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katherine nance sped 446 april 23 2011 letter of introduction this portfolio represents what i have learned and accomplished in the last seven weeks of sped 446 perceptual disabilities it includes both in-class group work as well as independent work and is comprehensive and representative of this course i have learned a great deal about students with learning disabilities and related mild disabilities while this work does represent what i have learned i believe that i have gained the most from in class discussion with my professor and fellow students the different perspectives represented in our course have led to interesting and informative discussions on educational policy strategies and instruction i have gained a lot from sped 446 and feel more prepared to become a teacher the work in this portfolio is representative of this learning experience.

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katherine nance sped 446 april 23 2011 table of contents letter of introduction 1 table of contents 2 rti reflection 3 rti powerpoint 4 6 brochure reflection 7 brochure powerpoint 8 -10 evidence based best practice reflection 11 evidence based best practice powerpoint 12-16 movie reflection 17 exit ticket reflection 18 exit ticket artifact 19 notes reflection 20 notes artifact 21-26 field observation reflection 27 smart goal reflection 28 instructional unit reflection 29 instructional unit write up 30-38 instructional unit lesson plans 39-58

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katherine nance sped 446 april 23 2011 rti jigsaw activity in this activity we split into groups and each answered a series of questions on response to intervention rti we then came back together as a class and presented the information on our sections for this activity i worked with gillian elyse and joanie we answered questions on scientifically-based curriculum instructions and interventions i thought that activity was a great way for us to learn about the different facets of rti we were able to work together to gain a deeper understanding of our section we then were able to learn about other part of rti through the other groups presentations this jigsaw activity is a great way to split up an assignment either among individuals or groups this is a fantastic method for teaching a more complex subject and i can definitely see using this in my classroom in the future.

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4/22/2011 evaluate your curriculum and compare it to national and state standards as well as research concerning effective instruction by katherine nance joanie uhrich gillian falknor elyse mcginn after inquiry the district is responsible for addressing deficiencies it s the law you don t have to adopt a new curriculum necessarily you just have to fix the problem areas sufficient provision 1 student is in school attending and is regularly exposed to instruction 2 choice of curriculum aligns with state learning standards and common core standards 3 curriculum must be research based intensify instruction for all students so that approaches considered to be tier 2 are used by general education teachers for tier 1 for all students this is more effective than placing large numbers of students in special education classes the u.s department of education has a user-friendly guide there are also large scale studies and websites that review resources websites with scientifically-based instruction and intervention information in multiple subject areas http dww.ed.gov standard protocol focuses on using a single standard intervention for groups of students problem solving is individualized intervention for one student yes tier 2 is a more intensive instruction that can occur at the group level with additional support teachers by using the same strategies the teacher can determine whether any students in the group whether the student responded and if they need problemsolving approaches early childhood education english language learners math and science psychology of learning school improvement http ies.ed.gov/ncee/wwc beginning reading adolescent literacy english language learners early childhood education elementary school math middle school math dropout prevention character education 1

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4/22/2011 http www.interventioncentral.org general academic strategies study and organization reading math writing classroom management behavior bullying prevention motivation developmental disabilities http iris.peabody.vanderbilt.edu/resources.html reading literacy language arts math differentiated instruction content instruction behavior websites with scientifically-based instruction and intervention information by specific area center on instruction reading http www.centeroninstruction.org/resources.cfm?category=reading&subcategory grade_start grade_end what works clearinghouse beginning reading and adolescent literacy http ies.ed.gov/ncee/wwc/reports/topic.aspx?tid=01 vaughn gross center for reading and language arts http www.texasreading.org/utcrla florida center for reading research http www.fcrr.org oregon reading first center http oregonreadingfirst.uoregon.edu/inst_curr_review_si.html http www.centeroninstruction.org reading math science special education english language learners http www.ku-crl.org/sim/strategies.shtml learning strategies reading writing math studying and remembering information improving assignment and test performance effectively interacting with others motivation content enhancement teaching routines for planning and leading learning exploring text topics and details teaching concepts increasing student performance math doing what works math http dww.ed.gov/priority_area/priority_landing.cfm?pa_id=8 what works clearinghouse elementary school math and middle school math http ies.ed.gov/ncee/wwc center on instruction math http www.centeroninstruction.org/resources.cfm?category=math oral expression listening comprehension american speech-language hearing association compendium of ebp guidelines and reviews and evidence-based systematic reviews http www.asha.org/default.htm ell doing what works ­ u.s dept of ed http dww.ed.gov/priority_area/priority_landing.cfm?pa_id=6 what works clearinghouse ­ u.s dept of ed http ies.ed.gov/ncee/wwc/reports/topic.aspx?tid=10 national center on culturally responsive educational systems http nccrest.org/publications/briefs.html no it is the most intense level interventions and targets all students it addresses students who are at risk for learning failure rti is part of the general education curriculum 2

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katherine nance sped 446 april 23 2011 brochure for this activity we were asked to work in groups to make a fact sheet on a disability again i worked with gillian elyse and joanie and we presented on specific learning disabilities while a brochure was the suggested format we decided to put our presentation in the form of a powerpoint for this activity we split up the different topics within our disability joanie decided to color code the slides based on speaker and that is when we discovered that specific colors work to help students with sld again this activity was a great way for us to split up the material i was able to learn about one disability sld in depth while hearing the other presentations on the different disabilities from our classmates.

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4/22/2011 sp ifi l rning dis iliti_s sld gilli[n f[lknor k[th_rin n[n elys m]ginn jo[ni uhri]h he has the ability if he just tried harder he could do it he chooses not to do the work if she would just pay attention she would get it after i give the instructions he sits there and stares at his paper he is not motivated d_finition · n_uro iologi l ^isor r [ff ting on or mor of th si pro ss_s involv in un rst[n^ing writt_n [n spok_n l[ngu[g ­ ­ ­ ­ ­ ­ ­ ­ sp k list_n r writ sp_ll r son org[niz inform[tion m[th_m[ti l l]ul[tions f r[l d_finition ­ ide 2004 th t_rm sp ifi l rning ^is ility m ns ^isor r in on or mor of th si psy]hologi l pro ss_s involv in un rst[n^ing or in using l[ngu[g spok_n or writt_n whi]h ^isor r m[y m[nif_st its_lf in imp_rf t ility to list_n think sp k r writ sp_ll or to ^o m[th_m[ti l l]ul[tions su]h t_rm in]lu s su]h ]on^itions [s p_r ptu[l ^is iliti_s r[in injury minim[l r[in ^ysfun]tion ^ysl_xi [n v_lopm_nt[l [ph[si su]h t_rm ^o_s not in]lu l rning pro l_m th[t is prim[rily th r_sult of visu[l h ring or motor ^is iliti_s of m_nt[l r_t[r tion of _motion[l ^istur n of _nvironm_nt[l ]ultur[l or onomi ^is v[nt[g 1

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4/22/2011 d_finitions continu · njcld ­ n[tion[l joint committ on l rning dis iliti_s ­ in^ivi^u[ls from prof_ssion[l org[niz[tions involv with ld to th finition · ld is r_l[t to ntr[l n_rvous syst_m ^ysfun]tion h[v iologi l sis · ld m[y ]o_xist with oth_r ^is iliti_s · pro l_m is intrinsi int_rn[l to th in^ivi^u[l [n is ^u to f tors within th p_rson ­ not d_finition continu · icld ­ int_r[g_n]y committ on l rning dis iliti_s ­ gov_rnm_nt ]ommitt ­ in]lu s r_pr_s_nt[tiv_s from [g_n]i_s within th d_p[rtm_nt of h lth [n hum[n s_rvi s th d_p[rtm_nt of e^u tion ­ in]lu s so]i[l skills [n fi]its [s ]h[r t_risti of ld _xt_rn[l f tors su]h [s th _nvironm_nt clos_r look [t sld · common el_m_nts ­ c_ntr[l n_rvous syst_m ^ysfun]tion · br[in spin[l ]or · c[n usu[lly t t through o s_rv[tion of h[vior pot_nti[l vs hi_v_m_nt pot_nti[l wh[t th stu nt is p l of ^oing · diffi]ulty in mi [n l rning t[sks ­ not [ll stu nts [r th s[m hi_v_m_nt ­ wh[t th stu nt h[s tu[lly l rn hi_v ­ stu nt s ]urr_nt p_rform[n ­ cognitiv pro ssing ^iff_r_n s · r_f_rs to th v_lopm_nt of th v[rious ]ompon_nts of m_nt[l fun]tioning dis]r_p[n]y pot_nti[l vs hi_v_m_nt · wh[t is th in^ivi^u[l s pot_nti[l for l rning ­ w us iq t_sts lots of ]riti]ism @g ^iff_r_n s · young ]hil^r_n mor lik_ly to hyp_r tiv th[n ol_s nts · d_fi]its shown in ^iff_r_nt w[ys [t ^iff_r_nt [g l_v_ls ­ un rlying l[ngu[g ^isor r woul pr_s_nt [s l[y sp h in pr s]hool r ing ^isor r in _l_m_nt[ry s]hool [n writing ^isor r in high s]hool · wh[t is th in^ivi^u[l s ]urr_nt l_v_l hi_v_m_nt l_v_l ­ curr_nt hi_v_m_nt ]urr_nt p_rform[n ­ st[n r^iz t_sts [r us · wh[t gr of ^is]r_p[n]y tw n pot_nti[l [n hi_v_m_nt is s_v_r ­ k_y wor s_v_r · s]hools i ntify four tim_s [s m[ny oys th[n girls who h[v l rning ^is iliti_s ut r_s r]h shows th_r [r just [s m[ny girls with sld ut th_y [r not ing i ntifi 2

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4/22/2011 s_x diff_r_n s · boys ­ physi l [ggr_ssion loss of ]ontrol str_ngth visu[l motor iliti_s sp_lling ility writt_n l[ngu[g m h[ni l [ptitu · emin_nt p_opl with l rning dis iliti_s ch[rl_s s]hw foun r of su ssful sto]k rok_r[g firm s_v_r r ing pro l_ms · n_lson ro]k_f_ll_r vi pr_si nt of th unit st[t_s [n gov_rnor of n_w york s_v_r ^ysl_xi · girls ­ h[v mor ]ognitiv l[ngu[g [n so]i[l pro l_ms [s w_ll [s s_v_r mi fi]its in r ing [n m[th girls [r mor v_r l [n ^ispl[y l_ss physi l [ggr_ssion · su st[nti[l num rs of ]hil^r_n with l rning ^is iliti_s [r i ntifi in th [g r[ng of 9 through 14 emin_nt p_opl with l rning dis iliti_s · thom[s e^ison @m_ri n inv_ntor c[ll norm[l [n m_nt[lly f tiv · @ugust ro^in fr_n]h s]ulptor c[ll th worst pupil in his s]hool · emin_nt p_opl with l rning dis iliti_s woo^row wilson 28th pr_si nt of th unit st[t_s di not l rn his l_tt_rs until [g 9 ^i not r until [g 11 · @l rt einst_in m[th_m[ti l g_nius di not sp k until [g 3 gift [n t[l_nt chil^r_n with l rning dis iliti_s · -h_lp stu nts yp[ss th_ir fi]its [s th_y ss th_ir str_ngths · -mo^ify [ssignm_nts so th_ir tru iliti_s m[y monstr[t · -cr t [n _nvironm_nt th[t nurtur_s p_rson[l ]r tivity [n int_ll tu[l ]h[r t_risti]s b_n_fits to in]lusion for l rning dis l stu nts · -b_tt_r ss to g_n_r[l u tion p rs · -r[is _xp t[tions for stu nt p_rform[n · -h_lp g_n_r[l u tion stu nts mor pting of ^iv_rs stu nts · -improv ]oor^in[tion tw n g_n_r[l [n sp i[l u tion t h_rs 3

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4/22/2011 cultur[l f tors [n ld · t h_rs mu]h [ppr i[t th ]ultur[l ]ontri utions of ^iff_r_nt kgroun^s [n f[ir in ]onsi ring h ]hil s l[ngu[g ]ultur[l [n kgroun wh_n [ss_ssing · l rning english is p[rti]ul[rly ]h[ll_nging for ]hil^r_n with l rning ^is iliti_s whos n[tiv l[ngu[g is not english th_y f two ^iffi]ulti_s limit english profi]i_n]y [n l rning ^is iliti_s eff tiv pr ti s for supporting english l[ngu[g l rn_rs · -b r_sponsiv to ]ultur[l [n in^ivi^u[l ^iv_rsity · -t h english-l[ngu[g r ing to v_lop english-l[ngu[g ]omp_t_n · -b f[mili[r with ell [ss_ssm_nt r omm_n pr ti s [n ommo tions · -h_lp stu nts tr[nsf_r wh[t is l rn in on l[ngu[g to th oth_r l[ngu[g m[th ^iffi]ulti_s [n l rning ^is iliti_s · m[y struggl with ­ m_moriz[tion [n org[niz[tion of num rs ­ op_r[tion signs · · · · · · num r f ts 5+5=10 or 5x5=25 ]ounting prin]ipl_s su]h [s ]ounting y 2s or ]ounting y 5s h[v ^iffi]ulty t_lling tim http www.h_lpgui org/m_nt[l/l rning is i liti_s.htm#wh[t l[ngu[g ^iffi]ulti_s [n l rning ^is iliti_s · ility to un rst[n or pro^u spok_n l[ngu[g · pro l_ms with v_r l l[ngu[g skills ­ ility to r_t_ll story ­ flu_n]y of sp h ­ ility to un rst[n th m ning of wor^s p[rts of sp h ^ir tions _t ­ http www.h_lpgui org/m_nt[l/l rning is iliti_s.htm#wh[t r ing ^iffi]ulti_s [n l rning ^is iliti_s · two typ_s of l rning ^is iliti_s in r ing · b[si r ing pro l_ms · o ur wh_n th_r is ^iffi]ulty un rst[n^ing th r_l[tionship tw n soun^s l_tt_rs [n wor^s · r ing ]ompr_h_nsion pro l_ms · o ur wh_n th_r is [n in ility to gr[sp th m ning of wor^s phr[s_s [n p[r[gr[phs · signs of r ing ^iffi]ulty l_tt_r [n wor r ognition · un rst[n^ing wor^s [n i s · r ing sp [n flu_n]y · g_n_r[l vo ul[ry skills · http www.h_lpgui org/m_nt[l/l rning is iliti_s.htm wh[t writing ^iffi]ulti_s [n l rning ^is iliti_s · n involv th physi l t of writing or th m_nt[l tivity · · · · · · · · · · · of ]ompr_h_n^ing [n synth_sizing inform[tion · two typ_s of l rning ^is iliti_s in writing b[si writing ^isor r r_f_rs to physi l ^iffi]ulty forming wor^s [n l_tt_rs expr_ssiv writing ^is ility r_f_rs to struggl to org[niz thoughts on p[p_r symptoms of writt_n l[ngu[g l rning ^is ility in]lu pro l_ms with n tn_ss [n ]onsist_n]y of writing ur[t_ly ]opying l_tt_rs [n wor^s sp_lling ]onsist_n]y writing org[niz[tion [n ]oh_r_n http www.h_lpgui org/m_nt[l/l rning is iliti_s.htm#wh[t 4

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4/22/2011 motor ^iffi]ulti_s [n l rning ^is iliti_s · motor ^iffi]ulty r_f_rs to ­ pro l_ms with mov_m_nt [n ]oor^in[tion ­ fin motor skills ­ ]utting writing common types of learning disabilities dyslexia dyscalculia difficulty processing language difficulty with math problems reading writing spelling speaking problems doing math problems understanding time using money dysgraphia difficulty with writing · gross motor skills ­ running jumping ­ signs th[t your ]hil might h[v motor ]oor^in[tion problems with handwriting spelling organizing ideas ^is ility ­ pro l_ms with physi l iliti_s th[t r_quir h[n^­_y ]oor^in[tion ­ hol^ing p_n]il or uttoning shirt ­ http www.h_lpgui org/m_nt[l/l rning is iliti_s.htm#w h[t dyspraxia sensory integration disorder auditory processing disorder difficulty with fine motor skills problems with hand­eye coordination balance manual dexterity difficulty hearing differences between sounds problems with reading comprehension language visual processing disorder difficulty interpreting visual information problems with reading math maps charts symbols pictures @g sp ifi signs to look for · pr_s]hool l_v_l ­ poor motor v_lopm_nt ­ l[ngu[g l[ys ­ poor motor skills ­ sp h ^isor rs ­ poor ]ognitiv v_lopm_nt ­ @wkw[r wh_n hol^ing p_n]il @g sp ifi signs to look for · l[t el_m_nt[ry · e[rly el_m_nt[ry l_v_l l_v_l · s on ry l_v_l ­ l rning dis iliti_s t[k gr t_r toll ­ juv_nil d_linqu_n]y om_s mor pr_v[l_nt ­ emotion[l so]i[l [n s_lf ]on pt pro l_ms ­ in ility to [tt_n [n ]on ntr[t ­ so]i[l pro l_ms om mor of [n imp im_nt ­ diffi]ulty in k ping [n m[king fri_n^s @g sp ifi signs to look for · ult ­ som ults ov_r]om th sld r u th_m or l rn to ]omp_ns[t ­ for m[ny sld will ]ontinu [n v_rs_ly [ff t th_ir r r v_lopm_nt tips for t h_rs · r_vi_w pr_vious l_ssons [n pr_vi_w up]oming l_ssons · provi or[l [n writt_n ^ir tions m[k _xp t[tions ]l r · giv _x[mpl_s · @u^io-visu[l m[t_ri[ls [s w_ll [s ]omput_r us · on-going _v[lu[tions · follow long r ing · wor nks · mn_moni]s · m[nipul[tiv_s · r ognizing p[tt_rns · color ]o^ing · t h ]lu wor^s for wor pro l_ms · us r l-lif _x[mpl_s · @llow l]ul[tor us to ]h k work · hom_work p[rtn_rs · @ssignm_nt not ooks · c[l_n rs/s]h ul_s · tim m[n[g_m_nt str[t_gi_s · ch k-lists · v_r l pr[is · v_r l r_infor m_nt · pl m_nt in th ]l[ssroom n r t h_r or rol mo l · highlighting k_y wor^s 5

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4/22/2011 colors [n l rning dis iliti_s · di you know · som ]olors work tt_r for stu nts with l rning ^is iliti_s · http s itright om x[mpl_s/html 6

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katherine nance sped 446 april 23 2011 evidence-based best practice for this assignment we evaluated an evidence based best practice program i worked with joanie and elyse and reviewed the wilson reading system this was a great opportunity to learn about a specific program i have heard a lot about the wilson reading system in the past and was very excited to get to evaluate it i was able to borrow the materials from a teacher in my building which was very fortunate i also enjoyed getting to compare and contrast all of the different programs presented in class each program has its strengths and weaknesses and it was very nice to see them side by side the series of ebbp presentations definitely made me consider which programs i would want to use in my future classroom as well as which programs we are currently using in my school.

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4/22/2011 what is necessary for the wilson reading system to be effective · multisensory instruction manipulation of word cards · repetition · reading and spelling control as the student progresses the program only uses words that have already been taught it is important that after mastery students practice reading noncontrolled text as well · pacing/mastery wilson reading system katherine nance elyse mcginn joanie uhrich · sound/syllable segmentation must directly teach students to break a word into sound units how do you teach wilson · can be taught individually or in a small group 3-5 kids · it is recommended to be taught individually but can be group taught by very experienced teachers what are the components of the wilson reading system wade before any student starts the wilson reading system they are given a pretest wade wilson assessment of decoding and encoding in order to determine their starting point students who do not know the consonant sounds are nonreaders or are reading below grade 2 should start with lesson 1.1 12 steps · there are 12 steps to the wilson reading program each step contains between 3 and 6 lessons ­ steps 1-2 emphasize phonemic awareness blending and segmenting phonemes up to 6 sounds ­ step 3 combines closed syllables into multisyllabic words ­ step 4-5 introduce long vowels ­ step 6 suffixes in unchanged base words and the consonant ­ le words dribble ­ step 7-12 complex rules of the language including sound options spelling rules and morphological principles · at the end of each step the student must pass a post test and demonstrate fluency in reading sub-step sentences and stories to continue onto the next step all other students begin with lesson 1.3 1

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4/22/2011 lesson plans · each lesson is split into 10 parts ­ parts 1-5 emphasize decoding ­ parts 6-8 emphasize encoding ­ parts 9-10 emphasize reading comprehension lessons ­ a closer look · part 1 sound cards ­ quick drill 2-3 minutes ­ students are presented with a sound card and must identify the letter name key word and sound for vowels and consonants · part 2 teach and review concepts for reading 5 minutes ­ teacher manipulates sound cards in order to teach word structure ­ all concepts in the wilson reading system are taught with sound syllable or word cards ­ magnetic boards are often used to manipulate cards lessons continued lessons continued part 3 word cards 3-5 minutes present whole word cards not just sounds include review cards from previous steps select word for students to work on in their vocabulary section of their notebook later part 4 word lists in student reader 5 minutes students practice 5-6 words with teacher students try 15 new words independently and teacher charts errors to show progress teacher discusses errors with student · part 5 sentence reading in student reader 5 minutes ­ goal is to complete 10 sentences ­ student first reads sentences silently then reads orally with teacher providing corrections ­ sentences are read for meaning from the beginning the teacher should stress that reading involves interpreting the meaning of the words · part 6 quick drill of sounds in reverse 1-2 minutes ­ teacher provides sound cards to choose from ­ teacher makes a sound has student repeat and identify sounds made by the teacher · part 7 teach/review concepts for spelling 5 minutes ­ teacher dictates a word the student repeats it ­ the student manipulates the cards to make the work and spells it orally lessons · part 8 written work 10-15 minutes ­ completed in composition notebook ­ 5 sounds teacher says the sound the student repeats the sound student writes and repeats the sound again ­ 5 real and 5 nonsense words teacher says each word the student repeats the word the student taps out the word the student taps again while naming the letters the student writes the word naming letters as he or she is writing the student rereads list at the end ­ 2-3 sentences teacher dictates each sentence the student repeats the sentence and the student writes each sentence independently · proofreading teacher rereads and guides the student through the proofreading process the student rereads each sentence at the end lessons continued part 9 passage reading the student reads a controlled passage silently while tracking with a pencil the student visualizes and retells the passage the student reads the passage orally part 10 listening comprehension the teacher reads a noncontrolled text to the student the teacher helps the student with visualization the student replays then recalls the text the teacher should start with short segments and lengthen the text as the student gains proficiency 2

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