Get To Know Your Neighbors

1. Get To Know Your Neighbors Let’s Play HUDDLE! 1

2. November ESE Meeting Chapter 4 – IEP ESE Reminders Reviewing Present Levels Accommodations and Modifications 2

3. Don’t Be Distracted!

4. Upcoming Events and Reminders • Each 9 weeks do progress reports and COSF • Medicaid forms at annual reviews • Very important; do them; send in with IEP packet • Preparing for the Dec. 1 Count • Get the paperwork in!! • Used for next year’s IDEA/federal funding • Transfers, newly eligible, and exits • Holiday schedules – define who will be thrown by disruptions and interruptions AND PLAN FOR IT! (How to Have A Happy Holiday…) 4

5. Present Levels:Foundation for the IEP ALL other items and services listed in the IEP must link to this section Descriptions here will support ALL remaining sections of the IEP It’s what the State Dept. compliance monitors will read in it’s entirety and match to every other section in the IEP!

6. Review of Present Levels (PLAAFP) 6 • Academic and Functional Strengths and Needs (Global Statements) • Ends with a statement of how the student’s disability affects the student’s involvement and progress in the general curriculum • Present Levels of Academic Achievement and Functional Performance must contain: • Summary of current academic and functional performance in areas of need • Baseline data

7. GLOBAL STATEMENT: The Big Picture… • What the student “looks like” • Something a Mom could read and understand • Describe in terms of the educational environment • Use measures that everyone takes • Compare the student to nondisabled peers (gently) to get the idea (NOT JUST SCORES) • MUST include how the student’s disability affects involvement in the general curriculum

8. Having Some Order Helps! Student Info (name, grade, age, description, etc.) Current setting/services/program Broad academics (reading, writing, math, preacademics) Broad functional (social, transition, behavior, organization, etc.) Other (OT, PT, Speech, medical, etc.) Describe how the disability affects involvement/progress in the gen. curriculum

9. The All-Important Statement • Each Global Statement should include/end with a statement how the disability affects involvement and/or progress in the general curriculum or, for preschoolers, how it affect participation in appropriate activities • 5-minutes to define sample statements • Make it obvious!

10. Disability Affects/LRE Statements

11. Global Statement Rubric • Is it a narrative? It is written with complete sentences? • Does it avoid jargon? Is it clear and concise? Could a parent understand it? Are the scores explained? • Does it include broad strengths and weaknesses/needs? • Does it compare the student to his/her peers? • Is there at least 1 statement that describes how the disability affects involvement and progress in the general curriculum? • Does it give a complete, comprehensive overview of the student and the student’s needs and strengths?

12. Now, Let’s Think About the Rest of Section II Present Levels of Academic Achievement and Functional Performance • These are the specific areas of need, described in detail and data – multiple measures of data! • This your baseline data for the year!

13. PRESENT LEVELS (PLAAFPs) The Details… • Areas should have been introduced in the Global Statement thoroughly “explored” • Use measures that are more specific and/or unique • Should not compare the student to other students • Should look at several subskills of the area • Should provide a clear baseline (observable, measurable) • Must be multiple measures • Easily understood by ALL persons involved • Provides specific info that provides the rationale for goals, accommodations, modifications, behavior plans, supplemental services, special services, and/or related services

14. Now, You Do It!Rate a Global Statement! • Using the Global Statement rubric, read then rate the global statement that you got in the Huddle swap. • From 1 to 6 • 6 is what we strive for

15. List Areas for Specific Present Levels Write Suggestions for Accommodations/ Modifications Read the Global Statement and….

16. Share At Your Table • Was there a match between the needs in the Global Statement and the Present Level areas defined in your sample? • A positive about the Global Statement • A change you would suggest for the Global Statement

17. Accommodations and Modifications:What is the Difference? There is a big difference. • They are addressed separately in the IEP • One is harder than the other to support Share your definitions! What is the difference? Why is the difference important?

18. Accommodations and Modifications Present levels of performance should lead the IEP team to define and write appropriate accommodations and modifications • What would lead to a team to write… • Read tests and class materials aloud • Extended time • Preferential seating • Retake test for half credit

19. There Are Two Places in the IEP for Accommodations and Modifications • IEP teams should FIRST consider these for instruction • To ensure students have access to and can progress in curriculum content • Once instruction is considered, choices for assessments are made • and they may be more limited that for instruction • Should not limit instructional accommodations and modifications

20. Accommodation • An alteration of environment, curriculum format, or equipment that allows an individual with a disability to gain access to content and/or complete assigned tasks. • Accommodation do not change or alter the level or what is being taught. They change how a student accesses and/or demonstrates learning. • Accommodations level the playing field and increase participation in the curriculum.

21. Examples of Accommodations • Preferential seating • Computer text-to-speech computer-based systems for students • Extended time • Large-print books and worksheets for students • Use of a scribe or note taker • Answer orally • Many, many more

22. Modification • Used to describe a change in the curriculum. Modifications may be made for students who are unable to comprehend all of the content being taught.

23. Curricular Modifications Should be Written into the IEP Direct content vocabulary instruction Reduced objectives or outcomes Prioritized standards/objectives Differentiated instruction (structured choices) Parallel instruction, materials, topic/subject Shortened assignments Partial participation Alternative instructional activities, assignments, projects, or materials Modified/Alternative grading Replacement activities

24. Accommodations and Modifications:Don’t Practice Without A License • Must be “justified” in present level • Assessment may be necessary • Assessment by the appropriate professional may be necessary • Magnifiers • Assistive technology • Just because the parents want it, doesn’t mean…

25. To Finish Up Reminders Review of Present Levels of Performance Accommodations and Modifications 25

26. Report Cards – Standard Based IDEA assures all students with disabilities access to the general curriculum • Up to 2% can participate in SC Alt • Separate standards • Don’t need a Standards-based report card • All other students will be taking PASS • should be exposed to grade level state standards • Should receive a standards-based report card with honest assessment of student ability • May need curricular modifications NOT modified curriculum

27. Report Cards – Standard Based • Your IEP goals must address student needs because that is where you will show growth. • You MUST develop goals based on defined and documented needs (present levels) • You MUST develop measurable goals so you can see (or not see) growth • You MUST have documentation/data to indicate student progress and achievement • You MUST send out Progress Reports every nine weeks • We are accountable to what is on the IEP!