1.  Information- transportation on IEPs, ESY, 6/15- 7/10, Tribe Games  Survey Results  Re-evaluation for SLD reminders  TNReady  Instructionally Appropriate IEPs ◦ Developing a strong narrative ◦ PLEP (Present Level of Educational Performance) ◦ MAG (Measureable Annual Goals) ◦ Services (based on skill deficits) 1

2.  46 respondents  I have attended a formal IAIEP training: ◦ 65% yes, 35% no  I have reviewed the ppt on IAIEPs: ◦ 78% yes, 22% no  I need support in how to write PLEPs: ◦ 20 % yes, 80 % no  I need support in how to write MAGs based on PLEPs: ◦ 30% yes, 70% no  I need support in how to design interventions relative to skill-deficits: ◦ 37% yes, 63% no  I need support in all areas of the IEP: ◦ 9% yes, 91% no 2

3. 3 Gather information 4-6 months prior to due date

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6.  Proposed Accessibility Categories ◦ Three categories  Accessibility Features for All Students  Accessibility Features Identified in Advance  Accommodated Features  Fewer needed due to test design 6

7.  Color Overlay and Contrast  Line Reader  Highlighter  Answer Eliminator  Increased Font Size ► Fore and Background Color  Text-to-Speech for Directions  Answer Masking  Custom Masking  Spell Checker  Word Prediction 7

8. A quick snapshot describing the student’s strengths and concerns 8 Must include: Student’s strengths Parent concerns in their own words, to the greatest extent possible Impact on Mastery of Standards/Core Instruction Medical information, even if no concerns (don’t leave blank) Must pass the “stranger test”

9. Medical Information: Ex. Susan’s parents indicated there are not medical concerns at this time. ◦ Do not leave this area blank Student’s Strengths: Ex. Specific Learning Disability-associated deficit in Reading-Susan has strong listening comprehension skills. She enjoys listening to information when it is presented orally, and recalls information very easily. She has a strong sight word vocabulary and tends to utilize this as her primary strategy when reading independently. 9

10. Parent Concerns: Ex. Specific Learning Disability-associated deficit in Reading. Mr. & Mrs. Test are very concerned about Susan's reading progress. They report that she is easily frustrated when she has to read independently and worry that she will only fall further behind. Impact on Mastery of Standards: Ex. Specific Learning Disability-associated deficit in reading Susan's deficits in the areas of basic reading skills, specifically phonics & decoding, and fluency impacts her mastery of reading standards as well as impacts her access and participation in core instruction. At this time, she is does not have the skills necessary to independently read information in academic areas which interferes with comprehension. 10

11. 11 Medical Concerns Practice case: Willow

12.  Medical Information: Willow has no current medical problems and attendance is satisfactory. Vision and screening results reveal no concerns. Parents report an early history of ear infections, but doctors have stated that it was not a significant problem. 12

13. 13 Student Strengths Practice case: Willow

14. Student’s Strengths: Willow demonstrates relative strengths in math and enjoys participating in group activities (Reading and Math). She exhibits a strong desire to learn. Social skills are a strength; she gets along well with others and has lots of friends. 14

15. 15 Parent Concerns Practice case: Willow

16.  Parent Concerns: Willow’s parents are concerned about her academic progress in basic reading, comprehension and fluency. She struggles with completion of homework assignments. Her parents are concerned that Willow is frustrated and may lose motivation for learning. 16

17. 17 Impact on Mastery of Standards Practice case: Willow

18.  Impact on Mastery of Standards: Willow is a 3rd grade student whose specific learning disability in basic reading skills adversely affects her ability to access grade level materials. Results from measures of achievement indicate difficulties with recognizing consonant digraphs, vowel digraphs, sight words, and decoding unfamiliar words in text. 18

19. 19 Core Instruction Transition Progress Monitoring (Data) Narratives: Strengths, Concerns, Adverse Impact Measurable Annual Goal(MAG) Special Education Intervention Accommodation Present Levels of Educational Performance (PLEP)

20. A summary of assessments aligned to area(s) of need Must include: Student’s current assessment data Narrative description about skills assessed Impact on mastery of standards Exceptional: yes or no Positive terms and language Must pass the “stranger test” 20

21. PLEP  May be entered separately or May be entered under area of deficit (Basic Reading Skills) and all assessment in that specific area may be entered together. Present Levels of Educational Performance Test of Silent Word Reading Fluency (TOSWRF) Area Assessed: Academics- Reading Fluency Subtest: Reading Fluency In looking at Susan’s protocol, it appears that she worked very slowly. She managed to divide 45 words on the form, but made 10 errors. Her descriptive rating indicated that she fell within the below average range. Reading Fluency: Given a 1 minute grade level passage, Susan read 25 words correctly with 11 errors. This is significantly below the 10th percentile according to winter norms. Susan’s current reading fluency difficulties impacts her mastery of reading standards and access and participation in content instruction that requires reading. Date Administered: 01/30/2014 * EXCEPTIONAL YES/NO (REQUIRED): Yes Age Equiv.: 70Grade Equiv.: 2.0Percentile Rank: 13 Std. Score: 83 21

22.  Basic Reading Skills: Willow is engaged during the school day and makes great effort to participate in group reading and discussions. Willow’s achievement results from the Woodcock-Johnson III Tests of Achievement, indicate that she exhibits a skill deficit in basic reading, performing below the 10 th percentile. Additionally, the ELA state benchmark results suggested below basic performance. Results of the Houghton-Mifflin Phonics/Decoding screening test indicate the following performance: blending of consonants (50%); digraphs (50%); R- controlled vowels (60%); CVCE words (50%). Exceptional: Yes 22

23. 23 Core Instruction Transition Progress Monitoring (Data) Narratives: Strengths, Concerns, Adverse Impact Present Levels of Educational Performance (PLEP) Special Education Intervention Accommodation Measurable Annual Goal (MAG)

24. 24 Present Level of Educational Performance (PLEP) Measurable Annual Goal (MAG) MAG is linked to Present Levels of Educational Performance

25. 25 Goals Are:Goals Are Not: Specific, measurable skillsGeneral concepts and ideas Individualized to the student’s needs Grade level Related to an individual student’s deficits Standards Directly related to that individual student’s PLEP Related to core instruction tutoring

26. A clear description of an observable behavior a student will be able to do within one year Must Include: Condition Behavior Performance criteria (How well? How consistently? How often? How measured?) Must pass the “stranger test” 26

27. www.pattan.net www.pattan.net http://www.ksde.orghttp://www.ksde.org

28. Reading  Given a curriculum based measure (at student instructional level after 1 year), Jennifer will read 94 words per minute with 95% accuracy for 5 consecutive trials on a 1 minute reading probe that will be completed 1 x per week. Math Calculation  Given multiplication problems with 3-digit numbers and graph paper, Jack will follow the steps of computation in order to compute and answer the problems with 80% accuracy on 3 consecutive assessments within 1 month. Basic Word-decoding  Given a 1 st grade curriculum based measure, without prompting, Frank will decode consonant-vowel-consonant-e words with 90% accuracy for 4 consecutive opportunities on a 1 minute probe that will be completed 1x per week. 28

29. Behavior  During unstructured tasks, Alison will remain within her desk work area, defined by tape and furniture with no more than 1 prompt for 80% of the activities within the school week as measured by a systematic observation tool. Social/Emotional  Given small group activities, Henry will participate as defined by sitting with his group and answering 2 questions on topic 80% of the opportunities given within a 2 week period. Adaptive  At lunch, Marcus will open food containers including plastic tubes, bags and paper wrappers with no assistance 90% of opportunities given within a month time frame. 29

30.  Given__________________ (condition/materials/setting/accommodation), ________________ (student name) will __________________ (do what measurable/ observable skill/behavior in functional terms), _______________________ (to what extent/how well to determine mastery), _________________ (# of times/frequency/how consistently), by _______________________ (how often) evaluated/determined by _________________(measure). 30

31.  Given a 2 nd grade reading passage, Willow will accurately read 68 words per minute on three consecutive data days using a weekly reading curriculum based measure.  Goal selection rationale: 1.5 times the rate of improvement of typical peers (reasonable) 31

32. Least Restrictive Environment  All students are general education students first  All students receive high quality core instruction— for students with the most significant needs, the “how” and “where” is the “I” in IEP Areas of deficit Intervention required to meet student’s needs Directly linked to the MAG  A person is not an intervention (inclusion assistant) 32

33. Student independence  The MAGs should be increasing the student’s skills so he or she requires increasingly less accommodation/modifications the following year. Collaboration between general and special education teachers Training support for staff/peers  May be noted in the MAGs under “details—supplementary supports for school personnel” Ex: A child has a visual schedule. A special education professional would provide a fifteen minute training to all staff on that particular schedule. 33

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35. Core Instruction Plus Tier II (30 minutes daily) Core Instruction Plus Tier III (45- 60 minutes daily) Core Instruction Plus Sp.Ed Intervention (More Intensive than general education interventions)

36. Disability Associated Deficits Interventions and Supports 36

37. Reading Comprehension Text Comprehension Vocabulary Reading Fluency Fluency Basic Reading Phonological AwarenessPhonics

38. Math Problem Solving Numbers and operations Base tenPlace Value Geometry, algebra, etc. Math Calculation Basic Facts Complex Computation Decimals, fractions, etc. Footer 38

39. Progress Monitoring (Data) Narratives: Strengths, Concerns, Adverse Impact Present Levels of Educational Performance (PLEP) Measurable Annual Goal (MAG) Special Education Intervention Accommodation 39 Core Instruction Transition

40.  ALL students are provided instruction based on CCSS  The most intensive interventions (special education), are in addition to core instruction- not a replacement  Intervention Based on individual area of need Content/Skill specific Does not necessarily include all content areas or skills  Transition Begins in kindergarten Focuses on career and college readiness Uses current and previous data to inform and guide Transition planning

41. 41 Core Instruction Transition Progress Monitoring (Data) Narratives: Strengths, Concerns, Adverse Impact Present Levels of Educational Performance (PLEP) MAGs Special Education Intervention Accommodations

42. PLEP: Current data Exceptional PLEP requires a MAG MAG drives specific intervention Present Level of Performance (PLEP) Measurable Annual Goal (MAG)

43. Re-teaching/ RemediationIntervention Tier I-Common Core Standards Goal is to reteach the standards students are struggling with rather than specific skill deficits. These are your students who are very close to reaching the next achievement level based on the curriculum standard measure. Special Education Intervention Goal is to provide research- based interventions aligned to specific skill deficit(s) as identified by multiple sources of data including universal screening and progress monitoring information. 43

44.  Are the interventions related to the student’s areas of deficit? ◦ For example: reading fluency, math calculation, written expression  Do the interventions relate to the measurable annual goal?  What must the student know and be able to do?  What accommodations/supports are needed to achieve the goal?  What interventions are needed?  How will we determine mastery?  How will progress toward goal be monitored?  What data must be collected and how often? 44

45.  The measurable annual goal drives the intervention.  The intervention provided in the continuum of services must be the most intense intervention.  The effectiveness of the intervention will be continuously monitored to determine if the intervention needs to be changed.  See Characteristics of intervention sheet The goal of the intervention is to work towards the measurable annual goal so the student meets his goal and no longer requires an IEP. 45

46. Core Instruction Tier II Tier III Sped Intervention

47. 47 Core Instruction Transition Progress Monitoring (Data) Narratives: Strengths, Concerns, Adverse Impact Present Levels of Educational Performance (PLEP) MAGs Special Education Interventions Accommodations

48.  Accommodations change how the student is taught or expected to learn. ◦ provide equitable access during instruction and assessments and neither change the construct being assessed, nor compromise the integrity or validity of the assessment or content. ◦ intended to reduce or even eliminate the effects of a student’s disability; ◦ do not reduce learning expectations, if based on need  Modifications change what the student is taught or expected to learn. ◦ a change in what is being taught to or expected from the student ◦ The least dangerous assumption would be that students are able to participate within the core curriculum without modifications unless student performance data indicates otherwise. 48

49. 49 AccommodationModification  Graphic organizer  Text to speech with the book  Template for long division  Raised line paper  Calculator  Class lecture notes ahead of time  Completed agenda with homework expectations  Sensory break “pass”  Picture schedule  Word processor for writing assignments  Shortened assignments  Assignment broken into smaller tasks  Oral assessment for understandings  Partially completed graphic organizer with fewer links and less complexity  Low level high interest reading with text to speech  Simple division facts with pictures, graphics, manipulatives, or number line  Dotted words and letters to trace  Modified rubric for presentation to include fewer elements and more explicit understandings  Essential elements from instruction taught with hands-on materials  Assessed on only a portion of the test or concept

50. 1. Expect all students to achieve grade-level academic content standards 2. Learn about accommodations 3. Select accommodations 4. Administer accommodations during assessment 5. Evaluate and improve accommodation use

51.  Enable students to participate more fully in instruction and assessments and to demonstrate their knowledge and skills  Based on individual needs and not disability category, English language proficiency alone, level of instruction, amount of time spent in a general education classroom, program setting, or availability of staff Accommodations must be based on a documented need in the instruction/assessment setting and should not be provided for the purpose of giving the student an enhancement that could be viewed as an unfair advantage. Not a MENU of options

52. 52 Core Instruction Transition Narratives: Strengths, Concerns, Adverse Impact Present Levels of Educational Performance (PLEP) MAGs Accommodations Special Education Intervention Progress Monitoring (Data)

53. When progress monitoring is implemented correctly, some of the benefits include:  accelerated rate of learning because students are receiving more appropriate instruction;  more informed instructional/reevaluation decisions;  documentation of student progress for accountability purposes;  more efficient communication with families and other professionals about students’ progress; and  higher expectations for students by teachers. 53

54.  Progress monitoring should occur for students with disabilities as frequently as for their nondisabled peers.  Ongoing assessment of student learning provides continuous feedback on the effectiveness of instruction and intervention.  Data indicates areas where a change in instruction and intervention may be required.  Data points can be used to make decisions regarding instruction and intervention. Once several data points are collected, a pattern of response can be investigated. 54

55.  Structured observations of targeted behavior in class  Student self-monitoring checklist  Written tests  Behavior charting  Work samples  Summative Assessments  Formative Assessments  Curricular Based Measures (CBMs)  Academic achievement  Functional performance  Social development  Physical development and management needs. 55

56.  How will you know if the intervention is working?  Monitor progress at least as often as non-disabled peers ◦ Once a week ◦ Once every other week  Monitor progress in student’s identified area of need  If the intervention is working, keep going!  If the intervention is not working, the team may need to consider changing the intervention 56

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