tag:blogger.com,1999:blog-17915720385940189712024-03-10T21:21:46.997-06:00Toad-ally Exceptional LearnersAlison Whiteleyhttp://www.blogger.com/profile/07273393322484192275noreply@blogger.comBlogger368125tag:blogger.com,1999:blog-1791572038594018971.post-85571138043090449692023-08-07T05:00:00.000-06:002023-08-07T05:00:00.151-06:00Why a Comprehensive Special Education Evaluation?<h3 style="text-align: left;">The Framework</h3><p>The Individuals with Disabilities Education Act (IDEA) requires that special education evaluations be sufficiently comprehensive to make eligibility decisions and identify the student’s educational needs, whether or not commonly linked to the disability category in which the student has been classified (34 CFR 300.304). Comprehensive evaluations are conducted in a culturally and linguistically responsive manner; non-discriminatory for students of all cultural, racial, ethnic, socioeconomic, and other backgrounds. When conducting special education evaluations, IEP teams must follow all procedural and substantive evaluation requirements specified in IDEA. </p><h4 style="text-align: left;">The BIG Ideas</h4><p></p><ul style="text-align: left;"><li>Special education evaluations must be sufficiently comprehensive for IEP teams to determine special education eligibility or continuing eligibility and to identify the educational needs of the student, whether or not commonly linked to the student’s identified disability category(ies).</li><li>A comprehensive evaluation is a process, not an event. IEP team participants work together to explore, problem-solve, and make decisions about eligibility for special education services. If found eligible, the IEP team uses information gathered during the evaluation to collectively develop the content of the student’s IEP.</li><li>A comprehensive special education evaluation actively engages the family throughout the evaluation process.</li><li>Comprehensive evaluations are first and foremost “needs focused” on identifying academic and functional skill areas affected by the student’s disability, rather than “label focused” on identifying a disability category label which may or may not, accurately infer student need.</li><li>Developmentally and educationally relevant questions about instruction, curriculum, environment, as well as the student, guide the evaluation. Such questions are especially helpful during the review of existing data to determine what if any, additional information is needed. </li><li>Asking clarifying questions throughout the evaluation helps the team explore educational concerns as well as student strengths and needs such as barriers to and conditions that support student learning, and important skills the student needs to develop or improve.</li><li>Culturally responsive problem-solving and data-based decision-making using current, valid, and reliable (i.e. accurate) assessment data and information is critical to conducting a comprehensive evaluation.</li><li>Assessment tools and strategies used to collect additional information must be linguistically and culturally sensitive and must provide accurate and useful data about the student’s academic, developmental, and functional skills.</li><li>Data and other information used during the evaluation process is collected through multiple means including review, interview, observation, and testing; as well as across domains of learning including instruction, curriculum, environment, and learner.</li><li>Individuals who collect and interpret assessment data and other information during an evaluation must be appropriately skilled in test administration and other data collection methods. This includes understanding how systemic, racial, and other types of bias may influence data collection and interpretation, and how individual student characteristics may influence results.</li><li>Assessment data and other information gathered over time and across environments help the team understand and make evaluation decisions about the nature and effects of a student’s disability on their education.</li><li>Comprehensive evaluations must provide information relevant to making decisions about how to educate the student. A comprehensive evaluation provides the foundation for developing an IEP that promotes student access, engagement, and progress in age or grade-level general education curriculum, instruction, and other activities, and environments.</li></ul><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgtIpD7Bdd0ZwKmXJdSfgY2fB-h1_1i33xmuaxqvnGJ4OVpaMPfNKY-SQ5Jmu5NagvKYtbSsMRIDuMx6XR9vn31kupD4y6L88KS0lcbl5LHdPcttvTV83lQOZrMhJMI0W6YeMRcgU4x7L7siOZc2MF2HV7WF7VCwmHE-JY5FZPWe5uNeSlyxg1-h-s4V68/s1080/Evaluation%20Wheel.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1080" data-original-width="1080" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgtIpD7Bdd0ZwKmXJdSfgY2fB-h1_1i33xmuaxqvnGJ4OVpaMPfNKY-SQ5Jmu5NagvKYtbSsMRIDuMx6XR9vn31kupD4y6L88KS0lcbl5LHdPcttvTV83lQOZrMhJMI0W6YeMRcgU4x7L7siOZc2MF2HV7WF7VCwmHE-JY5FZPWe5uNeSlyxg1-h-s4V68/s320/Evaluation%20Wheel.png" width="320" /></a></div><br /><h4 style="text-align: left;">The Balcony View</h4><p>Comprehensive evaluations must provide information relevant to making decisions about how to educate the student so they can access, engage, and make meaningful progress toward meeting age and grade level standards. Assessment and collection of additional information play a central role during the evaluation and subsequently in IEP development and reviewing student progress. </p><p>A comprehensive evaluation takes into account Career Readiness, a growing awareness of the relationship between evaluation and IEP development, and the need for information about how special education evaluations and reevaluations can be made more useful for IEP development.</p><p>The 2017 US Supreme Court Endrew F. case also brought renewed attention to the importance of knowing whether a student's IEP is sufficient to enable a student with a disability to make progress “appropriate in light of their circumstances.” Finally, updated guidance, including results of statewide procedural compliance self-assessment, IDEA complaints addressing whether evaluations are sufficiently comprehensive, and continuing disproportionate disability identification, placement, and discipline in student groups who traditionally are not equitably served.</p><p>A comprehensive evaluation responds to stakeholders’ requests for more information and reinforces that every public school student graduates ready for further education, the workplace, and the community.</p><p>It seeks to ensure a Free Appropriate Public Education (FAPE) for every student protected under IDEA. It guides IEP teams in planning and conducting special education evaluations that explicitly address state and federal requirements to conduct comprehensive evaluations that help IEP teams to determine eligibility, and thoroughly and clearly identify student needs. </p><h4 style="text-align: left;">Planning and Conducting a Comprehensive Special Education Evaluation</h4><p>An Individualized Education Program (IEP) is the key to addressing a student’s disability-related needs. It describes annual goals and the supports and services a student must receive so they can access, engage, and make progress in general education. </p><p>A well-developed IEP is a vehicle to ensure that a Free Appropriate Public Education (FAPE) is provided to students protected under IDEA. A comprehensive special education evaluation provides the foundation for effective IEP development. </p><p>A comprehensive special education evaluation is conducted by a student’s IEP team appointed by the district. The IEP team must include the parent as a required participant and essential partner in decision-making. Special Education evaluation is a collaborative IEP team responsibility. During the evaluation process, the team collectively gathers relevant information and uses it to make accurate and individualized decisions about a student’s eligibility or continuing eligibility, effects of disability, areas of strength, and academic and functional needs.</p><p>Data and other information used to make evaluation decisions come from a variety of sources and environments, often extending beyond the IEP team. Guided by educationally relevant questions, both existing and new information is compiled or collected, analyzed, integrated, and summarized by the IEP team to provide a comprehensive picture of the student’s educational strengths and needs.</p><p>A comprehensive special education evaluation is grounded in a culturally responsive problem-solving model in which potential systemic, racial, and other bias is addressed, and hypotheses about the nature and extent of the student’s disability are generated and explored.</p><p>Conducting a comprehensive special education evaluation requires planning. Each team has its own methods for planning and conducting comprehensive special education evaluations with guidance from the state and district.</p><h4 style="text-align: left;">Why RIOT/ICEL Matrix?</h4><div>The RIOT/ICEL model comes from <a href="https://www.interventioncentral.org/" target="_blank">Jim Wright</a> and is one way to look at RTI/MTSS. RIOT is the top horizontal row of the table and includes four potential sources of student information: Review, Interview, Observation, and Test. Teams should attempt to collect information from a range of sources.</div><div><br /></div><div>ICEL is the left column of the table that includes key areas of learning to be assessed: Instruction, Curriuclum, Environment, and Learner. A common mistake that teams often make is to assume that student learning problems exist in the learner and underestimate the degree to which what the classroom teacher is providing in class ie., accommodations, curriculum, and environmental influences that impact the student's academic performance. The model ensures no rock is left unturned. </div><div><br /></div><div>The matrix is an assessment guide to help teams efficiently to decide what relevant information to collect on student academic performance and behavior and also how to organize that information to identify probable reasons why the student is not experiencing academic or behavioral success. </div><div><br /></div><div>The matrix is not itself a data collection instrument. Instead, it is an organizing framework that increases teams' confidence both in the quality of the data that they collect and the findings that emerge from the data. </div><div><br /></div><div>An editable RIOT/ICEL form is below for you--just click the picture. Be on the lookout for a blog post sharing how I use this model with grade-level teams. The object of this model is to remove bias, it is a good way to look at multi-lingual students (ELL or ESL). It can be a great way to have collegial conversations about students.</div><div><br /></div><div><br /></div><div><p>Chat Soon-</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgdXlSaHPJnUe8UqoRgGI0E01-WiUzsc1_FIt08Ta4gC6Fp5N-_osioinkxHIpv3ah4zlPFn_9K1fhP16Pa8ccIN1o5f3Eh6FGJxcIYtDhOWyowkvVwzynTmTusK2LE8PzZzB4SgRPIR39KmdltLlu-woJjq3wRPBazlR9hqQPzHl0Q0jW5YhxgzN-SWA0/s116/blog%20signature.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="43" data-original-width="116" height="43" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgdXlSaHPJnUe8UqoRgGI0E01-WiUzsc1_FIt08Ta4gC6Fp5N-_osioinkxHIpv3ah4zlPFn_9K1fhP16Pa8ccIN1o5f3Eh6FGJxcIYtDhOWyowkvVwzynTmTusK2LE8PzZzB4SgRPIR39KmdltLlu-woJjq3wRPBazlR9hqQPzHl0Q0jW5YhxgzN-SWA0/s1600/blog%20signature.png" width="116" /></a></div><br /><p><br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://landing.mailerlite.com/webforms/landing/q9z2d2/img/b/R29vZ2xl/AVvXsEiM-_QPUNORQ61-2Iasfl1KpZtmWyav_2Y-yf06K7qh4OyF-uYwolaew2eqn7HcvhZl4hfZw3omkQU2f8yCZ3Uce5CPy_z0NAuwyiLNFFmzwSdC484ydcv4ONTxKFLYOURpkTglD3qUGbi1E-I99oly-kN1ohG1VK0zoIMXzYtAFmYdleUo3Ab--pnaNvU/s1080/intervention%20fidelity%20freebie.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1080" data-original-width="1080" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiM-_QPUNORQ61-2Iasfl1KpZtmWyav_2Y-yf06K7qh4OyF-uYwolaew2eqn7HcvhZl4hfZw3omkQU2f8yCZ3Uce5CPy_z0NAuwyiLNFFmzwSdC484ydcv4ONTxKFLYOURpkTglD3qUGbi1E-I99oly-kN1ohG1VK0zoIMXzYtAFmYdleUo3Ab--pnaNvU/s320/intervention%20fidelity%20freebie.png" width="320" /></a></div><p></p></div>Alison Whiteleyhttp://www.blogger.com/profile/07273393322484192275noreply@blogger.com3tag:blogger.com,1999:blog-1791572038594018971.post-74933172738030422072023-07-17T05:00:00.002-06:002023-07-17T05:00:00.140-06:00The Surprising Way iReady Data Can Transform Student Outcomes<p>With everything I have to deal with as a special education teacher, why in the world would I ever focus on a student's vocabulary. The answer is quite simple. It impacts EVERYTHING!!!</p><p>What does this have to do with planning? Planning for students to make IEP goals is ALL based on data. Read on to see how I start planning for my OG groups by answering the larger questions about what in the world is up with my student's vocabulary scores? Is there anything I can do to increase their vocabulary?</p><p>I spend the bulk of my teaching time (like everyone else) on phonemic awareness and phonics with a side of fluency and comprehension.</p><p>Yes, vocabulary is built into each listen but is it enough???</p><p>I would hazard a guess for this group of students, this project is focusing on, it's not even close to helping them close gaps. </p><h4 style="text-align: left;">Five facts that prove why this is important</h4><p></p><ul style="text-align: left;"><li>Improved Communication Skills: A strong vocabulary enables students to express themselves clearly and effectively, helping them articulate their thoughts, ideas, and emotions with confidence. It allows them to engage in meaningful conversations, express their needs and opinions, and actively participate in classroom discussions.</li><li>Reading and Comprehension: As students encounter new words in texts, a rich vocabulary enables them to decipher the meaning of unfamiliar words and understand the overall context. The more words students are familiar with, the better equipped they are to comprehend and enjoy a wide range of written material, expanding their horizons and fostering a love for reading.</li><li>Academic Success: Many subjects, such as language arts, social studies, and science, require students to understand and use specific vocabulary terms. By expanding their vocabulary, elementary students can better understand textbook content, and comprehend instructions. A broad vocabulary also contributes to better writing skills, allowing students to express their ideas fluently and effectively in assignments and essays.</li><li>Critical Thinking and Problem Solving: A diverse vocabulary enhances critical thinking and problem-solving abilities. Vocabulary development fosters cognitive flexibility, enabling students to analyze problems, make connections, and draw conclusions based on the information available to them.</li><li>Increased Confidence and Self-esteem: Building a strong vocabulary instills confidence and boosts self-esteem in elementary students. When children possess a rich vocabulary, they feel more assured in their ability to express themselves and engage in social interactions. They become more comfortable speaking in front of others, advocating for themselves, and participating actively in group activities. This confidence extends beyond the classroom and positively impacts their overall personality development and social interactions.</li></ul><p></p><h4 style="text-align: left;">Science of Reading and Vocabulary</h4><p>The Science of Reading model recognizes the intricate connection between students' vocabulary and reading development. Vocabulary is a fundamental component of reading comprehension, as understanding the meaning of words is crucial for understanding written text. </p><p>In the Science of Reading model, vocabulary instruction is seen as an essential part of teaching reading skills. By explicitly teaching students the meanings of words, word relationships, and word-learning strategies, educators can equip them with the tools necessary to decode unfamiliar words and make connections between words and their meanings. </p><p>A strong vocabulary enhances students' ability to comprehend and analyze texts, make inferences, and engage in critical thinking. Furthermore, vocabulary instruction in the Science of Reading model goes beyond isolated word memorization; it focuses on teaching words in context, promoting a deeper understanding of how words are used and their nuances. </p><h4 style="text-align: left;">Science of Reading, Vocabulary, and Special Education</h4><p>I have witnessed firsthand how the Science of Reading model of reading and a weak vocabulary can significantly impact students. For students with learning disabilities or language delays, the lack of a solid vocabulary foundation poses immense challenges in their reading journey. </p><p>Without a strong vocabulary, students struggle to comprehend texts, decode unfamiliar words, and make meaningful connections between words and their meanings. This weak vocabulary hinders their ability to access grade-level content, understand instructions, and participate fully in classroom activities. </p><p>It also affects students' overall confidence and self-esteem, as they may feel frustrated and left behind compared to their peers. As a special education teacher, I recognize the critical importance of addressing vocabulary deficits through explicit instruction, targeted interventions, and multisensory approaches. </p><p>By incorporating evidence-based strategies from the Science of Reading model, such as word-learning techniques and vocabulary-building exercises, we can help these students develop a robust vocabulary, overcome reading challenges, and unlock their full potential for academic success.</p><br /><h4 style="text-align: left;">Which Cliff did I jump off First? </h4><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi4BOLAFR-_GNmhRlkNV2LJ0bHHe3_QpJXe3ZOL0G9281jC0h-MRqVb7gkAGREPhq3Bjj7cPO4HvQp-U3-PIPfYBbQxBa77IcyMbWqfkV28ERiix-F2p12ujOj23lPbemdu3ynQwQ0g87n4UdJ909qlti7pVVZcnE3LtaWo3W4e8g7LJobrSCyA9Ykk0aI/s1200/cliff%20diving.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="750" data-original-width="1200" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi4BOLAFR-_GNmhRlkNV2LJ0bHHe3_QpJXe3ZOL0G9281jC0h-MRqVb7gkAGREPhq3Bjj7cPO4HvQp-U3-PIPfYBbQxBa77IcyMbWqfkV28ERiix-F2p12ujOj23lPbemdu3ynQwQ0g87n4UdJ909qlti7pVVZcnE3LtaWo3W4e8g7LJobrSCyA9Ykk0aI/s320/cliff%20diving.jpg" width="320" /></a></div>Head first into some Action Research, because I need something that doesn't replace what I'm ready doing but it also has to be evidence-based. <p></p><p>But before I jump head-first into setting this idea up … a reality check about why is iReady even a part of my thinking as a Special Education teacher.</p><p><br /></p><p><br /></p><p><br /></p><h4 style="text-align: left;">How my building and I use iReady: </h4><p></p><ol style="text-align: left;"><li>It’s dictated by my state and building to use it. Classroom teachers do use the benchmark scores for their yearly professional evaluations as part of their ratings. Most offend beginning of the year to mid-year. </li><li>Teachers do (yet frowned upon & 🙄) use either the Benchmark, Category, or Growth Monitoring score for Read Plans. </li><li>Read Plan cut-scores come from iReady Scaled Scores (students who need to be placed on a Read Plan K-3)</li><li>Our building RTI/MTSS team, lets teachers use the same Read Plan goals for RTI/MTSS goals to help with the workload. </li><li>iReady as a whole is only as good as the student taking it meaning it reflects how a student feels about testing.</li><li>iReady aligns with state standards.</li><li>Specialists and administration look at most of the data from a balcony view, so the whole grade or a whole population of students.</li><li>iReady will pull out program strengths and needs. But it takes time with both a program and using iReady to ensure you have a solid picture to make decisions about.</li><li>Building Interventists use iReady Benchmark to create groups to pull for both reading and math.</li></ol><p></p><p>A few cons to using iReady Benchmark scores, category, or Growth Monitoring Scores to make decisions. </p><p></p><ol style="text-align: left;"><li>iReady Reading will pull out a program’s and grade levels strengths and needs–aka the good, the bad, and the ugly. (ask the question be prepared for the answer even if you don’t like it) & in my case falls way outside of my purview but it has come up in student-specific conversations. (which is toad-ally fun)</li><li>To the best of my knowledge, the Benchmark Data (whole and category-scaled scores) are the only thing that you can do something with on a macro scale. An example: "By iReady mid-years, and given small group phonics instruction, Joey will be able to increase his iReady phonics score from 350 to 400 scaled points."</li><li>As I mentioned in the previous paragraph, if a student’s not feeling it how accurate is it??? Hence the need for a body of evidence when you start talking about needing additional interventions, need to make a course change, or looking at special education testing. </li><li>Using the data from Growth Monitorings is a no-go. The Growth Monitor is designed to be a “dipstick” of how things are going. It’s short and to the point. It doesn’t test across all five domains every time you give it. This means you have a high probability of getting false data. Couple that with making intervention decisions off of and well … off the cliff we go. It also takes at least 4 data points to get a student-specific trend line.</li></ol><p></p><p>I cannot change how my building uses iReady for intervention progress monitoring. I can only change the progress monitoring tool when the students are brought for me to review or a teacher comes to me with a question about what tool to use.</p><p>Teachers and Parents: If you use or see iReady Progress Monitoring for Read Plans or for RTI/MTSS goals, ask yourself, “Is this progress monitoring tool going to give me the information I need to make instructional decisions?” “Is it specific enough to tell me if the student has mastered the skill or not?”</p><p>Do Not use it if you don’t have to create goals and as a progress monitoring tool. </p><h4 style="text-align: left;">What do I do with iReady Data as a Special Education teacher?</h4><p>I use iReady as a special education teacher as part of their body of evidence. It is part of their whole data story. It is part of the <b>WHOLE STUDENT</b> and is never used as the end-all-be-all of a student. </p><p>Why????</p><p>Depending on which data set you are looking at within iReady you can only gleam specific information or thoughts around a student or Core instruction.</p><p>In my building, the hope is that if the student is in any interventions, you can see it translate back to moving Benchmark scores aka the Student's Annual or Stretch growth. (this also requires additional data not just these data points)</p><p>This means iReady should not replace intervention-specific data collection–the mirco data you are collecting on if the intervention is working. iReady will give you notions of carryover. </p><p>iReady is the macro the big picture. In my building, iReady is a pretty good predictor of how 3rd-6th grade students will perform on the State Assessment in April. (Yes, this means Spring Benchmark is given after students take the State Assessment. And, yes, I can only speak for my state and building. And our state-reported data has held this idea to be true the last four years–even though COVID–both good and bad.)</p><p>Back to how I use this information as part of my data collection for students who see me for reading or math. </p><p></p><ol style="text-align: left;"><li>The Fall benchmark is where I look at where my students scored the lowest and the highest. This gives me a gauge as to how students are coming back to school after having 10 weeks off. These scores tend to align with IEP goals and end-of-year progress monitoring data. Such as the Phonics "can dos" matching the CORE phonics survey data. </li><li>Benchmark to Benchmark data look at the percentages it can tell you if students dropped. I use the percentage data more than the Scaled Scores. (If you can always print out the benchmark data.) </li><li>I look at the Can Dos to gain insight into skill breakdowns. These can give ideas as to the next steps and may or may not align with IEP goals. The insights here help me more with math than reading. </li><li>I pull the Diagnostic results for all the grades aka the ultimate balcony view. This is a must for my LD reports and any intervention questions I get. I pull grade-level Scaled Score averages after each Benchmark. I have to report how the student compares to their grade level peers. </li><li>From an RTI/MTSS perspective, the Diagnostic Report, allows you to break down the data to understand if you have a strong core in reading or math and set building or grade-level goals to move students across bands. </li><li>My state and building/district mandate classroom teachers give the Reading growth monitor each month for Read Plan students. It takes at least four data points to get anything useful from the information. (See #7 for more)</li><li>I can assign the Math Growth Monitor. I have in the past given this as part of the monthly progress monitoring data I collect. Like with Reading it takes time to get anything one could call useful and most certainly nothing I would ever set goals using. If, and I do mine if, the student took the assessment seriously I can see if both Core and intervention as working or if they were messing around on a Diagnostic. (like that never happens)</li><li>I can ONLY usefully use the Benchmark numbers to make instructional decisions. This means I can compare Fall to Winter; Winter to Spring; and Fall to Spring. The data from Winter in my building historically, is not reliable as most students drop. (Some a little. Some a lot. That’s a whole different rant for a different time. lol.) </li></ol><p></p><p style="text-align: left;">I did promise the good, the bad, and the ugly. This is how we use iReady. Is it the only way, probability not. Are there other reports, things to glime, or things not to do, most likely but this is what I'm going with.</p><p>Stay tuned for how I plan to attack this for the coming school year and learn some nuggets that you can take back and use in the fall to build student vocabulary that are research-backed and align with the Science of Reading.</p><div>Chat soon-</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiyUnQUYV4j_bF5_GZ-a-jA93DCpqwGIzYoApZAZJKA7FRfFI96FqKykfGCqrDkPCQawAvq8cc6XCacnbjRdtzR_jxTS3phw29B86cOsPfxlUwwEkILYb_KXKW53i0HBWIcrR4Sf7Kch9S9CvCCGPg-pNxWRSVSSVaznP8cv8zz8vaB7Y8tRHaWWB5lLFQ/s116/blog%20signature.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="43" data-original-width="116" height="51" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiyUnQUYV4j_bF5_GZ-a-jA93DCpqwGIzYoApZAZJKA7FRfFI96FqKykfGCqrDkPCQawAvq8cc6XCacnbjRdtzR_jxTS3phw29B86cOsPfxlUwwEkILYb_KXKW53i0HBWIcrR4Sf7Kch9S9CvCCGPg-pNxWRSVSSVaznP8cv8zz8vaB7Y8tRHaWWB5lLFQ/w139-h51/blog%20signature.png" width="139" /></a></div><br /><div><br /></div><div><br /></div><div><br /></div><div><br /></div><div><br /></div><div><br /></div><div>PS--Have a different way to use iReady or a suggestion on what not to do, please share. I'd love to hear how others use iReady to help close students' academic gaps. </div>Alison Whiteleyhttp://www.blogger.com/profile/07273393322484192275noreply@blogger.com1tag:blogger.com,1999:blog-1791572038594018971.post-2758305337146528622023-07-01T13:50:00.000-06:002023-07-01T13:50:02.260-06:00Why Unlocking Vocabulary is Key to Bridging the Gap for Students<p>The hard thing about waiting three months for iReady's classroom diagnostic data is not knowing how students will do after 10 weeks of intervention.</p><p>My state and building use iReady diagnostics three times a year for READ Plans and intervention data. (more on come on iReady-both loves and dislikes)</p><p>As a special education teacher, I only use this data to compare students to their peer group and see what kind of gains they had over the year. (I have a whole blog post coming on how my building uses iReady.)</p><p>My building relies on this information to make predictions about State testing outcomes and interventions.</p><p>For me, I look at the overall gains my students make on the five categories assessed each time. This year, I made a huge shift to building and creating a solid foundation in phonemic awareness and phonics. </p><p>The macro data showed students made huge gains when using both Heggerty and Yoshimoto Orton-Gillingham. We lived in controlled decodable and built vocabulary through morphology. </p><p>What didn’t improve???</p><p>Student’s vocabulary </p><p>On iReady, students’ scores either dropped or maintained. </p><p>I’m the first to tell you that you should never, ever make significant instructional decisions on a single piece of data. It could take you off a cliff.</p><p>But if you layer in IEP goal data and it shows everyone either made or is on target to meet their goals well within their IEP cycle …</p><p>Could layering in something, not a change continue that growth????</p><p>Could it support and build students’ vocabulary and not have all the growth drop off???</p><h4 style="text-align: left;">Why Focus on Vocabulary</h4><p>When I explain the five reading components to parents, I use a pyramid. Phonemic awareness and phonics are the base of the pyramid. With vocabulary and comprehension coming after. Fluency is needed across all. </p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjmIQODmp3P3AYJCTwD4HpDZ3uCBVYQRps0jcQKr9lEh8FNzKD8uvW-23k7SVboYePhL0oyPtRmglWSOSaI0ATlWI8WfydCwPFnWY92SnQ7ATJsk0FAE-a309qFf8aU_gOBk-6pA3UWuXwwcL1yppeyqG3Z59xVZf-Q9YxNyeYT4HxI4dhYz2HYC9bbujo/s580/readingpyramid-phonemicawareness.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="580" data-original-width="489" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjmIQODmp3P3AYJCTwD4HpDZ3uCBVYQRps0jcQKr9lEh8FNzKD8uvW-23k7SVboYePhL0oyPtRmglWSOSaI0ATlWI8WfydCwPFnWY92SnQ7ATJsk0FAE-a309qFf8aU_gOBk-6pA3UWuXwwcL1yppeyqG3Z59xVZf-Q9YxNyeYT4HxI4dhYz2HYC9bbujo/s320/readingpyramid-phonemicawareness.png" width="270" /></a></div>To get to the top of the pyramid, word-level comprehension is needed before moving to sentence, paragraph, chapter, etc. You see where it goes. <p></p><p>But what happens when you have weak word-level vocabulary????</p><p>What then? Let me explain how I landed here ...</p><p>All my phonics kiddos were placed in Orton-Gillingham. As the year progressed, the pacing of these groups slowed. In some cases stopping for a week or so on a concept, or phonogram or just working to get them unconfused. (English is so confusing.) </p><p>As lessons got more complex and the more layers students had to work with the more, I noticed other holes. Looking back at my lesson notes and comments about student progress within lessons it became more obvious that vocabulary was one thing students were struggling with.</p><p>To be clear, I'm not talking about Tier 3 subject-specific words. I'm talking about Tier 1 words--like chair, boil, broil, etc. (<a href="https://www.toad-allyexceptionallearners.com/2018/01/vocabulary-development-strategies.html">here is my previous post on Vocabulary Tiers</a>)</p><p>Yes, about half of those I pull for OG do receive pull-out language support from a Speech-Language Pathologist.</p><p>The funny (or head-banging) thing about all their iReady Vocabulary score was the “can dos” all said to teach 5 words and all through read-aloud. (This is a great idea for classroom teachers; not so much for specialists.)</p><h4 style="text-align: left;">What Does the Research Say</h4><p>The Science of Reading (SoR) is an evidence-based approach to teaching reading that is grounded in research from cognitive psychology, linguistics, and neuroscience. It emphasizes the importance of systematically teaching foundational skills to help students become proficient readers. One crucial aspect is phonemic awareness, which involves recognizing and manipulating individual sounds in spoken words. </p><p>By explicitly teaching students to understand the connection between letters and sounds through phonics instruction, they can decode words and read fluently. It's essential to provide activities that engage students in segmenting, blending, and manipulating sounds in words to strengthen their phonemic awareness and phonics skills.</p><p>Phonemic awareness refers to the ability to identify and manipulate individual sounds in spoken words. It is a critical skill that helps students understand the connection between letters and sounds. Phonics instruction teaches students the relationship between letters and sounds, enabling them to decode words and read fluently. Teachers should provide explicit instruction in these skills, using activities that involve segmenting, blending, and manipulating sounds in words.</p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgm-Ds4JAtaOq60fak91bCH9ivnYHUItd5BiFRM3zanJUO5hQdluklSASSv_hDKjTOuKXHNfkKJaUDLNwlcku1qBF91ql9jJ558t5w-P4z-Cae4WEMN-7BSBiYJl6dcA0vkHRv4MAvxoOdoMNgvfcZQVz8xRZ_6-zOex-EtqI9J6CF3VA3fJTPBgMZpOG8/s789/scarbouroughs%20rope.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="Scarbourough's Reading Rope Model of Reading" border="0" data-original-height="594" data-original-width="789" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgm-Ds4JAtaOq60fak91bCH9ivnYHUItd5BiFRM3zanJUO5hQdluklSASSv_hDKjTOuKXHNfkKJaUDLNwlcku1qBF91ql9jJ558t5w-P4z-Cae4WEMN-7BSBiYJl6dcA0vkHRv4MAvxoOdoMNgvfcZQVz8xRZ_6-zOex-EtqI9J6CF3VA3fJTPBgMZpOG8/w320-h241/scarbouroughs%20rope.png" width="320" /></a></div>Fluency is the ability to read accurately, quickly, and with expression. It is developed through repeated practice and exposure to a wide range of texts. Teachers can support fluency by providing opportunities for independent reading, modeling fluent reading, and using strategies like echo reading or choral reading. Vocabulary instruction is also crucial for reading comprehension. Teachers should explicitly teach new words, provide context clues, and encourage students to use strategies like word analysis and context to understand unfamiliar words.<p></p><p>Comprehension involves understanding and making meaning from text. Teachers can support comprehension by explicitly teaching strategies such as predicting, questioning, summarizing, and making connections. These strategies help students engage with the text, monitor their understanding, and make inferences. It is also essential to promote metacognition, encouraging students to think about their thinking and monitor their comprehension. By incorporating these strategies into instruction, teachers can help students become active and proficient readers.</p><p>What Does this Mean</p><p>SoR and Scarborough's Rope Model of Reading bring a new light to an old question surrounding phonics and vocabulary. The question is how to layer something in that doesn’t take away from the gains students have made.</p><p>I don’t know why this group of students have a weak vocabulary. I could blame COVID–these students were remote and hybrid during COVID. It could be the lack of direct, explicit instruction surrounding Tier 1 and Tier 2 vocabulary. Or it could be the lack of helping students make connections to previously taught vocabulary to new words.</p><p>Coming this semester, I’ll share how I plan to attack this and build students’ Tier 1 and Tier 2 vocabulary. I hope to find actionable, tangible ways for students to make gains that don’t take tons of time to get the most bang for my buck as a special education teacher all while doing my job as their special education teacher. </p><p><br /></p><p>Chat soon-</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgibuOjwBVdrTCrro8J9DnsVa5qGwZEF7-l-8XX6NW_uAsOrwWobysx6mK-RvSfw6ONnCtlzckcXjq3AAQcyQyEmX8cQ5kiIVwfWr9kPC41UrBIxlX04GA55Gtm54-ajls1CE4gmHNukoC6nXzyXG43vFHnVfTV-A1Z-X0U8SKIXm3KA31czeG6M6gqEQw/s116/blog%20signature.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="43" data-original-width="116" height="43" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgibuOjwBVdrTCrro8J9DnsVa5qGwZEF7-l-8XX6NW_uAsOrwWobysx6mK-RvSfw6ONnCtlzckcXjq3AAQcyQyEmX8cQ5kiIVwfWr9kPC41UrBIxlX04GA55Gtm54-ajls1CE4gmHNukoC6nXzyXG43vFHnVfTV-A1Z-X0U8SKIXm3KA31czeG6M6gqEQw/s1600/blog%20signature.png" width="116" /></a></div><br /><p><br /></p><div><br /></div>Alison Whiteleyhttp://www.blogger.com/profile/07273393322484192275noreply@blogger.com1tag:blogger.com,1999:blog-1791572038594018971.post-35653493061232925452023-03-18T12:40:00.001-06:002023-06-15T10:10:17.728-06:00What I use to help me make Data Driven Decisions<p>I was wrapping up my post-observation meeting with my principal and data came up. He asked, “How did I come to the decision to teach what I did?”</p><p>So, I pulled out a copy of my Assessment Data Analysis. I love LOVE using this form. {<a href="https://youtu.be/NkYQlc2m9vM" target="_blank">Catch the video to see how I fill it out and grab your own copy.}</a></p><p>The cool thing about this form is the power, control, and guidance it gives you over your data. It is also open-ended enough to use any pre-assessment you want. Well, within reason. </p><p>The data I used was from my Orton-Gillingham groups, their most recent pre-test from my Phonics Progress Monitoring. I assessed them using the <a href="https://www.teacherspayteachers.com/Product/Progress-Monitoring-Tool-for-Phonics-8278355?utm_source=blog%20&utm_campaign=3.20%20Blog%20Post" target="_blank">Short Vowel Mixed Digraphs</a>. </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjGptXAxkczuE0SNU8lDhzYoiKkyuYyZE4gehCUsSf-4IDoxsBvmXeyXmcmODb0bkaZOFenFrokS4C6KgTg-1vET2XFhL4wnFJgNK-Lei8Dr4sAemEs4VgyU7IjId_lzaFhPpOoMC_WUdZT2iQ76nCo5ewn1-n4ud20NhfOfTo-Pdv6T_P5cJG9MAw7/s1024/Phonics%20Progress%20Monitoring%20Pre-test.png" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="683" data-original-width="1024" height="299" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjGptXAxkczuE0SNU8lDhzYoiKkyuYyZE4gehCUsSf-4IDoxsBvmXeyXmcmODb0bkaZOFenFrokS4C6KgTg-1vET2XFhL4wnFJgNK-Lei8Dr4sAemEs4VgyU7IjId_lzaFhPpOoMC_WUdZT2iQ76nCo5ewn1-n4ud20NhfOfTo-Pdv6T_P5cJG9MAw7/w449-h299/Phonics%20Progress%20Monitoring%20Pre-test.png" width="449" /></a></div>This Phonogram Progress Monitoring can be used as a Pre and Post assessment.<div><br /></div><div>Perfect for:</div><div><ul style="text-align: left;"><li>Teacher Evaluations</li><li>RTI/MTSS Body of Evidence</li><li>Monitoring Progress of Intervention groups</li><li>Mirco IEP Goal Progress</li></ul></div><div><p><br /></p><p><br /></p><h4 style="text-align: left;">Assessment Data Analysis </h4><p>This Data Analysis is perfect for RTI/MTSS interventions and Special Education groups or if you have to provide data as part of the teacher evaluation–like me. Bonus administrators love it as you have your thinking right there on paper.</p><p>I use this ALL the time. I keep it in each group's binder. This doesn't replace IEP goal progress monitoring but it gets me out of the weeds. I think most of us in Special Education we get caught up in the microdata a little too much and forget to come up for air.</p><p>This form allows me to see the group data from a balcony view. Just like my Phonic Progress Monitoring--I can break down where a student is struggling and differentiate my lesson to target more nonsense words or more sentence fluency work or more controlled contented text.</p><p>I love that I can catch any misconceptions right from the beginning and not later as I address vowel confusions.</p><p>This year part of my professional goal has been to find a way to track growth/mastery using Orton-Gillingham to make having grade-level skill carry-over conversations easier. I don't know about you but my classroom teachers they like to see the data before they make decisions. [I love this as this has been a HUGE RTI and intervention push!!]</p><p style="text-align: left;">I used my Phonics Progress Monitoring Tool.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Progress-Monitoring-Tool-for-Phonics-8278355?utm_source=blog%20&utm_campaign=3.20%20Blog%20Post" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="683" data-original-width="1024" height="346" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiln5YEG_RKGNZwPg86U4hqQMaowKcYnqGsezMGnsydUpznmBSpeUqKjRItViDMYetPgf2rarqRaNXT10rhtK6n7NFkQSrH7yJtFJj1uSgaoBrQzdIIQPvuabUop9x9XMeqVM6mnVTcu-xn3w5XK-erQ9CAsmC773pWV22B9Utd-ndFhqoGwS_Hcdxi/w521-h346/Student%20Data%20(2).png" width="521" /></a></div><p><br /></p><p>A couple of important things about my Phonics Progress Monitoring tool </p><p></p><ol style="text-align: left;"><li>Yes–I use an Orton-Gillingham scope & sequence to provide explicit phonics instruction to my student education goals but it’s TOTALLY OKAY if you don’t. It will still HELP you determine if students have mastered the phonics phonogram in question. </li><li>It will work with ANY phonics scope and sequence--from Core to Special Education</li><li>This product is bottomless and growing--grab your before it grows</li></ol><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://drive.google.com/file/d/1y2aGAW_VqlmvXYnylUOJPJa_wT_ljt0k/view?usp=sharing" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="683" data-original-width="1024" height="290" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi6BI-fqRO89H_eowmIhMPVBvUOa0aO_pt8kbKM8YThO7odT8Vjfz22Zb3oq-6upHl1azfNcOSh5M2T-AaZpmUy8phSzhEGzLi5tnpwmuEuW-eVMH5riARVAb2CHGcXMAL-hIOhkFYmr59Sk9a7WF8GJ-WDJ_SZr10pWMbhGBD-Nb1dIDsRDl3y24IJ/w435-h290/3.20%20Blog%20Post%20.png" width="435" /></a></div><div style="text-align: center;">(click on the picture to get your free copy)</div><h4 style="text-align: left;">How to Fill out the Assessment Data Analysis</h4><p>This video will show you how I filled out the form using my <a href="https://www.teacherspayteachers.com/Product/Progress-Monitoring-Tool-for-Phonics-8278355?utm_source=blog%20&utm_campaign=3.20%20Blog%20Post">Phonics Progress Monitoring Tool</a> but it can be used with any assessment.</p><p>Pick an assessment that can be used as a pre-test or baseline and something that is short-lived. Like your next math unit on double-digit addition or subtraction, or next grammar unit or your next phonics unit. Unit quizzes work–just pull something towards the end of the unit or subject. This will help you establish a baseline on most if not all of the standard you will be teaching. (I try to keep mine to either a page or less than 10 questions.)</p><p>To use this form you don’t need to have multiple teachers using it.</p><p>Give the assessment and grade.</p><p>Establish and define Mastery. AKA: what’s that score that tells you the student’s “got it.” (Most of the time I go with 80% but it depends on the skill. For my phonics work, I establish mastery at 90%.) Write down whatever you decide. It will not change for this round.</p><p>Starting on the Pre-Assessment side: fill out the date, Unit and Standard(s), Length of the unit (I have found making this less than 5 days sets everyone up.), and Big Ideas.</p><p>Moving down the form: add teacher(s) name, the total number of students who took the assessment, the number and percent of students proficient and higher, and the number and percent of students not proficient. </p><p>The last three boxes will have student names. This is where you need to know your students and the material that is going to be taught.</p><p>First of the last three: write down the names of the student(s) who will likely be proficient by the end of the instructional time meaning those students who are close to proficient. </p><p>In the second to last box write the names of the student(s) likely to be proficient by the end of instructional time but who have far to go. </p><p>In the last box, write the names of students who will likely not be proficient by the end of the instructional time. These students will need extensive support. </p><p>Let me show you how I make this work with a group of students I provide explicit phonics instruction too. </p><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="398" src="https://www.youtube.com/embed/NkYQlc2m9vM" width="479" youtube-src-id="NkYQlc2m9vM"></iframe></div><br /><p>Using this form to make data decisions will help you move your students. Remember: Data doesn't judge. It is what it is. Yes, even my data sucks but it is also a place to start. When I do progress monitoring, I always have someone who asks if it's a test. My answer is always the same. "No. It tells me what we need to work on. What do I need to do to help you." </p><p>This is one way to look at data. I'd love to hear how you look at your data.</p><p><br /></p><p>Chat soon,</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi9A2kPnRGpk0tzDhht0n7shW-EnowyFIkdZqrJgz7_HnZ1wgSzmt5WinbgP3Og9-YPJ5lMbl9WZe2Um_rGCNnpwPH5Z_4rpda3lMPbKAH4bRnRS4c0BuwD-7KZh0FQklsTIwRxo4V_kxQDWxowLIdEjh2pBLOS4DddDe6afYGCAfXnXoSQlV1HCcly/s116/blog%20signature.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="43" data-original-width="116" height="43" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi9A2kPnRGpk0tzDhht0n7shW-EnowyFIkdZqrJgz7_HnZ1wgSzmt5WinbgP3Og9-YPJ5lMbl9WZe2Um_rGCNnpwPH5Z_4rpda3lMPbKAH4bRnRS4c0BuwD-7KZh0FQklsTIwRxo4V_kxQDWxowLIdEjh2pBLOS4DddDe6afYGCAfXnXoSQlV1HCcly/s1600/blog%20signature.png" width="116" /></a></div><br /><p><br /></p><p><br /></p><p>PS. Make sure to grab a FREE sample.</p><p><br /></p><p><br /></p></div><style type="text/css">
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<script src="https://static.mailerlite.com/js/w/webforms.min.js?vd4de52e171e8eb9c47c0c20caf367ddf" type="text/javascript"></script>Alison Whiteleyhttp://www.blogger.com/profile/07273393322484192275noreply@blogger.com0tag:blogger.com,1999:blog-1791572038594018971.post-73324892283299136332023-01-07T13:48:00.000-07:002023-01-07T13:48:06.958-07:00 How I use games to increase students' phonics word level fluency<p>I sat with my grade level team, reviewing this month’s oral reading fluency data and they could not stop asking me how I moved my group. </p><p>In a word – games. </p><p>The team had decided to work on accuracy instead of words correct. (I’m not sure there is a great way to increase reading fluency but okay I’m in.) Sometimes starting small is way better than not starting at all and this group has never ventured into the world of using one's data for anything. </p><p>So…</p><p>This year, grade-level teams are working with our Coach to create monthly data-based goals. We just started using Benchmark Advanced, so teams are looking at all the reading data and making a decision on a long and short-term plan. (For most of the teams I work with–this is the 1st time they have really looked at and done anything with their classroom data.)</p><p>This one, as much as I’m shaking my head, I can see a place where I can layer in additional fluency work at the word level with their students and not sacrifice fidelity.</p><p>Over the years, I have moved the oral reading fluency scores in a variety of ways. I have never found something that works with most of the students I support for reading. From repeated readings to focusing on specific words, nothing works for all the students in a group. </p><p>All my reading groups this year are OG. I live and breathe OG, which means there is a precise lesson plan and very little room to add “other” things. I’m not sure how many really get this. This year, teachers want me to fix everything. </p><p>I use Yoshimoto. I really love the flexibility it gives me. I dislike the amount of flexibility it gives me but I can lay out each group's scope and sequence and add my “others” as I need to. Mind you within reason. </p><p>Last year, I began working in very specific game days to target word-level fluency. These days tended to be on Fridays (aka Fun Friday). When a Game Tub in tow, students played Crocodile Dentist and Squeaky Squirrel.</p><p>Slowly, the sounding out loud stopped. The confidence in the learning target increased. Slowly, the syllable understanding increased. And then the accuracy scores changed. Then the big daddy of them all, the iReady Phonics scores started to move. </p><p>Now, was this all by adding game time to their practice do this. I have no way of knowing. But what I do know is that if students are engaged and motivated then everything falls into place.</p><p>Reflecting on this growth over the summer, led me to add phrases and sentences based on the skill being taught. You can find my game pieces in my store to begin building self-confidence, language skills, and word-level fluency in your students.</p><p>My students do have their favorites but I make a point to rotate them about every month. </p><p>The cool thing about all of the game pieces is that it is super easy to differentiate the cards depending on who is in the group and what each student needs to work on. </p><p>Nothing like being able to stack the deck. lol</p><p>ROAR–CVC, CCVC, CVCC is built using pictures to support the words from Smarty Symbols but you also get cards with no pictures.</p><p>You can play with just CVC or CVCC with and without pictures.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Short-Vowel-Game-to-Build-Reading-Fluency-Practice-Science-of-Reading-8823809?utm_source=web%20site&utm_campaign=Blog%20Post%201.7.23" imageanchor="1" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="2000" data-original-width="2000" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEijWL2iR2uc6wzAsA3QLdK5-cpt0vZFwI8EiZH4Wlr3abAF6LPsTU2Vu_51aE-3kXryH5jwBMtSod5m8bBvrzhWr-_1essFCNdMQbkOh2cDEGY1bUm7GDi3bkv57Hbkn0zWUE5QNWE3VZGKU7fbCR1IOYLYC5dUdB5z6QU39yOzfBBXDdznakeM0_bH/s320/ROAR%20%20Differiated%20Closed%20Syllable%20Game%20(1).png" width="320" /></a></div><p><br /></p><h3 style="text-align: left;">OR</h3><p>When I have a group working on Five and Six sounds. I pull out Melt. Then students can work on real and nonsense words. You can add easier words to build fluency or a couple of compound words to make it more interesting.</p><div class="separator" style="clear: both; text-align: center;"><br /></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Short-Vowel-Game-to-Build-Reading-Fluency-Practice-Science-of-Reading-8823809?utm_source=web%20site&utm_campaign=Blog%20Post%201.7.23" imageanchor="1" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="2000" data-original-width="2000" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiR8v4mzDXqR0DRK_W7_38U8uxF9OiHA0PM8PVeHSPtd_0Y6-Uku8hVv3QB9KMXRWe4Y3SMNA4t46jlpBiT9yTDd35kVJLCODwJi7QWOuQo12JvyVw-rSP9czHbdqmwiFFTu8qlrm5wBW4GbS1hSk6Sv_EcXZQuFij_JjJkt_f0Lf6atevdR-Dv4Ee2/s320/Melt%20.png" width="320" /></a></div><div><br /></div><div><div><br /></div><div><br /></div><h3 style="text-align: left;">OR</h3><div><br /></div><div>If it’s a Monday after a long weekend, I like to play Crocidle Dentist. You have to set a timer or the whole time is gone before you know it! It’s a great way to build just fluency before he closes his mouth. This game is perfect for a quick push to help students move from sounding words out aloud to a more grade-appropriate strategy.</div><div><br /></div></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Short-Vowel-Game-to-Build-Reading-Fluency-Practice-Science-of-Reading-8823809?utm_source=web%20site&utm_campaign=Blog%20Post%201.7.23" imageanchor="1" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="2000" data-original-width="2000" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEitApRt0FzUqlDz9yGrAL2MBZW6tbVp6Qp6s0u5dhLv-pcFBRNb0RHuWIp_-38qde4fCb3R_VAE7f9XZ5ZCJDVGdLGOLEadDxDp4xRJG9PL6ms3TGURHH8kqNtbeJQVdJu_t1XtJN6MQ9fEcHZux3duz5spYaRzS-l2l6hfThUocfsp6A60yfnmaqli/s320/Short%20Vowel%20Crocodile%20Dentist%20Phonics%20Game.png" width="320" /></a></div><p><br /></p><p>Click on any picture to check them out for yourself. Your students will love any of them. </p><p><br /></p><p>What games do your students like to play?</p><p><br /></p><p>Chat soon,</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEistVMYzpIRMZOe7fV8MF0ZMYwuxVHVnsukRO4hCzLbv4bfpp2W8SQ9iaiQ8DcRxABAXZu88aK7E1b_Nk0xYQijWaHZ85GBspFg7T-IkZ6aK5gfAt48Ec5WDJt0QcI9vNj3XIYLgcXBjQrgGmAE_dcX73Z1N6oW65mVL8p1kJuNmIye3Uyvg0Oh1Ajk/s116/blog%20signature.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="43" data-original-width="116" height="43" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEistVMYzpIRMZOe7fV8MF0ZMYwuxVHVnsukRO4hCzLbv4bfpp2W8SQ9iaiQ8DcRxABAXZu88aK7E1b_Nk0xYQijWaHZ85GBspFg7T-IkZ6aK5gfAt48Ec5WDJt0QcI9vNj3XIYLgcXBjQrgGmAE_dcX73Z1N6oW65mVL8p1kJuNmIye3Uyvg0Oh1Ajk/s1600/blog%20signature.png" width="116" /></a></div><br /><div><br /></div>Alison Whiteleyhttp://www.blogger.com/profile/07273393322484192275noreply@blogger.com0tag:blogger.com,1999:blog-1791572038594018971.post-39720396381971028542022-07-29T15:58:00.001-06:002022-10-14T15:20:14.538-06:00Feeling unsure about a student's phonics level? This new resource will instantly help<p>Have you ever sat in a meeting reviewing phonics data and someone asks if the student has mastered reading digraphs because the student doesn't demonstrate this in their small group?</p><p>Whether in an RTI meeting or just reviewing the data, this information helps plan the student's specific next steps. </p><p>If your phonics program is like mine--it didn't come with a quick way to progress monitor a student after you have taught a sound (phonogram). And sometimes you need more than dictation and how they read in the last decodable text.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Progress-Monitoring-Tool-for-Phonics-bottomless-8278355" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="Progress Monitoring Tool for Phonics" border="0" data-original-height="675" data-original-width="1200" height="225" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj9WfzdRyMTAiEKVF3_mkfbhXQmmjF72Vj_UboVac91XsOGRCA77_KyF3wzskhbbsSgXcclPkYg2qSnXH5SFPPEDBT4lPXu7OV36uuz1JAa0VGFmeaQQvC48adq6NObquKmvKg-yJ-JpuwEBVknzzGSDFu2u8AayokOVEd3JUMAyO1DCvi2tKQkmJSj/w400-h225/progress-monitoring-tool-for-phonics-blog-image.png" title="Progress Monitoring Tool for Phonics" width="400" /></a></div><p></p><p>You need more than a gut check <b>BUT</b> you need a number to prove what the student knows.</p><p>This <a href="https://www.teacherspayteachers.com/Product/Progress-Monitoring-Tool-for-Phonics-bottomless-8278355" target="_blank">Progress Monitoring Tools for Phonics</a> solves this problem. It's quick and super easy to give after you have taught a sound. You can learn if students can read the phonogram at the word level (real & nonsense), sentence level, or in a paragraph with controlled text. </p><p>I use this Phonics Tool as a pre/post with mixed sounds. This has a very specific set of sounds such as all short, all R-controlled or all digraphs. Then I can teach the sounds in the pattern, reassess and have the data to prove if they have it or not.</p><p>The teacher's copy of the tool is colored-coded to make it super easy to score and make decisions about what to do next. This progress monitoring tool can be completed by teachers, para-professionals, or volunteers. </p><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Progress-Monitoring-Tool-for-Phonics-bottomless-8278355" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="675" data-original-width="1200" height="225" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjz1IDETEeQI8cUeVyQfUpOWf2XOlwNLHZZia44ZrxoZMUaeeqPOJdHZJT1BrOdyPcNuuHreJALosA2QDSaoss_u7V11q5Yte8q-XuTMjfToZUXXC3jixOiLbAaq7xX0mXlXDuMb38f4AmdDshuMiVU0J43YgSk54UP5VeYX1ygdyulHDg3_pd1kzBR/w400-h225/progress-monitoring-tool-for-phonics-teacher-copy-blog-image.png" width="400" /></a></div>Each phonogram has its own page and you can find it again on a mixed pattern page. I have made the Phonics Progress Monitoring Tool paperless as well. It can be used with Google. The link is within the product.<div><br /></div><div>As of today's writing, in this bottomless product you get:</div><div>Short Vowels (a, e, i, o, u)</div><div>R-Controlled</div><div>Digraphs (ch, th, wh, sh)</div><div>VCe (a, e, i, o, u)</div><div><p>These sheets can be completed are perfect for small targeted groups and are a perfect addition to any Orton-Gillingham Practice or Phonics Intervention.</p><p>You can expect updates throughout the year including Vowel teams, Suffixes, -ng & -nk, and more!! </p><p>Grab your today before the price increases!</p><p>Chat Soon,</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEioUhsicaBVGHYvECvjn3o1yPp41vHuDIvkKOlb_rP73OyNflE560Dw_3Avt5SowLk6Ybw6HX0K1MwuncAkWUy6A0mA_9Q9o05922uQm-qb_WYGSgK0277See3jHUnVgkgjuvS9wpjQ6EGRYjJhcpWfISVuvAqQuEeAHUg0MkhRFcO0lYaFwkyu-gdR/s116/blog%20signature.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="43" data-original-width="116" height="43" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEioUhsicaBVGHYvECvjn3o1yPp41vHuDIvkKOlb_rP73OyNflE560Dw_3Avt5SowLk6Ybw6HX0K1MwuncAkWUy6A0mA_9Q9o05922uQm-qb_WYGSgK0277See3jHUnVgkgjuvS9wpjQ6EGRYjJhcpWfISVuvAqQuEeAHUg0MkhRFcO0lYaFwkyu-gdR/s1600/blog%20signature.png" width="116" /></a></div><br /><p><br /></p><p><br /></p><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="346" src="https://www.youtube.com/embed/XPAm1x6sxKA" width="416" youtube-src-id="XPAm1x6sxKA"></iframe></div><br /><div class="separator" style="clear: both; text-align: center;"><br /></div><br /><p><br /></p><p><br /></p></div>Alison Whiteleyhttp://www.blogger.com/profile/07273393322484192275noreply@blogger.com0tag:blogger.com,1999:blog-1791572038594018971.post-4434464598652322862022-03-15T15:39:00.000-06:002022-03-15T15:39:10.063-06:00POW: Readers Needing More Support--Adapted Books with High Frequency Words<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEhfEEQM3fFXgLGZC6bc0p--Cp1i98uJffPGSyxIJ-7dLATfrIRuPx1eRds2lq2uUWthWXFWZy6TEdVlHpoVaTB3J-SCShzuHC7bHohVItWcj-Ho4c_HCL3F7bcWYUnZ_669JLgYdt0mWkB3Ljw5DzrOMLCxx2hMAcv3Q_eS4ju3eHvwiQEVtlfFyxDb=s267" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="120" data-original-width="267" height="120" src="https://blogger.googleusercontent.com/img/a/AVvXsEhfEEQM3fFXgLGZC6bc0p--Cp1i98uJffPGSyxIJ-7dLATfrIRuPx1eRds2lq2uUWthWXFWZy6TEdVlHpoVaTB3J-SCShzuHC7bHohVItWcj-Ho4c_HCL3F7bcWYUnZ_669JLgYdt0mWkB3Ljw5DzrOMLCxx2hMAcv3Q_eS4ju3eHvwiQEVtlfFyxDb" width="267" /></a></div><p>How do I get my readers more exposure to high-frequency or Red Words???</p><h3 style="text-align: left;">ADAPTED BOOKS</h3><p>I love adapted books. My students LOVE them too! They are one of my favorite tools in my classroom. When it comes to building language skills or more experience with text--adapted books are a great way to effectively target specific skills in a way that is engaging for students. </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEgjueNr0JelX6to2YJimPL39xT8BsSi12eQAsMjhFbmA7mZFle0_RMcs0T9k9sB9aLSXDP7LoeJTXjrsqvwoJcSIVJmvIn0htdTy1QvUNcKw6Gp-orWVK_T4pRa_A50ySXHj3hZcfkgsWaE6ufDSfJD8vaV44G7qttLL9mS3Ty0JlzH4iMaECPsr1zS=s760" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="760" data-original-width="656" height="320" src="https://blogger.googleusercontent.com/img/a/AVvXsEgjueNr0JelX6to2YJimPL39xT8BsSi12eQAsMjhFbmA7mZFle0_RMcs0T9k9sB9aLSXDP7LoeJTXjrsqvwoJcSIVJmvIn0htdTy1QvUNcKw6Gp-orWVK_T4pRa_A50ySXHj3hZcfkgsWaE6ufDSfJD8vaV44G7qttLL9mS3Ty0JlzH4iMaECPsr1zS=s320" width="276" /></a></div><br /><h4 style="text-align: left;">What is an Adapted Book?</h4><p>Adapted books are books that have been modified in some way and often make it easier for students with disabilities to use but I also find adapted books are more engaging for all students to read and target so many critical language skills. I create and use adapted books all the time because they are interactive, motivating, and target various language skills. Many allow the students to feel successful and part of the book because they have to add or move pieces within the book.</p><h4 style="text-align: left;">Why You Need Adapted Books?</h4><p>Research tells us kids with severe and profound disabilities often get sub-par literacy instruction. Part of that is based on people’s assumptions about the abilities of students with complex disabilities, the idea that instructional materials should only focus on functional or sight word instruction, and fact that language skills are generally lacking for students in this population. The other part of that is a feeling that instructional materials are just not made for these students in a way that is accessible.</p><p>There are a couple of big targets you are trying to hit when you add adapted books or novels to your classroom and lessons. One of them is to increase a student’s access to literature. You would be amazed at how many classrooms have NO appropriate reading materials in their classrooms. Because our students take longer to learn new skills, available literature tends to be juvenile or fully functional.</p><p>It is imperative students with severe disabilities are exposed to developed ideas and advanced concepts as a means of improving overall literacy and adapted books are the perfect vehicle to do that.</p><p>Adapted books can vary in skill level and be used for a wide variety of students with different skill sets and literacy skills. Many times there are pictures associated with the vocabulary terms so it provides those extra visual supports to help with understanding and comprehension of the verbal message. As the books become more challenging students rely less on pictures and more on written words.</p><h4 style="text-align: left;">What is a High-Frequency Adapted Book?</h4><p>Predictable texts are a specific type of book used in the earliest stages of reading instruction. It provides students with more frequent exposure to the targeted word. The texts have a repeated sentence or phrase on each page, typically with one variable word. A picture accompanies each sentence that allows the student to guess the variable word using the picture. </p><p>Errorless teaching is an instructional strategy that ensures children always respond correctly. Each page has only one answer--the target word. This means students are getting more frequent correct exposure to the word than reading authentic text where they can guess at the word.</p><h4 style="text-align: left;"><b>Why Have Visuals Tied to Text?</b></h4><p>Visuals are consistent. Visuals allow time for language processing. Visual prompts can offer a visual image and written word to meet the needs of a variety of students’ abilities. Visuals help students see what a word means. Visuals help to build independence.</p><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEiruIwQ8I_izPVaAUNK3eR1bFJwFiCkrN0YiHe4-tcHpQXFCPEpGap1PVTqvvVXZT5xSFMJWWyRd-98gFLYoxb2eGxC2dLgcYfiot7ZdvphaBhHKEfdmv2XppJ3DXp5wN53Js-P0RGaCL4O8FaiDbJivQOk_TK804bGVgM7KERfDigMazF_MnHHTAA_=s720" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="526" data-original-width="720" height="286" src="https://blogger.googleusercontent.com/img/a/AVvXsEiruIwQ8I_izPVaAUNK3eR1bFJwFiCkrN0YiHe4-tcHpQXFCPEpGap1PVTqvvVXZT5xSFMJWWyRd-98gFLYoxb2eGxC2dLgcYfiot7ZdvphaBhHKEfdmv2XppJ3DXp5wN53Js-P0RGaCL4O8FaiDbJivQOk_TK804bGVgM7KERfDigMazF_MnHHTAA_=w391-h286" width="391" /></a></div><br /><h4 style="text-align: left;">So What Should I Do?</h4><p>The first thing you should do is get this FREE adapted book by <a href="https://www.teacherspayteachers.com/Product/Sight-Word-Adapted-Book-Can-6486009?utm_source=blog%20&utm_campaign=marketing%20for%20adapted%20book%20bundle" target="_blank">clicking here</a>! Yeah. I love my readers… a lot. This is a very simple book. </p><p>Are you wanting more???? This bundle has 7 more to help you build your student's high-frequency reading knowledge.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Sight-Word-Adapted-Book-Bundle-1-6486287?utm_source=my%20blog&utm_campaign=blog%20post%20for%20adapted%20book%20bundle" imageanchor="1" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="1500" data-original-width="1000" height="433" src="https://blogger.googleusercontent.com/img/a/AVvXsEi6PcRavs9O3goK9l84dyb79E9T4Mj7MmtLXgXMs5L3M8kkcjJYsp4AWbJxhF8SmSxYAwLMLPj-eqLvpF_1wBZtXPVvOXqJ9ndkU4p1yiiih38bjVAt7_wEhZbIcRxOaezQN9t9Bpi592NTiPS3lAzfWOADDYF8hfB5Ht6ID6uvHKIKjNr3pqgH3eXq=w288-h433" width="288" /></a></div><br /><p>Chat Soon-</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEgsLJclIn1nzdFDwhM2pe9iqX8yAAUx7rR-myrZ2O2YGNkiL0HFzyJQ2UhzW4bm6-e10NmYMFkp8dCldK0rg7Vwf8QOT1S_80Jhhq0Ryj407NrCgicYpJ9Msu45XVENM7dCBoo4EGyp1lGRGxopZDKyRcU3Htuv5eQQNvD8tZSpz8CnxBElfTiWPD6p=s116" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="43" data-original-width="116" height="43" src="https://blogger.googleusercontent.com/img/a/AVvXsEgsLJclIn1nzdFDwhM2pe9iqX8yAAUx7rR-myrZ2O2YGNkiL0HFzyJQ2UhzW4bm6-e10NmYMFkp8dCldK0rg7Vwf8QOT1S_80Jhhq0Ryj407NrCgicYpJ9Msu45XVENM7dCBoo4EGyp1lGRGxopZDKyRcU3Htuv5eQQNvD8tZSpz8CnxBElfTiWPD6p" width="116" /></a></div><br /><p><br /></p><p><br /></p><p>PS--Bundle 2 coming soon </p><p><br /></p>Alison Whiteleyhttp://www.blogger.com/profile/07273393322484192275noreply@blogger.com0tag:blogger.com,1999:blog-1791572038594018971.post-69563340235404062672021-10-11T05:00:00.001-06:002021-10-11T05:00:00.719-06:003 Fan Favoriate Phonemic Awareness Ideas (that are free)<h3 style="text-align: left;"><div style="text-align: left;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEig03oGoGkJPWReKa4ZbLT6CQnCCEGY9nOGn7lIxkGpNVVIjwYfYWtSdWuOViKm8QX3ZjSQ_6ESnopakgw1bFFniSMB9cSQFTgj1bbnFyJRW2h68xY6cPSdVQIGhPnoNf-c8lHvQT4f1NY/s1080/Oct+10+blog+post+%2528Instagram+Post%2529.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1080" data-original-width="1080" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEig03oGoGkJPWReKa4ZbLT6CQnCCEGY9nOGn7lIxkGpNVVIjwYfYWtSdWuOViKm8QX3ZjSQ_6ESnopakgw1bFFniSMB9cSQFTgj1bbnFyJRW2h68xY6cPSdVQIGhPnoNf-c8lHvQT4f1NY/s320/Oct+10+blog+post+%2528Instagram+Post%2529.png" width="320" /></a></div><br /> </div><br />What is Phonemic Awareness?</h3><h4 style="text-align: left;">Phonemic Awareness (PA) is:</h4><p></p><ul style="text-align: left;"><li>the ability to hear and manipulate the sounds in spoken words and the understanding that spoken words and syllables are made up of sequences of speech sounds</li><li>essential to learning to read in an alphabetic writing system, because letters represent sounds or phonemes. Without phonemic awareness, phonics makes little sense</li><li>fundamental to mapping speech to print. If a child cannot hear that "man" and "moon" begin with the same sound or cannot blend the sounds /rrrrrruuuuuunnnnn/ into the word "run", he or she may have great difficulty connecting sounds with their written symbols or blending sounds to make a word</li><li>essential to learning to read in an alphabetic writing system</li><li>a strong predictor of children who experience early reading success</li></ul><p></p><h4 style="text-align: left;">Why is it important?</h4><p></p><ul style="text-align: left;"><li>It requires readers to notice how letters represent sounds. It primes readers for print</li><li>It gives readers a way to approach sounding out and reading new words</li><li>It helps readers understand the alphabetic principle (that the letters in words are systematically represented by sounds)</li></ul><p></p><p>...but difficult:</p><p></p><ul style="text-align: left;"><li>Although there are 26 letters in the English language, there are approximately 40 phonemes, or sound units, in the English language</li><li>Sounds are represented in 250 different spellings (e.g., /f/ as in ph, f, gh, ff)</li><li>The sound units (phonemes) are not inherently obvious and must be taught. The sounds that make up words are "coarticulated;" that is, they are not distinctly separate from each other</li></ul><p></p><h4 style="text-align: left;">What Does the Lack of Phonemic Awareness Look Like?</h4><p>Children lacking phonemic awareness skills cannot:</p><p></p><ul style="text-align: left;"><li>group words with similar and dissimilar sounds (mat, mug, sun)</li><li>blend and split syllables (f oot)</li><li>blend sounds into words (m_a_n)</li><li>segment a word as a sequence of sounds (e.g., fish is made up of three phonemes, /f/ , /i/, /sh/)</li><li>detect and manipulate sounds within words (change r in run to s)</li></ul><p></p><div style="text-align: left;"><span style="font-weight: normal;">My students love everything I bring them from Make, Take and Teach, these are great to add to your guided reading toolbox.</span></div><h1 style="text-align: left;"><iframe frameborder="0" height="618" scrolling="no" src="https://assets.pinterest.com/ext/embed.html?id=50172983339394179" width="345"></iframe> </h1><div style="text-align: left;">This cheat sheet from Clever Classroom is a great help when planning what direction I need to move in or if I'll looking for an idea on how to make a PA just a little bit more challanging.</div><h1 style="text-align: right;"><iframe frameborder="0" height="624" scrolling="no" src="https://assets.pinterest.com/ext/embed.html?id=78813062208696334" width="345"></iframe></h1><div style="text-align: left;">This year I can't seem to find enough rhyming tasks. Be it for my second graders or my kindergartens who just need more, these have been a great addition to my toolbox and a great jumping-off to change it up a bit.</div><h1 style="text-align: left;"><iframe frameborder="0" height="673" scrolling="no" src="https://assets.pinterest.com/ext/embed.html?id=51228514499252970" width="345"></iframe></h1><div><br /></div><div>I hope your students find these as Fan Favorites as mine do!!!</div><div><br /></div><div>Chat Soon-</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgDDLemRAjyfVIyJpP0sD2DvxxO-LaG_VkZApo1O1e9MoB55svfc1K46hLxUQB-x8K4TDEMk4oXRtbNYZKza1lZdg8hkS8c8x8eqOjeZFv7y0_a7-qCy9Oec5QAiZWe06K952EFXXhSauE/s146/Blog+Signature.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="66" data-original-width="146" height="74" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgDDLemRAjyfVIyJpP0sD2DvxxO-LaG_VkZApo1O1e9MoB55svfc1K46hLxUQB-x8K4TDEMk4oXRtbNYZKza1lZdg8hkS8c8x8eqOjeZFv7y0_a7-qCy9Oec5QAiZWe06K952EFXXhSauE/w164-h74/Blog+Signature.png" width="164" /></a></div><br /><div><br /></div>Alison Whiteleyhttp://www.blogger.com/profile/07273393322484192275noreply@blogger.com0tag:blogger.com,1999:blog-1791572038594018971.post-21669102455538242612021-09-13T11:00:00.001-06:002021-09-13T11:00:00.225-06:00Evidence Based Practices and the Big 5<p></p><div class="separator" style="clear: both; text-align: right;"><span style="text-align: left;"><div class="separator" style="clear: both; text-align: right;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEii_kqgnTM-oOcM3PDtSoax_fByu9b1icOVPkIJO5kNHcC-Vux-F2aEs06Q9-UcpaaW8SH8w6DNhBrQjPk8zH36VXcihztQyq53WuNX5BMrai6XCc21-mvmgRR4RLt9IgyZeASSt1bpxmA/s1080/Evidenced+Based+Practices+blog+pin.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1080" data-original-width="1080" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEii_kqgnTM-oOcM3PDtSoax_fByu9b1icOVPkIJO5kNHcC-Vux-F2aEs06Q9-UcpaaW8SH8w6DNhBrQjPk8zH36VXcihztQyq53WuNX5BMrai6XCc21-mvmgRR4RLt9IgyZeASSt1bpxmA/s320/Evidenced+Based+Practices+blog+pin.png" width="320" /></a></div><div style="text-align: left;">Remember the Elementary Secondary Education Act defines evidence-based practices as those “effective educational strategies supported by evidence and research”. When teachers use evidence-based practices with fidelity, they can be confident their teaching is likely to support student learning.</div></span></div><p></p><p>Evidence-based practices in education are the same. They are backed by rigorous, high-standard research, replicated with positive outcomes, and backed by their effects on student outcomes. EBPs take the guesswork out of teaching by providing specific approaches and programs that improve student performance. There is frustration in teaching when you cannot find a way to help your student learn. You try one thing and then another and another and they are not having positive outcomes for your student. EBPs have proven outcomes on students’ performance and can make finding and implementing an effective practice less frustrating.</p><p>Using evidence-based practices (EBPs), with special education students especially, is a critical feature of improving their learning outcomes. When teachers combine their expertise as content knowledge experts with explicit instruction and practices and programs backed by research, the likelihood that a child will grow academically is increased.</p><p>A quick history lesson</p><p>We all love or hate the Big 5. </p><p>BUT..... without them</p><p>Congress appointed a National Reading Panel (NPR) in 1997 to review reading research and determine the most effective methods for teaching reading. The NRP reviewed over 100,000 studies and analyzed them to see what techniques actually worked in teaching children to read. The group only looked at quantitative studies, which gathered data in a numerical form and through structured techniques. Qualitative studies, which gather data through observations such as interviews were not included. In 2000 the NRP submitted their final report. The results became the basis of the federal literacy policy at that time, which included “No Child Left Behind.” We still base our understanding of evidence-based reading research on the NPR, but sadly, some of their major recommendations have been largely ignored. So what were their findings? They concluded that there were five essential components to reading, known as “The Big Five:”</p><p></p><ol style="text-align: left;"><li>Explicit instruction in Phonemic Awareness.</li><li>Systematic Phonics Instruction.</li><li>Techniques to improve Fluency. These include guided oral reading practices where the student reads aloud and the teacher makes corrections when the student mispronounces a word. A teacher can also model fluent reading to the student. Fluency includes accuracy, speed, understanding, and prosody. Word calling is not the same as fluency. </li><li>Teaching vocabulary words or Vocabulary Development. </li><li>Reading Comprehension.</li></ol>Teaching a student to read is like building a house, and you need to lay a foundation first of all. Without the foundation, the building is unstable and will eventually fall down. That foundation is Phonemic Awareness. Phonemic awareness is the understanding that all spoken words are made up using a subset of about 44 individual sounds, called phonemes. Mastery of the skill of phonemic awareness has to be to the point of automaticity in order for fluency to be developed. <p></p><p>On top of this comes systematic Phonics. Children learn that the sounds in spoken words relate to the patterns of letters in written words. Not just mastery of the skills of systematic phonics, but automaticity in those skills, is also necessary for fluency to develop. </p><p>With these two layers in place and developed to the point of automaticity, techniques to improve Fluency can begin to be effective.</p><p>Vocabulary Development can be built next, including learning the meaning of new words through direct and indirect instruction, and developing tools like morphemic analysis, to discover the meaning of an unknown word. </p><p>Then Comprehension Skills can be added. Comprehension skills are the strategies a reader can use to better comprehend a text. </p><p>This is the foundation of reading, but it is also the foundation of education generally. Every subject is dependent on reading, and mastery of these subjects depends on developing a strong foundation in these early literacy skills.</p><p>As I continue to explore Evidenced-Based Practices, I will use the “Big 5” to share how they can be developed, and provide some resources that you can take back and use.</p><p><br /></p><p>Chat Soon,</p><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjh6LC61i5tMPDYSHN3ABQy8s3oJE7gIGZ5Zk7evtYS1HXW8ctiOxeGOZW_wFADSxe8OQ7ySof1eRZTZEvi54ha5RDNlwTXFQOkO61z6wJ-N0ygoTUE1ymZ4Dr3JSflCuwu_ZX7N6_g_Wk/s116/blog+signature.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="43" data-original-width="116" height="43" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjh6LC61i5tMPDYSHN3ABQy8s3oJE7gIGZ5Zk7evtYS1HXW8ctiOxeGOZW_wFADSxe8OQ7ySof1eRZTZEvi54ha5RDNlwTXFQOkO61z6wJ-N0ygoTUE1ymZ4Dr3JSflCuwu_ZX7N6_g_Wk/s0/blog+signature.png" width="116" /></a></div><br /><p><br /></p><div><br /></div>Alison Whiteleyhttp://www.blogger.com/profile/07273393322484192275noreply@blogger.com0tag:blogger.com,1999:blog-1791572038594018971.post-34613330231549153012021-08-05T06:00:00.001-06:002021-08-05T06:00:00.255-06:00Evidence Based or Best Practice: The Beginning<p>Balanced literacy. Orton-Gilliamham. Think-Alouds. Graphic Organizers. Direct instruction. OMG!!! </p><p>Have you ever sat staring at your plans and IEPs and wonder how the #@& am I going to move this kid? Simply because of where the student sits in relation to their grade-level peers. </p><p>I have. </p><h4 style="text-align: left;">OR </h4><p>I have so many with the same need but they didn’t make as much progress as I was hoping. (Or they needed to.)</p><p>Buildings don’t buy curriculum programs with special education students in mind. They might ask (if you're lucky) for your input. To be real, they buy with the larger in mind, which makes sense when you need to get the biggest bang for your buck. </p><p>What to do?????</p><p>In my building, moving students more than a year's growth is VERY important to us. We strive to close those gaps before they move to middle school. </p><p>I don’t have programs. Well, I have access to several but they can be (and most of the time) used by classroom teachers or worse the materials from the program were used but not the program itself. </p><p>I know I’m not the only one. So, what do you do??? </p><h4 style="text-align: left;">OR </h4><p>Want to learn what I do to get data that looks like this? </p><p> </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhvlAAyYzgWW5ArmEM6IpDWnSg5yV4pzoqdeYwH_nqp5yB115kYXInrRGKU6nGdlde_1ux-dF8BAngp5yo_AZW5gYWZYoxpolh074iT8f5D5kbYEoKI1cIG5d-eO6K0QYIrg409e88VW7k/s1080/4.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><span style="color: white;"> </span><img border="0" data-original-height="1080" data-original-width="1080" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhvlAAyYzgWW5ArmEM6IpDWnSg5yV4pzoqdeYwH_nqp5yB115kYXInrRGKU6nGdlde_1ux-dF8BAngp5yo_AZW5gYWZYoxpolh074iT8f5D5kbYEoKI1cIG5d-eO6K0QYIrg409e88VW7k/w200-h200/4.png" width="200" /></a></div> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQPuHBxJdLNVqRpl9RrruodfGI6CzysWzzS8Pz0ELY9JvLPIuwzv1Nx3sfdoGr41E8MqQ0KFQshGEjkC9ddHyI9CDee1nIzkcc_5j5fHc2aUZTTbIj7_U6gqMN83dgfyKD2DOVyEhfKBE/s1080/5.png" imageanchor="1" style="clear: right; display: inline !important; margin-bottom: 1em; margin-left: 1em; text-align: center;"><img border="0" data-original-height="1080" data-original-width="1080" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQPuHBxJdLNVqRpl9RrruodfGI6CzysWzzS8Pz0ELY9JvLPIuwzv1Nx3sfdoGr41E8MqQ0KFQshGEjkC9ddHyI9CDee1nIzkcc_5j5fHc2aUZTTbIj7_U6gqMN83dgfyKD2DOVyEhfKBE/w200-h200/5.png" width="200" /></a><p>I had an Instructional Coach when I first started teaching, that showed me the value of putting time into learning and mastering both educational best practices and evidence-based practices. So even, if I was stuck with limited options, I could get tons of bang without a whole lot of stress. </p><p>Take guided reading, (yes, I know but you have to work with what you got), I became an expert at guided reading. I worked in tiny groups of two and three but with best practices and a couple of evidence-based practices, I was able to move kids to within months of their peers. (This brings up a whole different conversation when you can do this--is core really happening in the classroom or are they special education. I’m not going to answer those questions, as those are part of the larger school system.)</p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiczl1034dZQr5swVNQ1DWE7_qRCmyBgWn8BnwwWhUPpsFhZZwrQBZooPFcrPJlq2a3tMHaoSIjmfYHs-WU1T98TyM_VMVpE-RQYo8sHasEtJz2IKTFdWUtyClf5whGFYRbY1mLcuNnmug/s900/1.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="600" data-original-width="900" height="133" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiczl1034dZQr5swVNQ1DWE7_qRCmyBgWn8BnwwWhUPpsFhZZwrQBZooPFcrPJlq2a3tMHaoSIjmfYHs-WU1T98TyM_VMVpE-RQYo8sHasEtJz2IKTFdWUtyClf5whGFYRbY1mLcuNnmug/w200-h133/1.png" width="200" /></a></div>The Elementary Secondary Education Act defines evidence-based practices as those “effective educational strategies supported by evidence and research”. When teachers use evidence-based practices with fidelity, they can be confident their teaching is likely to support student learning. <p></p><p><br /></p><p>and</p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEii8umAB3Q5I1iE1V1WgBSD4o05-b2T0_VefypJ6XpfbnyoojuyMkO1D09dBt9rFeKPC6DylJipCNMZhqYQcq72973Nt68PktH9OosGgjmIZsz-3wFjnaP4-4n6GTUG5Spx87X3JuukgVU/s900/2.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="600" data-original-width="900" height="133" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEii8umAB3Q5I1iE1V1WgBSD4o05-b2T0_VefypJ6XpfbnyoojuyMkO1D09dBt9rFeKPC6DylJipCNMZhqYQcq72973Nt68PktH9OosGgjmIZsz-3wFjnaP4-4n6GTUG5Spx87X3JuukgVU/w200-h133/2.png" width="200" /></a></div><p></p><p>David Ardale defines best education practices as the wide range of individual activities, policies, and program approaches to achieving positive changes in student attitudes or academic behaviors. </p><p>Think Hattie and Marzano. (We all have a love/hate relationship with them)</p><p><br /></p><p>Join me as I walk through how I use these ideas to get the most bang for your buck and move kids to close gaps with my special education students. </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjgj7ZYmowuRFwiiaZvQEnsMt_GZpT99hgNpkJC1pO32ksfpAiD8FL1ZtywlIDVF8cGDKczI16km_L7pP_46CPmrwl4cx2ERhARMc7VsqKuL0Fa1PLMkRZc2OqI4UEGqY5elldsgeia1As/s900/3.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="600" data-original-width="900" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjgj7ZYmowuRFwiiaZvQEnsMt_GZpT99hgNpkJC1pO32ksfpAiD8FL1ZtywlIDVF8cGDKczI16km_L7pP_46CPmrwl4cx2ERhARMc7VsqKuL0Fa1PLMkRZc2OqI4UEGqY5elldsgeia1As/s320/3.png" width="320" /></a></div><br /><p>Send me your questions or if you're stuck and need help with. I’ll help you problem solve.</p><p><br /></p><p>Chat soon,</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYhuTsJTPpVpb4DXDjesbsAoacXaTZu5dqHZCJ3P2JZYKr8OJmQmT9dTL8ezwr1xuWfQ3IsBqvvlXdE_OqSMm2Ukn1SFTovpf3XGlSMzETR_OpTsC0uaRa_jl6jt20UbHzi82pEOdfi1o/s116/blog+signature.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="43" data-original-width="116" height="43" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYhuTsJTPpVpb4DXDjesbsAoacXaTZu5dqHZCJ3P2JZYKr8OJmQmT9dTL8ezwr1xuWfQ3IsBqvvlXdE_OqSMm2Ukn1SFTovpf3XGlSMzETR_OpTsC0uaRa_jl6jt20UbHzi82pEOdfi1o/s0/blog+signature.png" width="116" /></a></div><br /><p><br /></p><p><br /></p><p><br /></p><p><br /></p>Alison Whiteleyhttp://www.blogger.com/profile/07273393322484192275noreply@blogger.com0tag:blogger.com,1999:blog-1791572038594018971.post-19438985198029554092021-07-13T14:45:00.000-06:002021-07-13T14:45:07.304-06:00Wait...Orton...What????<p>I came across Orton-Gillingham during a field placement as an undergrad. The special education teacher was using Wilson with her small groups to help them build reading skills. Mind you--this was not something taught in my program but she opened my eyes to something I would keep in my teaching bag. </p><p>The Orton-Gillingham approach is a multi-sensory way of teaching reading, spelling, and writing skills to students who struggle with language-based learning difficulties, including dyslexia. Lessons focus on mastery of the smallest units of language first, including phonemes and graphemes, and then build to whole word, phrase and sentence level instruction. </p><p>Important to note: Orton-Gillingham refers to an instructional approach, not any particular program or curriculum.</p><h4 style="text-align: left;">A Quick History Lesson</h4><p>The term “dyslexia” first appeared in texts in the early 1870s. The Orton-Gillingham approach has been in use for the past 80 years and is the oldest dyslexia-specific approach to remedial reading instruction. It was developed in the 1930s by neuro-psychiatrist Dr. Samuel Orton based on his work with children who struggled with language processing issues but were of normal intelligence.</p><p>Dr. Orton proposed a neurological basis for the problem and developed a series of activities that combined right and left brain functions, predicting it would positively impact the ability to read and spell.</p><p>Dr. Anna Gillingham focused her efforts on training teachers in the approach, creating materials and expanding the instruction to include essential features of the English language, such as prefixes, suffixes, and even spelling rules.</p><p>Encouraged by Dr. Orton, she compiled and published instructional materials as early as the 1930s which provided the foundation for student instruction and teacher training. This collaboration became known as the Orton-Gillingham Approach.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOZTLtfn7CHCLlco6_DqKxquGdO3sAApqmvKQwWGbYEKzp-TDSek5IF0CpLAd0oyZ7tyCdV0EDA28xUR4MI7BiRnEh8SbaCWIubX9U7ZONZwafoaX7HKdHBlOiBwCyPRw2OocoKk92NYE/s1200/Orton+Blog+post+LinkedIn+Post.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1200" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOZTLtfn7CHCLlco6_DqKxquGdO3sAApqmvKQwWGbYEKzp-TDSek5IF0CpLAd0oyZ7tyCdV0EDA28xUR4MI7BiRnEh8SbaCWIubX9U7ZONZwafoaX7HKdHBlOiBwCyPRw2OocoKk92NYE/s320/Orton+Blog+post+LinkedIn+Post.png" /></a></div><br /><h4 style="text-align: left;">What is Orton Gillingham?</h4><p>This is where there seems to be a communication gap between parents and schools. OG is not a program, course or curriculum. There is no official “Orton Gillingham certification” for teachers. Your child does not get pulled out of their classroom an hour a day and taken someplace else to learn OG.</p><p>So what is OG then? First, it’s usually called the Orton Gillingham Approach.</p><p>And that’s what it is–an approach or way of teaching.</p><p>Orton-Gillingham places an important emphasis on multi-sensory approaches to learning. But it is more than that.</p><p>Orton-Gillingham is a highly structured approach, that breaks down reading and spelling into letters and sounds, and then building on these skills over time. OG was the first approach to use multi-sensory teaching strategies to teach reading.</p><p>This means that educators use sight, sound, touch, and motor movement to help students connect and learn the concepts being taught.</p><p>This multi-sensory approach helps students understand the relationship between letters, sounds, and words.</p><p>For example, an OG teacher a student to learn a letter by:</p><p></p><ul style="text-align: left;"><li>seeing it</li><li>saying it out loud</li><li>sounding it out</li><li>singing it</li><li>writing it with pen or pencil</li><li>writing it with fingers in shaving cream or sand</li><li>forming it with clay or play-doh</li><li>making the letter with your body or blocks</li></ul><p></p><h4 style="text-align: left;">What is dyslexia?</h4><p>Dyslexia is the most commonly diagnosed reading disorder. Dyslexia is also found on a continuum of severity, ranging from mild characteristics of dyslexia to profound difficulty with reading and writing. In its most severe forms, it is a learning disability. In its mildest form, it may be a source of puzzlement, frustration or mild inconvenience. </p><p>Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities.</p><p>As a result of this span of difficulty, the exact prevalence of dyslexia has yet to be definitively determined. It has been suggested that perhaps as many as 15% to 20% of the population as a whole have some of the symptoms of dyslexia (IDA, 2017).</p><p>Orton-Gillingham works because it enhances phonemic awareness in dyslexic individuals by examining common language patterns. Learners experiment with blending sounds, looking at letters and word parts in isolation and in various configurations, and studying language features, including diphthongs and silent letters.</p><p>The goal of Orton-Gillingham based instruction is to enable learners to decode words on their own and improve literacy skills in order to achieve their full potential at school.</p><p>Every state has its own special education legislation for the identification and special education support for students with a specific learning disability.</p><p>In Colorado, during the special education evaluation process, the team <b>must</b> document any characteristics of dyslexia. Be sure to look at your Department of Education--Special Education for what the team must do.</p><p>What the Orton-Gillingham Approach Can Teach Reading</p><p>The OG Approach can teach:</p><p></p><ul style="text-align: left;"><li>Decoding: break words into their syllables and phonemes (the smallest unit of sound) to be able to read the word. Develops automaticity and fluency at the word level.</li><li>Encoding: break down words orally into their syllables and phonemes to be able to spell the word.</li></ul><p></p><p>However, an OG program requires supplemental programming to teach fluency and composition.</p><h4 style="text-align: left;">Can a Parent Teach Orton Gillingham?</h4><p>Well, in the loosest form of OG, anyone can teach OG. All you need is a multi-sensory approach and you can say you’re OG. But just like too many behaviorists say they are using ABA (when they’re really not), OG is not for everyone either. This is where you have to be careful.</p><p>I’m not a BCBA, but I can reinforce ABA principles and activities at home with my son. I would say for most parents, you can reinforce tasks and lessons from school or at private tutoring. But unless you are a teacher or reading specialist, I would leave it to the experts.</p><h4 style="text-align: left;">Getting Orton Gillingham on your IEP</h4><p>Want OG added to your IEP??? Ask the Team. </p><p>Ok, here’s where the troubles are, right? You asked for OG on your IEP, because it helps kids with dyslexia learn to read.</p><p>They said no. Ask for the progress monitoring data. So, what about trialing a change and getting back together in 30 days with data? </p><p>Have data??</p><p>Questions to ask:</p><p></p><ul style="text-align: left;"><li>What is the data looking at? spelling (Encoding), reading (decoding)</li><li>Is there improvement? How big?</li><li>Ask the classroom teacher, what do they see? </li><li>Ask the team, who is trained in which program? (<a href="https://dyslexiaida.org/accredited-teaching-training-programs/" target="_blank">Programs Accredited by IDA</a>)</li></ul><p></p><p>Fact is, many reading programs designed for students with dyslexia are based on the Orton Gillingham Approach. But the OG approach alone may not be enough to get them there.</p><p>Learning OG has been a wonderful and overwhelming journey but I have had students who are very successful with this approach and others who need a different approach to help them learn to read. It always comes back to the data. </p><p>Parents, always ask for it if the team doesn't bring it! Don't be afraid to push back on the team if they don't have it and ask questions about it and what it means for your child.</p><p><br /></p><p>Chat soon,</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj-brusPcMaquixqFmLWj7TIceHm54cwzK7jvwmoavWVIIU84TnZHFvggHtyzIzxtQUGrNghWKYtWOfmUer4XQ9IUYLsY0CGqESBkmeYxyywgH_0S4YoaepKTqHvLSGMA4cEZX_prWaVnw/s116/blog+signature.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="43" data-original-width="116" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj-brusPcMaquixqFmLWj7TIceHm54cwzK7jvwmoavWVIIU84TnZHFvggHtyzIzxtQUGrNghWKYtWOfmUer4XQ9IUYLsY0CGqESBkmeYxyywgH_0S4YoaepKTqHvLSGMA4cEZX_prWaVnw/s0/blog+signature.png" /></a></div><div><br /></div><div><br /></div><div><br /></div><div><br /></div>PSSS.... Parents here's a freebie for your next IEP meeting. <a href="https://docs.google.com/forms/d/1nplkMbiUNys7kMpzBomzSbtCiapOt86WMWiXXL4-igg/edit?usp=sharing" target="_blank">Need IEP Help CLICK HERE!!</a><div class="separator" style="clear: both; text-align: center;"><a href="https://mailchi.mp/f4ae1b1bb303/parent-iep-meeting-questions" imageanchor="1" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="2000" data-original-width="1545" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjj3xiSdlzUdslVxS6j2ggbWP-jG-V5IEJybsgzZ1BR22PHF5vdbrfSdpXPjdIfpJyf2URZZSkFKjykjGdyi5T4UbhIwVTrXf2F2wqRQVbM9Pe877bjYzGXiOx4tsnUZzOVrG3FX2TplbY/s320/Questions+to+ask+at+IEP+meetin.png" /></a></div><br /><br /><p><br /></p><p><br /></p><p><br /></p><p><br /></p>Alison Whiteleyhttp://www.blogger.com/profile/07273393322484192275noreply@blogger.com0tag:blogger.com,1999:blog-1791572038594018971.post-4129377153964252542021-06-02T15:25:00.005-06:002023-01-14T08:13:00.656-07:00101: MTSS & RTI<h4 style="text-align: left;">What is MTSS?</h4><p>A Multi-Tiered System of Supports (MTSS) is a framework of team-driven data-based problem solving for improving the outcomes of every student through family, school, and community partnering and a layered continuum of evidence-based practices applied at the classroom, school, district, region, and state level. MTSS is a coherent continuum of evidence-based, system-wide practices to support a rapid response to academic and behavioral needs, with frequent data-based monitoring for instructional decision-making to empower each student to achieve high standards.MTSS models rely on data to assess student needs and help teachers understand which kinds of intervention they need within each tier.</p><h4 style="text-align: left;">What is Response to Intervention?</h4><p>Response to Intervention, or RTI, is an educational approach designed to help all learners to succeed, through a combination of high-quality instruction, early identification of struggling students, and responsive, targeted evidence-based interventions to address specific learning needs. RTI uses ongoing progress monitoring and data collection to facilitate data-based decision-making. In addition, the implementation of RTI will assist in the correct identification of learning or other disorders.</p><p>In my building, MTSS is the umbrella and RTI falls under it. All students are active participants in MTSS but not all students will be active participants in RTI. </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgjDgb3ReNXzAjLVIpBXWdqEljmGSFbl9vn6AnMpoe8X8gCxces2DLtAPpCYUR7ejyW3QlhcoRDhC8lSVtYQAeO-_-mQrIWclvxpx-ddDoXeXydXmGYknxCpjoDtr2-oG1i5PIC29XRipw/s2000/Tier+3.jpg" style="margin-left: 1em; margin-right: 1em;"><img alt="how the RTI tiers look with MTSS" border="0" data-original-height="1428" data-original-width="2000" height="228" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgjDgb3ReNXzAjLVIpBXWdqEljmGSFbl9vn6AnMpoe8X8gCxces2DLtAPpCYUR7ejyW3QlhcoRDhC8lSVtYQAeO-_-mQrIWclvxpx-ddDoXeXydXmGYknxCpjoDtr2-oG1i5PIC29XRipw/w320-h228/Tier+3.jpg" title="RTI and MTSS pyramid" width="320" /></a></div><br /><p>How does RTI work?</p><p>It operates on a 3-tiered framework of interventions at increasing levels of intensity. The process begins with high-quality core instruction in the general education classroom. Teachers use a variety of instructional methods to maximize student engagement and learning: modeling of skills, small group instruction, guided practice, independent practice, to name a few.</p><p>Through universal screening methods, struggling learners are identified and are given more intense instruction and interventions that are more targeted to individual needs. By giving frequent assessments and analyzing data, teachers make decisions about what levels of intervention will best support student achievement.</p><h4 style="text-align: left;">What are the Tiers?</h4><p><b>Tier I: </b>This is the guaranteed and viable curriculum that all students receive each day within their general education classrooms. It is High quality, research-based core instruction in the general education classroom. All students are given universal screening assessments to ensure that they are progressing and are learning essential skills. {Sidenote: A guaranteed and viable curriculum is one that guarantees equal opportunity for learning for all students. Similarly, it guarantees adequate time for teachers to teach content and for students to learn it. A guaranteed and viable curriculum is one that guarantees that the curriculum being taught is the curriculum being assessed. It is viable when adequate time is ensured to teach all determined essential content.}</p><p>Within Tier 1, all students receive high-quality, scientifically based instruction provided by qualified personnel to ensure that their difficulties are not due to inadequate instruction. All students are screened on a periodic basis to establish an academic and behavioral baseline and to identify struggling learners who need additional support. Students identified as being “at-risk” through universal screenings and/or results on state- or district-wide tests receive supplemental instruction during the school day in the regular classroom. The length of time for this step can vary, but it generally should not exceed 8 weeks. During that time, student progress is closely monitored using a validated screening system and documentation method.</p><p><b>Tier II:</b> More intensive, targeted instruction, matched to student needs, is delivered to students who are not making adequate progress in Tier I; they often receive instruction in small groups. They receive progress monitoring weekly, and teachers regularly evaluate data to assess whether students are making progress or need different or more intense intervention.</p><p>Targeted Interventions are a part of Tier 2 for students not making adequate progress in the regular classroom in Tier 1 are provided with increasingly intensive instruction matched to their needs on the basis of levels of performance and rates of progress. Intensity varies across group size, frequency and duration of intervention, and level of training of the professionals providing instruction or intervention. These services and interventions are provided in small-group settings in addition to instruction in the general curriculum. In the early grades (kindergarten through 3rd grade), interventions are usually in the areas of reading and math. A longer period of time may be required for this tier, but it should generally not exceed a grading period. Tier II interventions serve approximately 15% of the student population. Students who continue to show too little progress at this level of intervention are then considered for more intensive interventions as part of Tier 3.</p><p><b>Tier III: </b>The most intensive, individualized level of intervention. Students who have not responded to Tier II intervention receive daily, small group or one-on-one instruction. Students in this level often are already receiving special education services, or are referred for further evaluation for special education.</p><p>Here students receive individualized, intensive interventions that target the students’ skill deficits. Students who do not achieve the desired level of progress in response to these targeted interventions are then referred for a comprehensive evaluation and considered for eligibility for special education services under the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004). The data collected during Tiers 1, 2, and 3 are included and used to make the eligibility decision. This is typically about 5% of your student population. </p><p><br /></p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhHG8RIIHRWD_ZsIYP7qjlaok0TH9SLShgOeX2ns-yGfQQ9XySZhCDUnRu2PlgI-om9cbYosP7WnuVAZJuYn4tTxBG3jtAiVoq-18-hj5fz96sEuRBOhjFoYCgMxtkL7kyISAE-zrf5qQw/s625/KTL-and-RTI.jpg" style="margin-left: 1em; margin-right: 1em;"><img alt="How the levels of support look across all 3 tiers in MTSS and RTI" border="0" data-original-height="469" data-original-width="625" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhHG8RIIHRWD_ZsIYP7qjlaok0TH9SLShgOeX2ns-yGfQQ9XySZhCDUnRu2PlgI-om9cbYosP7WnuVAZJuYn4tTxBG3jtAiVoq-18-hj5fz96sEuRBOhjFoYCgMxtkL7kyISAE-zrf5qQw/w320-h240/KTL-and-RTI.jpg" title="Supports a Multi-Tiered System of Instruction and Support" width="320" /></a></div><p></p><p><br /></p><h4 style="text-align: left;">So what does all of this mean???</h4><p>What that means is this. A teacher or parent identifies a student’s needs, and they try some interventions. Sounds simple enough, right? </p><p>So what’s the problem?</p><p>I have a family member who was struggling in reading. Mom talked to the teacher. The Teacher put the child in the RTI reading program. And she made progress and caught up with her peers. </p><p>That is the main benefit of RTI. For the right kid, with the right intervention, that’s all they need. </p><p>It can also look like a gifted student receiving enrichment in an area of strength like math. </p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjvnbVI2ifMTeJb5WJF4VV9BCwP8t9ZK1S3gsJffvq98C6-3S8PBvTc9VEGR2Yj-EzY71P6RXaVXmrp8jADmrWpAK7VqlYBfJs8APfjO6U5ok2b0CrOBvA6egshAfeKikk7xCDqATLF0wM/s1200/MTSS-Diamond-01.png" style="margin-left: 1em; margin-right: 1em;"><img alt="MTSS diamond of supports for remedial and enrichment for students" border="0" data-original-height="706" data-original-width="1200" height="188" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjvnbVI2ifMTeJb5WJF4VV9BCwP8t9ZK1S3gsJffvq98C6-3S8PBvTc9VEGR2Yj-EzY71P6RXaVXmrp8jADmrWpAK7VqlYBfJs8APfjO6U5ok2b0CrOBvA6egshAfeKikk7xCDqATLF0wM/w320-h188/MTSS-Diamond-01.png" title="MTSS diamond of supports for remedial and enrichment" width="320" /></a></div>The downside to RTI, it can feel like the school or district is stalling to identify special education needs. Remember, students are general education students first. <p></p><p>RTI is a general education progress. It's open to all students who fall below a benchmark. In Colorado, we look at iReady cut scores. Interventions need to be evidenced-based (which doesn’t always happen). This means teachers have to progress monitor students to ensure they are making progress within the selected intervention and if they are not bring them to the building RTI team. </p><p>Every building works this process differently. In my building, we ask all teachers who have concerns about students to bring them to the RTI team. This ensures that teachers feel supported, the correct interventions are in place and should the student need to move forward with a special education evaluation the data the team needs is there. We also encourage parents to join the meetings. There is always a follow-up meeting scheduled 6 to 8 weeks out.</p><h4 style="text-align: left;">IDEA specifically addresses RTI and evaluations.</h4><p>The 2004 reauthorization of IDEA makes mention of RTI as a method of part of the process of identifying SLD:</p><p style="text-align: left;"></p><ul style="text-align: left;"><li>In diagnosing learning disabilities, schools are no longer required to use the discrepancy model. The act states that “a local educational agency shall not be required to take into consideration whether a child has a severe discrepancy between achievement and intellectual ability[…]”</li><li>Response to intervention is specifically mentioned in the regulations in conjunction with the identification of a specific learning disability. IDEA 2004 states, “a local educational agency may use a process that determines if the child responds to scientific, research-based intervention as a part of the evaluation procedures.”</li><li>Early Intervening Services (EIS) are prominently mentioned in IDEA for the first time. These services are directed at interventions for students prior to referral in an attempt to avoid inappropriate classification, which proponents claim an RTI model does. IDEA now authorizes the use of up to 15% of IDEA allocated funds for EIS.</li></ul><br />So this is the part where I expect to get pushback. But RTI has been overused and abused. Used to delay Special Education Evaluations and Services. Often.<p></p><p>So much so that the OSEP has put out multiple guidance letters about this.</p><p>If your child is in RTI and is doing well, great! I mean it! I am always happy to see a child’s needs being met. However, just have it on your radar that RTI is sometimes used to delay evaluations or IEPs. The old “Let’s try RTI and ‘wait and see.‘ ” Go with your gut. If you believe your child needs an IEP, request IEP evaluations.</p><p><u>Bonus tip: Your child can be going through the IEP evaluation process and receive RTI interventions at the same time!</u></p><p>Parents, how do you know if their children are making progress?</p><p>An essential element of RTI is ongoing communication between teachers and parents. As parents, you are kept involved and informed of the process every step of the way, beginning with notification that your child has been identified as struggling in one or more areas and will receive more intensive intervention. If your child receives more targeted instruction in Tier II or Tier III, he or she will be progress monitored frequently. Teachers will share progress monitoring data with you regularly through meetings, phone calls, or emails, as well as progress reports sent home showing assessment data. </p><p>When in doubt, ask the teacher for the data. </p><p>This is one way the process can look. The big piece for RTI to work is having the process monitoring data so decisions can be made timely. </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiBFl51SYkrA6yQmd_J2Ar_whWCf25L5mKDSrWXTFLPQ0U1AGrzvGIbR44q88dwhgaBt6ptklTHExB9TFzHnPRyQVuCMkIdB2d2X_SNi4rv0SILN_ysSzI4Z8Cu-qXDfsK8WMSPu1HQD1E/s1102/RTI+Process.jpg" style="margin-left: 1em; margin-right: 1em;"><img alt="RTI Process Flow Chart" border="0" data-original-height="1102" data-original-width="735" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiBFl51SYkrA6yQmd_J2Ar_whWCf25L5mKDSrWXTFLPQ0U1AGrzvGIbR44q88dwhgaBt6ptklTHExB9TFzHnPRyQVuCMkIdB2d2X_SNi4rv0SILN_ysSzI4Z8Cu-qXDfsK8WMSPu1HQD1E/w266-h400/RTI+Process.jpg" title="RTI Process Flow Chart" width="266" /></a></div><div><br /></div><div>Parents, what are your questions about this process? I'd love to hear them. Teacher's what supports do you need to make this process work within your classrooms? Share your thoughts below. </div><div><br /></div><div><br /></div><div>Be sure to check out how Shelia from <a href="https://www.dualatiedu.com/" target="_blank">Dualatiedu</a> (a Bilingual Teacher) implements RTI with her teachers.</div><div class="separator" style="clear: both; text-align: center;"><a href="https://www.dualatiedu.com/the-mtss-and-rti-processes-quick-steps-to-easily-understand-them/" imageanchor="1" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="1152" data-original-width="1536" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjkYIuOoHGI2LJJBuBZ_w698JIqsj1wvvY6cQIfk3RiPNct36812lHtL2VhTetWnP6qnnktHyLER9Fzf0zXgopj8fSN30mu6xNFP96Ifknv1Ws3mJaTPi4DNMGdYrK-l7xrkG0-GHvdhGxb9fistMx3harqoXrqwtRpO_CZfsnVKRxAqSXjAXtFQgpM/w400-h300/rti-interventions-1536x1152.png" width="400" /></a></div><br /><div><br /></div><br /><p></p><div class="separator" style="clear: both; text-align: center;"><div style="text-align: left;">Chat Soon,</div><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgqcDUD44UituJPsaD8owj6EKiEGfArN5k7Unop7yA3VYdc6XxG3y7RV5ihZU3VHSE9Jv7bGY-6bdsCxHAvR0dCRt1kxK50fOggFKoYYU62L3WwVyGNZhwOj88NCb41gd__Xoq4h3ElR74/s116/blog+signature.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="43" data-original-width="116" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgqcDUD44UituJPsaD8owj6EKiEGfArN5k7Unop7yA3VYdc6XxG3y7RV5ihZU3VHSE9Jv7bGY-6bdsCxHAvR0dCRt1kxK50fOggFKoYYU62L3WwVyGNZhwOj88NCb41gd__Xoq4h3ElR74/s0/blog+signature.png" /></a></div><br /><p></p><div><br /></div><div><br /></div><div><br /></div><div><br /></div><div>PS: Teachers are you looking for a document that has it all in one place. This doc has student strengths, and needs, you can list interventions with goals and progress monitoring, and a place a parent communication. Click on the FREEBIE Alert to get yours</div><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both; text-align: center;"><a href="https://drive.google.com/file/d/1rhzDRmTkh-CFi8VSg1IxrOmvHGmb8zb_/copy" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="140" data-original-width="276" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjSIzW8L0KPDH54pE8oz_duukLIqqnXFIOpbnLtigK_6o-PLANg6ghOtBLt-fAcAykSCtDK7CyxG_ZNzKe6nOd_P2TmHsTozqbqOwKlB1EhyphenhyphenPMQsFkBBCGgs4eD49zoWyXPpl6UkRGKJyg/s0/Student+IEP+Due.png" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEidEgdRFjiaBOIyGkUSs28BrZxOARzUGUlp2Tnd7YZ5GuvUatdSKm9PbQPdjy9TL9x9gyPOR4YmVm-VTiQErzhqj-6pln3D_TOZjcHJge0yENfykzHZ9PFFC-Hz6Ryu_v6ngdFE1gqRA/s1080/MTSSRTI+Fedility+Editable+Form.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1080" data-original-width="1080" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEidEgdRFjiaBOIyGkUSs28BrZxOARzUGUlp2Tnd7YZ5GuvUatdSKm9PbQPdjy9TL9x9gyPOR4YmVm-VTiQErzhqj-6pln3D_TOZjcHJge0yENfykzHZ9PFFC-Hz6Ryu_v6ngdFE1gqRA/s320/MTSSRTI+Fedility+Editable+Form.png" /></a></div><br /><div><br /></div><div><br /></div><div><br /></div><div><br /></div><div><br /></div><div><br /></div><div><br /></div><div><br /></div><div><br /></div><div><br /><br /><div><br /></div><div><br /></div>
</div>Alison Whiteleyhttp://www.blogger.com/profile/07273393322484192275noreply@blogger.com0tag:blogger.com,1999:blog-1791572038594018971.post-35178281812393004232019-12-18T08:03:00.001-07:002019-12-18T08:03:35.454-07:00Thinking Outside the Box with MathIt’s funny to think about changing instruction just for engagement. But that is what I did with better support my differentiation efforts. Oh, I should mention my principle LOVED the engagement on a recent walkthrough.<br />
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Last time I mentioned spending more time looking at and using more “science” than “art” in my elementary resource room. Mostly, because I have no programming. That let me down what could have been a rabbit hole to find some sort of small group instruction but not sit and get. I mean even in my eight student math group, I have the same range you would find in a classroom and all at least two years behind.<br />
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Would it surprise you to know, that most special education resource rooms only do some version of sit and get? Differentiated but limit independent skills practice. Many times all these guys need is a reteach and time to practice—think guided release from Fisher and Frey. But what if you have kiddos who need more direction instruction—what do you do then? Bore one or move to fast for them to get the skill.<br />
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What this “idea” MUST have: guided direct instruction, varied independent practice, engagement, and easy to put together (both time and money).<br />
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Visible Learning research stresses:<br />
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<li>Focusing on progress: shifting from focusing on what teachers are doing to what students are learning</li>
<li>Errors are welcome: creating a classroom where errors facilitate learning and growth</li>
<li>Explicit success criteria: students know the learning intentions of each lesson and the criteria for success</li>
<li>The right level of challenge: teachers set challenging goals, and offer students opportunities for deliberate practice to meet those challenges</li>
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Creating math centers has helped meet students' individual needs and continued to challenge everyone without the fear of failure and create an environment where risks are celebrated. I have found that thinking outside of the box is what has motivated students to do their best and reach for challenges and be more accepting with grappling with the material they don’t understand. But it didn’t come at the cost of having success criteria that pushes them to focus on their progress in math.<br />
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I’m not sure it means they changed their minds about math and they know like it but I do know they work harder during our math time. They ask more questions. They take more risks. But<br />
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Math centers have become a fun way for my students to gain independence in the classroom while reinforcing the concepts taught back in their general education classrooms.</div>
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Math centers allow them to practice a math topic in a variety of ways--each one focuses on the same skill allowing student s to gain independence while working towards mastery.</div>
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They have four centers:</div>
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<li>Direct Instruction </li>
<li>Independent Skill Practice</li>
<li>Technology</li>
<li>Games</li>
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Students visit all four centers twice over the course of a week. Direct instruction is teacher-directed and I provide instruction on the current math skill using guided release. </div>
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Independent skill practice is either current skill or past skills depending on where they happen to be on their way to skill mastery. But this station like technology and games is totally independent practice. Unlike Direct Instruction, this means its differentiation depending on where the student is on their learning math skills. </div>
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I'm very fortunate to have iPads, which means they have a math app folder from which they choose how they want to spend that rotation time. I change the apps with each skill change, so there is allows something different there. </div>
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The Games station doesn't always change when skills change. It depends, with our current skill, money, I slowly changed out the games as I taught the new ones. </div>
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I hope I have given you an idea of how you can change up your math group. </div>
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Chat soon, </div>
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Alison Whiteleyhttp://www.blogger.com/profile/07273393322484192275noreply@blogger.com0tag:blogger.com,1999:blog-1791572038594018971.post-57250901428827893792019-10-05T08:15:00.000-06:002019-10-05T08:15:41.513-06:00The Art and Science of Teaching<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">Many of us have a love/hate relationship with Robert J. Marzano‘s work. His research and others like John Hattie, have impacted the way we teach each and every day.</span></div>
<b id="docs-internal-guid-12cc1f1f-7fff-1504-95b2-d1336391c292" style="font-weight: normal;"><br /></b>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">The topics his research cover include instruction, assessment, writing and implementing standards, cognition, effective leadership and school intervention. These ten design questions by Marzano will improve your teaching and make you a more reflective teacher.</span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">What I like best about him is his advice that teachers need to use their own experiences when implementing his teachings and know that not everything will work for everyone. This certainly is true of all students In The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction, author Robert J. Marzano presents a model for ensuring quality teaching that balances the necessity of research-based data with the equally vital need to understand the strengths and weaknesses of individual students. </span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">The Science </span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">1. What will I do to establish and communicate learning goals, track student progress, and celebrate success?</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">2. What will I do to help students effectively interact with new knowledge?</span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">3. What will I do to help students practice and deepen their understanding of new knowledge?</span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">4. What will I do to help students generate and test hypotheses about new knowledge?</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">5. What will I do to engage students?</span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">6. What will I do to establish or maintain classroom rules and procedures?</span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">7. What will I do to recognize and acknowledge adherence and lack of adherence to classroom rules and procedures?</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">8. What will I do to establish and maintain effective relationships with students?</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">9. What will I do to communicate high expectations for all students?</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">10. What will I do to develop effective lessons organized into a cohesive unit?</span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">Think about this set of questions. How can they help you with your own teaching? How can they help foster individual connections with your students?</span></div>
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Alison Whiteleyhttp://www.blogger.com/profile/07273393322484192275noreply@blogger.com0tag:blogger.com,1999:blog-1791572038594018971.post-65432819147958171882019-01-02T17:38:00.002-07:002019-01-02T17:38:31.275-07:00Have to Teach Phonics? How???Phonics.<div>
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Ask a teacher about teaching phonics and a look of dread washes over them. For many of us--we never learned to teach phonics while in our teacher education programs. For others, it was a literacy coach who brought over "the box" and said teach it. </div>
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What's the big deal?!</div>
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Phonics has become the <span style="background-color: white;">cornerstone for </span>young readers. Phonics instruction has become the most controversial of all areas of reading education over the last ten years. Once the only aspect of reading instruction, it has now become one of five important components of reading education (with phonemic awareness, reading comprehension, vocabulary instruction and fluency building making up the other four areas). {thinking decoding strategies such as "Lips" and "Stretchy the Snake.} Grab my FREE Decoding Strategies posters here.</div>
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<a href="https://mailchi.mp/14c2532573c2/readingcomprehensionposters" target="_blank"><img border="0" data-original-height="789" data-original-width="940" height="268" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi1jF8Tc0QxPZaB3oWNmFih-HXbZ5iSQlHkUqqsgwuuVY72eb39G2HeaqwLs5Vl1tHgJrT_vH_M5E-oIB30jN71231EfJqXiQlzpYutHglShf0LLuQoqBzmWBkNqhWeIwKpr-7KYQuy4bE/s320/decoding+strategy+posters.png" width="320" /></a></div>
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The goal of reading is making meaning from text. So, how is phonics related to comprehension?</div>
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Phonics instruction plays a vital rule in helping students understand what they are reading. Phonics instruction helps the child to map sounds onto spellings. Decoding words aids in the development and improvement in word recognition. The stronger a student's decoding skills mean they are reading more and have a great word recognition bucket to pull from. In turn, increasing their vocabulary skills and reading fluency.</div>
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To learn words by sight, it's critical that students have many opportunities to decode words in a text. The more times a reader encounters a word in a text, the more likely they are to recognize it by sight and to avoid making a reading error.</div>
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Reading fluency improves reading comprehension. When students are no longer struggling with decoding words, they can devote their full attention to making meaning from text. As the vocabulary and concept demands increase in a text, students need to be able to devote more and more attention to making meaning from text, and increasingly less attention to decoding. If students have to devote too much time to decoding words, their reading will be slow and labored. This will result in comprehension difficulties.</div>
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What order should phonics be taught?</h4>
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I teach phonics based on the 7 syllable types. I also make a point to teach spelling at the same time. I don't move on to the next skill until students demonstrate mastery in BOTH reading the words fluently and spelling with at least 90% accuracy. </div>
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Start with Closed Syllables--Consonants and a Vowel {CVC} plus at least 50 sight words</div>
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Still working with Closed Syllables--add digraphs and continuing to add sight words</div>
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After digraphs move to Doubles, then Consonant Blends, and ng and nk patterns</div>
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As students master 3 letters move them on to other Closed Syllable Patterns: CCVC, CVCC, CCVCC, and don't forget about compound and multi-syllable closed {sunset or napkin}</div>
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Once students have mastered Closed Syllables move on to Vowel Consonant Silent E. Work through this syllable type on vowel at a time--make sure students have masted one before moving on to the next. Make sure to work through mixing the vowels up before moving onto multi-syllables {fireman or pothole}</div>
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Then moving into Open Syllables such as flu, my, sky</div>
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Vowel Teams, I find are the tricky ones. I brake them into small pieces and teach like sounds together and then mix them together as students master the pairs. </div>
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R-Controlled and Diphthongs, I teach the same way I do Vowel Teams--in very small chunks.</div>
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The last syllable type of C+le, I don't always get to (since I only have them for a couple of years), I start small with words they know and grow their list from there.</div>
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I teach phonics much like to teach guided reading. I do, we do, and you do. </div>
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What about my students who struggle with reading? What can I do?</h4>
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For students who struggle with decoding, often too much is taught too fast. Work at a pace that allows students to achieve mastery. Remember, the goal is teaching to mastery rather than just exposure. And provide loads of decodable text reading practice. Students can never get enough opportunities reading easy texts that contain many words with newly taught sound-spellings. Repeated readings of these texts will also be helpful.</div>
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Other things I do to help students achieve mastery is playing games. I provide students with syllable specific word games. Check these out. My students beg for more time to play and they are designed to be extra practice and can easily be added to literacy centers for students to play on their own!! You can find them in Teachers pay Teachers Store.</div>
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<a href="https://www.teacherspayteachers.com/Store/Toad-ally-Exceptional-Learners/Category/Phonics-211411" target="_blank"><img border="0" data-original-height="756" data-original-width="945" height="256" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhQwVbd0JAO5dlKpIU4ZZhtrkP8jPt6EKu4Sdfhl-DKEiZvpYBPf6y2OgEBthYyPIsj4YOgjqGJfdW9mhNVQ_OoE3-qt_xR_pqvqhlXp-JEZW2Ob6TG7ZwYb7svln2JqQ5UMdf_1vom6iQ/s320/phonics+games.jpg" width="320" /></a></div>
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Chat Soon,</div>
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Alison Whiteleyhttp://www.blogger.com/profile/07273393322484192275noreply@blogger.com0tag:blogger.com,1999:blog-1791572038594018971.post-12962436308898327412018-11-18T08:38:00.000-07:002018-11-18T08:38:28.765-07:00How I Increased Reading Fluency Scores<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiH1GYuqJ6Zhai-0waqh_2jlNFmq-iOxrSCjraehFwaKoUAQ9IaYaM7vpXllYMF2hYrQHgZgj3nelB2Ln_Zt1m5APPeh0k8IIyRVDcO-vgTmuszyGypnZhhjn3qZLBtnZf2-dRHCYw6R20/s1600/thumbnail.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1080" data-original-width="1080" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiH1GYuqJ6Zhai-0waqh_2jlNFmq-iOxrSCjraehFwaKoUAQ9IaYaM7vpXllYMF2hYrQHgZgj3nelB2Ln_Zt1m5APPeh0k8IIyRVDcO-vgTmuszyGypnZhhjn3qZLBtnZf2-dRHCYw6R20/s320/thumbnail.jpg" width="320" /></a></div>
<b style="font-weight: normal;">I have to brag, she beat her self-created sight word goal not just once but twice. She has DOUBLED her sight word knowledge since returning from summer break. </b><br />
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</b> She is a second-grade student who has struggled with her self-confidence when reading and just learning how to read for the last year.<br />
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She represents the students I teach reading to every day.<br />
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<li>No self-confidence </li>
<li>Beginning reader</li>
<li>No strategies</li>
<li>No sight word knowledge</li>
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Oh, but unlike others, they have increased their sight word knowledge by 50% in 15 weeks. They have self-confidence and strategies when approaching an unknown text. And classroom teachers, are seeing these changes when they are in guided reading.<br />
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<u>How did I do this?</u><br />
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</b> Most of the students I see during my day are beginning readers. Technically this means students reading Levels A-E. For students to read the book more than twice and NOT have the whole thing memorized, is a whole different problem. (If you have looked, just like I have, then you know it doesn’t exist.)<br />
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<b>Passage Reading with Sight Words to the RESCUE</b><br />
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These passages pick up where guided reading leaves off. My students love the fact they can read 90% of the words so they can focus on their reading fluency.<br />
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Each passage starts with a one-minute cold read. Students graph their score.<br />
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When you come back the next day, I help them practice the passage as many times they want before timing it again.<br />
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Students keep the same passage until reaching mastery. <a href="https://www.teacherspayteachers.com/Product/Fluency-Passages-for-Sight-Words-3923357" target="_blank">[Chick here to get yours.]</a><br />
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<iframe allow="accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/FeSXWmi8pV4" width="560"></iframe><br />
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<b>REASONS WHY IT WORKS</b><br />
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It works because students are placed in reading passages at their independent reading level. This means they are not struggling with every word like they would in most reading fluency passages.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjlwgY5bTn4ytzWZxNbq2cRomWkQUNPcHghbBYhU7JsYRKJ7iM0IwTxTijz0P4XRwhuG_LhMiTXU9TS6it4hVR6krUhym-V5yE1HWQnX7yvPfZw6f0KI98Bq_gv4ui-z1m-MSuK4tS_xDU/s1600/rr.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="479" data-original-width="638" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjlwgY5bTn4ytzWZxNbq2cRomWkQUNPcHghbBYhU7JsYRKJ7iM0IwTxTijz0P4XRwhuG_LhMiTXU9TS6it4hVR6krUhym-V5yE1HWQnX7yvPfZw6f0KI98Bq_gv4ui-z1m-MSuK4tS_xDU/s320/rr.jpg" width="320" /></a>I have written about Repeated Readings in the past as I create interventions--using John Hattie. My students love them and see each reading as a challenge to beat their score from the previous day. Tieing repeated reading with students doing their own data tracking has doubled their sight word scores and their grade level reading fluency scores.<br />
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Student’s get tripped up on the sight words and can practice them without having to worry about the remaining text.<br />
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<iframe allow="accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/Xkvib75T86E" width="560"></iframe><br />
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The Sight Word Cards are a way to quickly practice 5, 10, or 20 sight words. Each card is just for five days. [<a href="https://www.teacherspayteachers.com/Product/Sight-Word-Practice-with-Data-Collection-1851395" target="_blank">grab your here]</a><br />
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Max does his card as soon as he comes in. He started with reviews his personalized sight word deck of 10 cards and then moves right into his Sight Word Fluency Card.<br />
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He has struggled with learning his sight words since first grade. He never thought he would learn to read; let alone learn to love it!<br />
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I love that students graph their own data. This creates ownership and by-in. It builds self-confidence. It builds a love of reading.<br />
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I do all this fluency practice at the end of my lessons because it only takes 10 minutes. In those 10 minutes, I get daily progress monitoring of IEP goals, plan reading instruction, and build fluency.<br />
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By providing students with daily sight word fluency practice where students track their own data so that their instructional reading levels increase. Hattie's data adds evidence to what has become my go-to addition to their core intervention program.<br />
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In my district carry over back to grade level curriculum is HUGE! If it doesn't close gaps or classroom teacher don't see progress--you can forget about holding the course.<br />
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For those last ten minutes of group I spend focusing on reading fluency and sight words, I have seen a growth in sight words, self-confidence to attack more difficult text, and growth on grade level reading assessments.<br />
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My Classroom teachers are reporting student spending less time in their guided reading text because students are demonstrating solid decoding accuracy that has improved reading comprehension.<br />
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Chat Soon,<br />
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Alison Whiteleyhttp://www.blogger.com/profile/07273393322484192275noreply@blogger.com0tag:blogger.com,1999:blog-1791572038594018971.post-88260563097033948632018-10-21T13:42:00.000-06:002018-10-27T06:46:13.047-06:00How I use WHY to Find Root CauseThis year as my building redoes their RTI process, they put WHY at the forefront of the process.<br />
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<b>Why?</b></h3>
How else are you going to figure out what the student’s needs really are!<br />
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The Root Cause is so much more than just the test scores or the informal assessment scores you get. Getting to the bottom or root cause of why a student struggles takes a team, an open mind, and time. It's hard finding the one or two things that if you provide interventions or strategies for the student takes off.<br />
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My team most works on IEP goals. With the way building schedules have come together, it is all the time we have to work on. We work as a team to find the root cause behind their struggles. This is the process we use to find a student's Root Cause. When we work through a Root Cause Analysis we follow the same steps--make sure you bring an open mind and your data.<br />
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<br />
Scenario<br />
Problem Statement: The student struggles with decoding.<br />
<br />
Formal Reading Assessment<br />
<br />
<ul>
<li>Alphabet: 63%ile</li>
<li>Meaning: 2nd%ile</li>
<li>Reading Quotient: 16th%ile</li>
</ul>
<br />
<br />
Based on formal testing the student doesn’t have any decoding concerns but his Reading Comprehension score is significantly below the 12th%ile.<br />
<br />
<u>WHY?</u><br />
<br />
I need more information.<br />
<br />
DIBLES Scores for a 2nd grader<br />
<br />
<ul>
<li>Nonsense Word Fluency: 32 sounds; Benchmark 54 sounds in a minute; Gap 1.68</li>
<li>Phoneme Segmentation Fluency: 47 sounds; Benchmark 40 sounds in a minute; Gap .85</li>
<li>Oral Reading Fluency: 11 words; Benchmark 52 words in a minute; Gap 4.7</li>
</ul>
<br />
<br />
DIBELS shows the student knows their sounds and letters but there is something up with the oral reading fluency. There is a significant gap greater than 2.0.<br />
<br />
<u>WHY?</u><br />
<br />
Complete:<br />
<br />
<ul>
<li>Error Analysis of ORF passage</li>
<li>Assess sight words</li>
<li>Does Phonological Processing need to be assessed?</li>
</ul>
<br />
<br />
Oral Reading Fluency error analysis shows 68% accuracy with 16 words read.<br />
Assessing sight words show they know 41 of the first 100.<br />
The decision was made based on what looks like a decoding weakness Phonological Processing was assessed--scores were in the average range.<br />
<br />
What do I know now?<br />
The student has a decoding weakness. He would benefit from a phonics highly structured phonics program.<br />
<br />
<u>Why??</u><br />
<br />
This time I only needed three WHYS to figure out what the true problem is for the student. Sometimes you need more. On average it tends to run closer to five.<br />
<br />
<br />
This process was completed with my team not during RTI. The decision to target phonics could have been reached without the formal testing and just with DIBELS and Sight Words.<br />
<br />
My team uses this approach to help each other when we get stuck and need to take a step back and need more voices to look at the data.<br />
<br />
As a special education team, we target only IEP goals and scaffold the student's skills up to access the grade-level curriculum. So the more specific we can be the better--we don’t want to waste time messing around with large messy goals that don’t end up helping the student close achievement gaps.<br />
<br />
Go back to RTI.<br />
<br />
How could this process be used during an RTI meeting?<br />
<br />
Questions and dialogue are key concepts here. Talk about what the numbers tell you. Start with strengths and needs. Just the facts! Don’t interpret anything. Work through the data dialogue process as I outlined in the <a href="https://mailchi.mp/5cd71b3042e0/gmpfa8hrkf" target="_blank">E-workbook: RTI Data Clarity freebie</a>. I also included several worksheets to help teams work towards finding a student’s root cause.<br />
<br />
Working to find the root cause of why a student is struggling is hard work. The dialogue with your team is a great way to bring in more voices. This in turns brings in more ideas that may help the student. Make sure you bring the <a href="https://mailchi.mp/5cd71b3042e0/gmpfa8hrkf" target="_blank">Data Clarity e-workbook</a> to help.<br />
<br />
Do you similar to help your team find a student’s root cause? Feel free to brag about your success in the comments!<br />
<br />
Are you wondering how you can use this idea with your team? Check out my <a href="https://mailchi.mp/5cd71b3042e0/gmpfa8hrkf" target="_blank">free E-Workbook: RTI Data Clarity</a>.<br />
<br />
Chat soon,<br />
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Alison Whiteleyhttp://www.blogger.com/profile/07273393322484192275noreply@blogger.com0tag:blogger.com,1999:blog-1791572038594018971.post-41518229331049477382018-10-14T09:14:00.000-06:002018-10-14T09:14:39.710-06:00Writing Best PracticesWriting is not simply a way for students to demonstrate what they know. It is a way to help them understand what they know.<br />
<br />
What are the best practices? Why??<br />
<br />
As Resource Teacher, I don’t spend any time teaching in the Writers Workshop. I tend to focus on the science of writing. Can the student write in complete sentences? Does it make sense? Spelling? Handwriting? What accommodations does the student need to do Workshop in class?<br />
<br />
Over the last couple of weeks, I have had parents ask me about writing. I have never really thought about the best practices in writing and how to guide teachers to build them into their writing practices.<br />
<br />
The effective teaching of writing involves all three of these learning experiences, with an emphasis on the writer’s craft, the use of high-quality writing exemplars, time for classroom writing practice and thoughtful reflection before, during, and after the writing.<br />
<br />
<br />
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<br />
<h4>
Best practices in Writing</h4>
1.Establish a positive atmosphere for writing, reading, and learning by:<br />
<ul>
<li>Creating an inviting classroom with flexible seating, accessible resources, and attractive surroundings</li>
<li>Modeling respect</li>
<li>Sharing the teacher’s own writing with students</li>
<li>Establishing routines and expectations</li>
</ul>
2.Organize for writing by:<br />
<ul>
<li>Setting up a writing workshop routine which convenes every day of the week</li>
<li>Using writer’s notebooks/portfolios</li>
<li>Teaching writer’s craft techniques based on an understanding of the writing process and student writing needs</li>
</ul>
3.Provide meaningful student writing activities by:<br />
<ul>
<li>Promoting student choice and ownership for both fiction and nonfiction writing</li>
<li>Providing opportunities for authentic writing</li>
</ul>
4.Ensure that students read, respond to, and use a variety of materials written for a variety of purposes and audiences by:<br />
<ul>
<li>Giving reading an integral role in the writing classroom</li>
<li>Providing diverse reading materials modeling the importance of craft and idea</li>
</ul>
<br />
5. Write regularly across the curriculum and grade levels by:<br />
<ul>
<li>Collaborating on assignments among content area teachers</li>
<li>Sharing writing rubrics across grade levels and subject areas</li>
</ul>
<br />
6.Arrange for students to have a constructive response to their writing and to offer a response to other writers by:<br />
<ul>
<li>Making teacher and peer response a part of writing instruction</li>
<li>Providing class time for revision </li>
<li>Responding intermittently throughout the writing process, not only after the final draft</li>
<li>Using many techniques to respond to student’s writing</li>
</ul>
7.Provide opportunities for students to collaborate as writers, thinkers, and learners by:<br />
<ul>
<li>Using collaboration techniques such as furniture placement, modeling collaboration, providing checklists and forms, and organizing writing pairs or small groups</li>
<li>Providing guidelines and demonstrations of appropriate student interactions and creating specific tasks for students to accomplish during their collaborations</li>
</ul>
8.Conduct effective mini-lessons on writing by:<br />
<ul>
<li>Choosing writer’s craft lessons that relate to students’ needs</li>
<li>Structuring mini-lessons so students can observe, discuss, and simulate the targeted writing craft lessons or skills</li>
<li>Providing specific responses to these simulated practices</li>
</ul>
<h4>
How do I all of this in Workshop Model?</h4>
1.WRITING ALOUD<br />
<ul>
<li>Teacher demonstrates</li>
<li>Teacher models aloud what they are doing, thinking and rethinking while writing, rereading and revising a draft</li>
<li>Teacher talks aloud about topics such as appropriate writing mode - narrative, expository, persuasive; spacing needs; organizational patterns and transition words; writer’s craft lessons such as persuasive details of statistics and expert opinion; effective repetition</li>
<li>Teacher points out skills such as spelling conventions, punctuation needs, vocabulary choices, sentence structures, revision techniques</li>
</ul>
2.SHARED WRITING<br />
<ul>
<li>Teacher and class compose aloud, collaboratively</li>
<li>Both negotiate topics, purposes, and word choice with each other</li>
<li>Teacher acts as scribe and encourages all students to participate</li>
<li>Teacher provides explicit questioning and directions, encouraging high-level thinking on focus, support, organization, language use/ conventions, writer’s craft</li>
</ul>
3.GUIDED WRITING<br />
<ul>
<li>Core of the program – whole class, small group, or individualized</li>
<li>Student writes and teacher guides</li>
<li>Explicit teaching in form of mini-lessons for reinforcement of skills depicted in shared writing or for the introduction of new writer’s craft lessons</li>
<li>Rubric development and review conferences take place along with peer response and sharing</li>
<li>Writing may be responses to literature; authentic responses; relating to information/ reports; description of classroom experiences; personal reflections; writing to learn in content areas</li>
<li>Writing activities are embedded each day</li>
</ul>
4.INDEPENDENT WRITING<br />
<ul>
<li>Students work alone, using their current knowledge of writing process, often choosing own topics</li>
<li>Occurs daily in writer’s workshop format</li>
<li>Teacher and student monitor through daily log journals, conferences, teacher feedback</li>
</ul>
<h4>
Balanced Writing Workshop?</h4>
How do these four components look in the classroom?<br />
<ul>
<li>Reading-writing connection - tying together books being read aloud and/or studied in class to writing lessons and research reports/projects</li>
<li>Meaningful print-rich environment – using labels, posters, captions where they catch student’s attention and serve a purpose for writing; literacy centers at K-5 such as post office, supermarket, bookstore, office, kitchen; real-world assignments </li>
<li>Teacher modeling – regularly modeling aloud the drafting of narratives, leads, poetry, punctuation conventions, along with writing in response to reading assignments</li>
<li>Real purposes and audiences – providing students time to write each day about topics they have knowledge of and care about, using rubrics which describe levels of achievement</li>
<li>Writer’s craft – specifically teaching the techniques of writing such as the importance of audience, the use of dialogue, connotative and sensory language, parallel sentence structures</li>
<li>Writing various genres – producing picture books, recipes, brochures, essays, social studies reports, movie reviews, website reviews, letters to the editor, book reviews, memoirs</li>
<li>Emphasis on revision – revising pieces thoughtfully over time—not a new piece of writing each day</li>
<li>Conferencing– keeping a log or portfolio on each student’s writing progress</li>
<li>Spelling and vocabulary – connecting both to writing, reading and language use (Spelling should be part of writing)</li>
<li>Sentence structure and conventions – practicing in context, using mini-lessons, not isolated skills sheets.</li>
</ul>
<h4>
Caveats Regarding Two Teaching Practices</h4>
Teaching just the science of writing is the first area of concern. Too often, the science writing leads to mediocre, dull writing where student engagement with the text is absent.<br />
<br />
It is not that most students who just use a form cannot write; it is that they cannot write at the level that today’s businesses and colleges expect. Writing which is purposeful reflects insight into the writing situation and demonstrates a mature command of language.<br />
<br />
While a formula may be useful for beginning writers who need scaffolding in organizational techniques and in the crafting of elaboration, it should not be an outcome expectation for student writers at any grade level.<br />
<br />
Students need the art of writing to encourage student engagement with the text. This learning and practicing an array of organizational writing patterns also encourages higher order thinking. Teachers who teach a menu of organizational patterns, along with each pattern’s linking expressions and signal words, implicitly help students make sense of the ideas they want to express. Among these patterns are chronological order, comparison-contrast, description, concept/definition, and process/ cause-effect. Creative, thoughtful modes of writing may be developed through the use of these patterns– modes such as the personal essay, research report, autobiography, feature news article or editorial, as well as, the short story or poem.<br />
<br />
Providing models of the art and craft of writing by excellent writers for student imitation is considered a best practice.<br />
<br />
Like all Best Practices--it's about knowing your students and what they need to do their best work. With writing, the challenge is balancing the art and science of writing is required to create powerful, college ready writers.<br />
<br />
Chat soon,<br />
<br />
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<br />Alison Whiteleyhttp://www.blogger.com/profile/07273393322484192275noreply@blogger.com0tag:blogger.com,1999:blog-1791572038594018971.post-36991640933594705922018-09-30T12:57:00.001-06:002018-09-30T12:57:43.454-06:00Intervention Over? Now What?My students love when they set short-term goals. They love the thrill of the race. Of beating themselves. Of winning. These goals come from their IEP goals--broken down to a small chunk and most importantly student created. I also do six to eight weeks. It really depends on when our breaks are. This first one is 6 weeks and is rapidly coming to a close.<br />
<br />
I started collecting the end of intervention data to review. I want to give you a closer look as to what I do and the decisions I make for the next intervention.<br />
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<br />
<br />
Step 1: Collate your data<br />
<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiquBPLG_kgYuqFyCG4prj0f2UGIR8C-ZtEiiOPCCmBz0M8P5cYazmuW7WkGXU-HZcJQlOHhKNHX1pG4rIx0THIaVIF5AD4AfwFjpfVBbdAQXZG2KrMQfAEEoqCe0svFci4dMkCGMAr-4M/s1600/Picture1.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="145" data-original-width="343" height="135" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiquBPLG_kgYuqFyCG4prj0f2UGIR8C-ZtEiiOPCCmBz0M8P5cYazmuW7WkGXU-HZcJQlOHhKNHX1pG4rIx0THIaVIF5AD4AfwFjpfVBbdAQXZG2KrMQfAEEoqCe0svFci4dMkCGMAr-4M/s320/Picture1.png" width="320" /></a></div>
If you remember, I get all the data for my interventions on a Google Sheet. (<a href="http://www.toad-allyexceptionallearners.com/2018/07/how-i-use-google-sheets-forms-for-my.html" target="_blank">To catch how I set up this intervention click here</a>) I start by going back to my original data and updating it with the new data.<br />
<br />
As you can see, I added three new pieces of data, student's new baseline, the new gap, and the raw data change from the baseline.<br />
<br />
In this case, I also color-coded the gap information. I did this to better see where the new gaps are and to see how well this intervention worked in closing those gaps.<br />
<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhSu8rwMTcNXinVjQ-8dsgIZ-UDDNGzGQXNBTzpJPTbjwSZfFJ-N21CR7lrXW14oQNatPlzIt7fSpir0tOLNsCuLKHsQCJJrSdtFKSI-ztTL8ZO3kCZPM_vtXazfOBvVorkYo9K7ZeSyII/s1600/Picture2.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="301" data-original-width="482" height="248" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhSu8rwMTcNXinVjQ-8dsgIZ-UDDNGzGQXNBTzpJPTbjwSZfFJ-N21CR7lrXW14oQNatPlzIt7fSpir0tOLNsCuLKHsQCJJrSdtFKSI-ztTL8ZO3kCZPM_vtXazfOBvVorkYo9K7ZeSyII/s400/Picture2.png" width="400" /></a></div>
<br />
Each student has their own graph. I also make sure I have up to date graph information.<br />
<br />
Each graph has a trendline. By trendlines, I can see who over is activity closing their gaps faster than the goal line.<br />
<br />
With these two pieces of data, I can make decisions about next steps.<br />
<br />
<br />
<br />
Step 2: I've Got My Data--Now What<br />
<br />
ALWAYS--Stick to FACT based statements, when talking about data. This helps me avoid student specific problems and opinions. (ie; they are slow, they are not working hard etc.)<br />
<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiysK56wHeTrngeziKmdRqCV6oYGRk5URzfuN2elAqxaYmnZIwGApZRSAhn4FA2tSE1S08KgzJYqiAOzFoP6ffV1IhZ6XgO4oVdEavDgiNVm_WlI5h8bkLx_TGLuyFzRTKmqLAfbN0Xpuk/s1600/Picture1.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="145" data-original-width="343" height="135" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiysK56wHeTrngeziKmdRqCV6oYGRk5URzfuN2elAqxaYmnZIwGApZRSAhn4FA2tSE1S08KgzJYqiAOzFoP6ffV1IhZ6XgO4oVdEavDgiNVm_WlI5h8bkLx_TGLuyFzRTKmqLAfbN0Xpuk/s320/Picture1.png" width="320" /></a></div>
*Students 1, 2, & 5 have gaps larger than 6.<br />
*Students 1 & 2 had single-digit growth.<br />
*Students 3, 4, 5, 6 had double-digit growth<br />
*Everyone had growth.<br />
*Average growth was 45 up from 32.<br />
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<br />
<br />
<br />
The Graphs:<br />
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<br />
*I look for trends: where is the score is (blue line) related to the trendline (pink line) and the Goal Line (yellow line).<br />
<br />
I pay close attention to where these lines meet the Goal (red line). Is it before Week 19 or after?<br />
<br />
*This matters, when determining if they are closing their gaps fast enough.<br />
<br />
*Remember, the point is to move students more than a year. How long it may take them to close gaps is key to thinking about whether the intervention was successful for the student.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi4GVA87HH498t6r_PPT4N8TZ7w0YaBbkvWHTSjPr0UwrblTGVlNL-BBZ7bPzlashK__b9DF4ha_fPTIhirxCjaXSghmCNvP_Zru9vD9m7AW9GF5OLpZvjrKP3G5wx_8xCkA6Z_MlWvwYE/s1600/Picture2.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="301" data-original-width="482" height="248" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi4GVA87HH498t6r_PPT4N8TZ7w0YaBbkvWHTSjPr0UwrblTGVlNL-BBZ7bPzlashK__b9DF4ha_fPTIhirxCjaXSghmCNvP_Zru9vD9m7AW9GF5OLpZvjrKP3G5wx_8xCkA6Z_MlWvwYE/s400/Picture2.png" width="400" /></a><br />
With this intervention, 3 students had great success, 2 students didn't, and 1 who it was moderately successful for.<br />
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Step 3: Analyze the Root Cause<br />
(It takes at least five WHYs to get to a root cause) (You may find you need more information like a reading level, fluency data, etc. BUT stick to the FACTS.)<br />
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<u>WHY</u>: Student's need more encounters with sight words<br />
WHY: Student's have the easy sight words but don't know what to do with the more difficult ones<br />
<u>WHY</u>: Students are not connecting sight words from text to text<br />
<u>WHY</u>: Sight word knowledge is not carrying over to Grade level Oral Reading Fluency<br />
<u>WHY</u>: Students need more practice besides decodable repeated readings, individual flashcard rings, and instructional book reading.<br />
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Analysis:<br />
*Keep intervention structure<br />
*Change up: add extra practice to build the first 50 words<br />
*Keep intervention cycle to 4 weeks<br />
*Ensure Reading Mastery lessons are being completed with fidelity!<br />
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To Do over the next 4 weeks:<br />
*Give all students a Phonics screener<br />
*Complete an Error Analysis on Oral Reading Fluency<br />
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The why's are always hard but it helps you drill down to what needs to be changed. You also see--I have a list of things I need to do before the next cycle is over. These ideas fell out as I looked at the data--the big wondering "Is this a phonics thing?" Well, I don't have the right data to answer that question. If you find this to be your problem--then figure out your timeline to get the information you need and get it. But don't let it hold you up!! <a href="http://www.toad-allyexceptionallearners.com/2018/09/how-i-use-john-hattie-to-create.html" target="_blank">If you missed how I created this intervention you can check it out here.</a><br />
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Here is what the next four weeks of Sight Word Intervention:<br />
*I will add an additional 4 weeks.<br />
*I will add basic sight word books for the 3 students who made little growth.<br />
*I will add exposure to more difficult sight words to all students based on the data from the grade level reading fluency.<br />
*I will have a teammate come and observe a Reading Mastery lesson to ensure fidelity.<br />
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I hope you see how I work through my data at the end of an intervention and make changes to support students for the next four weeks. Send a shoutout on how your interventions are going and share any questions.<br />
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Chat Soon,<br />
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<br />Alison Whiteleyhttp://www.blogger.com/profile/07273393322484192275noreply@blogger.com0tag:blogger.com,1999:blog-1791572038594018971.post-22206888896579140902018-09-09T16:00:00.001-06:002018-09-09T16:00:13.392-06:00How I Use John Hattie to Create Interventions?I have come to love John Hattie's work on student achievement. It makes creating small group interventions super easy and effective. Its a resource a have come to use more and more as my budget gets smaller and helps me create something super specific to meet the needs of my ever-changing students with ease.<br />
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John Hattie has done the heavy lifting--researching some 200 influences on student achievement. The key is to look for ideas and not get caught up in the everything. You're looking for ideas that have been found to have the greatest effect size (the closer to 1 the better)<br />
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When I use Hattie to create interventions, I keep a couple of ideas in mind. I keep the ideas from Hattie to no more than 5, the intervention to 6 to 8 weeks, and very specific data collection.<br />
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<h3>
Welcome to my Classroom</h3>
Here's a view of how I created an intervention to meet sight word and reading fluency goals.<br />
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<u>Ideas from Hattie:</u><br />
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<ul>
<li>Direct Instruction</li>
<li>Feedback</li>
<li>Repeated Reading</li>
<li>Goals</li>
</ul>
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These 4 influences play different roles in my intervention. Direct Instruction comes from SRA's Reading Mastery--this is the backbone of my instruction (bonus here is its research-based). Goals are set in two different ways-1) learning targets are a building requirement and 2) everyone set a SMART goal for sight words and reading fluency before the intervention started.<br />
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The nature of Reading Mastery is the immediate and actionable feedback is a lesson given but where does it come for sight words and reading fluency. For both, it is tied to repeated readings. After cold reads, students practice with an adult model before being timed each day.<br />
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<u>Intervention:</u><br />
<u><br /></u>
This intervention is only set for six weeks. Why? It's long enough to make a couple of changes but short enough not to let half the year go by without seeing if its closing gaps.<br />
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Data Collection:<br />
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This intervention has four data points. Some data is collected daily and others once a week.<br />
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Sight word data is collected daily--as a repeated reading and as an exit ticket. The exit ticket words are reviewed weekly to see if students are progressing towards their goal.<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh3t9TNvbnKRAkibNvW1fPtBilg8JMhYJ9LE0zLfoYqSqO6baLsP1NW9fV-Q56kWG9tBpVVv390jakba2ku68nXYWby75rVx2vMxYOsWga9yNWR0rTv8sK9vkZ0dw7C7WY0H1mfS4bopTw/s1600/Picture2.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="303" data-original-width="483" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh3t9TNvbnKRAkibNvW1fPtBilg8JMhYJ9LE0zLfoYqSqO6baLsP1NW9fV-Q56kWG9tBpVVv390jakba2ku68nXYWby75rVx2vMxYOsWga9yNWR0rTv8sK9vkZ0dw7C7WY0H1mfS4bopTw/s320/Picture2.png" width="320" /></a><br />
Sight word data is also collected when they play games to see what carryover looks like.<br />
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Goal Line is IEP goal not the student set goal.<br />
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I also do trendlines more for me than my students. But having everything in graphs means I can look at it and see if they are moving up or if I need to change things up.<br />
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I also collect reading fluency data. The grade level data is graphed. The repeated reading data is kept in their binders as they collect it and maintain the data. These goal lines make sense as they are working toward IEP goals.<br />
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I have all this data now what?<br />
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Reflect.<br />
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Reflect on the positives. Look at what needs to be changed.<br />
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Often you don't need to toss out the whole kitchen sink when putting the trashing the bin will work.<br />
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This intervention has at least 5 more weeks before it ends. Which gives me time to change things up if I need to.<br />
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Repeated Reading tell me if a student needs to spend more time with specific sight words. The same is true with the repeated readings they do with sight word heavy decodable text--if it needs to be more challenging.<br />
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Or if I need to look at an error analysis to see what changes need to be made to the overall intervention.<br />
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I'd love to hear how you set up your small group interventions. Where are your successes? Where do you need some help? I'd love to hear about your interventions.<br />
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Chat soon,<br />
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<br />Alison Whiteleyhttp://www.blogger.com/profile/07273393322484192275noreply@blogger.com0tag:blogger.com,1999:blog-1791572038594018971.post-31612063723819195092018-08-12T16:33:00.001-06:002018-08-12T16:33:05.809-06:00Classroom Strategies to Increase Student AchivementLast year at a PLC with our RTI Coordinator and a grade level team, we began a dive into John Hattie. If you don’t know his research it’s like Robert Marzano but (I think) way, way cooler. (You can find out more about him from his book Visible Learning; he does tons with student achievement.) The data is super cool and geared towards finding strategies that give teachers the most bang for their buck when it comes to academic achievement.<br />
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In fact, Hattie found that most teachers have some degree of impact on their students’ learning. His strategies can be used regardless of the classroom. The impact is real and the greater the degree of impact the larger the results. These ideas are meant to become part of your classroom and become embedded into your classroom. (aka these take time and in some cases a whole year or more to see the results--but they work!) The closer to 1.0 the stronger the strategies.<br />
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Here are 8 Strategies that BOTH John Hattie and Robert Marzano agree with.<br />
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<h4>
<span style="font-size: medium;">Strategy 1: A Clear Focus for the Lesson</span></h4>
Both Hattie and Marzano highlight how important it is for you (and your students) to be clear about what you want them to learn in each lesson. According to Hattie, teacher clarity is one of the most potent influences on student achievement.<br />
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In your class, it looks like posted Learning Targets.<br />
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<span style="font-size: medium;">Strategy 2: Offer Overt Instruction</span></h4>
AKA Direct Instruction<br />
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Direct Instruction involves explicitly teaching a carefully sequenced curriculum, with built-in cumulative practice.<br />
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Examples: SRA Reading Mastery or Fisher & Frey's Gradual Release of Responsibility<br />
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Strategy 3: Get the Students to Engage With the Content<br />
While it is essential to actively teach students what they need to know and be able to do, they also need to be actively engaged with the content.<br />
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Marzano and Hattie agree that this starts with students actively linking your newly provided information with their prior knowledge of the topic. Students need to engage with the content as soon as they hear it by:<br />
<ul>
<li>Adding it to what they already know, or</li>
<li>Using it to clarify some of the faulty assumptions they currently hold</li>
</ul>
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This is your lesson plan flow. Using Exit Tickets to determine what they know and what you need to reteach.<br />
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Strategy 4: Give Feedback<br />
It is important that you give your students feedback after they engage with any new material. This:<br />
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<ul>
<li>Highlighting what is right and wrong, or good and bad about their work</li>
<li>Helping students to see how they can improve</li>
</ul>
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Strategy 5: Multiple Exposures</h4>
If you want students to internalize new information, you need to expose them to it several times.<br />
AKA: repeated readings, consistently review material, consistently practicing material<br />
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<h4>
Strategy 6: Have Students Apply Their Knowledge</h4>
Robert Marzano found that helping students apply their knowledge deepens their understanding.<br />
AKA: Project Based Learning, Student Voice & Choice on how they demonstrate their learning, Bloom's, Webb's Depth of Knowledge<br />
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Strategy 7: Get Students Working Together</h4>
Both agree that getting students to work with each other helps them to achieve better results. The use of cooperative learning groups adds value to whole-class instruction (d = 0.41) and to individual work (d = 0.59-0.78). (The closer to 1.0 the stronger the intervention)<br />
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Strategy 8: Build Students’ Self-Efficacy</h4>
Self-efficacy refers to a student’s belief about their ability to successfully complete a task. It is situation specific. For example, a student may feel confident that they can dance well on stage but be insecure about public speaking or something they can't do yet! Build and support a Growth Mindset. I use picture books throughout the year to support growth mindsets. I love "Giraffes Can't Dance."<br />
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The work of Hattie and Marzano have changed the way I create interventions. They are considered by many to have unique insights into what it takes to have a huge impact on student learning and best practices. Want more high yield strategies--<a href="https://education.fcps.org/specialeducation/sites/specialeducation/files/crosswalkofinstructionalstrategies.pdf" target="_blank">check out this.</a><br />
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Like with all interventions, their ideas take time to see results in the classroom and need data to support putting them in place. Let me know what whole class interventions you have put in place to get big changes.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj0sfyAr40zSmxgIwhRZtjr0nzpMV0A_ZHh1zTT0y7-tUsfxCBPgS7pQcY88wsFd3IUZzaOCbYHX-8CUdbQv1_039-JhNTk8P44ZTxXYTAE7oolDLBilf0tMjDIlNzUw1xkHgqZfFiHwOw/s1600/high+impact+student+achievement+strategies.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="8 Strategies Robert Marzano & John Hattie Agree On and how to you can recreate them in your class" border="0" data-original-height="1080" data-original-width="1080" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj0sfyAr40zSmxgIwhRZtjr0nzpMV0A_ZHh1zTT0y7-tUsfxCBPgS7pQcY88wsFd3IUZzaOCbYHX-8CUdbQv1_039-JhNTk8P44ZTxXYTAE7oolDLBilf0tMjDIlNzUw1xkHgqZfFiHwOw/s320/high+impact+student+achievement+strategies.png" title="High Impact Student Achievement Strategies " width="320" /></a></div>
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Chat Soon,<br />
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<br />Alison Whiteleyhttp://www.blogger.com/profile/07273393322484192275noreply@blogger.com0tag:blogger.com,1999:blog-1791572038594018971.post-37807038334924759142018-07-30T15:38:00.000-06:002018-07-30T17:43:45.348-06:00How I use Google Sheets & Forms for my IEP Goal Data CollectionOne of the hardest things to do as a Special Education teacher is to group like need IEP goals into a small group, work on IEP goals within that group, and have a way to collect the data without losing your mind at the same time.<br />
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Differentiating instruction is easy, targeting everyone's IEP goal but I have found a data collection method that works! No more looking for papers or stickies. I talked last about how (<a href="http://www.toad-allyexceptionallearners.com/2018/07/iep-data-collection.html" target="_blank">you can check it out here)</a> I use Google to simplify my IEP data collection and progress monitoring.<br />
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At the beginning of the year, I group like IEP goals together and create one group to start my data collection. This way I'm collecting the same information on one Google sheet and form instead of seven or twenty. Google has become my go-to data collection method when I'm doing the collection. don't get me wrong it will morph into my students doing the work before too long but even then I can keep updating my information to ensure that no matter what happens when my students do their own data collection--I have accurate information.<br />
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Why is using Google Drive such a huge thing for me as my go-to data collection method?<br />
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I am paperless.<br />
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I do the vast majority of my teacher work in some way online. That means I use my Google Drive for my lesson plans, data collection, observation notes, and behavior tracking. It doesn't hurt that it's free and super simple to use. Plus I love how easy it is to share with students and teachers. I can also make intervention changes without having to do any data collection by hand.<br />
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PS: Coming soon--how to use your data collection to make decisions about interventions</div>
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<br />Alison Whiteleyhttp://www.blogger.com/profile/07273393322484192275noreply@blogger.com0tag:blogger.com,1999:blog-1791572038594018971.post-14194058487648420742018-07-24T11:43:00.003-06:002018-07-24T11:43:43.438-06:00IEP Data CollectionData collection is part of a special education teachers job description. We love it. We hate it. But its important.<br />
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Data collection helps with determining if students are making progress on SMART Goals. Data helps with determining programming needs and informs you if the intervention is working before its time for benchmarks.<br />
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In my short video, I'll walk through why data collection is important, what it is, how you can get it done, and a real-life example of how I collect IEP data in m program. From SMART Goal to the data collection form I use to how I graph the data to finishing a SMART goal deadline with student reflection.<br />
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Chat soon,</div>
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Alison Whiteleyhttp://www.blogger.com/profile/07273393322484192275noreply@blogger.com0tag:blogger.com,1999:blog-1791572038594018971.post-12388710794448741902018-07-04T10:56:00.000-06:002018-07-07T16:11:29.906-06:00Organizing Student IEP Data<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
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I'm not sure how much-colored paper I go through but all I do KNOW is that when it comes to students taking ownership of their data and it NOT being part of my mess--is a HUGE deal.<br />
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Ever been buried in IEP goal paperwork and wonder where daylight is??? Well...this was me after my first year of teaching. I was spending more time wading through data trying to figure out what was what and who needed what and yeah. '<br />
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This was the last time I was going to let the paperwork of the job kill me! So what did I do!!<br />
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Out of the flames of burning data rose my student data binders! My Student Data Binders organized all my IEP needs. Need I say more! Let me take you back to the beginning of my teaching career. I kept ALL my IEP data in one huge binder on my desk.<br />
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The problem--I couldn’t find anything. It would take forever to plan and write an IEP and taking the data to meeting--don’t even get me started.<br />
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My Student Data Binders began with my must haves--IEP data. I did the progress monitoring--UGG! As I simplified how I was collecting data, I made my students do it! This solved like 2 problems--student motivation and giving me back time.<br />
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Over the years, I added more for the students to do like attendance, goal setting, and feedback. Soon, that big binder I keep was no longer needed. (Yeah, to getting my desk back!)<br />
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<a href="https://lh3.googleusercontent.com/Om3gs_AlV23eb_qKqum0xExXgfDLmjLlWn74u3smxRf23FxVpLyodYc785VuKN4nK6C3Vl6zF9beWJqOYyxqtgVsf5Zu22evt4GiV3P0sr9rlAPC4miFiHKsq5ZHJs8R_rNDngh3" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="212" src="https://lh3.googleusercontent.com/Om3gs_AlV23eb_qKqum0xExXgfDLmjLlWn74u3smxRf23FxVpLyodYc785VuKN4nK6C3Vl6zF9beWJqOYyxqtgVsf5Zu22evt4GiV3P0sr9rlAPC4miFiHKsq5ZHJs8R_rNDngh3" style="border: none; transform: rotate(0rad);" width="212" /></a></div>
One of the special education teachers shared she also used individual binders for everything related to the student's IEP. She kept the current IEP, notes from meets with the classroom teacher and conversations with the student's parents.<br />
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As my student data binders started, started to take form I went from black & white to color. (HINT HINT for all your language kiddos, ADHD kiddos, yourself) But before I went with color paper, I had to get my students to do their own data collection, reflection, and have a voice in their IEPs. This was WAY easier said than done. It’s always a work in progress.<br />
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<a href="https://lh6.googleusercontent.com/zclhs2YfAJ05YVWHZKZRnbey16boa70oPee5WkoTb3ZhXwoF04JUQMK_N3WdZVcJvJU7Hy-fEffZjGq_5btrMyKHVI7Ug-G4VpzGnYWca5Wttou27IAWOFvU23xPi7SGL3SYkHv8" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="188" src="https://lh6.googleusercontent.com/zclhs2YfAJ05YVWHZKZRnbey16boa70oPee5WkoTb3ZhXwoF04JUQMK_N3WdZVcJvJU7Hy-fEffZjGq_5btrMyKHVI7Ug-G4VpzGnYWca5Wttou27IAWOFvU23xPi7SGL3SYkHv8" style="border: none; transform: rotate(0rad);" width="188" /></a><br />
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As my student data binders started, started to take form I went from black & white to color. (HINT HINT for all your language kiddos, ADHD kiddos, yourself) But before I went with color paper, I had to get my students to do their own data collection, reflection, and have a voice in their IEPs. This was WAY easier said than done. It’s always a work in progress.</div>
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I started with reading fluency with graphing with just coloring to the correct number. Then came reflection and voice. I slowly added to student responsibles as the year went on. One at a time. First the colors. The colors were chosen as they matched the dividers and the order I wanted to put things in.<br />
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Then came SLO. My Student Data Binders make SLO data collection a breeze! (a huge deal in Colorado)<b style="font-weight: normal;"><br />
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Teaching students to graph is like learning to walk on water! It's not easy but graphing reading fluency or something like that makes it easier. Once students can work the basics they can graph anything but IT TAKES TIME!<br />
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I LOVE these graphs--there is enough space to create trend lines and a line for grade level benchmark. (Which in my district is how we look at adequate progress.)<br />
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All these lines lend themselves beautifully to student conferences. Goal setting is KEY to not only giving students voice and choice but it is also how you MOVE students and help them to take ownership of their learning.<br />
<a href="https://lh3.googleusercontent.com/whj0GV8VSqHVF8mrOdwAYs6v_rokm2jhDYC3eDa3upBAKi3bVCdXWqJJzHC52CxmS3qzA1kB8Rl5o3YwRjy2LqO9kNBbZLrs0ViLVObNLrACQmqDCreYLXXQS2zDhI4zG_Ct8qsm" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><span style="border-color: initial; border-image: initial; border-width: initial; clear: left; float: left; margin-bottom: 1em; margin-right: 1em; transform: rotate(0rad);"></span></a><span style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;">It's equally as tough to teach and guide students to do anything that resembles self-assessment and reflection. I'm very lucky I get to keep my students for a couple of years before sending them on--this gives me the chance to get them to master self-assessment and reflection. </span><br />
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<a href="https://lh3.googleusercontent.com/whj0GV8VSqHVF8mrOdwAYs6v_rokm2jhDYC3eDa3upBAKi3bVCdXWqJJzHC52CxmS3qzA1kB8Rl5o3YwRjy2LqO9kNBbZLrs0ViLVObNLrACQmqDCreYLXXQS2zDhI4zG_Ct8qsm" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="224" src="https://lh3.googleusercontent.com/whj0GV8VSqHVF8mrOdwAYs6v_rokm2jhDYC3eDa3upBAKi3bVCdXWqJJzHC52CxmS3qzA1kB8Rl5o3YwRjy2LqO9kNBbZLrs0ViLVObNLrACQmqDCreYLXXQS2zDhI4zG_Ct8qsm" style="border: none; transform: rotate(0rad);" width="224" /></a>Everyone starts the year off with the assessment graphs they need (sometimes I put the teacher assessment in there as well) but as the year progresses each student's binder really become theirs.<br />
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Student Voice & Choice (Personalized learning) becomes more prominent. Students decide on what IEP goals they wish to focus on as well as set a SMART goal for that goal. This plus the progress monitoring makes the portfolio to share at their IEP meetings. The information in their binders informs present levels of performance and next steps. While providing my students with a critical life skill.<br />
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My Teacher Data Binder holds all the assessments I need to progress monitor IEP goals and extra graphs. Gone are the days my IEP assessments are in 3 different places and they are nowhere to be seen. All in one place and ready for me. I love I can grab and go. I don't have to bring a student back to my office to progress monitor.<b style="font-weight: normal;"><br />
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I love that my student data is all in one place and I can manage it with a 5-minute conversation with the student about what they are working on. Teachers appreciate that I can bring a student binder to a meeting to talk about the whole child. This makes RTI and classroom intervention planning a breeze.<br />
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<span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre;"><a href="https://www.teacherspayteachers.com/Product/Student-Teacher-Data-Binder-Progress-Monitoring-Made-Simple-Easy-3346035" target="_blank">Click here check out my Student & Teacher Data Binder: Progress Monitoring Made Simple & Easy</a></span></div>
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Alison Whiteleyhttp://www.blogger.com/profile/07273393322484192275noreply@blogger.com0tag:blogger.com,1999:blog-1791572038594018971.post-91194729691312732522018-06-11T11:40:00.000-06:002018-06-11T11:40:14.316-06:00National Boards Professional Learning a Summer Blog Challenge<a href="http://www.hotlunchtray.com/%F0%9F%8D%8D8-weeks-of-summer-blog-challenge%F0%9F%8D%8D-8weeksofsummer/" target="_blank">This post is week 2 of 8 in the 8 Weeks of Summer Blog Challenge for educators presented by Hot Lunch Tray.</a> The most important and impactful professional learning I have participated, so far has been achieving National Boards for Professional Teaching. Don’t get me wrong it was three years of videotaping, rewriting, ending late nights or early morning to squeeze in time to write, edit, or cry. I’m really not sure WHY I decided to put myself through that nightmare.<br />
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<a href="http://s2.hubimg.com/u/6319061_f260.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="See the source image" border="0" src="http://s2.hubimg.com/u/6319061_f260.jpg" /></a>As a Special Education teacher in Colorado, you spend much of your planning on how to be a general education teacher. Which is what NBPT is looking for--four portfolios, two videos, and one three hour test--I learned a lot about myself, my practice and how to move my students. It was hard--really hard but I’m better for it.<br />
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The thing is in Colorado achieving National Boards means I’m part of an exclusive club--today there are 45 teachers with National Boards in Exceptional Needs. It’s hard but so worth the time.<br />
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Achieving National Boards changed how I looked at my teaching practice. I make time at the end of a week to reflect on my practice. Sometimes even after a lesson didn’t hit a target or if I’m trying something new.<br />
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I also encourage my students to reflect on their work--actively. I mean I have built in ways for my students to think about what they did, what needs to change, and how they are doing. It has become more than just check-ins and Marzano. I have added a video or drawing with notes for students to share their how they are doing. They have gotten used to exit tickets and open-ended questions and knowing they have a strong voice in how there group time in structured.<br />
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Giving 1st or 2nd graders a voice in how things are run may seem like a crazy thing to do but by giving them a voice in what is read or how they want to demonstrate what they learned means I have student buy-in without having to build in extrinsic motivation system. They know that the “fun stuff” is part of their week and the really fun stuff is earned. Those days are built in and have a purpose such as using “Where’s My Water?” to build perseverance and giving feedback to peers. Or STEM days to work on “soft skills” and higher order thinking without stressing anyone out (including myself!). (These are the things that mean more to my IEP goals and to my teacher rubric.)<br />
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Data is the vain of any special education provider. We love it. We hate it. We can’t live without. After boards-data has taken on a new meaning. I look beyond the number of progress monitoring like the numbers you get from DIBELS or AIMSweb. I look at those soft skills and the feedback students give themselves. I make a point to have students reflect on and set goals based on that data. They see it as a challenge and make it if not exceed the goal they set.<br />
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Boards helped me focus my time. If my students can do it than I give them that job. I don’t hold on to student data or student goal sheets or IEP pieces anymore. My students keep all their stuff--reading material, data sheets, IEP pieces, writing and even attendance is kept in their binder. They LOVE taking care of the anything and everything. Plus, it’s all in one place for me to grab run to a meeting or to write reports or for them to bring when they meet with me.<br />
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Boards has challenged me to make the most of my daily practice with students. To help them grow and challenge them to better themselves as they grow up. Even though I thought about giving up as I was in the thick of it I’m beyond thrilled about what National Boards has done for my special education practice. If your thinking about it--DO IT. You’ll grow and your practice will thank you.<br />
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Until next time,<br />
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Alison Whiteleyhttp://www.blogger.com/profile/07273393322484192275noreply@blogger.com0