Module 1: IEP Overview – A Plan for Guiding Instruction and Service Provision.
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Transcript Module 1: IEP Overview – A Plan for Guiding Instruction and Service Provision.
Module 1: IEP Overview – A Plan for
Guiding Instruction and
Service Provision
Product vs. Process
Product:
An individualized plan reasonably
calculated to result in educational benefit
(FAPE)
Process:
Planning to determine what is needed for
student to benefit from education
IEP Development Process
Desired
Outcomes/
Instructional
Results
General
Curriculum
Expectations
Developing PLAAFP
Statements
Area of
Instructional
Need
Implement &
Monitor Progress
PLAAFP
Statements
on IEP Form
Current
Skills and
Knowledge
Select Instructional
Services & Program
Supports
Write
Measurable
Goals
IEP Development: a “GPS”
• You:
Know where you want to go
Enter data about where you are
Create a map
Adjust to opportunities/barriers
Arrive and choose a new long-term goal
Planning: Two Critical Components
Knowing where you want to go
Using data as the basis
Assumptions
• Good IEPs are:
Reasonably calculated to result in
educational benefit
Connected to state standards as a
fundamental component to educational
benefit
Assumptions
• Good IEPs are:
Dependent upon knowledge of
curriculum/effective practice
Not an isolated event
Consistent with regulation/best practice
The “I” in IEP
• Requires:
Consideration of individualized data/needs
Different goals for different students based on
needs
Activity 1.1
Reflect & Note:
• Why:
Are standards important?
Should we consider them?
Standards-Based IEPs?
Elementary and Secondary Education
Act (ESEA)
Added accountability by requiring:
Demonstrated progress on state standards
Assessment on grade-level standards
Students with disabilities as a reported
subgroup
Individuals with Disabilities
Education Act (IDEA)
“…meet the child's needs . . . to enable the
child to be involved in and make progress
in the general education curriculum . . . ”
34 CFR 300.320(a)(2)(i)(A)
ESEA/IDEA Intersect
• Successful educational outcomes for all students
• Statewide Assessment Accountability for all
students
• Consequences for not assessing all students
• Access to the general curriculum is essential to
closing the achievement gap and reaching Annual
Measurable Objectives (AMO)
Ultimately…
“ It means that all our kids, even the ones our
system calls ‘hard to teach’ can learn.”
-Rod Paige, former Secretary of Education
“Ready means ‘never’ if we continuously focus
on the lowest-level skills.”
-Maggie McLaughlin, Autumn 2009
Activity 1.2
In Your Own Words…
Finish this sentence:
Standards-Based IEPs are important
because…
Accessing the General Education
Curriculum
• What is meant by the general education
curriculum?
The full range of courses, activities, lessons, and
materials routinely used by the general
population
• What is meant by access?
Participation in the knowledge and skills that
make up the general education curriculum
Access to the General Education
Curriculum for Students with
Disabilities
ACCESS is not:
•
Students with disabilities sitting in the general
education classroom completing work that is
unrelated to the grade-level standards.
•
Students with disabilities sitting in the general
education classroom exposed to content that is out of
their reach.
Access to the General Education
Curriculum for Students with
Disabilities
• It is essential to determine how students with
disabilities will participate in the content of the
general education curriculum.
• The student’s strengths provide the best
information to determine how the student can
access the knowledge and skills of the general
education curriculum.
Standards Drive Curriculum
• Provide instructional accountability
• Drive general education content instruction
• Support instruction in the least restrictive
environment
• Define the expectations of all students with or
without disabilities
• Create a structure for linking the IEP to the general
curriculum
Why Connect IEPs to Standards?
• High stakes accountability, performance goals and
indicators
• IDEA – access to the general curriculum
• Essential for closing the achievement gap
• Promotes a single system of education – inclusion
and a common language
• Encourages greater consistency across
schools and districts
• It’s best for kids – assumes more, not less
Activity 1.3
Think and Discuss
• How are you using the standards in
your school to shape your curriculum
and instruction?
• How are you using the standards to
develop IEP goals?
Connecting IEPs to Standards…
• Does not mean –
Writing goals that restate the standards
Using the academic standards alone to
determine goals
Assuming that every student will work
only on grade-level content
Connecting IEPs to Standards…
• Does mean –
Referring to standards to determine
expectations at grade level
Using the standards as a guide to determine
what is important for the student to learn or
be able to do
Conducting an analysis to determine gap
between grade expectations and current
skills/knowledge
What is a Standards-Based IEP?
• A process and a document (product) that is
framed by the state standards to ensure
instructional accountability for each student with
an exceptionality.
• A plan that contains goals individually designed
to facilitate the student’s achievement of gradelevel state standards.
• The cornerstone of access to the general
education curriculum for students with
exceptionalities.
23
General Steps:
1. Consider the grade-level content standards
Examine benchmarks
Discuss expected knowledge and skills
Consider prerequisite knowledge and skills
2. Examine student data to determine where
student is in relation to grade-level standards
Compare expectations with student’s current
instructional level
Gap Analysis
Standards-Based IEPs: Review and
Wrap-up
Content is determined through
planning process
Development is like using a GPS
Standards-Based IEPs: Review &
Wrap-up
• Depend on good data from multiple sources
• Start with discussion about the desired outcome
• Include vision with parent and student as a source
of data
• Determine instructional need(s) by a gap analysis
• Include data from comprehensive evaluation as
one source of data
Process of Developing Standards-Based IEPs
Determine general
education
curriculum
expectations
•
•
•
NxGCSOs/Support for SB-IEPs (ELA, Math)
NxGECEs/Community Readiness
Unwrap the Standards
Identify current
skills, knowledge
and area(s) of
instructional need
•
•
•
•
What is the big picture?
Which are most important?
Which are critical needs?
Develop student data profile
Conduct data/gap
analysis and
develop impact
statement
•
•
•
•
•
Review student data profile
Review Grade-Level CSOs
Review Learning Progressions
Determine Gap
Where student is and where student needs to go
Develop Present
Levels of Academic
Achievement and
Functional
Performance
•
•
•
•
Collect Data
Identify Strengths
Identify Needs
Develop Impact Statement
Choose content
standard and
objective(s)
•
•
What standard(s) and objective(s) best address the gap?
What standard(s) and objective(s) are critical for
accelerating student learning?
Write measurable
goals and
objectives
•
•
•
•
•
•
Develop 4-Point Goal
In what length of time (Timeframe)
Under what context (Conditions)
The student (Who) - Will do what (Behavior)
Through what assessment (Evaluation) - To what
degree/level (Criterion)
Accommodations/Modifications/Specially Designed
Instruction
High achievement always takes place
in the framework of high expectation.
Activity 1.4
Which Came First?
Standard
Present Levels of Academic
Achievement and Functional
Performance