IEP Meetings: Assessing students,

designing accommodations, and increasing collaboration

Heather J. HendryUniversity of Pittsburgh

heh15@pitt.edu

PurposeTo present strategies that FL teachers can

apply in IEP meetings to increase collaboration with special educators

To propose an observation protocol for assessing students’ difficulties

To share data that support the protocolTo suggest foreign language specific

accommodations that are aligned with the protocol

Presentation Agenda1. Share data from study of 3 students with

LLDs and supporting literature2. Present Observation protocol3. Simulate student assessment using protocol4. Share suggested foreign language specific

accommodations5. Apply accommodations to simulations6. Discuss collaboration with special

educators in IEP meetings

Overview of Study3 middle school students with LLDsK-12 sequential content-based Spanish

programData collection

Classroom observations, twice a week, 16weeks

Writing samples at beginning and end of observations

Student interviews

Participant 1: Nate• 6th grade• Shy quiet student• IEP: Reading and Writing

Writing: spelling, and identifying and applying definite and indefinite articles

Reading comprehension: fifth grade level

(one grade level below)Reading fluency: 84 words per minute (15 points lower than the sixth grade

target of 100-140 words per minute)

Participant 2: Gayle6th gradeSocial studentIEP: Reading, writing, and attention

• Reading: comprehension and identifying sound-symbol connection

• Writing: lacks organization, frequently omits topic sentences, transitions, and closing thoughts

• Attention: staying on task and ignoring the behavior of other students

Participant 3: Tina7th gradeUnique student, enjoys working

independentlyIEP: reading, writing, ADHD, mild

Asperger’s Syndrome• Difficulty attending and socializing• Word recognition and decoding• Reading fluency: 110 WPM (7th graders should

read between 110-150 words per minute) • Writing: spelling, handwriting, organizing and

focusing on content; developing semantic and pragmatic language skills

Classroom Observations

Findings: AccommodationsDesigned only for assessments

Limit choices on tests Repeat directionsEncourage asking for

assistanceProvide extra time on

assignmentsDevelop study guides

Lack of accommodations for presentation/practice of lesson content

Generic:Not differentiated for each

studentApply to many subject areasNot specific to foreign

language learning

Findings: Classroom ParticipationTeacher Q’s

Observed in 7 classesStudent

responses

Nate 145 7Gayle 145 6Tina 159 4

Infrequent participationParticipation occurred for questions in English

about:grammar translation to Spanish the task itself

Participation of LLDs was different from non-LLD peers

Findings: Classroom ParticipationDo you raise your hand to speak in Spanish

class?“I don’t raise my hand a lot because I forget the answer, forget the question, or I’m worried that I’m gonna get it wrong and people will laugh at me.”

Writing Assessments

Findings: Writing Performance

Nate Gayle Tina02468

10121416

109

3

15

5

8SeptDec

Student Interviews

Findings: Student Perceptions

Nate TinaGayle

X

X

Findings: Student Perceptions

Findings: A SummaryOral participation of LLDs was infrequent

Differed from non-LLD peersDue to fear of answering incorrectly and risk of

embarrassmentStudents performed differentially on writing tasksStudents expressed different perceptions of learning

Spanish with reference to learning stylesAccommodations were designed only for assessments

Not differentiated for each studentGeneric, applied to many subject areasNot specific to foreign language learning

How did students struggle?Comprehending target language useComprehending reading tasksParticipating orally in whole group classroom

tasksWriting in the target languageRetaining vocabulary meaningEliminating distractions and attendingComprehending grammatical concepts

Observation Protocol for Foreign Language Students with IEPsCriteria Suggested

Sources of Information

Observations

Accommodations

Listening CompReading CompOral Participation WritingVocabulary knowledge and retention

Classroom behaviorGrammatical knowledgeLearning Styles

How is Protocol used?: An Example

How is Protocol used?: Simulation Part 1 Assessing a student

1. Think of a student with an IEP, or create an imaginary student with an IEP

2. Assemble a group of 3-4 people3. Choose 1 person to represent the student

with an IEP4. Go through each criteria of the protocol

asking the “student” to describe their performance

5. Record observations 6. This information will be used later for

Simulation Part 2

What is an accommodation?Accommodations are adaptations to activities

that allow students with LDs to participate at the same level as their non-LD peers. (National Center for Learning Disabilities, 2006)

Accommodations must reflect individual needs

Accommodations must be aligned with student to produce a successful outcome

Recommendations for Accommodations in IEPs:ONE SIZE DOES NOT FIT ALL!It is recommended that accommodations in

IEPs…Are specific to foreign language learningApply to all components of lesson, not just

assessmentsDesigned differentially to reflect the unique

needs of each individual studentSuggest the use of alternative forms of

assessments

Suggested AccommodationsCriteria Suggested Sources

of InformationObservations

Accommodations

Listening Comp Comprehensible input, build background

Reading Comp Reading strategies

Oral Participation Groupings, think pair shares, task-based activities

Writing Graphic organizers,Ling assistance

Vocabulary knowledge and retention

Context, Visual, TPR, reflect learning styles

Classroom behavior Opening routines and tasks

Grammatical knowledge

Context, dialogic approach

Learning Styles Match with challenges

How is Protocol used?: An Example Designing Accommodations

How is Protocol used?: Simulation Part 2 Assigning Accommodations

1. Review the list of suggested accommodations

2. Identify criteria that indicate student struggles

3. Assign accommodations to the criteria in which the student struggles

IEP Meetings: Collaborating with Special Educators

Questions?