1. Writing IEPs Aligned with the General Curriculum May 2, 2003 Kimberly Mearman and Michelle LeBrun-Griffin SERC

2. Connecting … Think of an activity you enjoy doing. What provides you with the opportunity to participate in this activity? What prevents you from participating in this activity? What if you were unable to participate? How would your life be different?

3. Examining … What is opportunity? What is access? How are we provided access to opportunities?

4. Examining … What is opportunity? Chance Opening Occasion Break Prospect What is access? Admission Entrance Gate

5. Examining … What is equal opportunity? Fair Just Adequate Non-discriminatory Reasonable Equal Identical Alike Same Fair  Equal

6. Imagining … Access to the general curriculum is like an elevator in a tall building because …

7. Informing … Background Information on Responsible Inclusive Practices

8. No Child Left Behind

9. IDEA ‘ 97

10. PJ Goals Increase in the % of students with MR (ID) who are placed in regular classes (80% or more of day with nondisabled peers) Reduction in the disparate identification of students by LEA, race, ethnicity, gender Increase in the mean and median % of the school day spent with nondisabled peers

11. PJ Goals Increase in the % of students who attend their “ home school ” (school they would otherwise attend if not disabled) Increase in the % of students who participate in school-sponsored extracurricular activities with nondisabled students

12. Bridgeport Data

13. Practicing … Working Through a Case Study

14. The Process 1. Identify the Current Level of Performance 2. Determine the Goals and Benchmarks 3. Develop a Plan of Action 4. Implement and Monitor the IEP 5. Evaluate the Overall Progress of the IEP

15. Step 1: Identify the Current Level of Performance What can the student do?

16. Examine and analyze background information and data. What are the student ’ s … strengths? interests? learning strategies? What is his/her instructional level?

17. What Data Are We Using? Looking at Numbers Quantitative data (Numbers) Instructional level Overall student progress Move Beyond Numbers Qualitative data (Descriptions) What is known Strengths Approaches to learning Specific skill areas to address

18. What Data Are We Using? History School Records Development Medical Anecdotes Classroom Specific Events Family Interviews Family Student Previous Teachers General Records Report Cards/Grades Discipline Referrals Intervention Plans

19. What Data Are We Using? Norm-referenced or Standardized WISC Woodcock Johnson Criterion-referenced Brigance CMT DRA Curriculum-based assessment Running records Writing samples Student products Observation-based assessment Scripting Monitoring –tallying –duration

20. Types of Assessments Norm-referenced Pros Determines where we compare to our peers Cons Labels us Does not relate to local curriculum One shot deal

21. Types of Assessments Criterion-referenced Pros Determines specific skill area strengths and weaknesses Connects to curriculum Cons Does not reflect daily lessons One shot deal

22. Types of Assessments Curriculum-based assessment Pros Directly connects to curriculum and daily lessons On-going Cons Consistency of assessment procedure

23. Types of Assessments Observation-based assessment Pros Assesses actions beyond paper-pencil Assesses context Cons Observer bias

24. Essential Questions to Ask About Student Academic Performance What does the student know? What can the student do? What are the student ’ s strengths? What are the student ’ s interests? What it the student ’ s instructional level? What learning strategies does the student use? How does the student organize information? How does the student approach new learning? Does the student self- monitor? What are the patterns in errors?

25. Instructional Match Gickling, E. & Armstrong, D. (1978) Journal of Learning Disabilities, vol.. 11, pp.. 559-566.

26. Instructional Levels for Reading Word Identification Independent level 98%-100% Instructional level 93%-97% Frustration level 92% or less Reading Comprehension Independent level 100% Instructional level 75%-100% Frustration level 74% or less

27. Instructional Levels for Math Drill/Facts Independent level 85%-100% Instructional level 70%-85% Frustration level 69% or less Application Independent level 96%-100% Instructional level 85%-95% Frustration level 84% or less

28. Essential Questions to Ask About Student Behavior When/where is the behavior most likely to occur? With whom? What happens immediately before the behavior? What do others do when the behavior occurs? What environmental factors may contribute to the behavior? Does the behavior interfere with learning? The student ’ s learning The learning of others Does the behavior affect … Safety to self or others, Respect to others, or Responsibility for self? What does the student get/avoid with this behavior?

29. What are the gaps in student performance? Define the gap between current level of performance and the level of expectation/standard in the general curriculum of age appropriate peers?

30. Step 2: Determine the Goal(s) and Benchmark(s) What do we want the student to do?

31. Determine the long-range desired outcomes/ goals. Person Centered Planning MAPS COACH PATH Family Desires Student Desires Quality of Life

32. Accommodations vs. Modifications Accommodation A change made to the teaching or testing procedures in order to provide a student with access to information and to create an EQUAL OPPORTUNITY to demonstrate knowledge and skills (HOW) Modification A change in what the student is expected to learn and/or demonstrate (WHAT) While a student may be working on modified course content, the subject area/context remains the same as for the rest of the class.

33. Accommodations vs. Modifications Accommodation do not do not Accommodations do not change the instructional level, content, or performance criteria for meeting standards; they do not alter the big idea or major learning outcomes expected of the instruction. Modification Modifications may alter the subject matter or the expected performance of the student. Citation from Sarah

34. Three Types of Accommodations Alternative Acquisition Modes to augment, bypass, or compensate for a motor, sensory, or information processing deficit. Content Enhancements to assist with identification, organization, comprehension, and memory of information. Alternative Response Modes in order to reduce barriers created by sensory or motor deficits or language differences. Citation from Sarah

35. Two Types of Modifications Change in the amount of key concepts or performance expectations to be learned within the grade level standard (e.g., learn characteristics of one planet in depth vs. characteristics of all nine planets) Change of the grade level standard to match the student ’ s instructional level (e.g., recognition of wholes and parts vs. equivalent fractions) Citation from Sarah

36. Want To Take A Test?

37. What do we want the student to do? Using the desired goals, level of expectation/standard in the general curriculum, and student ’ s current level of performance, determine what can be achieved within the context of the general curriculum. AS IS? AS IS? With accommodations? or With modifications?

38. Levels of Accommodations Change Instructional Strategies (Input) Change Materials (Process) Low Tech Mid Tech High Tech Change Tasks to Demonstrate Learning (Output)

39. To Determine the Most Effective Accommodations Based on current level of performance, the student can _____________________ In order to increase _______________, the student ’ s educational team will______________ and the student will______________________.

40. Examining Impact of Selected Accommodations High Impact on Learning High Access to General Curriculum Fosters Independence Low Impact on Learning No Access Fosters Dependence

41. Examining Feasibility of Selected Accommodations Most Like Peers Easy to Implement Least Like Peers Difficult to Implement Within the Current System/Practice What changes in the current system/practice would move the selected accommodations into the green zone?

42. Content Standards vs. Performance Standards Content standards refer to what gets taught, the subject matter, the skills and knowledge, and the applications. Content standards set the broad curriculum goals. Performance standards set the targets or levels of mastery that students must meet in various subject matter. Performance standards translate that content into specific knowledge and skills that students are expected to demonstrate. Such standards are defined at specific grade levels or benchmark years.

43. An Example From Bridgeport ’ s Curriculum Social Studies Curriculum, Grade 3 Content Standard 10: Physical Places – Students will use spatial perspectives to explain the physical processes that shape the Earth ’ s surface and its ecosystems. Performance Standard 10.3-4.4 – Students will draw a simple map of continents and oceans.

44. What do we want the student to do? With identified accommodations or modifications, determine the outcomes/goals that can be achieved within one school year. Determine the benchmarks to achieve the outcomes.

45. Developing a Desired Outcome Statement Clearly define the outcome Observable (can be seen) Measurable (can be counted) Specific (clear terms, not vague, no room for a judgment call) When {condition}, {the student} will {desired outcome} from {baseline/current level of performance} to {expected growth that can be achieved within one school year}.

46. Step 3: Develop a Plan of Action Who will do what, where, when, how, and with what resources?

47. Determine what resources are needed to accomplish the goals/benchmarks. Time Materials Specific skills/expertise

48. Develop a Plan of Action- Who will do what where and when, how and with what resources? Determine who can provide Instruction, Accommodations, or Consultation.

49. Develop a Plan of Action- Who will do what where and when, how and with what resources? Determine the best time to provide instruction on the goals/benchmarks Academic subject Extracurricular activity Specials Lunch/recess Specific time of day

50. Develop a Plan of Action- Who will do what where and when, how and with what resources? Determine the best setting for the instruction/support in the least restrictive environment Use continuum.

51. Hospital or Institution Homebound Instruction Residential School Special Day School Full-Time Sp. Ed. Classroom Sp. Ed. Classroom w/part-time in Gen. Ed. Classroom Gen. Ed. Classroom placement w/resource room assistance Gen. Ed. Classroom Placement with Itinerant Special Assistance Gen. Ed. Classroom placement with Collaboration Teacher Assistance Gen. Ed. Classroom Placement with Few or No Supportive Services Most Restrictive Least Restrictive Restrictiveness of Educational Placement Continuum of Services

52. Implement and Monitor the IEP How are we doing?

53. Implement and Monitor the IEP- How are we doing? Determine a monitoring process/assessment, connected to the baseline Determine a timeline/frequency for monitoring Determine who will monitor: student progress with goals/benchmarks implementation of IEP Implement and monitor the IEP

54. Evaluate the Overall Progress of the IEP What changes occurred?

55. Evaluate the Overall Progress of the IEP-What changes occurred? Determine the new current level of functioning using the same assessment procedures as the baseline Reflect on the overall effectiveness of the IEP plan Examine the integrity of the implementation of the IEP (Did we do what we said we were going to do?) Make next steps decisions based on the reflection and data

56. Applying … What Will We Do? What affirms your current process? What new learning or insight changes your process? Make a plan for the PPT. What pieces will you use? What parts will be done before the PPT? What will be done at the PPT? What will be done after the PPT?

57. Reflecting … What Have We Learned? What potential new opportunities did this process provide for the student? How do you plan to provide access to these opportunities (equal opportunity)? What are the potential barriers? How can you “ remove ” these barriers?

58. Performing … What Will Our Process Demonstrate? After the PPT, reflect on the process …