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2.  Review the set of goals and objectives you wrote last time  Write them on the Education Benefit Charts under Goals, Objectives, Accommodations, Modifications

3.  Needs to support the goals and objectives  What the adults will do  Specific  Strategies, Accommodations, Modifications  Locations and Times  Support for the adults

4.  Confidence in using the support  Skills in using the support  Need for additional resources beyond the typically provided school resources

5. High Confidence Qualified Skills Easy to Use Resources Low Confidence Lack of Skills Complex Use of Resources

6. High Confidence Qualified Skills Easy to Use Resources Low Confidence Lack of Skills Complex Use of Resources

7.  Determine the specific accommodation and modifications  What is needed?  When?  Determine the level for support for the implementers  Confidence level  Skill level  Resources

9.  Use decision-making values that provide instructional supports that are “only as specialized as necessary”  Select high quality services based on a continuum  Analyze the specific needs of the implementer and determine the supports that will be provided to the implementers

10.  What is an appropriate level of support for an individual student with disabilities?  How are decisions made regarding the use of supports?  How are implementers supported?

11. Revised 11/07SERC11

12.  List the typical schedule or activities, including non-academic areas, such as play time, lunch, or hallway  List the student’s IEP goals and objectives  Determine when these goals and objectives can be taught and reinforced

13. Arriv/Dismis SS Math Reading Science Art Recess Music Lunch Given a picture of a familiar item, logo or symbol, name the item xxxx In a given social or group situation, will initiate communication either with a single verbal comment or using a picture communication system xxxxxxxxx When presented with an item in an authentic context, use a single word to identify something he observes xxx When using art or science materials and given a picture card, sort or match objects by one similar attribute xxx Using manipulatives in two groups of differing amounts, indicate which group is smaller or larger by pointing to the appropriate group xx Schedule of Activities IEP Goals

14.  List a typical grade level schedule  Record the goal/objectives  Determine which goal/objectives can be addressed in which setting

15. Mainstreaming Inclusion Visitor Member (Stetson, F., 2002)

16.  External Supports  (no direct student contact, supports such as prepping materials)  Peers  Paraprofessionals  Support Facilitation  Co-teaching  Out of Class (pull-out) (Stetson, F., 2002)

17. External Support Specialized Support Monitoring Only Adapted Materials Peer Tutor Support Facilitator Co-Teacher Resource Room Self- Contained In-Class Support General Education Classroom Alternative Location Member Visitor Off Campus (Stetson, F., 2002)

18.  Based on  Number of goals/objectives  Complexity of instruction needed for goals/objectives

19. Area Type of Support How support will be implemented External PeerPara Support Facilitation Co-teaching Out of Class Arrival and dismissal xx Peer Buddy Paraprofessional for peer Social Studies xx 1x wk support facilitation; prepping picture cards Math x Peer buddy Reading xx Co-taught daily; prepping picture cards

20.  Review which goal/objectives will be addressed in which setting  Determine the level of support that will be needed to address these goals/objectives

22.  Use high quality assessment procedures to monitor the student’s progress on IEP goals and objectives in relationship to general education curriculum and setting demands.  Use a wide variety of qualitative and quantitative data  Develop monitoring systems embedded in implementation of the IEP  Determine how monitoring will be used to evaluate student progress

23.  How are monitoring and evaluating distinct?  What are the essential characteristics of monitoring systems?

24. Revised 11/07SERC24

26. “Assessment is a process of collecting data for the purpose of making decisions about individuals or groups and this decision- making role is the reason that assessment touches so many people’s lives.” Salvia & Ysseldyke (2001)

27.  Systematic process  Evaluation of effectiveness of instruction and implementation  Assessment of student progress  Means to track the rate of improvement (Albers, 2007)

28.  Assessment for Developing an IEP (Albers, 2007)  Identification  Determination of specific gaps  Selection of specific instruction, accommodations, or modifications  Assessment of IEP Effectiveness  Determination if the IEP is having the desired impact  Examination of the IEP implementation fidelity  Adjustments in the instruction (Albers, 2007)

29. Monitoring  On-going and frequent  Part of the implementation process  Provide information for adjustments in plan Evaluating  A specific point in time  A review of the implementation process  Provide information for decisions on next steps

30.  Quantitative data (Numbers)  Defining the gap between expectations and current performance  Monitoring the progress and growth  Qualitative data (Descriptions)  Developing a focus area or the cause of a concern  Defining the context  Examining the implications of decisions

32.  Norm-referenced  Standardized or Scripted  Comparison to a representative group  Bell curve ▪ WISC ▪ Woodcock Johnson  Pros  Determines how we compare to our peers  Cons  Labels us  Does not relate to local curriculum  One shot deal

33.  Criterion-referenced  Based on a specific skill area  Can be scripted, but not necessarily ▪ Brigance ▪ CMT/CAPT ▪ DRA  Pros  Determines specific skill area strengths and weaknesses  Connects to curriculum  Cons  Does not reflect daily lessons  One shot deal

34.  Curriculum-based assessment  Based on specific curriculum  Closely connected to instruction ▪ Running record ▪ Writing samples ▪ Student products  Pros  Directly connects to curriculum and daily lessons  On-going  Cons  Consistency of assessment procedure

35.  Curriculum-based measurement  Based on local norms  Closely connected to specific interventions and accommodations ▪ Reading Fluency (correct words per minute)  Pros  Directly connects to specific interventions and accommodations  On-going  Standardized  Cons  Developing local norms takes time

36.  Observation-based assessment  Based on observations of behavior/actions  Observable, measurable, specific ▪ Scripting ▪ Probing questions ▪ Specific counting ▪ tallying ▪ duration  Pros  Assesses actions beyond paper-pencil  Assesses context  Cons  Observer bias

37.  Record Review ("Heartland Area Education Agency 11", 2003)  Based on file reviews and permanent products  Examines patterns overtime ▪ E.g. Cumulative Record, Student portfolio, Health Record  Pros  Provides information of patterns over time  Assists in getting information from past teachers  Cons  Can be subjective/highly interpretative  Can provide a bias perspective

38.  Interviews ("Heartland Area Education Agency 11", 2003)  Based on conversations, surveys, or observation checklists  Examines patterns in perceptions ▪ E.g. Student Interview, Family Interviews, Teacher behavior checklist  Pros  Provides patterns in observations  Assists in understanding the whole child  Cons  Can be subjective/highly interpretative  Can provide a bias perspective

39.  Measures outcomes  Establishes targets  Considering benchmarks set in general education and current student performance  Focuses on decision making to inform instruction  Uses multiple assessment measures  Uses frequent probes (at least monthly)  Graphs and analyses data  Level of progress  Rate of progress

40.  Type of measurement  Accuracy  Frequency  Duration  Assessment tools that will be used

41.  When in small group activities, the student will write his idea and his peer idea on paper and underline the parts of his peer idea that he likes, 100% of the time based on observations  Accuracy?  Frequency?  Duration? 10/07SERC

42.  Given an a-b-c pattern, the student will use manipulatives to determine if it is repeating or growing scoring a 5/6 on a rubric measuring the use of the graphic organizer.  Accuracy?  Frequency?  Duration? 10/07SERC

43.  When in lecture and provided a note taking format, the student will record notes for at check sheets and observations.  Accuracy?  Frequency?  Duration? 10/07SERC

44.  Assessment process that will be used  Who will monitor the progress  Intervals for monitoring ▪ Daily ▪ Weekly ▪ Monthly

45.  Documentation of the level and rate of progress  E.g. graphing  Timeline for evaluation

47.  Establish baseline of current level of performance  Determine a starting point before anything is implemented  Determine what the student(s) currently know(s) and is able to do

48.  Baseline data needs to align with the focus area.  Clearly define the focus ▪ Observable (can be seen or heard) ▪ Measurable (can be counted) ▪ Specific (clear terms, no room for a judgment call)  It is always numbers.

49.  A general rule of thumb is 3.  Sensitive to small changes over time.

50. Given multi-digit addition problems with regrouping, the student will accurately solve them…  What is an effective means to collect data on this objective?

51. # of multi-digit problems completed accurately in 5 minutes  Graph the results for each student (independently)  Set a performance criteria (as a table group) Student 13546 Student 20011

52.  Review the goal/objectives you wrote  What is the assessment process for collecting baseline?  If you have the baseline already, what is it?

53.  Establish the expected performance level of all students  Establish the baseline for this student  Connect the line from the baseline to the expected performance for all students in one year  Determine the benchmark that could be achieved for this student in one year’s time

54. Demands/ Skills Days  Gap Baseline Expected Performance

55. Demands/ Skills Days  Gap Baseline Student’s Projected Line of Growth  Goal

56. # of multi-digit problems completed accurately in 5 minutes  Benchmark - 8 correct problems in 5 minutes Student 13546 Student 20011

57. Draw a thick line on the benchmark

59. Draw a line that covers at least 3 points and intersects with the benchmark

61. Set a target based on this line

62. Where would you set the target?

64.  Look back at the performance criteria you set before the exercise  Compare to the target you just set  What did you notice?  What new insights do you have?

65.  Quantitative Information  Graphing progress (e.g., attendance, homework completion, correct words per minute, etc.)  Noting scores/levels and assessments used  Stating student growth in terms of numbers  Qualitative Information  Narratives written in objective, observable language  Noting the analysis of scores and the context (curriculum, instruction, and environment)

66.  Monitor the level and rate of progress of student learning  Monitor on a frequent basis (daily or weekly) ▪ Student progress ▪ Implementation Integrity  Check for rate of progress as it relates to the target goal line

67. Demands/ Skills Days  Baseline Goal Student’s Current Progress

68. Student 13546898786797 Student 20011234667878  Complete the graph for each student

70.  Is this student making progress?  Is the rate of growth acceptable?  Is the implementation of the IEP working?  What are the potential factors that creating this growth pattern?

72.  How does this rate of growth compare to what was expected?  Has this student met mastery? (the benchmark)  What are the potential factors that creating this growth pattern?

73.  Trendlines can help monitor rate as well as level of progress  “Eyeball” – draw a line that covers at least three points  Excel  Analysis  Trendlines

75. Try drawing a trendline

76.  For the goal/objectives you wrote, determine the monitoring process that will be used  Who will monitor the progress?  What assessment process will be used?  How often will data be collected? ▪ Daily ▪ Weekly ▪ Monthly  When will the data be evaluated?