Speech-Language Development & Literacy
2/13/2018
About the Facilitator Speech‐Language Development & Literacy Development Connections
Dale A. Bailey, M.A., CCC‐SLP, NCED WI Statewide Early Literacy Coordinator Speech‐Language Pathologist Nationally Certified Educational Diagnostician
Wisconsin Speech‐Language Pathology & Audiology Association Annual Conference 2/23/18
Plan for Today
The Power of Beliefs CCR IEP 5 Beliefs • High Expectations • Culturally Responsive Practices • Student Relationships • Family and Community Engagement • Collective Responsibility
Develop Understanding of Connections Among: • Results Driven Accountability (RDA) • RDA in Wisconsin • National Reading Panel • National Early Literacy Panel • Wisconsin Speech‐Language Technical Manual • Wisconsin’s Revised IEP forms
3
4
CCR IEP Development Back to Basics
CCR IEP 5 Step Process Chart
Understand Achievement
Analyze Progress
Identify Effects of Disability (and disability related needs)
Align Services
Develop Goals 5
6
1
2/13/2018
Step 1 Key Ideas • Understand early childhood/grade‐level academic standards and functional expectations • Identify and document the student’s strengths in relationship to improving student outcomes • Describe student’s current performance compared to standards and expectations • Consider skills needed to access, engage and make progress • Consider multiple sources of data
September 2017
7
Example of Root Cause Analysis
8
WI DPI Example of Disability Related Need
Root Cause Analysis
Effect of Disability
“Why” (Detective/Analyst)
“How” (Observer)
Does not Why? Gets frustrated when required to read independently independently read Trouble gaining meaning from grade level written grade‐level text Why? material when reading independently. When text read
aloud or using a text reader, can access/comprehend Why?
Reading fluency insufficient to efficiently read grade level written material on own
Why?
Difficulty with decoding affects fluency; makes it hard to read and understand text
Why?
Difficulty with phonological skills affect decoding 9
Disability‐Related Need Affecting Reading October 2015 The term “disability‐related need affecting reading” refers to the manner in which a child’s disability(ies) adversely affects the child’s ability to read in relationship to grade level expectations. This may include effects on phonemic awareness, phonics, reading fluency (including oral reading skills), vocabulary development, and reading comprehension. The IEP team is responsible for identifying the disability‐related needs of the child. (snip snip) https://dpi.wi.gov/sites/default/files/imce/sped/pdf/rda‐disability‐related‐ need‐affecting‐reading‐definition.pdf 10
Step 2 Key Ideas Step 2 has three parts • Document observations of the effects of disability • Analyze root causes • Synthesize and summarize disability‐related needs
11
2
About the Facilitator Speech‐Language Development & Literacy Development Connections
Dale A. Bailey, M.A., CCC‐SLP, NCED WI Statewide Early Literacy Coordinator Speech‐Language Pathologist Nationally Certified Educational Diagnostician
Wisconsin Speech‐Language Pathology & Audiology Association Annual Conference 2/23/18
Plan for Today
The Power of Beliefs CCR IEP 5 Beliefs • High Expectations • Culturally Responsive Practices • Student Relationships • Family and Community Engagement • Collective Responsibility
Develop Understanding of Connections Among: • Results Driven Accountability (RDA) • RDA in Wisconsin • National Reading Panel • National Early Literacy Panel • Wisconsin Speech‐Language Technical Manual • Wisconsin’s Revised IEP forms
3
4
CCR IEP Development Back to Basics
CCR IEP 5 Step Process Chart
Understand Achievement
Analyze Progress
Identify Effects of Disability (and disability related needs)
Align Services
Develop Goals 5
6
1
2/13/2018
Step 1 Key Ideas • Understand early childhood/grade‐level academic standards and functional expectations • Identify and document the student’s strengths in relationship to improving student outcomes • Describe student’s current performance compared to standards and expectations • Consider skills needed to access, engage and make progress • Consider multiple sources of data
September 2017
7
Example of Root Cause Analysis
8
WI DPI Example of Disability Related Need
Root Cause Analysis
Effect of Disability
“Why” (Detective/Analyst)
“How” (Observer)
Does not Why? Gets frustrated when required to read independently independently read Trouble gaining meaning from grade level written grade‐level text Why? material when reading independently. When text read
aloud or using a text reader, can access/comprehend Why?
Reading fluency insufficient to efficiently read grade level written material on own
Why?
Difficulty with decoding affects fluency; makes it hard to read and understand text
Why?
Difficulty with phonological skills affect decoding 9
Disability‐Related Need Affecting Reading October 2015 The term “disability‐related need affecting reading” refers to the manner in which a child’s disability(ies) adversely affects the child’s ability to read in relationship to grade level expectations. This may include effects on phonemic awareness, phonics, reading fluency (including oral reading skills), vocabulary development, and reading comprehension. The IEP team is responsible for identifying the disability‐related needs of the child. (snip snip) https://dpi.wi.gov/sites/default/files/imce/sped/pdf/rda‐disability‐related‐ need‐affecting‐reading‐definition.pdf 10
Step 2 Key Ideas Step 2 has three parts • Document observations of the effects of disability • Analyze root causes • Synthesize and summarize disability‐related needs
11
2
