Photos of my Early Steps Reading Kit

I no longer really use this blog (except for assignments like this one). My "real" website that I am currently at work on--and am much more pleased with--is Peeling to the Core. It will eventually include information from all my Westminster education classes and be a little less haphazard than this :). Anyway, as promised by this post's title, here are some pictures of my Early Steps reading kit.

A shot from the top of my kit with my pencils and sharpie bundle missing in action (on my couch). I also keep my manuscript alphabet example handy on top of the envelopes, so my students can have a model to support them as needed--most frequently for letter reversals.

The Olive Garden container that holds my timer, vis-a-vis makers, extra blank notecards and other various and asundry supplies.

Age-Appropriate Book Options

Older struggling readers should not be repeatedly subjected to the exploits of Dick and Jane and their contemporary counterparts simply beccause their reading abilities remain at an emergent level. Respecting a student's chronological age is equally important as addressing their reading level. Publishers like High Noon Books helps teachers meet both goals by providing high-interest books that are also accessible.

Art Access/VSA

Art plays an important role in my life, offering me the chance for self-expression and creative freedom. Art Access, Utah's chapter of VSA (initially called Very Special Artists), helps artists with disabilities experience that same joy. Their website is rich in listing upcoming events that explore the intersection of differing abilities and artistic creation as well as workshops and programs geared to specific demographics. Teachers should investigate their integrated arts resources while parents might research Kindred Spirits, a program for children "whose chronological and/or cognitive age is 5 to 13."

Options for Apps

Apple's iPad has revolutionized education, and Kauri Sue Hamilton School has taken full advantage of the apps available. Their website includes a helpful PDF telling parents what apps are currently in use at their school. The apps are sorted into categories, which makes it easy to find apps appropriate to individual learners' needs.

Utah Center for Assistive Technology

Earlier this semester, my special education class took a field trip to the Utah Center for Assistive Technology (UCAT). I was impressed not only by their hospitality, but also by the range of assitive, adaptive, and accomodative services they provide. We were able to see multiple ways to increase quality of life via communication devices such as peck systems--both physical and on an iPad--adapted mouses and keyboards, and a puff device. UCAT is a useful resource for both school districts and individuals with disabilities.

TouchMath

TouchMath is a program that kinesthetically teaches learners numbers. While it was designed for the general education population, it is particulary helpful for some children in special education who benefit from a tactile connection to the numbers. The TouchMath website offers more information about their products and the consistent touching patterns they employ.

Writing Evaluation Reports in Special Education

After conducting a battery of assessments, especially on triennial re-evaluations for SPED services, it is essential that the special educator can compose an accessible report explaining to the parents and future instructors the testing results. Fortunately, several template reports exist online to scaffold beginning teachers new to educational report writing. The National Association of Special Education Teachers (NASET) has also produced a PowerPoint entitled "Writing a Comprehensive Report in Special Education" to guide teachers through each step of the process. I find the ppt. more beneficial than the samples, because the samples do not always conform with the recommended length of three to five pages.

Sample report for Jane, a student with behavioral difficulties
Evaluation report for Caitlin

Testing Accomodations

Testing accomodations and even modifications are important for students who are unable to take an assessement in the format typically proscribed. The National Center on Educational Outcomes (NCEO) lists the five main accomdation categories:

• Presentation (e.g., repeat directions, read aloud, large print, braille, etc.)
• Equipment and material (e.g., calculator, amplification equipment, manipulatives, etc.)
• Response (e.g., mark answers in book, scribe records response, point, etc.)
• Setting (e.g., study carrel, student's home, separate room, etc.)
• Timing/Scheduling (e.g., extended time, frequent breaks, etc.)

The NCEO also contains links to information on alternate and universally designed assessments. Tests that are designed to be accessible, like Dynamic Learning Maps, will require less accomodations than those that are not. 

Ryan Kettler, a professor at Rutgers University, answers questions about writing testing accomodations into IEPs and deciding which accomodations should be used in a short but informative podcast sponsored by the IRIS Center.

Ethical Considerations in Testing

Assessment initially seemed like a dry subject, necessary but consuming valuable instruction time. After a semester-long course addressing the plethora of assessments and their purposes, my perspective--needless to say--has shifted substantially. I recognize now the critical role testing plays in determining placement and provision of services. Assessmentsof which I was initally unaware were equally--if not more so--high-stakes than what is typically categorized under that term. As a result of the power given to assessments' results in shaping children's educational futures, adminstrators need to be especailly careful and cognizant of the ethical dimension to testing to avoid misapplying or misinterpreting test results.

The American Psychological Association has prepared a Code of Fair Testing Practices in Education, providing guidelines for test givers and takers alike. The text's authors, the Joint Committee on Testing Practices, cover four key areas: developing and selecting appropriate tests, administering and scoring tests, reporting and interpreting test results, and, finally, informing test takers. Administrators should be qualified and follow the procedures outline in each assessment to minimize testing bias.

Numerous academic articles also address this important like L.K. Knauss' 2001 "Ethical Issues in Psychological Assessment in School Settings," which, according to his abstract, covers "informed consent, nondiscriminatory assessment, projective personality assessment, and computerized psychological testing" as well as "the process of parental consent and invovlement." 

Curriculum-Based Assessments (CBMs)

Curriculum-Based Assessments (CBMs) are an excellent tool to screen students, track their progess, diagnose difficulties, and drive instructional decisions. CBM results are also important for parents who want to know how their children are doing and for special educators preparing to write PLAAFP statements. CBMs can be given in reading, writing, spelling, math and other academic content areas. Searching the homepages for test makers like DIBELS and AIMSweb can be beneficial in learning more about CBMs. These sites often have information about the intricately intertwined processes of RTI and CBM. Additional online resources include Intervention Central: CBM Warehouse, which includes links to various assessments; a PDF of CBM examples for literacy, math, and writing; and a hefty, five-chapter document by Syracuse City (NY) specialist Jim Wright among many more.

Dynamic Learning Maps (DLM)

It's easy to get lost when exploring Dynamic Learning Maps (DLMs). The official DLM website is attractive, innovative, and rather vague. The site includes information explaining the assessment and answering frequently asked questions. DLM will be beta tested with students who have significant cognitive disabilities (a relatively small population), and, if successful, extended to other groups. DLM is currently being developed and tested in 14 states including Utah. The following PDF versions of powerpoints are helpful in navigating this topic, but require extensive time to peruse: History of the Common Core Essential Elements & The Dynamic Learning Maps Consortiuum and Dynamic Learning Maps Alternate Assessment Consortium Overview. The Alternate Assessment Consortia: Dynamic Learning Maps (DLM) provides similar content but in article form.

Response to Intervention (RTI)

Response to Intervention (RTI) is a system for identifying students who are struggling and providing them the additional help they need to be successful. Imagine a pyramid. The base is composed of students whose needs can be adequately met by high-quality instruction in the general education classroom with minimal progress monitoring in key areas. For example, they would only be given DIBELS testing at the beginning, middle, and end of each school year. However, for some students, this is not be enough. After testing data or teacher observation reveals problems, the general educator can conduct interventions to address the issue. If after three interventions--each lasting eight to 12 weeks--the student still fails to make progress, they are entitled to Tier 2 services, which involves more frequent progress monitoring at the rate of at least once every other week. If the student needs more support, they can qualify for additional services at Tier 3 level, which involves even more frequent and precise progress monitoring. Tier 3 interventions are ideally conducted one-to-one and tailored to a student's specific needs. RTI at the higher levels requires specific skills and should be administered only by a special educator, not parent volunteers. Also, the second and third tier should supplement general classroom instruction, not replace it. Unfortunately, scheduling conflicts caused by budget cuts make this unrealistic in many cases.

The National Center on the Response to Intervention offers additional information defining RTI and its implementation. The site also includes definitions of key terms and a mind map of RTI's essential components. The series of webinars are also useful.

RTI Action Network's content overlaps The National Center on the Response to Intervention, but their website format seems more navigable. Vistors to the page can click on the tabs at the left to learn more about RTI, create a plan incorporating RTI's essential components, connect with others in the field, and develop professionally. The headings at the top addressing particular demographic groups within the education population--pre-K, K-5, middle school, high school, and higher ed--is helpful for people focusing on a particular student or age rather than seeking information on RTI in general. In addition to their link for parents and families, RTI Action Network also has an extensive annotated bibliography for individuals who are scholastically inclined.