Writing IEPs Aligned with the General Curriculum May 2, 2003 Kimberly Mearman and Michelle...
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Transcript of Writing IEPs Aligned with the General Curriculum May 2, 2003 Kimberly Mearman and Michelle...
Writing IEPs Aligned with the General Curriculum
May 2, 2003
Kimberly Mearman and
Michelle LeBrun-Griffin
SERC
Connecting…
Think of an activity you enjoy doing. What provides you with the opportunity to
participate in this activity? What prevents you from participating in this
activity? What if you were unable to participate?
How would your life be different?
Examining…
What is opportunity? What is access? How are we provided access to
opportunities?
Examining…
What is opportunity? Chance Opening Occasion Break Prospect
What is access? Admission Entrance Gate
Examining…
What is equal opportunity? Fair
Just Adequate Non-discriminatory Reasonable
Equal Identical Alike Same
Fair Equal
Imagining…
Access to the general curriculum is like an elevator in a tall building because…
Informing…
Background Information on Responsible Inclusive Practices
No Child Left Behind
IDEA ‘97
PJ Goals
Increase in the % of students with MR (ID) who are placed in regular classes (80% or more of day with nondisabled peers)
Reduction in the disparate identification of students by LEA, race, ethnicity, gender
Increase in the mean and median % of the school day spent with nondisabled peers
PJ Goals
Increase in the % of students who attend their “home school” (school they would otherwise attend if not disabled)
Increase in the % of students who participate in school-sponsored extracurricular activities with nondisabled students
Bridgeport Data
Practicing…
Working Through a Case Study
The Process
1. Identify the Current Level of Performance
2. Determine the Goals and Benchmarks
3. Develop a Plan of Action
4. Implement and Monitor the IEP
5. Evaluate the Overall Progress of the IEP
Step 1: Identify the Current Level of Performance
What can the student do?
What can the student do?
Examine and analyze background information and data.
What are the student’s… strengths? interests? learning strategies?
What is his/her instructional level?
What Data Are We Using?
Looking at Numbers Quantitative data
(Numbers) Instructional level Overall student
progress
Move Beyond Numbers Qualitative data
(Descriptions) What is known Strengths Approaches to learning Specific skill areas to
address
What Data Are We Using?
History School Records Development Medical
Anecdotes Classroom Specific Events Family
Interviews Family Student Previous Teachers
General Records Report Cards/Grades Discipline Referrals Intervention Plans
What Data Are We Using?
Norm-referenced or Standardized
WISC Woodcock Johnson
Criterion-referenced Brigance CMT DRA
Curriculum-based assessment
Running records Writing samples Student products
Observation-based assessment
Scripting Monitoring
– tallying– duration
Types of Assessments
Norm-referenced Pros Determines where we
compare to our peers
Cons Labels us Does not relate to local
curriculum One shot deal
Types of Assessments
Criterion-referenced Pros Determines specific
skill area strengths and weaknesses
Connects to curriculum
Cons Does not reflect daily
lessons One shot deal
Types of Assessments
Curriculum-based assessment
Pros Directly connects to
curriculum and daily lessons
On-going
Cons Consistency of
assessment procedure
Types of Assessments
Observation-based assessment
Pros Assesses actions
beyond paper-pencil Assesses context
Cons Observer bias
Essential Questions to Ask About Student Academic Performance
What does the student know?
What can the student do? What are the student’s
strengths? What are the student’s
interests? What it the student’s
instructional level?
What learning strategies does the student use?
How does the student organize information?
How does the student approach new learning?
Does the student self-monitor?
What are the patterns in errors?
Instructional Match
0102030405060708090
100
Baseline Frustration Instructional Independent
Task completion
Comprehension
On-task
Gickling, E. & Armstrong, D. (1978) Journal of Learning Disabilities, vol.. 11, pp.. 559-566.
Instructional Levels for Reading
Word Identification Independent level
98%-100%
Instructional level 93%-97%
Frustration level 92% or less
Reading Comprehension Independent level
100%
Instructional level 75%-100%
Frustration level 74% or less
Instructional Levels for Math
Drill/Facts Independent level
85%-100%
Instructional level 70%-85%
Frustration level 69% or less
Application Independent level
96%-100%
Instructional level 85%-95%
Frustration level 84% or less
Essential Questions to Ask About Student Behavior
When/where is the behavior most likely to occur? With whom?
What happens immediately before the behavior?
What do others do when the behavior occurs?
What environmental factors may contribute to the behavior?
Does the behavior interfere with learning? The student’s learning The learning of others
Does the behavior affect… Safety to self or others, Respect to others, or Responsibility for self?
What does the student get/avoid with this behavior?
What are the gaps in student performance?
Define the gap between current level of performance and the level of expectation/standard in the general curriculum of age appropriate peers?
0
20
40
60
80
100
1st 2nd 3rd 4th 5th
Step 2: Determine the Goal(s) and Benchmark(s)
What do we want the student to do?
What do we want the student to do?
Determine the long-range desired outcomes/ goals. Person Centered Planning
MAPS COACH PATH
Family Desires Student Desires Quality of Life
Accommodations vs. Modifications
Accommodation A change made to the
teaching or testing procedures in order to provide a student with access to information and to create an EQUAL OPPORTUNITY to demonstrate knowledge and skills (HOW)
Modification A change in what the
student is expected to learn and/or demonstrate (WHAT)
While a student may be working on modified course content, the subject area/context remains the same as for the rest of the class.
Accommodations vs. Modifications
Accommodation Accommodations do notdo not
change the instructional level, content, or performance criteria for meeting standards; they do notdo not alter the big idea or major learning outcomes expected of the instruction.
Modification Modifications may alter
the subject matter or the expected performance of the student.
Citation from Sarah
Three Types of Accommodations
Alternative Acquisition Modes to augment, bypass, or compensate for a motor, sensory, or information processing deficit.
Content Enhancements to assist with identification, organization, comprehension, and memory of information.
Alternative Response Modes in order to reduce barriers created by sensory or motor deficits or language differences.
Citation from Sarah
Two Types of Modifications
Change in the amount of key concepts or performance expectations to be learned within the grade level standard (e.g., learn characteristics of one planet in depth vs. characteristics of all nine planets)
Change of the grade level standard to match the student’s instructional level (e.g., recognition of wholes and parts vs. equivalent fractions)
Citation from Sarah
Want To Take A Test?
What do we want the student to do?
Using the desired goals, level of expectation/standard in the general curriculum, and student’s current level of performance, determine what can be achieved within the context of the general curriculum. AS IS?AS IS? With accommodations? or With modifications?
Levels of Accommodations
Change Instructional Strategies (Input) Change Materials (Process)
Low Tech Mid Tech High Tech
Change Tasks to Demonstrate Learning (Output)
To Determine the Most Effective Accommodations
Based on current level of performance, the
student can _____________________
In order to increase _______________, the
student’s educational team will______________
and the student will______________________.
Examining Impact of Selected Accommodations
High Impact on LearningHigh Impact on Learning
High Access to High Access to General CurriculumGeneral Curriculum
Fosters IndependenceFosters Independence
Low Impact on LearningLow Impact on Learning
No AccessNo Access
Fosters Dependence Fosters Dependence
Examining Feasibility of Selected Accommodations
Most Like PeersMost Like Peers
Easy to ImplementEasy to Implement
Least Like PeersLeast Like Peers
Difficult to ImplementDifficult to Implement
Within the Current System/Practice
What changes in the current system/practice would move the selected accommodations into the green zone?
Content Standards vs.Performance Standards
Content standards refer to what gets taught, the subject matter, the skills and knowledge, and the applications. Content standards set the broad curriculum goals.
Performance standards set the targets or levels of mastery that students must meet in various subject matter. Performance standards translate that content into specific knowledge and skills that students are expected to demonstrate. Such standards are defined at specific grade levels or benchmark years.
An Example From Bridgeport’s Curriculum
Social Studies Curriculum, Grade 3 Content Standard 10: Physical Places –
Students will use spatial perspectives to explain the physical processes that shape the Earth’s surface and its ecosystems.
Performance Standard 10.3-4.4 – Students will draw a simple map of continents and oceans.
What do we want the student to do?
With identified accommodations or modifications, determine the outcomes/goals that can be achieved within one school year. Determine the benchmarks to achieve the
outcomes.
Developing a Desired Outcome Statement
Clearly define the outcome Observable (can be seen) Measurable (can be counted) Specific (clear terms, not vague, no room for a
judgment call)
When {condition}, {the student} will {desired outcome} from {baseline/current level of performance} to {expected growth that can be achieved within one school year}.
Step 3: Develop a Plan of Action
Who will do what, where, when, how, and with what resources?
Who will do what, where, when, how, and with what resources?
Determine what resources are needed to accomplish the goals/benchmarks. Time Materials Specific skills/expertise
Develop a Plan of Action-Who will do what
where and when, how and with what resources?
Determine who can provide Instruction, Accommodations, or Consultation.
Develop a Plan of Action-Who will do what
where and when, how and with what resources?
Determine the best time to provide instruction on the goals/benchmarks Academic subject Extracurricular activity Specials Lunch/recess Specific time of day
Develop a Plan of Action-Who will do what
where and when, how and with what resources?
Determine the best setting for the instruction/support in the least restrictive environment Use continuum.
Hospital or Institution
Homebound Instruction
Residential School
Special Day School
Full-Time Sp. Ed. Classroom
Sp. Ed. Classroom w/part-time in Gen. Ed. Classroom
Gen. Ed. Classroom placement w/resource room assistance
Gen. Ed. Classroom Placement with Itinerant Special Assistance
Gen. Ed. Classroom placement with Collaboration Teacher Assistance
Gen. Ed. Classroom Placement with Few or No Supportive Services
Most
Restric
tive
Least
Restric
tive
Rest ric
tiven
ess o
f Ed
ucatio
nal
Pla
cem
en
t
Continuum of Services
Implement and Monitor the IEP
How are we doing?
Implement and Monitor the IEP-How are we doing?
Determine a monitoring process/assessment, connected to the baseline
Determine a timeline/frequency for monitoring Determine who will monitor:
student progress with goals/benchmarks implementation of IEP
Implement and monitor the IEP
Evaluate the Overall Progress of the IEP
What changes occurred?
Evaluate the Overall Progress of the IEP-What changes occurred?
Determine the new current level of functioning using the same assessment procedures as the baseline
Reflect on the overall effectiveness of the IEP plan
Examine the integrity of the implementation of the IEP (Did we do what we said we were going to do?)
Make next steps decisions based on the reflection and data
Applying…What Will We Do?
What affirms your current process? What new learning or insight changes your
process? Make a plan for the PPT.
What pieces will you use? What parts will be done before the PPT? What will be done at the PPT? What will be done after the PPT?
Reflecting…What Have We Learned?
What potential new opportunities did this process provide for the student?
How do you plan to provide access to these opportunities (equal opportunity)?
What are the potential barriers? How can you “remove” these barriers?
Performing…What Will Our Process Demonstrate?
After the PPT, reflect on the process…