Observations

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Observations

• For SLD Eligibility
• 2009-2010

Make sure you sit with your schools team.
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Observation Activities

• Please form teams of two from your schools.
• TEAM Learning Specialist Mental Health
  Provider
• Getting to Know You
• The Power of Observation

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Observation Requirements for SLD Determination

• Section 300.310(a) The public agency must ensure
  that the child is observed in the childs
  learning environment (including the regular
  classroom setting) to document the childs
  academic performance and behavior in the areas of
  difficulty.
• Section 300.310(b)(1) - Use information from an
  observation in routine classroom instruction and
  monitoring of the childs performance that was
  done before the child was referred for an
  evaluation OR

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Observation Requirements for SLD Determination

• Section 300.310(b)(2) Have at least one member of
  the group described in 300.306(a)(1) (group of
  qualified professionals) conduct an observation
  of the childs academic performance in the
  regular classroom after the child has been
  referred for an evaluation and parental consent
  is obtained.
• 300.311(3) For a child suspected of having a
  specific learning disability, the documentation
  of the determination of eligibility, must contain
  a statement of the relevant behavior, if any,
  noted during the observation of the child and
  relationship of that behavior to the childs
  academic functioning.

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Consent for Observation

• When a student is being referred for a full and
  comprehensive evaluation, permission to conduct
  the observation is completed through the
  Permission for Initial Evaluation or Permission
  for Reevaluation.
• Parental consent is not required for observations
  conducted as part of routine classroom
  instruction and monitoring of the child's
  performance before the child is referred for an
  evaluation. However, parent notification is
  highly recommended and best practice.

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Why Observe?

• To assist in problem identification
• Is it a performance deficit or a skill
  deficit?
• To determine the relationship of the observed
  behaviors to the students academic functioning
• Helps the observer and team design interventions
  to meet instructional needs

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Comprehensive Approach

• Instruction How the curriculum is taught
• Curriculum What is taught
• Environment Where instruction takes place
• _____________________________________
• Learner Who is being taught

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Instruction Domain

• instructional decision making regarding selection
  and use of materials
• instructional decision making regarding placement
  of students in materials
• progress monitoring
• clarity of instructions
• communication of expectations criteria for
  success
• direct instruction with explanations and cues
• sequencing of lesson designs to promote success
• variety of practice activities
• pace of presentation of new content
• Heartland Sped Manual 2003-04

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Curriculum Domain

• long range direction for instruction
• instructional philosophy/approaches
• instructional materials
• stated outcomes for the course of study
• arrangement of the content/ instruction
• pace of the steps leading to the outcomes
• general learner criteria as identified in the
  school
• improvement plan, LEA curriculum and benchmarks
• Heartland Sped Manual 2003-04

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Environment Domain

• physical arrangement of the room
• furniture/equipment
• rules
• management plans
• routines
• expectations
• peer context
• peer and family influence
• task pressure
• Heartland Sped Manual 2003-04

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Learner Domain

• This is the last domain to consider, and is
  addressed when
• the curriculum and instruction are appropriate,
• the environment is positive
• This domain includes student performance data
• academic
• social/behavioral
• Heartland Sped Manual 2003-04

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RIOT

• An Acronym that is used to look at each
  Assessment Domain
• Review
• Interview
• Observe
• Test
• NASP website materials/Heartland Sped
  manual/CDE SLD manual 10-08

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RIOT

• Data can be gathered through reviews and
  interviews
• The least intrusive and time intensive procedures
  should be utilized first.
• If the needed information can be obtained through
  reviews and interviews, there may be no need to
  do observations or tests to answer some
  assessment questions.
• A single source of data is not sufficient for
  making educational decisions, decisions should be
  based on convergent data.
• Example RIOT model

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Basics of Observation

• Set up sufficient time to observe when the
  behavior or academic skill deficit is exhibited
• Have the classroom teacher identify a typical
  peer of the same sex to compare with the student
  you are observing
• Try to be as unobtrusive in the environment as
  possible do not engage with the student unless
  it is for safety reasons
• Sit with a clear view of the student and the
  comparison peer
• Have a clear reason for observing know what the
  area of concern is
• Examples of look-fors

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Instruction

• Are directions clear and of reasonable length/
  complexity to meet the students needs?
• Does the student seem to understand what they are
  supposed to do on the task?
• Is there a balance between direct instruction,
  guided practice, independent practice

• Are the instructional materials at the students
  level?
• Is the student given a chance to practice skills
  with feedback?
• Is the timing/pacing of the instruction
  consistent with the students skill level and
  attention span?

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Curriculum

• What curriculum is being used to teach the
  academic area?
• What accommodations have been made for the
  student to access the curriculum?
• What is the goal of the lesson?

• Where in the sequence is the lesson? (new,
  introductory, new plus initial practice, practice
  or review)

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Environment

• Are clear classroom rules or expectations posted?
• What is the physical set up of the classroom?
  How much stimuli?
• Is there a daily schedule posted?
• What are students expected to do when they finish
  their work?
• What noise level is in the classroom?

• Are positive classroom behaviors reinforced?
• Do the students receive reminders of expected
  behaviors in advance of lessons?
• How are transitions structured or pre-taught?
• Does the student know how to get help when
  needed?

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Learner(as compared to peer)

• Is student able to manage his/her behavior?
• Is student on task in the classroom?
• When does off-task behavior occur (if it does)?
  (antecedent?)
• What do peer interactions look like?
• Does the student participate in group activities?

• How does the student respond to positive
  feedback?
• Does the student participate in group discussion?
• Does student ask for help when needed?
• Does student appear to complete independent
  seatwork?

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Learner(as compared to peer)

• How long does it take for the student to get
  started on a task?
• Does student have organizational skills at the
  same level as comparison peer?
• Does student appear to struggle with the task?
  (how so?)

• Does the student follow the classroom routine?
• Does the student need reminders to complete work?

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Post-Observation

• Obtain work samples from teacher for this time
  period and ask to see the comparison peers work,
  if possible, as well
• Conduct a student interview if possible about the
  time period (see FAAB student interview form)
• Conduct a discussion with the teacher about the
  observation (see FAAB teacher interview form)
• Follow up with your multidisciplinary team
• Record observation in the IEP (see examples)

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Sample IEP Statements for Observations

• Needs to Learn Decoding strategies to increase
  reading fluency to the 3rd grade level
• 2/12/09 Formal classroom observation in regular
  ed. literacy block Student exhibited on task
  behaviors 28 of the time when asked to work
  independently on reading materials at grade
  level. When student was assigned to a group
  using lower level (2nd grade) reading materials,
  on-task behavior improved to 97 (same as
  comparison peer).
• 1/22/09 Basic Reading Inventory assessment
  indicated instructional level of 2.1.

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Samples continued

• Needs to Learn Coping strategies when
  frustrated with a difficult task.
• 3/12/09 formal classroom observation in math
  When student was given a task to complete
  independently, he left seat and engaged other
  peers in conversation 10 out of 15 minutes . When
  grouped with a positive peer model, off-task
  conversations decreased and student was able to
  complete task with teacher prompting.

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Samples continued

• Needs to Learn Strategies to decode
  multi-syllable words at a 4th grade level
• 4/6/09 Formal classroom observation during small
  group instruction in reading. Student struggled
  with decoding strategies and attempted to escape
  the task by asking to go the restroom when it was
  his turn to read (2 times during the 15 minute
  observation). Student responded well to verbal
  encouragement to attempt the task and monitoring
  his own progress (sticker system and charting).

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Sharing Observation Tools

• Classroom/Student Observations (several samples)
• Assessment Organizer
• RIOT
• FAAB (sample book)
• Determination of SLD Eligibility (see example)