Writing Instructionally Appropriate IEPs

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1 Writing Instructionally Appropriate IEPs Special Populations Tennessee Department of Education Sullivan County Teacher Training July 2014

2 Norms Please sit with your identified group there is a purpose. Realize this is not a one-size-fits-all process each different service delivery (CDC, OT, PT, Speech/Language, Vision, Hearing, Social Intervention, Pre-K, High School to Elementary, etc ) will have a different role. Today is just the start.more training and support will be offered. Be respectful and turn all technology to silent mode exit the room to take a call. Be engaged in the presentations and group work. Refrain from sidebar chats. All questions are important, but in such a large group can be difficult. Write your questions down on the index cards time at the end will be allotted. 2

3 NEWLY Hot Off the Press The following documents will assist you when planning for instruction, progress monitoring, and IAIEP writing: Example PLEP and MAG found on EIEP (Main Menu page) Draft Special Education Manual with correlating appendices of PLEPs, MAGs, and IEP examples Draft Special Education Implementation Guide 3

4 December 2013 Census Data 4

5 Students with Disabilities by Environment In General Ed 40%- 70% of the day In General Ed 80% or more of the day In General Ed <40% of the day

6 Number of Students Within Each Eligibility Category OHI SLI SLD

7 On a Continuum, Specialized Education is the Most Intensive Intervention Core Instruction Plus Sp.Ed Intervention (More Intensive than general education interventions) Core Instruction Plus Tier III (45-60 minutes daily) Core Instruction Plus Tier II (30 minutes daily)

8 Specific Learning Disabilities Discrepancy Response to Instruction and Intervention (RTI²) IQ= ability Achievement Is there a significant discrepancy between actual and predicted achievement? Underachievement Lack of Response Student Rate of Improvement (ROI) Gap Analysis Exclusionary Factors

9 SLD: Associated Deficits Academics Specific area of deficit: Basic Reading Skills Reading Fluency Reading Comprehension Written Expression Mathematics Calculation Mathematics Problem Solving The INTERVENTION should be designed to remediate to these the skill deficits.

10 Areas of Deficit: Reading Basic Reading Phonological Awareness Phonics Reading Fluency Fluency Text Comprehension Reading Comprehension Vocabulary

11 Areas of Deficit: Math Math Calculation Basic Facts Complex Computation Decimals, fractions, etc. Math Problem Solving Numbers and operations Base ten Place Value Geometry, algebra, etc. 11

12 ALL Students Receive High Quality Core Instruction Special Education is Not a Place Nor A Label! Indicator 5 of the Annual Performance Report Children with IEPs are served inside the regular classroom 80% or more of the day to the extent possible Should have evidence of LRE Data used to support the team decision Continuum of Services General Education teachers are the content experts Interventions are in addition to the 80% core instruction Intervention must match the specific area(s) of deficit Neither IDEA nor the Department of Education define inclusion and instead refer to the requirement of school districts to place students in the least restrictive environment

13 Least Dangerous Assumption States that in the absence of absolute evidence, it is essential to make the assumption that, if proven to be false, would be least dangerous to the individual. Therefore, the IEP teams should operate from the criterion of least dangerous assumption by considering the least restrictive setting, general education, first, for all students, regardless of disability, before considering more restrictive settings. Evidence and data collected should be discussed before making the determination that a student requires a more restrictive setting at each IEP meeting (Rossetti & Tashie, 2013). 13

14 J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.

15 Instructionally Appropriate IEPs 15

16 Developing Strong Narratives A quick snapshot describing the student s strengths and concerns. Must include: Student s strengths (not just math or reading ) and can be more than academics. Add student interests if know to give a picture of the whole child. Parent concerns in their own words, to the greatest extent possible Impact on Mastery of Standards/Core Instruction Medical information, even if no concerns (don t leave blank) Must pass the stranger test 16

17 Medical Information: Describe the student s strengths: Narratives Include: Describe the concerns of the parents regarding their student s education: Impact Statement: Describe how the student s disability affects involvement and progress in the general curriculum: 17

18 Narratives: Medical Information: Ex. Susan s parents indicated there are not medical concerns at this time. Do not leave this area blank Note if corrective eyewear is needed to access print. Student s Strengths: Ex. Specific Learning Disability-associated deficit in Reading- Susan has strong listening comprehension skills. She enjoys listening to information when it is presented orally, and recalls information very easily. She has a strong sight word vocabulary and tends to utilize this as her primary strategy when reading independently. Susan is active in the choir and enjoys working in groups. ***Should be a statement of strengths and noted methods that have worked for the student.*** 18

19 Parent Concerns: Narratives: Ex. Specific Learning Disability-associated deficit in Reading. Mr. & Mrs. Test are very concerned about Susan's reading progress. They report that she is easily frustrated when she has to read independently and worry that she will only fall further behind. Impact Statement: Ex. Specific Learning Disability-associated deficit in reading Susan's deficits in the areas of basic reading skills, specifically phonics & decoding, and fluency, impact her progress in the general education curriculum and mastery of reading standards. Refer to the disability criteria areas for other categories to increase specificity. Example OHI discuss Social Emotion Behavior. 19

20 Write: Student Strength Parent Concerns Impact Statement Medical Concerns End

21 Share Your Work Reflect and make changes as necessary 21

22 Developing A Strong PLEP A summary of assessments aligned to area(s) of need Must include: Student s current assessment data Narrative description about skills assessed Impact on Mastery of standards Exceptional: yes or no Positive terms and language Must pass the stranger test TELL WHAT THE SCORES MEAN (in words) and the IMPACT on the STUDENT. 22

23 Example PLEPS Associated Deficits of Specific Learning Disability in Reading Pre-Vocational Checklist Several of Susan's teachers completed the pre-vocational checklist on Susan. There were no significant areas of deficit. She comes to class prepared with materials, participates appropriately and gets along well with her peers. Exceptional: No Test of Silent Word Reading Fluency (TOSWRF) In looking at Susan's protocol, it appears that she worked very slowly. She managed to divide 45 words on the form, but made 10 errors. Her descriptive rating indicated that she fell within the below average range placing her at the 13th percentile. Based on expected third grade norms, Susan is significantly behind for her current grade level. This negatively impacts her participation throughout content instruction as third grade is the year instruction switches from learning to read to reading to learn. Exceptional: Yes Curriculum-Based Measure: Given a 1 minute fluency test, Susan accurately sounded 42 letters. This represents the 45th percentile according to winter norms. Word Identification Fluency: Susan identified 6 words from the CBM third grade word list in one minute. This represents the 10th percentile according to winter norms. Reading Fluency-Given a 1 minute grade level passage, Susan read 25 words correctly with 11 errors. This is significantly below the 10th percentile according to winter norms. Susan is significantly behind grade level average compared to her third grade peers in word identification fluency and reading fluency and will be negatively impacted in content instruction in all subject areas. Exceptional: Yes Refer to the listing in EIEP and Special Education Implementation Guides on 23

24 Write a PLEP w/ a narrative describe what the data/scores mean Write a PLEP End

25 Share Your Work Reflect and make changes as necessary 25

26 Developing A Strong MAG A clear description of an observable behavior a student will be able to do within one year Must Include: Condition Behavior Performance criteria (How well? How consistently? How often? How measured?) Must pass the stranger test Look to Refer to the listing in EIEP and Special Education Implementation Guides on 26

27

28 Goal Statement- Let s Practice! Given (condition/materials/setting/accommodation), (student name) will (do what measurable/ observable skill/behavior in functional terms), (to what extent/how well to determine mastery), (# of times/frequency/how consistently), by (how often) evaluated/determined by (measure). 28

29 Goal Setting with Data - ROI - Let s Practice! Measure Scaled Score Fall Benchmark Expectation 57 Spring Benchmark Expectation 83 29

30 Goal setting with Data Instructional Skill Based Measures Step One: Determine Typical Rate of Improvement (ROI) ( ) / 36 = 7.22 Spring benchmark expectation Fall benchmark expectation Number of weeks Typical ROI (slope) 30

31 Goal Setting with Data Step Two: Determine Goal Rate of Improvement (ROI).722 x 2 = 1.44 Typical ROI Aggressive ROI OR.722 x 1.5 = 1.08 Typical ROI Reasonable ROI 31

32 Goal Setting with Data Step Three: Calculate Student Goal X 36 = 66 Initial Student Score (Goal ROI) X (# of weeks) Goal Score 32

33 Goal Statement While orally reading a fluency measure, Joanne will increase her decoding mastery level by reading 66 words correctly at her instructional skill level for 3 consecutive data collection days. 33

34 NOW Survey Level Diagnostic Data MORE to COME Reading - PWRS or PASS to accurately pinpoint skill deficit: Phonemic Awareness, Phonics, Decoding, Fluency, Comprehension Intervention series - SPIRE, MCI, READ180 Mathematics AM, EasyCBM THIS IS A JOURNEY Be Patient 34

35 Write: A Goal Statement MAG End

36 Share Your Work Reflect and make changes as necessary 36

37 Accommodations Accommodations change the how Must address: Core instruction participation and access Assessment participation and access Student s entire school day; not limited to ELA & Math 37

38 Modifications Modifications change the what. This is a very significant decision that should only be considered as a last resort. Scaffolding, accommodations, support, interventions, and additional adult assistance should all be tried first with data collected to determine effectiveness and fidelity of each accommodation. Modifications are restrictive by nature. They are only the Least Restrictive Environment (LRE) once all other options have been implemented with fidelity and data has been collected. Only then can we determine that modifications are required. 38

39 Considerations of Service Delivery Least Restrictive Environment All students are general education students first All students receive high quality core instruction for students with the most significant needs, the how and where is the I in IEP Areas of deficit Intervention required to meet student s need Directly linked to the MAG A person is not an intervention 39

40 Considerations of Service Delivery Cont. Student independence The MAGs should be increasing the student s skills so he or she requires increasingly less accommodation/modifications the following year. Collaboration between general and special education teachers Training support for staff/peers May be noted in the MAGs under details supplementary supports for school personnel Ex: A child has a visual schedule. A special education professional would provide a fifteen minute training to all staff on that particular schedule. 40

41 Recommend - Accommodations & Service Delivery End

42 Share Your Work Reflect and make changes as necessary 42

43 Progress Monitoring How will you know if the intervention is working? Monitor progress at least as often as non-disabled peers Once a week Once every other week Monitor progress in student s identified area of need Data team every four weeks If the intervention is working, keep going! (Data) If the intervention is not working, the team may need to consider changing the intervention Data Team analysis 43

44 IT IS A JOURNEY!!!!!!!!!!!!! IT IS A JOURNEY!!!!!!!!!!!!! IT IS A JOURNEY!!!!!!!!!!!!! IT IS A JOURNEY!!!!!!!!!!!!! IT IS A JOURNEY!!!!!!!!!!!!! IT IS A JOURNEY!!!!!!!!!!!!! IT IS A JOURNEY!!!!!!!!!!!!! 44

45 bit.ly/1ninvla 45

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