Assessment

Report
Perry Flynn
[email protected]
Lynne Loeser
[email protected]
Assessment
Service
Providers
Eligibility &
Present Level
LRE
Goals
CCSS
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A Variety of Assessment Tools
Observations
Benchmark testing
Universal screening results
Classroom work samples
Language samples
Checklists
Standardized assessments
Dynamic Assessment (RtI / MTSS)
Social and Developmental History
Prevention
Intervention
SLD Determination
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Interventions are the gateway to special
education for every one
For mild artic, voice, fluency, language SLPs
may provide interventions even in a pull out
situation and “fix” kids and determine them
not eligible for special education.
SLPs may not mix students receiving
interventions with those receiving special
education
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At the level of the Common Core/
differentiated instruction
At the level of supplemental supports
At the level of intensive interventions
In Special Education
Intensive Support
Supplemental Support
Differentiated Core
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Progress
Monitoring
1-2x per week
Assessment
Progress
Monitoring
1-2x per month
Intensive
Supplemental
Core
Universal Screening for ALL
students 3x per year
Diagnostic Assessment
(dynamic assessment)
Student Needs
4
Amount of
Resources
needed to
solve
problem
Special
Education
Sea of
Ineligibility
General Education
Severity of Problem
Slide created by Dale Cusumano, Ph.D
10
Wechsler Individual Achievement Test (WIATIII)
 Woodcock-Johnson III (WJ-III)
 Kaufman Test of Educational Achievement (KTEA 3)
Others to gather additional specific information:
 Key Math 3
 Test of Early Reading Ability (TERA), TEMA,
TEWL
 CTOPP
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Expressive:
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CELF
Language Sample
OWLS
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Receptive:
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CELF
TAPS
Assessment
Service
Providers
Eligibility &
Present Level
LRE
Goals
CCSS
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Specific Learning Disability (SLD)
Speech Language Impaired (SI)
Specific Learning Disability with Speech-Language
Impaired as a related service
Speech-Language Impaired primary with some
services/ collaboration provided by the LD
specialist
SLD primary and SI as secondary area of eligibility
HOW do you determine?
That is THE question!
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“a disorder in one or more of the basic
psychological processes involved in
understanding or in using language,
spoken or written, that may manifest itself
in the imperfect ability to listen, think,
speak, read, write, spell, or to do
mathematical calculations, including
conditions such as perceptual disabilities,
brain injury, minimal brain dysfunction,
dyslexia, and developmental aphasia.”
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“…does not include learning problems that are
primarily the result of visual, hearing, or motor
disabilities, of intellectual disability, of
emotional disturbance, or of environmental,
cultural, or economic disadvantage.”
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“…a specific learning disability that is
neurologically based and characterized by
difficulties with decoding and encoding that
are the result of a deficit in the phonological
component of language and is often
unexpected in relation to other cognitive
abilities and effective classroom instruction,
secondary consequences may include
problems in comprehension.”
Research Definition-IDA, 2002
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A communication disorder, such as an
impairment in fluency, articulation, language,
or voice/resonance that adversely affects a
child's educational performance.
Language may include function of language
(pragmatic), the content of language (semantic),
and the form of language (phonologic,
morphologic, and syntactic systems).
articulation
 A speech or language impairment may
result in a
primary disability or it may be secondary to other
disabilities.
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The Many Strands that are Woven into Skilled Reading
(Scarborough, 2001)
LANGUAGE COMPREHENSION
BACKGROUND KNOWLEDGE
VOCABULARY KNOWLEDGE
LANGUAGE STRUCTURES
VERBAL REASONING
Skilled Readingfluent coordination of
word
reading
and
SKILLED
READING:
fluent execution and
comprehension
coordination of word
recognition
and text
processes
comprehension.
LITERACY KNOWLEDGE
WORD RECOGNITION
PHON. AWARENESS
DECODING (and SPELLING)
SIGHT RECOGNITION
Reading is a multifaceted skill, gradually acquired over years of instruction and practice.
SLD
SLI
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Are academic content areas significantly impacted to the extent
they require specially designed instruction?
Which areas of academic performance are being most
impacted by language difficulties?
Has the student received appropriate intervention to improve
any academic skill deficit? What does the progress monitoring
data show?
Has the student received appropriate intervention to improve
oral expression or listening comprehension? What does the
progress monitoring data show?
How can interventions/instruction for oral expression and
listening comprehension be anchored in curriculum?
Current
 Relevant
 Objective
 Measurable
 Understandable
 Related to one academic or functional domain
 Related to progress in general education
Litmus tests: Can another SLP take the PLAAFP and
immediately see the student? Can someone match
the random statement to the student?
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Which disability category is the strongest
match with the student’s greatest areas of
need?
The final determination of primary disability is
made by the multidisciplinary eligibility team
and is based on the body of evidence.
Assessment
Service
Providers
Eligibility &
Present Level
LRE
Goals
CCSS
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English Language Arts/ Speaking and
Listening
Social Studies
Science
Math
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Applying: can the student use the information
in a new way? (choose, demonstrate, dramatize,
employ, illustrate, interpret, operate, schedule,
sketch, solve, use, write. )
Understanding: can the student explain ideas
or concepts? (classify, describe, discuss, explain,
identify, locate, recognize, report, select,
translate, paraphrase)
Remembering: can the student recall or
remember the information? (define, duplicate,
list, memorize, recall, repeat, reproduce state)
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Creating: can the student create new product or
point of view? (assemble, construct, create, design,
develop, formulate, write.)
Evaluating: can the student justify a stand or
decision? (appraise, argue, defend, judge, select,
support, value, evaluate)
Analyzing: can the student distinguish between the
different parts? (appraise, compare, contrast,
criticize, differentiate, discriminate, distinguish,
examine, experiment, question, test)
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Bloom’s Taxonomy
Syntactic Implications
Semantic Implications
Morphologic Implications
Pragmatic Implications
Phonological Implications
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Speaking and Listening
 Grade 3 Comprehension and Collaboration:
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#2 Determine the main ideas and supporting details
of a text read aloud or information presented in
diverse media and formats, including visually,
quantitatively, and orally. (p.24)
Language Standards
 Grade 1 Vocabulary Acquisition and Use
- #5.a. Sort words into categories (e.g., colors, clothing) to
gain a sense of the concepts the categories represent.
(p.27)
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Writing/ Text Types and Purposes W.6.1
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Write arguments to support claims with clear
reasons and relevant evidence.
 Introduce claim and organize the reasons and evidence
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clearly
Support claim with clear reason and relevant evidence,
using credible sources…
Use words, phrases and clauses to clarify the
relationships among claim(s) and reasons.
Establish and maintain a formal style
Provide a concluding statement or section that follows
from the argument presented
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Language/ Vocabulary Acquisition and Use
L.3.5
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Demonstrate understanding of figurative language,
word relationships and nuances in word meanings.
 Distinguish the literal and nonliteral meanings of
words and phrases in context
 Identify real-life connections between words and their
use
 Distinguish shades of meaning among related words
that describe states of mind or degrees of certainty
Speaking and Listening/ Comprehension and
Collaboration Grade 2
 1. Participate in collaborative conversations with
diverse partners about grade 2 topics and texts with
peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g.,
gaining the floor in respectful ways, listening to
others with care, speaking one at a time about the
topics and texts under discussion).
b. Build on others’ talk in conversations by linking
their comments to the remarks of others.
c. Ask for clarification and further explanation as
needed about the topics and texts under discussion.
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Assessment
Service
Providers
Eligibility &
Present Level
LRE
Goals
CCSS
 Flow
from the PLAAFP
 Include givens/conditions
 Address one skill/domain area
 Tie to the educational standards
 Describe observable learner performance
 Contain measurable criteria for acceptable level of
student performance
 Mastery component
 Can be accomplished within duration of IEP
Assessment
Service
Providers
Eligibility &
Present Level
LRE
Goals
CCSS
Territorial silos to blended expertise
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Do students meet the three prongs to eligibility
for primary services?
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Disability
Negative impacts academic achievement or
functional performance
Need specially designed instruction of the SLP
Do students meet the definition of a related
service? They require speech to fully meet the
goals/ fully access services in the primary area
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Classroom,
Cafeteria
Playground,
Art
Physical education
Job sites off campus
Field trips
Speech closet
“Blast” or “burst”
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Interview teachers/ students to learn what
educational standards kids can and can’t do
Analyze the things they can’t do from the SLP’s
lens
Capitalize on strengths to meet needs
Collaboratively (with parent….input) author
goals, Maybe circulate a DRAFT.
Finally, determine service delivery providers
and least restrictive environment (“the buffet is
open”)
Assessment &
Data
Service
Providers
Present Level
LRE
Goals
CCSS
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Should be meaningful to all parties
Kids can keep their own data
Agree on a system that EVERYONE can live
with
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4 independent
3 prompted
2 modeled
1 did not occur
We are not the sole collectors/ keepers of data
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Consult that Common Core Standards in
Language for expressive or receptive goals and
create activities that focus on the expressive or
receptive aspects of language
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Syntax
Semantics
Morphology
Pragmatics
Phonology
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Create a couple activities that represent
differentiated instruction for this case study
based on the theme/ content/ media provided
that could be targeted in an environment other
than the “speech closet”.

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