Making It Count : Embedding IEP Instruction into Standards Based Units

1. MakingItCount: Embedding IEP Instruction into Standards Based Units Juanita Pritchard Revised August 2008

2. How do I do it all? • IEP goals & objectives are still the primary focus of instruction… • BUT Focus of assessment is on academic progress, not IEP

3. IEP is NOT Curriculum – it is how you access the curriculum. • Georgia Performance Standards are the curriculum.

4. How we’ve done it –hit or miss • No curriculum – • What each teacher wanted to teach • Isolated instruction • Not exposed to “academics” in systematic way

5. HOW DO I BALANCE EVERYTHING?

6. Making it more palatable: • GPS gives us a focus for instruction • A way to make instruction meaningful

7. GPS provides a structure

8. Standards chosen are the main content

9. More than 1 standard can be addressed at a time

10. IEP Objectives can be addressed within standards instruction.

11. IMBEDDING INSTRUCTION http://www.cec.sped.org Publication tab Embedded Instructionfor StudentsWithDevelopmentalDisabilities in General EducationClassrooms by John McDonnell, Jesse W. Johnson, and Camille McQuivey

12. Not all IEP objectives can be addressed in standards instruction

13. GAA is not another activity or task – but something collected from the instruction already happening.

14. What scorers are looking for in GAA evidence: • Fidelity to standard(s) • Active Participation • Progress

15. STEPS TO PLANNING STANDARDS BASEDINSTRUCTIONAL UNITS • Select the topic of instructional unit • Grade level standard • Choose Science or Social Studies standard/topic - reading, writing, speaking/listening/viewing & math can be integrated into other topics • OR • Select a topic & locate standards that can be incorporated into topic (i.e. Plants & Animals, Seasons, Holidays, etc.)

16. Find out what general education students are expected to know and do within this standard(s) – DON’T GUESS • Big ideas, essential questions, learning outcomes • Talk to a general education teacher • Get materials from general ed. teacher – this assures fidelity to standard and grade appropriate materials • Syllabus • Text book • Worksheets • Websites • Project assignment sheets & scoring rubrics (These make good GAA evidence pieces)

17. Determine: (related to the standard) • What does student know at this point in time (Baseline evidence for collection 1) • What would student have to do to show progress and/or mastery? (Progress evidence for collection 2) • How will you document and/or collect data on progress? (Progress evidence for collection 2) • What types of activities/projects can student participate in during this unit of instruction. (Baseline evidence for collection 1)

19. BEST PRACTICE IN UNIT INSTRUCTION

20. Brainstorm activities related to standard/theme • communication • functional academics • reading/language arts • writing • Math • Recreation/leisure • Music/Art/Games • Daily Living/Cooking • Real world connection: community, CBI, family, inclusion • Motor – fine & gross motor activities • Vocational

22. What IEP Objectives can you fit into standards instruction? • Matching • Sorting • Counting • Reach & Grasp • Answer Questions • Follow Directions

23. IEP – GPS – GAAThere isn’t enough time. • WORK SMARTER – NOT HARDER • Don’t reinvent the wheel • Embed IEP Objectives

24. Ways to save time and energy: • Use literacy based units to address more than 1 standard at a time • Embed IEP objectives into standards instruction • Use what is already available – don’t reinvent the wheel

25. Basic Web Resources: • www.georgiastandards.org • www.georgiastandards.org/impairment.aspx • www.unitedstreaming.com • www.enchantedlearning.com • www.abcteach.com • www.intellitools.com • www.teacherplanet.com • www.lessons4all.org

26. Life’s too short -make it fun!!!