to Track IEP Data l Miss Rae's Room
The most important component of special education - next to the students - is the data!
Data is a special educator's lifeline. We employ data for eligibility determinations. We use it to monitor progress toward a student's IEP goals. We use it to set goals for students, determine extended year programming, report at meetings, and qualify our statements in meetings and on special education documents. We need the data to justify the TEAM's decision about a student's plan. We know the importance of data. The hard part is tracking it! Here's how I do it? 
How to Track IEP Data l Special Education Progress Monitoring l Miss Rae's Room
FIRST
I review at my students’ IEP goals and objectives. During this process, I pair each objective with an assessment. For example, if a student has a sight word reading goal using the Fry Word List, I pull out the Fry Word List. When I’m finished pairing assessments, I set a schedule for each probe. I typically begin the year with a full battery of assessments to obtain a baseline for a student’s goals and objectives. Some objectives are then tested weekly. For example, I will complete a weekly running record on a student’s reading. Other objectives I may assess monthly. This may be a student’s writing objective regarding a narrative piece of writing. As a result, I will plan to have a completed narrative writing piece once per month. I put this schedule into my Google Calendar and check this step off of my To Do List! THEN I organize my students’ goals and objectives along with the assessments I have chosen for each on tracking forms. All forms contain a student’s name, goal(s), and objectives. The forms, then, vary by the assessment schedule. For example, some goals and/or objectives may need a spot for weekly tracking while others may need a monthly. When a student is assessed, I record the score (AKA the data) directly onto the form along with the date. This keeps my data all on one form that I can pull out on the spot when it is needed. So, if a parent states “Ben says he completes all of his work, but you lose it,” you can pull out your trusty form with evidence that Ben has completed 30 percent of his assignments in the last month. Or when it’s time to write Special Education progress reports, you don’t have to dread it. The data is at your fingertips. 
The tool I use for this is my IEP Data Collection Progress Monitoring Forms and Cards for this.
You can grab my IEP Data Collection Progress Monitoring Forms and Cards from Miss Rae’s Room Teachers Pay Teachers Store HERE! If you need to track behavioral data, check out my BEHAVIOR Data Tracking Forms & Points Sheets! 
Next
I break out the three-hole punch and get wild! I keep all of my tracking forms in a binder (because I grew up in the 80s, okay?!). When my caseload is on the small side, it makes my life easier to organize my binder sections by student. In this way, when I need my data for a particular student, I can quickly find it, and I don’t have to flip from section to section when I am writing reports. However, as caseloads sometimes grow over the years, it has become more efficient to have the sections organized by assessments. So when my Google Calendar alerts me that I need to test math fact fluency, I can quickly flip to the section containing the sight word assessments and tracking forms for that probe. I also keep reference sheets in my binder for easy access. For example, I always keep a reference page that correlates reading levels from Fountas and Pinnell to Reading A-Z to lexile levels. Click
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IEP Data Collectiong Progress Monitoring Forms l Miss Rae's Room l Special Education Center
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IEP Data Collectiong Progress Monitoring Forms l Miss Rae's Room l Special Education Center
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Progress monitoring data (evidence) is what you will need to complete the IEP and support assertions towards current performance. So, if you state that a student is able to read 200 high frequency words, your progress monitoring data should support this statement. Student work samples can also support evidence.
Be confident in how you present yourself! You can confidently make statements because the data has your back.
Now, you are ready! Here’s what you will need to bring with you:
- IEP Binder
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Documentation of Student Progress
- IEP Goal Tracker(s)
- Progress Reports
- Report Cards
- Testing Reports
- Progress Monitoring Data
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Performance Logs
- Behavioral
- Social Emotional
- Academic
- Student Work Samples (illustrating progress)
- Attendance Records
- Accommodation Logs
- Home/School Communication Log
- Current IEP
- Draft IEP
- List of Questions
- Notepad/Laptop for Notes
- Water
- A Collaborative Mindset!
And remember…
You are qualified to do this job! You are a great teacher! You have the data to support you!
Breathe. You got this.
~ By Miss Rae
Preparing for IEP Meetings l Miss Rae's Room l Special Education Center
Online Graduate Level Professional Development Courses l Teaching Special Education Reading l The Learning Tree Professional Development Network, LLC l www.TLTPDN.com
Sped Tech When You Have No Tech l Miss Rae's Room
The world is changing because of technology. It’s our job as educators to ensure that in the future, our students will be able to change the world with technology.
21st century learners are different than learners before them. Technology isn’t just a tool; rather, it’s a function of necessity.
And today, more than ever before, technology can be a function of necessity for our Special Education students.
So what happens when our schools do not have technology?
We go back to the basics!
First we need to connect to these curious learners in our classrooms. We must be just as captivating as the video games and the cell phones filled with responsive apps, connecting them to millions of constant forms of entertainment!
Engaging our students is the only way to get our students to learn. However, it isn't just technology that helps us captivate the attention of these modern-day learners. 21st Century learners need to be problem solvers. In order to solve problems, one must be able to analyze a problem and execute a rational plan for solution.
While all of these steps hit Bloom's taxonomy AND meet the requirements for engaged learners, none of them NEED technology.
Instead, let’s use our brains (AKA old school computers).
First, let’s boot those brains up!
The strategy of Mind Mapping is a visual form of thinking. They are a nonverbal tool for communication of ideas and thought processes. Additionally, Mind Maps can be used as a note-taking strategy and study tool.
All you need are markers, chart paper or a whiteboard and post-it notes! (You know you’re a teacher when more than one strategy includes post-it notes!)
21st century learners are different than learners before them. Technology isn’t just a tool; rather, it’s a function of necessity.
And today, more than ever before, technology can be a function of necessity for our Special Education students.
So what happens when our schools do not have technology?
We go back to the basics!
First we need to connect to these curious learners in our classrooms. We must be just as captivating as the video games and the cell phones filled with responsive apps, connecting them to millions of constant forms of entertainment!
Engaging our students is the only way to get our students to learn. However, it isn't just technology that helps us captivate the attention of these modern-day learners. 21st Century learners need to be problem solvers. In order to solve problems, one must be able to analyze a problem and execute a rational plan for solution.
While all of these steps hit Bloom's taxonomy AND meet the requirements for engaged learners, none of them NEED technology.
Instead, let’s use our brains (AKA old school computers).
First, let’s boot those brains up!
The strategy of Mind Mapping is a visual form of thinking. They are a nonverbal tool for communication of ideas and thought processes. Additionally, Mind Maps can be used as a note-taking strategy and study tool.
All you need are markers, chart paper or a whiteboard and post-it notes! (You know you’re a teacher when more than one strategy includes post-it notes!)
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Start with a central idea or main concept (i.e. frogs). Write this on chart paper or the whiteboard. Next, create branches from the main idea of sub-topics or single words that relate to the central idea.
Tip: Use different colors to differentiate each sub-topic.
Then, draw sub-branches, stemming from the main branches. These should contain words that elaborate on the topic of the branch from which it stems.
Tip: Including visual depictions of the words helps differentiate for visual learners.
Challenge your students by having them create their own mind maps on topics. Students can mind map individually or in groups. Have students compare and contrast mind maps or add to mind maps using - you guessed it - post it notes!
The strategy of Mind Mapping enables students to recall ideas, build connections between concepts, and thus, enhance comprehension.
Tip: Use different colors to differentiate each sub-topic.
Then, draw sub-branches, stemming from the main branches. These should contain words that elaborate on the topic of the branch from which it stems.
Tip: Including visual depictions of the words helps differentiate for visual learners.
Challenge your students by having them create their own mind maps on topics. Students can mind map individually or in groups. Have students compare and contrast mind maps or add to mind maps using - you guessed it - post it notes!
The strategy of Mind Mapping enables students to recall ideas, build connections between concepts, and thus, enhance comprehension.
Sped Tech When You Have No Tech l Miss Rae's Room
Next, present curriculum as a problem to solve!
The Brainstorming Challenge Strategy does just this.
All you need is a pair of dice and some way to write answers down (i.e. paper and pen, whiteboard and dry erase marker).
Begin by providing groups of students with a challenge. This can be a case study, a question, or a problem. Groups should, then, roll the pair of dice. Whatever number the group rolls, they need to produce that number of answers to the challenge. So, if a group rolls a 6, they need to generate 6 different possible solutions to the challenge.
Challenge your students to review all of their ideas, choosing only their 2 best answers. Ask them to justify their decision of the top 2.
This strategy enables students to analyze a problem from varying points of view.
Tip: This strategy can also lead to a Social Emotional Learning discussion on choices, group cooperation, and more!
Now, let’s assess these strategies!
The only materials needed for the Muddiest Point Strategy are index cards or post-its (and who doesn’t love using post-it notes?!).
After a lesson, ask students to write questions that they still have about the focus of the lesson. Next, have students work in groups analyze the questions based upon a set of criteria. For example, groups may look for patterns or categories in questions, recurrent themes, or outliers.
After students sort the cards, challenge the groups to find the answers OR answer as a whole group. The questions can also be employed for future mini-lessons and educator lesson reflection.
The Muddiest Point Strategy has students summarizing, sorting, analyzing, evaluating, and identifying for connections and themes, all of which are higher level Bloom’s Taxonomy skills.
And while your administrators hopefully continue to fight for our students' technology needs, Donorschoose.org is a great site to obtain donations for your classroom to increase technology in the meantime.
~By Miss Rae
The Brainstorming Challenge Strategy does just this.
All you need is a pair of dice and some way to write answers down (i.e. paper and pen, whiteboard and dry erase marker).
Begin by providing groups of students with a challenge. This can be a case study, a question, or a problem. Groups should, then, roll the pair of dice. Whatever number the group rolls, they need to produce that number of answers to the challenge. So, if a group rolls a 6, they need to generate 6 different possible solutions to the challenge.
Challenge your students to review all of their ideas, choosing only their 2 best answers. Ask them to justify their decision of the top 2.
This strategy enables students to analyze a problem from varying points of view.
Tip: This strategy can also lead to a Social Emotional Learning discussion on choices, group cooperation, and more!
Now, let’s assess these strategies!
The only materials needed for the Muddiest Point Strategy are index cards or post-its (and who doesn’t love using post-it notes?!).
After a lesson, ask students to write questions that they still have about the focus of the lesson. Next, have students work in groups analyze the questions based upon a set of criteria. For example, groups may look for patterns or categories in questions, recurrent themes, or outliers.
After students sort the cards, challenge the groups to find the answers OR answer as a whole group. The questions can also be employed for future mini-lessons and educator lesson reflection.
The Muddiest Point Strategy has students summarizing, sorting, analyzing, evaluating, and identifying for connections and themes, all of which are higher level Bloom’s Taxonomy skills.
And while your administrators hopefully continue to fight for our students' technology needs, Donorschoose.org is a great site to obtain donations for your classroom to increase technology in the meantime.
~By Miss Rae
We all dread it. Special education teachers groan and mumble that they have to go do it as they procrastinate by chatting with a fellow educator. It feels monotonous and overwhelming.
IEP goal writing does not have to be stressful though. It’s actually quite simple once you get the hang of it - oh, and you obviously have the ever-important, all-knowing data!
Just use this quick and easy formula to generate a SMART IEP goal!
SMART = Specific Measurable Achievable Reasonable (Realistic) Timeframe
IEP goal writing does not have to be stressful though. It’s actually quite simple once you get the hang of it - oh, and you obviously have the ever-important, all-knowing data!
Just use this quick and easy formula to generate a SMART IEP goal!
SMART = Specific Measurable Achievable Reasonable (Realistic) Timeframe
Step One: In what timeframe, will the student achieve this goal?
By the end of the IEP cycle is typically the answer to this question. So if the IEP start date is going to be 4/1/2040, then, the goal can be set to be achieved by 4/1/2041.
EXAMPLE:
By the end of the IEP cycle, ...
Step Two: What will the student be able to achieve in the set timeframe?
First, think BIG, and then, narrow it down to the specific skill that is required!
Start with the qualifying disability.
How is the disability impacting the student’s ability to access the general education curriculum?
What standards or skills are required? Look at the student’s current abilities. What are the steps needed to achieve the grade level standards? What are the lagging skills needed to achieve the grade level standards? This will be your goal!
Let’s say Sam is reading at a level L according to the Fountas and Pinnell Benchmark Assessment System. This is equivalent to a 2.7/2.8 grade level. Sam’s grade level is 3.5.
In order to get Sam closer to grade level, he will receive specialized instruction of lagging skills and strategies, increasing his ability to independently access the general education curriculum. Skill and strategy instruction will be required for Sam to close the achievement gap AND learn how to function independently and successfully with his disability.
Such specialized instruction aids in increasing the time required to get Sam closer to grade level. Therefore, in one year’s time frame, when the IEP team reconvenes to assess Sam’s annual progress, Sam should have been able to make one year’s growth in reading; thus, rendering his reading level to be at a level P. Level P has a grade level equivalent to a 3.8-4.1. When Sam’s annual review occurs, he will be at a 4.5 grade level. If he is able to achieve his goal of a level P, he will have closed the academic gap that much more, getting him much closer to grade level.
EXAMPLE:
By the end of the IEP cycle, Sam will be able to read at a level P according to the Fountas and Pinnell Benchmark Assessment System … (I will give the example, later in this blog, that does not list a specific program)
Step Three: In what context or setting will the skill be measured?
Will Sam participate in a small group? Will he be provided staff support in the general education classroom?
EXAMPLE:
By the end of the IEP cycle, Sam will be able to read at a level P according to the Fountas and Pinnell Benchmark Assessment System during small group instruction …
Step Four: How will progress toward the goal be measured?
What curriculum-based measures will you utilize to assess progress towards the goals?
This is one of the many reasons why progress monitoring is SO important. With continual progress monitoring, educators are able to pinpoint areas of weakness that are hindering progress towards goals. Once lagging skills have been identified, instruction can be provided to target those skills. With continued progress monitoring, it is the hope that each lagging skill will become an independently applied skill, and with each gained skill, a student will be one step closer to his/her goal.
EXAMPLE:
By the end of the IEP cycle, Sam will be able to read at a level P according to the Fountas and Pinnell Benchmark Assessment System during small group instruction as measured by running records …
Step Five: What accuracy toward the goal will be needed to demonstrate mastery?
Refer to the student’s current progress. For instance, when I am progress monitoring Sam, what percentage of accuracy would demonstrate mastery of a reading level on a running record? Typically, instructional reading levels are assessed at 90-94 percent accuracy.
EXAMPLE:
By the end of the IEP cycle, Sam will be able to read at a level P according to the Fountas and Pinnell Benchmark Assessment System during small group instruction as measured by running records with 90 percent accuracy in 3 out of 5 trials …
Step Six: What supports (if any) does the student need to achieve this goal?
What supports will the student need to transition to independently accessing the general education grade level curriculum? Does the student need a graphic organizer? Adult support? Cues?
EXAMPLE:
By the end of the IEP cycle, Sam will be able to read at a level P according to the Fountas and Pinnell Benchmark Assessment System during small group instruction as measured by teacher-conducted running records with 90 percent accuracy in 3 out of 5 trials with direct given direct instruction using a systematic and scientifically based reading instruction program.
EXAMPLE WITHOUT A SPECIALIZED PROGRAM CITATION:
By the end of the IEP cycle, Sam will be able to demonstrate accurate knowledge of reading skills showing one year's growth (2.7/2.8 grade level to a 3.8/4.1 grade level) during small group instruction as measured by teacher-conducted running records with 90 percent accuracy in 3 out of 5 trials with direct given direct instruction using a systematic and scientifically based reading instruction program.
By the end of the IEP cycle is typically the answer to this question. So if the IEP start date is going to be 4/1/2040, then, the goal can be set to be achieved by 4/1/2041.
EXAMPLE:
By the end of the IEP cycle, ...
Step Two: What will the student be able to achieve in the set timeframe?
First, think BIG, and then, narrow it down to the specific skill that is required!
Start with the qualifying disability.
How is the disability impacting the student’s ability to access the general education curriculum?
What standards or skills are required? Look at the student’s current abilities. What are the steps needed to achieve the grade level standards? What are the lagging skills needed to achieve the grade level standards? This will be your goal!
Let’s say Sam is reading at a level L according to the Fountas and Pinnell Benchmark Assessment System. This is equivalent to a 2.7/2.8 grade level. Sam’s grade level is 3.5.
In order to get Sam closer to grade level, he will receive specialized instruction of lagging skills and strategies, increasing his ability to independently access the general education curriculum. Skill and strategy instruction will be required for Sam to close the achievement gap AND learn how to function independently and successfully with his disability.
Such specialized instruction aids in increasing the time required to get Sam closer to grade level. Therefore, in one year’s time frame, when the IEP team reconvenes to assess Sam’s annual progress, Sam should have been able to make one year’s growth in reading; thus, rendering his reading level to be at a level P. Level P has a grade level equivalent to a 3.8-4.1. When Sam’s annual review occurs, he will be at a 4.5 grade level. If he is able to achieve his goal of a level P, he will have closed the academic gap that much more, getting him much closer to grade level.
EXAMPLE:
By the end of the IEP cycle, Sam will be able to read at a level P according to the Fountas and Pinnell Benchmark Assessment System … (I will give the example, later in this blog, that does not list a specific program)
Step Three: In what context or setting will the skill be measured?
Will Sam participate in a small group? Will he be provided staff support in the general education classroom?
EXAMPLE:
By the end of the IEP cycle, Sam will be able to read at a level P according to the Fountas and Pinnell Benchmark Assessment System during small group instruction …
Step Four: How will progress toward the goal be measured?
What curriculum-based measures will you utilize to assess progress towards the goals?
This is one of the many reasons why progress monitoring is SO important. With continual progress monitoring, educators are able to pinpoint areas of weakness that are hindering progress towards goals. Once lagging skills have been identified, instruction can be provided to target those skills. With continued progress monitoring, it is the hope that each lagging skill will become an independently applied skill, and with each gained skill, a student will be one step closer to his/her goal.
EXAMPLE:
By the end of the IEP cycle, Sam will be able to read at a level P according to the Fountas and Pinnell Benchmark Assessment System during small group instruction as measured by running records …
Step Five: What accuracy toward the goal will be needed to demonstrate mastery?
Refer to the student’s current progress. For instance, when I am progress monitoring Sam, what percentage of accuracy would demonstrate mastery of a reading level on a running record? Typically, instructional reading levels are assessed at 90-94 percent accuracy.
EXAMPLE:
By the end of the IEP cycle, Sam will be able to read at a level P according to the Fountas and Pinnell Benchmark Assessment System during small group instruction as measured by running records with 90 percent accuracy in 3 out of 5 trials …
Step Six: What supports (if any) does the student need to achieve this goal?
What supports will the student need to transition to independently accessing the general education grade level curriculum? Does the student need a graphic organizer? Adult support? Cues?
EXAMPLE:
By the end of the IEP cycle, Sam will be able to read at a level P according to the Fountas and Pinnell Benchmark Assessment System during small group instruction as measured by teacher-conducted running records with 90 percent accuracy in 3 out of 5 trials with direct given direct instruction using a systematic and scientifically based reading instruction program.
EXAMPLE WITHOUT A SPECIALIZED PROGRAM CITATION:
By the end of the IEP cycle, Sam will be able to demonstrate accurate knowledge of reading skills showing one year's growth (2.7/2.8 grade level to a 3.8/4.1 grade level) during small group instruction as measured by teacher-conducted running records with 90 percent accuracy in 3 out of 5 trials with direct given direct instruction using a systematic and scientifically based reading instruction program.
Objectives!
Think of the objectives as the stepping stones needed to achieve the goal!
What specific skills are required for the student to achieve the goal?
When writing objectives, you can employ the same formula!
Begin by analyzing the current performance.
For example, in Sam’s case, I would analyze his most recent running records. Through such an investigation, I am able to determine that comprehension is a strength while decoding long vowel and multisyllabic words and reading sight words were areas of weaknesses.
Step One: In what timeframe, will the student achieve this goal?
Step Two: What will the student be able to achieve in the set timeframe?
Step Three: In what context or setting will the skill be measured?
Step Four: How will progress toward the goal be measured?
Step Five: What accuracy toward the goal will be needed to demonstrate mastery?
Step Six: What supports (if any) does the student need to achieve this goal?
Decoding: Given 15 words in isolation at his instructional reading level, Sam will correctly and independently decode 80 percent of the words by the end of the IEP cycle.
Decoding: Given 15 words within the context of sentence level reading at his instructional reading level, Sam will correctly and independently decode 80 percent of the words accurately by the end of the IEP cycle.
Sight Words: Sam will be able to accurately and independently read 300 out of the first 400 sight words with 100 percent accuracy by the end of the IEP cycle.
Tah Dah! And there you have it! A SMART goal with SMART objectives that were a cinch to write!
Goal:
By the end of the IEP cycle, Sam will be able to read at a level P according to the Fountas and Pinnell Benchmark Assessment System during small group instruction as measured by teacher-conducted running records with 90 percent accuracy in 3 out of 5 trials with direct given direct instruction using a systematic and scientifically based reading instruction program.
EXAMPLE WITHOUT A SPECIALIZED PROGRAM CITATION:
By the end of the IEP cycle, Sam will be able to demonstrate accurate knowledge of reading skills showing one year's growth (2.7/2.8 grade level to a 3.8/4.1 grade level) during small group instruction as measured by teacher-conducted running records with 90 percent accuracy in 3 out of 5 trials with direct given direct instruction using a systematic and scientifically based reading instruction program.
Objectives:
Decoding: Given 15 words in isolation at his instructional reading level, Sam will correctly and independently decode 80 percent of the words by the end of the IEP cycle.
Decoding: Given 15 words within the context of sentence level reading at his instructional reading level, Sam will correctly and independently decode 80 percent of the words accurately by the end of the IEP cycle.
Sight Words: Sam will be able to accurately and independently read 300 out of the first 400 sight words with 100 percent accuracy by the end of the IEP cycle.
IEP are essentially roadmaps for students that should lead towards independence. The goals should provide the direction towards a state of independence!
~ By Miss Rae
Think of the objectives as the stepping stones needed to achieve the goal!
What specific skills are required for the student to achieve the goal?
When writing objectives, you can employ the same formula!
Begin by analyzing the current performance.
For example, in Sam’s case, I would analyze his most recent running records. Through such an investigation, I am able to determine that comprehension is a strength while decoding long vowel and multisyllabic words and reading sight words were areas of weaknesses.
Step One: In what timeframe, will the student achieve this goal?
Step Two: What will the student be able to achieve in the set timeframe?
Step Three: In what context or setting will the skill be measured?
Step Four: How will progress toward the goal be measured?
Step Five: What accuracy toward the goal will be needed to demonstrate mastery?
Step Six: What supports (if any) does the student need to achieve this goal?
Decoding: Given 15 words in isolation at his instructional reading level, Sam will correctly and independently decode 80 percent of the words by the end of the IEP cycle.
Decoding: Given 15 words within the context of sentence level reading at his instructional reading level, Sam will correctly and independently decode 80 percent of the words accurately by the end of the IEP cycle.
Sight Words: Sam will be able to accurately and independently read 300 out of the first 400 sight words with 100 percent accuracy by the end of the IEP cycle.
Tah Dah! And there you have it! A SMART goal with SMART objectives that were a cinch to write!
Goal:
By the end of the IEP cycle, Sam will be able to read at a level P according to the Fountas and Pinnell Benchmark Assessment System during small group instruction as measured by teacher-conducted running records with 90 percent accuracy in 3 out of 5 trials with direct given direct instruction using a systematic and scientifically based reading instruction program.
EXAMPLE WITHOUT A SPECIALIZED PROGRAM CITATION:
By the end of the IEP cycle, Sam will be able to demonstrate accurate knowledge of reading skills showing one year's growth (2.7/2.8 grade level to a 3.8/4.1 grade level) during small group instruction as measured by teacher-conducted running records with 90 percent accuracy in 3 out of 5 trials with direct given direct instruction using a systematic and scientifically based reading instruction program.
Objectives:
Decoding: Given 15 words in isolation at his instructional reading level, Sam will correctly and independently decode 80 percent of the words by the end of the IEP cycle.
Decoding: Given 15 words within the context of sentence level reading at his instructional reading level, Sam will correctly and independently decode 80 percent of the words accurately by the end of the IEP cycle.
Sight Words: Sam will be able to accurately and independently read 300 out of the first 400 sight words with 100 percent accuracy by the end of the IEP cycle.
IEP are essentially roadmaps for students that should lead towards independence. The goals should provide the direction towards a state of independence!
~ By Miss Rae
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How do you know if a student has a Learning Disability? l Miss Rae's Room
A learning disability does NOT mean a student can’t learn. And it does not mean that a student will not be successful in life.
A learning disability is a neurologically-based processing problem - which is just a fancy way of saying a student learns differently.
While we can all identify our struggling learners, how do we know if a student has a learning disability?
A learning disability is a neurologically-based processing problem - which is just a fancy way of saying a student learns differently.
While we can all identify our struggling learners, how do we know if a student has a learning disability?
THE DISCREPANCY MODEL
One way to determine if a student has a specific learning disability is to utilize THE DISCREPANCY MODEL. This is the old school method, but as of today, it still holds true.
Here’s how it works!
A SEVERE discrepancy must exist between ability and achievement. In other words, a severe discrepancy between cognitive development usually measured by some IQ test such as the WISC and academic achievement testing using something like the WIAT-III, Woodcock Johnson, or KTEA, MUST be present when using the discrepancy model.
But what constitutes a “SEVERE” discrepancy?
Typically, a good rule of thumb is to use a -1.5 standard deviation as your definition of severe.
A student scoring within the first or second standard deviation above average in IQ (i.e. 118) and achieving low to below average in academic areas (standard score of 84) would be considered to have a severe discrepancy.
A student’s IQ MUST fall into the average or above range in order to qualify for special education services under a specific learning disability. A discrepancy would be noted if the academic percentiles or stanines fell into the below average ranges.
If there is a significant discrepancy between a students IQ and a student’s achievement/academic testing scores, it indicates the presence of a learning disability. The area of the discrepancy indicates the area of the learning disability.
For example, if a student’s IQ is 90, and his/her Reading achievement tests’ standardized scores fell at 75 or under, it can be concluded that a disability in reading is present.
However, if a student’s IQ is 85, which is low average, and all of his/her academic testing is right around the low average range, they are not learning disabled. Rather, they are functioning at his/her cognitive level.
Here are some more examples:
IQ - 90 (average)
Academic Achievement in Reading Composite - 78 (below average)
Finding: Specific Learning Disability in Reading
IQ - 100 (average)
Academic Achievement in Mathematics Composite - 82 (below average)
Finding: Specific Learning Disability in Mathematics
IQ - 100 (average)
Academic Achievement in Reading Composite - 87 (average)
Finding: non-finding as Specific Learning Disability
A severe discrepancy can also be viewed within subtests on cognitive testing as well. For example, if using the WISC IQ test and a student scores reveal a ten point or higher discrepancy between verbal and performance IQ scores and a fairly decent variation among the various subtests, it could also be indicative of a specific learning disability.
THE RTI MODEL
One way to determine if a student has a specific learning disability is to utilize THE DISCREPANCY MODEL. This is the old school method, but as of today, it still holds true.
Here’s how it works!
A SEVERE discrepancy must exist between ability and achievement. In other words, a severe discrepancy between cognitive development usually measured by some IQ test such as the WISC and academic achievement testing using something like the WIAT-III, Woodcock Johnson, or KTEA, MUST be present when using the discrepancy model.
But what constitutes a “SEVERE” discrepancy?
Typically, a good rule of thumb is to use a -1.5 standard deviation as your definition of severe.
A student scoring within the first or second standard deviation above average in IQ (i.e. 118) and achieving low to below average in academic areas (standard score of 84) would be considered to have a severe discrepancy.
A student’s IQ MUST fall into the average or above range in order to qualify for special education services under a specific learning disability. A discrepancy would be noted if the academic percentiles or stanines fell into the below average ranges.
If there is a significant discrepancy between a students IQ and a student’s achievement/academic testing scores, it indicates the presence of a learning disability. The area of the discrepancy indicates the area of the learning disability.
For example, if a student’s IQ is 90, and his/her Reading achievement tests’ standardized scores fell at 75 or under, it can be concluded that a disability in reading is present.
However, if a student’s IQ is 85, which is low average, and all of his/her academic testing is right around the low average range, they are not learning disabled. Rather, they are functioning at his/her cognitive level.
Here are some more examples:
IQ - 90 (average)
Academic Achievement in Reading Composite - 78 (below average)
Finding: Specific Learning Disability in Reading
IQ - 100 (average)
Academic Achievement in Mathematics Composite - 82 (below average)
Finding: Specific Learning Disability in Mathematics
IQ - 100 (average)
Academic Achievement in Reading Composite - 87 (average)
Finding: non-finding as Specific Learning Disability
A severe discrepancy can also be viewed within subtests on cognitive testing as well. For example, if using the WISC IQ test and a student scores reveal a ten point or higher discrepancy between verbal and performance IQ scores and a fairly decent variation among the various subtests, it could also be indicative of a specific learning disability.
THE RTI MODEL
How do you know if a student has a Learning Disability? l Miss Rae's Room
The Response to Intervention (RTI) Model is the second path leading to Special Education eligibility of services under a specific learning disability.
Here’s how it works!
An educator has an area of concern about a student. For example, the student is reading 2 years below grade level and is making minimal progress in the classroom.
First, the educator should meet with the family to discuss concerns, obtain any additional background information, and explain the student referral process to the family.
Second, the educator meets with the school’s student support team. This team can include the family. At the first meeting, the educator should present concerns and share relevant information as well as interventions trialed and there results.
Using this information, the team should identify appropriate AND research-based interventions, develop an action plan for the student, and set a date to meet in 3 weeks.
How do you know if a student has a Learning Disability? l Miss Rae's Room
Third, the second meeting takes place. At this meeting, the team should compare the baseline data obtained from the first meeting to the current performance data gathered after the 3 weeks of intervention.
If the student has made progress, the difficulty has been solved!
If the difficulty persists and minimal progress has been made, the team may increase the intervention and/or identify additional interventions. The action plan is revised and the team should set a date to meet in 3 weeks.
If the difficulty persists and no progress has been made, the team may suspect a disability. As a result, the team should refer the student to special education. In this case, the special education team may choose to do further testing to either support or rule out a learning disability.
Fourth, if a third meeting has been set, the team should meet and review the student’s progress with the intervention(s).
If the student has made progress, the difficulty has been solved!
If the difficulty persists, or rather, the student has made minimal to no progress with the intervention(s), the student should be referred to special education. In this case, the special education team can find a student eligible for special education services under a specific learning disability without further evaluations.
Exclusionary Factors
An important facet of the special education team’s determination is to rule out exclusionary factors that could be mimicking the presence of a disability. So even if a severe discrepancy is present and/or the RTI model has concluded a referral to special education, the team must determine that the lack of achievement in the area of concern is not a result of cultural factors, environmental or economic disadvantage, limited English proficiency, visual, hearing, or motor disability, or an emotional disturbance.
While we never want to label a student, we most certainly do not want to mis-label a student!
By: Miss Rae
How to Write Academic Achievement Testing Reports l Miss Rae's Room
So you finished testing a student. Now what?
Most testing programs have taken some of the workload off of your shoulders! The majority of achievement tests have moved to web-based scoring. Testers are able to plug in raw scores, click a button or two, and get furnished with standard scores and various reports able to do some of the analysis for you.
Writing testing reports can feel overwhelming. The information shared within a testing report is conveyed to families and educators working with the student. The data should be utilized during the educational planning process.
Every testing report should begin by stating the reason for testing. Has the student been referred for testing due to a recent diagnosis? Has the student been struggling in the area of reading? Is the referral the result of a student/teacher assistance team meeting? Is the testing the result of a three-year re-evaluation per a student’s IEP?
Next, the tests administered should be listed.
A student’s background information should be summarized as well. What information is relevant for this evaluation? Did a student repeat a grade? Has the student had extended absences from school? Is the student a second-language learner?
Evaluations should include an observation of the student. A student should be observed for about a fifteen minute time period. Observations should be performed during the content that is the area of the disability.
Evaluators should also observe student behavior during testing. For example, did the student appear anxious during reading subtests? Did the student use strategy for solving difficult problems, or did s/he not employ any strategies for solutions? Did the student wear glasses?
Next, provide a brief blurb that summarizes the standardized academic achievement test used to measure previously learned skills. For example, common tests are the WIAT-III, Woodcock Johnson IV Tests of Achievement, KTEA-3, etc.
After the blurb, testers should include the standard score range along with the test’s classification. For example…
How to Write Academic Achievement Testing Reports l Miss Rae's Room
The next step is to look at each academic cluster that was tested. The tester should summarize the facilitation and purpose of each subtest. For example, the student was given two minutes to solve single-digit multiplication problems to measure fluency of basic math facts.
After an evaluator summarizes a student’s performance on each subtest in a skill area, strengths and weaknesses within the cluster should be discussed.
Begin with areas of strength in a student’s cluster area profile. Analyze all subtests in the skill area in order to identify strengths. Cite specific examples within the report as well to support the claims.
Next, address a student’s areas of need, and use this terminology. Lagging skills should not be termed weaknesses for the word’s connotations. Again, cite specific examples to support analysis claims.
Include each cluster area evaluated in the same manner.
Then, an evaluator should include additional academic testing areas. Report about these in the same manner as well, addressing areas of strength and need.
Curriculum-based measures and progress monitoring results should be reported next.
How to Write Academic Achievement Testing Reports l Miss Rae's Room
Academic evaluation reports should conclude with a summary and recommendations based upon the summary. An evaluator will want to summarize the results…
STUDENT has learned a strategy of using context clues in order to make meaning within a text. This was seen in the Quick Phonics Screener as well as the Reading Comprehension subtest on the WIAT-III. He has a good grasp on short vowels and consonant letter sounds and is able to apply these skills when decoding. Noted areas of need for STUDENT were long vowel words, R-controlled vowels, and consonant digraphs (i.e. wr, sl). This was seen both in the Quick Phonics Screener, WIAT-III reading subtests, as well as the Ekwall Shanker Phonics subtest. STUDENT scored in the below average range on each reading subtest in the WIAT-III. This appears to be the result of a weakness in phonological awareness. These findings were further supported by the subtests of the CTOPP. STUDENT exhibited an area of need when asked to omit a part of a given word. This shows a weakness in an awareness of and access of oral language, which is represented in written language. A deficit in phonological awareness would indicate a reading disability.
Recommendations should be listed based upon the results of the testing (i.e. the summary!). Eligibility and additional recommendations will be discussed at the student’s upcoming Team meeting when all evaluation results are reviewed. A similar statement should be included on the report.
For example…
1. Continue to teach STUDENT decoding skills/strategies in order to increase his independent application of these learned skills.
2. STUDENT should receive direct instruction in decoding long vowel words as well as words including consonant digraphs. This should be taught first in isolation, and then, STUDENT should be given the chance to apply learned skills in the context of text at his instructional level.
3. STUDENT should be explicitly taught how to establish sound/symbol relationships of all phonemes in order to improve his phonological awareness skills.
4. Additional recommendations will be made at team meeting.
Testing reports should contain a statement on validity of testing. For example, an evaluator may state, “It is felt that the results of the testing are an accurate measure of current level of academic achievement” if the evaluator believes this test to be a valid measure of performance.
And finally, give yourself some credit! Put your name, qualification(s), and job title on the report along with the date. Evaluation reports should include a tester’s signature.
Oh, and you can breathe now! :)
Testing templates can be very useful as well, and they definitely help.
Use my WIAT-III Template and a YCAT Template from my TPT store!
How to Write Academic Achievement Testing Reports l Miss Rae's Room
Happy Teaching!
~ By Miss Rae
Online Graduate Level Professional Development Courses l Teaching Special Education Reading l The Learning Tree Professional Development Network, LLC l www.TLTPDN.com
Author
Hi! I'm Miss Rae! I'm a Special Education Coordinator with a passion for creating research-based resources for DiVeRSe learners and helping teachers make their lives easier! #teacherrealtalk #missraesroom
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