Helping Special Education Specialists Assess the Needs of Our Students:

Pre-Referral Gathering of Data

DATA-Private Special Education Services and Parentally Placed Private School

Services

• General increase in students applying for and receiving assistance and access to private special education services or to PPPSS

10-11 22 students listed11-12 19 students listed12-13 22 students listed13-14 38 students listed

One Contact vs Team Approach

• Funneled through one contact- Julia Mekrut• Our team model needs to support this office and

alleviate the basic roadblocks • Efficient Processing of Info (Time consuming)• What can we do to help those providing services to

our students and make it more sufficient?– Detailed, Documented, and Constructive observations

and feedback= “Pre-referral gathering of data”– Early feedback helps professionals target support and

design intervention plans

Current PPPSS Model

• Reality– The system of special education is overburdened

by numbers.– Our students will get services that are legally

required but…• Our experience is that the process is long and arduous• Average time can be as long as 6 months +• Any delay on our part gives them an excuse to bump

students to the back and deal with students that are ready and prepared to be evaluated and processed

Current PPPSS Model

• Data is gathered but the level of services are afforded

based upon a panel evaluating the data WE provide.

• Literally based on our data a student may or may not be afforded further testing and ultimately accommodations

• We can make assumptions as to what our

students may be encountering. These may help steer a panel towards a better plan of attack

Common LD Terminology- It’s OK to speculate based upon your observations.

Disability Area of difficultySymptoms include

trouble withExample

Dyslexia Processing language

Reading Writing Spelling

Confusing letter names and sounds, difficulties blending sounds into words, slow rate of reading, trouble remembering after reading text

Dyscalculia Math skills Computation Remembering

math facts Concepts of

time and money

Difficulty learning to count by 2s, 3s, 4s, poor mental math skills, problems with spatial directions

Dysgraphia Written expression Handwriting Spelling Composition

Illegible handwriting, difficulty organizing ideas for writing

Dyspraxia Fine motor skills Coordination Manual dexterity

Trouble with scissors, buttons, drawing

Information Processing Disorders

Auditory

Processing

Disorder

Interpreting auditory information

Language development

Reading

Difficulty anticipating how a speaker will end a sentence

Visual

Processing

Disorder

Interpreting visual information

Reading Writing Math

Difficulty distinguishing letters like “h” and “n”

Other Related Disorders

Attention-Deficit/

Hyperactivity

Disorder (ADHD)

Concentration and focus

Over-activity Distractibility,

Impulsivity

Can't sit still, loses interest quickly, daydreams

What do we need to tell the specialists? What do we look at?

1. Organizational Skills2. General Behaviors3. Memory Issues4. Learning Difficulty-

Physical Cues5. Class Participation

Common Issues for Our Boys

• Organizational skills- Start here– Are assignments late, missing, or

incomplete?• Are papers wrinkled?• Does he frequently say “I can’t find it?”

– Does he use a notebook or binder?• Is the notebook dedicated to your class or mixed?• Is the binder stuffed with handouts?

Organizational Skills

- Does he use a homework planner?- Does he refer to the planner daily?- Is he unprepared for class?

• Does he misplace or leave items behind when he leaves?

• Is he missing pens, books, or does he bring the wrong items to class?

General Behaviors- Areas that we can observe that help consultants diagnose our

students issues

• Is the student frequently tardy?– What time of day and where is the student coming

from? PE, Lunch, Restroom, Home???– Is the student confused by the schedule or the

location of his classes?

General Behaviors

• Is the student frequently tired, drowsy? – Is he hungry? Does he ask for food?

• Does the student seem down or lethargic?– Is the student not hanging out with his usual group of

friends?• Does the student exhibit care or concern for his

work?– Does he get upset when he scores low or doesn’t submit

work on time?

General Behaviors

• How is his spelling?– Does he frequently misspell the same word different ways

in the same piece? Does he misspell common/ high frequency words?

• Is the student attentive during class?– Where is his gaze the majority of the time?– Is he fidgety? Easily distracted by people or things?

• Can he summarize pieces he just read?– Is he slow or poor at recalling facts?

• Can he summarize topics and ideas you’ve just taught?

General Behaviors

• Class Participation- Does the student

volunteer to answer questions?

- Does the student answer questions when called upon?

Memory and Processing- Consultants need to know the following:

• Does he frequently say, “I don’t remember?” or “I forgot.”

• Does he say, “I am not sure.”• Do you find yourself constantly reminding him

about homework or tests?

Memory and Processing

• Does he incorrectly follow oral directions? Do you need to repeat oral directions to him even after giving them to the entire class?

• Have you ever asked him, “How do you study for a test?”– If he delays or gives a basic answer he likely doesn’t

have an effective plan to help him store information. – Does he believe his study strategies work? What

works for him? What doesn’t?

Learning Difficulties- Physical Cues

• Squinting• Turning the head to one side to hear better• Awkward or fist like grip on pen/pencil• Accident prone• Can’t sit still• Frequent restroom trips• Headaches• Constantly looking up at the board and down at the

paper• Head on the desk, lethargic demeanor

References

• Julia Mekrut, MA PPS• Heather Duditch, SDUSD Ed.S.• “Accommodations and Modifications for Teens.”

NCLD. N.p., n.d. Web. 24 Mar. 2014.• McCarney, Stephen B., and Kathy C.

Wunderlich. Pre-Referral Intervention Manual. 3rd ed. N.p.: Hawthorne, 2006. Print

• “General LD Info.” NCLD. N.p., n.d. Web 21 Mar. 2014