Transcript Instructionally Appropriate IEPs

Programming Team:
Tie Hodack
Gayle Feltner
Director of Instructional Programming
[email protected]
Transition Coordinator
[email protected]
Joann Lucero
Ryan Mathis
Literacy Intervention Specialist
[email protected]
Mathematics Intervention Specialist
[email protected]
Alison Gauld
Vacant
Behavior & Low Incidence
Speech/Language & Autism
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RTI² through Special Education Intervention
A Continuum of Intervention/Services
RTI² & Instructionally Appropriate IEPs
Division of Special Populations
Policy Change
 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 is changing to a 60 calendar day evaluation timeline
which aligns with federal guidelines. A program will be implemented within 30
calendar days from eligibility determination.
 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 take the
alternate assessment.
Reteaching VS. Intervention
Reteaching
Intervention
Tier I-Common Core Standards
 Goal is to reteach standards
that students are struggling
with rather than specific skill
deficits. These are your
“bubble kids”.
Standards Based Assessment:
 Benchmark Assessment
 Summative Assessment
 Formative Assessment
Tier II/III/Special Education
Intervention
 Goal is provide research based
interventions aligned to specific
skill deficit(s) as identified by a
universal screener.
Skills Based Assessment:
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Skills based universal screener aligned
to area(s) of deficit
Skills based Progress Monitoring
specific to area(s) of deficit
Formative assessment
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What does Tier III
Intervention tell us?
 High quality research based intervention in specific area of deficit (more
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intensive than Tier II intervention)
Research shows 3-5% will need Tier III
45-60 minutes of explicit instruction daily, small groups
Universal Screener (K-8, recommended 9-12)(Based on national norms)
Survey/Specific-Level assessment (process to determine the basic skill
area of deficit)
Then….what should special education intervention look like?
Setting the Stage
Continuum of Services
Special Education is the
Most Intensive Intervention
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Common Across the Continuum of Service
RTI² through Special Education
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District and School Teams
Skills Based Universal Screener
Assessments (ongoing and progress monitoring)
Recommended Instructional Time
Fidelity Monitoring
Parent Involvement
Professional Development
Writing Instructionally Appropriate IEPs
Present Levels of Instructional Performance (PLIP)
Annual Measurable Goals
Participation in State and District Assessment
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Least Restrictive Environment: Indicator 5
• Children with IEP’s are served inside regular classroom 80% or more of
the day.
– To the extent possible!!
• Should have evidence of LRE
-What does and does not work?
• Interventions are in addition to the 80% General Education Instruction
-Depends on area of deficit
• Full continuum of services
-Interventions are based on needs
• Best Practice
– Students are instructed in common core state standards by general
education teacher. Not resource pull out to the extent possible.
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IEP Overview
PLIP
Annual Measurable Goal
Linked
Assessment/Accommodation
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IEP considerations
 What must a student know and be able to do ?
• Common Core State Standards
• Areas of Concern
 What accommodations and supports are needed to achieve the
goal?
• Increase time in LRE
• Increase Student Independence
 What specialized, individualized instruction is needed to achieve the
goal?
• Interventions in Specific Areas
 What will determine mastery?
• How will progress toward the goal be monitored?
• What data must be collected? How often?
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Present Levels of Instructional Performance (PLIP)
 Foundation of the IEP
• States what the student can do. That determines what the student
can’t do (The special Education (LRP) 2013).
• Describes current academic and functional performance.
• Describes the unique needs of the student that the IEP will address.
• States how students current functioning impacts them on grade level
standards (reference grade level standards in the PLIP).
– Identifies the student’s level of performance in those need areas
Without proper PLIPs, the IEP team cannot develop
appropriate goals or select an appropriate program for the
student.
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5 Steps to PLIP
1. Bring current data to the IEP meeting
2. Be very specific and make sure it is an accurate reflection. Not
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how a child functions on a particular day but consistently (show a
pattern).
Review current test scores, progress monitoring & evaluation
results prior to meeting
Write in positive terms
Use “stranger test” to assess PLIPs
Another district/teacher should be able to begin instruction
immediately with the details in the IEP.
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Measurable Annual Goal is Tied to Deficit Area(s)
 Individual needs determination are the basis for a student’s goal
 Directly linked to PLIP
 Measurable
• Very specific
• Don’t be afraid to use numbers in goal
 Goals relate to the student’s need for specially designed instruction
to address the student's disability needs
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IEP Task Force:
 Nov 4th was first task force meeting
 Will have a Manual & Implementation
guide (Goal February)
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Special Projects
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Special Projects
 Suzanne Keefe
• Director of Special Projects
– 504
– Outreach/communication for all projects
– Professional development
– District request
– Parent/advocacy outreach
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