Developing IEPs using AAGSES It can be done March 2007

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 Changes � clarifies that IEP team makes the determination of the student�s type of assessment. Clarifies that the decision must be noted of the IEP and why the decision was made. Gives a more in-depth explanation of the types of assessment and where to look for further information Recommends a date for when this decision needs to be made Reviews how to determine student�s grade level Has a check box about the IEP alignment with the AGSEs Changes � clarifies that IEP team makes the determination of the student�s type of assessment. Clarifies that the decision must be noted of the IEP and why the decision was made. Gives a more in-depth explanation of the types of assessment and where to look for further information Recommends a date for when this decision needs to be made Reviews how to determine student�s grade level Has a check box about the IEP alignment with the AGSEs

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. 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 AAGSEs *Talk about the three upcoming examples will be from the different content areas.*Talk about the three upcoming examples will be from the different content areas.

15. AAGSE Expansion of Context

16. AAGSEs and GLEs Content Strands GLEs have these � so do AGSEsGLEs have these � so do AGSEs

17. 

18. Comparing GLEs and AAGSEs - Sample AAGSE

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? After participants have had a chance to review ask them to share. Record their comments on blank overhead or chart paper. How do you document children�s involvement in general curriculum? (Connection to GLEs/GSEs/AGASEs)? If child is not meeting standard, why? Does the present level provide us information on child�s strengths and needs and the impact of the disability on the child�s progress as measured by the state/district assessments? What kinds of data would be important to keep and have available? For children 14(16 years of age or older) you must include vocational, post secondary skills/areas, i.e training, education, employment, and where appropriate independent living (when dealing with independent living consider those cases where it is appropriate � independent living goals do not need to be written on all IEPs, but a statement on performance level in independent living should be included in the functional performance area of present levels.) Emphasize that this statement does not require the team to designate the category of disability for the student. Rather the team must look at the impact of this child�s disability on the child�s academic and functional performanceAfter participants have had a chance to review ask them to share. Record their comments on blank overhead or chart paper. How do you document children�s involvement in general curriculum? (Connection to GLEs/GSEs/AGASEs)? If child is not meeting standard, why? Does the present level provide us information on child�s strengths and needs and the impact of the disability on the child�s progress as measured by the state/district assessments? What kinds of data would be important to keep and have available? For children 14(16 years of age or older) you must include vocational, post secondary skills/areas, i.e training, education, employment, and where appropriate independent living (when dealing with independent living consider those cases where it is appropriate � independent living goals do not need to be written on all IEPs, but a statement on performance level in independent living should be included in the functional performance area of present levels.) Emphasize that this statement does not require the team to designate the category of disability for the student. Rather the team must look at the impact of this child�s disability on the child�s academic and functional performance

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). Functional skills need to be considered in terms of a specific child: For example for some children communication skills might be under academic skills; for another child communication skills might be under functional skills. Functional skills are sometimes referred to as life skills and are appropriate to be considered for all children. Croning (1996) defined them as � �skills or tasks that contribute to the successful independent functioning on an individual�� For example a functional behavior assessment provides insights into functional skills, i.e those behavioral skills that enable the child to have access to the school curriculum and activities of daily living (attending, communication with peers or adults, interacting with peers or adults (turn taking, asking for help, complimenting one another), self help skills, Sensory self regulation (stress ball, quiet time, walking away from classroom) Functional skills need to be considered in terms of a specific child: For example for some children communication skills might be under academic skills; for another child communication skills might be under functional skills. Functional skills are sometimes referred to as life skills and are appropriate to be considered for all children. Croning (1996) defined them as � �skills or tasks that contribute to the successful independent functioning on an individual�� For example a functional behavior assessment provides insights into functional skills, i.e those behavioral skills that enable the child to have access to the school curriculum and activities of daily living (attending, communication with peers or adults, interacting with peers or adults (turn taking, asking for help, complimenting one another), self help skills, Sensory self regulation (stress ball, quiet time, walking away from classroom)

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)] What are some ways to make the goal measurable? How do we document that this goal is providing the child access and opportunity? What are some ways to make the goal measurable? How do we document that this goal is providing the child access and opportunity?

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 Emphasize the GLEs/GSE/AGASE and how using them helps document that the goal will help student make progress in general curriculum.. Emphasize the GLEs/GSE/AGASE and how using them helps document that the goal will help student make progress in general curriculum..

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. Emphasize the GLEs/GSE/AGASE and how using them helps document that the goal will help student make progress in general curriculum.. For some children, goals may be needed for activities that are not closely related to a State�s academic content and academic achievement standards. (fed Register Aug. 14, 2006) p. 46663.Emphasize the GLEs/GSE/AGASE and how using them helps document that the goal will help student make progress in general curriculum.. For some children, goals may be needed for activities that are not closely related to a State�s academic content and academic achievement standards. (fed Register Aug. 14, 2006) p. 46663.

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

30. AAGSE Expansion of Content

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. Go back to the audience�s workshop expectations listed on the chart. Did you address all of them? Quick review Have participants complete workshop post workshop survey Collect sign in sheets.Go back to the audience�s workshop expectations listed on the chart. Did you address all of them? Quick review Have participants complete workshop post workshop survey Collect sign in sheets.

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