Recipe for Recipe for Developing and Developing and

Implementing an Implementing an Effective IEPEffective IEPIdaho State Department Education

AgendaAgenda• Alignment of the IEP with the General Education

Curriculum

• Recipe for Effective IEP– Present Level of Performance

– General Education Standards

– Goals & Objectives

• Embedding Instruction/Activity Based Instruction

• Monitoring Progress

• Wrap-Up & Next Steps

What the State says:What the State says:

“Blah, blah, blah, blah, blah, IEP, blah, blah, blah, blah, blah, blah, easy, blah, blah, blah, blah, blah, align, blah.”

“You must align the IEP with the general education curriculum that includes the Idaho State Achievement Standards.”What the educator What the educator hears:hears:

To align means:To align means:“to line up.” “to line up.” (Webster’s)(Webster’s)

Try to make it as easy as possible!

So what are we So what are we aligning?aligning?• General education curriculum

(Idaho Early Learning Standards)

• Individual Education Plans(specially designed instruction)

General Education General Education CurriculumCurriculum

Idaho Early Learning Standards

• Content standards and content knowledge & skills

• Samples of Applications

• Aligned with Idaho State Achievement Standards

Content StandardsContent Standards

are broad statements of what children are expected to know and be able to do in the specific content areas of math, language arts, communication , social studies, science, humanities and health.

Content knowledge & Content knowledge & SkillsSkills

are clear specific descriptions of knowledge or skills children should acquire by a particular point intheir schooling.

The General Education The General Education Curriculum Curriculum (for 3-5 year (for 3-5 year olds) olds) • Is:

– Curriculum used with children without disabilities or used with children with severe disabilities

– Aligned with the Idaho Early Learning Standards

• Is not only:

– Activities & materials

– Instructional methodology

– Setting

What Do We What Do We Need to Need to KnowKnow before you get before you get Started?Started?– Child development

– Developmentally appropriate practices

– Idaho Early Learning Standards– Kindergarten level Idaho State Achievement

Standards– Assessment tools and strategies– Curricula that are aligned to the standards– Alternative sequences or curricula for more

severe needs– Curriculum materials, instructional methods,

environment

Where are the Where are the standards?standards?

http://www.sde.state.id.us/osbe/exstand.htm

http://www.sde.state.id.us/SpecialEd/

See Resources and bibliography at the end of the Early Learning Standards!

Impact of Our Impact of Our Decisions Decisions • Guides the design of

educational programs starting in preschool

• Influences decisions about participation with same-age peers

• May influence performance on future assessments

• Alternative or adapted curriculum may impact readiness for kindergarten

• .

Other things we Other things we need to knowneed to know

• Parents need to be aware of possible consequences of early IEP decisions.

• Adapting the curriculum may change the number or difficulty level of concepts taught.

• Alternate curriculum may notbe aligned with standards

• Additional supports must be provided to reach higher expectations

What What ingredientsingredients do do you need to get you need to get started?started?• Team

• Quality early childhood program

• Developmental and medical history

• Formal and Informal Assessment Data and developmental scope and sequences

• Parent/ family information

• District/State Standards or Curriculum

• Student interests & strengths

• Intervention data

What recipe should What recipe should we use?we use?

“Decision Making Process for Accessing the General Education

Curriculum”

Appendix 4D Achievement Standards and Assessment for Students

September 2001 A-98

Decision-Making Process for Accessing the General Education Curriculum:Content Standards and the IEP

Discuss strengths and needs. Ask:Which content standards does the student need to focus on?

How will the student learn the standards?

Decision Point:For each need area, what level of participation can this student have in standards-based education?

(Consider the relevance and reasonableness.)

Begin the standards discussion with the present levels of performance.Consider all sources of data.

Standards without Accommodations

Standards with Accommodations

Standards with Adaptations

Alternative/supplemental curriculum or functional skills

List standard List standard List standard List standard or functional skill

Instruction in general ed. curriculum

Instruction in general ed. curriculum with accommodations

Instruction in general ed. curriculum with

adaptations

Instruction in an alternative/supplemental curriculum or instruction in a functional

curriculum

Write IEP goals and objectives

Write IEP goals and objectives

Write IEP goals and objectives

Write IEP goals and objectives

Based on curriculum, instruction, and support decisions made for each goal area, make a decision on how the student will participate in each statewide and districtwide assessment.

Assessment without Accommodations

Assessment without Accommodations

Assessment without Accommodations

Assessment with the Idaho Alternate Assessment

Step 1: Step 1: Consider All Sources Consider All Sources of Dataof Data• Eligibility Assessment and

• Results of State-Wide or District Assessments and

• Functional Assessments– Curriculum-based assessments

– Portfolio, authentic assessments

– Observation Data

– Interview/Survey with parents

Do you have adequate information on how the disability affects involvement and progress in general education curriculum? Where is the student in relationship to standard/content knowledge and skills?

Review information on Review information on childchild

• Determine approximate functioning level

• Content knowledge and skills at chronological age level and functioning level…and in between to locate possible benchmark points

Step 2:Step 2:Discussion of Discussion of Strengths and Needs Strengths and Needs based on child’s based on child’s present functioning present functioning levellevel

• ASK:– Which content standards,

knowledge & skills does thestudent need to learn?

– How will the student learnthe content standards, knowledge and skills?

Make initial selection Make initial selection of standards based of standards based on:on:• Frequent opportunities to practice in

natural environment

• Skills needed in current and next environment

• Teacher/classroom expectations

• Skills predictive of later success

Determine If Additional Determine If Additional Data Is NeededData Is Needed

• Across all developmental domains

• In relation to standard/content knowledge and skill

• Using a variety of sources– Instruction, curriculum, environment, learner

– Norm or criterion referenced

– Authentic

– Parent

Step 3:Step 3:Decision PointDecision Point

• For each need area, what level of participation can this student have in Standards-Based Education?

• Consider relevance & reasonableness– Standards without accommodations

– Standards with accommodations

– Standards with adaptations

– Alternate Assessment Achievement Standards which focus on functional and access skills

AccommodationsAccommodations

• Children for whom the general curriculum and activities are appropriate/attainable

• Examples of accommodations: adaptive seating, picture communication schedule, sign language, slant board, environmental changes, etc.)

Curriculum Curriculum AccommodationsAccommodations• Environmental

Support

• Materials accommodations

• Simplify the activity

• Peer support

• Special equipment

• Use child preferences

• Use special equipment

• Adult support

• Invisible support

AdaptationsAdaptations

• A change in what a student is expected to learn and/or demonstrate

– i.e., A child who is functioning at a much lower developmental age level, but the subject/domain area remains the same as the rest of the class

– Students who may attain agelevel skills with intensive instruction

– Functional skills are critical for the child due to a severe and lifelong disability

Step 3a – Present Step 3a – Present Level of Performance Level of Performance & Standard& Standard• Write the present level of performance

– Direct relationship with the assessment summary and the rest of the IEP

– Starting point for goals

• List what standards address need?– Early Childhood: List EC Standard/Knowledge & Skill

– Functional Curriculum – List adapted Knowledge & Skill

PLOP Must Address…PLOP Must Address…• The child’s current performance in area of

need from a variety of sources in clear, objective, measurable terms.

• How the disability affects the child’s involvement and progress in the general education curriculum or for preschool children, appropriate activities.

• Current needs relative to long-term goals, particularly for the next environment

Activity:Activity:

• Refer to case examples to review the ingredients of a PLOP

Step 3b. Step 3b. • Consider instruction in early childhood

curriculum or functional curriculum

– What are the essential knowledge & skills needed,

– How will I teach,

– What curricular or instructional supports are needed?

• Review assessment and developmental guidelines

– Break down skills into finer developmental sequences as needed

Example: AEPS scope Example: AEPS scope and sequence: 0-3 and sequence: 0-3 Early ConceptsEarly Concepts• Categorizes like objects

•Groups functionally related objects

•Groups objects according to color, shape, size

•Matches pictures and/or objects

Example: AEPS scope Example: AEPS scope and sequence: 3-6 and sequence: 3-6 ConceptsConcepts• Demonstrates understanding of color,

shape, and size concepts– Demonstrates understanding of 8

different colors

– Demonstrates understanding of 5 different shapes

– Demonstrates understanding of six different size concepts

Step 3c. Step 3c.

Write IEP goals & Write IEP goals & objectives/benchmarksobjectives/benchmarks

What is a “Goal?”What is a “Goal?”

• Annual goals are measurable statements that describe what a child can reasonably beexpected to accomplishwithin one school year.

Idaho Special Idaho Special Education Manual Education Manual states:states:• Measurable annual goals…

– Relate to needs described in the PLOP

– Describe what a student will accomplish in one year

– Enable involvement in the general education curriculum and address other educational needs resulting from the disability

– Include behavior, performance criteria, and evaluation procedure

Annual Goals Annual Goals Include…Include…• Behavior

– the skill or action to beperformed and monitored.

• Performance criteria– how well the student will perform the skill using a

standard of performance such as:rate, frequency, accuracy, time/duration.

• Evaluation Procedure– what method or tool will be used to measure

progress.

Benchmarks/Benchmarks/Objectives Objectives

are measurable, intermediate steps between the present level of performance and the goal.

+ 1+2+3=

Benchmarks/ Benchmarks/ ObjectivesObjectives

• Two or more benchmarks/objectives are written for each goal. They must be steps to accomplishing the goal and tell us...

– How far the student will progress.

– By when the student is expected to meet the benchmark/objective.

Procedures for Procedures for measuring measuring progress…..progress…..• Observations & Analysis

– Classroom, playground, community

• Interview/Survey/Rating Scales– Families,Teachers, Student, etc.

• Assessment of Performance– Portfolios/Work Samples– Criterion Reference– Curriculum Based Measures

What is a Performance What is a Performance Criterion?Criterion?

• Rate– will initiate interaction with peers

2x within 20 minutes over 2 probes in a week

• Frequency(number of times)– will make a request 2x during 20

minute period for 2 data probes• Accuracy (percent or target score)

– will sort by color during free play 80% of opportunity 5 consecutive probes

What is a Performance What is a Performance Criterion? Criterion? (cont.)(cont.)

• According to a Defined Standard– correctly uses the identified steps steps for

toileting 3 consecutive opportunities– proficient as scored by the Carolina

Curriculum rubric for following directions 3 consecutive times

• Time/Duration (latency, maintenance)– Engages with objects during free play for 3

minutes per object for 5 consecutive days

What is an evaluation What is an evaluation procedure?procedure?• An evaluation procedure refers to how you are

going to monitor progress.

• Answers:

– What method?

– What materials?

– How much data?

Method Materials How Much Data?

1:1 Data probe 2-3x/weekly

Direct Obs. Obs. Data probe Daily

Portfolio Photo journal 1x/monthly

Activity:Activity:

Review the ingredients of annual goals and objectives

The Icing Between the The Icing Between the LayersLayers

Remember to outline:

– accommodations

– adaptations and

– supports for all areas of need on the IEP

Activity:Activity:

Review the ingredients for accommodations, adaptations and supports

Step 4:Step 4:Based on Curriculum, Based on Curriculum, Instruction & Support Instruction & Support Decisions Made for Each Goal, Decisions Made for Each Goal, Make a Decision on How the Make a Decision on How the Student will Participate in Student will Participate in State/District AssessmentState/District Assessment..•with or without accommodations,

or adaptations, or alternate assessment

•NO STATE REQUIRED EARLY CHILDHOOD ASSESSMENTS AT THIS TIME!!

Instruction in natural Instruction in natural environments is a environments is a critical layer of an critical layer of an effective IEPeffective IEP

The Building Blocks The Building Blocks ModelModel

High Quality Early Childhood Program

Curriculum Accommodations and Adaptations

Embedded Learning Opportunities

Child-Focused Instructional Strategies

Schwartz and Sandall. 2002

Embedded Learning Embedded Learning OpportunitiesOpportunities

• Daily schedules and lesson plans

• Child assessment worksheet

• Planning worksheet

• Classroom activity matrix

• Child activity matrix

Child-Focused Instructional Strategies

• Individual plan for instruction

• Involves data collection

Monitoring ProgressMonitoring Progress

• Matrix of data????

• Schedule for collecting data

Resources:Resources:• See bibliography and resources in Early

Learning Standards

• Appendix 4D Idaho SDE Manual: “Achievement Standards and Assessments for Students”

• District and regional resources: i.e.Head Start and SDE regional resources

• Each other !