Literacy Assessments (Part 1):
Significant Disabilities
Presented by:
Nanette Olivier, Literacy Goal Office
Louisiana Department of Education
and
Dr. Caroline Ramsey Musselwhite, Consultant
AAC Intervention
October 27, 2010
Webinar Goal & Objectives
GOAL
• Provide guidance to schools on literacy assessments for students
with significant cognitive disabilities.
OBJECTIVES
• Review assessment requirements for Louisiana students with
significant cognitive disabilities, including specific issues pertaining
to students in grades K-3.
• Review the use of three assessment tools for these students.
– DIBELS
– The Bridge
– Literacy Rubric
• Provide information on resources available to support the
assessments.
DIBELS Assessment
• 9/2/10 memo from Dr. Kerry Laster to
LEAs regarding guidance for LA students
with significant disabilities in grades K-3
• Administer DIBELS using standard
procedures
• Administer DIBELS using alternate
procedures
• Use an alternate literacy assessment tool
http://sda.doe.louisiana.gov/ResourceFiles/Literacy/Memo_Sept_2_2010.pdf
• Question
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?
• Answer
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.
Who are these students?
• Students with significant and often complex
disabilities
• Intellectual, communication, sensory,
social/behavioral and motor impairments
• For students in grades 3-11, participate in LAA1
• Have typically been left out of the “literacy loop”
The school-wide literacy plan must include the
needs of these students!
Who is responsible for implementation of
assessments for students with
significant disabilities?
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Reading coach
Special education teacher
Certified interventionist
Speech pathologist
Pupil appraisal
Technical assistance providers (e.g., AT Center)
This must be a certified/licensed person!
Access Guide (Significant Disabilities) Website
http://sda.doe.louisiana.gov
Fundamental Steps in Getting Started
• ID responsible parties (e.g., administrator, coach,
teacher).
• ID students at site who have significant disabilities.
• Determine what assessments have been carried out and
the results of these.
• Ensure teachers and administrators understand
assessment requirements.
• Establish plan/strategy for completing effective
assessments.
– Seek assistance as needed.
• Keep assessment information in the Literacy Folder.
The Literacy Folder Overview
What is it?
The Literacy Folder is an individual student folder that will follow the student across
grades, to provide a clear picture of growth in literacy learning, and to help
teachers, therapists, and others quickly access previous assessment information,
sample portfolio pieces, and materials, strategies, and programs that have been
implemented. This folder will look different for preschool, elementary, middle
school, and high school students.
Why is it needed?
The Literacy Folder is essential to provide a seamless transition in student literacy
accomplishments and needs across grade levels. For students with significant
disabilities, assessment can be arduous and time-consuming. It is crucial to retain
assessment data, including informal assessment to chart progress, but also to
avoid wasting valuable time. Portfolio pieces across time will help educators plot
change across a longer time span than a single school year. Current teachers will
be able to find information such as materials and programs that were successfully
used with each student, and special interests that support literacy efforts.
The Louisiana Department of Education recommends that a Literacy Folder
be initiated for all students with significant disabilities.
Highly Recommended Materials
for Inclusion in Literacy Folder
• Formal assessments (e.g., DIBELS)
• Informal assessments (e.g., Bridge, Literacy Rubric)
• Portfolio pieces (e.g., writing samples; include 1-minute
writing checklist when possible)
• Literacy Experiences Summary (describes literacy
opportunities, interests, and challenges)
• Literacy Grade Level Expectations Chart
Literacy Experiences Summary
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Interests Related to Literacy
Literacy Programs
Literacy Partners Each Week
Self-Selected Reading
Listening to Books
Writing: Topic Selection
Assistive Technology for Literacy
Alternative Pencils Tried
(http://sda.doe.louisiana.gov/Site%20Pages/LiteracyView.aspx)
Quality Indicators for Literacy Access
#1: Assessment
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Standardized test materials
Alternate procedures for standard tests
Alternate tests and materials
Data-based recommendations
IEP team provided with clearly
documented recommendations
• Alternate method for writing (as needed)
http://sda.doe.louisiana.gov/Site%20Pages/LiteracyView.aspx
Quality Indicators of Literacy: Assessment Matrix
http://sda.doe.louisiana.gov/Site%20Pages/LiteracyView.aspx
Use Standard Procedures If Possible
Example: DIBELS
• Developed / supported by University of
Oregon & Dynamic Measurement Group
• Administered individually
• Set of tests used a various age levels
• Provides national and district benchmarks to
be used as goals and indicators
Sample Modifications
Age of Student
“It may be appropriate for monitoring the
progress of older children with very low
skills in phonological awareness.” (p. 10).
However, comparing to benchmarks
would not be valid.
DIBELS Approved Accommodations
Administration & Scoring Guide, p. 47
Sample Significant Modifications
Means of Indicating
Ex: Initial Sound Fluency
Goal: Student is asked to indicate (point or say) the
picture showing the target sound.
Modification: Student uses a eye gaze or a headstick to
make the selection. If the response is quick and clear,
just make a note of the modification.
Concerns: If the response speed is slow, benchmarks
will not be valid.
Comments: May still be useful to see student progress
across time.
Eye Gaze Frame
• purchased, or
• home-made
• may be made of:
- Plexiglas
- PVC piping
• affix pics with velcro
Trade Card Holder
• center cut out
(to read eye gaze)
• photos in pockets
or taped on
• student looks to
choose answer
• or, partner assisted
eye gaze (‘this one?
… this one?)
Sample Significant Modifications
Mode of Communicating
Ex: Initial Sound Fluency
Goal: Student is asked to tell the sound a word begins
with (“What sound does ‘clock’ begin with?”).
Modification: Student uses a phoneme page on a
speech output device (note in literacy folder!)
Concerns: This changes the task difficulty (making in
more difficult) and likely changes the speed. Thus,
benchmarks will not be valid.
Comments: May still be useful to see student progress
across time.
When to Try
Alternate Assessments
THE BRIDGE: FEATURES
Background: developed for NC preschoolers
Emergent Literacy: observing literacy for real
purposes; ‘trying out’ beginning understandings of
print; strong link between oral and written
language development
Evidence-Based Reading Research (EBRR):
focus on specific skills such as phonological
awareness, alphabet knowledge, etc.
http://www.med.unc.edu/ahs/clds/resources/early-childhood-resources-1/the-bridge-assessment/
Based on
The
Literacy
Pyramid
THE BRIDGE
Pierce, Summer, O’DeKirk, in progress
Foundations of Reading (book knowledge, print
awareness, etc)
Foundations of Writing (motor, cognitivelinguistic)
Alphabet Knowledge
Phonological/Phonemic Awareness
Oral Language (related to literacy)
THE BRIDGE: Foundations of Reading
Student
Sample:
Jason
Interacts
with Books
Student
Sample:
Jason
Engages in the
act of reading
THE BRIDGE:
Foundations of Writing
Student
Sample:
Jason
Draws/
Writes
Student
Sample:
Jason
Uses
Print
THE BRIDGE:
Alphabet Knowledge
Student
Sample:
Jason
Interacts
With
Letters of
Alphabet
THE BRIDGE:
Phonological / Phonemic Awareness
Student
Sample:
Jason
Demo
Phonemic
Awareness
Student
Sample:
Jason
Phonemic
Awareness:
Beginning
Rhyming
THE BRIDGE:
Oral Language
(Related to Literacy Activities)
Student
Sample:
Jason
Oral Language
And Literacy
THE BRIDGE:
Other Information
THE BRIDGE:
Other Information
(Language Sample, MLU, Sentence Structures)
HELP!!!
More support,
Please!!
Bridge Guide
FREE!!
Download this
19-page guide
full of examples!
Bridge Training PowerPoint
90 Items, with specific examples
Literacy Rubric
Kathy Staugler © 2007
Background: developed to support teachers in
determining student’s literacy level
Observational: teacher, paras, SLPs, and others
collaborate to fill out chart
Descriptive Assessment: useful for pre-post
assessment for an individual, or to document
project success
Literacy Rubric
Kathy Staugler © 2007
Early Emerging
Literacy
Phonemic
Awareness
Concepts of Print
Word Recog
Fluency
Comprehension
Transitional
Literacy
Early
Conventional
Resources
• Access Guide (Significant Disabilities)
– Literacy Folder Overview and Summary
– Quality Indicators
– Assessment Flowchart
– Sample Assessment Tools Chart
• THE BRIDGE (links from Assessment Tools Chart)
– Literacy Rubric
– Photo/Video Images
– Literacy Recommendations Chart
• Regional Centers for Assistive Technology
http://www.louisianaschools.net/lde/eia/1538.html
• SIG Notes (Literacy Assessment Requirements)
• Nanette Olivier ([email protected])
Literacy Support for 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 protected]
Item #
Action Steps
Resources
1.
Use the Access Guide (Significant Disabilities) website as the anchor for literacy
information pertaining to students with significant disabilities.
Provide support for district, building, and classroom personnel to utilize this resource.
Ensure that special education teachers, reading coaches, families, principals, and other
involved personnel have this information.
Access Guide website http://sda.doe.louisiana.gov
Literacy tool bar (Access Guide website)
http://sda.doe.louisiana.gov/Site%20Pages/LiteracyView.aspx
2.
Use the draft Quality Indicators for Literacy Access (Significant Disabilities) in the
design, implementation, and evaluation of literacy programs.
Literacy tool bar (Access Guide website)

Quality Indicators for Literacy Access (Significant Disabilities)
3.
Establish a Literacy Folder for each student with a significant disability. Use this structure
to organize and archive literacy assessment/progress information, writing samples, video
clips, etc.
Literacy tool bar (Access Guide website)

Literacy Folder description/instructions/examples
4.
Provide to all students with significant disabilities an age appropriate, age respectful literacy
rich environment.
Access Guide website

Photo/Video Images
http://sda.doe.louisiana.gov/Lists/Literacy/Literacy%20Access%20Ima
ges.aspx
5.
Provide to all students with significant disabilities the opportunity to be engaged in reading
for multiple purposes throughout the day.
Literacy tool bar (Access Guide website)

Every Day/Every Student Chart (Musselwhite, 2008)
6.
Provide to every student with a significant disability multiple opportunities to write every
day. Use an “alternate pencil” strategy for those students who cannot access all letters of
the alphabet in a traditional manner.
Literacy tool bar (Access Guide website)

1- Minute Writing Context Checklist (Musselwhite, 2010)

Alternate Pencils (webinars, videos)
7.
Ensure that all students with significant disabilities are assessed using appropriate
assessment tools on same schedule as other students. Always begin with the tool identified
by the district (e.g., DIBELS).

If this is not sufficient, use modified procedures

If this is not sufficient, identify, secure, and administer an alternate assessment (as
an additional assessment)
Consider using The Bridge as an assessment tool.

Free and available on the web
Literacy tool bar (Access Guide website)

Assessment for Students with Significant Disabilities: Flowchart of
Options (Musselwhite, 2009)

Literacy Assessment Tools (sample options)

Literacy Webinars
The Bridge
http://www.med.unc.edu/ahs/clds/resources/early-childhood-resources-1/thebridge-assessment/
8.
Use informal assessment tools and checklists to support/guide instruction and
assessment and monitor progress.
Literacy tool bar (Access Guide website)

Literacy Rubric (Kathy Staugler, 2007)

Every Day/Every Student Chart (Musselwhite, 2008)
9.
Ensure that students with significant disabilities are provided literacy materials in an
accessible format in a timely manner
http://www.louisianaschools.net/lde/eia/2977.html
Instruction section of the Access Guide
http://sda.doe.louisiana.gov/Site%20Pages/Instruction.aspx
Action Plan
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:
• Talk to Literacy Coach for your school?
• Pick 5 students to assess in this semester?
• Make an eye-gaze frame to use with DIBELS?
• Download THE BRIDGE or the Literacy Rubric?
• Call your AT Center for assistance?
• Other ideas?
Next Steps
• Archived webinars (check Literacy tool bar
under Literacy Webinars for further
information)
http://sda.doe.louisiana.gov/Site%20Pages/LiteracyView.aspx
– Literacy Assessment Webinar: Part 1
– Literacy Assessment Webinar: Part 2
• 2011 Preschool and Kindergarten
Conference
• 1/27/11 and 1/28/11 workshops