dyslexia is real.€¦ · ppt - umb 2019 - goals - april 5, 2019. mn 2017 legislative session...

The Mantra: Needs Drive Goals and

Goals Drive ServiceUPPER MIDWEST BRANCH INTERNATIONAL DYSLEXIA ASSOCIATION

April 5, 2019

Tracy Block-Zaretsky Dyslexia Training Institute

www.dyslexiatraininginstitute.org 619-517-0683

[email protected]

Dyslexia is Real. No matter what anyone tells you, anywhere, including any meeting.

Specific Learning Disability (SLD)■ SLD is – A qualifying category – Not a specific disability – Not a diagnosis ■ Definition under IDEA (and MN Special Education Law) – Specific Learning Disabilities. • a. Definition(§300.8(C)(10)). • Specific Learning Disabilities means a disorder in one or more of the basic

psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia, that affects a student’s educational performance.

• Specific learning disability does not include learning problems that are primarily the result of visual, hearing, or motor disabilities; of intellectual disability; of emotional disturbance; or of environmental, cultural, or economic disadvantage.

US Dept of Ed Guidance

Memo October 2015

https://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/guidance-on-dyslexia-10-2015.pdf

“The purpose of this letter is to clarify that there is nothing in the IDEA that would prohibit the use of the terms dyslexia, dyscalculia, and dysgraphia in IDEA evaluation, eligibility determinations, or IEP documents.”

PPT - UMB 2019 - Goals - April 5, 2019

MN 2017 Legislative SessionDDMN's Dyslexia Specialist Bill has passed!!

The bills states: "The department must employ a dyslexia specialist to provide technical assistance for dyslexia and related disorders and to serve as the primary source of information and support for schools in addressing the needs of students with dyslexia and related disorders. The dyslexia specialist shall also act to increase professional awareness and instructional competencies to meet the educational needs of students with dyslexia or identified with risk characteristics associated with dyslexia.”

MN 2019 Legislative Session SF116 / HF1495 Dyslexia teacher professional development for 5-year recertification. The reading preparation must include at least five clock hours of training on dyslexia. (Current Status : SF116 - Introduced and first reading in the Senate 1/14/19; HF1495 - Introduced and first reading in the House 2/21/19)

SF196 / HF1494 Dyslexia teacher training requirement for teacher preparation programs (Higher Education). Board-approved teacher preparation programs for teachers of elementary education, early childhood education, special education, and reading intervention must include instruction on dyslexia. Instruction on dyslexia must be in conjunction with the knowledge and practice standards of the International Dyslexia Association. (Current Status: SF196 - Introduced and first reading in the Senate 1/17/19)

SF651 / HF1496 Dyslexia screening requirement. A school district must screen for dyslexia. (Current Status: SF651 - Introduced and first reading in the reading in the Senate 1/31/19)

Decoding Dyslexia MN - https://www.decodingdyslexiamn.org/mn_legislation

Dyslexia Affects Reading

Dyslexia Affects Writing…. Even More

Specially designed instruction is…

Defined under IDEA as “adapting . . . the content, methodology, or delivery of instruction” to a child eligible under IDEA. This instruction must address the unique needs of the child that result from the child’s disability and must ensure access to the general curriculum so that the child can meet the state’s educational standards (34 C.F.R §300.39(b)(3)).


Important Case Law■ Rowley (Board of Education v. Amy Rowley) 1982“Under the Individuals with Disabilities Education Act (IDEA), 20 U.S.C. § 1400 et seq., public schools must provide children with disabilities a ‘free appropriate public education.’ The key mechanism by which schools meet this requirement is the individualized education program, or IEP. Each IEP must be reasonably calculated to confer an educational benefit on the child.” Bd. of Educ. v. Rowley, 458 U.S. 176, 206-07 (1982). Some courts held that schools only need to provide “some educational benefit” / ““merely more than de minimis” Others held that a child must receive “meaningful educational benefit”

■ Endrew F (Endrew F v. Douglas County School District) 2017The question presented to the Supreme Court is whether the “educational benefit” provided by a school district must be “merely more than de minimis” or “meaningful” to satisfy the requirements for a free appropriate public education (FAPE).

Supreme Court in Endrew v. Douglas County unanimously rejects the “de minimis” standard for one that “is markedly more demanding than the 'merely more than de minimis' test applied by the 10th Circuit." In his opinion, Chief Justice Roberts says “a student offered an educational program providing ‘merely more than de minimis’ progress from year to year can hardly be said to have been offered an education at all.”

Wrightslaw - www.wrightslaw.com

Needs drive goals and goals drive services.

THE MANTRA…

Needs ➤ Goals ➤ Services

Identifying Needs■ Needs are identified through:

standardized & informal assessments teacher-kept data observations (school staff, parents, others) outside assessments

■ Based on areas of strength, weakness and academic & social grade level expectations

■ Data is used to determine baselines


WHAT DOES THE

QUALITATIVE DATA TELL

US?

Needs ➤ Goals ➤ Services

Goals■ Must respond directly to identified needs■ Have baselines that provide data for measuring against■ Determine what the child will accomplish during the

year. Each goal sets the bar for the identified skill/need(s).

■ Should be based on grade level standards (look at state standards for guidance)

■ Determine services■ Required to have a written progress report at least each

regular reporting period

LOOK AT GOALS AS:

GAP Greater Achievement Plan

Credit: Scott Holdman


■ Take into account potential.

■ Focus on the individual student.

Is there a limit on the number of

goals?

NOPE!

GOALS■ Notoriously have many skills lumped together into one goal.

—Reading consists of phonemic awareness, phonological awareness, decoding, vocabulary, comprehension, fluency —Writing consists of spelling, grammar, syntax, semantics, punctuation, drafting, editing, etc —Every skill that has an identified need should have a goal, but not all skills should be in one goal.

■ Often lack measurable components■ Often stated with low expectation and should be stated to

close the gap■ Can include the use of accommodations in the goal

How many goals does Justin need?

Meet Justin. He is in the 4th grade:-reads at the 1st grade level-fluency is currently 50 CWPM -comprehension is 30%-makes miscues that do not make sense in the context of the passage -spells by sounding out the words (e.g. sed for said, speld for spelled) -when writing he conveys his ideas, but sentence and paragraph writing lacks grammar, flow, and appropriate structure


At minimum… he needs goals in the areas of: Phonological Understanding

Decoding Reading Comprehension

Fluency Spelling

Grammar and Syntax

What’s wrong with this goal?

Justin will be able to decode multisyllabic words that include words with long vowel sounds (a,e,i) in words like turmoil and chipper.

Here are the problems: 1)Where are o and u? 2)What grade level, how many words –

where is the measurable part of the goal?

3)Does not state how it will be measure

4)And, last but certainly not least, turmoil and chipper do not contain long vowel sounds!

By (one year from today), Justin will decode a list of 50 unpracticed, third grade one (40%), two (40%) and three (20%)-syllable real words that include closed (bath, contrast), open (beside, develop), vowel-consonant-e (retake, competely) and vowel team (spoil, disease, suitable) words with 90% accuracy in three out of four trials as measured by teacher kept data.

Suggested Revised

Goal


By (one year from today), when given a list of 50 unpracticed, 4th grade words, Justin will be able to decode multisyllabic words that contain closed, open, vowel teams and vowel-consonant-e (beside, statement, remain, little) syllable types with 90% accuracy in three out of four trails as measured by teacher records.

2nd Example: Suggested

Revised Goal

What’s

wrong with this goal?

Justin will read a passage and be able to determine the main idea and three supporting details.

Here are the problems: 1) No grade level. 2) How is it going to measured? 3) This was his only reading goal.

By (one year from today), when reading a fifth grade text, using audio supports when needed, Justin will identify the main idea and at least three supporting details in three out of four trials as measured by teacher records.

Example Goal


Additional Reading Skills for

Goals

Additional Examples of Goals

What’s


Samantha will read a passage at 100 CWPM with 95% accuracy in 3 out of 4 trials as measured by teacher data.

Here are the problems: 1)The CPWM is the accuracy

measure. Reading 100 CWPM with 95% accuracy doesn’t make sense and makes it confusing what the measure is to determine progress.

2)There is no grade level listed


By (one year from today), Samantha, during a cold read (unpracticed text), will read a sixth grade text with 132 CWPM in three out of four trial as measured by teacher kept data that included WPM, error analysis and CWPM.

Example Goal

Fluency Chart: http://www.readingrockets.org/article/fluency-norms-chart-2017-update

Vocabulary

Goals

■ Most every student needs at least one vocabulary goal

■ There are three types of vocabulary: speaking/oral reading writing

■ Improving vocabulary helps improve reading and writing

■ Requires explicit instruction■ Should include morphology■ Should include etymology■ Should include word families (and

word connections)

Example Vocabulary

Goal

Orthographic Awareness Goal Templates:

By (one year from today) when given a list of 25 (grade level) words containing a free base and prefixes and/or suffixes (playing, played, plays, playful, edits, editing, unedited), the student will be able to successfully identify the free base, the affixes, the grammatical use of the affixes, and use each word in at least two sentences with 90% accuracy as measured by teacher-kept data.

By (date one year from today) when given a list of 25 (grade level) words containing a bound base and prefixes and affixes (fraction, fracture, infraction, instruct, instructions, structure) the student will be able to successfully identify the bound base, the affixes, the grammatical use of the affixes, and use each word in at least two sentences with 90% accuracy as measured by teacher-kept data.

What’s


Student will write 35 words in one minute.


Here are the problems: 1)What is this really measuring?

2)How fast a student can write?

3)No spelling.4)No grammar.5)No organization.

Totally inappropriate goal,yet it was written as a real goal.

By (one year from today), with teacher directed prewriting supports (ie: graphic organizers), Skylar will, with AT as needed, compose a rough draft of a paragraph with a topic sentence and, at minimum, three coherent supporting sentence with 80% accuracy in three out of four trials as measured by student work samples.

Example Writing

Goal

By (one year from today), with an editing guide, Skylar will, with AT as needed, edit his composed rough draft paragraph to improve the grammatical structure of his sentences and paragraph and punctuation with 80% accuracy in three out of four trials as measured by student work samples.

Example Writing

Goal

Additional Writing

Skills for Goals


What’s wrong with this goal for

spelling?

It’s not there!

Orthographic Awareness Goal Templates:

By (one year from today) when given a list of 25 (grade level) words containing a free base and prefixes and/or suffixes (playing, played, plays, playful, edits, editing, unedited), the student will be able to successfully encode (spell) the free base, the affixes and identify the grammatical use of the affixes with 90% accuracy as measured by teacher-kept data.

By (date one year from today) when given a list of 25 (grade level) words containing a bound base and prefixes and affixes (fraction, fracture, infraction, instruct, instructions, structure) the student will be able to successfully encode (spell) the bound base, the affixes and identify the grammatical use of the affixes with 90% accuracy as measured by teacher-kept data.

Example Spelling

GoalsNeeds ➤ Goals ➤ Services


Appropriate Services

Are a direct response to the goals.

01

Should be calculated so that the student can achieve the goals.

02

Should not be determined before needs are identified and goals written

03

Remediation instruction is not the same as accommodations

04

Progress Monitoring■ Progress on each goal must be documented and provided to the

parent at least as often as regular reporting periods■ Stating, “making progress” without specific information about what

progress has been made or documentation of progress made is not sufficient notification of progress

■ Parents may ask for the evidence that supports the reported progress

■ What is reasonable progress? Progress must be made each reporting period that will ensure the student will meet the goal by the deadline.

■ What happens if the child does not meet his/her goals? It’s time to revisit the intervention/services. Replacing the goal or dropping the goal, is not the appropriate response if there is still a need.

Common Questions■ Can you create goals that are not in the drop-down menu?

Yes. Drop down menus are not meeting the individual needs of the individual student if they are not edited to the individual student.

■ What if the school refuses to write the goals you propose? Determine if you are being reasonable. If so, locate the identified need and reiterate your reasoning. Look at MN State Standards to support the the identified need.

■ Does the school have to write in the name of the remediation or program? No! However, have they state the methodology and strategies they will use.

When in doubt determine if:

Needs drive goals and goals drive services.


2019 Annual DyslexiaVirtual Conference

April 15 - May 3

Keynote: Dr. Marcia Henry+12 prerecorded workshops

+Student PanelRegistration Now Open

www.dyslexiatraininginstitute.org

Two Free Webinars

■ Special Ed Law & Dyslexia: Know Your Rights – (approx. 90 mins)– Link: https://go.learningally.org/webinar-for-parents-know-your-rights/

■ Dyslexia: Shaping the Ultimate IEP – (approx. 60 miins) – Link: https://go.learningally.org/dyslexia-webinar-make-sure-iep-tip-top-shape/

■ Special Ed Law & Dyslexia: Know Your Rights – (approx. 90 mins)

– Link: http://www.learningally.org/Blog/PostID/352/webinar-for-parents-know-your-rights

■ Dyslexia: Shaping the Ultimate IEP – (approx. 60 miins)

– Link: http://www.learningally.org/Blog/PostID/395/dyslexia-webinar-make-sure-iep-tip-top-shape

Dyslexia Training Institute Website

Advocacy Page https://dyslexiatraininginstitute.org/advocacy.html

Resources: Two Free Webinars


Resources: Links

■ Dyslexia Training Institute - www.dyslexiatraininginstitute.org

– Online courses, certificate programs, virtual conference

– Blog: www.dyslexiatraininginstitute.org/blog/

■ Wrightslaw : www.wrightslaw.com■ COPAA- www.copaa.org■ Special Education Advisor -

www.specialeducationadvisor.com■ Decoding Dyslexia MN - https://

www.decodingdyslexiamn.org/■ IDA – Upper Midwest Branch -

https://umw.dyslexiaida.org/

■ Dyslexia Advocate! How to Advocate for a Child With Dyslexia Within the Public Education System by Kelli Sandman-Hurley

■ When the School Says No…How to Get the Yes by Vaugh Lauer

■ Wrightslaw books: visit http://www.wrightslaw.com/store/index.html

Resources: Books

Qu & A


dyslexia is real.€¦ · ppt - umb 2019 - goals - april 5, 2019. mn 2017 legislative session...

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