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USING LEAD4WARD RESOURCES TO INFORM IEP DEVELOPMENT www.lead4ward.comwww.lead4ward.comSBISD SPED 11/13.

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Presentation on theme: "USING LEAD4WARD RESOURCES TO INFORM IEP DEVELOPMENT www.lead4ward.comwww.lead4ward.comSBISD SPED 11/13."— Presentation transcript:

1 USING LEAD4WARD RESOURCES TO INFORM IEP DEVELOPMENT SPED 11/13

2 The Process

3 Prioritizing Critical Needs  How big is the gap between the student’s enrolled grade level and the current skill level?  Is the needed skill related to a “life-long” skill (for example, making inferences, problem-solving, make predictions, etc)?  Of all of the critical needs identified, what are the most significant needs the student has in each class/subject related to the grade level standard?  What is the student’s rate of learning? Consider this in planning how much you can ask the student to realistically do in one year.  What are the student’s post-secondary goals? Which needs will help the accomplishment of this goal?  Will addressing this need make a significant difference for the student in the coming year?

4

5 Resources  STAAR Snapshots (for tested grades/subjects) STAAR Snapshots (for tested grades/subjects)  TEKS Snapshots (for untested grades/subjects)  Process Standards by content Process Standards by content  The Verbs of the TEKS The Verbs of the TEKS  TEKS Scaffolding TEKS Scaffolding  Student Recording Sheet Student Recording Sheet  STAAR Vocabulary STAAR Vocabulary

6 STAAR Snapshots  For tested grades and subjects  Shows the tested Readiness, Supporting, and Process Standards  Shows the number of questions for each type of standard (for STAAR and STAAR M)  Important for IEP development because it states the grade level standards of the general curriculum.

7 TEKS Snapshots  For UN-tested grades and subjects  Shows the Readiness, Supporting, and Process Standards, and shows which student expectations are aligned* with future STAAR tests, or specifically included^ in future STAAR tests in that subject area.  Important for IEP development because it states the grade level standards of the general curriculum.

8 TEKS Snapshot * = Aligned, ^ = Included *= Aligned with STAAR Assessed Curriculum at a higher grade level ^ = The Student Expectation is specifically included in STAAR Assessed Curriculum at a higher grade level

9 Readiness Standards  Are essential for success in the current grade or course.  Are important for preparedness for the next grade or course.  Support college and career readiness.  Necessitate in-depth instruction.  Address broad and deep ideas.

10 Supporting Standards  Although introduced in the current grade or course, they may be emphasized in a subsequent year.  Although reinforced in the current grade or course, they may be emphasized in a previous year.  They play a role in preparing students for the next grade or course but not a central role.  They address more narrowly defined ideas.

11 Process Standards Student expectations that relate to the skills of the content area. In social studies, science, and mathematics, process skills will be assessed in context, not in isolation, which will allow for a more integrated and authentic assessment of these content areas.

12 Tools to Know, Ways to Show

13 Combined Process Standards

14 TEKS Scaffolding  For tested grades and subjects  Shows the vertical regression of the grade level skill  Can be used to find the skills that lead up to the grade level TEKS  For IEP or instructional use

15 The Verbs of the TEKS Shows the content areas in which verbs appear. Can be important in determining what might be a critical skills. More bang for your buck!

16 Student Recording Sheets  For tested grades and subjects  Intended to be used with students, but could be used for collecting/recording data to be used in the PLAAFP.

17 STAAR Vocabulary  ELA - Grades 2-English III  Math – Grades K-Algebra II  Science – Tested Grades/Subjects  Social Studies – Tested Grades/Subjects

18 Critical Needs to Goals – Where to look  How big is the gap between the student’s enrolled grade level and the current skill level? How big is the gap between the student’s enrolled grade level and the current skill level?  Is the needed skill related to a “life-long” skill (for example, making inferences, problem-solving, make predictions, etc)? Is the needed skill related to a “life-long” skill (for example, making inferences, problem-solving, make predictions, etc)?  Of all of the critical needs identified, what are the most significant needs the student has in each class/subject related to the grade level standard? Of all of the critical needs identified, what are the most significant needs the student has in each class/subject related to the grade level standard?  What is the student’s rate of learning? Consider this in planning how much you can ask the student to realistically do in one year. What is the student’s rate of learning? Consider this in planning how much you can ask the student to realistically do in one year.  What are the student’s post-secondary goals? Which needs will help the accomplishment of this goal? What are the student’s post-secondary goals? Which needs will help the accomplishment of this goal?  Will addressing this need make a significant difference for the student in the coming year? Will addressing this need make a significant difference for the student in the coming year?

19 How big is the gap between the student’s enrolled grade level and the current skill level?  Which needs can be addressed through differentiated instructional practices with general education?  Which needs can be addressed through accommodations in general education and special education?  Which needs require specialized direct and intensive instruction in order to acquire, maintain, and transfer the needed skill to other contexts?  TEKS Scaffolding  STAAR and TEKS Snapshots

20 Is the needed skill related to a “life-long” skill (for example, making inferences, problem-solving, make predictions, etc)?  STAAR or TEKS Snapshots  Standards that are * or ^  Process Standards Are there skills that are common to multiple content areas? More bang for your buck kind of skills?  STAAR Vocabulary

21 Of all of the critical needs identified, what are the most significant needs the student has in each class/subject related to the grade level standard?  STAAR or TEKS Snapshots  Aligned*  Specifically included^  The Verbs of the TEKS  Student Recording Sheet  Which skills does the student have/need?  STAAR Vocabulary  Consult with general ed teachers  How did the rest of the class do on this skill?  What does this teacher see as most critical?

22 Other questions for prioritizing  What is the student’s rate of learning? Consider this in planning how much you can ask the student to realistically do in one year.  Review progress on previous goals.  Review previous grades and portfolios.  What are the student’s post-secondary goals? Which needs will help the accomplishment of this goal?  Look at Transition portion of ARD  Consult with transition specialist  Ask the student  Will addressing this need make a significant difference for the student in the coming year?  This might be the most important question!

23 Activity  Is this a critical need?  What resources could you use?  Which TEK would you use for a goal?


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