*Summary: observing all 3 SLD of reading, in one lesson. Small group guided reading time. “reading Observing reading behaviors based on a skills checklist” which identified areas in which the child struggled during the observation (see list below). Tallying examples of the student’s difficulties (frequency recording). Also, noted student strengths. The student referred for initial SLD evaluation is in 4th grade. During the review of existing data the IEP team determines that the areas of potential SLD to be evaluated are basic reading skills, reading fluency and reading comprehension. The school psychologist on the IEP team is designated to be the observer. The systematic observation of routine classroom instruction is planned and scheduled for a small group guided reading time conducted by the classroom teacher. Through consultation with the classroom teacher and review of the lesson plan, it is determined that all three areas of concern can be observed during this lesson. The school psychologist chooses to record the student’s learning behaviors during the lesson on a reading skills checklist appropriate for elementary aged students. The school psychologist also records examples of the instances of the student’s difficulties, tallies the number of occurrences, and notes student strengths. After the observation, the school psychologist compiles the data collected and shares the information with the IEP team for discussion. The reading skills checklist results contained the following Difficulty identifying sounds/blending sounds into • • Difficulty reading phonetic words, • Difficulty reading irregular sight words, • Difficulty with retention of new vocabulary, • Difficulty demonstrating comprehension of sentences/stories, • Difficulty re-telling what has just been read, • Slow oral reading skills that may interfere with comprehension, and • Difficulty when reading sentences; may lose place; omit, insert, substitute, or reverse words; guesses from initial sounds; makes self-corrections. 2. An Example of Systematic Observation during Intensive Scientific, Research-based or Evidence-Based Intervention *Summary: Identified area of concern is written expression. Writing intervention activity: 6-step “appropriate process. Observer uses a writing skills checklist for middle school students” to assess writing behaviors. Observer also views the work sample after the intervention period. A 7th grade student is referred for an initial special education evaluation with a suspected impairment area of Specific Learning Disability. The area of SLD concern identified by the IEP team is written expression. This student and three others receive 30 minutes three times per
*Summary: observing all 3 SLD of reading, in one lesson. Small group guided reading time. Observing reading behaviors based on a “reading skills checklist” which identified areas in which the child struggled during the observation (see list below). Tallying examples of the student’s difficulties (frequency recording). Also, noted student strengths. The student referred for initial SLD evaluation is in 4th grade. During the review of existing data the IEP team determines that the areas of potential SLD to be evaluated are basic reading skills, reading fluency and reading comprehension. The school psychologist on the IEP team is designated to be the observer. The systematic observation of routine classroom instruction is planned and scheduled for a small group guided reading time conducted by the classroom teacher. Through consultation with the classroom teacher and review of the lesson plan, it is determined that all three areas of concern can be observed during this lesson. The school psychologist chooses to record the student’s learning behaviors during the lesson on a reading skills checklist appropriate for elementary aged students. The school psychologist also records examples of the instances of the student’s difficulties, tallies the number of occurrences, and notes student strengths. After the observation, the school psychologist compiles the data collected and shares the information with the IEP team for discussion. The reading skills checklist results contained the following • Difficulty identifying sounds/blending sounds into • Difficulty reading phonetic words, • Difficulty reading irregular sight words, • Difficulty with retention of new vocabulary, • Difficulty demonstrating comprehension of sentences/stories, • Difficulty re-telling what has just been read, • Slow oral reading skills that may interfere with comprehension, and • Difficulty when reading sentences; may lose place; omit, insert, substitute, or reverse words; guesses from initial sounds; makes self-corrections. 2. An Example of Systematic Observation during Intensive Scientific, Research-based or Evidence-Based Intervention *Summary: Identified area of concern is written expression. Writing intervention activity: 6-step process. Observer uses a writing skills checklist “appropriate for middle school students” to assess writing behaviors. Observer also views the work sample after the intervention period. A 7th grade student is referred for an initial special education evaluation with a suspected impairment area of Specific Learning Disability. The area of SLD concern identified by the IEP team is written expression. This student and three others receive 30 minutes three times per
SLD%20toolkit%2012.1.docx