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SPECIAL EDUCATORS HAVE SEEN A LOT of CHANGE Jan Teater, M.Ed. Coordinator for Elementary Programming Department of Special Education Spring Branch I.S.D. MORE children will be sitting in general education classrooms to access curriculum Level of Special Education Support will match individual student need more collaboration among general education and Special Education teachers when writing IEPs.
SPECIAL EDUCATORS HAVE SEEN A LOT of CHANGE Jan Teater, M.Ed. Coordinator for Elementary Programming Department of Special Education Spring Branch I.S.D. MORE children will be sitting in general education classrooms to access curriculum Level of Special Education Support will match individual student need more collaboration among general education and Special Education teachers when writing IEPs.
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SPECIAL EDUCATORS HAVE SEEN A LOT of CHANGE Jan Teater, M.Ed. Coordinator for Elementary Programming Department of Special Education Spring Branch I.S.D. MORE children will be sitting in general education classrooms to access curriculum Level of Special Education Support will match individual student need more collaboration among general education and Special Education teachers when writing IEPs.
Droits d'auteur :
Attribution Non-Commercial (BY-NC)
Formats disponibles
Téléchargez comme PDF, TXT ou lisez en ligne sur Scribd
STANDARDS-BASED IEPs: WHAT EVERY PARENT WANTS TO KNOW
Jan Teater, M.Ed.
Coordinator for Elementary Programming Department of Special Education Spring Branch I.S.D. SPECIAL EDUCATORS HAVE SEEN A LOT OF CHANGE… • NAVIGATING THE CURRENT… • RIDING THE WAVE… • SHIFTING WITH THE TIDE…
Jan Teater, M.Ed.
Coordinator for Elementary Programming Department of Special Education Spring Branch I.S.D. AND TERESA CANON’S FAVORITE…
•DROWNING IN SEAS…
Jan Teater, M.Ed.
Coordinator for Elementary Programming Department of Special Education Spring Branch I.S.D. CHANGE IS EASY FOR TEACHERS IF YOU GIVE THEM ONE THING… ¾ IS IT MORE MONEY? ¾ JOB SECURITY?
Jan Teater, M.Ed.
Coordinator for Elementary Programming Department of Special Education Spring Branch I.S.D. NO……. A GOOD REASON
Jan Teater, M.Ed.
Coordinator for Elementary Programming Department of Special Education Spring Branch I.S.D. HOW DOES LAW IMPACT YOUR CHILD? • Schools are required to provide the opportunity for students in special education to access and progress in general education curriculum aligned with state standards • Students are required (IDEA & NCLB) to participate in all large-scale assessments administered by district & state; based on knowledge & skills determined by state standards • School accountability/measures how schools are performing in educating ALL STUDENTS Jan Teater, M.Ed. Coordinator for Elementary Programming Department of Special Education Spring Branch I.S.D. WHAT IS THE BIG CHANGE? • More children will be sitting in general education classrooms to access curriculum • Level of Special Education Support will match individual student need • Special Education will be in support of and not in isolation of general education curriculum • More collaboration among general education and special education teachers when writing IEPs • Educational needs more clearly defined to increase academic performance Jan Teater, M.Ed. Coordinator for Elementary Programming Department of Special Education Spring Branch I.S.D. THREE INITIATIVES IMPLEMENTED THIS YEAR BY SPECIAL EDUCATION • TEACHER TRAINING ON WRITING STANDARDS-BASED IEPs • MATCHING SPECIAL EDUCATION SUPPORT TO STUDENT NEED • TRANSLATING THIS SUPPORT SO SCHOOLS WORK SMARTER WITH SPECIAL EDUCATION STAFF Jan Teater, M.Ed. Coordinator for Elementary Programming Department of Special Education Spring Branch I.S.D. FIRST INITIATIVE: WRITING STANDARDS-BASED IEPs
Jan Teater, M.Ed.
Coordinator for Elementary Programming Department of Special Education Spring Branch I.S.D. BEFORE WE GET STARTED, LET’S REVIEW TWO TERMS • ACCOMMODATIONS: A change made in the presentation, response, setting or timing/scheduling in order to provide a student with access to instruction and opportunity to demonstrate knowledge and skills
Jan Teater, M.Ed.
Coordinator for Elementary Programming Department of Special Education Spring Branch I.S.D. MODIFICATIONS
• A change or reduction of learning
expectations or outcomes. The content standards remain the same but the achievement expectations are less difficult
Jan Teater, M.Ed.
Coordinator for Elementary Programming Department of Special Education Spring Branch I.S.D. MODIFICATIONS
• Modified simply means that the
presentation of the material or rate of learning grade level content needs adjustment in order for the student to access the information • How we modify is determined by assessment data and the IEP Jan Teater, M.Ed. Coordinator for Elementary Programming Department of Special Education Spring Branch I.S.D. And…Let’s define a new term: Standards-Based IEPs • STANDARDS-BASED IEPs link a student’s IEP to the academic content standards for a student’s enrolled grade level • Goals support grade level content and do NOT work in isolation of what students in the regular education classroom are learning Jan Teater, M.Ed. Coordinator for Elementary Programming Department of Special Education Spring Branch I.S.D. WHY IS THAT SO IMPORTANT? • Thirty years of research has shown that students who receive special education services in isolation of enrolled grade level content do not make the necessary progress to move them closer to grade level • Instruction in isolation of grade level content does not fill in the skill gaps Jan Teater, M.Ed. Coordinator for Elementary Programming Department of Special Education Spring Branch I.S.D. WHAT IS MEANT BY… “IN ISOLATION OF GRADE LEVEL CONTENT”?
• Students are removed from the general
education classroom to receive instruction • Instruction may be focused on skills that are below the enrolled grade level of the student • Quick illustration to better explain…
Jan Teater, M.Ed.
Coordinator for Elementary Programming Department of Special Education Spring Branch I.S.D. A SHIFT IN THINKING… • Sally is a 6th grader who, according to her teacher, currently reads at a beginning third grade level based on her DRA • Goals are written so that Sally can achieve third grade reading standards • Special Education teacher asks a third grade teacher for materials so she can “teach third grade” reading in resource room… • Is Sally seen as a student in enrolled grade level??? Jan Teater, M.Ed. Coordinator for Elementary Programming Department of Special Education Spring Branch I.S.D. Thinking Continued… • Sally successfully achieves goals on her IEP; Sally has learned skills in third grade • Sally moves to 7th grade; teacher focuses on 4th grade reading material… • What happens to Sally…when does she get closer to grade level? • When thinking like this, Sally never catches up but remains 3 years behind Jan Teater, M.Ed. Coordinator for Elementary Programming Department of Special Education Spring Branch I.S.D. A NEW AND BETTER WAY FOR SALLY… • Sally is in the 6th grade, and based on assessments, it is determined that she has difficulty comprehending text • Sally remains in the 6th grade language arts class, but Sally is able to access grade level curriculum; support from a special education teacher is provided in her class • both teachers provide accommodations and modifications; passages are shortened, unknown words defined, word banks provided, small group instruction ongoing, TEKS are selective, achievement standards modified based on her rate of learning…
Jan Teater, M.Ed.
Coordinator for Elementary Programming Department of Special Education Spring Branch I.S.D. GO SALLY! • What Sally learns is linked to grade level content standards and she is seen as a student in enrolled grade level • How Sally learns is based on what assessments tell us/the accommodations and modifications meet that need through her IEP • The Level of Support Sally receives is based on her individual needs, not qualifying conditions or “labels” Jan Teater, M.Ed. Coordinator for Elementary Programming Department of Special Education Spring Branch I.S.D. WHAT IS THE PROCESS FOR WRITING STANDARDS-BASED IEPs? • First, the Special Education teacher must define the learning needs of the student (is it reading comprehension, math calculations???) • Second, data is collected to determine the Present Level of Academic and Functional Performance (PLAFP) • Special Education teacher must also know what students in enrolled grade level are expected to learn (TEKS) Jan Teater, M.Ed. Coordinator for Elementary Programming Department of Special Education Spring Branch I.S.D. WHAT IS THE PROCESS FOR WRITING STANDARDS-BASED IEPs? • Third, skill gaps are defined and annual goals are created based on what the student must learn in order to close the gap • Objectives define HOW and under WHAT CONDITIONS the student will achieve the goal (measurable, observable & time limited) • In other words, the IEP becomes the road map for instruction Jan Teater, M.Ed. Coordinator for Elementary Programming Department of Special Education Spring Branch I.S.D. ANNUAL GOALS SHOULD: 1. Describe what a child can reasonably be expected to accomplish within 12 months 2. Be directly related to the PLAFP 3. Sets the direction for working with the child 4. Enable the child to progress and be involved in the general education curriculum 5. Intended to meet other educational needs that result from the child’s disability
Jan Teater, M.Ed.
Coordinator for Elementary Programming Department of Special Education Spring Branch I.S.D. WHAT RESEARCH SUPPORTS… • A quote I read somewhere: • “Every IEP should be simple, clear, and direct so it is easily understood by all who work with a child with a disability.” (this includes mom and dad, too!) • “Computer software which contains already created catalogs of goals and objectives must be used with great caution to ensure that such use does not restrict the IEP team’s ability to truly individualized the goals and objectives.”
Jan Teater, M.Ed.
Coordinator for Elementary Programming Department of Special Education Spring Branch I.S.D. CHANGE: OLD • Annual Goals: • The student will master Language Arts skills at the 3rd grade level as measured by equivalent criterion referenced pre and post testing, and addressing the specifically identified educational needs as referenced herein. (6th grader) • The student will master Elementary Reading skills at the 1st-2nd grade level as measured by equivalent criterion referenced pre and post testing, and addressing these specific identified educational needs. (4th grader)
Jan Teater, M.Ed.
Coordinator for Elementary Programming Department of Special Education Spring Branch I.S.D. CHANGE: VS. NEW • Mia will use a variety of strategies to comprehend text. (4th grader). • Paul will use a variety of word recognition strategies to decode text. (7th grader) • Derrick will use computations skills to compute math calculations. (2nd grader) Jan Teater, M.Ed. Coordinator for Elementary Programming Department of Special Education Spring Branch I.S.D. HOW WILL YOU KNOW A GOOD OBJECTIVE? • Objectives Include: • The conditions under which the student will perform a task • Observable, measurable, and time limited criteria • Specifically stated behavior the student is expected to demonstrate Jan Teater, M.Ed. Coordinator for Elementary Programming Department of Special Education Spring Branch I.S.D. COMMONLY SEEN OLD OBJECTIVES: • Molly will read silently for increasing periods of time 75% of the time. • Marco will solve 2nd grade addition and subtraction word problems 70% of the time. (8th grade) • Bill is expected to follow a hand- washing schedule.
Jan Teater, M.Ed.
Coordinator for Elementary Programming Department of Special Education Spring Branch I.S.D. BUT WE ARE DOING BETTER! * When given 10 word problems without extraneous information, Wally will use the problem solving model in his math journal to solve multi-step addition and subtraction reasoning problems 4 out 5 times in a grading period. • Tara will self-correct when miscues interfere with textual meaning to a DRA 34 by the end of the 3rd 9 weeks. • Given a step-by-step picture schedule of hand washing, Bill will wash hands with 2 verbal prompts 5 out of 5 opportunities in a 9 week period (benchmark 1) • Given a step-by-step picture schedule of hand washing, Bill will wash hands independently 5 out of 5 opportunities in a 9 week period. (benchmark 2)
Jan Teater, M.Ed.
Coordinator for Elementary Programming Department of Special Education Spring Branch I.S.D. THE BIGGEST CHANGE OF ALL… • IEPs are specific to the child’s needs • Based on DATA • More easily understood • Ongoing data collection easy • Progress reports more meaningful • Linked to what students in enrolled grade level are doing • Students maintain their identity as a student in enrolled grade level, regardless of their disability Jan Teater, M.Ed. Coordinator for Elementary Programming Department of Special Education Spring Branch I.S.D. THE SECOND INITIATIVE: LEVELS OF SUPPORT
Jan Teater, M.Ed.
Coordinator for Elementary Programming Department of Special Education Spring Branch I.S.D. LEVELS OF SUPPORT: WHAT IT MEANS FOR STUDENTS • Purpose: To make sure all students are sitting in the right seat for instruction • Special Education support is based on student NEED, not disability • Driven by the IEP
Jan Teater, M.Ed.
Coordinator for Elementary Programming Department of Special Education Spring Branch I.S.D. LEVELS OF SUPPORT CONTINUUM: LET’S TAKE A LOOK
Jan Teater, M.Ed.
Coordinator for Elementary Programming Department of Special Education Spring Branch I.S.D. LEVELS OF SUPPORT MEETINGS: WHAT IT INVOLVES • Diagnostician/CIS creates list of each student who receives Special Education support per grade level • Collects testing data (DRA, TAKS) • Provides Coordinator with conference period times per grade level • Coordinator and team arrive on designated date with food and posters • Explain the continuum to each grade level • General and Special Education teachers collaborate and assign a level of support for each child based on NEED for 4 content areas (LA, Math, Science, Social Studies)
Jan Teater, M.Ed.
Coordinator for Elementary Programming Department of Special Education Spring Branch I.S.D. THIRD INITIATIVE… PUTTING IT ALTOGETHER • Provides an opportunity for Special Education to share vision to each campus: We can support each campus to become a community of educators to benefit ALL children • Provides a “big picture” view for district administrators on state of inclusion practices on each campus; how each campus utilizes Special Education staff
Jan Teater, M.Ed.
Coordinator for Elementary Programming Department of Special Education Spring Branch I.S.D. THIRD INITIATIVE… PUTTING IT ALTOGETHER • A schedule for each Special Education teacher is created from data based on student need; becomes more focused thus increasing student performance • Teachers more accepting of inclusion; based on data each provided; builds open communication and stronger learning community • We can customize training needs for individual campuses Jan Teater, M.Ed. Coordinator for Elementary Programming Department of Special Education Spring Branch I.S.D. WILL MY CHILD NO LONGER RECEIVE RESOURCE SUPPORT? • Remember, the level of support the child needs is based on the IEP • If the IEP indicates that the child has skill gaps that need addressed, then the ARD committee must determine where the child will make progress on those goals. • Some students will need 20 minutes every day of intensive intervention to make gains on the IEP goals and may take place in the resource room • Both General and Special Education will be responsible for supporting the child who receives resource support
Jan Teater, M.Ed.
Coordinator for Elementary Programming Department of Special Education Spring Branch I.S.D. MY CHILD HAS BEEN IN A SPECIALIZED SUPPORT PROGRAM AND NEEDS MORE INCLUSION; HOW WILL THIS HAPPEN
Jan Teater, M.Ed.
Coordinator for Elementary Programming Department of Special Education Spring Branch I.S.D. STUDENTS WILL MOVE DOWN A CONTINUUM OF SERVICES • Based on student’s IEP • Based on the Level of Support • Students will not be “stuck” in a program based on their qualifying condition • Once a student moves out of specialized support, the ARD committee will determine level of support needed and service delivery will be defined
Jan Teater, M.Ed.
Coordinator for Elementary Programming Department of Special Education Spring Branch I.S.D. IT TAKES A VILLAGE…
Jan Teater, M.Ed.
Coordinator for Elementary Programming Department of Special Education Spring Branch I.S.D.