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7 Steps to Standards Based IEPs

CWilson
August 03, 2013

7 Steps to Standards Based IEPs

Handouts are aligned with full day training on using Project Forum's 7 Step Process to write Standards Based IEP goals.

CWilson

August 03, 2013
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  1. The Seven-Step Process for Developing Standards- Based IEPs Catherine Wilson

    Educational Specialist Access to the General Curriculum (AGC) Network Education Service Center, Region 20 (210) 370-5468 [email protected] Saturday, August 3, 13
  2. Step 1 Consider the grade-level content standards for the grade

    in which the student is enrolled or would be enrolled based on age. Saturday, August 3, 13
  3. Step 1 • Conversation/discussion – NOT required to be documented

    • Could happen prior to/outside of ARD meeting Saturday, August 3, 13
  4. Strand Knowledge & Skills Statement Student Expectation Student Expectation Knowledge

    & Skills Statement Student Expectation Student Expectation Student Expectation TEKS Structure Saturday, August 3, 13
  5. Picture this... Picture this…, •  Mrs. Sims is a teacher

    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
  6. Confronting the Brutal Facts: In order to implement a curriculum

    that is TRULY aligned to state standards, teachers must have the tools to truly UNDERSTAND those standards. Saturday, August 3, 13
  7. TEKS Recording Document TEKS Recording Document TEKS Recording Document Grade

    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 Saturday, August 3, 13
  8. TEKS Recording Document TEKS Recording Document TEKS Recording Document Grade

    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 Strand #1 Saturday, August 3, 13
  9. TEKS Recording Document TEKS Recording Document TEKS Recording Document Grade

    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 Saturday, August 3, 13
  10. TEKS Recording Document TEKS Recording Document TEKS Recording Document Grade

    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 Knowledge & Skill Statement #1 Saturday, August 3, 13
  11. TEKS Recording Document TEKS Recording Document TEKS Recording Document Grade

    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 Saturday, August 3, 13
  12. TEKS Recording Document TEKS Recording Document TEKS Recording Document Grade

    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 Cognitive Rigor: use, read, write, describe Saturday, August 3, 13
  13. TEKS Recording Document TEKS Recording Document TEKS Recording Document Grade

    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 Saturday, August 3, 13
  14. TEKS Recording Document TEKS Recording Document TEKS Recording Document Grade

    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
  15. TEKS Recording Document TEKS Recording Document TEKS Recording Document Grade

    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 Saturday, August 3, 13
  16. Debriefing the TEKS Exploration Tool Without a thorough “debrief,” this

    TEKS exercise is just a time- consuming checklist that has little value in teachers’ eyes. • Value
  17. Debriefing the TEKS Exploration Tool Without a thorough “debrief,” this

    TEKS exercise is just a time- consuming checklist that has little value in teachers’ eyes. • Value
  18. Debriefing the TEKS Exploration Tool Without a thorough “debrief,” this

    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
  19. The Bucket Analogy What about those holes? What will be

    the cumulative effect if every teacher knows the cognitive process and content of their TEKS? Saturday, August 3, 13
  20. Examine data to determine where the student is functioning in

    relation to the standards Step 2: Saturday, August 3, 13
  21. Examine state’s content standards Examine where student is functioning in

    relation to state’s content standards Step 1 Step 2 Before Developing the IEP Adapted from Saturday, August 3, 13
  22. Step 2 • Conversation/discussion – NOT required to be documented

    • Could happen prior to/outside of ARD meeting Saturday, August 3, 13
  23. PLAAFP Where the student is now Measurable Annual Goal(s), (including

    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
  24. PLAAFP Basis • The PLAAFP is so critical because it

    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
  25. PLAAFP Basis • The PLAAFP is so critical because it

    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
  26. PLAAFP Legal Requirement • 34 CFR {300.320 (a)(1) • IEP

    must include... • a statement of the child's present levels of academic achievement and functional performance..." Saturday, August 3, 13
  27. Common Mistakes 1. Too much= unfocused 2. Too diagnostic= confusing

    3. Too general=irrelevant Saturday, August 3, 13
  28. PLAAFP Noncompliance Issues • No PLAAFP • PLAAFP is the

    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
  29. Rock Star's have to consider they're wardrobe... Things you should

    consider: • Academic/functional areas • Critical need(s) • Current measurable and observable data • Data sources • Conditions (supports) • Enrolled grade level content standards (For academic achievement portions) Saturday, August 3, 13
  30. PLAAFP Data Sources • Work Samples • Photographs • Videotape

    • Behavioral data • Parent Feedback • Standardized Tests • Anecdotal records • Running Records • Statewide Tests • Benchmark tests • Teacher made tests • Observations • Likert scales • Checklists • Discipline referrals • Reading inventories • Oral Reading • Formative assessments • WPM • FIE data • Dibels • Teacher made tests Saturday, August 3, 13
  31. Putting it all together... Chris is having difficulty in the

    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
  32. The PLAAFP determines: • where the student is functioning in

    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
  33. Encore: Students who are transition age. (14+) PLAAFP statement should

    include strengths/needs in areas related to achieving post secondary goal(s). Post-secondary goals: Education Training Employment Independent LIving Saturday, August 3, 13
  34. PLAAFP Where the student is now Measurable Annual Goal(s), (including

    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
  35. The Legal Requirement • 34 CFR §300.320(a)(2) • The IEP

    must include: • “A statement of measurable annual goals, including academic and functional goals…” Saturday, August 3, 13
  36. The Legal Requirement 34 CFR §300.320(a)(2) Annual goals must be

    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
  37. The Legal Requirement 34 CFR §300.320(a)(2) For students who take

    STAAR Alternate, benchmarks/short-term objectives must be included. Saturday, August 3, 13
  38. What is the purpose of an annual goal? Identify the

    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
  39. What is a measurable annual goal? Contains four critical components:

    •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
  40. Four Elements Behavior • Clearly identifies the skill or performance

    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
  41. Writing goals can be one of the hardest parts of

    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
  42. Academic vs. Functional Present Levels of Academic Achievement and Functional

    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
  43. Academic vs. Functional Academic Generally refers to a child’s performance

    in academic areas (e.g., reading or language arts, math, science, and history) ALIGNED TO GRADE LEVEL STANDARDS Saturday, August 3, 13
  44. “Standard” refers to the enrolled-grade level curriculum standard TEKS for

    K-12; PreK Guidelines/Locally Adopted Curriculum for Prekindergarten Saturday, August 3, 13
  45. Academic Goal = Standards • Academic Goal is not a

    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
  46. Transition and Annual Goals… • Postsecondary Goals – different than

    annual goals • Annual goals facilitate movement toward postsecondary goals Saturday, August 3, 13
  47. Short-Term Objectives (STOs)/ Benchmarks as Mastery Criteria for Annual Goal?

    “as evidenced by mastery of the following objectives…” Saturday, August 3, 13
  48. Additional Information on Writing Academic Goals • TEKS/Prekindergarten Guidelines as

    Framework • Don’t have to include the number of the TEKS/SE • Project Forum documents on NASDSE Saturday, August 3, 13
  49. Types of goals that might be Functional • Anything that

    is not directly about “learning” progressing in the TEKS • Skills needed in order to access the TEKS Saturday, August 3, 13
  50. Annual Goals Noncompliance Issues • Goals do not demonstrate modified

    content (tied to state assessment) • Goals are not measurable • Not clear who is responsible for implementing goal Saturday, August 3, 13
  51. PLAAFP Where the student is now Measurable Annual Goal(s), (including

    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
  52. IDEA Reporting Progress The IEP must include: A description of

    – (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
  53. Reporting Progress toward Annual Goals How often? • Determined by

    ARD committee • How? • Best Practice = Same manner as goal criteria Saturday, August 3, 13
  54. “Assurance” in the IEP? “A grade of 70% or better

    on a report card indicates that a student is making sufficient progress to achieve his/her IEP goals.” Saturday, August 3, 13
  55. Progress Reporting Noncompliance Issues • No progress report to parent

    • Progress report to parents not in compliance with ARD-established timelines Saturday, August 3, 13
  56. PLAAFP Where the student is now Measurable Annual Goal(s), (including

    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
  57. The Legal Requirement • The IEP must include… • A

    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
  58. The Legal Requirement • The IEP must include… • A

    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
  59. The Legal Requirement The IEP must include… The projected date

    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
  60. Specially Designed Instruction What special education supports does the child

    need in order to achieve the annual goal(s)? Saturday, August 3, 13
  61. Special Education Defined Special education means specially designed instruction, at

    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
  62. Accommodations and Modifications • Accommodations • Are intended to reduce

    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
  63. Frequency, Duration, Location “What is required is that the IEP

    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
  64. Frequency • how often the child will receive the service(s).

    • 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
  65. Duration Duration - how long each “session” will last (number

    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
  66. Location Location - where services will be provided (in the

    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
  67. Frequency, Duration, and Location of Instructional Services: Documentation in IEP

    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
  68. Frequency, Duration, and Location of Instructional Services: Documentation in IEP

    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
  69. Frequency, Duration, and Location of Special Education Services: Documentation in

    IEP From the USDE/OSEP Model Form Service, Aid or Modification Frequency Location Beginning Date Duration Saturday, August 3, 13
  70. Frequency, Duration, and Location of Special Education Services: Documentation in

    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
  71. Specially Designed Instruction Noncompliance Issues • Frequency, duration, location not

    in accordance with TEA Guidance • No specially designed instruction in IEP Saturday, August 3, 13
  72. Specially Designed Instruction Noncompliance Issues • Specially designed instruction delivered

    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
  73. PLAAFP Where the student is now Measurable Annual Goal(s), (including

    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
  74. The Legal Requirement • The IEP must include: • A

    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
  75. The Legal Requirement The IEP must include: If the IEP

    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
  76. Step 7 Additional Questions to Ask: • Can the student

    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
  77. State Assessment Decision Making in Texas • ARD committees must

    follow the state assessment decision-making process established by TEA Saturday, August 3, 13
  78. Three Steps to Determine if a STAAR Modified Assessment is

    Appropriate • Step I: Eligibility Criteria • Step II: Discuss Assurances • Step III: Summarize Assessment Decisions Saturday, August 3, 13
  79. STAAR Modified Participation Requirements ARD committee must: Decision is made

    individually for each subject area/course Saturday, August 3, 13
  80. Three Steps to Determine if a STAAR Alternate Assessment is

    Appropriate • Step I: Review the Eligibility Criteria for STAAR Alternate • Step II: Discuss Assurances • Step III: Summarize Assessment Decisions Saturday, August 3, 13
  81. STAAR Alternate Participation Requirements ARD committee must: Decision applies to

    all applicable subject areas/courses Saturday, August 3, 13
  82. Routinely, Independently, and Effectively Routinely • Used often enough that

    student is familiar and comfortable using accommodation on a statewide assessment Saturday, August 3, 13
  83. Routinely, Independently, and Effectively Routinely • Used often enough that

    student is familiar and comfortable using accommodation on a statewide assessment • Not necessarily used every day Saturday, August 3, 13
  84. Routinely, Independently, and Effectively Routinely • Used often enough that

    student is familiar and comfortable using accommodation on a statewide assessment • Not necessarily used every day Independently Saturday, August 3, 13
  85. Routinely, Independently, and Effectively Routinely • Used often enough that

    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
  86. Routinely, Independently, and Effectively Routinely • Used often enough that

    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
  87. Routinely, Independently, and Effectively Routinely • Used often enough that

    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
  88. State Assessment Noncompliance • Decision not made in accordance with

    TEA-established guidelines Saturday, August 3, 13
  89. When a Student Has Mastered All Goals • Students who

    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
  90. Distribution of IEP Documents 19 TAC §89.1075 (c) Each teacher

    (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