implementing the iep
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25 Industrial Park Road, Middletown, CT 06457-1520 · (860) 632-1485. ctserc.org. Implementing the IEP. Examining the Needs of an Implementer. Confidence in using the support Skills in using the support Need for additional resources beyond the typically provided school resources. - PowerPoint PPT PresentationTRANSCRIPT
Implementing the IEP
25 Industrial Park Road, Middletown, CT 06457-1520 · (860) 632-1485
ctserc.org
Examining the Needs of an ImplementerConfidence in using the supportSkills in using the supportNeed for additional resources beyond
the typically provided school resources
Examining the Needs of an Implementer
High Confidence
Qualified Skills
Easy to Use Resources
Low Confidence
Lack of Skills
Complex Use of Resources
Modifying the Level of Vocabualry
High Confidence
Qualified Skills
Easy to Use Resources
Low Confidence
Lack of Skills
Complex Use of Resources
You Try
Determine the specific accommodation and modifications What is needed? When?
Determine the level for support for the implementers Confidence level Skill level Resources
Determining the Type of Support for IEP Development
OutcomesUse decision-making values that
provide instructional supports that are “only as specialized as necessary”
Select high quality services based on a continuum
Analyze the specific needs of the implementer and determine the supports that will be provided to the implementers
Essential Questions for LearningWhat is an appropriate level of
support for an individual student with disabilities?
How are decisions made regarding the use of supports?
How are implementers supported?
Sequence of ContentAnalyzing Bridges &
GapsDetermining
Level of Support
Writing Goals & Objectives
Determining Type of Support
Implementing &
Monitoring Progress
Revised 11/07 SERC 9
Infusing IEPs
List the typical schedule or activities, including non-academic areas, such as play time, lunch, or hallway
List the student’s IEP goals and objectives
Determine when these goals and objectives can be taught and reinforced
Arriv/Dismis
SS
Math
Reading
Science
Art
Recess
Music
Lunch
Given a picture of a familiar item, logo or symbol, name the item x x x x
In a given social or group situation, will initiate communication either with a single verbal comment or using a picture communication system
x x x x x x x x x
When presented with an item in an authentic context, use a single word to identify something he observes
x x x
When using art or science materials and given a picture card, sort or match objects by one similar attribute
x x x
Using manipulatives in two groups of differing amounts, indicate which group is smaller or larger by pointing to the appropriate group
x x
Schedule of ActivitiesIEP Goals
Mainstreaming Inclusion
Visitor Member(Stetson, F., 2002)
Determining the Type of Support External Supports
(no direct student contact, supports such as prepping materials)
PeersParaprofessionalsSupport FacilitationCo-teachingOut of Class (pull-out)
(Stetson, F., 2002)
External Support
Specialized Support
MonitoringOnly
AdaptedMaterials
PeerTutor
SupportFacilitator Co-Teacher
ResourceRoom
Self-Contained
In-Class Support
General Education Classroom
Alternative Location
Member Visitor
OffCampus
Today’s Continuum of Services
(Stetson, F., 2002)
Determining the Type of SupportBased on
Number of goals/objectives
Complexity of instruction needed for goals/objectives
Determining the Type of Support
Area
Type of Support
How support will be implemented
External
Peer
Para
Support Facilitation
Co-teaching
Out of Class
Arrival and dismissal x x
Peer Buddy Paraprofessional for peer
Social Studies x x
1x wk support facilitation; prepping picture cards
Math x Peer buddy
Reading x x
Co-taught daily; prepping picture cards
Using Assessments to Monitor and Evaluate Student Progress
Outcomes Use high quality assessment procedures to
monitor the student’s progress on IEP goals and objectives in relationship to general education curriculum and setting demands. Use a wide variety of qualitative and
quantitative data Develop monitoring systems embedded in
implementation of the IEP Determine how monitoring will be used to
evaluate student progress
Essential Questions for LearningHow are monitoring and evaluating
distinct?What are the essential
characteristics of monitoring systems?
Sequence of ContentAnalyzing Bridges &
GapsDetermining
Level of Support
Writing Goals & Objectives
Determining Type of Support
Implementing &
Monitoring Progress
Revised 11/07 SERC 20
What is the purpose of assessment?
The Purpose of Assessment
“Assessment is a process of collecting data for the purpose of making decisions about individuals or groups and this decision-making role is the reason that assessment touches so many people’s lives.”
Salvia & Ysseldyke (2001)
Progress Monitoring
Systematic process
Evaluation of effectiveness of instruction and implementation
Assessment of student progress
Means to track the rate of improvement (Albers,
2007)
Differences in Assessment Purposes Assessment for
Developing an IEP (Albers, 2007)
Identification Determination of
specific gaps Selection of specific
instruction, accommodations, or modifications
Assessment of IEP Effectiveness Determination if
the IEP is having the desired impact
Examination of the IEP implementation fidelity
Adjustments in the instruction
(Albers, 2007)
Monitoring vs. EvaluatingMonitoring On-going and
frequent Part of the
implementation process
Provide information for adjustments in plan
Evaluating A specific point in
time A review of the
implementation process
Provide information for decisions on next steps
What Data Do We Use? Quantitative data
(Numbers) Defining the gap
between expectations and current performance
Monitoring the progress and growth
Qualitative data (Descriptions) Developing a focus
area or the cause of a concern
Defining the context Examining the
implications of decisions
Testing vs. Assessment
Types of Assessments
Norm-referenced Standardized or
Scripted Comparison to a
representative group
Bell curve▪ WISC▪ Woodcock Johnson
Pros Determines how we
compare to our peers
Cons Labels us Does not relate to
local curriculum One shot deal
Types of Assessments
Criterion-referenced Based on a specific
skill area Can be scripted, but
not necessarily▪ Brigance▪ CMT/CAPT▪ DRA
Pros Determines specific
skill area strengths and weaknesses
Connects to curriculum
Cons Does not reflect
daily lessons One shot deal
Types of Assessments
Curriculum-based assessment Based on specific
curriculum Closely connected
to instruction▪ Running record▪ Writing samples▪ Student products
Pros Directly connects to
curriculum and daily lessons
On-going Cons
Consistency of assessment procedure
Types of Assessments
Curriculum-based measurement Based on local
norms Closely connected
to specific interventions and accommodations▪ Reading Fluency
(correct words per minute)
Pros Directly connects to
specific interventions and accommodations
On-going Standardized
Cons Developing local
norms takes time
Types of Assessments
Observation-based assessment Based on
observations of behavior/actions
Observable, measurable, specific▪ Scripting▪ Probing questions▪ Specific counting
▪ tallying▪ duration
Pros Assesses actions
beyond paper-pencil Assesses context
Cons Observer bias
Types of Assessments
Record Review ("Heartland Area Education Agency 11", 2003)
Based on file reviews and permanent products
Examines patterns overtime▪ E.g. Cumulative
Record, Student portfolio, Health Record
Pros Provides information
of patterns over time
Assists in getting information from past teachers
Cons Can be
subjective/highly interpretative
Can provide a bias perspective
Types of Assessments
Interviews ("Heartland Area Education Agency 11", 2003)
Based on conversations, surveys, or observation checklists
Examines patterns in perceptions▪ E.g. Student
Interview, Family Interviews, Teacher behavior checklist
Pros Provides patterns in
observations Assists in
understanding the whole child
Cons Can be
subjective/highly interpretative
Can provide a bias perspective
Components of a Monitoring System Measures outcomes Establishes targets
Considering benchmarks set in general education and current student performance
Focuses on decision making to inform instruction Uses multiple assessment measures Uses frequent probes (at least monthly) Graphs and analyses data
Level of progress Rate of progress
Features of Monitoring PlanType of measurement
Accuracy Frequency Duration
Assessment tools that will be used
For Example…
When in small group activities, the student will write his idea and his peer idea on paper and underline the parts of his peer idea that he likes, 100% of the time based on observations
Accuracy? Frequency? Duration?
10/07 SERC
For Example…
Given an a-b-c pattern, the student will use manipulatives to determine if it is repeating or growing scoring a 5/6 on a rubric measuring the use of the graphic organizer.
Accuracy? Frequency? Duration?
10/07 SERC
For Example…
When in lecture and provided a note taking format, the student will record notes for at check sheets and observations.
Accuracy? Frequency? Duration?
10/07 SERC
Features of Monitoring PlanAssessment process that will be used
Who will monitor the progress Intervals for monitoring
▪ Daily▪ Weekly▪ Monthly
Features of Monitoring PlanDocumentation of the level and rate
of progress E.g. graphing
Timeline for evaluation
Establish Baseline
Establish baseline of current level of performance Determine a starting point before
anything is implemented Determine what the student(s) currently
know(s) and is able to do
Baseline Data
Baseline data needs to align with the focus area. Clearly define the focus
▪ Observable (can be seen or heard)▪ Measurable (can be counted)▪ Specific (clear terms, no room for a judgment
call) It is always numbers.
Baseline Data
A general rule of thumb is 3.
Sensitive to small changes over time.
Set a Target
Establish the expected performance level of all students
Establish the baseline for this student Connect the line from the baseline to the
expected performance for all students in one year
Determine the benchmark that could be achieved for this student in one year’s time
Demands/Skills
Days
The Achievement Gaps
Gap
Baseline
Expected Performance
Demands/Skills
Days
The Goal Line
Gap
Baseline
Student’s Projected Line of Growth
Goal
Documenting Student Progress Quantitative Information
Graphing progress (e.g., attendance, homework completion, correct words per minute, etc.)
Noting scores/levels and assessments used Stating student growth in terms of numbers
Qualitative Information Narratives written in objective, observable
language Noting the analysis of scores and the context
(curriculum, instruction, and environment)
Monitor the Progress
Monitor the level and rate of progress of student learning Monitor on a frequent basis (daily or
weekly)▪ Student progress▪ Implementation Integrity
Check for rate of progress as it relates to the target goal line
Demands/Skills
Days
Monitoring Progress
Baseline
Goal
Student’s Current Progress
Trendlines
Trendlines can help monitor rate as well as level of progress
“Eyeball” – draw a line that covers at least three points
Excel Analysis Trendlines