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IEPs, IGPs, ADA, IDEA, EEDA and other 3 and 4 Letter Words: Serving all students

Explore how the EEDA impacts students with disabilities, aligns career goals with course of study, and ensures inclusive IGP and IEP plans. Learn about key legislative changes and best practices for successful student outcomes.

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IEPs, IGPs, ADA, IDEA, EEDA and other 3 and 4 Letter Words: Serving all students

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  1. IEPs, IGPs, ADA, IDEA, EEDA and other 3 and 4 Letter Words: Serving all students 2013 Research to Practice Presentation • Mary Etta Taylor, Education Associate, SCDE - Office of Exceptional children • Sherry R. Williams, Education Associate, SCDE - office of student intervention services, eeda team

  2. Why? • http://www.youtube.com/watch?v=gE857DJWX2w • The Crazy Ones • http://www.youtube.com/watch?v=SswMzUWOiJg • Think different

  3. A look at history-makers • We may think it impossible for some students to achieve their dreams but • Albert Einstein was labeled “retarded” • Henry Ford wanted to create a car • The Wright brothers wanted to fly • Isadora Duncan thought of “modern dance” • ML King, Jr. wanted “rights” for all people • Amelia Areheart wanted to be the first woman pilot • Jim Henson wanted a career making puppets

  4. KNOWLEDGE CHECK • The EEDA requires an IGP for all students in grades 8 – 12. • True • False • http://www.polleverywhere.com/multiple_choice_polls/x9xsBrRaRA8bNgb

  5. KNOWLEDGE CHECK • Students diagnosed with PMD may be removed from the IGP system so as not to affect the 100% completion rate. • True • False • http://www.polleverywhere.com/multiple_choice_polls/U2PIs3utsMfa5pG

  6. Time for a Change • IDEA legislation changes • No longer use PMD, TMD classifications • New language • New EEDA IGP Success Planner tool • No longer “removing” PMD students from system so as not to affect 100% participation

  7. IGPs and IEPs Individual Graduation Plans for Students with Disabilities NEW: ALL students (YES – ALL)

  8. IGPs and Students with Disabilities • No discrimination • Awareness of legislation, students • Communication/collaboration • Consideration of IEP, 504 accommodations (if appropriate) • Integration of IGP goals (academic/career) during IEP, 504, transition discussions

  9. KNOWLEDGE CHECK • The guidance counselor should lead IEPs since they have to lead the IGP. • True • False • http://www.polleverywhere.com/multiple_choice_polls/j5dTc85aOzWZCnT

  10. EEDA REQUIREMENTS • All students must complete an IGP • 59-59-140 • IGP will align career goals and student’s course of study • 59-59-20 • IGP must incorporate provisions of student’s IEP when appropriate • 59-59-140 • IGP must be approved by certified guidance counselor, student, and student’s parent, guardian or designee • 59-59-140

  11. SCOPE OF PRACTICE • Guidance Counselors attend and lead the IGP and attend (not lead) the IEP • Career Specialist should always defer to the Guidance Counselor when the activity is not within their scope of practice (academic issues, counseling) • Career Specialists are minimally involved in the IGP/IEP process to share information related to career exploration

  12. Resources District • Special Education Teachers • Guidance Counselors • District Professionals State • Office of Exceptional Children Staff • EEDA staff

  13. Transition IEPsMary Etta Taylor, SCDEOffice of Exceptional Children

  14. State Performance PlanIndicator # 13 Percent of youth with IEPs aged 16* and above with an IEP that includes appropriate measurable postsecondary goals that are annually updated and based upon an age appropriate transition assessment, transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals, and annual IEP goals related to the student’s transition services needs. There also must be evidence that the student was invited to the IEP Team meeting where transition services are to be discussed and evidence that, if appropriate, a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority. (20 U.S.C. 1416(a)(3)(B)) *In South Carolina: Aged 13 and above

  15. IEP Process for Transition Step II: Present Levels of Academic Achievement and Functional Performance as determined by appropriate assessments Step III: Transition Services Accommodations Modifications Step IV: Measurable Annual Goals Step I: Measurable Post-secondary Goals • Includes: • Courses of study • Instruction • Related services • Community experiences • Employment and other post- • school adult living objectives • Accommodations/Modifications • When appropriate: • Daily living skills • Functional vocational evaluation based on that address Age-appropriate transition assessments • Training/Education • Employment • Independent Living • Skills – when • appropriate

  16. Transition IEP • Transition is a coordinated set of activities for a student with a disability that is designed with an outcome oriented process. • The components include plans for • Instruction • Related services • Community experiences • Post school outcomes • Post Secondary Education • Employment

  17. Considerations for Transition IEPs Student Interests and Preferences • Formal and informal interviews • Formal and informal interest inventories: For example: South Carolina Occupational Information System, etc. SC Career Clusters • South Carolina Education and Economic Development Act Course of Study • Description of the student’s course of study as driven by student’s interest and preference and linked to the chosen career cluster. • Example: The student will complete the required 24 units to receive a high school diploma. • Non example: Listing of every course the student will take in his/her high school career

  18. Considerations for Transition IEPs Transition Objectives • Choose the areas based on present levels of performance Age of Majority • Student who will be 17 during the life of the IEP Diploma/Certificate • If the district diploma is selected, the IEP team must ensure that the parent(s) understands that this is not a South Carolina High School diploma. • Anticipated date of graduation based on course of study. • The date can be changed by the IEP team as appropriate

  19. Transition Assessment Should Address Three Areas  Independent Living Employment Education/ Training

  20. Guiding Questions • Where is the individual presently? • Where is the individual going? • How do we get the individual there? (Colorado DPI, 2005)

  21. Types of Transition Assessments Formal and Informal

  22. Types of Transition Assessments Formal: • To learn about a wide variety of skill levels in various areas (e.g., vocational, academic, social) • Published tests: scores that compare students to others • A starting point

  23. Types of Formal Assessments • Learning style inventories • Academic achievement tests (Woodcock Johnson) • Adaptive behavior scales (Vineland) • Aptitude tests (Differential Aptitude Test) • Interest inventories (Self-Directed Search [Forms E, R, and Explorer]

  24. Types of Transition Assessments Informal: • Observing the student in various academic and work experiences • Talking with the student about likes and dislikes • Setting up experiences to allow the student to try something that that may be of interest • Often teacher-made • Often does not result in a score

  25. Types of Informal Assessments • Observation: watching or listening to an individual’s behavior and recording relevant information • Interviews/ Questionnaires: structured or unstructured conversations through question-and-answer format • Environmental Analysis: carefully examining the environment in which an activity normally occurs • Curriculum based assessments: task-analysis, portfolio assessments, work sample analysis, criterion-referenced tests (Test, Aspel, & Everson, 2006 - Transition Methods for Youth with Disabilities)

  26. Transition Assessment Areas • Self-Determination Skills • Independent Living Skills • Vocational Interests & Skills • Career Exploration Skills • Academic Skills

  27. Transition Assessment Sourcesinclude, but are not limited to, the following: • Informal interviews with students • Student completion of interest inventories • Questionnaires to establish student interests and preferences • Functional vocational evaluations • Interviews with the family • Student observations • Formal interest surveys, aptitude tests and other surveys • Quarterly or semester grades throughout high school • Current psychological assessment data indicating areas of strength and weakness • College entrance exam scores if applying to 4-year colleges

  28. KNOWLEDGE CHECK • The IEP and IGP have similar goals. Which is not a component of both the IEP and IGP: • Assessments (formal and informal) • SC Career Clusters • Graduation/certification/diploma requirements • Employment/training/independent living goals • All of the above • None of the above • http://www.polleverywhere.com/multiple_choice_polls/KaeZNroq3sRp5Vt

  29. Do you feel like a hero? Help others reach their goal:http://www.youtube.com/watch?NR=1&v=kZlXWp6vFdE&feature=endscreen

  30. MORE THAN CAREER ASSESSMENTS Presented by: Sherry R. Williams

  31. What types of assessments are out there?

  32. Multiple Intelligences Learning Styles Personality Interest Values Skills

  33. What is my purpose? • CAREER AWARENESS • SELF AWARENESS

  34. SELF AWARENESS You have to know about yourself before you can choose a career – to include your learning styles and personality

  35. Learning Styles • Theory • “Learning styles is the way in which each learner begins to concentrate on, process, and retain new and difficult information.” • Dr. Rita Dunn, Professor and Director of the Center for the Study of Learning and Teaching Styles, St. John’s University, NY. • Theories vary in the number of ways people learn

  36. Learning Styles Theory 1: Global vs. Analytic Cognitive Processing

  37. Global Vs. Analytic Learner Global • Big picture then details • Music or noise • Soft light • Informal • Need breaks • Intake • Mobility • Little structure needed • Tactile, kinesthetic • Lack motivation • Lacks persistence • Remembers faces • Impulsive • Uses body language Analytic • Step by step • Quiet • Bright light • Formal design • Strong need to finish task • No intake • No mobility • Structure needed • Visual, auditory learner • Highly motivated • Highly persistent • Remembers names • Reflective • Not emotional

  38. Global Vs. Analytic Resources • Online learning styles inventory • http://www.engr.ncsu.edu/learningstyles/ilsweb.html • Learn more at • http://www.thelearningcommunity.us/Portals/0/Tips%20for%20Parents_Global%20vs%20Analytic%20Learners.pdf

  39. Learning styles theory 2:Visual/Aural/Read &write/Kinesthetic • VARK Assessment, 1992 by Neil Fleming • Based on Myers-Briggs Personality Type Indicator • Structured specifically to improve learning and teaching. http://www.vark-learn.com/english/page.asp?p=questionnaire

  40. Inventories • Myers-Briggs Type Indicator™ • Isabel Briggs Myers and Katherine Cooks Briggs • Based on Carl Jung • Introvert/extrovert (Orientation to Life) • Sensing/iNtuitive (Perception) • Thinking/feeling (Decision Making) • Judgment/perception (Attitude to Outside World) • Must be certified interpreter

  41. Learning Styles Theory 3: Multiple Intelligences

  42. Inventories CITE Learning styles instrument • A.M. Babich, P. Burdine, and Randol P. Albright • 9 learning styles Teele Inventory for Multiple Intelligence (TIMI) • Dr. Sue Teele Created a spatial inventory entitled The Teele Inventory for Multiple Intelligence (TIMI), which is used in over 10,000 locations and in twenty-five countries. This inventory can be Multiple Intelligences Multiple Intelligences • Howard Gardner • 9 intelligences • Cognitive model which has VARK inclusion but extends to other dimensions • http://www.edutopia.org/multiple-intelligences-learning-styles-quiz • used with children as young as two years of age.

  43. Multiple Intelligences • Dr. Howard Gardner, professor of education at Harvard University • Developed in 1983 • I.Q. testing is far too limited • Dr. Gardner proposes 9 intelligences (to account for a broader range of human potential in children and adults) • Theory • Most people have all intelligences • Most people can develop each intelligence • No intelligence exists by itself • There are levels of intelligence within each of the intelligences

  44. Considerations • At risk students • Divergent Learners • Students with special needs • Special education • ESOL • Homeless students

  45. Maslow’s Hierarchy of Motivation Self actualization Esteemreputation, self respect Emotional Love, belonging, friends Safety/security Home, medical needs, job, money Physiological Breathing, sleep, water, food

  46. Special Education • Special education students need to receive equal career services • Disabled students have varying needs • Visual impairments • Auditory impairments • Verbal impairments • Orthopedic impairments • Multiple impairments • Emotional/mental health impairments • Learning disabilities • Traumatic brain impairments • Homebound/medical issues • Autism/Asperger's • others

  47. At-Risk Students Define • At-risk student Committee legislative definition • School-aged moms/students • 18 year old 10th graders • Divergent learners • The Crazy Ones Video What to keep in mind • May read below level so some assessments may not be as good as others • Some may not have English skills and need assessments in their native language • Some students may have technology issues related to disabilities • 80% of school dropouts are body/kinesthetic learners but classes are taught via verbal/auditory techniques • 80% of dropouts are divergent learners

  48. Learning Styles Of At-risk Youth • Frequent motion • Social-cooperative learning • Soft light • Comfortable seating • Manipulatives/involvement • Visuals • Resist direct instruction • Global learners • High calorie intake during intense engagement in study

  49. Divergent Learners • Theory • Dr. Carol B. Johnson (1998) • Divergent learners are not at-risk but they can becomeat-risk. At risk and divergence should not be used interchangeably. • Definition • Divergent learners have a clear and meaningful departure from the traditional-logical-sequential view - that view most associated with high achievement in traditional school curricula. (Core principles of Divergent Learners, Dr. Carol Johnson) • Assessments • Divergent Ranking Guide (Taylor/Johnson 1999)

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