seas CLASS

Staying true to our original philosophy . . . doing what is right by the child . . .

every child, every time.

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

V-07-13Link to handouthttp://www.classspecialed.com/download/Presentations/SEAS_CLASS_Participant_Handout.ppt

SEAS login

06-2011 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.

Cu

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ELEM ENT A R Y

Birth - 6 th grade

A FT ER

SECO NDA R Y

7th grade- A dult

Speech T herapy

A daptive Socia l Skills

PT / O T

ancillary areasbirth - graduation

The CLASS Sequence of Learner Objectives

Satellite CurriculumEssentials Curriculum

ECH

AFTER

Reading

Written Language/English

Mathematics

Science

Social Studies

Independent Study Skills

Kindergarten – 6th Grade

Reading

Written Language/English

Mathematics

Science

Social Studies

Independent Study Skills

7th grade - Adult Ancillary areas

birth - graduation

Elementary Secondary Speech Therapy

Adaptive Social Skills

ECH

AFTER

PT/OT

CLASS Sequence of Learner Objectives

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

ESSENTIALS Curriculum (academic)

in the academic areas of Written Language/ English, Reading, Mathematics, Science, Social Studies, and an Independent Study Skills area.

Assessed

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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)

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.

SATELLITE CURRICULUM(non-academic)A

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• 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.

SATELLITE CURRICULUM(non-academic)A

ssessed

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Autism• Developmental Growth Series

Joint Attention, Cognition, Cognitive Development, Communication, Social Development, Self-Care Development, Fine and Gross Motor Development

• Toward Adulthood SeriesAcademic 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 SeriesAttending, Compliance, Verbal Behaviors, Non-Verbal Behaviors, Self-

Regulation, Autistic Disorder (DSM IV), and Asperger’s Disorder (DSM IV)

• Speech & Language Therapy32 areas from pre-verbal to fluency

• Physical & Occupational TherapySelf-care to Pre-Vocational Skills

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AUTISM Spectrum Disorder

Sequential task analysis of Benchmarks

BOLDBOLD objectives are Benchmark (Test) skills

Grouped by sub-category

Consistent throughout grades

Specific, measurable, observable

Sequential task analysis of Benchmarks

BOLDBOLD objectives are Benchmark (Test) skills

Grouped by sub-category

Consistent throughout grades

Specific, measurable, observable

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.

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?

CLASS CLASS AssessmeAssessme

nt nt ProcessProcess

StartStart

over

CLASS Tests

The CLASS Assessment Process“Step by Step”

1. ESTIMATE the student’s level of functioning from ALL available data sources (eligibility information, other assessment data, professional judgment, etc., etc.).

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

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.

4.SCORE THE COMPETENCY TEST- you’re ‘looking for’ a

mastery range between 25%-75% ! (There is NO mastery range on an Observational

Checklist)

5. MARK CODES for the missed (remember, these are BENCHMARK/tested) items on the “Bubble Sheet” (Pupil Progress Profile).

6. SET TEST ASIDE (but save it!).

7. OPEN THE CLASS TEXT to the Sequence of Learner Objectives in the subject area of the test.

8. 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.

9. 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.

10. “TEACH” the IEP (which is a ‘teachable learning plan!).

Mastery

Criteria

Sco

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Sco

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Test

Test

!!M= Math (subject)

3= 3rd Grade (grade level)

TTMC=13/18

Total Test Mastery Criteria

Benchmark Code / Test Objective

Competency Test A

Objectives Mastered are strengths (functional skills)

Objectives not-mastered are needs (non-functional skills)

TEKS

Correlate

Essentials Mathematics

Pre-test

Benchmark test

Post-test

Benchmark test

Four Forms (A-D) of Four Forms (A-D) of ReadingReading & & MathMath Tests Tests

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The student will:

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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.

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Objectives that are:‘Bubbled’ = needs‘Not bubbled’ = strengths

IEP (sto) amendments allowed?

A ‘little’ Curriculum & Assessment Review!1) How do I determine the appropriate assessment for a student?2) How and where do I find the student copy and teacher copy of

the test?3) On the selected test, what does the “M 3” above the logo tell

me?4) Below the logo there is “TTMC=and two #’s”, what does this

mean and why is it important?5) There is a ‘code’ before each CLASS benchmark objective

(e.g. M3.6). What does that code mean?6) How do I ‘score’ the test for correct and incorrect responses?7) 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)?

8) On the Bubble Sheet what does an ‘open’ circle/bubble mean?9) Once I have gone to the appropriate grade/area curriculum

(e.g. math), why are some of the objectives bolded and some are not?

10)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?

seas CLASS

Staying true to our original philosophy . . . doing what is right by the child . . .

every child, every time.

Developing Standards-BasedStandards-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

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

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

Scroll down to the ‘assigned’ grade level and select the appropriate aligned grade level goal

TEKS are color coded by Readiness, Supporting, and Process

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 ]].

[Reference: CFR 34, Chapter III §300.320 ((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.)

tow

read and write the numbers through 1,000 (M3.2)

count by 100’s to 1000, pairing rods or blocks (M3.3)

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)

(Computer automatically transfers from the STRENGTH screen the specific identified strength areas. Additional strengths may be added from other assessment data sources as appropriate )

(Computer automatically transfers from the NEEDS screen the specific identified needs. Additional needs may be added from other assessment data sources as appropriate )

Editing the PLAAFP Statement

Completing the PLAAFP Statement

EACH Annual goal(s) AND STOs/benchmarks objectives MUST contain these FOUR COMPONENTS:

1) 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.

2) 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.

3) BEHAVIOR: clearly identifies the skills or performance that is being measured. It represents an action that can be directly observed and measured.

4) 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.

Editing the Annual Goal and Short Term Objectives with 4 Required Components

Developing an Non-academic IEP

Example IEP

Scroll bar to select ‘enrolled’

grade level TEKS

Edit PLAAFP Statement

Edit Annual Goal with ‘Conditions’ and Mastery Criteria

“Go

al On

ly” IEP

seas CLASS

Staying true to our original philosophy . . . doing what is right by the child . . .

every child, every time.

For assistance call . . .

CLASS 800-594-3779

SEAS 877-221-7327

http://www.classspecialed.com/download/Presentations/SEAS_CLASS_Participant_Handout.ppt