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1. What Do I Need to Know About IEPs? June, 2009 9.17.09 1 SERC Handouts
Power Point
A colored copy of the Impact and Feasibility Continuums
Infused Matrix
IEP Manual
Materials Needed
LCD Projector
Resources for further background:
Individuals with Disabilities Education Improvement Act 1350 (2004).
IEP Manual and Forms: State of Connecticut. (2006). Retrieved. from http://www.state.ct.us/sde/deps/special/IEPManual.pdf.
Federal Register Part II: Assistance to States for the Education of Children with Disabilities and Preschool Grants for Children with Disabilities; Final Rule. (2006). (Vol. 34 CFR Parts 300 and 301): Office of Special Education and Rehabilitative Services, Department of Education.
Cushing, L. S., Clark, N. M., Carter, E. W., & Kennedy, C. H. (2005). Access to the general education curriculum for students with significant cognitive disabilities. Council for Exceptional Children, 38(2), 6-13.
Giangreco, M. F. (2001). Guidelines for making decision about IEP services. [Electronic Version], 1-70. Retrieved 1/5/06 from http://www.uvm.edu/~mgiangre/.
Stetson, F. (2002). Step by Step Training for Inclusive Schools. Houston, Texas: Stetson and Associates.
Handouts
Power Point
A colored copy of the Impact and Feasibility Continuums
Infused Matrix
IEP Manual
Materials Needed
LCD Projector
Resources for further background:
Individuals with Disabilities Education Improvement Act 1350 (2004).
IEP Manual and Forms: State of Connecticut. (2006). Retrieved. from http://www.state.ct.us/sde/deps/special/IEPManual.pdf.
Federal Register Part II: Assistance to States for the Education of Children with Disabilities and Preschool Grants for Children with Disabilities; Final Rule. (2006). (Vol. 34 CFR Parts 300 and 301): Office of Special Education and Rehabilitative Services, Department of Education.
Cushing, L. S., Clark, N. M., Carter, E. W., & Kennedy, C. H. (2005). Access to the general education curriculum for students with significant cognitive disabilities. Council for Exceptional Children, 38(2), 6-13.
Giangreco, M. F. (2001). Guidelines for making decision about IEP services. [Electronic Version], 1-70. Retrieved 1/5/06 from http://www.uvm.edu/~mgiangre/.
Stetson, F. (2002). Step by Step Training for Inclusive Schools. Houston, Texas: Stetson and Associates.
2. Take a minute
What is the purpose of an IEP?
9.17.09 SERC 2 Have participants dialogue about this question in small groups or with their neighbor. Provide participants 3 to 5 minutes to dialogue.
The facilitator can chose to have the group share out or simply move to the next slide to debrief. Have participants dialogue about this question in small groups or with their neighbor. Provide participants 3 to 5 minutes to dialogue.
The facilitator can chose to have the group share out or simply move to the next slide to debrief.
3. It is About Access 9.17.09 3 SERC Education is about accessing the curriculum. A major purpose of an IEP is to provide access to the general education curriculum by addressing the specific needs of a student that result from a disability.
Curriculum is broadly defined to include academic standards and social activities that typically developing students experience including learning new content, playing at recess, negotiating during a cooperative group, making friends, learning to follow expectations, experimenting, etc.Education is about accessing the curriculum. A major purpose of an IEP is to provide access to the general education curriculum by addressing the specific needs of a student that result from a disability.
Curriculum is broadly defined to include academic standards and social activities that typically developing students experience including learning new content, playing at recess, negotiating during a cooperative group, making friends, learning to follow expectations, experimenting, etc.
4. What Does Access Mean? Access means a barrier-free opportunity to learn and use materials, resources, and events in natural settings.
Barrier-free means without any unnatural or arbitrary obstacles 9.17.09 4 SERC Access is defined as the barrier-free opportunity to participate in any educational setting, including extra curricular settings. The concrete example is stair are a barrier to a person in a wheelchair
so therefore we would never require someone in a wheelchair to climb stairs and we instead create lots of other options for access to buildings, such as ramps or elevators. Now think about this in terms of curriculum, instruction, and are classroom environments, do we do embed options for students with other forms of disabilities within our classrooms and schools?
Below are some examples of what access can look like for students:
A lecture can be a barrier for a student with a hearing loss unless someone can translate using sign language
A science text book can be a barrier for a student with a weakness in reading unless text is provided on a lower reading level or using text to speech Assistive Technology
A test can be a barrier to a student with anxiety unless the classroom climate provides a sense of relaxation and the student is provided with coping/de-escalation techniques
Access is defined as the barrier-free opportunity to participate in any educational setting, including extra curricular settings. The concrete example is stair are a barrier to a person in a wheelchair
so therefore we would never require someone in a wheelchair to climb stairs and we instead create lots of other options for access to buildings, such as ramps or elevators. Now think about this in terms of curriculum, instruction, and are classroom environments, do we do embed options for students with other forms of disabilities within our classrooms and schools?
Below are some examples of what access can look like for students:
A lecture can be a barrier for a student with a hearing loss unless someone can translate using sign language
A science text book can be a barrier for a student with a weakness in reading unless text is provided on a lower reading level or using text to speech Assistive Technology
A test can be a barrier to a student with anxiety unless the classroom climate provides a sense of relaxation and the student is provided with coping/de-escalation techniques
5. 9.17.09 5 SERC The importance about access is knowing that if we can create environments and instruction available for students with disabilities then ALL students can benefit. For example, if we clear the ramp, then everyone has access, as opposed to clearing the stairs only creates access for some. The importance about access is knowing that if we can create environments and instruction available for students with disabilities then ALL students can benefit. For example, if we clear the ramp, then everyone has access, as opposed to clearing the stairs only creates access for some.
6. 1/12/06 SERC 6 What Practices Lead to Effective IEPs? Knowing the rationale behind IEPs
Decision-making
Documenting the decisions
Implementing the IEP
Measuring student progress
These are the components needed for effective IEP development.These are the components needed for effective IEP development.
7. The Rationale Legal Background
Terminology
Philosophy
Decision-Making Values 9.17.09 7 SERC Lets look some of the legal expectations and the terminology used in special education to better understand the purpose of special education. Lets look some of the legal expectations and the terminology used in special education to better understand the purpose of special education.
8. What is the Purpose of IDEA? To ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living 9.17.09 8 SERC The purpose of IDEA is provide protection for students with disabilities and ensure free appropriate public education that meets their needs. The purpose of IDEA is provide protection for students with disabilities and ensure free appropriate public education that meets their needs.
9. FAPE Free Appropriate Public Education means special education and related services that
have been provided at public expense;
meet the standards of the State;
include an appropriate school education; and
conform with the IEP procedures 9.17.09 9 SERC The statue has defined the components that make up FAPE. The main idea is that public education is provided to students with disabilities, which allow them to meet the state standards with the support of anindividualized education program. The statue has defined the components that make up FAPE. The main idea is that public education is provided to students with disabilities, which allow them to meet the state standards with the support of anindividualized education program.
10. What Is Essential to Know? Special Education
Related Services
Supplementary Aids & Services
Least Restrictive Environment 9.17.09 10 SERC This is a list of common terms that are used in special education.
(Optional activity: Have participants pre-write their ideas as to the definitions of these terms.)This is a list of common terms that are used in special education.
(Optional activity: Have participants pre-write their ideas as to the definitions of these terms.)
11. Special Education Specially designed instruction, at no cost to parents, to meet the unique needs of a child with a disability
9.17.09 11 SERC The term special education is defined as specially designed instruction. Notice that it is NOT defined as a place or a program. The term special education is defined as specially designed instruction. Notice that it is NOT defined as a place or a program.
12. Specially Designed Instruction Adapting, as appropriate to the needs of an eligible child
, the content, methodology, or delivery of instruction:
To address the unique needs of the child that result from the child's disability; and
To ensure access of the child to the general curriculum, so that the child can meet the educational standards within the jurisdiction of the public agency that apply to all children. 9.17.09 12 SERC Specially designed instruction is defined in the regulation as adaptation (to general education). Specially designed instruction can be provided only if the student has needs that result from a disability and the student has barriers to making progress in general education.Specially designed instruction is defined in the regulation as adaptation (to general education). Specially designed instruction can be provided only if the student has needs that result from a disability and the student has barriers to making progress in general education.
13. Related Services Transportation, and such developmental, corrective, and other supportive services
as may be required to assist a child with a disability to benefit from special education...
speech-language pathology and audiology services
interpreting services
psychological services
physical and occupational therapy
recreation, including therapeutic recreation
social work services
school nurse services (to receive FAPE)
counseling services, including rehabilitation counseling
orientation and mobility services
medical services (except medical services for diagnostic and evaluation purposes only) 9.17.09 13 SERC Related services are those services that support special education. They include multiple areas, including transportation, recreation, and medical supports. Related services are those services that support special education. They include multiple areas, including transportation, recreation, and medical supports.
14. Supplementary Aids and Services Aids, services, and other supports that are provided in regular education classes or other education-related settings to enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate in accordance with [LRE].
9.17.09 14 SERC Supplementary aids and services are supports that are provided directly in general education classrooms in order to allow a student to be instructed in the same location as non-disabled peers. This becomes the foundation of providing students with a least restrictive environment. Supplementary aids and services are supports that are provided directly in general education classrooms in order to allow a student to be instructed in the same location as non-disabled peers. This becomes the foundation of providing students with a least restrictive environment.
15. LRE Provision To the maximum extent appropriate, children with disabilities
are educated with children who are not disabled, and special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.
9.17.09 15 SERC The least restrictive environment or LRE is a legal term that provides students with opportunities to be in general education classrooms to greatest degree possible without jeopardizing the educational benefit form their IEP. The philosophical perspective is that students should be with their non-disabled peers as much as possible. Notice that removal from general education classrooms only occurs when the use of supplementary aids and services are not sufficient to help the student access the general education curriculum. The least restrictive environment or LRE is a legal term that provides students with opportunities to be in general education classrooms to greatest degree possible without jeopardizing the educational benefit form their IEP. The philosophical perspective is that students should be with their non-disabled peers as much as possible. Notice that removal from general education classrooms only occurs when the use of supplementary aids and services are not sufficient to help the student access the general education curriculum.
16. Mainstreaming Selective placement of students in special education in one or more general education classes
Assumes a student must earn the opportunity by keeping up
The student needed to adapt
The general education classroom did not change
9.17.09 16 SERC Mainstreaming is an attempt to help move students from segregated settings to general education settings. This term is not in law. The concepts has limitations that need to be noted. The inference in mainstreaming is that the student must earn his or her presence in the classroom. The practice of mainstreaming has been:
the student is a member of a separate class
and if he/she has met a certain degree of competence,
then he/she could go visit a general education classroom,
where the student must maintain the competence or he/she needs to return to the separate class. Mainstreaming is an attempt to help move students from segregated settings to general education settings. This term is not in law. The concepts has limitations that need to be noted. The inference in mainstreaming is that the student must earn his or her presence in the classroom. The practice of mainstreaming has been:
the student is a member of a separate class
and if he/she has met a certain degree of competence,
then he/she could go visit a general education classroom,
where the student must maintain the competence or he/she needs to return to the separate class.
17. Inclusion Expresses a belief system (philosophy) of educating each child, to the maximum extent appropriate, in the school and classroom(s) where he or she would otherwise attend
Involves bringing support services to the child rather than moving the child to the services 9.17.09 17 SERC Inclusion is not in the law
it is a belief or philosophical commitment, but it is based on the LRE provision which focuses on increasing opportunities for students with disabilities to be with their non-disabled peers. The philosophy is that all students belong to the general education and that supports and services are brought to the student, rather than the student going to those supports and services. Inclusion is not in the law
it is a belief or philosophical commitment, but it is based on the LRE provision which focuses on increasing opportunities for students with disabilities to be with their non-disabled peers. The philosophy is that all students belong to the general education and that supports and services are brought to the student, rather than the student going to those supports and services.
18. A Necessary Paradigm Shift 9.17.09 18 SERC The shift entails a student becoming a MEMBER of the gen education class BUT may still receive specially designed instruction outside of the gen education class for some part of the day; PAST practice has been that the student was a MEMBER of the Special Ed class and might EARN the RIGHT to be in the gen education classroom for some part of the school day. ALL students should be members of the gen education learning community and receive appropriate supports to remain there to the greatest extent appropriate. Therefore we should stop using the word mainstreaming. (Have participants actually cross out the term mainstreaming in their handouts.)
The shift entails a student becoming a MEMBER of the gen education class BUT may still receive specially designed instruction outside of the gen education class for some part of the day; PAST practice has been that the student was a MEMBER of the Special Ed class and might EARN the RIGHT to be in the gen education classroom for some part of the school day. ALL students should be members of the gen education learning community and receive appropriate supports to remain there to the greatest extent appropriate. Therefore we should stop using the word mainstreaming. (Have participants actually cross out the term mainstreaming in their handouts.)
19. ALL kids are general education students 9.17.09 19 SERC One of the findings in the Presidents commission on special education is that ALL students are general education students. Special education is not separate from general education. Instead special education is designed to provide students with disabilities with general education.
One of the findings in the Presidents commission on special education is that ALL students are general education students. Special education is not separate from general education. Instead special education is designed to provide students with disabilities with general education.
20. A Reflection on LRE How is the general education classroom considered as the first placement option (before removal)?
How are supplementary aids and services used to support students staying in the general education classroom?
Does the discussion about placement/location occur only after goals & objectives are set?
9.17.09 20 SERC Here is a list of good questions to ask when considering a students least restrictive environment.Here is a list of good questions to ask when considering a students least restrictive environment.
21. 1/12/06 SERC 21 Based on That Purpose
An IEP should focus on:
Increasing time with non-disabled peers (TWNDP)
Increasing participation and progress in general education curriculum The main focus of an IEP is that we should providing access to general education settings, thus increasing TWNDP and providing access to general education so that students can effectively participate and make progress in general education curriculum. The main focus of an IEP is that we should providing access to general education settings, thus increasing TWNDP and providing access to general education so that students can effectively participate and make progress in general education curriculum.
22. What Are Your Decision-Making Values? More-is-Better
Assumes that quantity equals quality
Tends to decrease LRE
Return-on-Investment
Selects service most likely to fix
Has an underlying notion of youre not ok
9.17.09 SERC 22 When we look at how PPTs make their decisions for students, there are three types of decisions that people make.
Some teams consider that more is better and provide as many supports and services as possible, sometimes as a just in case. the assumption is that quality is better when quantity is there.
Other teams focus their decisions on a fix it frame of thinking. They operate in a deficit model and assume that services and supports are needed to fix or cure a concern.
These are not the ways we want to make decisions in the PPT process.When we look at how PPTs make their decisions for students, there are three types of decisions that people make.
Some teams consider that more is better and provide as many supports and services as possible, sometimes as a just in case. the assumption is that quality is better when quantity is there.
Other teams focus their decisions on a fix it frame of thinking. They operate in a deficit model and assume that services and supports are needed to fix or cure a concern.
These are not the ways we want to make decisions in the PPT process.
23. Only-as-Special-as-Necessary
Uses natural supports that exist in general education
Determining the appropriate type & amount of service 9.17.09 SERC 23 The decision-making mind set is only as specialized as necessary. This assumes that general education is a first option and uses naturally occurring supports and services before moving to more specially designed supports and services. The degree of support is relative to the degree of need. The decision-making mind set is only as specialized as necessary. This assumes that general education is a first option and uses naturally occurring supports and services before moving to more specially designed supports and services. The degree of support is relative to the degree of need.
24. The Process Planning and Placement Teams 9.17.09 24 SERC Now lets look at the process for developing IEPs.Now lets look at the process for developing IEPs.
25. Planning & Placement Team (PPT) CT Regulations A group of certified or licensed professionals, who represent each of the teaching, administrative and pupil personnel staffs and who participate equally on the decision making process to determine the specific educational needs of the child and develop an IEP for the child. 9.17.09 25 SERC According to Connecticuts regulations, a PPT is the team of professionals and families who participate in making decisions in terms of a students individual education program. According to Connecticuts regulations, a PPT is the team of professionals and families who participate in making decisions in terms of a students individual education program.
26. 1/12/06 SERC 26 Planning vs. Telling The purpose of the PPT is to MAKE DECISIONS and CREATE A PLAN
So when we come into the meeting with goals already written and placement already determined
Who really made the decisions?
When were they made?
What were they based on?
Does this comply with the intent of the law? Have participants reflect on some of these points. Have participants reflect on some of these points.
27. IEP Team Federal Statute A group of individuals composed of
The parents;
At least 1 regular education teacher;
At least 1 special education teacher,
A representative who is
Qualified to provide or supervise specially designed instruction;
Is knowledgeable about general education curriculum; &
Is knowledgeable about availability of resources;
An individual who can interpret the instructional implications of evaluation results (may be a member of the team);
Other individuals who have special expertise; &
Whenever appropriate, the child.
9.17.09 SERC 27 IDEA, 2004 clearly defines who should sit on a PPT. IDEA, 2004 clearly defines who should sit on a PPT.
28. Why an Administrator? Someone to ensure
Supervision of the special education
Expertise in general education curriculum
Appropriate services and resources are provided without delay
Coordination of staffing, scheduling, and resources 9.17.09 28 SERC The role of an administrator is most critical to the process because this is the person who has been granted by the board of education to allocate resources and oversee the implementation of an IEP. They have the authority to ensure the supervision of the staff who will be implementing the IEP, as well as the provision of resources, particularly resources that involve money or staff time. The role of an administrator is most critical to the process because this is the person who has been granted by the board of education to allocate resources and oversee the implementation of an IEP. They have the authority to ensure the supervision of the staff who will be implementing the IEP, as well as the provision of resources, particularly resources that involve money or staff time.
29. A Reflection on Membership Do parents and students have an active roll in the PPT decisions?
Who has the expertise in the general education curriculum, including specific subject areas?
Who has specific knowledge about the students performance level?
Who has the ability to coordinate resources and supervise the implementation of special education services? 9.17.09 29 SERC Here is a list of good questions to use when considering the membership of a PPT. Here is a list of good questions to use when considering the membership of a PPT.
30. 1/12/06 SERC 30 Reflective Question What is the difference between these two terms?
Paperwork
Documentation Have participants write some thoughts on these two terms.Have participants write some thoughts on these two terms.
31. 1/12/06 SERC 31 Reflective Question What is the difference between these two terms?
Paperwork
work such as writing letters or reports, which must be done but is not very interesting
Documentation
official documents, reports etc., that are used to prove that something is true or correct These are the definitions provided in the Longman Dictionary. Have participants reflect on these definitions, their thoughts on the terms and the IEP. These are the definitions provided in the Longman Dictionary. Have participants reflect on these definitions, their thoughts on the terms and the IEP.
32. 1/12/06 SERC 32 Reflective Question Does the paperwork drive the process or does the process get documented?
How is the IEP seen- as paperwork or as documentation? The IEP is documentation of a students program and the progress made in that program. How does this statement change how IEPs are seen?How is the IEP seen- as paperwork or as documentation? The IEP is documentation of a students program and the progress made in that program. How does this statement change how IEPs are seen?
33. Documenting the Process The Individualized Education Program 9.17.09 33 SERC Lets examine the purpose and role of the IEP forms. Lets examine the purpose and role of the IEP forms.
34. What Comes First? Write a number next to each item that represents the typical order of decisions in a PPT. 9.17.09 34 SERC Have participants list the typical sequence of decisions (or the topics covered) in a typical PPT meeting. Have participants list the typical sequence of decisions (or the topics covered) in a typical PPT meeting.
35. Compare & Contrast Compare this order to the IEP documentation. 9.17.09 35 SERC (Optional Activity: Have participants align each bulleted item with a page number from the IEP.)
Point out to participants that the IEP form is a particular order by design. The intent is drive decisions in a specific sequence.
Have them compare their list of sequence to the pages in the IEP. Do they align???
(Optional Activity: Have participants align each bulleted item with a page number from the IEP.)
Point out to participants that the IEP form is a particular order by design. The intent is drive decisions in a specific sequence.
Have them compare their list of sequence to the pages in the IEP. Do they align???
36. Key Word: ALIGNMENT Need for Specially Designed Instruction
Goals & Objectives/ Program Accommodations & Modifications
Types of Support & Placement 9.17.09 36 SERC In it simplistic form, this is the exact sequence of decisions that need to be made in a PPT meeting.
Decisions are as follows:
Is there a significant need requiring specially designed instruction?
What is the specially designed instruction?
Then the last decision is the type of support and location is needed to provide the specially designed instruction? In it simplistic form, this is the exact sequence of decisions that need to be made in a PPT meeting.
Decisions are as follows:
Is there a significant need requiring specially designed instruction?
What is the specially designed instruction?
Then the last decision is the type of support and location is needed to provide the specially designed instruction?
37. Documentation of the Process PPT Meeting
Cover Page p.1
Demographic information
Record of Attendance
PPT Recommendations p.2
(Summary optional)
Prior Written Notice p.3
9.17.09 37 SERC Notice that the first three pages of the PPT/IEP forms is actually the record of the PPT. They are not technically the IEP. The purpose of each page is to record the following:
Page 1 student demographic information, reason for meeting, and attendance of meeting
Page 2 a summary of the meeting, including recommendations
Page 3 a record of considerations that were put into action and considerations determined not to be needed or appropriate at this time
Notice that the first three pages of the PPT/IEP forms is actually the record of the PPT. They are not technically the IEP. The purpose of each page is to record the following:
Page 1 student demographic information, reason for meeting, and attendance of meeting
Page 2 a summary of the meeting, including recommendations
Page 3 a record of considerations that were put into action and considerations determined not to be needed or appropriate at this time
38. Individualized Education Program (IEP) Present levels of academic & functional performance
Measurable annual goals
How & when progress will be measured & reported
Special education & related services/supplementary aids & services/program modifications or supports for school personnel Explanation of extent, if any, the child will NOT participate with non-disabled children in regular class
Any accommodations necessary on state & district wide assessments
Beginning date & frequency, location, & duration of services & modifications
Post secondary goals & transition services (following 15th birthday) 9.17.09 38 SERC According to the statue, these are the required points in an IEP.
(Optional Activity: Have participants align each bulleted item with a page number from the IEP.)According to the statue, these are the required points in an IEP.
(Optional Activity: Have participants align each bulleted item with a page number from the IEP.)
39. Documentation of the Process IEP
Present levels of Performance pp.4&5
Transition Planning p.6
Goals & Objectives p.7
Program Accommodations & Modifications p.8
State & District Testing Accommodations p.9
Special Factors, Progress Reporting, Exit Criteria p.10
Summary of Special Education, Related Services, and Regular Education p.11
9.17.09 39 SERC The IEP begins on page 4. We will go through each of these pages more thoroughly. The IEP begins on page 4. We will go through each of these pages more thoroughly.
40. Recording Data **Required Data Collection p.12
9.17.09 40 SERC The last page in the packet is not part of the IEP or the PPT. It is simply a data collection format for the Connecticut State Department of Education. This page is intended to prompt districts to track the data on this student. The data is reported to CSDE and tracked statewide for all students in special education. The type of data is on this page is requested from the federal government. It is used to measure CT as a state and is not intended to be used to measure this student. The last page in the packet is not part of the IEP or the PPT. It is simply a data collection format for the Connecticut State Department of Education. This page is intended to prompt districts to track the data on this student. The data is reported to CSDE and tracked statewide for all students in special education. The type of data is on this page is requested from the federal government. It is used to measure CT as a state and is not intended to be used to measure this student.
41. Present Level of Performance Page 4 & 5 How does the students present level of performance compare to general education content & performance standards?
What general education standards does the student know and can do? 9.17.09 41 SERC Lets look at pages 4 & 5. These pages are intended to collect the information on the students present level of performance. An important area to stress is that the students present level of performance needs to be directly connected to the general education standards. Assessment information should provide a very clear picture on how the student is performing with general education curriculum and the demands of general education settings, even if the student is currently placed in a segregated environment. Lets look at pages 4 & 5. These pages are intended to collect the information on the students present level of performance. An important area to stress is that the students present level of performance needs to be directly connected to the general education standards. Assessment information should provide a very clear picture on how the student is performing with general education curriculum and the demands of general education settings, even if the student is currently placed in a segregated environment.
42. The Achievement Gaps 9.17.09 42 SERC We need to compare the difference between what is expected for all students with what this student is currently able to do. If there is a gap, how was the gap determined? We want to avoid the assumption that standardized tests (measured on a bell curve) provides all of the necessary information we need on a students performance. Although they can provide some information, we need to look at assessments that directly come from general education to best determine this relationship. We need to compare the difference between what is expected for all students with what this student is currently able to do. If there is a gap, how was the gap determined? We want to avoid the assumption that standardized tests (measured on a bell curve) provides all of the necessary information we need on a students performance. Although they can provide some information, we need to look at assessments that directly come from general education to best determine this relationship.
43. Specialized Instruction Page 4 & 5 How does the students disability specifically affect involvement and progress in to the general curriculum?
If {concern}, then {impact} occurs in the area of
9.17.09 43 SERC All of the information gathered on a students present level of performance should lead to the first decision of the PPT. Is there a need for specially designed instruction? The last two columns on pages 4 & 5 are critical points. If these two columns are written well, then the rest of the IEP will become easier to write. The intention of these columns are to isolated what are the concerns that need specially designed instruction and how do those concerns impact the students ability to participate and progress in general education curriculum. This can be thought of as if-then sentence.
Please remember the concept of only as specialized as necessary. There are sometimes concerns that do not require specially designed instruction. These concerns should be still addressed, but they are addressed through general education supports and do not require an IEP. They can be recorded on an intervention plan outside of the IEP. All of the information gathered on a students present level of performance should lead to the first decision of the PPT. Is there a need for specially designed instruction? The last two columns on pages 4 & 5 are critical points. If these two columns are written well, then the rest of the IEP will become easier to write. The intention of these columns are to isolated what are the concerns that need specially designed instruction and how do those concerns impact the students ability to participate and progress in general education curriculum. This can be thought of as if-then sentence.
Please remember the concept of only as specialized as necessary. There are sometimes concerns that do not require specially designed instruction. These concerns should be still addressed, but they are addressed through general education supports and do not require an IEP. They can be recorded on an intervention plan outside of the IEP.
44. Transition Planning Page 6 How was the students needs for transition assessed?
How are the students preferences and interests determined?
How does the students transition planning link to goals and objectives? 9.17.09 44 SERC Transition planning requires its own training beyond the scope of this session. Transition planning runs throughout the IEP beginning on pages 4 & 5. The intention of page 6 is to prompt the PPT on those factors for consideration. This page is not intended to be the only page dedicated to transition planning. Transition planning requires its own training beyond the scope of this session. Transition planning runs throughout the IEP beginning on pages 4 & 5. The intention of page 6 is to prompt the PPT on those factors for consideration. This page is not intended to be the only page dedicated to transition planning.
45. Measurable Goals & Objectives Page 7 What specific strategies, skills, and concepts does the student need to learn?
Observable (Can we see, hear, touch it?)
Measurable (Can we count it?)
Specific (Can we agree when we see it?) 9.17.09 45 SERC There are a great deal of decisions that need to be made before writing goals and objectives. We will review some of the more critical factors. The main intention of goals and objectives is describe the items that the PPT wants the student to learn. There are a great deal of decisions that need to be made before writing goals and objectives. We will review some of the more critical factors. The main intention of goals and objectives is describe the items that the PPT wants the student to learn.
46. Which Ones Are Observable, Measurable, & Specific? Paying attention
Aggressive behavior
Out of seat
Off task
Throwing objects
Homework completion Comprehension
Spelling errors
Phonemic awareness
Math facts known
Writing narrative
Correct words per minute
9.17.09 46 SERC Point out to participants:
Have participants process these various examples of common focus areas and discuss which ones are observable, measurable, and specific. Have them process any that could be changed to make them observable, measurable, and specific. Have participants share out their thinking.Point out to participants:
Have participants process these various examples of common focus areas and discuss which ones are observable, measurable, and specific. Have them process any that could be changed to make them observable, measurable, and specific. Have participants share out their thinking.
47. The Stranger Test Can any teacher implement these goals/objectives?
The student will use appropriate vocabulary in writing assignments
Using a highlighter and a set directions for a task, the student will highlight the verbs to indicated what needs to be done
The student will improve social skills in group settings 80% of the time 9.17.09 47 SERC Point out to participants:
One test for an effective goal/objective is to check that a substitute teacher could read it and know what to do with no further explanation.
Ask participants which of these pass the stranger test. How would they re-write them to provide further clarity? Point out to participants:
One test for an effective goal/objective is to check that a substitute teacher could read it and know what to do with no further explanation.
Ask participants which of these pass the stranger test. How would they re-write them to provide further clarity?
48. The Dead Person Test Can a dead person meet these goals/objectives?
During circle time, the student will remain quiet for ten minutes
The student will keep hands and feet to self
For class discussions the student will use a ticket each time she wants to contribute
9.17.09 48 SERC Point out to participants:
One test for another effective goal/objective is to check that a dead person could not do this
which means there is nothing listed that student is actually learning.
Ask participants which of these pass the dead-person test. How would they re-write them to reflect real learning?
Point out to participants:
One test for another effective goal/objective is to check that a dead person could not do this
which means there is nothing listed that student is actually learning.
Ask participants which of these pass the dead-person test. How would they re-write them to reflect real learning?
49. What Needs to Be Learned? Strategies
Problem-solving and decision-making
Study skills
Coping
Compensation
Self-awareness
Self-management Skills
Able to do
Specific applications
Concepts
Need to know
Abstract ideas 9.17.09 49 SERC Strategies are the ways students can be taught to approach learning and demonstrating appropriate behavior.
Skills are the specific applications a student needs to be able to do.
Concepts make up the specific knowledge, ideas that a student needs to know.
Strategies are the ways students can be taught to approach learning and demonstrating appropriate behavior.
Skills are the specific applications a student needs to be able to do.
Concepts make up the specific knowledge, ideas that a student needs to know.
50. 1/12/06 SERC 50 Writing a Desired Goal Clearly define the outcome
Observable (can be seen)
Measurable (can be counted)
Specific (clear terms, no room for a judgment call)
The desired outcome needs to be written in a clear, specific, and measurable format. (Similar to baseline.)
We need to use our breakdown of baseline, target goals, and timeframes, to expand what will be achieved into a clear way to determine progress.
The desired outcome needs to be written in a clear, specific, and measurable format. (Similar to baseline.)
We need to use our breakdown of baseline, target goals, and timeframes, to expand what will be achieved into a clear way to determine progress.
51. Reporting Progress Page 7 What is the expected amount of growth?
How will it be known that the student has made progress?
What is the monitoring process?
Frequency, duration, accuracy
Type of assessment
How will progress be reported? How often?
9.17.09 51 SERC One of the responsiblities of those implementing the IEP is to report the progress that the student is making IEP goals and objectives. The PPT should make a decision as to how often the progress will be reported and how progress will be determined. One of the responsiblities of those implementing the IEP is to report the progress that the student is making IEP goals and objectives. The PPT should make a decision as to how often the progress will be reported and how progress will be determined.
52. The 80% Rule The child will cross the street with 80% accuracy
The student will write a paragraph with 80% accuracy
The child will decode a reading passage with 80% accuracy 9.17.09 52 SERC This is a side-bar content needed to help review the ineffectiveness of using 80%.
For example:
Would you want a child crossing the street with only 80% accuracy? Talk about some skills are all or nothing. In this case it is better to scaffold (moving from totally adult support to independence) the support to maintain 100% accuracy. Other examples include: hitting is 0%, identifying your name is 100%
How do you measure a paragraph? What is 80% accuracy in this case? How is it measured? Some skills are not measurable by a percent. In this case it is better
This is a side-bar content needed to help review the ineffectiveness of using 80%.
For example:
Would you want a child crossing the street with only 80% accuracy? Talk about some skills are all or nothing. In this case it is better to scaffold (moving from totally adult support to independence) the support to maintain 100% accuracy. Other examples include: hitting is 0%, identifying your name is 100%
How do you measure a paragraph? What is 80% accuracy in this case? How is it measured? Some skills are not measurable by a percent. In this case it is better
53. Instructional Levels for Reading Word Identification
Independent level (science)
98%-100%
Instructional level (reading)
93%-97%
Frustration level
92% or less Reading Comprehension
Independent level
100%
Instructional level
75%-100%
Frustration level
74% or less 9.17.09 53 SERC By definition reading is not achieved until it is at least 93% accuracy for word identification by definition, therefore using 80% as a measure of achieving reading is actually targeting the student at frustration level and not actually a measure of reading. By definition reading is not achieved until it is at least 93% accuracy for word identification by definition, therefore using 80% as a measure of achieving reading is actually targeting the student at frustration level and not actually a measure of reading.
54. 9.17.09 54 SERC Use this slide to illustrate the point. Have participants try to read this silently. There are only 10 words that are changed (although some a re repeated words). Use this slide to illustrate the point. Have participants try to read this silently. There are only 10 words that are changed (although some a re repeated words).
55. Frustration Level 9.17.09 55 SERC This highlights the nonsense words. This resembles what many of our student experience and shows how even 90% known words is still not enough to be able to comprehend-thus be able to read. This highlights the nonsense words. This resembles what many of our student experience and shows how even 90% known words is still not enough to be able to comprehend-thus be able to read.
56. For Example
scoring a 5/6 on a rubric measuring the use of the graphic organizer
at least 5 consecutive school days based on the check sheets and teacher observations
as measured by the student being able to correctly state the steps with 100% accuracy
9.17.09 56 SERC For Example:
Given scenarios or problems with real-word connections, the student will use a graphic organizer to display the relevant data needed to solve the problem scoring a 5/6 on a rubric measuring the use of the graphic organizer
When conducting an experiment and provided the scientific process listed on a check sheet, the student will check off each step upon its completion 100% of the time based on the check sheets and teacher observations
Using a highlighter and a specific strategy for identifying key direction words, the student will highlight key words that provide steps to a task or problem in written directions, as measured by the student being able to correctly state the steps with 100% accuracy
For Example:
Given scenarios or problems with real-word connections, the student will use a graphic organizer to display the relevant data needed to solve the problem scoring a 5/6 on a rubric measuring the use of the graphic organizer
When conducting an experiment and provided the scientific process listed on a check sheet, the student will check off each step upon its completion 100% of the time based on the check sheets and teacher observations
Using a highlighter and a specific strategy for identifying key direction words, the student will highlight key words that provide steps to a task or problem in written directions, as measured by the student being able to correctly state the steps with 100% accuracy
57. Program Accommodations & Modifications Page 8 What is the impact of this accommodation on:
learning;
access to general education curriculum;
independence?
How can this accommodation be more like peers and be cool?
What assistive technology was considered? 9.17.09 57 SERC The intention of page 8 is to record those accommodations and modifications and other additional supports that are needed to directly support the goals and objectives. The concept of only as specialized as necessary applies to this page as well. This page is not intended to be exhaustive. There are many best practices that should be implemented in instruction beyond this page. What should be recorded on this page are the accommodations and modifications that MUST occur in order for this student to be able to participate and progress in general education curriculum. It is assumed that there will be additional methods, materials, etc that will be used as part of effective instruction. The intention of page 8 is to record those accommodations and modifications and other additional supports that are needed to directly support the goals and objectives. The concept of only as specialized as necessary applies to this page as well. This page is not intended to be exhaustive. There are many best practices that should be implemented in instruction beyond this page. What should be recorded on this page are the accommodations and modifications that MUST occur in order for this student to be able to participate and progress in general education curriculum. It is assumed that there will be additional methods, materials, etc that will be used as part of effective instruction.
58. Accommodations vs. Modifications Accommodation
A change made to the teaching or testing procedures in order to provide a student with access to information and to create an EQUAL OPPORTUNITY to demonstrate knowledge and skills (HOW)
Modification
A change in what the student is expected to learn and/or demonstrate (WHAT)
While a student may be working on modified course content, the subject area/context remains the same as for the rest of the class.
9.17.09 58 SERC It is important to understand the difference between accommodations and modifications. Accommodations are those things that adjust how instruction is delivered. They assist in the provision of access to general education curriculum. (the how)
Modifications are the actually adjustments to the general education standards. They change the concepts, skills or benchmarks that students are expected to learn. (the what)It is important to understand the difference between accommodations and modifications. Accommodations are those things that adjust how instruction is delivered. They assist in the provision of access to general education curriculum. (the how)
Modifications are the actually adjustments to the general education standards. They change the concepts, skills or benchmarks that students are expected to learn. (the what)
59. Lets Give it a Try! Identify each of the items as an accommodation or modification
9.17.09 59 SERC Note:
Can be skipped for time sake
Activity:
Have participants take a pre-test on their understanding of what are accommodations and what are modifications.Note:
Can be skipped for time sake
Activity:
Have participants take a pre-test on their understanding of what are accommodations and what are modifications.
60. Accommodation or Modification? Color code important words or phrases 9.17.09 60 SERC Activity:
Accommodation
Color coding provides students with an emphasis of key words or concepts. Students can better focus on these words, as well as retain them better. It is an Alternative Acquisition Mode (Input). Color coding does not change content because it actually uses the content as it designed.Activity:
Accommodation
Color coding provides students with an emphasis of key words or concepts. Students can better focus on these words, as well as retain them better. It is an Alternative Acquisition Mode (Input). Color coding does not change content because it actually uses the content as it designed.
61. Accommodation or Modification? Read mathematical word problems aloud to a student 9.17.09 61 SERC Activity:
Accommodation
Reading math word problems aloud allows students to work on learning the math content without interference of a reading deficit. It is an Alternative Acquisition Mode (Input). Reading the problems does not alter the math content.Activity:
Accommodation
Reading math word problems aloud allows students to work on learning the math content without interference of a reading deficit. It is an Alternative Acquisition Mode (Input). Reading the problems does not alter the math content.
62. Accommodation or Modification? A student retrieves 2 pictures from the Internet related to the essential elements of a World History topic. He demonstrates understanding by naming and pointing to the correct picture when cued by his peers during a presentation 9.17.09 62 SERC Activity:
Modification
This is a modification because the amount of concepts and the performance level has been changed.Activity:
Modification
This is a modification because the amount of concepts and the performance level has been changed.
63. Accommodation or Modification? Allow a student to complete a project as an alternative to a test 9.17.09 63 SERC Activity:
Accommodation
This is an accommodation as long as the project covers the same content standards and performance expectations as the test. It is an Alternative Response Mode (Output).
Modification
This is a modification if the content is lessened or change from what is covered on the test.Activity:
Accommodation
This is an accommodation as long as the project covers the same content standards and performance expectations as the test. It is an Alternative Response Mode (Output).
Modification
This is a modification if the content is lessened or change from what is covered on the test.
64. Accommodation or Modification? A student is learning the concepts of part, whole and half; her peers are working on adding fractions 9.17.09 64 SERC Activity:
Modification
This is a modification because the content is a lower level from the content standards and performance expectations of the math curriculum for fractions.Activity:
Modification
This is a modification because the content is a lower level from the content standards and performance expectations of the math curriculum for fractions.
65. Accommodation or Modification? Provide audiotapes, CDs or MP3s of textbooks and have the student follow the text while listening 9.17.09 65 SERC Activity:
Accommodation
This is an accommodation in all subjects, except reading. This accommodation allows students to learn the content without the barrier of a reading deficit. It is an Alternative Acquisition Mode (Input).
Modification
This is only modification in direct reading instruction (decoding) because it changes the students ability to meet the performance expectations. It, however, would be an accommodation for literature instruction, because literature curriculum tends to deal more with the understanding of concepts and comprehension of the literature rather than the instruction on decoding skills.
Note:
Student can follow along with the print version (hard copy) of the text or an electronic version.
Students using the hard copy may also benefit from use of low tech tracking guides such as ruler (check guide) or reading guide (w color filters).
Students using the electronic version may include those who need additional assistance with tracking of text as it is read (highlighting as read)) and may benefit from using additional features of the program such as ability to select a word to hear it again or to look up definitions.Activity:
Accommodation
This is an accommodation in all subjects, except reading. This accommodation allows students to learn the content without the barrier of a reading deficit. It is an Alternative Acquisition Mode (Input).
Modification
This is only modification in direct reading instruction (decoding) because it changes the students ability to meet the performance expectations. It, however, would be an accommodation for literature instruction, because literature curriculum tends to deal more with the understanding of concepts and comprehension of the literature rather than the instruction on decoding skills.
Note:
Student can follow along with the print version (hard copy) of the text or an electronic version.
Students using the hard copy may also benefit from use of low tech tracking guides such as ruler (check guide) or reading guide (w color filters).
Students using the electronic version may include those who need additional assistance with tracking of text as it is read (highlighting as read)) and may benefit from using additional features of the program such as ability to select a word to hear it again or to look up definitions.
66. Accommodation or Modification? A student is working on elapsed time through creating and using a schedule of his daily activities, while his classmates work on multi-step word problems with elapsed time 9.17.09 66 SERC Activity:
Accommodation:
This is an accommodation as long as the assignment covers the same content standards and performance expectations for elapse time. It is an Alternative Response Mode (Output).
Activity:
Accommodation:
This is an accommodation as long as the assignment covers the same content standards and performance expectations for elapse time. It is an Alternative Response Mode (Output).
67. Accommodation or Modification? Graphic organizers such as semantic webs or concept maps
9.17.09 67 SERC Activity:
Accommodation
This is an accommodation because it takes the content as it is designed and organizes the information in an understandable format for a student. It is a Content Enhancement (Process).
Activity:
Accommodation
This is an accommodation because it takes the content as it is designed and organizes the information in an understandable format for a student. It is a Content Enhancement (Process).
68. Accommodation or Modification? Reduce the number of Math problems from 25 to 10 9.17.09 68 SERC Activity:
Accommodation
This is an accommodation because it reduces the amount of practice provided while not changing the overall content. It is an Alternative Response Mode (Output). Caution: Most student with difficulty learning need more not less practice. A better accommodation is to break up the practice over time (i.e. some problems now, some later) than to reduce the practice.
Modification
This is a modification if the reduction only covers specific content and not other content areas. For example, if the math problems are mixed multiplication and division and the student only is asked to do the multiplication examples, then this is a modification because the content is reduced to multiplication.Activity:
Accommodation
This is an accommodation because it reduces the amount of practice provided while not changing the overall content. It is an Alternative Response Mode (Output). Caution: Most student with difficulty learning need more not less practice. A better accommodation is to break up the practice over time (i.e. some problems now, some later) than to reduce the practice.
Modification
This is a modification if the reduction only covers specific content and not other content areas. For example, if the math problems are mixed multiplication and division and the student only is asked to do the multiplication examples, then this is a modification because the content is reduced to multiplication.
69. Accommodation or Modification? Provide alternative books with similar concepts, but at an easier reading level 9.17.09 69 SERC Activity:
Accommodation
This is an accommodation in all subjects, except reading. This accommodation allows students to learn the content without the barrier of a reading deficit. It is an Alternative Acquisition Mode (Input).
Modification
This is only modification in direct reading instruction (decoding) because it changes the students ability to meet the performance expectations. It, however, would be an accommodation for literature instruction, because literature curriculum tends to deal more with the understanding of concepts and comprehension of the literature rather than then the instruction on decoding skills.
Activity:
Accommodation
This is an accommodation in all subjects, except reading. This accommodation allows students to learn the content without the barrier of a reading deficit. It is an Alternative Acquisition Mode (Input).
Modification
This is only modification in direct reading instruction (decoding) because it changes the students ability to meet the performance expectations. It, however, would be an accommodation for literature instruction, because literature curriculum tends to deal more with the understanding of concepts and comprehension of the literature rather than then the instruction on decoding skills.
70. Accommodation or Modification? A student is required to discriminate between animals and plants when given pictures and short descriptions, while the rest of the class is required to tell the distinguishing characteristics of animal and plant cells 9.17.09 70 SERC Activity:
Modification
This is a modification because the content is significantly lower level from the content standards and performance expectations from the grade level curriculum.
Activity:
Modification
This is a modification because the content is significantly lower level from the content standards and performance expectations from the grade level curriculum.
71. Accommodation or Modification? Provide a designated note taker or photocopy the notes of a classmate (use carbonless paper) 9.17.09 71 SERC Activity:
Accommodation
This is an accommodation because it takes the content as it is designed and organizes it into notes for the student. It allows the student to concentrate on the content rather than the note taking process. It also helps organize the information in a format that is easy to understand for the student. It is an Alternative Acquisition Mode (Input). Activity:
Accommodation
This is an accommodation because it takes the content as it is designed and organizes it into notes for the student. It allows the student to concentrate on the content rather than the note taking process. It also helps organize the information in a format that is easy to understand for the student. It is an Alternative Acquisition Mode (Input).
72. How did you do? 9.17.09 72 SERC Optional Activity:
Have participants review their answers on the pre-test and share their new learning. Optional Activity:
Have participants review their answers on the pre-test and share their new learning.
73. Examining Impact 9.17.09 73 SERC Point out to participants
This tools is help determine if a potential support will have an impact on the students access, participation, and progress in general education, as well as foster a students independence
Examine the list potential supports that could address the gaps
Use the color continuum to assess each one to determine the specific
Level of impact on learning
Access to general education curriculum
Ability to foster independence
Remove accommodations or modifications that are determined to fall in the red zone
Determine how items that fall in the yellow zone can be adjusted to fall into the green zone
Based on your analysis of the impact, select supports that have a likelihood of high impact on learning, access, and independence
Point out to participants
This tools is help determine if a potential support will have an impact on the students access, participation, and progress in general education, as well as foster a students independence
Examine the list potential supports that could address the gaps
Use the color continuum to assess each one to determine the specific
Level of impact on learning
Access to general education curriculum
Ability to foster independence
Remove accommodations or modifications that are determined to fall in the red zone
Determine how items that fall in the yellow zone can be adjusted to fall into the green zone
Based on your analysis of the impact, select supports that have a likelihood of high impact on learning, access, and independence
74. Reducing Amount of Work 9.17.09 74 SERC For example:
For a student with an auditory processing concern and need support for learning vocabulary words
Verbally repeating vocabulary words
Data indicates that auditory skills are weak
Repetition only provides a process for memorizing the terms themselves and does not lead to understanding the concepts
Verbal repetition relies on adults to provide the accommodation
Verbal repetition due to observational data, it appears that this will not have any impact on his learningFor example:
For a student with an auditory processing concern and need support for learning vocabulary words
Verbally repeating vocabulary words
Data indicates that auditory skills are weak
Repetition only provides a process for memorizing the terms themselves and does not lead to understanding the concepts
Verbal repetition relies on adults to provide the accommodation
Verbal repetition due to observational data, it appears that this will not have any impact on his learning
75. Teacher Orally Read Directions 9.17.09 75 SERC For example:
For a student with an auditory processing concern and need support for learning vocabulary words
Verbally repeating vocabulary words
Data indicates that auditory skills are weak
Repetition only provides a process for memorizing the terms themselves and does not lead to understanding the concepts
Verbal repetition relies on adults to provide the accommodation
Verbal repetition due to observational data, it appears that this will not have any impact on his learningFor example:
For a student with an auditory processing concern and need support for learning vocabulary words
Verbally repeating vocabulary words
Data indicates that auditory skills are weak
Repetition only provides a process for memorizing the terms themselves and does not lead to understanding the concepts
Verbal repetition relies on adults to provide the accommodation
Verbal repetition due to observational data, it appears that this will not have any impact on his learning
76. Manipulatives 9.17.09 76 SERC For example:
For a student with an auditory processing concern and need support for learning vocabulary words
Verbally repeating vocabulary words
Data indicates that auditory skills are weak
Repetition only provides a process for memorizing the terms themselves and does not lead to understanding the concepts
Verbal repetition relies on adults to provide the accommodation
Verbal repetition due to observational data, it appears that this will not have any impact on his learningFor example:
For a student with an auditory processing concern and need support for learning vocabulary words
Verbally repeating vocabulary words
Data indicates that auditory skills are weak
Repetition only provides a process for memorizing the terms themselves and does not lead to understanding the concepts
Verbal repetition relies on adults to provide the accommodation
Verbal repetition due to observational data, it appears that this will not have any impact on his learning
77. Integration with Universal Practice 9.17.09 77 SERC Point out to participants
This tool will help determine how a potential support can be integrated into the universal practice in order to benefit all children. Universal practice is comprised of all of the routines, instructional methods, programs, etc., that make up the daily practices in general education settings.
Use the potential supports that have been determined to have a likelihood of high impact to now assess how they can be integrated within the universal practice
Use the color continuum to assess each one to determine how it
Is like peers
Impacts the learning of others
Integrates into the present routine
Determine how items that fall in the yellow zone can be adjusted to fall into the green zone
Compare the potential supports on the feasibility of their integration into universal practice
Discuss how two items may have the same level of impact, but one may more effectively integrate into the universal practice
Discuss what changes may need to occur in the universal practice to better integrate the support
Determine which supports need have specific resources (time, materials/equipment, staff) and/or training in order to effectively integrate into universal practice
Based on your analysis of integrating within the universal practice, select supports and map how they will be integrated within the universal practice.Point out to participants
This tool will help determine how a potential support can be integrated into the universal practice in order to benefit all children. Universal practice is comprised of all of the routines, instructional methods, programs, etc., that make up the daily practices in general education settings.
Use the potential supports that have been determined to have a likelihood of high impact to now assess how they can be integrated within the universal practice
Use the color continuum to assess each one to determine how it
Is like peers
Impacts the learning of others
Integrates into the present routine
Determine how items that fall in the yellow zone can be adjusted to fall into the green zone
Compare the potential supports on the feasibility of their integration into universal practice
Discuss how two items may have the same level of impact, but one may more effectively integrate into the universal practice
Discuss what changes may need to occur in the universal practice to better integrate the support
Determine which supports need have specific resources (time, materials/equipment, staff) and/or training in order to effectively integrate into universal practice
Based on your analysis of integrating within the universal practice, select supports and map how they will be integrated within the universal practice.
78. Peer Reads Directions 9.17.09 78 SERC Point out to participants
This tool will help determine how a potential support can be integrated into the universal practice in order to benefit all children. Universal practice is comprised of all of the routines, instructional methods, programs, etc., that make up the daily practices in general education settings.
Use the potential supports that have been determined to have a likelihood of high impact to now assess how they can be integrated within the universal practice
Use the color continuum to assess each one to determine how it
Is like peers
Impacts the learning of others
Integrates into the present routine
Determine how items that fall in the yellow zone can be adjusted to fall into the green zone
Compare the potential supports on the feasibility of their integration into universal practice
Discuss how two items may have the same level of impact, but one may more effectively integrate into the universal practice
Discuss what changes may need to occur in the universal practice to better integrate the support
Determine which supports need have specific resources (time, materials/equipment, staff) and/or training in order to effectively integrate into universal practice
Based on your analysis of integrating within the universal practice, select supports and map how they will be integrated within the universal practice.Point out to participants
This tool will help determine how a potential support can be integrated into the universal practice in order to benefit all children. Universal practice is comprised of all of the routines, instructional methods, programs, etc., that make up the daily practices in general education settings.
Use the potential supports that have been determined to have a likelihood of high impact to now assess how they can be integrated within the universal practice
Use the color continuum to assess each one to determine how it
Is like peers
Impacts the learning of others
Integrates into the present routine
Determine how items that fall in the yellow zone can be adjusted to fall into the green zone
Compare the potential supports on the feasibility of their integration into universal practice
Discuss how two items may have the same level of impact, but one may more effectively integrate into the universal practice
Discuss what changes may need to occur in the universal practice to better integrate the support
Determine which supports need have specific resources (time, materials/equipment, staff) and/or training in order to effectively integrate into universal practice
Based on your analysis of integrating within the universal practice, select supports and map how they will be integrated within the universal practice.
79. Manipulatives 9.17.09 79 SERC Point out to participants
This tool will help determine how a potential support can be integrated into the universal practice in order to benefit all children. Universal practice is comprised of all of the routines, instructional methods, programs, etc., that make up the daily practices in general education settings.
Use the potential supports that have been determined to have a likelihood of high impact to now assess how they can be integrated within the universal practice
Use the color continuum to assess each one to determine how it
Is like peers
Impacts the learning of others
Integrates into the present routine
Determine how items that fall in the yellow zone can be adjusted to fall into the green zone
Compare the potential supports on the feasibility of their integration into universal practice
Discuss how two items may have the same level of impact, but one may more effectively integrate into the universal practice
Discuss what changes may need to occur in the universal practice to better integrate the support
Determine which supports need have specific resources (time, materials/equipment, staff) and/or training in order to effectively integrate into universal practice
Based on your analysis of integrating within the universal practice, select supports and map how they will be integrated within the universal practice.Point out to participants
This tool will help determine how a potential support can be integrated into the universal practice in order to benefit all children. Universal practice is comprised of all of the routines, instructional methods, programs, etc., that make up the daily practices in general education settings.
Use the potential supports that have been determined to have a likelihood of high impact to now assess how they can be integrated within the universal practice
Use the color continuum to assess each one to determine how it
Is like peers
Impacts the learning of others
Integrates into the present routine
Determine how items that fall in the yellow zone can be adjusted to fall into the green zone
Compare the potential supports on the feasibility of their integration into universal practice
Discuss how two items may have the same level of impact, but one may more effectively integrate into the universal practice
Discuss what changes may need to occur in the universal practice to better integrate the support
Determine which supports need have specific resources (time, materials/equipment, staff) and/or training in order to effectively integrate into universal practice
Based on your analysis of integrating within the universal practice, select supports and map how they will be integrated within the universal practice.
80. State & District Testing & Accommodations Page 9 Which accommodations increase the students opportunity to successfully demonstrate learning?
How do these accommodations impact the students ability to take a test?
How do these accommodations align with the accommodations used in the students daily instruction? 9.17.09 80 SERC This page is designed to make decisions regarding the type of assessments and accommodations that are needed for the state and district assessments, especially CMT and CAPT. There are guidelines on the criteria for student who qualify for alternative assessments and accommodations. These guidelines also include the approved accommodations. The PPT can make decisions within these guidelines, which can be found on the CSDE web site. Here are some questions to help with the decisions. This page is designed to make decisions regarding the type of assessments and accommodations that are needed for the state and district assessments, especially CMT and CAPT. There are guidelines on the criteria for student who qualify for alternative assessments and accommodations. These guidelines also include the approved accommodations. The PPT can make decisions within these guidelines, which can be found on the CSDE web site. Here are some questions to help with the decisions.
81. Special Factors, Progress Reporting, Exit Criteria Page 10 What was considered for students with behavior concerns, visual impairments, hearing impairments, or for students who do not have English as a primary language?
How often will the students progress be reported?
How and when will the student exit special education services? 9.17.09 81 SERC Page 10 is intended to be a double check for specific requirements as part of IDEA. Conversations about these items should be occurring throughout the PPT. This page will help ensure that they were all part of the decision making considerations. Page 10 is intended to be a double check for specific requirements as part of IDEA. Conversations about these items should be occurring throughout the PPT. This page will help ensure that they were all part of the decision making considerations.
82. Special Education, Related Services, & Regular Education Page 11 How frequently does the student need direct instruction?
Who will provide the instruction?
Who will be responsible to oversee implementation & monitor student progress?
Where will the instruction occur? 9.17.09 82 SERC Notice that up until this page there has been no mention of placement. That is because placement and services are to be the last decision made by the PPT. The what should be done is always decided before the who and where. Notice that up until this page there has been no mention of placement. That is because placement and services are to be the last decision made by the PPT. The what should be done is always decided before the who and where.
83. Infusing IEPs List the typical schedule or activities, including non-academic areas/unstructured times, such as art, PE, music, recess, lunch, or hallway
List the students IEP goals and objectives
Determine when these goals and objectives can be taught and reinforced 9.17.09 83 SERC Point out to participants:
The infused matrix will outline a plan of when to teach and reinforce IEP goals and objectives, it is essential to develop a matrix; to help communicate to each staff which portions of a students IEP they are responsible for implementing (Cushing, Clark, Carter, & Kennedy, 2005; Stetson, 2002)
List the students schedule or activities, including non-academic areas, such as lunch, or hallway.
List the students IEP goals and objectives.
Determine when these goals and objectives can be taught and reinforced.Point out to participants:
The infused matrix will outline a plan of when to teach and reinforce IEP goals and objectives, it is essential to develop a matrix; to help communicate to each staff which portions of a students IEP they are responsible for implementing (Cushing, Clark, Carter, & Kennedy, 2005; Stetson, 2002)
List the students schedule or activities, including non-academic areas, such as lunch, or hallway.
List the students IEP goals and objectives.
Determine when these goals and objectives can be taught and reinforced.
84. 9.17.09 84 SERC For exampleFor example
85. 9.17.09 85 SERC For exampleFor example
86. Implementing the IEP 9.17.09 86 SERC The IEP process extends beyond the actually recoding on the forms. The forms help drive the daily implementation of the IEP, but IEP development needs to be considered a fluid, on-going process. The IEP process extends beyond the actually recoding on the forms. The forms help drive the daily implementation of the IEP, but IEP development needs to be considered a fluid, on-going process.
87. Integrity Did we do what we said we would do?
Reasons why we tend not to follow through:
IEP was not a working document for all implementers
IEP was not clearly defined or comprehensive
The implementers need professional development
The right resources (time, money, personnel) were not supplied 9.17.09 87 SERC One of the aspects is the need to stress is implementation integrity. The level of which we actually implement what we said we were going to implement is part of the accountability that we own to our students. The research on percentages of implementation is very discouraging. One of the aspects is the need to stress is implementation integrity. The level of which we actually implement what we said we were going to implement is part of the accountability that we own to our students. The research on percentages of implementation is very discouraging.
88. Measuring Student Progress Evaluating Impact
Reporting Progress 9.17.09 88 SERC A significant portion of the IEP implementation is the monitoring of student progress. A significant portion of the IEP implementation is the monitoring of student progress.
89. Measuring the Effectiveness of Implementation Did we achieve our goals for student outcomes?
How do we know this?
9.17.09 89 SERC When we reflect, here are some essential questions to consider to help us examine the level implementation integrity we actually have.When we reflect, here are some essential questions to consider to help us examine the level implementation integrity we actually have.
90. Monitoring vs. Evaluating Monitoring
On-going and frequent
Part of the implementation process
Provide information for adjustments in plan Evaluating
A specific point in time
A review of the implementation process
Provide information for decisions on next steps 9.17.09 90 SERC There is a distinction between monitoring and evaluating. Monitoring is an on-going piece of the implementation process. It is done at least weekly and provides information to adjust the plan. Evaluation is more of a summative assessment of what actually occurred. It focuses on how was the plan implemented and the student outcomes of that plan. The information is used to make decisions on what needs to occur next.
There is a distinction between monitoring and evaluating. Monitoring is an on-going piece of the implementation process. It is done at least weekly and provides information to adjust the plan. Evaluation is more of a summative assessment of what actually occurred. It focuses on how was the plan implemented and the student outcomes of that plan. The information is used to make decisions on what needs to occur next.
91. Resources for IEP Development Bateman, B.D. & Herr, C. M. (2003). Writing Measurable IEP Goals and Objectives. Wisconsin: IEP Resources.
Clark, S. G. (2000). The IEP process as a tool for collaboration. Teaching Exceptional Children 33(2): 56-66.
Massanari, C. B. (2002). Connecting the IEP to the general curriculum: A talking paper.
Nolet, V. & McLaughlin, M. J. (2000). Accessing the General Curriculum: Including Students with Disabilities in Standards-Based Reform. California: Corwin Press. 9.17.09 91 SERC
92. Web Resources for IEP Development Giangreco, M. F. (2001). Guidelines for making decision about IEP services. http://www.uvm.edu/~mgiangre/
Reed, P. Lets put the planning back in Individual Educational Programs. http://www.wati.org/at_services/pdf/atintheeip.pdf
Connecticut State Department of Education (Special Education) http://www.sde.ct.gov/sde/cwp/view.asp?a=2678&Q=320730
Building the Legacy: IDEA 2004 http://idea.ed.gov/explore/view
9.17.09 92 SERC
