Standards-Based IEP Model

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WELCOME
Standards-Based
IEPS
Present Levels
of
Performance
Presenters:
Honora Batalka
Luanne Cochran
Agenda for the Session

Standards-Based IEP Models

Review survey results for assessments/progress
monitoring

Turning Point on PLOPS

Components of Standards-based IEP Present Level
of Academic Achievement

Review sample PLOPS

Using a rubric to guide/ evaluate PLOPS

Reviewing School PLOPS
OUTCOME
Participants will develop an
understanding of
Standards-Based IEPs.
Our Expectations…
Ask Questions
Share Ideas with others
Treat one another as a gift
Growth
SMCPS is Moving Towards…
Standards- Based IEP
Because…
Increased Rigor = Increased
Student Achievement
Standards-Based IEP Model
Progress
Monitoring
Standards- Based
Assessments
Accommodations,
Modifications,
Supplementary Aids &
Services
Present Levels of Academic
Performance (PLOPS)
Standards-Based
IEP
Goals/Objectives
Standards –Based IEPs
Making All Ends Meet…
Specially
Designed
Instruction
General
Education
Standards
IEP
SERC 2007
Standards- Based IEP System
Clear Standards
Curriculum
Framework
Interventions
(/MSC/VSC/
(Core Learning Goals)
STUDENT ACHIEVEMENT
Materials
and
Resources
Fair Assessments
Instruction
Pattan-2009
Questions About Assessments???
Let’s Look at the Survey results for IEP Chairs
Turning Point Activity
PLOP Anticipation
Guide
Reflect upon your knowledge of what a Standardbased IEP should look like. Rate your knowledge of
standards-based IEPS.
it e
d
33%
Lim
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33%
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Extensive
Some
Limited
Ex
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1.
How comfortable do you feel
evaluating IEPS for PLOPS?
33%
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33%
Very Comfortable
Somewhat
Not very
comfortable
Ve
ry
1.
1. When writing PLOPS, one should use
educational jargon.
True
False
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2. The PLOP should address what programs,
accommodations and interventions that have been
successful.
2.
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3. The PLOP statements are general
statements that address strengths and
weaknesses of the student.
True
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4. The PLOP should include statements of when,
where and how the special education services will be
provided.
1.
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5. The PLOP must include a statement about how the child’s
disability affects the child’s involvement and progress in the
general curriculum.
True
False
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6. Statements regarding behavior must be
addressed in the PLOP.
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False
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7. It is acceptable to just include the assessment
scores in the PLOP.
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8. You write the goals and objectives and then write
the PLOP.
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Where do you think the special
education teachers in your school
are in regards to their knowledge
and ability to write PLOPS ?
A standards-based IEP, does the
following:

Ties the IEP to the general education curriculum.

Provides positive directions for goals and interventions.

Utilizes standards to identify specific content critical to the
student’s successful progress in the general education
curriculum.

Promotes a single educational system that is inclusive
through common language and curriculum.

Ensures greater consistency across schools and districts.
General Education Curriculum
(MSC/CLG)
Modifications
Interventions
Access to
grade level
curriculum
Standards-Based
IEP
Scaffolding
Alternative
Instructional
Skill Level
Present Levels of Performance
are…

Foundation of the IEP
document

Source that drives the IEP
components

The statement that links all
the components of the IEP
together
Purpose

The PLOP is to identify how a student is currently
functioning.

The statements are to be clear, objective information
about a child’s abilities and limitations.

It defines how the abilities and limitations affect the
student’s ability to progress in the general classroom
curriculum.

Create a baseline of information
Present Levels- Include…
1. Connections to the MSC (VSC) or Core
Learning Goals
2. Descriptive
3. Identifies a student’s strengths and needs
4. Teacher input
5. Data (Summative, Formative, Diagnostic and
Benchmark)
6. Interventions
Before you write a PLOP
you need address ..
2 steps….
STEP 1
Consider the grade-level content
standards for the grade in which the
student is enrolled or would be enrolled
based on age.
Questions you might want to ask:


What is the intent of the standard?
What is the content standard saying the
student must know and be able to do?
Step 2

Examine classroom and student data to
determine where the student is functioning
in relation to the grade-level standards.
You will have 10 or so minutes to work as a
team to compile some questions the IEP
Team/Case Manager could ask to make sure
step 2 is followed.
The PLOP has 2 Parts

Academic and Functional Areas Assessed

Area Discussion
Academic and Functional Areas Assessed

Data

Dates

Name of assessment
tools
Sample of SMCPS Assessments










WJR-III
Brigance
DIBELS
Key Math
MSA/HSA
Burns & Roe Informal
Reading Inventory
QRI-IV or other IRI
FBA and BIP
Alt- MSA
Mod-MSA/HSA









Quarterly Benchmark
Assessments for math and
reading / Pre-Post
Writing Samples
WADE
Fundations
REWARDS Pre/Post
SOAR Placement
Rigby Benchmark
Assessments
Read Naturally
6-Minute Solution
Other Measurement Tools




Daily Behavior Point
Sheets
Running Records
Behavior Logs
Informal Teacher
made skill
assessments





Teacher notes
Checklist
Phonic Surveys
Textbook
assessments
Progress Monitoring
What information should be
included in the PLOP?

Current data –within the last
year or 2 (or less for younger
students)

Input from teachers and
related service providers

Antidotal records/observation
and work-samples

Formal assessments

Curriculum-based
measurements

Informal assessments

Parent input

Grade level child is
functioning at

Data from a previous goal &
objectives to identify a
continued need

Attendance
Layout of PLOP




Presented in
paragraph form
Bulleted
Needs to be
informativeProvide specific dates
for the data collected
Paragraph Form
Bulleted
Things to Remember to Include





Name test and date
Dates (re-eval.- or initial, current yearly
evaluations)
Scores (Formal/Informal including dates)
Explanation of how data relates to
nondisabled peers
Description of the resulting intervention and
progress
Area Discussion Questions

What is the parental input regarding the student's educational
program?

What are the student's strengths, interest areas, significant personal
attributes, and personal accomplishments? (Include preferences and
interests for post-school outcomes, if appropriate.)
Needed: Parent Information

Expectations for child

Tips

Academic Concerns/issues

Health, Physical and Behavioral Concerns
Needed:
Information From the Student

Ask the student what they think their strengths, interest
and personal accomplishments are

Ask teachers

Student Learning styles

Communication style

YOU NEED TO PAINT AN ACCURATE PICTURE OF THE
WHOLE CHILD BEYOND DISABILITIES
Area Discussion Questions cont…

How does the student's disability affect his/her involvement in the
general education curriculum?

For preschool age children, how does their disability affect
participation in appropriate activities?
You need to address how the students disability
affects his/her participation in general education

Define What

Define Why
Address:
* Performance in different instructional situations ex. Large
group, small group, 1 :1
* Potential problems you the student might encounter in
general ed.
* Baseline for each area
It May be Helpful to….

Begin with “Can Do” abilities of the child in the
area you are addressing

Include how he/she learns best (learning style)

Include accommodations or services that the
student may have/have not benefited from

Setting where the child is being educated in
for the particular area

Describe specific weaknesses including
aspects of the classroom environment which
interfere with learning and specific
information on activities the child has
difficulty performing
Sample Starter Phrases

Based on…identify source and date of information- current
level- baseline data, lists strengths

Effects of the disability…. States unique
difficulties (weaknesses)
student is having because of
disability

Priority educational needs – state the important skills ,
behaviors, etc. to be learned by the student during the IEP
period- involvement in the general education curriculum
Sample Starter Phrases Preschool

Attention span would adversely affect ability to attend to
activities including circle time, story reading, small/large
group instruction and independent work.

Delayed language ability will negatively impact this child’s
ability to understand instructions and follow through on
classroom activities.

Developmental delays in the area of ____________ (fill in
appropriately) will negatively impact the child’s ability to
participate activities such as……
Present Levels of Performance (PLOP) Checklist
Does the PLOP contain…..
YES
1. Does the PLOP reflect individual needs?
2. Does the PLOP provide instructionally relevant
information about the student?
3. Does the PLOP identify how the student is
progressing within the Maryland State Curriculum?
4. Does it reflect the priorities and concerns of the
student and his/her parents for the student’s
education?
5. Is the PLOP based on the results of current
evaluation reports, statewide/county testing, teacher
reports and checklists, current progress data and
parent information?
6. Is the PLOP specific and descriptive?
7. Does it clearly identify where the student is
currently functioning so it is clear what he/she has
to learn next and what supports are needed?
8. Does the PLOP identify what impact the disability
is having on his/her ability to participate and
progress in the general education setting and
curriculum or in age- appropriate activities?
9.
Is the PLOP free from vague and unclear words
and phrases?
10.
Is it written in such a way that parents,
professionals and support staff can understand?
11.
If a student is eligible for the mod. assessments,
does the data/interventions and student needs
support this decision?
Adapted from WV Standards-Based IEP technical brief
NO
SMCPS
INSERT SCHOOL EXAMPLES
SMCPS
Insert School Example
SMCPS
Insert School Example
SMCPS
Lisa's guardians are concerned with her progress in reading fluency, reading comprehension, math, written language, and her communication
with
Insert School Example
SMCPS
What are the parent's concerns, expectations, and issues for
their child?
Insert School EXample
SMCPS
What are the parent's concerns, expectations, and
issues for their child?
Insert School Example
SMCPS
What are the student's strengths, interest areas, significant
personal attributes, and personal accomplishments?
Insert School Example
SMCPS
What are the student's strengths, interest areas,
significant personal attributes, and personal
accomplishments?
Insert School Example
MOD- Sample
Cont…
(Name) is interested in…. (Name) is very strong when asked to read/complete….
(Name) scored a 389 on his reading MSA and a 390 on his mathematics MSA. His current
Benchmark data is a 60% in reading and a 58% in math when only accommodations are provided.
This classroom assessments are in reading he is averaging a 72% and in mathematics he is averaging
a 71%. Classroom assessments are both presented to (Name) with appropriate modifications and
accommodations. (Name) instruction and assessments need to be modified in order to demonstrate
proficiency on grade level curriculum. Modifications that (Name) receives are limited number of
questions; reduced practice items; reduced work load; instruction and assessments presented using
less complex language; step by step task analysis; formula/conversion/ definition boxes added to
some questions; no "except" or "not" questions; simplified questions, deleted extraneous
information; modeling, and chunking information. These modifications allow (Name) to read
unfamiliar words, increase fluency, and better comprehend what she is reading. When reducing the
length of a reading passage and presenting vocabulary that is less complex, (Name) is able to remain
on task and keep her frustration levels down to a minimal. Without the use modifications she cannot
access grade level curriculum. Ms. ____and the IEP team agree that (Name)s assessments and
classroom instruction must be modified so that she can access grade level curriculum. Although
(Name) is making progress towards grade level proficiency, he/she is not yet making progress at
grade level when only provided accommodations.
MOD- Sample
Cont…
(Student’s name) learning disability directly impact her ability to access
grade level curriculum and be successful. (Name) inability to decode and
identify letter combinations affects his/her comprehension of what is being
presented in class. Without modifications and accommodations (name)
becomes confused and frustrated in class affecting his ability of maintaining
grade level instruction.
SMCPS
How does the student's disability affect his/her involvement and
progress in the general education curriculum or participation in
school activities?
.
Insert School Example
PLOP’s for Behavior

Social development
The degree and quality of the student’s:
* relationships with peers and adults
* feelings about self
* social adjustment to school and
community environment.
SMCPS
When observed in the classroom or school setting Lisa does not speak to adults or peers
during the regular school day. She is reported to speak to her cousin, which she has
classes with, outside the school setting. In a small group setting, such as the reading
intervention block of the reading and language arts period, Lisa will use non-verbal
signals such as pointing to items she doesn't understand, raising her hand to signal a
bathroom break, and/or shaking her head yes and no when being asked questions.
When Lisa is given a task in which seems to challenge her she will display signs of
frustration by becoming non-responsive, even with non-verbal cues, and will stop
attempting to complete her work. Lisa requires assessment and assignment
modifications in order to assess and address progress in specific goal/objective areas.
Lisa will cooperate with peers and teachers when asked to complete most tasks. She will
also “run errands" when asked by the teacher and seems to enjoy being able to assist
her teachers when she is assigned a job or errand.
Summary
You should state…..
The student’s unique needs that require the student’s educational
program to be individualized:
We are individualizing this student’s education program because of his unique needs
related to his disability in the areas of . . . . (e.g., reading, writing, organization,
memory, vision, hearing, problem solving, attention, motor skills).
What the student can and cannot do in each area of identified need:
In the area of ___________, we know this student can currently _____________, but
cannot ______________. (e.g., in the area of memory, he can remember a two-step
sequence, but does not complete activities that involve multiple steps such as "get
ready for school.")
Summary Continued

What the strengths of the student are upon which you can build:

He learns best through _____________________ (e.g., pairing
auditory with written work; using music to trigger memory;
redirection; modeling).

What environmental, support or material resources the student will
need to enable him/her to benefit from education:

He will need the following resources to meet his needs (e.g.,
structure and routine throughout his instructional day; close
supervision during transitions; assistance with note taking; adaptive
furniture for motor support; instructional materials in large print
formats, positive reward system for appropriate behavior).
Management Needs

The nature and degree to which the following are
required to enable the student to benefit from
instruction:
* environmental modifications (e.g., consistent room
arrangement, materials and routine; written rules
displayed; limited number of items on his desk);
* resources (e.g., support needed to assist
the student to locate classes and follow schedules)
* material resources (e.g., two sets of books – one for
home and one for school; large print font).
( adapted from: vesid.nysed.gov/specialed/publications)
Remember





Never forget to mention the tools names
Describe student performance
Dates
How data relates to what same age peers
are doing
Include current classroom information
Present Levels of Performance (PLOP) Checklist
Does the PLOP contain…..
YES
1. Does the PLOP reflect individual needs?
2. Does the PLOP provide instructionally relevant
information about the student?
3. Does the PLOP identify how the student is
progressing within the Maryland State Curriculum?
4. Does it reflect the priorities and concerns of the
student and his/her parents for the student’s
education?
5. Is the PLOP based on the results of current
evaluation reports, statewide/county testing, teacher
reports and checklists, current progress data and
parent information?
6. Is the PLOP specific and descriptive?
7. Does it clearly identify where the student is
currently functioning so it is clear what he/she has
to learn next and what supports are needed?
8. Does the PLOP identify what impact the disability
is having on his/her ability to participate and
progress in the general education setting and
curriculum or in age- appropriate activities?
9.
Is the PLOP free from vague and unclear words
and phrases?
10.
Is it written in such a way that parents,
professionals and support staff can understand?
11.
If a student is eligible for the mod. assessments,
does the data/interventions and student needs
support this decision?
Adapted from WV Standards-Based IEP technical brief
NO
In a Nutshell the PLOP is…

A summary describing the student’s current
achievement in the areas of need as
determined by an evaluation.

Snapshot of the student in a particular area.
YOUR TURN
You have been provided a set of 6 checklists
Use the checklists to evaluate 5 of the
PLOPS you brought to the meeting.
Summary

Provides a snapshot of academic and functional
performance

Provides a foundation for goals and services

Identifies gaps between student's current achievement
and grade level standards

Provides specific, measurable observable baseline data

Describes how the disability has an impact on progress
in the general curriculum

Is understandable to all IEP team members
Remember…
1. The PLOP drives the rest of
the IEP.
2. There is a direct
relationship between the
PLOP (needs) to goals and
objectives to services.
Standards-Based IEP Model
Progress
Monitoring
Standards- Based
Assessments
Accommodations,
Modifications,
Supplementary Aids &
Services
Present Levels of Academic
Performance (PLOPS)
Standards-Based
IEP
Goals/Objectives
How comfortable do you feel
evaluating IEPS for PLOPS?
33%
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33%
Very Comfortable
Somewhat
Not very
comfortable
Ve
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1.
Feedback
What are some questions you might still
have?
What is an idea you will share with a
colleague?
What is one positive comment and one
thing we can improve on thing you can
say about the session?
What is something you learned
today?
Resources
Standards- based IEPs
http://www.projectforum.org/docs/Standards-BasedIEPsImplementationinSelectedStates.pdf
http://elearndesign.org/modules/ocada605_acn1/23.html
http://www.pattan.net/
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