Study Group Action Plan

1. Members will discuss reading assignments given in Words Their Way - Word Study for Phonics, Vocabulary, and Spelling
Instruction by Donald R. Bear, et. al. and identify ways they can or already do incorporate the information in working with students with disabilities in the inclusive ELA classrooms and special education class settings. Each group member will implement at least one assessment or instructional strategy and share the outcomes. Following each meeting, the blog administrator will enter into the blog a summary of the notes taken by members at the meeting.

2. Group goals will be accomplished through reading assignments, group discussion and individual member presentations.

3. Outcomes will be measurable in that summaries of each meeting will be entered on the blog. Each summary will include reading assignment completed and ideas identified that benefit students with disabilities. Each summary may also include a brief synopsis of a member's report on assessment or instructional strategy implemented.

4. Success will be based on our identification of at least one way that this approach can be incorporated into inclusive or special education class settings. Copies of materials used or developed will be attached.

Wednesday, February 11, 2009

Thursday, February 5, 2009 meeting

We discussed chapter 2, "Getting Started: The Assessment of Orthographic Development". The chapter clearly outlined the process of the informal assessment and its benefits. It was agreed that through this process classroom teachers can easily access what particular orthographic features individual students know and what they need to study. By inputting the results of relatively brief spelling inventories into a computerized program teachers can easily obtain a feature guide for each student that they than use to analyze so as to group students for instruction. It is clear how this assessment can also be used to monitor students' growth over time. As special educators, this informal assessment based on a research-based developmental approach makes sense for not only our students, but all students. Some comments we have heard from our regular education colleagues trying this program out this year are that it is beneficial, individualized, and appropriate for their classes.
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