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The Diagnostician's Role in Standards Based IEPs

Amy Doolan Education Specialist 713-744-6337 [email protected]

Region 4 Education Service Center Special Education Services 7145 West Tidwell Houston, TX 77092-2096

FIE

34 CFR §300.304 · Whether the child is a child with a disability under § 300.8; and · The content of the child`s IEP, including information related to enabling the child to be involved in and progress in the general education curriculum 34 CFR 300.304(c)(7) Assessment tools and strategies that provide relevant information that directly assists persons in determining the educational needs of the child are provided. 19 TAC § 89.1040 When considering a learning disability, prior to and as part of the evaluation the following must be considered: · Data that demonstrates the child was provided appropriate instruction in reading and/or mathematics within general education settings delivered by qualified personnel · Data-based documentation of repeated assessments of achievement at reasonable intervals, reflecting formal evaluation of student progress during instruction. Databased documentation of repeated assessments may include, but is not limited to, response to intervention progress monitoring results, in-class tests on gradelevel curriculum, or other regularly administered assessments. Intervals are considered reasonable if consistent with the assessment requirements of a student's specific instructional program.

PLAAFP

34 CFR §300.320 (a)(1)(i) A statement of the child`s present levels of academic achievement and functional performance, including how the child`s disability affects the child`s involvement and progress in the general education curriculum

Goals

34 CFR §300.320(a)(2)(i) A statement of measurable annual goals, including academic and functional goals designed to-- (A) Meet the child`s needs that result from the child`s disability to enable the child to be involved in and make progress in the general education curriculum; and (B) Meet each of the child`s other educational needs that result from the child`s disability; Standards-Based IEP Development: Question & Answer Document provided by TEA The four critical components of measurable goal: · Timeframe · Condition · Behavior · Criterion

Federal

State

ARD Committee Decision-Making Process for the Texas Assessment Program Manual (p.11) The PLAAFP is the basis of the IEP because it defines where a student is, both academically and functionally. PLAAFPS can be created using: · Formal Evaluation Data · Classroom Data · Accommodations and Modifications · Parent Information · Additional Supports By reviewing the PLAAFP, the ARD committee should have a clear understanding of the student's performance in the grade-level TEKS, including the student's strengths, current areas of need, and accommodations, modifications, or supports the student has used.

9/2010

Considering Breadth and Depth of Enrolled Grade Level Curriculum Students with Disabilities are Required to Have Access to the Breadth of the Curriculum

No Accommodations or Modifications No Changes to: · Content · Performance Expectations · Sequence and timelines · Instruction

Accommodations No Changes to: · Content · Performance Expectations Changes to: · Sequence and timelines · Instruction

Modifications and Accommodations Changes to: · Content · Performance Expectations · Sequence and timelines · Instruction

Alternate Achievement Standards Individualized curriculum goals aligned to grade level standards through prerequisite skills

TAKS-Alternate (1%) TAKS-Modified (2%) TAKS TAKS or TAKS­Accommodated

Adapted from Region 20 Standards-based IEP Training

Provided by Region 4 ESC

IEP Determines the Depth of the Curriculum for Each Student

Considering Depth of the Curriculum

Evaluation Compare Conclude Determine Estimate Evaluate Interpret Justify Measure Predict Summarize Test Validate

Point to Ponder When writing goals and objectives aligned to the enrolled grade level curriculum, how much are you changing the nature of the task(s) or target skill(s)? Are you changing the content, or performance expectations? Changes to these aspects of the curriculum may change the depth of the curriculum for the student. If you are changing the depth to a significant degree, this might be an indication that a student is accessing the general education curriculum through modifications.

Synthesis Integrate Prescribe Produce Plan Analysis Prepare Organize Propose Specify

Complex

Application Apply Calculate Classify Complete Demonstrate Solve Use Utilize Related Examine Illustrate Employ Practice

Comprehension Associate Classify Compare Compute Contrast Distinguish Estimate Extrapolate Interpret Interpolate Discuss Translate Differentiate Predict Describe

Knowledge Count Define Draw Identify List Name Recall Recite Recognize Record Repeat State Write Read Trace Quote Tabulate Point

Simple

1/26/11

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Analyze Arrange Combine Construct Create Design

Group Infer Order Relate Separate Summarize

Generalize Explain Formulate Develop Transform Detect

Worksheet for Developing Goals and Benchmarks

1. Develop the student's PLAAFP. Start by answering the following questions: a. How does the disability impact the subject area? b. What is student performance without the use of accommodations and/or modifications? c. What accommodations and/or modifications have been tried? d. How much does performance improve with the use of accommodations and/or modifications? 2. Use the information in the PLAAFP as the student's baseline performance (level). Write the information using the timeframe, condition, behavior, and criterion format in the first line. 3. Consider the amount of student progress over the past year (rate). Where do you project the student to be in one year? That projection becomes the student's annual goal. Write the timeframe, condition, behavior, and criterion of annual goal in the bottom row. 4. To develop benchmarks, vary the conditions, behaviors, and criterion in a logical progression that can be objectively measured throughout the year and will demonstrate the student's progress toward the annual goal. Timeframe At the present time, Baseline Condition With these supports: Behavior The student can: Criterion At the following mastery level:

· In ____ instructional weeks · By the end of the first grading period · In _____ instructional weeks · By the end of the second grading period · In ____ instructional weeks · By the end of the third grading period · In 36 instructional weeks · By the next annual ARD Benchmarks

Given:

The student will:

· ____ of ____ times · at ____% on _____

Given:

The student will:

· ____ of ____ times · at ____% on _____

Given:

The student will:

· ____ of ____ times · at ____% on _____

Annual Goal

Given:

The student will:

· ____ of ____ times · at ____% on _____

12/1/10

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