STANDARDS-BASED IEPs SEPACcredit

STANDARDS-BASED IEPs:

STANDARDSSTANDARDS--BASED BASED IEPs:IEPs:

WHAT EVERY PARENT WANTS WHAT EVERY PARENT WANTS TO KNOWTO KNOW

Jan Teater, M.Ed.

Coordinator for Elementary Programming

Department of Special Education

Spring Branch I.S.D.

SPECIAL EDUCATORS HAVE SEEN A SPECIAL EDUCATORS HAVE SEEN A LOT OF CHANGELOT OF CHANGE……

•• NAVIGATING THE CURRENTNAVIGATING THE CURRENT……•• RIDING THE WAVERIDING THE WAVE……•• SHIFTING WITH THE TIDESHIFTING WITH THE TIDE……

Jan Teater, M.Ed.




AND TERESA CANONAND TERESA CANON’’S FAVORITES FAVORITE……

••DROWNING IN SEASDROWNING IN SEAS……

Jan Teater, M.Ed.




CHANGE IS EASY FOR TEACHERS CHANGE IS EASY FOR TEACHERS IF YOU GIVE THEM ONE THINGIF YOU GIVE THEM ONE THING……

IS IT MORE MONEY?IS IT MORE MONEY?JOB SECURITY?JOB SECURITY?

Jan Teater, M.Ed.




NONO…………..

A GOOD REASONA GOOD REASON

Jan Teater, M.Ed.




HOW DOES LAW IMPACT YOUR HOW DOES LAW IMPACT YOUR CHILD?CHILD?•• Schools are required to provide the opportunity Schools are required to provide the opportunity

for students in special education to for students in special education to accessaccess and and progressprogress in general education curriculum in general education curriculum aligned with state standardsaligned with state standards

•• Students are required (IDEA & NCLB) to Students are required (IDEA & NCLB) to participate in all largeparticipate in all large--scale assessments scale assessments administered by district & state; based on administered by district & state; based on knowledge & skills determined by state knowledge & skills determined by state standardsstandards

•• School accountability/measures how schools are School accountability/measures how schools are performing in educating ALL STUDENTSperforming in educating ALL STUDENTS

Jan Teater, M.Ed.




WHAT IS THE BIG CHANGE?WHAT IS THE BIG CHANGE?

•• More children will be sitting in general education More children will be sitting in general education classrooms to access curriculumclassrooms to access curriculum

•• Level of Special Education Support will match Level of Special Education Support will match individual student needindividual student need

•• Special Education will be Special Education will be in support ofin support of and not in and not in isolation of isolation of general education curriculumgeneral education curriculum

•• More collaboration among general education and More collaboration among general education and special education teachers when writing IEPsspecial education teachers when writing IEPs

•• Educational needs more clearly defined to Educational needs more clearly defined to increase academic performanceincrease academic performance

Jan Teater, M.Ed.




THREE INITIATIVES THREE INITIATIVES IMPLEMENTED THIS YEAR BY IMPLEMENTED THIS YEAR BY SPECIAL EDUCATIONSPECIAL EDUCATION•• TEACHER TRAINING ON WRITING TEACHER TRAINING ON WRITING

STANDARDSSTANDARDS--BASED IEPsBASED IEPs•• MATCHING SPECIAL EDUCATION MATCHING SPECIAL EDUCATION

SUPPORT TO STUDENT NEEDSUPPORT TO STUDENT NEED•• TRANSLATING THIS SUPPORT SO TRANSLATING THIS SUPPORT SO

SCHOOLS WORK SMARTER WITH SCHOOLS WORK SMARTER WITH SPECIAL EDUCATION STAFFSPECIAL EDUCATION STAFF

Jan Teater, M.Ed.




FIRST INITIATIVE:FIRST INITIATIVE: WRITING STANDARDSWRITING STANDARDS--BASED BASED IEPsIEPs

Jan Teater, M.Ed.




BEFORE WE GET STARTED, LETBEFORE WE GET STARTED, LET’’S S REVIEW TWO TERMSREVIEW TWO TERMS

•• ACCOMMODATIONS: A change made in ACCOMMODATIONS: A change made in the presentation, response, setting or the presentation, response, setting or timing/scheduling in order to provide a timing/scheduling in order to provide a student with access to instruction and student with access to instruction and opportunity to demonstrate knowledge opportunity to demonstrate knowledge and skillsand skills

Jan Teater, M.Ed.




MODIFICATIONSMODIFICATIONS

•• A change or reduction of learning A change or reduction of learning expectations or outcomes. The content expectations or outcomes. The content standards remain the same but the standards remain the same but the achievement expectations are less difficultachievement expectations are less difficult

Jan Teater, M.Ed.




MODIFICATIONSMODIFICATIONS

•• ModifiedModified simply means that the simply means that the presentation of the material or rate of presentation of the material or rate of learning grade level content needs learning grade level content needs adjustment in order for the student to adjustment in order for the student to access the informationaccess the information

•• How we modify is determined by How we modify is determined by assessment data and the IEPassessment data and the IEP

Jan Teater, M.Ed.




AndAnd……LetLet’’s define a new term:s define a new term: StandardsStandards--Based IEPsBased IEPs

•• STANDARDSSTANDARDS--BASED IEPs link a studentBASED IEPs link a student’’s s IEP to the academic content standards for IEP to the academic content standards for a studenta student’’s enrolled grade levels enrolled grade level

•• Goals support grade level content and do Goals support grade level content and do NOT work in isolation of what students in NOT work in isolation of what students in the regular education classroom are the regular education classroom are learninglearning

Jan Teater, M.Ed.




WHY IS THAT SO IMPORTANT?WHY IS THAT SO IMPORTANT?•• Thirty years of research has shown that Thirty years of research has shown that

students who receive special education students who receive special education services in isolation of enrolled grade level services in isolation of enrolled grade level content do not make the necessary content do not make the necessary progress to move them closer to grade progress to move them closer to grade levellevel

•• Instruction in isolation of grade level Instruction in isolation of grade level content does not fill in the skill gapscontent does not fill in the skill gaps

Jan Teater, M.Ed.




WHAT IS MEANT BYWHAT IS MEANT BY…… ““IN ISOLATION IN ISOLATION OF GRADE LEVEL CONTENTOF GRADE LEVEL CONTENT””??

•• Students are removed from the general Students are removed from the general education classroom to receive instructioneducation classroom to receive instruction

•• Instruction may be focused on skills that Instruction may be focused on skills that are below the enrolled grade level of the are below the enrolled grade level of the studentstudent

•• Quick illustration to better explainQuick illustration to better explain……

Jan Teater, M.Ed.




A SHIFT IN THINKINGA SHIFT IN THINKING……

•• Sally is a 6Sally is a 6thth grader who, according to her grader who, according to her teacher, currently reads at a beginning third teacher, currently reads at a beginning third grade level based on her DRAgrade level based on her DRA

•• Goals are written so that Sally can achieve third Goals are written so that Sally can achieve third grade reading standardsgrade reading standards

•• Special Education teacher asks a third grade Special Education teacher asks a third grade teacher for materials so she can teacher for materials so she can ““teach third teach third gradegrade”” reading in resource roomreading in resource room……

•• Is Sally seen as a student in enrolled grade Is Sally seen as a student in enrolled grade level???level???

Jan Teater, M.Ed.




Thinking ContinuedThinking Continued……•• Sally successfully achieves goals on her Sally successfully achieves goals on her

IEP; Sally has learned skills in third gradeIEP; Sally has learned skills in third grade•• Sally moves to 7Sally moves to 7thth grade; teacher focuses grade; teacher focuses

on 4on 4thth grade reading materialgrade reading material……•• What happens to SallyWhat happens to Sally……when does she when does she

get closer to grade level?get closer to grade level?•• When thinking like this, Sally never When thinking like this, Sally never

catches up but remains 3 years behindcatches up but remains 3 years behind

Jan Teater, M.Ed.




A NEW AND BETTER WAY FOR A NEW AND BETTER WAY FOR SALLYSALLY……•• Sally is in the 6Sally is in the 6thth grade, and based on assessments, it is grade, and based on assessments, it is

determined that she has determined that she has difficulty comprehending textdifficulty comprehending text•• Sally remains in the 6Sally remains in the 6thth grade language arts class, but grade language arts class, but

Sally is able to access grade level curriculum; Sally is able to access grade level curriculum; support support from a special education teacher is provided in her classfrom a special education teacher is provided in her class

•• both teachers provide accommodations and both teachers provide accommodations and modificationsmodifications; passages are shortened, unknown words ; passages are shortened, unknown words defined, word banks provided, small group instruction defined, word banks provided, small group instruction ongoing, TEKS are selective, achievement standards ongoing, TEKS are selective, achievement standards modified based on her rate of learningmodified based on her rate of learning……

Jan Teater, M.Ed.




GO SALLY!GO SALLY!

•• What Sally learns is What Sally learns is linked to grade level contentlinked to grade level content standards and she is standards and she is seen as a student in seen as a student in enrolled grade levelenrolled grade level

•• How Sally learns is based on what assessments How Sally learns is based on what assessments tell us/the accommodations and modifications tell us/the accommodations and modifications meet that need through her IEPmeet that need through her IEP

•• The Level of Support Sally receives is based on The Level of Support Sally receives is based on her individual needs, not qualifying conditions or her individual needs, not qualifying conditions or ““labelslabels””

Jan Teater, M.Ed.




WHAT IS THE PROCESS FOR WHAT IS THE PROCESS FOR WRITING STANDARDSWRITING STANDARDS--BASED BASED IEPs?IEPs?•• First, the Special Education teacher must define First, the Special Education teacher must define

the learning needs of the student (is it reading the learning needs of the student (is it reading comprehension, math calculations???)comprehension, math calculations???)

•• Second, data is collected to determine the Second, data is collected to determine the Present Level of Academic and Functional Present Level of Academic and Functional Performance (PLAFP)Performance (PLAFP)

•• Special Education teacher must also know what Special Education teacher must also know what students in enrolled grade level are expected to students in enrolled grade level are expected to learn (TEKS)learn (TEKS)

Jan Teater, M.Ed.




WHAT IS THE PROCESS FOR WHAT IS THE PROCESS FOR WRITING STANDARDSWRITING STANDARDS--BASED BASED IEPs?IEPs?•• Third, skill gaps are defined and annual goals Third, skill gaps are defined and annual goals

are created based on what the student must are created based on what the student must learn in order to close the gaplearn in order to close the gap

•• Objectives define Objectives define HOWHOW and under and under WHATWHAT CONDITIONSCONDITIONS the student will achieve the goal the student will achieve the goal (measurable, observable & time limited)(measurable, observable & time limited)

•• In other words, the IEP becomes the road map In other words, the IEP becomes the road map for instructionfor instruction

Jan Teater, M.Ed.




ANNUAL GOALS SHOULD:ANNUAL GOALS SHOULD:1.1. Describe Describe whatwhat a child can reasonably be a child can reasonably be

expected to accomplish within 12 monthsexpected to accomplish within 12 months2.2. Be directly related to the PLAFPBe directly related to the PLAFP3.3. Sets the direction for working with the childSets the direction for working with the child4.4. Enable the child to progress and be involved in Enable the child to progress and be involved in

the general education curriculumthe general education curriculum5.5. Intended to meet other educational needs that Intended to meet other educational needs that

result from the childresult from the child’’s disability s disability

Jan Teater, M.Ed.




WHAT RESEARCH SUPPORTSWHAT RESEARCH SUPPORTS……•• A quote I read somewhere:A quote I read somewhere:•• ““Every IEP should be simple, clear, and direct so Every IEP should be simple, clear, and direct so

it is easily understood by it is easily understood by allall who work with a who work with a child with a disability.child with a disability.”” (this includes mom and (this includes mom and dad, too!)dad, too!)

•• ““Computer software which contains already Computer software which contains already created catalogs of goals and objectives must created catalogs of goals and objectives must be used with great caution to ensure that such be used with great caution to ensure that such use does not restrict the IEP teamuse does not restrict the IEP team’’s ability to s ability to truly individualized the goals and objectives.truly individualized the goals and objectives.””

Jan Teater, M.Ed.




CHANGE:CHANGE: OLD OLD •• Annual Goals:Annual Goals:•• The student will master Language Arts skills at The student will master Language Arts skills at

the 3rd grade level as measured by equivalent the 3rd grade level as measured by equivalent criterion referenced pre and post testing, and criterion referenced pre and post testing, and addressing the specifically identified educational addressing the specifically identified educational needs as referenced herein. (6th grader)needs as referenced herein. (6th grader)

••The student will master Elementary Reading skills The student will master Elementary Reading skills at the 1stat the 1st--2nd grade level as measured by 2nd grade level as measured by equivalent criterion referenced pre and post equivalent criterion referenced pre and post testing, and addressing these specific identified testing, and addressing these specific identified educational needs. (4th grader) educational needs. (4th grader)

Jan Teater, M.Ed.




CHANGE:CHANGE: VS. NEWVS. NEW

•• Mia will use a variety of strategies to Mia will use a variety of strategies to comprehend text. (4th grader). comprehend text. (4th grader).

•• Paul will use a variety of word Paul will use a variety of word recognition strategies to decode text. recognition strategies to decode text. (7th grader)(7th grader)

•• Derrick will use computations skills Derrick will use computations skills to compute math calculations. (2to compute math calculations. (2ndnd

grader)grader)Jan Teater, M.Ed.




HOW WILL YOU KNOW A GOOD HOW WILL YOU KNOW A GOOD OBJECTIVE?OBJECTIVE?•• Objectives Include:Objectives Include:•• The conditions under which the student The conditions under which the student

will perform a task will perform a task •• Observable, measurable, and time limited Observable, measurable, and time limited

criteriacriteria•• Specifically stated behavior the student is Specifically stated behavior the student is

expected to demonstrateexpected to demonstrate

Jan Teater, M.Ed.




COMMONLY SEEN OLD COMMONLY SEEN OLD OBJECTIVES:OBJECTIVES:•• Molly will read silently for Molly will read silently for

increasing periods of time 75% of increasing periods of time 75% of the time.the time.

•• Marco will solve 2Marco will solve 2ndnd grade addition grade addition and subtraction word problems and subtraction word problems 70% of the time. (8th grade)70% of the time. (8th grade)

•• Bill is expected to follow a handBill is expected to follow a hand-- washing schedule.washing schedule.

Jan Teater, M.Ed.




BUT WE ARE DOING BETTER!BUT WE ARE DOING BETTER!** When given 10 word problems without extraneous When given 10 word problems without extraneous

information, Wally will use the problem solving model in information, Wally will use the problem solving model in his math journal to solve multihis math journal to solve multi--step addition and step addition and subtraction reasoning problems 4 out 5 times in a grading subtraction reasoning problems 4 out 5 times in a grading period. period.

•• Tara will selfTara will self--correct when miscues interfere with textual correct when miscues interfere with textual meaning to a DRA 34 by the end of the 3rd 9 weeks.meaning to a DRA 34 by the end of the 3rd 9 weeks.

•• Given a stepGiven a step--byby--step picture schedule of hand washing, step picture schedule of hand washing, Bill will wash hands with 2 verbal prompts 5 out of 5 Bill will wash hands with 2 verbal prompts 5 out of 5 opportunities in a 9 week period (benchmark 1)opportunities in a 9 week period (benchmark 1)

•• Given a stepGiven a step--byby--step picture schedule of hand washing, step picture schedule of hand washing, Bill will wash hands independently 5 out of 5 Bill will wash hands independently 5 out of 5 opportunities in a 9 week period. (benchmark 2)opportunities in a 9 week period. (benchmark 2)

Jan Teater, M.Ed.




THE BIGGEST CHANGE OF ALLTHE BIGGEST CHANGE OF ALL……

•• IEPs are specific to the childIEPs are specific to the child’’s needss needs•• Based on DATABased on DATA•• More easily understoodMore easily understood•• Ongoing data collection easyOngoing data collection easy•• Progress reports more meaningfulProgress reports more meaningful•• Linked to what students in enrolled grade level Linked to what students in enrolled grade level

are doingare doing•• Students maintain their identity as a student in Students maintain their identity as a student in

enrolled grade level, regardless of their disabilityenrolled grade level, regardless of their disability

Jan Teater, M.Ed.




THE SECOND INITIATIVE:THE SECOND INITIATIVE: LEVELS OF SUPPORTLEVELS OF SUPPORT

Jan Teater, M.Ed.




LEVELS OF SUPPORT:LEVELS OF SUPPORT: WHAT IT MEANS FOR STUDENTSWHAT IT MEANS FOR STUDENTS

•• Purpose: To make sure all students are Purpose: To make sure all students are sitting in the right seat for instructionsitting in the right seat for instruction

•• Special Education support is based on Special Education support is based on student NEED, not disabilitystudent NEED, not disability

•• Driven by the IEPDriven by the IEP

Jan Teater, M.Ed.




LEVELS OF SUPPORT CONTINUUM:LEVELS OF SUPPORT CONTINUUM: LETLET’’S TAKE A LOOKS TAKE A LOOK

Jan Teater, M.Ed.




LEVELS OF SUPPORT MEETINGS:LEVELS OF SUPPORT MEETINGS: WHAT IT INVOLVESWHAT IT INVOLVES•• Diagnostician/CISDiagnostician/CIS creates list of each student who creates list of each student who

receives Special Education support per grade levelreceives Special Education support per grade level•• Collects testing data (DRA, TAKS)Collects testing data (DRA, TAKS)•• Provides Coordinator with conference period times per Provides Coordinator with conference period times per

grade levelgrade level•• Coordinator and teamCoordinator and team arrive on designated date with arrive on designated date with

food and postersfood and posters•• Explain the continuum to each grade levelExplain the continuum to each grade level•• General and Special Education teachers collaborate and General and Special Education teachers collaborate and

assign a level of support for each child based on NEED assign a level of support for each child based on NEED for 4 content areas (LA, Math, Science, Social Studies)for 4 content areas (LA, Math, Science, Social Studies)

Jan Teater, M.Ed.




THIRD INITIATIVETHIRD INITIATIVE…… PUTTING IT ALTOGETHERPUTTING IT ALTOGETHER

•• Provides an opportunity for Special Education to Provides an opportunity for Special Education to share vision to each campus: We can support share vision to each campus: We can support each campus to become a community of each campus to become a community of educators to benefit ALL childreneducators to benefit ALL children

•• Provides a Provides a ““big picturebig picture”” view for district view for district administrators on state of inclusion practices on administrators on state of inclusion practices on each campus; how each campus utilizes Special each campus; how each campus utilizes Special Education staffEducation staff

Jan Teater, M.Ed.




THIRD INITIATIVETHIRD INITIATIVE…… PUTTING IT ALTOGETHERPUTTING IT ALTOGETHER

•• A schedule for each Special Education teacher is A schedule for each Special Education teacher is created from data based on student need; created from data based on student need; becomes more focused thus increasing student becomes more focused thus increasing student performanceperformance

•• Teachers more accepting of inclusion; based on Teachers more accepting of inclusion; based on data each provided; builds open communication data each provided; builds open communication and stronger learning communityand stronger learning community

•• We can customize training needs for individual We can customize training needs for individual campusescampuses

Jan Teater, M.Ed.




WILL MY CHILD NO LONGER WILL MY CHILD NO LONGER RECEIVE RESOURCE SUPPORT?RECEIVE RESOURCE SUPPORT?•• Remember, the level of support the child needs is based Remember, the level of support the child needs is based

on the IEPon the IEP•• If the IEP indicates that the child has skill gaps that need If the IEP indicates that the child has skill gaps that need

addressed, then the ARD committee must determine addressed, then the ARD committee must determine where the child will make progress on those goals.where the child will make progress on those goals.

•• Some students will need 20 minutes every day of Some students will need 20 minutes every day of intensive intervention to make gains on the IEP goals intensive intervention to make gains on the IEP goals and may take place in the resource roomand may take place in the resource room

•• Both General and Special Education will be responsible Both General and Special Education will be responsible for supporting the child who receives resource support for supporting the child who receives resource support

Jan Teater, M.Ed.




MY CHILD HAS BEEN IN A MY CHILD HAS BEEN IN A SPECIALIZED SUPPORT PROGRAM SPECIALIZED SUPPORT PROGRAM AND NEEDS MORE INCLUSION; AND NEEDS MORE INCLUSION; HOW WILL THIS HAPPENHOW WILL THIS HAPPEN

Jan Teater, M.Ed.




STUDENTS WILL MOVE DOWN A STUDENTS WILL MOVE DOWN A CONTINUUM OF SERVICESCONTINUUM OF SERVICES•• Based on studentBased on student’’s IEPs IEP•• Based on the Level of SupportBased on the Level of Support•• Students will not be Students will not be ““stuckstuck”” in a program in a program

based on their qualifying conditionbased on their qualifying condition•• Once a student moves out of specialized Once a student moves out of specialized

support, the ARD committee will support, the ARD committee will determine level of support needed and determine level of support needed and service delivery will be definedservice delivery will be defined

Jan Teater, M.Ed.




IT TAKES A VILLAGEIT TAKES A VILLAGE……

Jan Teater, M.Ed.




Documents

STANDARDS-BASED IEPs SEPACcredit