Presentation on theme: "Recipe for Developing and Implementing an Effective IEP Idaho State Department Education."— Presentation transcript:
Recipe for Developing and Implementing an Effective IEP Idaho State Department Education
Agenda Alignment of the IEP with the General Education Curriculum Recipe for Effective IEP –Present Level of Performance –General Education Standards –Goals & Objectives Embedding Instruction/Activity Based Instruction Monitoring Progress Wrap-Up & Next Steps
What the State says: Blah, blah, blah, blah, blah, IEP, blah, blah, blah, blah, blah, blah, easy, blah, blah, blah, blah, blah, align, blah. You must align the IEP with the general education curriculum that includes the Idaho State Achievement Standards. What the educator hears:
To align means: to line up. (Websters) Try to make it as easy as possible!
So what are we aligning? General education curriculum (Idaho Early Learning Standards) Individual Education Plans (specially designed instruction)
General Education Curriculum Idaho Early Learning Standards Content standards and content knowledge & skills Samples of Applications Aligned with Idaho State Achievement Standards
Content Standards are broad statements of what children are expected to know and be able to do in the specific content areas of math, language arts, communication, social studies, science, humanities and health.
Content knowledge & Skills are clear specific descriptions of knowledge or skills children should acquire by a particular point in their schooling.
The General Education Curriculum (for 3-5 year olds) Is: –Curriculum used with children without disabilities or used with children with severe disabilities –Aligned with the Idaho Early Learning Standards Is not only: –Activities & materials –Instructional methodology –Setting
What Do We Need to Know before you get Started? –Child development –Developmentally appropriate practices –Idaho Early Learning Standards –Kindergarten level Idaho State Achievement Standards –Assessment tools and strategies –Curricula that are aligned to the standards –Alternative sequences or curricula for more severe needs –Curriculum materials, instructional methods, environment
Where are the standards? See Resources and bibliography at the end of the Early Learning Standards!
Impact of Our Decisions Guides the design of educational programs starting in preschool Influences decisions about participation with same-age peers May influence performance on future assessments Alternative or adapted curriculum may impact readiness for kindergarten.
Other things we need to know Parents need to be aware of possible consequences of early IEP decisions. Adapting the curriculum may change the number or difficulty level of concepts taught. Alternate curriculum may not be aligned with standards Additional supports must be provided to reach higher expectations
What ingredients do you need to get started? Team Quality early childhood program Developmental and medical history Formal and Informal Assessment Data and developmental scope and sequences Parent/ family information District/State Standards or Curriculum Student interests & strengths Intervention data
What recipe should we use? Decision Making Process for Accessing the General Education Curriculum
Appendix 4D Achievement Standards and Assessment for Students September 2001 A-98 Decision-Making Process for Accessing the General Education Curriculum: Content Standards and the IEP Discuss strengths and needs. Ask: Which content standards does the student need to focus on? How will the student learn the standards? Decision Point: For each need area, what level of participation can this student have in standards-based education? (Consider the relevance and reasonableness.) Begin the standards discussion with the present levels of performance. Consider all sources of data. Standards without Accommodations Standards with Accommodations Standards with Adaptations Alternative/supplemental curriculum or functional skills List standard List standard or functional skill Instruction in general ed. curriculum Instruction in general ed. curriculum with accommodations Instruction in general ed. curriculum with adaptations Instruction in an alternative/supplemental curriculum or instruction in a functional curriculum Write IEP goals and objectives Based on curriculum, instruction, and support decisions made for each goal area, make a decision on how the student will participate in each statewide and districtwide assessment. Assessment without Accommodations Assessment with the Idaho Alternate Assessment
Step 1: Consider All Sources of Data Eligibility Assessment and Results of State-Wide or District Assessments and Functional Assessments –Curriculum-based assessments –Portfolio, authentic assessments –Observation Data –Interview/Survey with parents Do you have adequate information on how the disability affects involvement and progress in general education curriculum? Where is the student in relationship to standard/content knowledge and skills?
Review information on child Determine approximate functioning level Content knowledge and skills at chronological age level and functioning level…and in between to locate possible benchmark points
Step 2: Discussion of Strengths and Needs based on childs present functioning level ASK: –Which content standards, knowledge & skills does the student need to learn? –How will the student learn the content standards, knowledge and skills?
Make initial selection of standards based on: Frequent opportunities to practice in natural environment Skills needed in current and next environment Teacher/classroom expectations Skills predictive of later success
Determine If Additional Data Is Needed Across all developmental domains In relation to standard/content knowledge and skill Using a variety of sources –Instruction, curriculum, environment, learner –Norm or criterion referenced –Authentic –Parent
Step 3: Decision Point For each need area, what level of participation can this student have in Standards-Based Education? Consider relevance & reasonableness –Standards without accommodations –Standards with accommodations –Standards with adaptations –Alternate Assessment Achievement Standards which focus on functional and access skills
Accommodations Children for whom the general curriculum and activities are appropriate/attainable Examples of accommodations: adaptive seating, picture communication schedule, sign language, slant board, environmental changes, etc.)
Curriculum Accommodations Environmental Support Materials accommodations Simplify the activity Peer support Special equipment Use child preferences Use special equipment Adult support Invisible support
Adaptations A change in what a student is expected to learn and/or demonstrate –i.e., A child who is functioning at a much lower developmental age level, but the subject/domain area remains the same as the rest of the class –Students who may attain age level skills with intensive instruction –Functional skills are critical for the child due to a severe and lifelong disability
Step 3a – Present Level of Performance & Standard Write the present level of performance –Direct relationship with the assessment summary and the rest of the IEP –Starting point for goals List what standards address need? –Early Childhood: List EC Standard/Knowledge & Skill –Functional Curriculum – List adapted Knowledge & Skill
PLOP Must Address… The childs current performance in area of need from a variety of sources in clear, objective, measurable terms. How the disability affects the childs involvement and progress in the general education curriculum or for preschool children, appropriate activities. Current needs relative to long-term goals, particularly for the next environment
Activity: Refer to case examples to review the ingredients of a PLOP
Step 3b. Consider instruction in early childhood curriculum or functional curriculum –What are the essential knowledge & skills needed, –How will I teach, –What curricular or instructional supports are needed? Review assessment and developmental guidelines –Break down skills into finer developmental sequences as needed
Example: AEPS scope and sequence: 0-3 Early Concepts Categorizes like objects Groups functionally related objects Groups objects according to color, shape, size Matches pictures and/or objects
Example: AEPS scope and sequence: 3-6 Concepts Demonstrates understanding of color, shape, and size concepts –Demonstrates understanding of 8 different colors –Demonstrates understanding of 5 different shapes –Demonstrates understanding of six different size concepts
What is a Goal? Annual goals are measurable statements that describe what a child can reasonably be expected to accomplish within one school year.
Idaho Special Education Manual states: Measurable annual goals… –Relate to needs described in the PLOP –Describe what a student will accomplish in one year –Enable involvement in the general education curriculum and address other educational needs resulting from the disability –Include behavior, performance criteria, and evaluation procedure
Annual Goals Include… Behavior –the skill or action to be performed and monitored. Performance criteria –how well the student will perform the skill using a standard of performance such as: rate, frequency, accuracy, time/duration. Evaluation Procedure –what method or tool will be used to measure progress.
Benchmarks/Objectives are measurable, intermediate steps between the present level of performance and the goal =
Benchmarks/ Objectives Two or more benchmarks/objectives are written for each goal. They must be steps to accomplishing the goal and tell us... –How far the student will progress. –By when the student is expected to meet the benchmark/objective.
Procedures for measuring progress….. Observations & Analysis –Classroom, playground, community Interview/Survey/Rating Scales –Families,Teachers, Student, etc. Assessment of Performance –Portfolios/Work Samples –Criterion Reference –Curriculum Based Measures
What is a Performance Criterion? Rate –will initiate interaction with peers 2x within 20 minutes over 2 probes in a week Frequency(number of times) –will make a request 2x during 20 minute period for 2 data probes Accuracy (percent or target score) –will sort by color during free play 80% of opportunity 5 consecutive probes
What is a Performance Criterion? (cont.) According to a Defined Standard –correctly uses the identified steps steps for toileting 3 consecutive opportunities –proficient as scored by the Carolina Curriculum rubric for following directions 3 consecutive times Time/Duration (latency, maintenance) –Engages with objects during free play for 3 minutes per object for 5 consecutive days
What is an evaluation procedure? An evaluation procedure refers to how you are going to monitor progress. Answers: –What method? –What materials? –How much data ? MethodMaterialsHow Much Data? 1:1Data probe2-3x/weekly Direct Obs.Obs. Data probeDaily PortfolioPhoto journal1x/monthly
Activity: Review the ingredients of annual goals and objectives
The Icing Between the Layers Remember to outline: –accommodations –adaptations and –supports for all areas of need on the IEP
Activity: Review the ingredients for accommodations, adaptations and supports
Step 4: Based on Curriculum, Instruction & Support Decisions Made for Each Goal, Make a Decision on How the Student will Participate in State/District Assessment. with or without accommodations, or adaptations, or alternate assessment NO STATE REQUIRED EARLY CHILDHOOD ASSESSMENTS AT THIS TIME!!
Instruction in natural environments is a critical layer of an effective IEP
The Building Blocks Model High Quality Early Childhood Program Curriculum Accommodations and Adaptations Embedded Learning Opportunities Child-Focused Instructional Strategies Schwartz and Sandall. 2002
Child-Focused Instructional Strategies Individual plan for instruction Involves data collection
Monitoring Progress Matrix of data???? Schedule for collecting data
Resources: See bibliography and resources in Early Learning Standards Appendix 4D Idaho SDE Manual: Achievement Standards and Assessments for Students District and regional resources: i.e.Head Start and SDE regional resources Each other !