Standards-based IEP

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Transcript Standards-based IEP

Decision Making to Support Standards-Based IEPs John Payne

South Carolina Department of Education

Jim Shriner

University of Illinois

Preparation of this presentation was supported, in part, by grant (R324J060002, R324A120081) from the U. S. Department of Education, Institute of Education Sciences, National Center on Special Education Research, and from the Illinois State Board of Education (Part B-Discretionary Programs) awarded to the author. Opinions expressed herein do not necessarily reflect those of the U. S. Department of Education or Offices within it.

Support provided by the IEP Tutorial will result in the development of higher quality IEPs that: • Help prioritize annual goals in relation to state standards and other aspects of the general education curriculum. • Are used routinely in planning and implementing instruction on general curricular skills. • As a result, IEP goals will be reviewed and met with a higher frequency and there will be an increase in students ’ standards-based achievement.

Hypothesis of the IEP Quality Project

“Standards-based IEP”

• Where is the student with respect to standards for enrolled grade?

• Which standards warrant attention?

• What goals are needed to designate the “

necessary learning –the specially designed instruction

” – that will lead the student ’s program toward achievement of standards?

Sources: Project Forum at NASDSE, 2010.

Status:

Most states use SB IEPs.

Reason:

Access

Access, Program & Opportunity (LRE & FAPE)

• The IEP articulates:

IEP Parameters

present levels of academic achievement and functional performance

and, 

measurable annual goals

, to enable the student to be 

involved in and make progress in the general education curriculum

Standards-based,

not

Standards-bound.

Access Skills

General Curriculum Standards

Transition Skills

IEP Parameters The IEP is the boundary, not the standards

IEP-Q Project Caveats

 Instructional Time is Limited  Opportunity to Learn is Important  Procedural and Substantive Components of IEPs Matter

Project Logic

What standards? (CCSS +)

Not all Standards are “Equal”

Match to needs/deficit areas

Match to Present Levels of Academic Achievement and Functional Performance – (PLAAFP)

PLAAFP

Are multiple sources of data used? Does the PLAAFP provide a descriptive snapshot of the student?

Could you begin standards referenced instruction?

Resource:

Planning Sheet example

PLAAFP Structure/Elements

Annual Goals

• Every goal must relate to a need identified in the PLAAFP

IEP-Q Tutorial Goal Assistant

• Standards are considered early in the process No tolerance for:

“Write a goal; Find a standard that sort of matches.”

•Not everything deserves a goal - Role of accommodations

Identify Direct Need

Important Annual Goals Questions:

• What skills must this student learn in order to become proficient on the grade-level standard?

IEP-Q Tutorial Goal Assistant

• What access skills related to the grade-level standard(s) must this student learn?

• What are the component skills, and are they “equal”?

Identify Priority Content/Ski ll(s)

IEP-Q Tutorial Goal Assistant Identify Priority Content/Ski ll(s)

Putting Annual Goals in Perspective

The IEP-Q Goal Assistant applies the logic of Step 1 and Step 2 to suggest prioritized Standards Clusters IEP-Q Tutorial Goal Assistant

Individual Standards are selected, then Key Elements are highlighted.

If a Goal is Needed:

IEP-Q Tutorial Goal Assistant

Prompts to encourage that the number of annual goals is manageable and achievable Write Goals and Objectives .

Prompts for best practice for all elements of well written goals

Ideas to craft meaningful short-term objectives based on structure and intent of the goal.

IEP-Q

If a Goal is Needed:

Tutorial Goal

• Identify specially designed instruction including or modifications needed to access and make progress in the general curriculum

Assistant Write Goals and Objectives

• What student-specific and focused instruction is to be offered? (e.g., intense reading support, supplemental math foundational skills)

Implementation Plan

• Are alterations to the complexity or focus of material needed?

Most consistent positive effects of a Standards-based IEP approach:

Increased input / “buy-in” by parents and general education staff in IEP process and implementation.

User Feedback & Data Collection from 2 States

Positive changes the way in which special educators wrote goals and the way in which they communicated these goals to general ed. colleagues.

In co taught settings, a sense of “better used” time for critical skill instruction.

Indirect Effects - State Assessment

2008-2010 ISAT Scores by Usage Group

240 230 220 210 200 190 205,11 199,4 199,19 180 2008 2009

YEAR

Shriner, Carty, Rose, Shogren, Kim, & Trach (2013) 215,03 209,17 208,69 2010 235,55 221,9 218,22 High Low No

The

Promise

of Intervention Effects

Response to Intervention (RtI), Progress Monitoring, Standards, and IEPs Response to Intervention “influences” on IEPs

Depending on the product used: - will tell you

that

a student is improving or failing to make progress in the area of reading fluency (ORF) or overall comprehension (MAZE).

- will

not

tell you

which

specific reading skills or strategies are contributing to the results. (Decoding, vocabulary knowledge, question/context confusion, form of error analysis or reading behavior)

What are the articulated instructional skill needs? Do they reference standards?

Shinn (2012)

Improving Educational Outcomes in South Carolina

In the Wake of Alternate Assessments based on Modified Achievement Standards John Payne February 12, 2014

Standards-based IEPs

• • • • Focus on “Access” to general education curriculum (more than physical presence) Do not permit “off-grade” testing Focus on civil right to have access to the same information as their peers Focus on skill deficits in order to access grade level content

Challenges and Successes

• • • • • • Standards becoming IEP Goals (duplication) PLAAFP  IEP Goals Accommodation Use Collaboration between General Ed and Special Ed (and ownership of teaching) New Standards; New Assessment; New Delivery of Assessments (Computer); Allowable Accommodations; New IEP system Access/Opportunity to Learn/UDL

SC’s Approach

• • • • Video Modules from Dr. Shriner on standards based IEPs Creation of virtual PD and courses on IEP development, implementation, goals, PLAAFP available to all Onsite monitoring (focus on RDA) Common Core Collaboration with General Education at multiple levels

What is it leading to?

• • • • • • • Investigation into LRE Widespread UDL training through SPDG grant Professional development uniquely designed for each District Course titles and teacher qualifications Differentiated instruction and opportunity to learn (esp with Common Core) Monitoring for Results Driven Accountability State Systemic Improvement Plan (SSIP)

References Ahearn, E. M. (2010). Standards-based IEP: Implementation update. Alexandria, VA: National Association of State Directors of Special Education, Project Forum. http://nasdse.org/DesktopModules/DNNspot-Store/ProductFiles/80_dd3d052a 8b03-495f-a442-50fb9b6b543b.pdf

Etscheidt, S. & Curran, C. M. (2010). Peer-reviewed research and Individualized Education Programs (IEPs): An examination of intent and impact.

Exceptionality, 18,

138-150.

Shinn, M. (2012).

The relation of AIMSweb, curriculum-based measurement, and the Common Core Standards: All parts of meaningful school improvement.

Austin, TX: Pearson Education. Shriner, J. G., Carty, S. J., Rose, C. A., Shogren, K. A., Kim, M., & Trach, J. S. (2013). Effects of using a web-based Individualized Education Program decision making Tutorial.

Journal of Special Education, 47,

175-185.

THANK YOU

Jim Shriner [email protected]

[email protected]

217-244-9318 John Payne [email protected]

803-734-8224