Literacy Assessments (Part 2): Significant Disabilities

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Literacy Assessments (Part 2)Significant
Disabilities
Presented by Nanette Olivier, Literacy Goal
Office Louisiana Department of Education and Dr.
Caroline Musselwhite, Consultant AAC
Intervention

• October 27, 2010

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Webinar Goal Objectives

• GOAL
• Provide guidance to schools on literacy
  assessments for students with significant
  cognitive disabilities.
• OBJECTIVES
• Briefly recap assessment requirements (described
  in Part 1) for Louisiana students with
  significant cognitive disabilities, including
  specific issues pertaining to students in grades
  K-3.
• Review the use of 3 assessment tools for these
  students.
• Intervention Planning Tool
• Early Literacy Checklist
• Developmental Spelling
• Provide information on resources available to
  support the assessments.

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DIBELS Assessment

• 9/2/10 memo from Dr. Kerry Laster to LEAs
  regarding guidance for LA students with
  significant disabilities in grades K-3
• Administer DIBELS using standard procedures
• Administer DIBELS using alternate procedures
• Use an alternate literacy assessment tool
• http//sda.doe.louisiana.gov/ResourceFiles/Litera
  cy/Memo_Sept_2_2010.pdf

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• Question
• If a student with a significant cognitive
  disability is in a grade other than K-3, and the
  district administers a literacy assessment, must
  that student be administered a literacy
  assessment as well?
• Answer
• Yes. And if the district literacy assessment
  will not yield useful information for a student
  with a significant cognitive disability, then the
  procedures discussed in this webinar can be used.

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Who are these students?

• Students with significant and often complex
  disabilities
• Intellectual, communication, sensory,
  social/behavioral and motor impairments
• For students in grades 3-11, participate in LAA1
• Have typically been left out of the literacy
  loop
• The school-wide literacy plan must include the
  needs of these students!

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Who is responsible for implementation of
assessments for students with significant
disabilities?

• Reading coach
• Special education teacher
• Certified interventionist
• Speech pathologist
• Pupil appraisal
• Technical assistance providers (e.g., AT Center)
• This must be a certified/licensed person!

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Access Guide (Significant Disabilities)
Website http//sda.doe.louisiana.gov
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Quality Indicators for Literacy Access1
Assessment

• Standardized test materials
• Alternate procedures for standard tests
• Alternate tests and materials
• Data-based recommendations
• IEP team provided with clearly documented
  recommendations
• Alternate method for writing (as needed)

http//sda.doe.louisiana.gov/Site20Pages/Literacy
View.aspx
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Quality Indicators of Literacy Assessment Matrix

http//sda.doe.louisiana.gov/Site20Pages/Literacy
View.aspx
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Intervention Planning ToolErickson - STFLS
Teacher Guide
Where to Find It? Located on the
Teacher Materials CD in every Purple STFLS kit
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Start to Finish Literacy StartersDonnelly,
Erickson, Musselwhite, Stemach
www.donjohnston.com/products/start_to_finish/liter
acy
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Literacy Starters3 story typesEnrichmentTrans
itionalConventional
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Intervention Planning ToolErickson - STFLS
Teacher Guide
Background support for Start-to-Finish Literacy
Starters (STFLS) Profile helps teachers
determine students reading profile Prescriptive
Assessment supports in developing a plan to
move students along the continuum toward
conventional literacy
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Intervention Planning ToolErickson - STFLS
Teacher Guide
Continuum included for Concepts About Print .
. . Independent Reading Alphabet Principle . .
. Word Identification Oral Language . . .
Comprehension Phonological Awareness. . .
Phonemic Awareness / Phonics
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Intervention Planning ToolExample

• Directions
• Review Reader Profile descriptions
• Check each box that describes what the reader is
  doing NOW
• Look at each profile from L - R Find the column
  farthest to the
• right with 2 or more checks Circle appropriate
  quarter marker.
• 4) Look at interventions in selected column and
  those to right
• to guide intervention planning for this
  reader

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Intervention Planning ToolConcepts About Print .
. . Independent Reading

• Note
• Left to right columns
• Q1, Q2, Q3, Q4 under each column
• Review update Reader Profile each quarter
• Use a different color pen each quarter, to
  track progress

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SampleInterventionsConcepts About
PrintTransitional
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SampleInterventionsAlphabeticPrinciple
-Word IDConventional
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SampleInterventionsOral Language -
Comprehension Emergent
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SampleInterventionsPhonological Awareness
-PhonicsTransitional
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HELP!!!
More support, Please!!
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Vocabulary Cards
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Erickson - STFLS Teacher GuideLots More Support!!
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Vocabulary Cards
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Erickson - STFLS Teacher GuideLots More Support!!
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Even more support . . . Always Activities
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Always Activities
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Always Activities
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Early Literacy Checklists?Musselwhite
King-DeBaun

• Range of Checklists, including
• Checklist of Emergent Literacy Skills
• (50 items)
• Early Literacy Checklist (2 pp)
• Story Listening Observation
• Story Enjoyment Observation
• Oral/Device Reading Observation
• Story Comprehension / Play
• General Story Comprehension

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Early Literacy Checklists?Musselwhite
King-DeBaun

• Where to find the checklists?
• Shop on your own bookshelf first!!

www.creativecommunicating.com
www.mayerjohnson.com
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Early Literacy Engagement Progress Monitoring
ChecklistKing-DeBaun, 2006
Observation by teacher, parent, therapist
Permits 5 observations across 1 - 3 years Some
checklists are designed for students with the
most significant cognitive delays Very
straightforward observation codes
www.creativecommunicating.com (look for
Progress Monitoring)
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Early Literacy ChecklistKing-DeBaun,
20062-page ChecklistPlus Manual
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Early Literacy ChecklistSample Items Rubric
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Early Literacy ChecklistKing-DeBaun,
200632-page Manual
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Early Literacy Checklist ManualSample Item
Goal Ideas
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Early Literacy Checklist ManualSample Item
Goal Ideas
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Developmental Spelling Test

• Helps us understand what students know about the
  letter / sound system
• Useful for charting progress across time
• Supports targeting instruction by learning what
  students know, and what is confusing to them

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Gentrys Developmental Spelling Stages

• PRECOMMUNICATIVE SPELLING is the babbling stage
  of spelling. Children use letters for writing
  words but the letters are strung together
  randomly. The letters in precommunicative
  spelling do not correspond to sounds. Examples
  OPSPS eagle RTAT eighty.
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• SEMIPHONETIC SPELLERS know that letters represent
  sounds. They perceive and represent reliable
  sounds with letters in a type of telegraphic
  writing. Spellings are often abbreviated
  representing initial and/or final sound.
  Examples E eagle a eighty.
• PHONETIC SPELLERS spell words like they sound.
  The speller perceives and represents all of the
  phonemes in a word, though spellings may be
  unconventional. Examples EGL eagle ATE
  eighty.
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• TRANSITIONAL SPELLERS think about how words
  appear visually a visual memory of spelling
  patterns is apparent. Spellings exhibit
  conventions of English orthography like vowels in
  every syllable, e-marker and vowel digraph
  patterns, correctly spelled inflectional endings,
  and frequent English letter sequences. Examples
  EGIL eagle EIGHTEE eighty.
•  
• CONVENTIONAL SPELLERS develop over years of word
  study and writing. Correct spelling can be
  categorized by instruction levels. For example,
  correct spelling for a corpuswords that can be
  spelled by the average fourth grader would be
  fourth grade level correct spelling. Place the
  word in this category if is listed correctly.

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Monster Test

• DEVELOPMENTAL SPELLING TEST
• SCORING CHART
• Dr. J. Richard Gentry
• Professor of Elementary Education and Reading

http//sda.doe.louisiana.gov/Site20Pages/Literacy
View.aspx
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WORDS WORDS Precommunicative Stage Semiphonetic Stage Phonetic Stage Transitional Stage Conventional Stage
1. monster Random letters mtr mostr monster monster
2. united Random letters u unitd younighted united
3. dress Random letters jrs jras dres dress
4. bottom Random letters bt bodm bottum bottom
5. hiked Random letters h hikt hicked hiked
6. human Random letters um humm humum human
7. eagle Random letters el egl egul eagle
8. closed Random letters kd klosd clossed closed
9. bumped Random letters b bopt bumpped bumped
10 type Random letters tp tip tipe type
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Developmental Spelling Ivette
Note give the pretest, even if they cant do
it!!!
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Resources

• Access Guide (Significant Disabilities)
  http//sda.doe.louisiana.gov
• Flowchart
• Assessment Tools Chart
• Intervention Planning Tool (links from Assessment
  Tools Chart)
• Early Literacy Checklist (links from Assessment
  Tools Chart)
• Monster Test (Assessing Developmental Spelling)
• SIG Notes (Literacy Assessment Requirements)
• Nanette Olivier (nanette.olivier_at_la.gov)

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Literacy Support for Students with Significant
Disabilities Action Step Recommendations from the
Louisiana Department of Education for School Year
2010-2011 Target audience reading specialists,
literacy coaches, special education teachers,
principals For information, contact
nanette.olivier_at_la.gov
Item Action Steps Resources
1. Use the Access Guide (Significant Disabilities) website as the anchor for literacy information pertaining to students with significant disabilities. Provide support for district, building, and classroom personnel to utilize this resource. Ensure that special education teachers, reading coaches, families, principals, and other involved personnel have this information. Access Guide website http//sda.doe.louisiana.gov Literacy tool bar (Access Guide website) http//sda.doe.louisiana.gov/Site20Pages/LiteracyView.aspx
2. Use the draft Quality Indicators for Literacy Access (Significant Disabilities) in the design, implementation, and evaluation of literacy programs. Literacy tool bar (Access Guide website) Quality Indicators for Literacy Access (Significant Disabilities)
3. Establish a Literacy Folder for each student with a significant disability. Use this structure to organize and archive literacy assessment/progress information, writing samples, video clips, etc. Literacy tool bar (Access Guide website) Literacy Folder description/instructions/examples
4. Provide to all students with significant disabilities an age appropriate, age respectful literacy rich environment. Access Guide website Photo/Video Images http//sda.doe.louisiana.gov/Lists/Literacy/Literacy20Access20Images.aspx
5. Provide to all students with significant disabilities the opportunity to be engaged in reading for multiple purposes throughout the day. Literacy tool bar (Access Guide website) Every Day/Every Student Chart (Musselwhite, 2008)
6. Provide to every student with a significant disability multiple opportunities to write every day. Use an alternate pencil strategy for those students who cannot access all letters of the alphabet in a traditional manner. Literacy tool bar (Access Guide website) 1- Minute Writing Context Checklist (Musselwhite, 2010) Alternate Pencils (webinars, videos)
7. Ensure that all students with significant disabilities are assessed using appropriate assessment tools on same schedule as other students. Always begin with the tool identified by the district (e.g., DIBELS). If this is not sufficient, use modified procedures If this is not sufficient, identify, secure, and administer an alternate assessment (as an additional assessment) Consider using The Bridge as an assessment tool. Free and available on the web Literacy tool bar (Access Guide website) Assessment for Students with Significant Disabilities Flowchart of Options (Musselwhite, 2009) Literacy Assessment Tools (sample options) Literacy Webinars The Bridge http//www.med.unc.edu/ahs/clds/resources/early-childhood-resources-1/the-bridge-assessment/
8. Use informal assessment tools and checklists to support/guide instruction and assessment and monitor progress. Literacy tool bar (Access Guide website) Literacy Rubric (Kathy Staugler, 2007) Every Day/Every Student Chart (Musselwhite, 2008)
9. Ensure that students with significant disabilities are provided literacy materials in an accessible format in a timely manner http//www.louisianaschools.net/lde/eia/2977.html Instruction section of the Access Guide http//sda.doe.louisiana.gov/Site20Pages/Instruction.aspx
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Action Plan

• Outcome Each student with a significant
  disability must be provided a literacy assessment
  in alignment with district practices at the
  students grade level.
• Where to begin
• Talk to Literacy Coach for your school?
• Check with your school or AT Center for an
  alternate literacy assessment available for check
  out, or order one for next year?
• Secure a Literacy Starters set, and review the
  Teacher Resources for the Intervention Planning
  Tool, Vocabulary Cards, and Always Activities?
• Locate a copy of the Early Literacy Checklist?
• Other ideas?

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Next Steps

• Archived webinars (check Literacy tool bar under
  Literacy Webinars for further information)
  http//sda.doe.louisiana.gov/Site20Pages/Literacy
  View.aspx
• Literacy Assessment Webinar Part 1
• Literacy Assessment Webinar Part 2
• 2011 Preschool and Kindergarten Conference
• 1/27/11 and 1/28/11 workshops