Shawboro

Elementary
May EC Newsletter
Helpful Information
Why asses instruction and intervention sufficiency? There are many reasons why a student

might have low achievement. Low achievement by itself is not an indication of a learning

disability. The most accurate means of identifying a student with a Specific Learning

Disability is in the context of the provision of effective instruction and intervention. The

concept of unexpectedness for students with LD is exhibited when the students has low

achievement AND insufficient progress when provided appropriate instruction and

intervention that is research-based, matched to student need and of sufficient intensity and

duration. The evaluation of students with Learning Disabilities without the examination of

intervention sufficiency is prone to error and may result in the overidentification of students.
 S B

I Screen, You Screen, We All Screen...for What??

https://www.superduperinc.com/handouts/pdf/442_Scre
ening.pdf
 Math News Tier I
Difficulty remembering math facts:-separate facts into sets of fact families-provide extra opportunities-provide references to assist in fact
calculation-use manipulative objects-practice flashcards with peer/volunteer-use folding in technique for flashcard practice-student self-check/correct
practice sheets

Difficulty attending to important details:-highlight operational signs/keywords-use vertical lines/graph paper for organization-reduce the number of
problems per page-use a window overlay to isolate problems-have student repeat directions to teacher

Inability to read text for word problems:-align material with students reading level-highlight key words in math problem

Slow rate of completion:-reduce number of items to complete-provide manipulatives

Problems sequencing steps for computation:-consistent review of steps-reference sheet kept at student desk-use acronyms to remember
steps-color coding of steps-use of manipulative objects-use of calculator

Failure to visualize concepts:-use simple, consistent language-provide visual examples-assess and explicitly teach concept terminology

Difficulty solving word problems:-use concrete examples-highlight key operational words-have students restate problem-use of
calculator/manipulatives

Other:-small group instruction-individual assistance from teacher/volunteer

 Special Education Law - FAPE

F- Free means that all eligible students with disabilities will be educated at public expense.

A - Appropriate means that a child with a disability is entitled to an education that is appropriate for their
needs. It will be tailored and planned to meet their needs as stated in their IEP.

P-Public school system - Students with disabilities , whatever the nature or severity have the right to be
educated under public supervision.

E- Education must be provided to every eligible school age child with a disability. It ensure that they will
receive a public education that includes the services outlined in their IEP.
Writing News

Writing interventions:
http://www.readingrockets.org/strategies/paragraph_ha
mburger

http://www.readingrockets.org/strategies/raft
Useful Sites to Visit

When writing individual goals for students (PEP)

Sample Goals for Reading-CBM

Flashcard maker:
https://www.varsitytutors.com/aplusmath/flashcards
 Behavior Information
The Praise Game - Intervention for Behavior
Why should I do it:
Classroom misbehavior can reduce time on task and student learning. This intervention can help reinforce positive behaviors.
This intervention supports the special needs of Tier II and Tier III students in your class by protecting their self-esteem and avoiding singling them out.

When should I do it:

The Praise Game should be played for the whole class period. Ideally, you should play the Praise Game every day to promote consistency with your
students.

How do I do it:
Separate your students into Teams (i.e. by table groups). Write each table name on the board.
Teach your students no more than 3 key classroom expectations. Good examples are Follow Instructions, Ignore Distractions, and Participation
Set a timer to go off every 3-5 minutes. Whenever the timer goes off, praise and award a point on the board to each team/table that has met all
expectations.
Note that it is all or nothing for each team/table. If one student was missing an expectation, the team/table does not receive the point. They can try
again in just a few minutes!
At the end of the period, each team that receives at least 80% of the possible points receives a prize (ie pull from a treasure box). If applicable, you
can award points/tickets in your school-wide token economy as the prize.

Resources & Support for technique:

(Items with footnotes link to external websites)
PraiseTimer is a simple online timer with customization options for the Praise Game1Footnotes: PraiseTimer.com (2015). Praise
Timer[http://praisetimer.com/].
Testing Tips
Have a brainstorming session with the student and ask them what scares them most
about the test. This could reduce some of the anxiety because you are talking about it.
Sit down and plan a goal using their scale score from the previous year and what they
think they can do this year. Take the focus off the number (1,2,3, and 4) that they refer
to during EOG testing.
Remind students who have 504s or IEPs what their accommodations are and how
they will look during a testing situation. The more information they have the better
(plus all kids should know their accommodations for classroom and testing).
Let them know when they start feeling stress to stop, close their eyes, and take a deep
breath. Do this a couple of times to show them what it looks like and then have them
do it. This is a good idea for everyday classwork as well but it needs to be practiced so
it comes natural to the student.
Service Time for Students
Service time is determined by how much time the case
manager needs to work on the students IEP goal(s).

If a student is pulled out of core instruction (which should not

happen if at all possible) the EC teacher is responsible for that
percentage of the students grade in the subject. Example:
Jack is pulled out of reading for 20 minutes. The EC teacher is
responsible for 20% of Jacks grade in reading. The grade will
come from their IEP goal.
Tier Process
Tier I-Whole Group Tier II-Small Group

Tier III-One-on-one and Referral for EC Services-Once EC has been given the file
from MTSS we schedule a meeting (referral meeting) ideally within the first 2 weeks. After
that meeting EC case manager has 60 days to get interventions, testing, etc.. back and have
the eligibility meeting. Tier III interventions should have already started prior to this. If the
Tier III intervention being administered is not working in the first 4 to 6 weeks then another
intervention needs to be started for another 4 to 6 weeks.

IMPORTANT--While the student is in the testing phase ALL tiered groups should be
administered. Tier I (whole group), Tier II (small group), and Tier III (one-on-one) intervention
should still be implemented.