Steps to Implementing the Special Education Resource Room Programme at Your School or Institution A 3 day Workshop Produced by Pennegan Academy of Learning © 2022 Allyson N. Murray B.A., B.Ed., M.Ed., MA., Cert. Ed., CCET. Special Education Diagnostician / Literacy Specialist All rights reserved. Printed in Barbados: Pennegan Academy of Learning, St. Patrick’s, Christ Church, Barbados
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Steps to Implementing a Special Education Resource PedagogicalRoom Base The National Policy on the Teaching of Reading Ref No. CJB VOL II © 2022 Allyson N. Murray B.A., B.Ed., M.Ed., MA., Cert. Ed., CCET. Special Education Diagnostician / Literacy Specialist All rights reserved. Printed in Barbados: Pennegan Academy of Learning, St. Patrick’s, Christ Church, Barbados
© 2022 Allyson N. Murray B.A., B.Ed., M.Ed., MA., Cert. Ed., CCET. Special Education Diagnostician / Literacy Specialist All rights reserved. Printed in Barbados: Pennegan Academy of Learning, St. Patrick’s, Christ Church, Barbados
© 2022 Allyson N. Murray B.A., B.Ed., M.Ed., MA., Cert. Ed., CCET. Special Education Diagnostician / Literacy Specialist All rights reserved. Printed in Barbados: Pennegan Academy of Learning, St. Patrick’s, Christ Church, Barbados
Specialists will be able to: © 2022 Allyson N. Murray B.A., B.Ed., M.Ed., MA., Cert. Ed., CCET. Special Education Diagnostician / Literacy Specialist All rights reserved. Printed in Barbados: Pennegan Academy of Learning, St. Patrick’s, Christ Church, Barbados
© 2022 Allyson N. Murray B.A., B.Ed., M.Ed., MA., Cert. Ed., CCET. Special Education Diagnostician / Literacy Specialist All rights reserved. Printed in Barbados: Pennegan Academy of Learning, St. Patrick’s, Christ Church, Barbados
© 2022 Allyson N. Murray B.A., B.Ed., M.Ed., MA., Cert. Ed., CCET. Special Education Diagnostician / Literacy Specialist All rights reserved. Printed in Barbados: Pennegan Academy of Learning, St. Patrick’s, Christ Church, Barbados
Steps to Implementing a Special Education Resource Room Key Definitions © 2022 Allyson N. Murray B.A., B.Ed., M.Ed., MA., Cert. Ed., CCET. Special Education Diagnostician / Literacy Specialist All rights reserved. Printed in Barbados: Pennegan Academy of Learning, St. Patrick’s, Christ Church, Barbados
The Resource Room Teacher
Typically referred to as a ‘pull out programme’, the resource room is any school undertaking in which a trained professional is tasked with providing supportive educational services to students and/or colleagues. A Resource Room
© 2022 Allyson N. Murray B.A., B.Ed., M.Ed., MA., Cert. Ed., CCET. Special Education Diagnostician / Literacy Specialist All rights reserved. in Barbados: Pennegan Academy of Learning, St. Patrick’s, Christ Church, Barbados
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A Resource Room Programme
A Resource Room is only one element of the Resource Room programme. It is any setting or space where a student attends to receive educational support while still receiving the majority of his/her instruction elsewhere.
A Resource Room teacher is an individual who has the charge of providing services to students within the student population who require educational support. This individual is also tasked with providing support to parents and members of staff as they seek to assist students.
MODEL 3
MODEL 2
The noncategorical Resource Programme
The Cross-Categorical Resource Programme
The services offered by this model are intended for learners who present with mild or moderate learning challenges. The students who are seen can be taken from both the © 2022 Allyson N. Murray B.A., B.Ed., M.Ed., MA., Cert. Ed., CCET. Special Education Diagnostician / Literacy Specialist All rights reserved. Printed in Barbados: Pennegan Academy of Learning, St. Patrick’s, Christ Church, Barbados
The services offered by this model are intended for learners who have been officially diagnosed with two or more categories of exceptionality. It allows practitioners to group students according to their instructional level rather than diagnostic level.
MODEL Categorical1 Resource Programme
The services offered by this model are intended for learners who have been officially diagnosed with one of the categories of exceptionalities. The resource room teacher and supporting staff are highly trained in the specific category. You may have heard of the Autism Unit at St. Christopher Primary School or the Autism Unit at Irving Wilson School.
You may have heard of the programmes at Springer Memorial, St. George Secondary and Grantley Adams Memorial.
The Itinerant Resource Program
MODEL 4
MODEL 5
This type of programme can be seen as a moving / roving resource room programme. The professional moves around providing services to various schools.
This is a challenging model as there is no real ‘homebase’ for the professional and he/she usually has to share a space with others.
Thisexceptionality.typeofprogramme is viewed as occupying the ‘grey’ space that exists between general or regular education and special education.
population of the school who have been formally diagnosed with an exceptionality and from the population of the school who have never been formally diagnosed with an
This type of programmme is focused on training learners in specific skill areas- such as numeracy, reading and speech and language challenges.
© 2022 Allyson N. Murray B.A., B.Ed., M.Ed., MA., Cert. Ed., CCET. Special Education Diagnostician / Literacy Specialist All rights reserved. Printed in Barbados: Pennegan Academy of Learning, St. Patrick’s, Christ Church, Barbados
The Specific Skills Resource Programme
Most of the students seen in this room are not formally diagnosed with an exceptionality. It is therefore contrasted with the categorical/cross categorical models as they primarily serve children who have been diagnosed with an exceptionality.
Steps to Implementing a Special Education Resource Room Roles of the Resource Room Teacher (1) Assessing Individual Needs © 2022 Allyson N. Murray B.A., B.Ed., M.Ed., MA., Cert. Ed., CCET. Special Education Diagnostician / Literacy Specialist All rights reserved. Printed in Barbados: Pennegan Academy of Learning, St. Patrick’s, Christ Church, Barbados
© 2022 Allyson N. Murray B.A., B.Ed., M.Ed., MA., Cert. Ed., CCET. Special Education Diagnostician / Literacy Specialist All rights reserved. Printed in Barbados: Pennegan Academy of Learning, St. Patrick’s, Christ Church, Barbados
Read the steps below. Copy and paste them in the correct order. This stage is a critical one. It requires the practitioner to be strategic in developing procedures that can gather data that validates or invalidates any recommendations that are made. The hypotheses that are made about the student must be tested and reevaluated based on any data that are gathered. There are various ways to do this: pupil’s perspective research (diaries, journals, interviews); charting using graphs. This phase sees the practitioner examining the data that are gathered in order to identify consistencies and inconsistencies of patterns of information. The data are used to suggest priorities and strategies/interventions/programmes that are likely to provide instructional support for the students. This works best if there is a team (specifically an interdisciplinary team). This step occurs before additional information is collected. Thought is given to the student, the system and the situation and questions are collated that would help to ask the ‘right questions’ about the student and his/her environment. This step is a critical one. It requires the administration and interpretation of appropriate procedures that can be used to gather data about the student. This is usually best executed if the practitioner has some training in special education.
© 2022 Allyson N. Murray B.A., B.Ed., M.Ed., MA., Cert. Ed., CCET. Special Education Diagnostician / Literacy Specialist All rights reserved. Printed in Barbados: Pennegan Academy of Learning, St. Patrick’s, Christ Church, Barbados
ACTIVITY
© 2022 Allyson N. Murray B.A., B.Ed., M.Ed., MA., Cert. Ed., CCET. Special Education Diagnostician / Literacy Specialist All rights reserved. Printed in Barbados: Pennegan Academy of Learning, St. Patrick’s, Christ Church, Barbados
© 2022 Allyson N. Murray B.A., B.Ed., M.Ed., MA., Cert. Ed., CCET. Special Education Diagnostician / Literacy Specialist All rights reserved. Printed in Barbados: Pennegan Academy of Learning, St. Patrick’s, Christ Church, Barbados
Steps to Implementing a Special Education Resource Room Card 1 Sample Declaration of Exceptionalities Form © 2022 Allyson N. Murray B.A., B.Ed., M.Ed., MA., Cert. Ed., CCET. Special Education Diagnostician / Literacy Specialist All rights reserved. Printed in Barbados: Pennegan Academy of Learning, St. Patrick’s, Christ Church, Barbados
*Insert school/institution’s letter head Declaration of Exceptionalities Form Insert name of school is committed to assisting students with exceptionalities in solving problems that may affect their study and school life. All personal information provided will be kept confidential. Please return to insert name of principal of insert name and address of school. Section A: Personal Information Student’s Name:_________________________________________________ Parent’s Name:________________________________________ Contact Number: ____________________________ Personal Email Address:____________________________________________________________________________________________________________________________: Section B: Category of Exceptionality ⃞)Orthopedic impairment )Visual impairment ) Deafness Impai ) Chronic Illness )Specific Learning Difficulty ⃞)Autistm ) Deaf-Blindness )Developmental Delay (DD) ⃞)Multiple disabilities )Speech or Language ⃞)impairmentOtherhealth impairment )Hearing impairment ⃞)Attention Deficit /Hyperactivity Disorder (ADD/ADHD) )Traumatic brain injury (TBI) ⃞)Emotional disturbance (e.g. Depression, Anxiety Disorder, Bipolar Disorder) ⃞)Other (please specify) Section C: Details of Condition / Assistance Request Please describe the degree of your special need, and any assistance that may be useful for your course of study. Please also include any services provided to you by other educational institutions. © 2022 Allyson N. Murray B.A., B.Ed., M.Ed., MA., Cert. Ed., CCET. Special Education Diagnostician / Literacy Specialist All rights reserved. Printed in Barbados: Pennegan Academy of Learning, St. Patrick’s, Christ Church, Barbados
Section D: Details of Evidence Provided (please tick as appropriate) )Psychologist’s report )Letter from medical practitioner )Other(please specify)_______________________________ Section E: Declaration (delete as appropriate) The information given on this form (and related documents) regarding my child/ward’s exceptionality are accurate and can be used by personnel at name of school for the planning and provision of equipment and learning support for students with exceptionalities. Signature of Parent / Date:________________________Guardian:_______________________________________ © 2022 Allyson N. Murray B.A., B.Ed., M.Ed., MA., Cert. Ed., CCET. Special Education Diagnostician / Literacy Specialist All rights reserved. Printed in Barbados: Pennegan Academy of Learning, St. Patrick’s, Christ Church, Barbados
Steps to Implementing a Special Education Resource Room Card 2 Referral Form- Resource Room © 2022 Allyson N. Murray B.A., B.Ed., M.Ed., MA., Cert. Ed., CCET. Special Education Diagnostician / Literacy Specialist All rights reserved. Printed in Barbados: Pennegan Academy of Learning, St. Patrick’s, Christ Church, Barbados
REFERRAL FOR THE RESOURCE ROOM PROGRAMME Reference Number:______________ Referral made by:_______________ Date:___________ Referral taken by:_______________Date: Has the parent been consulted? Yes___ No___ Date:____ STUDENT INFORMATION Surname First Middle Date of Birth: ________________________(yy/mm/dd) Address:___________________________________________________________________________ Name of Mother:________________ Name of Father:________ Name of Guardian: Address of Parent/Guardian (if different from previous): Telephone: Mother (h):___________ (c):____________ Father (h):___________ (c):____________ Teacher:______________________________________ SchoolForm/Class:Attendance: regular____ irregular____ non-attendance _____ The student has had his/her: Vision checked: yes___ no___ Hearing checked: yes___ no___ © 2022 Allyson N. Murray B.A., B.Ed., M.Ed., MA., Cert. Ed., CCET. Special Education Diagnostician / Literacy Specialist All rights reserved. Printed in Barbados: Pennegan Academy of Learning, St. Patrick’s, Christ Church, Barbados
Presenting Problem: Tick as applicable: 1. Area(s) of specified difficulty/challenge ComprehensionWrittenOralSpellingReadingLanguageLanguage Is the learning difficulty compounded by behavioural/emotional challenges? Yes_____ No_____ Involvement with outside agencies: Children’s Development Center ___ Probation Department ____ Juvenile Liaison Scheme ____ Child Care Board ____ Child Guidance Clinic ____ Private Support Services ____ Edna Nicholls Center ____ Welfare Department ____ Other Children’sEdnaPsychologicalAttached____reports:___Nicholls___Development Center ___ Medical ___ © 2022 Allyson N. Murray B.A., B.Ed., M.Ed., MA., Cert. Ed., CCET. Special Education Diagnostician / Literacy Specialist All rights reserved. Printed in Barbados: Pennegan Academy of Learning, St. Patrick’s, Christ Church, Barbados
Guidance Counsellor ___ Other _________________________ Intervention strategies used in the class to date: Teacher/student conference ___ Repositioning of student in class ___ Extra-time to complete assignments___ Parent/teacher conference ___ Modified class/homework assignments ___ In-class support ____ Other (specify) Effectiveness of strategies used: Principal’s signature:________________ Date: Parent’s signature:__________________ Date:_____________ Resource Teacher’s Signature:_____________ Date:_____________ © 2022 Allyson N. Murray B.A., B.Ed., M.Ed., MA., Cert. Ed., CCET. Special Education Diagnostician / Literacy Specialist All rights reserved. Printed in Barbados: Pennegan Academy of Learning, St. Patrick’s, Christ Church, Barbados
Steps to Implementing a Special Education Resource Room Card 3 Sample Permission Letter © 2022 Allyson N. Murray B.A., B.Ed., M.Ed., MA., Cert. Ed., CCET. Special Education Diagnostician / Literacy Specialist All rights reserved. Printed in Barbados: Pennegan Academy of Learning, St. Patrick’s, Christ Church, Barbados
*Insert details as appropriate for your institution. School’s / Institution’s Letterhead Parents/GuardiansTo:Date: of student(s) being referred for referral to the Resource Room Dear Parent/Guardian, Your daughter/son/ward has been recommended for a special programme to assist with his/her reading. Your cooperation is essential and your permission to continue further testing and evaluation is appreciated. Please complete the attached permission slip and return it to the school as soon as possible. This is especially important if you do not wish to have your child/ward participate in the testing activity. Yours Principal’sfaithfullyname CUT HERE I _________________________________________ parent/guardian of ______________________________________ have been informed and counselled about my child/ward’s referral for individual testing and evaluation using appropriate instruments. Please tick the appropriate box: I give my consent for the necessary assessment. I do not give my consent for the necessary assessment. Signature of parent/guardian: __________________________ Date:______________ © 2022 Allyson N. Murray B.A., B.Ed., M.Ed., MA., Cert. Ed., CCET. Special Education Diagnostician / Literacy Specialist All rights reserved. Printed in Barbados: Pennegan Academy of Learning, St. Patrick’s, Christ Church, Barbados
Steps to Implementing a Special Education Resource Room Card 4 Background Information for Educational Evaluation Form © 2022 Allyson N. Murray B.A., B.Ed., M.Ed., MA., Cert. Ed., CCET. Special Education Diagnostician / Literacy Specialist All rights reserved. Printed in Barbados: Pennegan Academy of Learning, St. Patrick’s, Christ Church, Barbados
BACKGROUND INFORMATION FOR EDUCATIONAL EVALUATION Please complete the following questionnaire as fully as possible. CHILD’S NAME:_____________________________________________ DATE OF BIRTH: ____________________________________________ MOTHER’S NAME:_____________ FATHER’S NAME:_________________ ADDRESS:__________________________ ADDRESS:_______________________ TELEPHONE:_______________ TELEPHONE:______________________ Name of person completing questionnaire:_________________________ Relationship to child:______________________ What do the child’s parents see as the problem? Who suggested an evaluation to be done? FAMILY INFORMATION Other children in the family: Boys Age Girls ___________________________Age Did any of these children have a problem in school? (explain) Did any other relative(s) have a problem in school? (explain) DEVELOPMENTAL HISTORY Were there any problems associated with: Pregnancy © 2022 Allyson N. Murray B.A., B.Ed., M.Ed., MA., Cert. Ed., CCET. Special Education Diagnostician / Literacy Specialist All rights reserved. Printed in Barbados: Pennegan Academy of Learning, St. Patrick’s, Christ Church, Barbados
Birth and early infancy Please state the age at which the child: Sat up:________________ Said single words:___________________ Walked:______________ Spoke in phrases:____________________ Was toilet trained:_______________ Please state any illness(es) the child has had, and at what age(s): Is the child on any prescribed medication? (explain) Does he/she appear to have any problems HasDescribeEating:_________________Sleeping:______________________Hearing:________________Seeing:_______________________with:anyhabitsthechildmayhave(e.g.thumbsucking)thischild’sdevelopmentbeendifferentfromotherchildren in the family? SCHOOL HISTORY Present Grade:________ Has any grade been repeated?_______ Please name all schools attended with From____________dates: to _____________ From____________to ______________ ______________________ From______________ to _____________ Does the child have problems with: Reading_____________ Mathematics __________ Spelling_____________ Writing_____________ Is he/she: © 2022 Allyson N. Murray B.A., B.Ed., M.Ed., MA., Cert. Ed., CCET. Special Education Diagnostician / Literacy Specialist All rights reserved. Printed in Barbados: Pennegan Academy of Learning, St. Patrick’s, Christ Church, Barbados
Restless______ On good terms with: teachers ___other children ___ Able to concentrate:_______ Easily managed at school ____ Easily managed at home ________ Has the child ever had any special services in school? Please give any other information concerning school which you feel may be helpful RELATIONSHIP WITH CHILD Do you and your spouse agree on the nature of the child’s problem? Briefly describe how you and your spouse get along with the child? How is the child punished, and for what reasons? How is the child rewarded, and for what? Additional information which you feel may be helpful The information you have given will be helpful toward making a fair assessment of the child. Thank you for providing this background. © 2022 Allyson N. Murray B.A., B.Ed., M.Ed., MA., Cert. Ed., CCET. Special Education Diagnostician / Literacy Specialist All rights reserved. Printed in Barbados: Pennegan Academy of Learning, St. Patrick’s, Christ Church, Barbados
Steps to Implementing a Special Education Resource Room Card 5 Informal Observation Checklist- Early Childhood © 2022 Allyson N. Murray B.A., B.Ed., M.Ed., MA., Cert. Ed., CCET. Special Education Diagnostician / Literacy Specialist All rights reserved. Printed in Barbados: Pennegan Academy of Learning, St. Patrick’s, Christ Church, Barbados
INFORMAL OBSERVATION CHECKLIST The following are some things you might observe during informal observations. Under each heading are just a few key behaviours which might indicate that a particular problem exists. Check the boxes that indicate the absence/presence of the behaviour. DEVELOPMENTAL CHECKLIST – SCHOOL AGE CHILD’S NAME: ___________________________________ Date: __________________ DATE OF BIRTH: __________________________________ PARENT OR GUARDIAN: ___________________________ Rater: __________________ Behaviours Rating Comments Motor Ability: mature motor control, Skips, broad jumps, good sense of balance; can stand of one leg for 10 sec; walk on 10ft beam Skilled at using scissors and small tools Can catch small balls Throw ball (15ft) Throw to a target Copying designs and shapes a square and a triangle., letters and numbers Colour within a space Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Language: talks clearly (in sentence), Yes No Yes No © 2022 Allyson N. Murray B.A., B.Ed., M.Ed., MA., Cert. Ed., CCET. Special Education Diagnostician / Literacy Specialist All rights reserved. Printed in Barbados: Pennegan Academy of Learning, St. Patrick’s, Christ Church, Barbados
uses adult speech sounds, has mastered basic grammar, relates a story, reading picture reading holds books correctly able to leftdifferencelearnbetweenandright can begin understandtotime and the days of the week Yes No Yes No Yes No Yes No Yes No Yes No Self-Help: can tie shoelaces dresses himself, eat without spilling toilet trained washes hands without assistance Yes No Yes No Yes No Yes No Yes No Cognitive: Count to 20 One to correspondenceone Know at least 4 colours Fix a 4-12 piece jigsaw puzzle can print name (may reverse printed letters (b/d) engage imaginativein play Yes No Yes No Yes No Yes No Yes No Yes No © 2022 Allyson N. Murray B.A., B.Ed., M.Ed., MA., Cert. Ed., CCET. Special Education Diagnostician / Literacy Specialist All rights reserved. Printed in Barbados: Pennegan Academy of Learning, St. Patrick’s, Christ Church, Barbados
Steps to Implementing a Special Education Resource Room Card 6 Informal Observation Checklist- Reading © 2022 Allyson N. Murray B.A., B.Ed., M.Ed., MA., Cert. Ed., CCET. Special Education Diagnostician / Literacy Specialist All rights reserved. Printed in Barbados: Pennegan Academy of Learning, St. Patrick’s, Christ Church, Barbados
a. The child confuses letters or words which appear similar. b. The child fails to note internal detail and confuses words such as beg for bog. c. The child fails to see general configurations of words such as ship for snip.
What are some other behaviours which you have observed in each of those areas?
INFORMAL OBSERVATION CHECKLIST
Visual Difficulties
2. Rate of perception is slow a. The child is a word-by-word reader b. The child hesitates at each word c. The child fails to recognize pictures or words presented at a rapid rate
© 2022 Allyson N. Murray B.A., B.Ed., M.Ed., MA., Cert. Ed., CCET. Special Education Diagnostician / Literacy Specialist All rights reserved. Printed in Barbados: Pennegan Academy of Learning, St. Patrick’s, Christ Church, Barbados
Please list them under the appropriate heading.
3. Difficulty following and retaining visual sequences a. The child fails to duplicate patterns from a model— distortions of order occur.
The following are some things you might observe during informal observations. Under each heading are just a few key behaviours which might indicate that a particular problem exists.
1. Visual discrimination problems
Reading - Informal Observations
4. Visual memory difficulties
a. The child fails to hear similarities in words which have the same beginning, medial, or ending sounds.
e. The child cannot listen for prefixes and suffixes and think of other words with similar endings.
a. The child fails to divide words into syllables
5. Visual analysis and synthesis
b. The child fails to hear the double sounds of consonant blends such as rust and reads and spells it as rut.
b. The child may reproduce a sequence when a model is present but cannot revisualize the sequence from memory.
6. Prefers auditory activities
1. Auditory discrimination
c. The child fails to discriminate short vowel sounds heard in isolation—the child recognizes the differences in the words pin, pen, pan when seen but not when heard in isolation.
b. The child fails to put words back together which have been divided into syllables
© 2022 Allyson N. Murray B.A., B.Ed., M.Ed., MA., Cert. Ed., CCET. Special Education Diagnostician / Literacy Specialist All rights reserved. Printed in Barbados: Pennegan Academy of Learning, St. Patrick’s, Christ Church, Barbados
Auditory Difficulties
d. The child cannot think of rhyming words.
a. The child memorizes stories that have been heard but cannot read the story
a. The child fails to remember what he/she wore the previous b.day.The child fails to remember words seen previously.
Steps to Implementing a Special Education Resource Room Card 7 Referral Form- Clinical Psychologist © 2022 Allyson N. Murray B.A., B.Ed., M.Ed., MA., Cert. Ed., CCET. Special Education Diagnostician / Literacy Specialist All rights reserved. Printed in Barbados: Pennegan Academy of Learning, St. Patrick’s, Christ Church, Barbados
Lateefah Hinds, Bsc. (Hons.) Msc. (Dist.) Clinical Psychologist Suite 102 Devlind, Lower Black Rock St. Michael Tel: 246-834-4345 PSYCH SOLUTIONS - REFERRAL FORM Client’s Name: D. O. B: ____________________________ Age: ________________________________ Gender: _____________________________ Tel: _________________________________ NextAddress:ofKin: __________________________ Relationship: Address (if different from client): PSYCHOLOGICAL SERVICES REQUESTED (select each which is applicable). Individual Therapy □ Family/Group Therapy □ School/Educational Assessment □ ADHD Assessment □ Personality Assessment □ Behavioural Assessment □ Court/Police Evaluation □ Other (Specify) □ Describe the presenting problem (include information on the client’s personality and behaviour). Also give a brief history of the presenting problem(s). Include hospitalizations, medications, prior diagnosis, and prior therapeutic intervention: _______ __________________________________________________________________ © 2022 Allyson N. Murray B.A., B.Ed., M.Ed., MA., Cert. Ed., CCET. Special Education Diagnostician / Literacy Specialist All rights reserved. Printed in Barbados: Pennegan Academy of Learning, St. Patrick’s, Christ Church, Barbados
ACTIVITY
12 year old Shanico exited primary school without taking the common entrance examination. He lives with his mother- who dedicates much time to her job as a street sweeper. There are no books in Shanico’s home. This is because his mother is renting a room in a 12 person space they share with other non-nationals. Shanico’s attendance at school is sporadic. He can only go when he does not have to ‘watch’ his little brothers and sisters. At school he enjoys PE because it gives him an opportunity to play his favourite sport. He does not care for any other subjects. Shanico was born prematurely and, at 4 ft (98 lbs) is much smaller than boys his age. The lunch times that he spends at school usually see him by the principal’s office. This is because he has the habit of grabbing his classmate’s lunches and running. Please see a sample of Shanico’s work overleaf.
© 2022 Allyson N. Murray B.A., B.Ed., M.Ed., MA., Cert. Ed., CCET. Special Education Diagnostician / Literacy Specialist All rights reserved. Printed in Barbados: Pennegan Academy of Learning, St. Patrick’s, Christ Church, Barbados
© 2022 Allyson N. Murray B.A., B.Ed., M.Ed., MA., Cert. Ed., CCET. Special Education Diagnostician / Literacy Specialist All rights reserved. Printed in Barbados: Pennegan Academy of Learning, St. Patrick’s, Christ Church, Barbados
Objective Scoring
Objective of at
#1 Write a main idea with some supporting details on a topic. Objective #2 Research and write to convey understanding
Content Strand: Writing Think carefully about these goals and objectives. Select those that would be appropriate for Shanico. Include those that you believe are missing. (Are there any foundational skills that should be addressed first?) Content Strand: Writing Annual Goal ________ will increase writing skills to ________ (grade/proficiency level) in the area(s) of ___________ (ideas and Content, Organization, Voice, Word Choice, Sentence Fluency and Conventions) as measured by __________ (State Scoring Guide, analysis of writing samples, diagnostic survey, spelling inventory).
Guide, analysis of writing samples, diagnostic survey, spelling inventory).
a topic using
#1 Use descriptive words for more colorful writing. Objective #2 Use descriptive phrases to create a picture in writing. Objective #3 Use descriptive language appropriate for text and reader interest. Objective #4 Use more than one resource to increase written vocabulary (e.g., charts, Thesaurus, etc.). Objective #5 Use many resources to improve clarity and effectiveness of writing for classmates and teachers. Objective #6 Edit writing to include using new words, familiar words in a differenct way, and colorful expressions, to paint a picture in the reader's mind. Objective #7 Edit writing to use powerful, active verbs. Objective #8 Select appropriate language, approach, form and style for purpose and audience. Annual Goal___________ will increase writing skills to ___________ (grade/proficiency level) in the area(s) of _________ (Ideas and Content, Organization, Voice, Word Choice, Sentence Fluency and Conventions) as measured by __________ (State
least one resource.Objective #3 Write clear, focused main ideas and supporting details on a topic. Objective #4 Write a multiparagraph passage to develop a topic using details, examples, and Objectiveillustrations.#5 Revise writing for development of main idea with supporting details. Objective #6 Research using verifiable sources to develop and support topic. © 2022 Allyson N. Murray B.A., B.Ed., M.Ed., MA., Cert. Ed., CCET. Special Education Diagnostician / Literacy Specialist All rights reserved. Printed in Barbados: Pennegan Academy of Learning, St. Patrick’s, Christ Church, Barbados
Objective #9 Convey clear, focused main ideas and supporting details on a topic for a variety purposes. #10 Include appropriate facts and details on a chosen topic.
Objective
and summaries. https://www.bridges4kids.org/IEP/iep.goal.bank.pdf © 2022 Allyson N. Murray B.A., B.Ed., M.Ed., MA., Cert. Ed., CCET. Special Education Diagnostician / Literacy Specialist All rights reserved. Printed in Barbados: Pennegan Academy of Learning, St. Patrick’s, Christ Church, Barbados
of audiences and
Objective #11 Use writing to generate a learning log and journals to record new information.
Objective #7 Research and write to convey a thorough understanding of a topic using two or more resources. Objective #8 Include some relevant facts and details on a chosen topic.
Objective #12 Use writing to generate diagrams, learning logs, journals, note taking, outlines,