1. FACULTY MEETING OCTOBER 14, 2009 Standards-Based IEPs

2. In order to receive special education services… revised 6/23/2009 a student must have at least 1 IEP.

3. Types of IEPs revised 6/23/2009 Content Areas: Reading, Language Arts, Math, Science, Social Studies Social Skills Behavior Self-Help Vocational Post-Secondary

4. Accommodation vs. IEP for Access revised 6/23/2009 Accommodation= what the staff will do or provide to the student IEP for Access= what the student will learn to do independently that will reduce or eliminate the effects of the disability.

5. Accommodations vs. IEP for Access revised 6/23/2009

6. Accommodations vs. IEP for Access revised 6/23/2009

7. Accommodations vs. IEP for Access revised 6/23/2009

8. Accommodations vs. IEP for Access revised 6/23/2009

9. Accommodations vs. IEP for Access revised 6/23/2009

10. Accommodations that Students Can Learn to use Independently revised 6/23/2009 The Accommodations manual lists several accommodations that students can learn to use independently.  Braille  Magnifying or low-vision devices  Colored overlays  Place markers  Auditory access to text  Word lists, such as for frequently misspelled words  Calculators  Supplemental aids  Manipulatives  Blank graphic organizers

11. More on Supplemental Aids revised 6/23/2009 The Accommodations manual lists a variety of supplemental aides for each content area.  Math: multiplication charts, number lines, 100s chart, place value chart, description of process, manipulatives,  Reading: strategy checklists,  Writing: vocabulary lists (e.g. common antonyms), grammar rules, strategy checklist  Social Studies: blank maps, blank timelines, skills checklist  Science: unlabelled graphics (e.g. Water cycle),

12. Accommodations Changes made to the sequence, timeline and/or instruction without making changes to the content (TEKS), performance expectations and/or outcomes - these students would be taking the TAKS, with allowable accommodations, or the TAKS-A Examples: Provide extra time for oral responses Reduce length of assignments Allow use of math facts charts, calculator Allow student to respond orally Check with student to be sure s/he understands directions Sit closer to the teacher Use scratch paper during math testing Divide worksheet into smaller segments Do not penalize for spelling

13. Remember….. revised 6/23/2009 “Although some accommodations may be appropriate for instructional use, they may not be appropriate for use on a standardized assessment.” p. 18, 2008-09 Accommodations Manual

14. Standards-Based IEPs revised 6/23/2009 Concept Driven Enrolled grade level curriculum with modified activities TAKS-M Skill Driven Instructional IEPs (Priority Intervention) Aligned to enrolled grade level curriculum TAKS-M Access Driven Enrolled grade level curriculum TAKS, TAKS-A

15. Assessments of Students with Disabilities (2007- 2008) General Assessment (with or without accommodations) TAKS includes TAKS Accommodated (TAKS-A) Alternate assessment based on modified academic achievement standards (2%) TAKS-Modified (TAKS-M) Alternate assessment based on alternate academic achievement standards (1%) TAKS-Alternate (TAKS-ALT)

16. TAKS-Modified (TAKS-M) Same content as TAKS but increased accessibility for students with disabilities:  Reading guidance  Simplified vocabulary  Simplified sentences  Fewer steps Different Format:  Larger font size  More white space  Fewer questions per page  Fewer answer choices

17. In-Class Support To assist in the inclusion of students in the general education classroom, in-class support may be proposed by the ARD Committee. In-class support may be through either a co-teacher and/or paraeducator. A co-teacher is a certified special education teacher A paraeducator is a non-certified staff member, who is under the direct supervision of a special education teacher.

18. Transitional The amount of support (low, medium or high) is provided temporarily to assist a student in gaining independence in new environments, activities and/or acquisition of new concepts Low This support is always available but not needed on a regular basis by the student. The student would be able to function in the environment without the support, just not as successfully. Levels of Support

19. Paraeducator Support Any level of physical or social support. Transitional or low levels of “academic” support Although the roles and responsibilities of a paraeducator may be very similar to that of a co-teacher, a paraeducator must always be under the direct supervision of a certified teacher. It is important for the general education teacher to know if a student is being supported by a paraeducator or certified special education teacher. A paraeducator is typically used to provide the following kinds and levels of support:

20. Modified Academic Achievement Standards Are based on the TEKS for the grade in which the student is enrolled. It is not the academic content standard (TEKS) that is modified. The expectations for whether a student has mastered those standards may be less difficult than grade-level academic achievement standards. These students would have IEP objectives to guide instruction in the general education environment. In English, Math and/or Reading, these IEP objectives would target specific gaps. In Science or Social Studies IEP objectives would be written such that instructional activities and assessment can be modified for each instructional unit.

21. Medium This level of support is necessary on a regular basis in order for the student to be successful or to learn in the environment. High High levels of support are generally intrusive in nature. The support is absolutely necessary for the student to learn and must be provided consistently. The student could not function in the environment without the support. Levels of Support

22. Co-Teacher Support Medium to high levels of “academic” support where modifications to the curriculum are required A co-teacher is typically used to provide the following levels of support: In some instances, a paraeducator could provide medium to high levels of support under the direct supervision of a certified special education teacher. However, the teacher is always responsible for designing and evaluating instruction.