Writing Instructionally Appropriate IEPs Special Populations Tennessee Department of Education
Norms We Will:
Be open to others’ views and input Share experiences and ideas Determine roles and responsibilities Ask questions within and outside of our own group Provide constructive feedback Be engaged in the presentations and group work Be respectful and turn all technology to silent mode during work time
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Procedures Roles and Responsibilities of Group Members
Make sure that each person in your group is serving in at least one role. If you have more than 4 people in your group, have more than one Timekeeper/Gatekeeper. If you have less than 4 people in your group, have group members serve in more than one role. Everyone should serve as a secondary facilitator, helping make the group’s work easier.
Small Group Facilitator
The Facilitator leads the discussion, making sure that everyone is fully participating.
Examples of getting all to provide input: “Will each person give your thoughts about what data we should include in our present levels of performance?”
“As the most highly qualified professional providing the most intense intervention, what supports would we have in place for our student? What do you all suggest? We will start with (name) and go around the group”.
Scribe
The Scribe writes the information for the group on the presentation chart
Reporter
The Reporter reports the small group's work to the whole group.
Timekeeper/ Gatekeeper
The Timekeeper keeps track of the time and makes sure that the group finishes the task on time as well as ensuring everyone remains on task.
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Procedures This activity is meant to simulate the collaboration that is needed to
gather all the necessary information to write an instructionally appropriate IEP. As a professional educator, there might be times when you receive a file on a student and there will be things missing. This is a time where you might have to go look for the information to make your file complete. – For example, you might need to discuss with the general education teacher, special education teacher, school psychologist, and any one else necessary to make sure all information is collected.
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Developing A Strong Narrative A quick snapshot describing the student’s strengths and concerns 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” 5
Narratives Include: Medical Information: Describe the student’s strengths:
Describe the concerns of the parents regarding their student’s education:
Adverse Impact: Describe how the student’s disability affects involvement and progress in the general curriculum:
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Narratives: 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 ReadingSusan 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.
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Narratives: 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.
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Developing A Strong PLEP 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”
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Example PLEPS Associated Deficits of Specific Learning Disability in Reading
Test of Silent Word Reading Fluency (TOSWRF) 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 placing her at the 13th percentile. Based on expected third grade norms, Susan is significantly behind for her current grade level. This impacts her mastery of standards throughout content instruction as third grade is the year instruction switches from learning to read to reading to learn. Exceptional: Yes
Curriculum-Based Measure: Given a 1 minute fluency test, Susan accurately sounded 42 letters. This represents the 45th percentile according to winter norms. Word Identification Fluency: Susan identified 6 words from the CBM third grade word list in one minute. This represents the 10th percentile according to winter norms. Her difficulties with phonics and word identification impacts her mastery of standards.
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 is significantly behind grade level average compared to her third grade peers in word identification fluency and reading fluency and will be impacted her mastery of reading standards. Exceptional: Yes
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Developing A Strong MAG 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”
Look at the template provided 15
www.pattan.net
http://www.ksde.org
Goal Statement- Let’s Practice! 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).
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Goal setting with CBM data
Step One: Determine Typical Rate of Improvement (ROI)
(_____________ Spring benchmark expectation
-
_____________) Fall benchmark expectation
/
______36_______ Number of weeks
=
___________ Typical ROI (slope)
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Let’s Practice! Measure
Words Read Correct (WRC)
Fall Benchmark Expectation
60 WRC
Spring Benchmark Expectation
100 WRC
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Goal setting with CBM data Step One: Determine Typical Rate of Improvement (ROI)
(___100______ Spring benchmark expectation
-
_____60______) Fall benchmark expectation
/
______36_______ Number of weeks
=
___1.11______ Typical ROI (slope)
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Goal Setting with CBM data Step Two: Determine Goal Rate of Improvement (ROI)
_________
x
_____2_____
=
Typical ROI
_____________ Aggressive ROI
OR ___________ Typical ROI
x
______1.5_______
=
_____________ Reasonable ROI
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Let’s Practice! Step Two: Determine Goal Rate of Improvement (ROI)
___1.11______
x
_____2_____
=
Typical ROI
____2.22_________ Aggressive ROI
OR ____1.11_______ Typical ROI
x
______1.5_______
=
____1.67_________ Reasonable ROI
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Goal Setting with CBM data Step Three: Calculate Student Goal
_________ Initial Score
+
__________ (Goal ROI) X (# of weeks)
=
_____________ Goal Score
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Let’s Practice
Student’s initial score
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Goal ROI
1.67
Number of weeks
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Goal Setting with CBM data Step Three: Calculate Student Goal
___20______ Initial Score
+
__60.12________ (Goal ROI) X (# of weeks)
=
_____80.12________ Goal Score
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Goal Statement Given a 2nd grade reading passage, Joanne will accurately read 80 words correct on three consecutive data days using a weekly reading curriculum based measure.
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Link MAG to Characteristics of Intervention • This is not added into Easy IEP
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Characteristics of the Most Intensive Intervention Potential intervention components: • specifically target student’s skill deficit • are research based, explicit, and systematic • are more intensive than general education interventions • for academics, must be more intensive than Tier III • provides support to students in addition to intervention
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Accommodations Accommodations change the “how” Must address: • Core instruction participation and access • Assessment participation and access • Student’s entire school day; not limited to ELA & Math
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Modifications Modifications change the “what.” This is a very significant decision that should only be considered as a last resort.
Scaffolding, accommodations, support, interventions, and additional adult assistance should all be tried first with data collected to determine effectiveness and fidelity of each accommodation.
Modifications are restrictive by nature. They are only the Least Restrictive Environment (LRE) once all other options have been implemented with fidelity and data has been collected. Only then can we determine that modifications are required. 34
Considerations of Service Delivery • 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 need – Directly linked to the MAG – A person is not an intervention
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Considerations of Service Delivery Cont.
• 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.
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Progress Monitoring 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
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What is Adequate Progress?
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What is Adequate Progress?
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Sharing what has been developed
Present Your Student (Case study)
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Moving Forward—Self Reflection What questions do you still have? Who on your team/school/LEA can assist you moving forward? How will you communicate about the changes to parents? When? In meetings, prior, multiple times? What interventions do you have available at your school? What interventions might you need? How will your schedule be different next year?
If you have questions you would like answered, please place the index card in the box in your room.
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Programming team Joann Lucero, Literacy Intervention Specialist
[email protected] Ryan Mathis, Mathematics Intervention Specialist
[email protected] Alison Gauld, Behavior and Low Incidence Coordinator
[email protected] Jill Omer, Speech, Language and Autism Coordinator
[email protected] Tie Hodack, Director Of Instructional Programs
[email protected] Theresa Nicholls, Director, Special Education Eligibility
[email protected] Josh Stanley, High School Intervention and Transition Coordinator
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