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STANDARDS -BASED

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.

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