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seas CLASS Developing Standards-Based IEPs: √ the CLASS Curriculum

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Presentation on theme: "seas CLASS Developing Standards-Based IEPs: √ the CLASS Curriculum"— Presentation transcript:

1 seas CLASS Developing Standards-Based IEPs: √ the CLASS Curriculum
Link to handout seas CLASS Developing Standards-Based IEPs: √ the CLASS Curriculum √ the CLASS Assessment Process √ the ‘Required FOUR Components √ creating the Annual Goal(s) ‘Goal Only’ or Goal with STOs √ developing the PLAAFP Statement Staying true to our original philosophy doing what is right by the child . . . every child, every time.

2 SEAS login

3 The Comprehensive CLASS Sequence of Learner Objectives
ESSENTIALS curriculum contains all of the ELEMENTARY (K-6) and SECONDARY (7th-Adult) objective content areas of Reading, Written Language/English, Math, Science, and Social Studies Specific secondary subject objectives: ENGLISH I-IV; MATH: 7th, 8th, 9th grade math, Math Models: Applications, Algebra I & II, and Geometry; SCIENCE: 7th grade, 8th grade, IPC, Chemistry, Physics I, and Biology I; SOCIAL STUDIES: 7th grade Texas History, 8th grade U.S. History I&II, World History, U.S. Government, and Economics SATELLITE curriculum contains Early Childhood, AFTER, Adaptive Social Skills, PT/OT, and Speech Therapy. AUTISM curriculum contains a Developmental Series, Behavioral Shaping Series, ‘Toward Adulthood’ Series, PT/OT, and Speech Therapy.

4 The CLASS Sequence of Learner Objectives Essentials Curriculum
Satellite Curriculum Ancillary areas birth - graduation Kindergarten – th Grade 7th grade - Adult Elementary Secondary Speech Therapy Adaptive Social Skills Curricula Areas Reading Written Language/English Mathematics Science Social Studies Independent Study Skills Reading Written Language/English Mathematics Science Social Studies Independent Study Skills PT/OT ECH ECH AFTER AFTER 4

5 ESSENTIALS Curriculum (academic)
CLASS Sequence of Learner Objectives ESSENTIALS Curriculum (academic) Elementary students in Kindergarten - 6th grade In the academic areas of: Reading, Written Language/English, Math, Spelling, Science, Social Studies. Secondary students in 7th grade and above who function at the 3rd grade level and above Assessed using Competency Tests in the academic areas of Written Language/ English, Reading, Mathematics, Science, Social Studies, and an Independent Study Skills area.

Early Childhood (ECH) designed for use with more severe children (functioning 0-60 months). Includes cognitive development, social skills, language skills, gross motor, fine motor, self-care and socialization skills. Independent Study Skills includes:compensatory techniques, task completion, time management, comprehension & recall, note taking, reference and test taking. Assessed using Observational Checklist AFTER -(Adult Functional Training and Educational Rehabilitation) for students 7th grade or above who are functioning BELOW the third grade level and will graduate with a non-traditional diploma (ARD/transitional planning). Curriculum is designed to support the development of ITPs & desired outcomes looking at skills necessary for the student to achieve on one of three outcomes: LEVEL 1: Independent Living (probably have a job in the community) LEVEL 2: Semi-independent living (will probably work in a supervised setting and may live in a group home) LEVEL 3: Supported living (will probably develop community based skills within a fully supervised setting)

Speech- ages birth-adult- incorporates all areas addressed by speech services. PT/OT- ages birth-adult- a collection of goals and objectives designed to suit the special needs of the PT/OT clinicians and their students, including goals and objectives form other curricula. Adaptive Social Skills - ages birth-adult. Provides objectives for any student whose behavior is developmentally inappropriate. These objectives can be used with the clinically Emotionally Disturbed student, the student with a Behavior Management Program, as well as an autistic child. Includes attention to task, compliance, verbal behaviors, non-verbal behaviors and coping behaviors. Counselors will also find appropriate objectives within this curriculum. Assessed using Observational Checklist

8 AUTISM Spectrum Disorder
Developmental Growth Series Joint Attention, Cognition, Cognitive Development, Communication, Social Development, Self-Care Development, Fine and Gross Motor Development Toward Adulthood Series Academic Life Skills: Fundamental Academics, Functional Academics, Pre-Academics; Independent &Semi-Independent, & Assisted Domestic Life Skills; Independent, Semi-Independent, & Assisted Social/Recreational Life Skills; Independent, Semi-Independent,& Assisted Community Life Skills; and, Independent, Cooperative, and Assisted Vocational Skills Behavior Shaping Series Attending, Compliance, Verbal Behaviors, Non-Verbal Behaviors, Self- Regulation, Autistic Disorder (DSM IV), and Asperger’s Disorder (DSM IV) Speech & Language Therapy 32 areas from pre-verbal to fluency Physical & Occupational Therapy Self-care to Pre-Vocational Skills Observational Checklist


10 Sequence of Learner Objectives
Annual Goal: The standards-based IEP goals are aligned with and facilitate the student’s achievement of state grade level standards (NASDSE). According to current regulations, the aligned standards-based IEP goal must contain the four components of timeframe, conditions, behavior, and criterion. Sequential task analysis of Benchmarks BOLD objectives are Benchmark (Test) skills Grouped by sub-category Consistent throughout grades Specific, measurable, observable 10

11 Curriculum Questions? 1. In the CLASS Sequence of Learner Objectives (SOLO), why are some of the objectives bolded and some aren’t? 2. In the CLASS program some of the objectives that have a line or an underscore before the code ( _M5.14a) and some don’t (M3.6). What does the underscore before the objective indicate?

12 CLASS Assessment Process
Assess the Student Start SCORE the Test Start over CLASS Assessment Process Teach the IEP The IEP development process is ultimately very simple….. Test-using data to determine functioning level which determines learning gaps Score the test, looking at 25%-75% mastery Mark the Bubble Sheet with test items missed and needed prerequisites, Type the CLASS codes into the computer from the Bubble Sheet, NOT your SOLO- not a ‘cafeteria’ get the IEP/ARD committee approval of the IEP, this is a consensus IEP, Draft until signed off on by all parties then I teach the IEP. Begin the process over when either the entire IEP has been mastered OR I need to include additional objectives (and take back to IEP/ARD meeting!) SPECIAL NOTES: What if two months into teaching the IEP, I find that the student has mastered ALL the IEP objectives? Listen for answers such as ‘start the process over again’, ‘you have to test again’, go back to ARD’ YES, I start the process over again, test, score, mark the bubble sheet, etc. etc. and get a NEW teaching plan for the student. How often do I have to repeat the process? “At least once a year”, “as often as necessary”. Yes, I repeat the process as often as necessary, but I MUST repeat the process at least once a year since at least once every year, we must conduct an annual review of the student’s IEP. Mark the BUBBLE SHEET Type in CLASS Codes Have an IEP/ARD Meeting 12

13 CLASS Tests

14 The CLASS Assessment Process “Step by Step”
ESTIMATE the student’s level of functioning from ALL available data sources (eligibility information, other assessment data, professional judgment, etc., etc.). 2. CHOOSE the appropriate assessment for the instructional or subject area and print the student version of the Competency Test OR Observational Checklist from the computer. 3. Complete the Observational Checklist AND/OR have the student take the Competency Test! WORST performance is best in order to determine IEP objectives. The Competency Test may administered to an individual student or a small group Note: There is minimal teacher/student interaction for Competency Tests 4.SCORE THE COMPETENCY TEST- you’re ‘looking for’ a mastery range between 25%-75% ! (There is NO mastery range on an Observational Checklist) 14

15 SET TEST ASIDE (but save it!).
MARK CODES for the missed (remember, these are BENCHMARK/tested) items on the “Bubble Sheet” (Pupil Progress Profile). SET TEST ASIDE (but save it!). OPEN THE CLASS TEXT to the Sequence of Learner Objectives in the subject area of the test. AMPLIFY TEST ITEMS the tested items: a) locate the 1st marked code on the Bubble Sheet in the skill sequence in CLASS curricula. b) Test items are bolded. c) Determine which, if any, of the preceding or prerequisite skills are needed for the student to master the benchmark (bolded test) item(s). d) Mark those items you have decided go with the ones missed on the Bubble Sheet. e) Continue this process with each missed test item. SELECT OBJECTIVES the number of objectives (or as determined by district/coop) that can be taught/mastered during the IEP year. Objectives can be targeted across several grade levels for each student. “TEACH” the IEP (which is a ‘teachable learning plan!). 15

16 Score the Test ! Benchmark Code / Test Objective Total Test
M= Math (subject) 3= 3rd Grade (grade level) Essentials Mathematics Competency Test A Benchmark Code / Test Objective Total Test Mastery Criteria TTMC=13/18 Mastery Criteria Score the Test ! Objectives Mastered are strengths (functional skills) Objectives not-mastered are needs (non-functional skills) TEKS Correlate 16

17 Four Forms (A-D) of Reading & Math Tests
Pre-test Benchmark test Benchmark test Post-test

18 Observational Checklist: After
The student will: Observational Checklist: After

19 Observational Checklist: Speech
Standards-based IEP goals for CLASS Satellite areas are designed to provide students with disabilities greater access to the general education curriculum, aligned Pre-kindergarten Guidelines, Essence Statement(s0), and/or user developed annual goals. Observational Checklist: Speech

20 Observational Checklist: Autism
Observational Checklist: Autism

21 Objectives that are: ‘Bubbled’ = needs ‘Not bubbled’ = strengths IEP (sto) amendments allowed?

22 A ‘little’ Curriculum & Assessment Review!
How do I determine the appropriate assessment for a student? How and where do I find the student copy and teacher copy of the test? On the selected test, what does the “M 3” above the logo tell me? Below the logo there is “TTMC=and two #’s”, what does this mean and why is it important? There is a ‘code’ before each CLASS benchmark objective (e.g. M3.6). What does that code mean? How do I ‘score’ the test for correct and incorrect responses? After the student has completed the competency test (or the teacher has completed the Observation Checklist), what is my ‘next’ step (what do I go get)? On the Bubble Sheet what does an ‘open’ circle/bubble mean? Once I have gone to the appropriate grade/area curriculum (e.g. math), why are some of the objectives bolded and some are not? Once I have selected the objectives that need to be included on the IEP, what do I need to take to the computer to develop the IEP?

23 seas CLASS Developing Standards-Based IEPs:
Create/Update CLASS IEP (selecting a student) Creating an IEP Goal with Short Term Objectives, OR ‘Goal Only’ creating/editing the PLAAFP Statement editing the Annual Goal and Short Term Objectives Staying true to our original philosophy doing what is right by the child . . . every child, every time.




27 From the objectives on the Bubble Sheet ‘check/toggle’ the STRENGTHS
From the objectives on the Bubble Sheet ‘check/toggle’ the NEEDS

28 TEKS are color coded by Readiness, Supporting, and Process
Scroll down to the ‘assigned’ grade level and select the appropriate aligned grade level goal

29 Editing the PLAAFP Statement
In developing Joe’s Present Level of Academic Achievement and Functional Performance (PLAAFP), the following data sources were reviewed: [[ insert data sources reviewed here. Other reviewed data sources may be added ]] Based on collected and reviewed data, Joe’s state standard, related and/or associated knowledge and skill STRENGTH areas include: Joe’s identified state standard, related and/or associated skills and knowledge area(s) of NEED include: According to the identified needs of Joe, the following related services, supplemental aids and/or supports may be needed to attain the annual goal(s) and make progress in the general education curriculum: [[ insert: related services, supplemental aids or supports; none needed; or See ARD documentation ]] The ARD Committee document will contain any necessary individual accommodations and/or modifications that the IEP Team identified as necessary for Joe to achieve progress toward the academic and functional goals. Joe’s disability affects his involvement and progress in the general education curriculum in the following way(s): [[ user created text addressing how the student’s disability impacts involvement/progress ]]. Editing the PLAAFP Statement (Computer automatically transfers from the STRENGTH screen the specific identified strength areas. Additional strengths may be added from other assessment data sources as appropriate ) read and write the numbers through 1,000 (M3.2) count by 100’s to 1000, pairing rods or blocks (M3.3) (Computer automatically transfers from the NEEDS screen the specific identified needs. Additional needs may be added from other assessment data sources as appropriate ) determine the relationship between two numbers (0-10,000) using <, >, or = to signs (M3.6) write the series of numbers for the counting patterns (M3.12) tow [Reference: CFR 34, Chapter III § ((1)(i)(ii)(A)(B)(4)(i)(ii)(iii)(5)(6)(i)] (*Possible data sources: eligibility assessment (FIE); standardized tests; criterion referenced tests; diagnostic test; general and/or special education classroom performance; observations; state/district-wide assessment results; checklists; progress reports; report cards; prior IEPs, if applicable; informal assessments; and, student and/or parent input.)

30 Completing the PLAAFP Statement

31 EACH Annual goal(s) AND STOs/benchmarks objectives MUST contain these FOUR COMPONENTS:
TIMEFRAME: identifies the amount of time in the goal/benchmark period and is usually specified in the number of weeks OR a certain date of completion. CONDITONS : specifies the manner in which progress toward the goal/benchmark occurs. Conditions describe the specific resources that must be present for the child to reach the goal. The condition of the goal should relate to the behavior being measured. BEHAVIOR: clearly identifies the skills or performance that is being measured. It represents an action that can be directly observed and measured. CRITERION: identifies how much, how often, or to what standard the behavior must occur in order to demonstrate that the goal/benchmark has been achieved. The goal/benchmark criterion specifies the amount of growth that is expected.

32 Editing the Annual Goal and Short Term Objectives with 4 Required Components
Computer *will enter date

33 Developing an Non-academic IEP



36 Example IEP




40 Scroll bar to select ‘enrolled’
grade level TEKS

41 Edit PLAAFP Statement Edit Annual Goal with ‘Conditions’ and Mastery Criteria

42 “Goal Only” IEP

43 seas CLASS For assistance call . . . CLASS 800-594-3779
seas CLASS For assistance call . . . CLASS SEAS Staying true to our original philosophy doing what is right by the child . . . every child, every time.

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