Transcript Instructionally Appropriate IEPs

RTI² through Special Education Intervention
Transition Planning & Post Secondary Outcomes
A Continuum of Intervention/Services
RTI² & Instructionally Appropriate IEPs
Division of Special Populations
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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Director of Instructional Programming
Tie Hodack
[email protected]
Twitter Handle: @HodackTie
 Experience
Focus:
 Programming as it relates to all At-risk students.
• Literacy
• Mathematics
• Behavior & Low Incidence
• Speech & Language
• Autism
• Transition/Post Secondary
• Advanced students
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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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Continuum of Services
Special Education is the
Most Intensive Intervention
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Writing Instructionally Appropriate IEPs
Present Levels of Educational Performance (PLEP)
Annual Measurable Goals
Participation in State and District Assessment
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IEP Overview
PLEP
Annual Measurable Goal
Linked
Assessment/Accommodation
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Present Levels of Educational Performance (PLEP)
 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 PLEP).
– Identifies the student’s level of performance in those need areas
Without proper PLEPs, the IEP team cannot develop
appropriate goals or select an appropriate program for the
student.
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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 PLEP
 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:
• Agreed to Call Present Levels-Present Level of
Education Performance (PLEP)
• Tentatively assigned all members to a group
(may be slightly revised)
• Worked on Table of contents for Manual
 Will have a Manual & Implementation guide
(Goal February)
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Mathematics Intervention Specialist
Ryan Mathis
[email protected]
 Experience
Focus:
 Math Intervention focus from RTI² to Special Education Intervention
• Instructional practices & Intervention for Students with Math deficits.
• Instructional Practices & Intervention for Advanced students in Math.
• Working to develop information around math interventions as it applies
to all at-risk students.
• Heavily focused on special education becoming the most intensive
intervention.
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Literacy Intervention Specialist
Joann Lucero
[email protected]
 Experience
Focus:
 Literacy Intervention focus from RTI² to Special Education Intervention
• Instructional practices & Intervention for Students with Reading deficits.
• Instructional Practices & Intervention for Advanced students in Reading.
• Working to develop information around Reading/written expression
interventions as it applies to all at-risk students.
• Heavily focused on special education becoming the most intensive
intervention.
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Transition Coordinator
Gayle Feltner
[email protected]
 Experience
Focus:
 Transition planning
 Post school outcome programming & data
 Work Based Learning
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What does IDEA say?
 Beginning not later than the first IEP to be in effect when the child is 16 (in
Tennessee at 14, a statement of transition needs) , and updated annually
thereafter:
• Appropriate measurable postsecondary goals based upon age
appropriate transition assessments related to training, education,
employment, and where appropriate, independent living skills;
• The transition services (including courses of study) needed to assist the
child in reaching those goals; and
• Beginning not later than 1 year before the child reaches the age of
majority under State law, a statement that the child has been informed
of the child’s rights under this title, if any, that will transfer to the child
on reaching the age of majority under § 300.520
§300.320
7/21/2015
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What is Indicator 13?
Indicator 13 is the portion of the Annual Performance Report that addresses
Secondary Transition. It requests from each LEA:
Percent of youth with IEPs aged 16 and above with an IEP that includes
appropriate measurable postsecondary goals that are annually updated
and based upon an age appropriate transition assessment, transition
services, including courses of study, that will reasonably enable the student
to meet those postsecondary goals, and annual IEP goals related to the
student’s transition services needs. There must also be evidence that the
student was invited to the IEP Team meeting where transition services are
to be discussed and evidence that, if appropriate, a representative of any
participating agency was invited to the IEP Team meeting with the prior
consent of the parent or student who has reached the age of majority.
[20 U.S.C. 1416(a)(3)(B)]
7/21/2015
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Problems that Impede Youth Transition to
Postsecondary Education and Employment
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Lack of self-advocacy training for youth and their families
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Insufficient and lack of timely information about the transition process for parents

Inadequate preparation for Postsecondary Education and the Workforce

Lack of transportation after high school to work or postsecondary school
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Absence of linkages between LEAs and adult service providers
United States Government Accountability Office
Report to the Ranking Member, Committee on Education and the Workforce, House of Representatives
July 2012
7/21/2015
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Strategies
 Familiarize LEA personnel with the guidelines for Indicator 13 – it is
a compliance indicator (must be 100% correct)
 TDOE transition coordinator will provide information, training, and
technical assistance on-site when requested
 Share innovative practices at the Special Education Conferences and
the Transition Summit
 Provide more intensive technical assistance through three state
contractors
1.
2.
3.
7/21/2015
Arc of Tennessee
STEP, Inc.
UT Center for Literacy, Education, and Employment
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References

Tennessee Department of Education Website
http://www.tennessee.gov/education/speced/secondary_trans.shtml
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TOPS (Transition Outcomes Project) Information
http://cuttingedj.net/index.html

GAO report on Problems that Impede Youth Transition
http://www.gao.gov/assets/600/592329.pdf

NSTTAC - National Secondary Transition Technical Assistance Center
http://nsttac.org/

Transition Innovation – Region V Technical Assistance &
Continuing Education Center (TACE)
[email protected]
7/21/2015
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Behavior & Low Incidence Coordinator
Alison Gauld
Focus:
 Behavior Intervention focus from RTI² to Special Education Intervention
• Instructional practices & Intervention for Students with
•
•
•
•
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social/emotional/behavior needs.
Will work to expand Positive Behavior support development and training.
Will work to develop information around behavior interventions as it applies
to all at-risk students.
Heavily focused on special education becoming the most intensive
intervention.
Will work to further expand teacher access to instructional materials and
practices for students with the most significant cognitive disabilities.
Will work to further develop in conjunction with C & I around assessment
for student with significant disabilities.
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Speech/Language & Autism Specialist
Vacant/Vacant
[email protected]
Focus:
 Speech/Language Intervention focus from RTI² to Special Education
Intervention.
• Instructional practices & Intervention for Students with Speech & Language
deficits.
• Will work to develop information around interventions for communication
deficits as it applies to all at-risk students.
• Heavily focused on special education becoming the most intensive
intervention.
• Will work to further expand teacher access to instructional materials and
best practices for students with Autism.
• Work to expand high quality training to the LEAs.
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Moving Forward
 Will identifying universal screeners & progress
monitoring tools that meet the rubric criteria.
 Will provide additional information around
master schedules.
 Will provide trainings around Instructionally
appropriate IEPs after manual and
implementation guide completed.
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Helpful Links
Resources:
RTI resources
 www.tnspdg.com
Secondary Intervention Information
 www.MarkShinn.org
RTI Information
 http://www.rtinetwork.org/
Free Reading Interventions
 www.FCRR.org
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Helpful Links
Resources:
Re-evaluations: Temporary Solution
Free Resources
EasyCBM.com
DIBELS.com
Universal Design for Learning
http://www.cast.org/
http://www.udlcenter.org/
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Special Populations Assessment Design
Division of Curriculum and Instruction
Lori Nixon
[email protected]
Focus:
 PARCC Assessment
 NCSC
 Accommodations
 Aligning accommodations with skill deficit(s) and intervention to
meet student need.
 Heavily focused on special education becoming the most intensive
intervention.
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PARCC Updates
 Focus on the five steps for accommodation selection
• Step 1: Expect All Students to Achieve Grade-Level Academic Content
Standards
Step 2: Learn About Accommodations
Step 3: Select Accommodations
Step 4: Administer Accommodations during Assessment
Step 5: Evaluate and Improve Accommodations Use
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 Accommodation use must be based on need.
 Accommodation selection is not a “menu” approach
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Big Four
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Text to Speech for ELA/Literacy
Scribing or Speech to Text for constructed response ELA/Literacy
Word prediction for ELA/Literacy
Calculation Device and Mathematics Tables
These have additional considerations for use. Need data to support
decision for these accommodations.
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NCSC General Description of Assessment System
 Within year classroom assessments and progress monitoring tools
embedded in model curricula materials; professional development
on demand modules for teachers to learn to develop their own
(WIKI, LMS) making use of content, curriculum, instruction tools
 Summative math and ELA tests for 3-8, 11 administered in a 2
month window in winter/spring
 Up to 30 items, 1.5-2 hours per test anticipated
 Technology delivery, teacher test facilitator/ administrator; universal
design features and accommodations guidelines derived from
Design Pattern/Task Templates Tryouts and Student Interaction
Studies
NCSC Pilot Opportunity
 Link to register
• www.ctb.com/NCSCPilot
• Registration is still open
 Provide support for teachers participating in the pilot test.
• NCSC Professional Development (anticipate approximately 3 hours of
online, self-directed training modules or face to face training provided
by the state)
• Pilot test administration (anticipate 1.5 to 2 hours administration time
for each student during the pilot window
 Timeline
• Early 2014: Test administrator training for the NCSC Phase 1 Pilot Test.
• February through April 2014: Administration of the NCSC Phase 1 Pilot
Test for either mathematics or ELA.
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NCSC Instructional Resources
 Instructional Resources
https://wiki.ncscpartners.org/mediawiki/index.php/Main_Page
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Instructionally Appropriate IEP’s: Where to begin
 Evaluate students for specific skill deficits
 Implement interventions with progress
monitoring
 Focus on specially designed instruction
(Sp.ed teachers can help differentiate
instruction).
 Universal design for learning within the
general education classroom for ELA and
Math.
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Special Projects
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Director of Special Projects
Suzanne Keefe
[email protected]
Focus:
–
–
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–
–
504
Outreach/communication for all projects
Professional development
District request
Parent/advocacy outreach
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Deputy Assistant Commissioner
Jerry Bush
[email protected]
Occupational Diploma Information
& Update
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Occupational Diploma Bill
SENATE BILL 886
By Hensley
AN ACT to amend Tennessee Code Annotated, Title 49, relative to diplomas for students
with disabilities.
BE IT ENACTED BY THE GENERAL ASSEMBLY OF THE STATE OF TENNESSEE:
SECTION 1. Tennessee Code Annotated, Section 49-6-6001, is amended by adding
the following as a new subsection:
(g) In addition to a full diploma, a certificate of attendance, or a special education
diploma, the board shall adopt an occupational diploma for students with disabilities.
The board shall set appropriate standards and benchmarks of attendance, academic
achievement, and job readiness skills for the occupational diploma. A student is not
required to comply with the testing requirements of subdivision (a)(1) in order to receive
an occupational diploma.
SECTION 2. This act shall take effect July 1, 2013, the public welfare requiring it.
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Tennessee Diplomas
• High School Diploma
• Following the implementation of the Tennessee Diploma Project in
2009, high school students must complete 22 credits to graduate. They
also will be tested in core subject areas with End of Course exams.
Their performance on these exams will factor into their semester grade
for the course.
• Special Education Diploma
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Flexibility for Students with Disabilities
 With the right services and support, most special education students are able to
meet their high school graduation requirements. These students participate in
the same coursework as their peers and must complete the required 22 credits
to earn a diploma. However, there is some flexibility in how students with
disabilities may demonstrate knowledge or skills.
 Alternative performance-based assessments may be made available for students
with disabilities who have not earned a year-end course grade of 70 in a class
with an End of Course (EOC) exam. This alternative assessment allows students
to earn additional credit on the EOC score, if they can otherwise demonstrate
the required knowledge and skills.
 Students with qualifying disabilities in math documented in their IEP may meet
the required number of math credits through approved accommodations. These
students still must complete Algebra I and Geometry, or its equivalent. Students
with qualifying disabilities in reading and/or math documented in their IEP may
be able to meet the required number of science credits through approved
accommodations. These students must complete Biology I and two additional
lab science courses.
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Special Education Diploma
 A Special Education Diploma may be awarded at the end of their
fourth year of high school to students with disabilities who:
• have not met the requirements for a high school diploma,
• have satisfactorily completed an IEP, and
• have satisfactory records of attendance and conduct. Students who
obtain a special education diploma may continue to work toward the
high school diploma through the end of the school year in which they
turn 22 years old
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 National Center on Education Outcomes
Diploma Options, Graduation Requirements, and Exit Exams for Youth with
Disabilities: 2011 National Study
“The difficulties that students experience in passing state exit exams or
meeting minimum criteria required for the receipt of a standard
diploma should not result in lowered expectations, the narrowing of
curricular or program options, or removal of the student from the
general education curriculum.”
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Things to Consider
 Regulations for ESEA state that only advanced diplomas or honors diplomas
can be considered equivalent to the standard diploma. Other diploma
options besides these or the high school diploma could be deemed as
inferior by employers or limit access to post secondary options.
 The occupational diploma program should only be considered if the
pathway to a regular high school diploma is deemed inappropriate for the
student even with the use of modifications, accommodations, supplemental
aids, and services.
 The program should not be designed to remove certain students from the
accountability standards
 The program should not be a “classroom - textbook” driven course of study
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Student Criteria
 Which students will benefit from the Occupational Diploma?
• Students with disabilities who are being assessed on alternative
achievement standards
• Students whose post-school needs are not being met by the regular
course of study and who wish to pursue a course of study that provides
functional academics and hands-on vocational training.
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Occupational Diploma Bill
 Timeline for Task Force
• First reading for the state board will occur in Spring 2014.
• Tentative implementation would then begin with the 2015-2016
school year.
• The first graduates with an Occupational Diploma would be the
2018-2019 school year.
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