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Extensive Support Needs Goal Writing Handout

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Extensive Support Needs Goal Writing Handout

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Extensive Support Needs Goal Writing Handout 

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Extensive Support Needs Goal Writing Handout 

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Goal Writing ESN Notes 3 slides to a page

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Mild Supports Breakout Session Power Point - Joey Chapman

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Mild Supports Breakout Session Power Point - Joey Chapman

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Goal Symposium Mild Support Breakout Session With Joey Chapman Ed Specialist DCN

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2 slides per page

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Indiana Secondary Transition Resource Center

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Transition Assessment Matrix: Transition Resources: Indiana Secondary Transition Resource Center: Indiana University Bloomington

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Welcome! This website is a library of curated age-appropriate assessments and transition and employment resources for educators working with transition-aged youth in Ohio schools. Viewers can choose to navigate this site by using the horizontal menu or site map that displays internal pages alphabetically.

Educators and families will find formal and informal assessments designed to support transition-aged youth as they work toward life experiences beyond high school. These resources include general assessments for educators, families, and students; assessments for post-secondary employment, college, and independent living; and assessments for health and medical concerns.

Also included on this site are transition and employment resources from the Ohio Department of Education, Ohio Center for Autism and Low Incidence (OCALI), Ohio Employment First, OhioMeansJobs, Office of Special Education and Rehabilitative Services, National Technical Assistance Center on Transition, and others.

The vetting of assessments and resources represents a collaborative effort by Ohio's 16 State Support Teams. This website is designed and maintained by State Support Team 1. Contact State Support Team 1 or call 419.720.8999 if assistance is required.

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Ohio Age-Appropriate Transition Assessment (AATA) Library |

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This website was designed to be a library of vetted age-appropriate transition assessments and transition and employment resources for educators working with transition-aged youth in Ohio schools. The vetting represents a collaborative effort by Ohio?s 16 State Support Teams. THe website is designed and maintained by State Support Team Region 1.

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Student Annual Needs Assessment Inventory

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Student Annual Needs Assessment Inventory

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Benefits and Uses of the SANDI at Lakeshore Learning

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The Student Annual Needs Determination Inventory (SANDI) is a specially designed comprehensive summative and formative assessment for students with intellectual disabilities (ID). Created by the Riverside County Office of Education in California, the SANDI provides access to grade-level new state standards aligned to targeted critical instructional skills.

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Formative Assessment of Standards Tasks (FAST)

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Formative Assessment of Standards Tasks (FAST)

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SANDI | Alternate Assessment for SWID | Lakeshore®

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Learn about this formative & summative assessment for students with intellectual disabilities (SWID). SANDI is a standards-based alternate assessment.

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Assessment of Basic Learning and Skills (ABLLS)

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Assessment of Basic Learning and Skills (ABLLS)

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Applied Behavior Analysis Programs Guide

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The ABLLS Assessment is an important tool in working with autistic and learning delayed individuals today. So, how does it work, and what exactly does it do? Join us as we explore the fundamentals of this useful tool.

Related resource: Top 25 Master's in Autism Spectrum Disorder (ASD) Online

ABLLS Assessments: The Basics

The abbreviation ABLLS stands for Assessment of Basic Language and Learning Skills. This assessment process is ultimately a test designed to determine language and critical learner skills in those specifically affected by autism and other developmental disabilities. Much of this assessment battery is accredited to and designed around the behavioral science work of Dr. B.F. Skinner in the 1950s. Expressive language skills are assessed using the verbal behavior method of behavioral analysis of language developed by Skinner. The assessment piece of the tool identifies the skills a child needs to effectively communicate and learn. Results help identify barriers to the acquisition of new skills.

The Assessment of Basic Language and Learning Skills is used to measure areas like:

motor skills

self-help skills

academic abilities

social interaction

language and communication skills

The assessment is designed to be administered to primarily used for young children between two and six years of age. It is a great assessment tool to help develop Individualized Education Program goals or treatment plan for use in a school setting.

The ABLLS-S includes two booklets to help the assessor score and assess skills. These include the ABLLS-R Protocol and the ABLLS-R Guide. The Protocol book provides the task analysis for language skills including:

task name

task objective

target question

example responses

scoring criteria

skills tracking system

The ABLLS-R Guide provides in-depth information about the scoring system and how to develop curriculum and guides.

Some evaluators find it convenient to use an ABBLS-R assessment kit to make the process more streamlined. An ABLLS kit includes a color-coded organization system to make locating the various tasks quick and easy, saving time.

Assessment Composition

The ABLLS consists of a battery of 25 sections, with each section being a marker of a particular skill or ability. The assessment is individually administered. Skill areas are assessed in a specific developmental sequence.

Essentially, a doctor (or in some cases the parent or guardian) will provide some sort of stimuli or wait for natural stimuli to occur and then record the individual's ability and choice in response to that stimuli. For example, in the "Motor Imitation" section of the ABLLS, the observer must make physical actions and movements and then record the tested individual's ability to then imitate those actions successfully. Another example of one of areas of ABLLS testing sections is the "Labelling" section in which the observer records the individual's ability to name, classify, and label items and groups of items.

The time it takes to complete the assessment can greatly vary based on the individual being tested. It can take between eight and 22 hours to complete the assessment.

Revisions

Today, while commonly referred to as ABLLS, this assessment is also correctly referred to as ABLLS R in many instances. This is because most applications of ABLLS testing today use the revised version and method which was produced in 2006. So, what changed with the revised version's publishing?

As of the 2006 revision, the ABLLS-R assessment uses an updated battery of sections. The number of sections, however, did not change. The revision also set out a specific sequence of section progress as opposed to following any sequence the observer may have arbitrarily chosen in prior times. The revision also incorporated items associated with social interaction skills and motor imitation.

WebABBLS

WebABBLS is the online version of the ABLLS-R. The online tool is available in both English and Spanish and contains over 200 video demonstrations. The online format makes it quick and easy to assess the 544 skills across the four different sections of the tool. Practitioners can create a customized report for their learner. They can also analyze and compare their learner's assessment data with Dr. Partington's Normative Data Research.

Benefits and Limitations of Using the ABLLS-R Assessment Tool

There are many benefits to using the ABLLS tool. It can be used as a guide to help develop curriculum and treatment programs that help children gain communication skills. It's best used with children two to six but could be used on children up to age 12. It's a very comprehensive program as far as language are concerned. Unfortunately, it doesn't address behavioral issues that many children with autism struggle with. The ABLLS-R does not address repetitive behaviors or sensory issues that many children on the autism spectrum experience.

The ABLLS-R is very user friendly. Assessments can be completed by individuals with a basic understand of applied behavior analysis. The tool makes it easy for parents and teachers to communicate about issues related to education and language development.
Connecting to the Creators
As the ABLLS has come to really help many patients and medical experts over the years, curiosity regarding its creators has abounded. While there were a number of behavioral scientists and researchers involved in this assessment's creation, Dr. James W. Partington and Dr. Mark L. Sundberg are the primary, accredited minds behind the system. Partington led the charge on the 2006 revision and is subsequently accredited with it as well.

For those interested in learning more about these professionals or even exploring the possibility of getting in contact with them, they each maintain an online presence to date. Dr. James W. Partington maintains a LinkedIn page with helpful links, articles, and more. Dr. Mark L. Sundberg maintains his own webpage in which he produces an array of resources and information on his work and ABLLS.

The sciences have come a long way in finding ways to work with and improve the lives of those with autism and learning disabilities of all kinds. An accurate method for assessing language and learning status in these individuals is just one example of an excellent, modern benchmark along the way here. The ABLLS Assessment is the primary tool that serves this important function today.

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How does the ABLLS work, and what exactly does it do? Join us as we explore the fundamentals of this useful tool.

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Depth of Knowledge (DOK) , Sample Activities 

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Depth of Knowledge (DOK) , Sample Activities 

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COE Spotlight: Special Education Access Guide to State Standards

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The new Access Guide, which was released in December 2016, updates a previous guide to include Common Core standards in English/Language Arts (ELA) and Mathematics. It is intended for students with moderate to severe disabilities, because it is more challenging to provide modifications to their curriculum.

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Lower order thinking skill verbs - Higher order thinking skill verbs to use in SMART goals

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ABCD SMART Goal Writing Approach Sentence Frame

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ABCD SMART Goal Writing Approach Sentence Frame

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Large Print: Full slide layout

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CCSS Goal Writing Document - Kevin Schaefer

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CCSS Goal Writing Document - Kevin Schaefer

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SEACO - a tool to help educators navigate and align goals and strategies to the current State Standards.

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The guide replaces the original SEACO Core Content Access Guide. Focused on students with the most significant disabilities, this new version is intended to help educators more easily navigate and align goals and strategies to the current State Standards.

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Very thorough reading assessment for students ages preK - college

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This site requires JavaScript to be enabled on your browser in order to function properly. Please enable JavaScript on your browser.

Evaluate for Reading Disorders and Identify the Specific Subtype of Dyslexia From Pre-K to College

The FAR is a comprehensive assessment of reading and related processes. It is unique in that it helps you determine the examinee's specific subtype of dyslexia to inform decisions about appropriate interventions.

The original comprehensive reading assessment using a neurodevelopmental approach

Score online in minutes with PARiConnect

Provide targeted interventions with the FAR Interpretive Report

Features and benefits

Based on the premise that treatments for reading disorders vary by dyslexia subtype: dysphonetic dyslexia, surface dyslexia, mixed dyslexia, and reading comprehension deficits.

Takes a neurodevelopmental approach to reading, which suggests that multiple neural pathways underscore various aspects of the reading process such as phonemic awareness, fluency, decoding, and comprehension.

Comprises 15 individual subtests measuring various aspects of vocabulary, phonological awareness, decoding skills, rapid automatic naming, orthographical processing, morphological processing, word memory, reading fluency (word and story; silent and oral), and comprehension skills.

Enables you to conduct an item-level skills and error analysis of the examinee's scores on specific subtests and to take a more in-depth look at his or her reading-related behaviors.

Can be used for an array of purposes, including general screening of dyslexia, progress monitoring of discrete skills for school systems operating in an RTI paradigm, diagnosis of a learning disability as part of a comprehensive psychological evaluation, and design of a deficit- or skill-specific intervention.

A separate screening form is designed to identify children at risk for developmental dyslexia and measure the underlying processes of reading. Screening Form is composed of three subtests: one from the Phonological Index (Phonemic Awareness); one from the Fluency Index (Rapid Automatic Naming); and one from the Comprehension Index (Semantic Concepts).

Practice support resources

School psychologists, learn how the FAR helps identify reading disorders, including dyslexia, and develop appropriate interventions in our infographic!

The FAR Screening Form Remote allows you to administer via teleconferencing.

In-Person e-Stimulus Books and Kits are convenient, more hygienic alternatives to paper administration that allow you to administer the FAR face-to-face via tablet. Be sure to download the administrative guidelines white paper prior to administering.

The FAR Laminated Storybook-included in the FAR Comprehensive Kit-allows for easier sanitation and clean-up of materials after student use. It is also available for individual purchase.

Read our white paper to learn more about using built-in skills, error, and behavior analyses with the FAR and the FAM to help you develop even more effective reading and math interventions!

Visit the PAR Training Portal to view a FAR interactive course and to access pronunciation guides for various FAR subtests.

The Neuropsychology of Reading Disorders: A Compendium of Research-Based Interventions, by Steven G. Feifer, DEd, delves into the neural underpinnings of reading disorders and dyslexia in children and adolescents.

Kits

includes FAR Professional Manual with Fast Guide, 10 Examiner Record Forms, 10 Examinee Response Forms, Stimulus Book 1, Stimulus Book 2, Stimulus Book 3, set of 3 Scoring Templates, and Laminated Storybook

Plus, this kit includes a certificate for 5 FREE FAR Interpretive Reports on PARiConnect!

FAR In-Person e-Admin Comprehensive Kit

for in-person administration via tablet; includes FAR e-Manual with Fast Guide, Administration Guidelines for Digital Stimulus Materials, 10 Examiner Record Forms, 10 Examinee Response Forms, set of 3 Scoring Templates, Laminated Storybook, and In-Person e-Stimulus Book. Plus, this kit includes certificates for 5 FREE FAR Interpretive Reports on PARiConnect! e-Manuals and e-Stimulus Books are limited to a single user and device. Please see our e-Manuals FAQ before ordering e-Manuals, and please see our e-Stimulus Books FAQ before ordering e-Stimulus Books.

Manuals, books, and equipment

e-Manuals and e-Stimulus Books are limited to a single user and device. Please see our e-Manuals FAQ before ordering e-Manuals, and please see our e-Stimulus Books FAQ before ordering e-Stimulus Books.

FAR In-Person e-Stimulus Book

for in-person administration via tablet. e-Manuals and e-Stimulus Books are limited to a single user and device. Please see our e-Manuals FAQ before ordering e-Manuals, and please see our e-Stimulus Books FAQ before ordering e-Stimulus Books.

Forms and booklets

Available on PARiConnect

FAR Score Report (price per use; minimum order of 5)

Score reports provide scores and profiles based on response data from a paper-and-pencil assessment.

FAR Interpretive Report (price per use; minimum order of 5)

This interpretive report provides scores, profiles, and interpretive text based on response data from a paper-and-pencil assessment.

1-24

25-249

250+

$7.00 each

$6.30 each

$5.60 each

Test structure

Five index scores are generated: the Phonological Index, the Fluency Index, the Comprehension Index, the Mixed Index (a composite of Phonological and Fluency index scores), and the FAR Total Index (a composite of all subtest scores).

Examinees in prekindergarten take eight subtests, examinees in kindergarten to Grade 1 take 11 subtests, and examinees in Grade 2 to college take 14 subtests.

You can choose to administer the full battery or, for a shorter administration time, only the subtests associated with an individual reading index, or individual subtests.

Reliable change and discrepancy scores can be calculated.

Includes clinical samples of more than 120 students with learning problems, ADHD, and intellectual developmental disorder.

Online scoring is available on PARiConnect.

Administration time

35 minutes for PK

60 minutes for K-Grade 1

75 minutes for Grade 2+

15-20 minutes for Screening Form

Choose to administer the full battery or, for a shorter administration time, only the subtests associated with an individual reading index, or individual subtests.

Technical information

Offers grade-based norms (with age proxies provided); age and grade equivalents for subtest scores; and confidence intervals, percentile ranks, z scores, and normal curve equivalents (NCEs) for index scores.

Subtest and index scores are scaled to the familiar IQ metric (M = 100; SD = 15).

Standardized on a sample of 1,074 examinees in prekindergarten to college drawn from more than 30 states using a population-proportionate, stratified random sampling plan based on 2012 U.S. Census statistics.

The FAR subtests have median reliability coefficients that range from .67 to .95, the majority of which are in the upper .80s and .90s, indicating an overall high degree of internal consistency.

The FAR demonstrates consistent relationships in the expected direction and magnitude with a variety of external variables including grade; other reading tests; and measures of achievement, memory, and intelligence.

Predictive validity analysis of learning disability demonstrated a significant discriminant function, with an overall classification rate of 96.7%.

Need a test for dyslexia? Dr. Feifer explains why you need the FAR.
FAR author, Dr. Steven Feifer, explains what the Feifer Assessment of Reading offers that other tests for dyslexia do not, and why it is not just another reading test. He shares that the FAR is a diagnostic achievement test that doesn't simply give you a student's reading level, but tells you WHY the student is at that level, which leads to better intervention selection.

What subtypes of reading disorders does the FAR measure?
The FAR as it measures four subtypes of reading disorders: Phonological dyslexia, surface dyslexia, mixed dyslexia, and comprehension issues.
How does PARiConnect help me score the FAR and quickly receive interventions? It only takes about 3 minutes to take the raw scores, add them up and transfer into PARiConnect. Instantly, you can choose from several reports: interpretive, comprehensive score, and reliable change. If you are craving practical strategies that you can start tomorrow to help improve your student's reading skills, I encourage you to administer the FAR. - Steven G. Feifer, DEd What features can I expect from the FAR Interpretive Report?

Available through PARiConnect, the FAR Interpretive Report provides scores for all 15 FAR subtests and includes detailed interpretations of index, index discrepancy, and subtest scores.

Provides targeted reading interventions that are based on current reading research and tailored to your student's age and FAR scores.

Save time by easily copying and pasting recommendations into your own report.

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The Feifer Assessment of Reading (FAR) is a diagnostic achievement test for dyslexia and other reading disorders. Order the FAR from PAR today.

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Very thorough math assessment for students ages preK - college.

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Learn more about using built-in skills, error, and behavior analyses with the FAR and the FAM to help you develop even more effective reading and math interventions! Click the Resources tab above or New white paper available! here to view or download.

The FAM is a comprehensive assessment of mathematics designed to examine the underlying neurodevelopmental processes that support the acquisition of proficient math skills. It is unique in that it helps you identify specific subtypes of dyscalculia to help inform intervention decision making.

Features and benefits

Comprises 19 individual subtests measuring various aspects of math fact retrieval, numeric and spatial memory, perceptual estimation skills, linguistic math concepts, and core number sense development.

Assists practitioners in not only determining the presence of a general math learning disability (MLD) but also in determining the specific subtype of dyscalculia in order to better inform intervention decision making.

Can be used in conjunction with more traditional achievement tests (e.g., the AAB) that measure overall math performance.

Based on a neuropsychological paradigm, which dictates that multiple neural pathways underscore various cognitive processes used in mathematical problem solving.

A separate Screening Form, ideal for progress monitoring, permits you to screen for dyscalculia and MLD and to identify the needs of at-risk students. Learn more about the FAM Screening Form.

Test structure

Yields three index scores representing each dyscalculia subtype (Verbal Index, Procedural Index, and Semantic Index) as well as a Total Index score that represents total test performance.

The Verbal Index score is a measure of automatic fact retrieval and the linguistic components of math.

The Procedural Index score is a measure of a student's ability to count, order, and sequence numbers or mathematical procedures.

The Semantic Index score is a measure of visual-spatial and conceptual components, including magnitude representation, patterns and relationships, higher-level mathematical problem solving, and number sense.

Choose to administer the full battery, only the subtests associated with an individual index, or only individual subtests.

Reliable change and discrepancy scores can be calculated.

Examinees in prekindergarten take nine subtests, examinees in kindergarten to Grade 2 take 14 subtests, and examinees in Grade 3 to college take 18 subtests.

Technical information

Offers grade-based normative data (with age proxies provided); age and grade equivalents and percentiles for subtest scores; and confidence intervals, percentile ranks, z scores, and normal curve equivalents (NCEs) for index scores.

Subtest and index scores are scaled to the familiar IQ metric (M = 100; SD = 15).

Standardized on a sample of 1,061 examinees in prekindergarten to college drawn from more than 30 states and based on 2013 U.S. Census statistics.

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Learn more about using built-in skills, error, and behavior analyses with the FAR and the FAM to help you develop even more effective reading and math interventions! Click the Resources tab above or New white paper available! here to view or download.

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Quick Phonological Assessment Screening (QPAS)

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Quick Phonological Assessment Screening (QPAS)

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Phonological Awareness Skills Screener (PASS)

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Phonological Awareness Skills Screener (PASS)

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Phonological Awareness Screening Test (PAST)

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Phonological Awareness Screening Test (PAST)

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Words Their Way Primary Spelling Screener

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Words Their Way Primary Spelling Screener

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This page has moved.

Please find our page devoted to the K-5 Universal Screeners for Number Sense project now linked here: https://forefront.education/solutions/usns-project/

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Forefront Education - Universal Screeners for Number Sense

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Zarrow Center for Learning Enrichment-University of Oklahoma

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Zarrow Center for Learning Enrichment-University of Oklahoma

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Resources for Students with Significant Needs

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Presentations and Handouts - Significant Disabilities

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Transition Assessment Database

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Assessment Database - Transition Tennessee

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Please log in to access free training videos, handouts, and tools for best practices in transition. If you're new to the site, it's free and easy to register to access all of these resources. Login Below Username or Email Password Remember Me

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ABC data collection form

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Large Print

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Large Print

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Large Print

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Large Print

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Worksheet

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2 slides per page

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Handout Goal Symposium General Session 2-slides

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SMART Goal Collaborative Workshop 3-10-21 FINAL

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Executive Functioning for Teens Powerpoint

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Executive Functioning for Teens Powerpoint

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Accuracy or percent opportunities data sheet

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Transition Planning the Basics 2020

CWS Session 3 Powerpoint

COP on Secondary Transition Webinars- 2013 Click the links below:

These resources reflect national research and best practices in the area of transition.

Governor's Committee on Employment for People with Disabilities

The following pages provide access to quality transition resources as recommended in the Guideposts for Success. These resources are meant to add to the resources currently available through the Transition to Adult Living Guide

School Preparatory Experiences

In order to perform at optimal levels in all educational settings, all youth need to participate in educational programs grounded in standards, clear performance expectations and graduation exit options based upon meaningful, accurate an relevant indicators of student learning and skills.

Elements of Quality Transition System, Web-Based Resources,

Contextual Learning and Teaching

(Integration of career development, workplace skills and transition into the standards driven curriculum).

Academic and CTE Standards

(Transition assessments, learning styles, functional skills evaluation, formal, informal and situational age appropriate evaluations of strengths, preferences, interests and transition needs).

Knowledge and Access to learning accommodations while in school

Colleges and Universities have specific sites for information about accommodation protocols- Disability Student Program and Services

Use of individual personal transition planning

Role of Transition in the IEP and curriculum planning

Career Preparation and Work Based Learning Experiences

Career preparation and work-based learning experiences are essential in order for youth to form and develop aspirations and make informed choices about careers. These experiences can be provided during the school day or through after school programs and will require collaboration with other organizations and employers.

Elements of Quality Transition System. Web-Based Resources,

Exposure to post secondary education and other lifelong learning opportunities. Organizing peer mentoring programs

Exposure to career opportunities that lead to a living wage, including information about educational requirements, entry requirements and income and benefit potential and asset accumulations

Training designed to improve job seeking skills and work-place basic skills.

Work Based Career Exploration Activities

On the job training experiences, including service learning that are directly linked to a program of study and school credit.

Understand relationship between benefits planning and career choices

Communicate disability related work support / accommodation needs

Youth Development and Leadership

Youth development is a process that prepares young people to meet the challenges of adolescence and adulthood through a coordinated, progress series of activities and experiences which help them gain skills and competencies.

Elements of Quality Transition System, Web-Based Resources,

Paving the Way to Work-Career focused Mentor guide

Exposure to role models, including role models with disabilities.

Exposure and participation in personal leadership and youth development activities including community service.

Transition%20Materials%20for%20Program%20or%20Training%20Purposes/8-Materials%20for%20the%20Teacher/Student%20Led%20IEP/4.1%20Student%20Led%20IEP%20Meeting%20Standards.pdf

An understanding of disability history, culture and disability public policy as well as rights and responsibilities.

Challenges of Mental Health Needs Tunnels and Cliffs

Acquisition of appropriate assistive technologies

Disability Information for Parents

National Center for Learning Disabilities

National Center on Special Education and Transition

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Transition Planning the Basics 2020 CWS Session 3 Powerpoint COP on Secondary Transition Webinars- 2013 Click the links below: These resources reflect national research and best practices in the area of transition. Governor's Committee on Employment for People with Disabilities The following pages provide access to quality transition resources as recommended in the Guideposts for Success.

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3 slides per page