Implementing the IEP

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Before We Begin…

Review the set of goals and objectives you wrote last time

Write them on the Education Benefit Charts under Goals, Objectives, Accommodations, Modifications

A Quick Talk About Page 8

Needs to support the goals and objectives

What the adults will doSpecific

Strategies, Accommodations, Modifications

Locations and Times

Support for the adults

Examining the Needs of an Implementer

Confidence in using the supportSkills in using the supportNeed for additional resources beyond

the typically provided school resources

Examining the Needs of an Implementer

High Confidence

Qualified Skills

Easy to Use Resources

Low Confidence

Lack of Skills

Complex Use of Resources

Modifying the Level of Vocabualry

High Confidence

Qualified Skills

Easy to Use Resources

Low Confidence

Lack of Skills

Complex Use of Resources

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

Determining the Type of Support for IEP Development

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

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?

Sequence of Content

Analyzing Bridges &

Gaps

Determining Level of Support

Writing Goals & Objectives

Determining Type of Support

Implementing &

Monitoring Progress

Revised 11/07 SERC 11

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

Arriv/Dismis

SS

Math

Reading

Science

Art

Recess

Music

Lunch

Given a picture of a familiar item, logo or symbol, name the item x x x x

In a given social or group situation, will initiate communication either with a single verbal comment or using a picture communication system

x x x x x x x x x

When presented with an item in an authentic context, use a single word to identify something he observes

x x x

When using art or science materials and given a picture card, sort or match objects by one similar attribute

x x x

Using manipulatives in two groups of differing amounts, indicate which group is smaller or larger by pointing to the appropriate group

x x

Schedule of Activities

IEP Goals

You Try

List a typical grade level scheduleRecord the goal/objectivesDetermine which goal/objectives can

be addressed in which setting

Mainstreaming Inclusion

Visitor Member(Stetson, F., 2002)

Determining the Type of Support

External Supports (no direct student contact, supports such

as prepping materials)PeersParaprofessionalsSupport FacilitationCo-teachingOut of Class (pull-out)

(Stetson, F., 2002)

External Support

Specialized Support

MonitoringOnly

AdaptedMaterials

PeerTutor

SupportFacilitator Co-Teacher

ResourceRoom

Self-Contained

In-Class Support

General Education Classroom

Alternative Location

Member Visitor

OffCampus

Today’s Continuum of Services

(Stetson, F., 2002)

Determining the Type of Support

Based on Number of goals/objectives

Complexity of instruction needed for goals/objectives

Determining the Type of Support

Area

Type of Support

How support will be implemented

External

Peer

Para

Support Facilitation

Co-teaching

Out of Class

Arrival and dismissal x x

Peer Buddy Paraprofessional for peer

Social Studies x x

1x wk support facilitation; prepping picture cards

Math x Peer buddy

Reading x x

Co-taught daily; prepping picture cards

You Try

Review which goal/objectives will be addressed in which setting

Determine the level of support that will be needed to address these goals/objectives

Using Assessments to Monitor and Evaluate Student Progress

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

Essential Questions for Learning

How are monitoring and evaluating distinct?

What are the essential characteristics of monitoring systems?

Sequence of Content

Analyzing Bridges &

Gaps

Determining Level of Support

Writing Goals & Objectives

Determining Type of Support

Implementing &

Monitoring Progress

Revised 11/07 SERC 24

What is the purpose of assessment?

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)

Progress Monitoring

Systematic process

Evaluation of effectiveness of instruction and implementation

Assessment of student progress

Means to track the rate of improvement

(Albers, 2007)

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)

Monitoring vs. EvaluatingMonitoring 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

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

Testing vs. Assessment

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

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

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

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

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

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

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

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

Features of Monitoring Plan

Type of measurement Accuracy Frequency Duration

Assessment tools that will be used

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?

10/07 SERC

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?

10/07 SERC

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?

10/07 SERC

Features of Monitoring Plan

Assessment process that will be used Who will monitor the progress Intervals for monitoring

▪ Daily▪ Weekly▪ Monthly

Features of Monitoring Plan

Documentation of the level and rate of progress E.g. graphing

Timeline for evaluation

Putting it Together

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

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.

Baseline Data

A general rule of thumb is 3.

Sensitive to small changes over time.

For Example…

Given multi-digit addition problems with regrouping, the student will accurately solve them…

What is an effective means to collect data on this objective?

For Example…

# of multi-digit problems completed accurately in 5 minutes

Graph the results for each student (independently)

Set a performance criteria (as a table group)

Student 1 3 5 4 6

Student 2 0 0 1 1

You Try

Review the goal/objectives you wrote What is the assessment process for

collecting baseline?

If you have the baseline already, what is it?

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

Demands/Skills

Days

The Achievement Gaps

Gap

Baseline

Expected Performance

Demands/Skills

Days

The Goal Line

Gap

Baseline

Student’s Projected Line of Growth

Goal

For Example…

# of multi-digit problems completed accurately in 5 minutes

Benchmark - 8 correct problems in 5 minutes

Student 1 3 5 4 6

Student 2 0 0 1 1

Student 1

Draw a thick line on the benchmark

Student 2

Student 1

Draw a line that covers at least 3 points and intersects with the benchmark

Student 2

Student 1

Set a target based on this line

Student 2

Where would you set the target?

Student 2

Let’s Reflect

Look back at the performance criteria you set before the exercise

Compare to the target you just set

What did you notice?

What new insights do you have?

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)

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

Demands/Skills

Days

Monitoring Progress

Baseline

Goal

Student’s Current Progress

Complete the Graphs

Student 1

3 5 4 6 8 9 8 7 8 6 7 9 7

Student 2

0 0 1 1 2 3 4 6 6 7 8 7 8 Complete the graph for each

student

How is Student 1 Doing?

How is Student 1 Doing?

Is this student making progress?

Is the rate of growth acceptable?

Is the implementation of the IEP working?

What are the potential factors that creating this growth pattern?

How is Student 2 Doing?

How is Student 2 Doing?

How does this rate of growth compare to what was expected?

Has this student met mastery? (the benchmark)

What are the potential factors that creating this growth pattern?

Trendlines

Trendlines can help monitor rate as well as level of progress

“Eyeball” – draw a line that covers at least three points

Excel Analysis Trendlines

Excel Demonstration

Student 1

Try drawing a trendline

You Try

For the goal/objectives you wrote, determine the monitoring process that will be used Who will monitor the progress? What assessment process will be used? How often will data be collected?

▪ Daily▪ Weekly▪ Monthly

When will the data be evaluated?

Time to Action Plan