Educational Specialist Access to the General Curriculum (AGC) Network Education Service Center, Region 20 (210) 370-5468 [email protected] Saturday, August 3, 13
who: • Has GREAT relationships with students! • Uses Research-based strategies! • Engages students actively! • Teaches students to identify cell organelles because she knows these concepts are in her TEKS! Saturday, August 3, 13
Level and Content: 3rd Grade ELAR Grade Level and Content: 3rd Grade ELAR Grade Level and Content: 3rd Grade ELAR Strands Knowledge & Skills Statements Student Expectations Reading 14 27 Writing 3 4 Oral and Written Conventions 5 8 Listening and Speaking 2 6 Research 3 4 Total Strands: 5 Total Knowledge & Skills Statements: 27 Total Student Expectations: 49 Content: place value to 999,999 Saturday, August 3, 13
TEKS exercise is just a time- consuming checklist that has little value in teachers’ eyes. Coaches MUST help teachers take their discoveries and transfer them to instruction. • Value
short-term objectives/ benchmarks, if applicable) Where the student can reasonably be expected to be in 12 months Assess & Report Progress How will progress be measured? When will progress be reported to parents? Specially Designed Instruction What special education services/supports are needed for the student to progress toward the annual goal(s)? State Assessment Which test is most appropriate for the student? Step 3 Step 4 Step 5 Step 6 Step 7 Throughout the year: Assess and Report Progress toward Goal(s) Developing the IEP Adapted from Saturday, August 3, 13
is the: • Cornerstone of the IEP • Description of the student's strengths in relation to standards • Source that drives the other IEP components • Statement that links all IEP components together Saturday, August 3, 13
is the: • Cornerstone of the IEP • Description of the student's strengths in relation to standards • Source that drives the other IEP components • Statement that links all IEP components together Saturday, August 3, 13
same for multiple years (lack of educational benefit) • PLAAFP does not clearly demonstrate student is multiple years behind grade level expectations (tied to state assessments) Saturday, August 3, 13
area of writing. Specifically with an instructional focus on generating ideas and creating a rough draft. During classroom writing, when the writing prompt is given, Chris will regularly take up to 15 minutes before he can think of 3 brainstorming ideas with the use of a supplemental aide and teacher prompting/ questioning. Saturday, August 3, 13
relation to enrolled grade level standards • critical needs • what a student can reasonably achieve within one year • what a student needs in order to access/progress in the general education curriculum, including -specially designed instruction -accommodations -modifications -supplementary aids and services Saturday, August 3, 13
include strengths/needs in areas related to achieving post secondary goal(s). Post-secondary goals: Education Training Employment Independent LIving Saturday, August 3, 13
short-term objectives/ benchmarks, if applicable) Where the student can reasonably be expected to be in 12 months Assess & Report Progress How will progress be measured? When will progress be reported to parents? Specially Designed Instruction What special education services/supports are needed for the student to progress toward the annual goal(s)? State Assessment Which test is most appropriate for the student? Step 3 Step 4 Step 5 Step 6 Step 7 Throughout the year: Assess and Report Progress toward Goal(s) Developing the IEP Adapted from Saturday, August 3, 13
designed to: • “Meet the child’s needs that result from the child’s disability to enable the child to be involved in and make progress in the general education curriculum; and • Meet each of the child’s other educational needs that result form the child’s disability” Saturday, August 3, 13
areas in which a student with a disability needs special education services/specially designed instruction Identify specific areas where a student with a disability needs assistance from a special education professional Addresses critical needs identified in a student’s PLAAFP that are keeping the student from accessing and/or progressing in the general curriculum Saturday, August 3, 13
•timeframe •conditions •behavior •criterion • A measurable goal includes the behavior or skill that can be measured at periodic intervals against a criterion of success. Saturday, August 3, 13
that is being monitored. • It represents an action that can be directly observed and measured. • For example, “points to the yellow object” could be a behavior. • Timeframe • Identified the amount of time in the goal period and is usually specified in the number of weeks or a certain date for completion. • For example, “within 36 instructional weeks” might be the timeframe for an annual goal. • Conditions • Specify the manner in which progress toward the goal occurs. Conditions describe the specific resources that must be present for the child to reach the goal. • The condition of the goal should relate to the behavior being measured. •For example, a graphic organizer could be a condition. • Criterion • Identifies how much, how often, or to what standard the behavior must occur in order to demonstrate that the goal has been achieved. • The goal criterion specifies the amount of growth that is expected. • For example, “in 7 out of 10 trials” might be a criterion. • Saturday, August 3, 13
developing the IEP… • What does the child need to learn or do academically? • What does he or she need to learn or do functionally? • What is reasonable to achieve in a year? • Can you measure whether or not the child has reached the goal? From NICHCY’s Building the Legacy: IDEA 2004 Training Curriculum Saturday, August 3, 13
Performance (PLAAFP) Measurable Annual Goals Academic Goals (Standards-Based) - based on TEKS Focus on student learning/progressing in the general curriculum Focus on student accessing the general curriculum All students who receive special education services must have a PLAAFP. Based on the student's PLAAFP, measurable annual goal(s) must be developed. There are two types of measurable annual goals. A student may have measurable academic and/or functional goals. The two different types of goals have different purposes. Functional Goals (not Standards- Based) - not based on TEKS Saturday, August 3, 13
restatement of the standard • Academic Goal links to enrolled-grade level standards • IEP goals are on the most critical knowledge/skills the student needs specially designed instruction in order to obtain, based on his/her PLAAFP Saturday, August 3, 13
short-term objectives/ benchmarks, if applicable) Where the student can reasonably be expected to be in 12 months Assess & Report Progress How will progress be measured? When will progress be reported to parents? Specially Designed Instruction What special education services/supports are needed for the student to progress toward the annual goal(s)? State Assessment Which test is most appropriate for the student? Step 3 Step 4 Step 5 Step 6 Step 7 Throughout the year: Assess and Report Progress toward Goal(s) Developing the IEP Saturday, August 3, 13
– (i) How the child’s progress toward meeting the annual goals will be measured; and (ii) When periodic reports on the progress the child is making toward meeting the annual goals will be provided - such as through the use of quarterly or other periodic reports, concurrent with the issuance of report cards. 34 CFR §300.320 (a)(3) Saturday, August 3, 13
short-term objectives/ benchmarks, if applicable) Where the student can reasonably be expected to be in 12 months Assess & Report Progress How will progress be measured? When will progress be reported to parents? Specially Designed Instruction What special education services/supports are needed for the student to progress toward the annual goal(s)? State Assessment Which test is most appropriate for the student? Step 3 Step 4 Step 5 Step 6 Step 7 Throughout the year: Assess and Report Progress toward Goal(s) Developing the IEP Saturday, August 3, 13
statement of the special education and related services and supplementary aids and services, based on peer-reviewed research to the extent practicable, to be provided to the child, or on behalf of the child… • 34 CFR §300.320 (a)(4) Saturday, August 3, 13
statement of the program modifications or supports for school personnel that will be provided to enable the child– • (i) To advance appropriately toward attaining the annual goals; • (ii) To be involved in and make progress in the general education curriculum and to participate in extracurricular and other nonacademic activities; and • (iii) To be educated and participate with other children with disabilities and nondisabled children • 34 CFR §300.320 (a)(4) Saturday, August 3, 13
for the beginning of the services and modifications …and the anticipated frequency, location, and duration of those services and modifications. 34 CFR §300.320 (a)(7) Saturday, August 3, 13
no cost to the parents, to meet the unique needs of a child with a disability, including– (i) Instruction conducted in the classroom, in the home, in hospitals and institutions, and in other settings; and (ii) Instruction in physical education. 34 CFR §300.39 (a)(1) Saturday, August 3, 13
or even eliminate the effects of student’s disability • Do not reduce learning expectations • Modifications • Practices and procedures that change the nature of the task or skill Saturday, August 3, 13
include information about the amount of services that will be provided to the child, so that the level of the agency's commitment of resources will be clear to parents and other IEP Team members. The amount of time to be committed to each of the various services provided must be appropriate to the specific service, and clearly stated in the IEP in a manner that can be understood by all involved in the development and implementation of the IEP.” Federal Register, Vol. 71, No. 156, page 46667 Saturday, August 3, 13
• If the service is less than daily then the conditions for the provision of the services must be clearly specified within he ARD documents using a weekly reference (ex: 1 hour per week, 30 minutes every two weeks) • From TEA’s document “Documenting the Frequency, Location and Duration of Related Services” Saturday, August 3, 13
of minutes) and when services will begin and end (starting and ending dates) From TEA’s document “Documenting the Frequency, Location and Duration of Related Services” Saturday, August 3, 13
general education classroom or another setting such as a special education resource room) From TEA’s document “Documenting the Frequency, Location and Duration of Related Services” Saturday, August 3, 13
Course GE SE Grade/Progress Determined by: Course Indicate if TEKS are Modified Indicate if TEKS are Modified Grade/Progress Determined by: GE SE Joint TEKS Modified? Yes No TEKS Modified? Yes No GE SE Joint GE SE Joint TEKS Modified? Yes No TEKS Modified? Yes No GE SE Joint GE SE Joint TEKS Modified? Yes No TEKS Modified? Yes No GE SE Joint Saturday, August 3, 13
Course/ Curriculum Area Supplementary Aids & Services, Program Modifications and Supports for School Personnel Describe: General Ed. Location/ Duration/ Frequency/ (min./day) Special Ed. Location/ Duration/ Frequency/ (min./day) Altered Assignments: Adapted Instruction: Adapted Materials: Behavior Interventions, including positive interventions and supports: Assistive Technology: Program Modifications to be involved in the general education curriculum: Program Modifications to advance toward attaining the annual goals: Supports for School Personnel: Altered Assignments: Adapted Instruction: Adapted Materials: Behavior Interventions, including positive interventions and supports: Assistive Technology: Program Modifications to be involved in the general education curriculum: Program Modifications to advance toward attaining the annual goals: Supports for School Personnel: Saturday, August 3, 13
IEP TYPE OF SERVICES FREQUENCY OF SERVICES AMOUNT OF TIME BEGINNING/ENDING DATE LOCATION OF SERVICES SPECIAL EDUCATION RELATED SERVICES SUPPLEMENTARY AIDS AND SERVICES PROGRAM MODIFICATIONS SUPPORTS FOR PERSONNEL From the Texas Model IEP Form Saturday, August 3, 13
by a paraprofessional – not supervised by a certified special educator • No documentation that specially designed instruction was delivered in accordance with ARD-established requirements Saturday, August 3, 13
short-term objectives/ benchmarks, if applicable) Where the student can reasonably be expected to be in 12 months Assess & Report Progress How will progress be measured? When will progress be reported to parents? Specially Designed Instruction What special education services/supports are needed for the student to progress toward the annual goal(s)? State Assessment Which test is most appropriate for the student? Step 3 Step 4 Step 5 Step 6 Step 7 Throughout the year: Assess and Report Progress toward Goal(s) Developing the IEP Saturday, August 3, 13
statement of any individual appropriate accommodations that are necessary to measure the academic achievement and functional performance of the child on State and districtwide assessments • 34 CFR §300.320 (a)(6)(i) Saturday, August 3, 13
Team determines that the child must take an alternate assessment instead of a particular regular State or districtwide assessment of student achievement, a statement of why– The child cannot participate in the regular assessment; and The particular alternate assessment selected is appropriate for the child 34 CFR §300.320(a)(6)(ii) Saturday, August 3, 13
make progress toward grade-level standards in the same timeframe as typical peers? (If no, considered modified academic achievement standards) • What can be learned from the student’s previous state assessment results? Saturday, August 3, 13
student is familiar and comfortable using accommodation on a statewide assessment • Not necessarily used every day Independently Saturday, August 3, 13
student is familiar and comfortable using accommodation on a statewide assessment • Not necessarily used every day Independently • Only applicable to some accommodations (e.g., applies to use of a calculator but not to an oral administration) Saturday, August 3, 13
student is familiar and comfortable using accommodation on a statewide assessment • Not necessarily used every day Independently • Only applicable to some accommodations (e.g., applies to use of a calculator but not to an oral administration) Effectively Saturday, August 3, 13
student is familiar and comfortable using accommodation on a statewide assessment • Not necessarily used every day Independently • Only applicable to some accommodations (e.g., applies to use of a calculator but not to an oral administration) Effectively • Accommodation meets student needs as evidenced by scores and observations with or without accommodation use Saturday, August 3, 13
receive special education services must have current IEP goals that are being implemented. • An ARD committee may need to reconvene to develop new goals and/or consider the need for specially designed instruction/special education services. Saturday, August 3, 13
(general education and special education) who provides instruction to a student who receives special education services must: • receive the relevant portions of the student’s IEP ; and • be informed of his/her specific responsibilities related to implementing the IEP (i.e. goals, accommodations, modifications, or other supports). Saturday, August 3, 13