The Standards -Based IEP Process
The Standards-BasedIEP Process:What You Need to Know
What is a Standards-Based IEP?“In a standards-based IEP, the CSE hasincorporated State content standards in itsdevelopment. Standards-based IEPs are abest practice to create high expectationsfor students with disabilities.” Not a new idea The entire IEP is developed with the Standardsin mind, not just goals.The Role of the Committee on Special Education in Relation to the Common Core Learning Standards3
Imagine if every conversation about astruggling learner started like this:Based on learner’scharacteristics,“what would it take”for this student to havemeaningful interactionwith the content?4
Blueprint for Improved Resultsfor Students with Disabilities
Blueprint For Improved Results For Students With DisabilitiesKey PrinciplesStudents engage in self-advocacy and are involved in determining their owneducational goals and plan.Parents, and other family members, are engaged as meaningful partners in thespecial education process and the education of their child.Teachers design, provide, and assess the effectiveness of specially designedinstruction to provide students with disabilities with access to participate and progressin the general education curriculum.Teachers provide research-based instructional teaching and learningstrategies and supports for students with disabilities.Schools provide multi-tiered systems of behavioral and academic support.Schools provide high quality inclusive programs and activities.Schools provide appropriate instruction for students with disabilities in careerdevelopment and opportunities to participate in work-based learning.6
Blueprint & S-B IEPsWhatWhy Turn & Talk: See the connection between astandards-based IEP and theBlueprint Review the Key PrinciplesHow Select one of the starred keyprinciple that relates to your role. Review the evidence - Identify keywords, strategies or practices thatsupport the development of astandards-based IEP Turn to a partner and share yourobservations.
Standards-Based IEPs are aboutfacilitating active, purposefulparticipation in the curriculumFocus on the knowledge and skills needed by allstudents, so they can be successful in collegeand careers General Education nts
MeaningfulAccess“Access to and participation in the general education curriculumdoes not occur solely because a student is placed in a generaleducation classroom, but rather when students with disabilitiesare actively engaged in learning the content and skills thatdefine the general education curriculum ”9
IEP DevelopmentHas not changed .Intentional & Purposeful Planning of an educational programfor a student with a disability to ensure meaningful access, active participation & measurable progress in the general educationcurriculumBut . NYSED has provided additional guidance
Steps to Creating Standards-Based IEPs1Know the Grade-Level Content Standards/ Context2Examine Classroom and Student Data3Develop the PLP4Develop Measurable Annual Goals5Assess/Report Student Progress6Identify SDI, Accommodations/Modifications7Determine Appropriate Assessment*Adapted from the National Association of State Directors of Special Education Store/ProductFiles/36 a7f577f4-20c9-40bf-be79-54fb510f754f.pdf11
What is a Standards-Based IEP?1. Consider the grade-level contentstandards for the grade in whichthe student is enrolled or would beenrolled based on age. What is your role in this step?12
DefinitionsStandards (What is essential to learn)What students should know and be able to do atvarious levels of educationCurriculum (What is taught)The knowledge (content) that is taught to meet the standardsSkills (How to learn)The tools needed to learn the curriculum13
Analyze Standards “Drill down” to determine what isrequired to access the standard. What are the prerequisite skills? Is the standard addressing a skill which has ahierarchical access point? Is the standard addressing content or knowledgewhich suggests degrees of difficulty andcomplexity? What are the student’s skills?14
Unpacking the Standards Anchor Standards for ELA and Math These are broken down into a logical progression ofcontent and skills from grade to grade Skills essential in ELA and Math Hierarchical Access Points Pre-requisite Skills & mce/ela/resources/CCSSVertical riculumStandards.html3 usefulresources
What is a Standards-Based IEP?1. Consider the grade-level contentstandards for the grade in whichthe student is enrolled or would beenrolled based on age. What is your role in this step?16
What is a Standards-Based IEP?2. Examine the classroom and student datato determine where the student isfunctioning in relation to the grade-levelstandards What is your role in this step?17
Connecting IEPs to Standards Does mean: Using the standards to determine expectations at grade level as a guide to determine what is importantfor the student to learn or be able to do to conduct an analysis to determine thegap between grade expectations andcurrent skills and knowledge18
Common Core Learning Passistive rformance of Student with a Disability
Grade Level vs. Instructional Level Correct point ofaccess can be offgrade-level due to thesequential nature ofthe skill acquisition Gap Analysisdetermines theappropriate pointof access andperformancecriteria Sometime we “teachup” to the grade-levelby determining “whatit will take”20
What is a Standards-Based IEP?2. Examine the classroom and student data todetermine where the student is functioning inrelation to the grade-level standards What is your role in this step?21
What is a Standards-Based IEP?3. Develop the present level of academicachievement and functional performances. What is your role in this step?22
Create a clear picture of thestudent Manifestationsof DisabilityParentConcerns/Student rengthsSupports inCurrentPlacement23
Impact of the disability on participation and progressin the curriculum1.How does the student’s disability impact thestudent’s involvement and ability toprogress in the general educationcurriculum?2.What academic areas are impacted due tothe disability?24
Present Level of Performance: Kari’sdifficulty in organizing materials and informationaffects her ability to complete assignments independently andcompose written essays Luis has difficultyorganizing information into larger units (e.g., main ideasStandards-Based IEP State-Directed Project - January 2011or themes). He understands parts of a text, but has difficulty determiningthe main ideas and writing summaries of information read .
What is a Standards-Based IEP?3. Develop the present level of academicachievement and functional performances. What is your role in this step?26
What is a Standards-Based IEP?4. Develop measurable annual goals alignedwith grade-level academic content standards. What is your role in this step?27
Annual goalsare based on skills,not standards
Standards-based IEP goals are not simply restatements of the standards;rather,standards-based annual goals identify theessential skills and knowledge that a studentwith a disability needs to acquire in order tomaster grade-level content standards.29
Measurable Annual Goals1. Given a reading passage, Luis will identify themain idea and two supporting details withaccuracy across academic areas.Criteria: 80% accuracy in 3 out of 4 trialsProcedure: work samples; Schedule: weekly2. Using a graphic organizer, Kari will write acohesive paragraph, including 3-5 sentences on aspecific topic as per teacher request across avariety of settings.Criteria: 4 out of 5 trials over 4 consecutive weeksProcedure: work samples; Schedule: weekly
What is a Standards-Based IEP?4. Develop measurable annual goals alignedwith grade-level academic content standards. What is your role in this step?31
What is a Standards-Based IEP?5. Assess and report the student’sprogress throughout the year. What is your role in this step?32
Step 5 - Assess and report the student’sprogress throughout the year. How does the student demonstrate what he/sheknows on classroom, district and Stateassessments? Are a variety of assessments used to measureprogress of academic skills and functionalperformance to achieve the standards? Is the student making progress in achieving theirannual goals? How will progress be reported to parents?
Vocationalassessments& entindividualevaluationEvaluationResultsState &district wideassessmentsClassroomassessmentsTranscripts &credits earnedProgressmonitoring34
What is a Standards-Based IEP?5. Assess and report the student’sprogress throughout the year. What is your role in this step?35
What is a Standards-Based IEP?6. Identify specially designed instructionincluding accommodations and/ormodifications needed to access andprogress in the general education curriculum What is your role in this step?36
Specially Designed Instruction – SDI“is the intentional and purposeful planning ofinstruction to ensure that students withdisabilities can meaningfully access,participate and progress in the curriculumthroughout the entire lesson.”
Specially Designed InstructionStandards:The WHAT of education for all studentsSpecially Designed Instruction:The HOW of education forstudents with disabilities
Creating access requires a combination ofaccommodations, supports, specially designed instruction& goalsEnvironmentInstructionContentMaterialsHow Learningis Measured39
Examples of SDIExplicit CoreInstructionIntroductionObjective“I Do”Read the objective tostudentsStudents will restateobjectiveSpecially Designed InstructionSheldon – have students read chorally & thenhave them read independently for readingfluency & comprehensionMark – put students in pairs to process whatwe’ll be doing for the day before restatingGuided Practice Students will turn &talk to partner“We Do”Chloe – needs picture cues to assist inconversational skillsIndependentPracticeBrayden – graph paper for alignmentSimon – speech to text app on iPad for writtenformMary – graphic organizer with prompts for eachnumber representation“You Do”Students will write 3numbers in expanded,standard & writtenform
Intentional & Purposeful PlanningAppendix C: IEP and Lesson Plan Development Handbook1NONVERBAL COMMUNICATIONSpecially Designed Instruction (SDI)WHAT THE TEACHER TEACHES Visual, written, verbal, physical, pictureprompts and cues Cue cards Supplementary Aids and Services (SAS)WHAT THE STUDENT NEEDSVisual, written, tactual, verbal, physical,picture prompts and cuesHand-under-hand vs. hand-over-handphysical guidance/exploration American Sign Language Switch activated devices Graduated guidance System of least prompts Augmentative communication devices Instruction of American Sign Language Dynamic screens Computer assistedinstruction High technology communication devices Multiple-modalitystrategies Communication boards/books/ cards Use of body language Picture-based communicationAttending to the speaker Establishing and maintaining eye contact Switch accessibility Scan accessibility Educational interpreter Other OtherPage 18
What is a Standards-Based IEP?6. Identify specially designed instructionincluding accommodations and/ormodifications needed to access andprogress in the general education curriculum What is your role in this step?42
What is a Standards-Based IEP?7. Determine the most appropriateassessment option. What is your role in this step?43
Determine the most appropriateassessment option.Know the Student What accommodations are used in the classroom?Know the Test What types of responses do the State assessmentsrequire? What are the administrative conditions of the assessment? What accommodations are allowed on the assessment(s)? What can be learned from the student’s previous Stateassessment results?
Appropriate Assessment1. Participation in statewide assessment withoutaccommodations2. Participation in statewide assessments withallowable accommodations.3. Participation in alternate Assessment based onalternate achievement standards.
What is a Standards-Based IEP?7. Determine the most appropriateassessment option. What is your role in this step?46
Imagine if every conversation about astruggling learner provided the answerto Based on learner’scharacteristics,“what would it take”for this student to havemeaningful interactionwith the content?47
What is a Standards-Based IEP? "In a standards-based IEP, the CSE has incorporated State content standards in its development. Standards-based IEPs are a . best practice to create high expectations. for students with disabilities." Not a new idea The entire IEP is developed with the Standards in mind, not just goals.
May 02, 2018 · D. Program Evaluation ͟The organization has provided a description of the framework for how each program will be evaluated. The framework should include all the elements below: ͟The evaluation methods are cost-effective for the organization ͟Quantitative and qualitative data is being collected (at Basics tier, data collection must have begun)
Silat is a combative art of self-defense and survival rooted from Matay archipelago. It was traced at thé early of Langkasuka Kingdom (2nd century CE) till thé reign of Melaka (Malaysia) Sultanate era (13th century). Silat has now evolved to become part of social culture and tradition with thé appearance of a fine physical and spiritual .
IEP CONTENT (Required): Date of IEP Meeting: / / Initiation Date of IEP: / / Projected Date of Annual IEP Review: / / Parent(s)/Legal Guardian(s) provided copy of this IEP: / / PARTICIPANTS IN IEP MEETING AND ROLE(S) The names and roles of individuals participating in developing the IEP meeting must be documented.
̶The leading indicator of employee engagement is based on the quality of the relationship between employee and supervisor Empower your managers! ̶Help them understand the impact on the organization ̶Share important changes, plan options, tasks, and deadlines ̶Provide key messages and talking points ̶Prepare them to answer employee questions
On an exceptional basis, Member States may request UNESCO to provide thé candidates with access to thé platform so they can complète thé form by themselves. Thèse requests must be addressed to esd rize unesco. or by 15 A ril 2021 UNESCO will provide thé nomineewith accessto thé platform via their émail address.
Dr. Sunita Bharatwal** Dr. Pawan Garga*** Abstract Customer satisfaction is derived from thè functionalities and values, a product or Service can provide. The current study aims to segregate thè dimensions of ordine Service quality and gather insights on its impact on web shopping. The trends of purchases have
Do you provide the IEP Report of Progress and Achievement from Current IEP to parents in alignment with the dates to be achieved for Objective #1 and Objective #2 on the goal page? No. Provide the IEP Report of Progress and Achievement from Current IEP concurrent with the issuance of Progress Reports (elementary) or Report Cards (secondary).
Albert Woodfox a, quant à lui, vu sa condamnation annulée trois fois : en 1992, 2008, et . février 2013. Pourtant, il reste maintenu en prison, à l’isolement. En 1992 et 2013, la décision était motivée par la discrimination dans la sélection des membres du jury. En 2008, la Cour concluait qu’il avait été privé de son droit de bénéficier de l’assistance adéquate d’un .
