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Developing IEPs using AAGSES It can be done !! March 2007

Developing IEPs using AAGSES It can be done !! March 2007. Presented by Kimberly R. Rothwell-Carson, M.Ed. In collaboration with IEP Network Community of Practice RITAP. The Evening’s Outline. Introduction IDEA 2004 What it means for IEPS and students with severe cognitive impairments

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Developing IEPs using AAGSES It can be done !! March 2007

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  1. Developing IEPs using AAGSESIt can be done !!March 2007 Presented by Kimberly R. Rothwell-Carson, M.Ed. In collaboration with IEP Network Community of Practice RITAP

  2. The Evening’s Outline • Introduction • IDEA 2004 What it means for IEPS and students with severe cognitive impairments • What are the AAGSEs • Aligning Goals and Objectives to the AAGSEs, PLEP and Student Needs • Case Study IEP Development • Q and A

  3. In Through the Looking Glass by Lewis Carol, Alice laughed and said, "There’s no use trying, one can’t believe the impossible.At your table, take a few minutes to discuss the ‘impossible’ when writing IEPs for students with significant cognitive impairments. Activity

  4. IDEA 2004 • For children with disabilities who take alternate assessments aligned to alternative achievement standards, a description of benchmarks or short term objectives • …..the IEP Team determines that the child must take an alternate assessment instead of a particular state or districtwide assessment of student achievement…… (300.320 Federal Register August 14, 2006)

  5. NCLB • Requires the state assessment system which includes alternate assessment • These results are aggregated with results from the general assessment

  6. What is the RIAA • The RIAA is • part of the state assessment system and required by state and federal law • administered at grades 2-8 and 10 • designed only for students with significant cognitive disabilities who meet grade and participation criteria

  7. Who are the students? • To be eligible for the RIAA, a student with a disability must meet the following criteria: • student has a disability that significantly impacts cognitive function and is in need of mediated instruction • the student’s IEP is aligned to the RI Alternate Assessment Grade Expectations, includes functional skills and short-term objectives/benchmarks

  8. New RIAA Participation Criteria • Significant Changes • More clearly identifies students who can participate • September 15th date for final determination • Links to AAGSEs • Focus on academic skills

  9. The IEP team determines student eligibility for participation in the RIAA.

  10. Assessment-Curriculum-Instruction-IEP • Curriculum is what we do for all students- GLES, GSES, AAGSES • Instruction is what we do to have students learn the curriculum • Assessment helps us know how well a student is doing in the curriculum and with specialized instruction • State Assessment helps to know how well the school is doing in all areas of student learning

  11. Assessment-Curriculum-Instruction-IEP • IEPs are the back bone of specialized instruction for students with disabilities • IEPs address critical areas of the curriculum (AAGSEs) • IEPs define how the student will participate in state and district assessment

  12. What are the AAGSES Alternate Assessment Grade Span Expectations • Created and reviewed by RI Teachers as a downward extension of the GLEs • Reading, Writing, Mathematics and Science. • Grade spans - K-2, 3-5, 6-8, and 9-12 • Some are grade span specific • Meet the needs of students with significant cognitive disabilities across a wide span of abilities

  13. Understanding the AAGSEs • Derived and expanded from the New England Common Assessment Grade Level/Span expectations • Stem- communicates the main curriculum and instructional focus of the AAGSES across the grade span • Language and order of the stems are identical to the language and order of the GLES/GSES

  14. AAGSEs • Are downward extension of the GLEs. • Are similar in language and order of the instructional focus (stem) to the GLEs. • Meet the needs of students with significant cognitive disabilities across a wide span of abilities. • Expand instructional terms

  15. AAGSE Expansion of Context Content: Reading Content Strand: Word Identification Stem: WID 1. Student applies word identification and decoding strategies by : AAGSEs for the four grade spans: Grades K-2 WID 1.8 Reading high-frequency words, including names, environmental print, and sight words, as appropriate to the student’s personal and classroom experiences. Grades 3-5 WID 1.8 Reading high-frequency words, including names, environmental print, and sight words, as appropriate to the student’s personal, classroom and community experiences. Grades 6-8 WID 1.8 Reading high-frequency words, including names, environmental print, and sight words, as appropriate to the student’s personal, classroom, community, and vocational experiences. High School WID 1.8 Reading high-frequency words, including names, environmental print, and sight words, as appropriate to the student’s personal, classroom, community and vocational experiences.

  16. Content Area Title of Content Strand Mathematics • Numbers and Operations (NO) • Geometry and Measurement (GM) • Data, Statistics and Probability (DSP) • Functions and Algebra (FA) Reading • Word Identification Skills and Strategies (WID) • Vocabulary Strategies and Breadth of Vocabulary (V) • Early Reading (ER) • Initial Understanding, Analysis and Interpretation of Literary Text (LT) • OR • Initial Understanding, Analysis and Interpretation of Informational Text (IT) Writing • Structures of Language (SL) • Writing Conventions (WC) • Response to Literary or Informational Text (WLI) • Narratives (N) • Informational Writing (IW) Science TBD AAGSEs and GLEs Content Strands

  17. End of Grade 3 End of Grade 4 End of Grade 5 End of Grade 6 End of Grade 7 End of Grade 8 W-3-4 In written narratives, students organizes and relates a story line, plot, and/or series of events by… • W-3-4.1 Creating a clear, understandable story line with a beginning, middle, and end. W—4-4 In written narratives, students organizes and relates a story line, plot, and/or series of events by… • W-4-4.1 Creating a clear, understandable story line with a beginning, middle, and end • W-4-2.4 Establishing a problem and solution W-5-4 In written narratives, students organizes and relates a story line, plot, and/or series of events by… • W-5-4.1 Creating a clear and coherent (logically consistent) story line • W-5-4.2 Establishing context, problem, conflict, challenge, and resolution • W-5-4.3 Using transition words and phrases to establish clear chronology and to enhance meaning W-6-4 In written narratives, students organizes and relates a story line, plot, and/or series of events by… • W-6-4.1Creating a clear and coherent (logically consistent) story line • W-6-4.2 Establishing context, problem, conflict, challenge, and resolution, and maintaining point of view, (1st person, 3rd person, or omniscient) • W-6-4.3 Using transition words and phrases to establish clear chronology and to enhance meaning W-7-4 In written narratives, students organizes and relates a story line, plot, and/or series of events by… • W-7-4.1 Establishing context, character motivation, point of view, problem, conflict, challenge, and resolution • W-7-4.2 Establishing context, character motivation, problem, conflict, challenge, and resolution, and maintaining point of view • W-7-4.3 Using a variety of effective transitional devices (e.g. ellipses, time transitions) to enhance meaning W-8-4 In written narratives, students organizes and relates a story line, plot, and/or series of events by… • W-8-4.1Creating a clear and coherent (logically consistent) story line • W-8-4.2 Establishing context, character motivation, point of view, problem, conflict, challenge and resolution • W-8-4.3 Using a variety of effective transitional devices to enhance meaning. Content Area: WritingContent Strand: Narrative Writing

  18. N 4. In written narratives, students organize and relate a story line, plot, and/or series of events by K-2 3-5 6-8 High School N 4.1 Demonstrating an understanding of sequence with pictures, symbols, objects, and/or words. N 4.2 Using pictures, symbols, objects, and/or words to create an understandable story line. N 4.1 Demonstrating an understanding of sequence with pictures, symbols, objects, and/or words. N 4.2 Using pictures, symbols, objects, and/or words to create an understandable story line. N 4.2a Creating a story line with a beginning, middle, and end (may take the form of words or pictures or some combination) N 4.1 Demonstrating an understanding of sequence with pictures, symbols, objects, and/or words. N 4.2 Using pictures, symbols, objects, and/or words to create an understandable story line. N 4.2a Creating a story line with a beginning, middle, and end (may take the form of words or pictures or some combination) N 4.2b Using dialogue to advance plot or story line (e.g., what would this character say?). N 4.1 Demonstrating an understanding of sequence with pictures, symbols, objects, and/or words. N 4.2 Using pictures, symbols, objects, and/or words to create an understandable story line. N 4.2a Creating a story line with a beginning, middle, and end (may take the form of words or pictures or some combination) N 4.2b Using dialogue to advance plot or story line (e.g., what would this character say?). Comparing GLEs and AAGSEs - Sample AAGSE Content Area: WritingContent Strand: Narrative Writing Stem: Creating an original Story Line and Applying Narrative Strategies (N 4)

  19. AAGSES or GLES/GSESThat is the question for IEP Teams • Participation Criteria • Decision making • NOW WHAT- Develop that IEP • (add steps and critical decision of all or some AAGSES to be addressed in this IEP)

  20. Present Level of Performance • A statement of the child’s present levels of academic achievement and functional performance including: • How the disability affects the child’s involvement and progress in the general curriculum (i.e that is the same curriculum for nondisabled children) or for preschool children, as appropriate, how the disability affects the child’s participation in appropriate activities. [34 CFR 300.320(a)(1)]

  21. Present Level of Performance Does it… • Provide a statement of present levels of functional performance? • Describe how disability affects the child’s involvement and progress in the general curriculum (GLEs/GSEs/AAGSEs)? • Include a statement of child’s performance on state/district assessments?

  22. Functional defined The term “functional” is generally understood to refer to skills or activities that are not considered academic and often used in the context of routine activities of everyday living (Fed Reg. Vol 71, # 156, Monday, August 14, 2006, p. 46661).

  23. Examples of functional skills • Communication with peers or adults (turn taking, asking for help, complimenting one another, using “Tech Speak”) • Personal Care Needs (eating, grooming, etc.) • Sensory self regulation (stress ball, quiet time, walking away from classroom) • Social/emotional behavior (voice tone, frustration tolerance, aggression)

  24. Functional Skills • Not the standards-based goals • But thanks to IDEA 04 they’re in our life again WRITE AWAY but make it measurable • Alternate Assessment measures the standard-based goals

  25. Measurable Annual Goal • A statement of measurable annual goals, including academic and functional goals designed to: • Meet the child’s needs that result from the child’s disability to enable the child to be involved in and make progress in the general education curriculum. [34 CFR 300.320 (a)(2)(i)(A)] • Meet each of the child’s other educational needs that result from the child’s disability. [34 CFR 300.320(a)(2)(i)(B)]

  26. Now what? Writing the IEP Goal • Present Level of Functioning - What do we know • Target AAGSE • Individual need • Measurability

  27. Annual Goal Annual Goal=GSE/GLE/AAGSE + Target Performance Target performance is level of performance you expect from this child related to this GLE/GSE/AAGSE

  28. Annual Goal • Identify what part of the annual goal is connected to the GLS/GSE/AAGSE. • Identify what part of the annual goal is the child’s performance. • Identify the measurability.

  29. LET’S TRY IT -- Writing a goal • Case Study

  30. Number and Operation: Students demonstrate understanding of monetary value. 12. Counting and adding a collection of coins and/or bills. K-2 3-5 6-8 High School NO 12.1 Demonstrate different kinds of counting (e.g., by ones, by fives, by 10s, by 25s). NO 12.2 Add collections of like coins together to a sum no greater than $1.00 (e.g., ten dimes or four quarters). NO 12.3 Find possible combinations of coins to equal 25¢, 50¢. NO 12.4 Matching coin combinations to cents and dollar notation. NO 12.5 Add coins together to a value no greater than $1.00. NO 12.1 Demonstrate different kinds of counting (e.g., by ones, by fives, by 10s, by 25s). NO 12.2 Add collections of like coins together to a sum no greater than $1.00 (e.g., ten dimes or four quarters). NO 12.3 Find possible combinations of coins to equal 25¢, 50¢. NO 12.4 Matching coin combinations to cents and dollar notation. NO 12.5 Add coins together to a value no greater than $1.00. NO 12.1 Demonstrate different kinds of counting (e.g., by ones, by fives, by 10s, by 25s). NO 12.2 Add collections of like coins together to a sum no greater than $1.00 (e.g., ten dimes or four quarters). NO 12.3 Find possible combinations of coins to equal 25¢, 50¢. NO 12.4 Matching coin combinations to cents and dollar notation. NO 12.5 Add coins together to a value no greater than $1.00. NO 12.6Add bills together to a value of $5.00, $10.00 or $20.00 NO 12.1 Demonstrate different kinds of counting (e.g., by ones, by fives, by 10s, by 25s). NO 12.2 Add collections of like coins together to a sum no greater than $1.00 (e.g., ten dimes or four quarters). NO 12.3 Find possible combinations of coins to equal 25¢, 50¢. NO 12.4 Matching coin combinations to cents and dollar notation. NO 12.5 Add coins together to a value no greater than $1.00. NO 12.6 Add bills together to a value of $5.00, $10.00 or $20.00 AAGSE Expansion of Content Content Area: Mathematics Content Strand: Numbers and Operations

  31. LET’S TRY IT -- Writing a goal • Present level of Performance • Pick the AGSES • What is the need? • Measurability

  32. Short term Objectives/Benchmarks • Currently in Rhode Island all IEPs need to have short term objectives or benchmarks • IDEA 2004 requires a description of benchmarks or short term objectives only for children with disabilities who take the alternate assessments aligned to alternate achievement standards (in addition to the annual goals),

  33. When writing this IEP keep in mind, “What does a person who doesn’t know this student need to know in order to meet this student’s individual needs?”

  34. CASE STUDY • Let’s try it!!!

  35. RIAA Contact Information • Cynthia Corbridge: RIDE cynthia.corbridge@ride.ri.gov or 222-8497 • Phyllis Meloro: RIDE phyllis.meloro@ride.ri.gov or 222-4693 • Amy Grattan: The Sherlock Center, RIC amy.grattan@ride.ri.gov or 222-8983 • Sue Dell: The Sherlock Center, RIC sdell@ric.edu or 456-8557

  36. Wrapping It Up • Questions - Yes • Answers- Maybe

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