IEP Meetings: Assessing students, designing accommodations, and increasing collaboration
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Transcript of IEP Meetings: Assessing students, designing accommodations, and increasing collaboration
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IEP Meetings: Assessing students,
designing accommodations, and increasing collaboration
Heather J. HendryUniversity of Pittsburgh
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PurposeTo present strategies that FL teachers can
apply in IEP meetings to increase collaboration with special educators
To propose an observation protocol for assessing students’ difficulties
To share data that support the protocolTo suggest foreign language specific
accommodations that are aligned with the protocol
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Presentation Agenda1. Share data from study of 3 students with
LLDs and supporting literature2. Present Observation protocol3. Simulate student assessment using protocol4. Share suggested foreign language specific
accommodations5. Apply accommodations to simulations6. Discuss collaboration with special
educators in IEP meetings
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Overview of Study3 middle school students with LLDsK-12 sequential content-based Spanish
programData collection
Classroom observations, twice a week, 16weeks
Writing samples at beginning and end of observations
Student interviews
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Participant 1: Nate• 6th grade• Shy quiet student• IEP: Reading and Writing
Writing: spelling, and identifying and applying definite and indefinite articles
Reading comprehension: fifth grade level
(one grade level below)Reading fluency: 84 words per minute (15 points lower than the sixth grade
target of 100-140 words per minute)
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Participant 2: Gayle6th gradeSocial studentIEP: Reading, writing, and attention
• Reading: comprehension and identifying sound-symbol connection
• Writing: lacks organization, frequently omits topic sentences, transitions, and closing thoughts
• Attention: staying on task and ignoring the behavior of other students
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Participant 3: Tina7th gradeUnique student, enjoys working
independentlyIEP: reading, writing, ADHD, mild
Asperger’s Syndrome• Difficulty attending and socializing• Word recognition and decoding• Reading fluency: 110 WPM (7th graders should
read between 110-150 words per minute) • Writing: spelling, handwriting, organizing and
focusing on content; developing semantic and pragmatic language skills
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Classroom Observations
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Findings: AccommodationsDesigned only for assessments
Limit choices on tests Repeat directionsEncourage asking for
assistanceProvide extra time on
assignmentsDevelop study guides
Lack of accommodations for presentation/practice of lesson content
Generic:Not differentiated for each
studentApply to many subject areasNot specific to foreign
language learning
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Findings: Classroom ParticipationTeacher Q’s
Observed in 7 classesStudent
responses
Nate 145 7Gayle 145 6Tina 159 4
Infrequent participationParticipation occurred for questions in English
about:grammar translation to Spanish the task itself
Participation of LLDs was different from non-LLD peers
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Findings: Classroom ParticipationDo you raise your hand to speak in Spanish
class?“I don’t raise my hand a lot because I forget the answer, forget the question, or I’m worried that I’m gonna get it wrong and people will laugh at me.”
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Writing Assessments
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Findings: Writing Performance
Nate Gayle Tina02468
10121416
109
3
15
5
8SeptDec
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Student Interviews
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Findings: Student Perceptions
Nate TinaGayle
X
X
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Findings: Student Perceptions
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Findings: A SummaryOral participation of LLDs was infrequent
Differed from non-LLD peersDue to fear of answering incorrectly and risk of
embarrassmentStudents performed differentially on writing tasksStudents expressed different perceptions of learning
Spanish with reference to learning stylesAccommodations were designed only for assessments
Not differentiated for each studentGeneric, applied to many subject areasNot specific to foreign language learning
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How did students struggle?Comprehending target language useComprehending reading tasksParticipating orally in whole group classroom
tasksWriting in the target languageRetaining vocabulary meaningEliminating distractions and attendingComprehending grammatical concepts
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Observation Protocol for Foreign Language Students with IEPsCriteria Suggested
Sources of Information
Observations
Accommodations
Listening CompReading CompOral Participation WritingVocabulary knowledge and retention
Classroom behaviorGrammatical knowledgeLearning Styles
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How is Protocol used?: An Example
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How is Protocol used?: Simulation Part 1 Assessing a student
1. Think of a student with an IEP, or create an imaginary student with an IEP
2. Assemble a group of 3-4 people3. Choose 1 person to represent the student
with an IEP4. Go through each criteria of the protocol
asking the “student” to describe their performance
5. Record observations 6. This information will be used later for
Simulation Part 2
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What is an accommodation?Accommodations are adaptations to activities
that allow students with LDs to participate at the same level as their non-LD peers. (National Center for Learning Disabilities, 2006)
Accommodations must reflect individual needs
Accommodations must be aligned with student to produce a successful outcome
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Recommendations for Accommodations in IEPs:ONE SIZE DOES NOT FIT ALL!It is recommended that accommodations in
IEPs…Are specific to foreign language learningApply to all components of lesson, not just
assessmentsDesigned differentially to reflect the unique
needs of each individual studentSuggest the use of alternative forms of
assessments
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Suggested AccommodationsCriteria Suggested Sources
of InformationObservations
Accommodations
Listening Comp Comprehensible input, build background
Reading Comp Reading strategies
Oral Participation Groupings, think pair shares, task-based activities
Writing Graphic organizers,Ling assistance
Vocabulary knowledge and retention
Context, Visual, TPR, reflect learning styles
Classroom behavior Opening routines and tasks
Grammatical knowledge
Context, dialogic approach
Learning Styles Match with challenges
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How is Protocol used?: An Example Designing Accommodations
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How is Protocol used?: Simulation Part 2 Assigning Accommodations
1. Review the list of suggested accommodations
2. Identify criteria that indicate student struggles
3. Assign accommodations to the criteria in which the student struggles
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IEP Meetings: Collaborating with Special Educators
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Questions?