The PIER

This month's newsletter contains information on Working Memory, Prewriting Techniques, Student Challenging Behavior, Stress Free State Assessments, Evidence Based Program Fidelity Implementation, Creating Cross-Brain Pathways, Executive Function Skill Development and PIER Q & A.

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Approximately 10% of us have weak working memory; however, the estimates of the percentage of weak working memory in students with specific learning disorders, including dyslexia, ranges from 20 to 50 percent. IDA's new fact sheet describes the function of working memory, discusses the impact that weak working memory has on learning, and offers suggestions and resources for improving working memory and learning.

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Learn how to model a range of prewriting techniques (such as brainstorming, imaging, and writer’s notebooks) and introduce several mnemonics to help students organize their writing. The above button will take you to the AdLit.org March Newsletter article.

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In the fourth video segment, you'll learn that challenging behavior occurs when the demands of the environment exceed a kid’s capacity to respond adaptively. In other words, it takes two to tango. But many popular explanations for challenging behavior place blame on the kid or his parents. Not this model.

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High-quality implementation (often referred to as "fidelity") means implementing classroom lessons and activities as intended by the program’s developer. This would include teaching all of the lessons in sequence, and carefully following the instructions within each lesson plan so that all of the points and objectives are covered using the methods intended by the author of the program.

High-quality implementation also has a qualitative component. Teachers are said to implement well when they are prepared, when they make desired points with clarity, teach with enthusiasm, and create a climate of respect so that students feel safe and engaged in the process. Because every group of students is unique in terms of experiences, needs and cultural background, implementing well also means knowing when and how a program may need to be adapted in order to achieve its goals. It's possible to retain fidelity to program design by making sure any modifications are aligned with the program's message and objectives.

Fidelity of a program can still be met when teachers include additional activities or incorporate higher order questioning techniques as long as they are aligned to the purpose of the lesson or activity within the instructional program. For example, during a lesson utilizing the Wilson Reading Program, asking students extended vocabulary questions that include real world connections or use of the word in context can enrich student understanding without impeding the fidelity of the program implementation. The key point to remember is that we teach children....not programs.

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Question: "We have several students we're tracking behavior with using either Discrete Trial Training or other means of behavior goal tracking. Teachers and support staff have worked so hard collecting this data. what recommendations do you have for digitizing this data for students who could really use an electronic paper trail?”

Peer Answer:

There have been some conversation about confidentiality, but our team, in the past has collected data with a shared folder within the drive. We used initials to identify the student but everyone who worked with the child within the week or every day had access to the folder and added data specific to the child’s behavior plan. The case manager would review the data and be responsible for reports and interpretation.

This works for academic intervention data as well.

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