Special Education FrameworkSpecial Education Framework Focus on the IEP Writing ProcessFocus on the IEP Writing Process

Our accountability system has two overarching objectives 2 and Growth for all students, every year Faster growth for those students who are furthest behind

Beliefs  All students can learn and demonstrate growth (ALL means ALL)  Specialized instruction (IDEA, ELL and Title) is a continuum of services (not a place)  Relationships and collaboration (tearing down silos of education) so stakeholders will focus on decisions that are best for ALL students  Responsibility and accountability in teaching and supporting ALL students  Strong leadership at all levels to ensure that students are supported in the least restrictive environment  High quality professional learning empowers all stakeholders and builds capacity for the success of ALL students

Key Goals of Special Populations Improving Student Outcomes  Prevention  Intervention  Achievement  Outcomes Managing Performance  Effective employees at every level of the organization with a focus on improving student outcomes.

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Students with Disabilities by Environment In General Ed 80% or more of the day In General Ed 40%- 70% of the day In General Ed <40% of the day

Number of Students Within Each Eligibility Category SLD SLI OHI

Achievement Data

Policy Changes & Practices that will Impact the IEP  Identifying students with a Specific Learning Disability As of July 1, 2014, RTI² will be the framework used by teams to identify a student with a Specific Learning Disability.  Evaluation timeline changes As of January 29, 2014 TN changed to a 60 calendar day evaluation timeline which aligns with federal guidelines. A program will be implemented within 30 calendar days from eligibility determination.

Policy Changes & Practices that will Impact the IEP  Elimination of short term objectives As of March 31, 2014, TN will no longer have the requirement of benchmarks or short term objectives in IEPs, except for the students who participate in the alternate assessment – Progress monitoring tools will chart progress towards goals – Students receiving intervention through special education will be progress monitored in their specific area of deficit. – Communication regarding progress through regular progress reports – Academic Progress monitoring data will be shared with parents as frequently as non-disabled peers.

Special Education Framework: Moving from Standards Based IEPs to Instructionally Appropriate IEPs  Tennessee Department of Education developed an IEP task force A Multidisciplinary team (43) from across the state Developed Special Education Framework Manual – 1st draft completed Feb 28, 2014 – Second draft completed March 28, 2014 – Will work from a draft for summer of 2014 Developed Implementation guide – Draft completed March 28, 2014 – Will work from draft for Summer of 2014

Special Education Framework: Manual Overview  Component 1: General Special Education Information  Component 2: Evaluations and Eligibility  Component 3: Narratives  Component 4: Present Levels of Educational Performance (PLEP)  Component 5: Measurable Annual Goals (MAGs)  Component 6: Special Education Interventions 12

Special Education Framework: Manual Overview  Component 7: Progress Monitoring  Component 8: Core Instruction for Students with a Disability  Component 9: Post-Secondary Transition Services  Component 10: Accommodations  Component 11: Delivery of Special Education Intervention and Services  Component 12: Behavior, Assessment and Policy 13

On a Continuum, Specialized Education is the Most Intensive Intervention 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)

There must be a link between a Student’s Needs and the Interventions and Supports they Receive Disability Associated Deficits Interventions and Supports 15

Evaluations and Eligibility 16

Disability Categories  Autism  Deaf-Blindness  Deaf  Developmental Delay  Emotional Disturbance  Functional Delay*  Hearing Impairment  Intellectual Disability  Intellectually Gifted*  Multiple Disabilities  Orthopedic Impairment  Other Health Impaired  Specific Learning Disability  Speech Impaired  Language Impaired  Traumatic Brain Disorder  Visual Impairment

IDEA vs. DSM-V IDEA  Evaluations are conducted to determine eligibility for special education and related services  Develop educational plan to meet individual student’s needs  Child must demonstrate one of disabilities defined in regulations  Disability must adversely impact education DSM-V  Evaluations conducted for the purpose of differential diagnosis  Medical model  Third party reimbursement  Treatment planning

Two pronged approach Eligibility Eligibility criteria Adverse Impact

Specific Learning Disabilities  “Specific Learning Disability” The term Specific Learning Disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations, and that adversely affects a child’s educational performance. Such term includes conditions such as perceptual disabilities (e.g., visual processing), brain injury that is not caused by an external physical force, minimal brain dysfunction, dyslexia, and developmental aphasia.

Specific Learning Disabilities Discrepancy  IQ= ability  Achievement  Is there a significant discrepancy between actual and predicted achievement? Response to Instruction and Intervention (RTI²)  Underachievement  Lack of Response Student Rate of Improvement (ROI) Gap Analysis  Exclusionary Factors

Rate of Improvement & Progress Monitoring  Progress Monitoring- Progress monitoring is used to assess students’ academic performance, to quantify a student rate of improvement or responsiveness to instruction, and to evaluate the effectiveness of instruction. Progress monitoring can be implemented with individual students or an entire class.  Rate of Improvement (ROI)- The expected rate of improvement on progress monitoring assessments is the number of units of measure (e.g., words read correctly [wrc], correct responses, correct digits) a child has made per week since the beginning of the intervention. To discover this rate, teachers should divide the total number of units gained by the number of weeks that have elapsed. The ROI is compared to the improvement of a typical peer to determine adequate progress. 22

SLD Definition as of July 1, 2014

SLD: Associated Deficits  Academics Specific area of deficit: – Basic Reading Skills – Reading Fluency – Reading Comprehension – Written Expression – Mathematics Calculation – Mathematics Problem Solving

Areas of Deficit: Reading Reading Comprehension Text Comprehension Vocabulary Reading Fluency Fluency Basic Reading Phonological AwarenessPhonics

Areas of Deficit: Math Math Problem Solving Numbers and operations Base tenPlace Value Geometry, algebra, etc. Math Calculation Basic FactsComplex ComputationDecimals, fractions, etc. Footer 26

Instructionally Appropriate IEPs 27

There must be a link between a Student’s Needs and the Interventions and Supports they Receive Disability Associated Deficits Interventions and Supports 28

Progress Monitoring (Data) Narratives: Strengths, Concerns, Adverse Impact Present Levels of Educational Performance (PLEP) Measurable Annual Goal (MAG) Special Education Intervention Accommodation Core Instruction and Transition 29 Core Instruction Transition

Core Instruction and Transition  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

Common Core State Standards: Application to Students with Disabilities  Students with disabilities are a heterogeneous group with one common characteristic: the presence of disabling conditions that significantly hinder their abilities to benefit from general education  Participate with success: Instructional Supports Instructional Accommodations Assistive technology devices and supports

“Least Dangerous Assumption”  States that in the absence of absolute evidence, it is essential to make the assumption that, if proven to be false, would be least dangerous to the individual.  Therefore, the IEP teams should operate from the criterion of least dangerous assumption by considering the least restrictive setting, general education, first, for all students, regardless of disability, before considering more restrictive settings.  Evidence and data collected should be discussed before making the determination that a student requires a more restrictive setting at each IEP meeting (Rossetti & Tashie, 2013). 32

Specially Designed Instruction Universal Design for Learning  Does not mean working at a lower level; nor does it weaken the curriculum or change the standard  Is not the same as an accommodation  Is specific to skills deficits, not a particular subject or content area  Focus on the importance of: Multiple means of representation Multiple means of action and expression Multiple means of engagement     

Examples of UDL Materials & MethodsPotential Barriers/ Missed Opportunities UDL Solutions Printed textbookKevin—Difficulty seeing small text Bill—Doesn’t tap his graphics skills Brian—Difficulty decoding/understanding word meaning Electronic text with text-to-speech to read aloud CD-ROM or online encyclopedia; Web page with collections of images Spanish CD-ROM on flowers; link to Spanish Web site Lecture/whole class presentation Jose—Difficulty comprehending meaning Helen—Distracted, may miss info Kiwa—Distracted, may miss info Provide Spanish/English key terms translations with text-to-speech Provide Inspiration concept map of key ideas; eText outline with text to speech that students can access Library researchBrian—May have trouble keeping track. Kiwa—May not be able to abstract the project’s important content. Partially filled-in outlines; Web page with attached resources; collection of online resources, online or CD-ROM encyclopedia, linked to Inspiration outline of key project parts Create written reportSarita—Mechanics-based difficulty expressing her ideas Jake—Format doesn’t tap artistic talent Word processor with spell check; talking word processor Graphics program—Kid Pix Flower drawingPhillip—Drawing will be physically difficult.Word processing; selection of graphics to use in report Oral report on flowerJorge—Format doesn’t tap musical talent Brian—May be intimidated Provide option of live or recorded music as part of demonstration Pair Brian with James, who can support him while working Independent projectJames—Context won’t draw on his leadership and collaboration skills. Helen—Could have difficulty working alone. Elizabeth—Deep knowledge of plants Encourage James to support other students as they work Be sure to find aspect of project of particular interest to Helen and check in frequently. Support presentation with notes Pair Elizabeth with Jose to share her knowledge and enthusiasm 34 Deriving UDL SolutionsModel Template Grade: 3 Teacher: Mrs. G. Subject: Science Standard: 6.23—Plants lifecycle Goal: Research and present information on a flower.

ALL Students Receive High Quality Core Instruction Special Education is Not a Place!  Indicator 5 of the Annual Performance Report Children with IEPs are served inside the regular classroom 80% or more of the day to the extent possible Should have evidence of LRE – Data used to support the team decision  Continuum of Services General Education teachers are the content experts Interventions are in addition to the 80% core instruction Intervention must match the specific area(s) of deficit  Neither IDEA nor the Department of Education define inclusion and instead refer to the requirement of school districts to place students in the least restrictive environment

Tier I Worksheets  Tool for collaboration  Have to know the specific deficit area in order to appropriately design instruction  To assist in pre-planning for the student  Example posted to conference site See example Tier 1 skill worksheet in packet

Present Levels of Educational Performance (PLEP) 37 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)

Present Levels of Educational Performance (PLEP)  Describes the unique needs of the student that the IEP will address Identifies the student’s level of performance using current data Identifies the students area(s) of strength Identifies area of exceptionality (deficit) Written in positive terms  Describes current academic and functional performance Without proper PLEPs, the IEP team cannot develop appropriate goals, accommodations, or select an appropriate program for the student. The foundation of the IEP

6 Steps to Writing a Sound PLEP 1. Bring current data to the IEP meeting 2. Be very specific and make sure it is an accurate reflection. Not how a student functions on a particular day, but consistently (show a pattern) 3. Review current test scores, progress monitoring, and evaluation results prior to the meeting Ensure understanding of the student’s specific needs and current functioning levels 4. Write in positive terms 5. Describe the impact of deficit area on mastery of standard(s) 6. Use the “stranger test” to assess PLEP Another district/teacher should be able to begin instruction immediately with the details in the IEP

PLEP Summary  Provides the informational basis for generating goals, supports, accommodations, and services that are specifically designed to meet the student’s individual needs  Align the student’s PLEP information with the following: Measurable Annual goals Supplementary aids/services/supports Transition needs Interventions Accommodations Identifies the student’s instructional needs that may be written as goals

Ex. PLEP-Associated Deficit in Reading 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 41

PLEP-Associated Deficit in Reading Subtest: Basic Reading Letter Sound Fluency: Given a 1 minute letter sound fluency assessment, Susan accurately sounded 42 letters. This represents the 45th percentile. Word Identification 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 42

Example Present Levels of Educational Performance (PLEP)  After you view PLEPS consider these questions: Do you know in which area(s) the student is exceptional? Marked Yes Do you know in which area(s) the student requires intervention? Do you know where to begin instruction/intervention? Do you know how the area of exceptionality is aligned to the standards? Do you know how the area of deficit will impact the student on the Mastery of standards? – Ex. Reading fluency deficit will impact student throughout core instruction in all content areas. – Ex. Math Calculation deficit will impact student in content area(s) related to math.

Aligning exceptional PLEP (deficit area) with core instruction (standards) Alignment of core instruction with area of deficit-Susan significantly struggles in the area of pre-reading and reading skills. Susan’s reading deficits will impact her mastery of standards, specifically standards that include reading and reading comprehension. Other Examples:  Reading fluency deficit will impact student throughout core instruction in all content areas.  Ex. Math Calculation deficit will impact student in content area(s) related to math. 44

Measurable Annual Goal 45 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)

Measurable Annual Goal 46 Present Level of Educational Performance (PLEP) Measurable Annual Goal (MAG) MAG is linked to Present Levels of Educational Performance

MAG Summary  Individual needs are the basis for a student’s goal  Directly linked to the exceptional area(s) of the PLEP  Measurable and very specific  Numbers must be included in the goal Rate of improvement may be used to set academic goals  Must meet the student’s needs that result from the disability to enable the student to be involved and make progress in the general curriculum 47

Ask Yourself?  “What prerequisite skills/knowledge does the student need to close the gap between his/her present levels of academic achievement and the grade-level standards?”  “What skills are required to demonstrate proficiency on assessed state indicators? What are the prerequisite skills required for mastery?” 48

Measurable Annual Goal (MAG) Template:  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)

Goal setting with CBM data  Step One: Determine Typical Rate of Improvement (ROI) 51 (_____________-_____________)/______36_______= ___________ Spring benchmark expectation Fall benchmark expectation Number of weeks Typical ROI (slope)

Let’s Practice! MeasureWords Read Correct (WRC) Fall Benchmark Expectation60 WRC Spring Benchmark Expectation100 WRC 52

Goal setting with CBM data  Step One: Determine Typical Rate of Improvement (ROI) 53 (___100______-_____60______)/______36_______= ___1.11______ Spring benchmark expectation Fall benchmark expectation Number of weeks Typical ROI (slope)

Goal Setting with CBM data  Step Two: Determine Goal Rate of Improvement (ROI) 54 _________ x _____2_____ = _____________ Typical ROI Aggressive ROI OR ___________ x ______1.5_______ = _____________ Typical ROI Reasonable ROI

Let’s Practice!  Step Two: Determine Goal Rate of Improvement (ROI) 55 ___1.11______ x _____2_____ = ____2.22_________ Typical ROI Aggressive ROI OR ____1.11_______ x ______1.5_______ = ____1.67_________ Typical ROI Reasonable ROI

Goal Setting with CBM data  Step Three: Calculate Student Goal 56 _________ + __________ = _____________ Initial Score (Goal ROI) X (# of weeks) Goal Score

Let’s Practice Student’s initial score20 Goal ROI1.67 Number of weeks36 57

Goal Setting with CBM data  Step Three: Calculate Student Goal 58 ___20______ + __60.12________ = _____80.12________ Initial Score (Goal ROI) X (# of weeks) Goal Score

Goal Statement  Given a 2 nd grade reading passage, Joanne will accurately read 80 words correct on three consecutive data days using a weekly reading curriculum based measure. 59

60 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

Example Goals 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. 61

Example MAGs 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. 62

Questions to Consider: Measurable Annual Goals  When you review Measurable Annual Goals, ask: Are they measurable? Are they observable? Are they reasonable? Do they include criteria for mastery? Ask:  What skills does the student require to master the content of the curriculum? Rather Than:  What curriculum content does the student need to master?

Measurable Annual Goal vs. Short Term Objectives Measurable Annual Goal  Very specific, no longer broad  Includes criteria for mastery within the goal  May have more measurable annual goals if distinctly different skills Short term objectives  Instead progress monitor to show progress toward the MAG.  If need short term objective you can still use them.  Required for students on alternate assessment

Short Term Objective Requirements Required for students with significant cognitive disabilities assessed on an alternate assessment for accountability 65 Short-term Objectives Are:Short-term Objectives Are Not: Skills that need to be directly taught Accommodations that are provided within the classroom Student behaviors that demonstrate understanding and application of skills Interventions or programs of curriculum Separate skills required to meet the goalStair step approximations towards the goal Skills and behaviors that a student must master to achieve independence Isolated skills to access small group instruction

Special Education Intervention 66 Core Instruction Transition Progress Monitoring (Data) Narratives: Strengths, Concerns, Adverse Impact Present Levels of Educational Performance (PLEP) MAGs Special Education Intervention Accommodations

So in what area do we intervene? PLEP: Current data Exceptional PLEP requires a MAG MAG drives specific intervention Present Level of Performance (PLEP) Measurable Annual Goal (MAG)

What is your districts current focus? Current Measurable Annual Goal focus  What do Measurable Annual Goals look like in your district?  Are they common core drop down?  Goals broad? Current Intervention Focus  Are the interventions related to student area of deficit ex. Reading fluency?  Are interventions specific to student need?  Do you know each student’s current level of mastery in relation to the intervention?  Are sp.ed teachers tutors of the standards? 4/26/

Re-teaching/Remediation vs. Intervention 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. 69

Questions to Consider for Intervention  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? 70

Guiding Principles for Intervention  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. 71

Tier II, Tier III or Sped Intervention: Core Instruction Plus A Skill Specific Intervention Core Instruction Tier II Tier III Sped Intervention

Accommodations 73 Core Instruction Transition Progress Monitoring (Data) Narratives: Strengths, Concerns, Adverse Impact Present Levels of Educational Performance (PLEP) MAGs Special Education Interventions Accommodations

Accommodations and Modifications  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. 74

Accommodations and Modifications 75 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

5 Step Process for Accommodation Selection 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

Accommodation Summary  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

Participation in State Assessments  The Individuals with Disabilities Education Act (IDEA) and Title I of the Elementary and Secondary Education Act (ESEA) each require all students with disabilities to be included in State assessment systems. The prohibition against exclusion from participation or denial of benefits to, or discrimination against, individuals with disabilities contained in section 504 of the Rehabilitation Act and Title II of the Americans with Disabilities Act applies to state assessment and accountability systems.  In addition to state assessments, the IDEA (section 612(a)(16)) requires that all students with disabilities participate in district-wide assessment programs and that alternate assessments be provided for students with disabilities who cannot participate in grade-level assessments, even with accommodations. 78

State Assessment Participation Options  General grade-level assessment, with or without accommodations TCAP Achievement Grades 3-8 TCAP End of Course (for Secondary)  Alternate assessment based on alternate academic achievement standards NCSC for ELA and Math Grades 3-8, 11 Alternate Science Alternate Social Studies (delayed until the school year) 79

Progress Monitoring 80 Core Instruction Transition Narratives: Strengths, Concerns, Adverse Impact Present Levels of Educational Performance (PLEP) MAGs Accommodations Special Education Intervention Progress Monitoring (Data)

Progress Monitoring and Data Based Decisions 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. 81

Progress Monitoring and Data Based Decisions  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. 82

Instructionally Relevant Data/Progress Monitoring May Include  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. 83

References    Tennessee Department of Education Website  TOPS (Transition Outcomes Project) Information  GAO report on Problems that Impede Youth Transition  NSTTAC - National Secondary Transition Technical Assistance Center  Transition Innovation – Region V Technical Assistance & Continuing Education Center (TACE)

Helpful Links RTI Resources  Tennessee Department of Education Website _trans.shtml _trans.shtml  TOPS (Transition Outcomes Project) Information  GAO report on Problems that Impede Youth Transition  NSTTAC - National Secondary Transition Technical Assistance Center  Transition Innovation – Region V Technical Assistance & Continuing Education Center (TACE)  Special Education -- State Personnel Development Grants Program Re-Evaluation Temporary Solutions Free Resources  EasyCBM.com  DIBELS.com  Universal Design for Learning

Tie Hodack Executive Director, Instructional Programs Theresa Nicholls Director, Special Education Eligibility Lori Nixon Director, Assessment Design

Case Study and Review of the MorningCase Study and Review of the Morning Andrew SmithAndrew Smith

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 88

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. 89

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. 90

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” 91

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 : 92

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 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. 93

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. 94

20 Minute Timer End

Share Your Work Reflect and make changes as necessary 96

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” 97

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 98

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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 101

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). 103

Goal setting with CBM data  Step One: Determine Typical Rate of Improvement (ROI) 104 (_____________-_____________)/______36_______= ___________ Spring benchmark expectation Fall benchmark expectation Number of weeks Typical ROI (slope)

Let’s Practice! MeasureWords Read Correct (WRC) Fall Benchmark Expectation60 WRC Spring Benchmark Expectation100 WRC 105

Goal setting with CBM data  Step One: Determine Typical Rate of Improvement (ROI) 106 (___100______-_____60______)/______36_______= ___1.11______ Spring benchmark expectation Fall benchmark expectation Number of weeks Typical ROI (slope)

Goal Setting with CBM data  Step Two: Determine Goal Rate of Improvement (ROI) 107 _________ x _____2_____ = _____________ Typical ROI Aggressive ROI OR ___________ x ______1.5_______ = _____________ Typical ROI Reasonable ROI

Let’s Practice!  Step Two: Determine Goal Rate of Improvement (ROI) 108 ___1.11______ x _____2_____ = ____2.22_________ Typical ROI Aggressive ROI OR ____1.11_______ x ______1.5_______ = ____1.67_________ Typical ROI Reasonable ROI

Goal Setting with CBM data  Step Three: Calculate Student Goal 109 _________ + __________ = _____________ Initial Score (Goal ROI) X (# of weeks) Goal Score

Let’s Practice Student’s initial score20 Goal ROI1.67 Number of weeks36 110

Goal Setting with CBM data  Step Three: Calculate Student Goal 111 ___20______ + __60.12________ = _____80.12________ Initial Score (Goal ROI) X (# of weeks) Goal Score

Goal Statement  Given a 2 nd grade reading passage, Joanne will accurately read 80 words correct on three consecutive data days using a weekly reading curriculum based measure. 112

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Link MAG to Characteristics of Intervention This is not added into Easy IEP 115

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 116

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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 119

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. 120

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 121

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. 122

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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 125

What is Adequate Progress? 126

What is Adequate Progress? 127

Sharing what has been developed  Present Your Student (Case study) 128

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. 129

Programming team Joann Lucero, Literacy Intervention Specialist Ryan Mathis, Mathematics Intervention Specialist Alison Gauld, Behavior and Low Incidence Coordinator Jill Omer, Speech, Language and Autism Coordinator Tie Hodack, Director Of Instructional Programs Theresa Nicholls, Director, Special Education Eligibility Josh Stanley, High School Intervention and Transition Coordinator 130