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. Webinar Goal &Objectives. GOAL
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Nanette Olivier, Literacy Goal Office
Louisiana Department of Education
Dr. Caroline Musselwhite, Consultant
October 27, 2010
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?
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.
The school-wide literacy plan must include the needs of these students!
This must be a certified/licensed person!
Access Guide (Significant Disabilities) Website students with significant disabilities?
Quality Indicators of Literacy: Assessment Matrix students with significant disabilities?
Where to Find It?
Located on the Teacher
Materials CD in every
Purple STFLS kit
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
Continuum included for:
Concepts About Print . . . Independent Reading
Alphabet Principle . . . Word Identification
Oral Language. . . Comprehension
Phonological Awareness. . . Phonemic Awareness /
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
• 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
HELP!!! students with significant disabilities?
Range of Checklists, including:
•Checklist of Emergent Literacy Skills
Early Literacy Checklist (2 pp)
Story Listening Observation
Story Enjoyment Observation
Oral/Device Reading Observation
Story Comprehension / Play
General Story Comprehension
Where to find the checklists?
Shop on your own bookshelf first!!
• 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
(look for Progress Monitoring)
Early Literacy Checklist students with significant disabilities?King-DeBaun, 20062-page ChecklistPlus Manual
Early Literacy Checklist students with significant disabilities?Sample Items & Rubric
Early Literacy Checklist students with significant disabilities?King-DeBaun, 200632-page Manual
DEVELOPMENTAL SPELLING TEST
Dr. J. Richard Gentry
Professor of Elementary Education and Reading
Developmental Spelling students with significant disabilities?
Note: give the pretest, even if they can’t do it!!!
Literacy Support for Students with Significant Disabilities 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: email@example.com
Outcome: Each student with a significant disability must be provided a literacy assessment in alignment with district practices at the student’s grade level.
Where to begin: