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Meet the Wizard Planning Lessons and Implementing the IEP

Meet the Wizard Planning Lessons and Implementing the IEP. Maria McCabe, LCPC Ann O’Connell, Ph.D. Educational Consultants. Objectives. As a result of this workshop you will be able to: Understand how to interpret the IEP Understand how to write goals and objectives for student learning

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Meet the Wizard Planning Lessons and Implementing the IEP

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  1. Meet the WizardPlanning Lessons and Implementing the IEP Maria McCabe, LCPC Ann O’Connell, Ph.D. Educational Consultants McCabe & O'Connell

  2. Objectives As a result of this workshop you will be able to: • Understand how to interpret the IEP • Understand how to write goals and objectives for student learning • Understand how to align goals and objectives to state learning standards • Understand the meaning of PLOP and how it impacts appropriate goals • Implement goals for students with disabilities McCabe & O'Connell

  3. Activity • Think, Pair, Share • Find a partner…someone you have not talked to since you got back from vacation. • Answer the questions given. • You will do this 3 times McCabe & O'Connell

  4. IDEA: Individuals with Disabilities Education Act Guarantees a free and appropriate public education for students with disabilities. Education must be provided in accordance with the child's Individual Education Program • SBPS: School Based Problem Solving A process to identify students who need help and intervene before they fail. • MDC: Multidisciplinary Conference A meeting to discuss the results of testing, and determine eligibility for special education programs and/or related services. • IEP: Individual Education Plan A plan based on the results of the MDC and designed by parents, teachers, school personnel and sometimes student. The IEP gives details about the educational supports and services that will help the child with disabilities. Strengths and weaknesses are described and considered. McCabe and O'Connell, Educational Consultants

  5. Activity • The NAME GAME McCabe & O'Connell

  6. IEP Development and Implementation • Who creates this plan? • Is everyone in consensus? • How does the classroom teacher contribute? • How does the special educator contribute? • What does this mean in the classroom? How will you meet state standards using this document? • At one time or another YOU will be a part of this team. McCabe and O'Connell, Educational Consultants

  7. Your Responsibility • Understand the IEP • Ask for help from the support staff working with the child to implement the goals of the IEP • Monitor progress on a regular basis • Provide modifications and accommodations in a way that is respectful • Establish a regular time to collaborate and/or consult with support staff and document your work. McCabe and O'Connell, Educational Consultants

  8. General Considerations • What are the child’s strengths? At home, At school? • What about behavior? • What about classroom performance? • What about standardized test scores? • What about response to intervention? • What is the child’s cultural background? • What is the child’s language? • What are the parent’s concerns? • How does the parent feel they can help? McCabe and O'Connell, Educational Consultants

  9. Tricksof the Trade: A little cheat sheet to make life easier • IEP At-A-Glance • Student Name:___________________ Date:_____________ • Disability 1:_____________________ Paraprofessional __Y __N • Disability 2:_____________________ B.I.P. __Y __N • Related Services:________________ Medical diagnosis:____________ • Provider:_______________________ Medicine:___________________ • Present Level of Performance: • Reading: • Math: • (Refer to all documents including Initial Evaluation, standardized testing, and current IEP) • Goals (In A Word)Strengths • Management Needs: • Accommodations/Modifications: • Helpful Hints(Interests, Hobbies,etc): McCabe & O'Connell

  10. Sample: What else do you want/need to know? • IEP At-A-Glance • Student Name: Girl 1 Grade 6 Date:_____________ • Disability 1:___LD _________ Paraprofessional __Y _x_N • Disability 2:_____________________ B.I.P. __Y _x_N • Related Services:____Nurse ____ Medical diagnosis:_Severe Asthma • Provider:_______________________ Primary Language:___Polish___________ • Present Level of Performance: • Reading:WIAT 10/08 Decoding 5.8, Reading Comp. 4.1 • Math: WIAT 10/08 Reasoning 2.8, Numerical Operations 4.7 • (Refer to all documents including Initial Evaluation, standardized testing, and current IEP) • Goals (In A Word)Strengths • Reading comprehension Follows directions well • Independent math operations Conscientious • Well-behaved • Asks questions • Visual learner   • Management Needs: • Allow more time to complete tasks • Modified curriculum • Inhaler available as needed • Nurse consultative services weekly • Accommodations for Testing: • Allow more time on tests by 1.5 • Read tests and directions • Shorten tests when appropriate. • Helpful Hints: • She is absent a lot due to illness. Polish is spoken at home and the parents need an interpreter to participate in conferences • She gets along well with others and is probably a visual learner. • She loves to read the series “The Littles.” She is very tall herself. • She prefers the computer for writing. • Enjoys Polish dancing and traditions. • Parent concerned about her keeping up with curriculum and fitting in socially with peers. McCabe & O'Connell

  11. Let’s Take a Break! McCabe and O'Connell

  12. Making Connections: • How will you prepare assignments? • How will you evaluate? • How will you differentiate to include children with IEP’s seamlessly? • Who will you need to collaborate with to understand how to work with the child? • What equipment will you need to accommodate the child? • What other information do you need? McCabe and O'Connell, Educational Consultants

  13. Writing goals and objectives • Determine focus • Link between goal and PLOP • Measurable • Observable behavior–an explicit, observable statement of what the student will do • Conditions–the specific circumstances or assistance that will affect performance of the behavior • Criterion–what will be measured and how well the student must perform McCabe & O'Connell

  14. Activity • Pair/Share Verb activity • Use the plate to write action verbs that might relate to the subject in the center of the plate. • Be prepared to share McCabe & O'Connell

  15. Determining the Focus of an Annual Goal • Annual goal is not written in isolation. • Annual goal is based on analysis of information about student’s performance and needs.

  16. Link Between Goal and Student’s Present Levels • There should be a direct link between what is known about the student’s needs and the goals set for the student in the next 12 months. • Student need is documented in the present levels statement(s) on the IEP.

  17. The meaning of PLOP and how it impacts appropriate goals • PLOP = Present Level of Performance • Describes what the student is doing now. Consider standardized testing and classroom performance. • Specifies: • Strengths • Needs • Parental concerns • How the disability affects progress and involvement in general education curriculum McCabe & O'Connell

  18. Is It Measurable? • Given a calculator, Girl 1 will calculate how much change she is to be given when making purchases with a $20 bill in 5 consecutive trials. Is this goal Measurable?: • Observable? • Condition? • Criterion? McCabe & O'Connell

  19. Is It Measurable? • Girl 1 will greet two peers 3 out of 4 days within 30 minutes of arrival in the classroom. Is this goal Measurable?: • Observable? • Condition? • Criteria? McCabe & O'Connell

  20. Is it Measurable? The child sates her phone number on 5 of 5 trials for 3 consecutive days. Is this goal Measurable?: • Observable? • Condition? • Criteria? McCabe & O'Connell

  21. Is it Measurable? • The child refrains from threatening peers. Is this goal Measurable?: • Observable? • Condition? • Criteria? McCabe & O'Connell

  22. Let’s Take a Break! McCabe and O'Connell

  23. Align goals and objectives to state learning standards Philosophy: Maintaining high expectations for all students is a component of fairness in education. For most students with disabilities, their IEP’s will be linked to these standards. Standards can be found at: • ISBE.net • CPS.edu CPS Curriculum Handbook: Lesson Plans for Every Grade • www.readwritethink.org/lessons McCabe & O'Connell

  24. Why State Standards? • Define the core of essential knowledge and skills that all Illinois students are expected to know and be able to do. • Provide a focus, the foundation, upon which other reforms must be anchored. This refers to professional development and the use of education dollars. • Learning standards are mandatory for all students. • If students do not meet a specific standard, they try again. The purpose is to intervene and accommodate during the school experience. McCabe & O'Connell

  25. Why State Standards: • Uniform high expectations for all • A basis for equal opportunity to learn • Clarification for the intended results of schooling • Ease transitions for students who move from school to school or grade to grade • Establish criteria for accountability • Provide a foundation for defining the knowledge and skills teachers need to provide instruction for students • 8 learning standards McCabe & O'Connell

  26. Implement goals for students with disabilities • Lesson Planning • Collaborate • Consult • Co-teach • Modify and accommodate • Connecting to State Learning Standards • ISBE.net • CPS.edu CPS Curriculum Handbook: Lesson Plans for Every Grade • www.readwritethink.org/lessons McCabe & O'Connell

  27. Using the IEP • State Learning Standard listed on IEP • Modifications and Accommodations included • PLOP identified Link lessons to State Goal: Use the internet website for CPS or ISBE to create lessons that will meet the specific needs of Students with Disabilities within the General Education curriculum. McCabe & O'Connell

  28. Grade level Practice • What does this mean? Goal 2 A…Language Arts “Understand how literary elements and techniques are used to convey meaning.” “I can tell the main idea of a story, where and when the story happened or is made-up.” Illinois Learning Standards in Kid-Friendly language. Students after grade 3 should know what their IEP means. All students should understand what is expected of them in order for them to achieve their goals. McCabe & O'Connell

  29. Practice: Pull a Goal • Take a goal. In your team, discuss what this goal means and translate it into kid friendly language. • Be prepared to share. • How will this activity impact your ability to meet the needs of all students? McCabe & O'Connell

  30. Next Steps: Reflect and Decide I will: • Check annual goals on my students current IEPs • Select one of my current IEPs and determine how I would incorporate the information into a lesson plan using state standards • Discuss the information presented today with a colleague • Create IEP’s at a Glance for my students with disabilities • Explore the websites presented in this workshop to begin a better understanding of State Standards • Write “kid-friendly” versions of the State Standards for my grade level to share with my students and parents as we work through this school year. BE PREPARED to SHARE in a WHIP McCabe & O'Connell

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