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Information- transportation on IEPs, ESY, 6/15- 7/10, Tribe Games
Survey Results Re-evaluation for SLD reminders TNReady Instructionally Appropriate IEPs
◦ Developing a strong narrative◦ PLEP (Present Level of Educational Performance)◦ MAG (Measureable Annual Goals)◦ Services (based on skill deficits)
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SPED meeting 2-10-15 agenda
46 respondents I have attended a formal IAIEP training:
◦ 65% yes, 35% no I have reviewed the ppt on IAIEPs:
◦ 78% yes, 22% no I need support in how to write PLEPs:
◦ 20 % yes, 80 % no I need support in how to write MAGs based on PLEPs:
◦ 30% yes, 70% no I need support in how to design interventions relative
to skill-deficits: ◦ 37% yes, 63% no
I need support in all areas of the IEP: ◦ 9% yes, 91% no
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Survey
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Re-evaluation for SLD reminders
Gather information 4-6 months prior to due date
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Re-evaluation decision making
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Re-eval scenarios
Proposed Accessibility Categories◦Three categories Accessibility Features for All Students
Accessibility Features Identified in Advance
Accommodated Features Fewer needed due to test design
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Proposed Accessibility Categories for TNReady
Color Overlay and Contrast Line Reader Highlighter Answer Eliminator Increased Font Size ► Fore and Background
Color Text-to-Speech for Directions Answer Masking Custom Masking Spell Checker Word Prediction
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Proposed Accessibility Features for ALL STUDENTS on TNReady
A quick snapshot describing the student’s strengths and concerns
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Developing A Strong Narrative
Must include: • Student’s strengths • Parent concerns in their own words, to the greatest extent
possible• Impact on Mastery of Standards/Core Instruction• Medical information, even if no concerns (don’t leave
blank)• Must pass the “stranger test”
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Narratives:
Medical Information: Ex. Susan’s parents indicated there are not medical concerns at this time.
◦ Do not leave this area blank
Student’s Strengths:Ex. Specific Learning Disability-associated deficit in Reading-Susan has strong listening comprehension skills. She enjoys listening to information when it is presented orally, and recalls information very easily. She has a strong sight word vocabulary and tends to utilize this as her primary strategy when reading independently.
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Narratives:Parent Concerns:
Ex. Specific Learning Disability-associated deficit in Reading. Mr. & Mrs. Test are very concerned about Susan's reading progress. They report that she is easily frustrated when she has to read independently and worry that she will only fall further behind.
Impact on Mastery of Standards: Ex. Specific Learning Disability-associated deficit in readingSusan's deficits in the areas of basic reading skills, specifically phonics & decoding, and fluency impacts her mastery of reading standards as well as impacts her access and participation in core instruction. At this time, she is does not have the skills necessary to independently read information in academic areas which interferes with comprehension.
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Medical ConcernsPractice case: Willow
Medical Information: Willow has no current medical problems and attendance is satisfactory. Vision and screening results reveal no concerns. Parents report an early history of ear infections, but doctors have stated that it was not a significant problem.
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Medical Concerns: Willow
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Student StrengthsPractice case: Willow
Student’s Strengths: Willow demonstrates relative strengths in math and enjoys participating in group activities (Reading and Math). She exhibits a strong desire to learn. Social skills are a strength; she gets along well with others and has lots of friends.
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Student's Strengths: Willow
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Parent ConcernsPractice case: Willow
Parent Concerns: Willow’s parents are concerned about her academic progress in basic reading, comprehension and fluency. She struggles with completion of homework assignments. Her parents are concerned that Willow is frustrated and may lose motivation for learning.
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Parent Concerns: Willow
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Impact on Mastery of Standards Practice case: Willow
Impact on Mastery of Standards: Willow is a 3rd grade student whose specific learning disability in basic reading skills adversely affects her ability to access grade level materials. Results from measures of achievement indicate difficulties with recognizing consonant digraphs, vowel digraphs, sight words, and decoding unfamiliar words in text.
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Impact on Mastery of Standards: Willow
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Present Levels of Educational Performance (PLEP)
Core Instruc
tion
Transition
Progress Monitoring
(Data)
Narratives: Strengths, Concerns,
Adverse Impact
Measurable Annual
Goal(MAG)
Special Education Intervention
Accommodation
Present Levels of Educational Performance
(PLEP)
A summary of assessments aligned to area(s) of need
Must include: • Student’s current assessment data • Narrative description about skills assessed• Impact on mastery of standards • Exceptional: yes or no • Positive terms and language • Must pass the “stranger test”
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Developing A Strong PLEP
Ex. PLEP-Associated Deficit in Reading
PLEP May be entered separately or May be entered under area of deficit (Basic Reading
Skills) and all assessment in that specific area may be entered together.
Present Levels of Educational Performance
Test of Silent Word Reading Fluency (TOSWRF)
Area Assessed: Academics- Reading Fluency Subtest: Reading FluencyIn looking at Susan’s protocol, it appears that she worked very slowly. She managed to divide 45 words on the form, but made 10 errors. Her descriptive rating indicated that she fell within the below average range.
Reading Fluency: Given a 1 minute grade level passage, Susan read 25 words correctly with 11 errors. This is significantly below the 10th percentile according to winter norms. Susan’s current reading fluency difficulties impacts her mastery of reading standards and access and participation in content instruction that requires reading.Date Administered: 01/30/2014
* EXCEPTIONAL YES/NO (REQUIRED): Yes Age Equiv.: 70 Grade Equiv.: 2.0 Percentile Rank: 13 Std. Score: 83
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Basic Reading Skills: Willow is engaged during the school day and makes great effort to participate in group reading and discussions. Willow’s achievement results from the Woodcock-Johnson III Tests of Achievement, indicate that she exhibits a skill deficit in basic reading, performing below the 10th percentile. Additionally, the ELA state benchmark results suggested below basic performance. Results of the Houghton-Mifflin Phonics/Decoding screening test indicate the following performance: blending of consonants (50%); digraphs (50%); R-controlled vowels (60%); CVCE words (50%). Exceptional: Yes
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Willow PLEP
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Measurable Annual Goal
Core Instruc
tion
Transition
Progress Monitoring
(Data)
Narratives: Strengths,
Concerns, Adverse Impact
Present Levels of Educational Performance
(PLEP)
Special Education Intervention
Accommodation
Measurable Annual
Goal (MAG)
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Measurable Annual Goal
Present Level of Educational
Performance
(PLEP)
Measurable Annual Goal
(MAG)
MAG is linked to Present Levels of Educational Performance
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Goals Are: Goals Are Not:
Specific, measurable skills General concepts and ideas
Individualized to the student’s needs
Grade level
Related to an individual student’s deficits
Standards
Directly related to that individual student’s PLEP
Related to core instruction tutoring
A clear description of an observable behavior a student will be able to do within one year
Must Include: • Condition • Behavior • Performance criteria (How well? How
consistently? How often? How measured?)• Must pass the “stranger test”
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Developing A Strong MAG
Example MAGsReading
Given a curriculum based measure (at student instructional level after 1 year), Jennifer will read 94 words per minute with 95% accuracy for 5 consecutive trials on a 1 minute reading probe that will be completed 1 x per week.
Math Calculation Given multiplication problems with 3-digit numbers and graph paper, Jack
will follow the steps of computation in order to compute and answer the problems with 80% accuracy on 3 consecutive assessments within 1 month.
Basic Word-decoding Given a 1st grade curriculum based measure, without prompting, Frank
will decode consonant-vowel-consonant-e words with 90% accuracy for 4 consecutive opportunities on a 1 minute probe that will be completed 1x per week.
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Example MAGsBehavior During unstructured tasks, Alison will remain within her desk
work area, defined by tape and furniture with no more than 1 prompt for 80% of the activities within the school week as measured by a systematic observation tool.
Social/Emotional Given small group activities, Henry will participate as defined
by sitting with his group and answering 2 questions on topic 80% of the opportunities given within a 2 week period.
Adaptive At lunch, Marcus will open food containers including plastic
tubes, bags and paper wrappers with no assistance 90% of opportunities given within a month time frame.
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Given__________________ (condition/materials/setting/accommodation), ________________ (student name) will __________________ (do what measurable/ observable skill/behavior in functional terms), _______________________ (to what extent/how well to determine mastery), _________________ (# of times/frequency/how consistently), by _______________________ (how often) evaluated/determined by _________________(measure).
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Goal Statement- Let’s Practice!
Given a 2nd grade reading passage, Willow will accurately read 68 words per minute on three consecutive data days using a weekly reading curriculum based measure. Goal selection rationale: 1.5 times the rate of improvement of typical peers (reasonable)
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Willow Goal Statement
• Least Restrictive Environment All students are general education students first All students receive high quality core instruction—
for students with the most significant needs, the “how” and “where” is the “I” in IEP
• Areas of deficit • Intervention required to meet student’s needs• Directly linked to the MAG A person is not an intervention (inclusion
assistant)
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Considerations of Service Delivery
• Student independence The MAGs should be increasing the student’s skills so
he or she requires increasingly less accommodation/modifications the following year.
• Collaboration between general and special education teachers
• Training support for staff/peers May be noted in the MAGs under “details—
supplementary supports for school personnel”
Ex: A child has a visual schedule. A special education professional would provide a fifteen minute training to all staff on that particular schedule.
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Considerations of Service Delivery Cont.
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Core Instruction Plus Tier II (30 minutes daily)
Core Instruction Plus Tier III (45-60 minutes daily)
Core Instruction Plus Sp.Ed Intervention (More Intensive than general education interventions)
On a Continuum, Specialized Education is the Most Intensive Intervention
Disability
Associated Defici
ts
Interventions and Suppo
rts36
There must be a link between a Student’s Needs and the Interventions and Supports they Receive
Areas of Deficit: Reading
Footer 38
Areas of Deficit: Math
Progress Monitoring (Data)
Narratives: Strengths, Concerns, Adverse Impact
Present Levels of Educational Performance
(PLEP)
Measurable Annual Goal (MAG)
Special Education Intervention
Accommodation
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Core Instruction and Transition
Core Instruc
tion
Transition
ALL students are provided instruction based on CCSS The most intensive interventions (special education),
are in addition to core instruction-not a replacement Intervention • Based on individual area of need• Content/Skill specific• Does not necessarily include all content areas or skills
Transition• Begins in kindergarten• Focuses on career and college readiness • Uses current and previous data to inform and guide Transition
planning
Core Instruction and Transition
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Special Education Intervention
Core Instruc
tion
Transition
Progress Monitoring
(Data)
Narratives: Strengths,
Concerns, Adverse Impact
Present Levels of Educational Performance
(PLEP)
MAGs
Special Education
Intervention
Accommodations
PLEP:Current data
Exceptional PLEP requires a
MAG
MAG drives specific
intervention
Present Level of Performance (PLEP)Measurable Annual Goal (MAG)
So in what area do we intervene?
Re-teaching/ Remediation
Intervention
Tier I-Common Core Standards Goal is to reteach the standards students are struggling with rather than specific skill deficits. These are your students who are very close to reaching the next achievement level based on the curriculum standard measure.
Special Education Intervention Goal is to provide research-based interventions aligned to specific skill deficit(s) as identified by multiple sources of data including universal screening and progress monitoring information.
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Re-teaching/Remediation vs. Intervention
Are the interventions related to the student’s areas of deficit?◦ For example: reading fluency, math calculation, written
expression Do the interventions relate to the measurable annual
goal? What must the student know and be able to do? What accommodations/supports are needed to achieve
the goal? What interventions are needed? How will we determine mastery? How will progress toward goal be monitored? What data must be collected and how often?
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Questions to Consider for Intervention
The measurable annual goal drives the intervention. The intervention provided in the continuum of
services must be the most intense intervention. The effectiveness of the intervention will be
continuously monitored to determine if the intervention needs to be changed.
See Characteristics of intervention sheet
The goal of the intervention is to work towards the measurable annual goal so the student meets his goal and no longer requires an IEP.
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Guiding Principles for Intervention
Core Instruction
Tier IITier III Sped
Intervention
Tier II, Tier III or Sped Intervention: Core Instruction Plus A Skill Specific Intervention
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Accommodations
Core Instruc
tion
Transition
Progress Monitoring
(Data)
Narratives: Strengths, Concerns,
Adverse Impact
Present Levels of Educational Performance
(PLEP)
MAGs
Special Education Interventions
Accommodations
Accommodations change how the student is taught or expected to learn.◦ provide equitable access during instruction and assessments and
neither change the construct being assessed, nor compromise the integrity or validity of the assessment or content.
◦ intended to reduce or even eliminate the effects of a student’s disability;
◦ do not reduce learning expectations, if based on need Modifications change what the student is taught or
expected to learn.◦ a change in what is being taught to or expected from the student ◦ The least dangerous assumption would be that students are able to
participate within the core curriculum without modifications unless student performance data indicates otherwise.
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Accommodations and Modifications
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Accommodations and Modifications Accommodation Modification
Graphic organizer Text to speech with the book Template for long division Raised line paper Calculator Class lecture notes ahead of time Completed agenda with homework
expectations Sensory break “pass” Picture schedule Word processor for writing assignments Shortened assignments Assignment broken into smaller tasks Oral assessment for understandings
Partially completed graphic organizer with fewer links and less complexity
Low level high interest reading with text to speech
Simple division facts with pictures, graphics, manipulatives, or number line
Dotted words and letters to trace Modified rubric for presentation to
include fewer elements and more explicit understandings
Essential elements from instruction taught with hands-on materials
Assessed on only a portion of the test or concept
1. Expect all students to achieve grade-level academic content standards
2. Learn about accommodations3. Select accommodations4. Administer accommodations during
assessment5. Evaluate and improve accommodation use
5 Step Process for Accommodation Selection
Enable students to participate more fully in instruction and assessments and to demonstrate their knowledge and skills
Based on individual needs and not disability category, English language proficiency alone, level of instruction, amount of time spent in a general education classroom, program setting, or availability of staff
Accommodations must be based on a documented need in the instruction/assessment setting and should not be provided for the purpose of giving the student an enhancement that could be viewed as an unfair advantage.Not a MENU of options
Accommodation Summary
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Progress Monitoring
Core Instruc
tion
Transition
Narratives: Strengths,
Concerns, Adverse Impact
Present Levels of Educational
Performance (PLEP)
MAGs
Accommodations
Special Education Intervention
Progress Monitoring
(Data)
When progress monitoring is implemented correctly, some of the benefits include:
accelerated rate of learning because students are receiving more appropriate instruction;
more informed instructional/reevaluation decisions;
documentation of student progress for accountability purposes;
more efficient communication with families and other professionals about students’ progress; and
higher expectations for students by teachers.
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Progress Monitoring and Data Based Decisions
Progress monitoring should occur for students with disabilities as frequently as for their nondisabled peers.
Ongoing assessment of student learning provides continuous feedback on the effectiveness of instruction and intervention.
Data indicates areas where a change in instruction and intervention may be required.
Data points can be used to make decisions regarding instruction and intervention. Once several data points are collected, a pattern of response can be investigated.
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Progress Monitoring and Data Based Decisions
Structured observations of targeted behavior in class Student self-monitoring checklist Written tests Behavior charting Work samples Summative Assessments Formative Assessments Curricular Based Measures (CBMs) Academic achievement Functional performance Social development Physical development and management needs.
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Instructionally Relevant Data/Progress Monitoring May Include
How will you know if the intervention is working?
Monitor progress at least as often as non-disabled peers◦ Once a week◦ Once every other week
Monitor progress in student’s identified area of need
If the intervention is working, keep going!
If the intervention is not working, the team may need to consider changing the intervention
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Progress Monitoring
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What is Adequate Progress?
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What is Adequate Progress?
