Implementing the IEP

1. 25 Industrial Park Road, Middletown, CT 06457-1520 · (860) 632-1485 ctserc.org Implementing the IEP

2. 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

3. High Confidence Qualified Skills Easy to Use Resources Low Confidence Lack of Skills Complex Use of Resources Examining the Needs of an Implementer

4. X X High Confidence Qualified Skills Easy to Use Resources Low Confidence Lack of Skills Complex Use of Resources Modifying the Level of Vocabualry X X X

5. 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

6. Determining the Type of Support for IEP Development

7. Outcomes • Use 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

8. Essential Questions for Learning • What 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?

9. Sequence of Content This Morning SERC

10. 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

11. Schedule of Activities IEP Goals

12. General Education Class Special Class Inclusion Mainstreaming Member Visitor (Stetson, F., 2002)

13. Determining the Type of Support • External Supports • (no direct student contact, supports such as prepping materials) • Peers • Paraprofessionals • Support Facilitation • Co-teaching • Out of Class (pull-out) (Stetson, F., 2002)

14. Today’s Continuum of Services External Support Specialized Support In-Class Support Off Campus Monitoring Only Peer Tutor Support Facilitator Resource Room Self- Contained Adapted Materials Co-Teacher General Education Classroom Alternative Location Visitor Member (Stetson, F., 2002)

15. Determining the Type of Support • Based on • Number of goals/objectives • Complexity of instruction needed for goals/objectives

16. Determining the Type of Support

17. Using Assessments to Monitor and Evaluate Student Progress

18. 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

19. Essential Questions for Learning • How are monitoring and evaluating distinct? • What are the essential characteristics of monitoring systems?

20. Sequence of Content This Afternoon SERC

21. What is the purpose of assessment?

22. 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)

23. Progress Monitoring • Systematic process • Evaluation of effectiveness of instruction and implementation • Assessment of student progress • Means to track the rate of improvement (Albers, 2007)

24. 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)

25. Monitoring vs. Evaluating Monitoring • 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

26. 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

27. Testing vs. Assessment Assessment Tests

28. 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

29. 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

30. 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

31. 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

32. 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

33. 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

34. 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

35. 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

36. Features of Monitoring Plan • Type of measurement • Accuracy • Frequency • Duration • Assessment tools that will be used

37. 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? SERC

38. 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? SERC

39. 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? SERC

40. Features of Monitoring Plan • Assessment process that will be used • Who will monitor the progress • Intervals for monitoring • Daily • Weekly • Monthly

41. Features of Monitoring Plan • Documentation of the level and rate of progress • E.g. graphing • Timeline for evaluation

42. 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

43. 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.

44. Baseline Data • A general rule of thumb is 3. • Sensitive to small changes over time.

45. 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

46. The Achievement Gaps Demands/ Skills Expected Performance Gap  Baseline Days

47.  Goal Student’s Projected Line of Growth The Goal Line Demands/ Skills Gap  Baseline Days

48. 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)

49. 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

50.  Goal Student’s Current Progress Monitoring Progress Demands/ Skills  Baseline Days