Creating Quality IEPs
description
Transcript of Creating Quality IEPs
Creating Quality IEPs
MMSD Department of Educational Services
“Yes We Can…Together!” Conference
August 31, 2009
Rationale The National Longitudinal Transition Study-2
(NLTS2): The incidence of students with disabilities
completing high school rather than dropping out increased by 17 percentage points between 1987 and 2003.
Postsecondary education participation more than doubled to 32 percent.
In 2003, 70 percent of students with disabilities who had been out of school for up to two years had paying jobs, compared to only 55 percent in 1987.
Project Goals
Build collaboration between regular and special educators around the instructional needs of students with disabilities
Provide instruction to students in their least restrictive environment (LRE)
Increase parent involvement in all phases of the IEP process
Increase educational outcomes for students with disabilities
Project Outcomes
Ensure active parent/guardian, family and student participation in all stages of the IEP process
Develop IEPs in a strength-based manner
Recognize and embed District standards early in the process.
Project Outcomes
Document student progress in the general curriculum as a common practice
Provide a means to increase the level of collaboration between home and school
Provide a forum for all adults who work with students to positively impact the student’s access to learning opportunities in a collaborative manner
Professional Development Outcomes
Provide an Overview of the Quality IEPs process by: Highlighting Teacher Standards Discussing Project History/Implementation Discussing requirements of IDEA 04 Reviewing DPI Compliance Corrective
Action Reviewing the four components of Quality
IEPs Accessing and completing the SPSR in
Infinite Campus
National Staff Development Council (NSDC)
Staff development that improves the learning of all students:
Uses student data to determine classroom learning priorities, monitors and recognizes progress, and help sustain continuous improvement
National Staff Development Council (NSDC)
Staff development that improves the learning of all students:
Prepares educators to understand and appreciate all students, create safe, orderly, and supportive learning environments, and hold high expectations for their academic achievement.
Creating Quality IEPs Project
Team Members
Pilot History
Pilot Sites
Implementation Plan 2009-2011
Team Members
Sue Addamo Lisa Davidson Tamar Jacobsohn Mary Nielson Patty Weynand Scott Zimmerman
Pilot History
2 Year Pilot Project: 2007-2009 Full Implementation: 2009-2011 Collaborative effort between MMSD
staff, MTI, Parent Advisory Council, Department of Teaching and Learning and Department of Educational Services
Grounded in Research and Development Model
Pilot Sites
Franklin Glendale Lowell Mendota Randall Hamilton
Sennett Sherman Whitehorse Wright East Memorial
Implementation Plan2009-2011
Promote understanding and application of the 4 main components necessary to create a Quality IEP
Embed 2009 DPI audit for Corrective Action
Develop and use electronic instructional modules
Conduct 1/2 day trainings for all MMSD staff
Research on the Achievement Gap
Students learn what they have the opportunity to learn.
The only way students with disabilities can be as successful as their peers without disabilities is to ensure that they have the opportunity to learn the same instructional content.
Shared goal of improving academic achievement through high expectations and high-quality education programs.
IDEA=needsof individual
students
NCLB=school accountability
Board of Education Priorities
All students who have completed 3rd grade are able to read at grade level or beyond
All students complete Algebra by the end of 9th grade and Geometry by the end of 10th grade
All students maintain 94 percent attendance rate at each grade level
DPI Corrective Action Focus
Present Level of Academic Achievement and Functional Performance
Consideration of Special factors Transition Services Annual Goals Notice of Continuing Placement
Key Components of Quality IEPs
Legal compliance
Regular and special education alignment
with use of the standards
Family involvement in the IEP process
Strength-based IEPs
Purpose of Individuals with Disabilities Education Act 2004
“to ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment and independent living.” 20 USC § 1400(d)
Civil Rights
ADA Amendments Act of 2008 Congress recognized that physical and
mental disabilities in no way diminish a person’s right to fully participate in all aspects of society, but persons with physical or mental disabilities are frequently precluded from doing so because of prejudice, antiquated attitudes, or the failure to remove societal and institutional barriers.
Regular Education and Special Education Alignment
IEPs contain baseline data and information which references the math, language arts, communication, and inquiry/research standards in the PLAAFP
IEP goals contain clearly defined standards-based criteria for student achievement
Students who participate in the general education curriculum are assessed on their progress toward meeting grade/age level standards
Regular Education and Special Education Alignment
Increases level of student involvement in general education curriculum and environments
Systematic process for instruction and progress monitoring
Provision of instruction and monitoring in core curricular areas when student’s achievement is not at grade/age placement level
Parent Involvement The involvement of parents in the IEP
process has many benefits:
Increases the teacher's understanding of the child's home environment
Adds to parents' knowledge of the child's educational setting
Improves communication between parents and the school
Increases the likelihood that, with improved understanding between home and school, mutually agreed upon educational goals will be attained
Strengths Based Model
The IEP Team focuses on what the student can do, and develops a Present Level of Academic Achievement and Functional Performance (PLAAFP) from this perspective
The Instructional Core
Content
(curriculum)
Teacher
(instructional strategies)
Student
(engagement)
Task
The Instructional Core
The integral relationship between teacher, student and content by which learning occurs
Universal Design for Learning (UDL) A research-based framework for
designing curricula (educational goals, methods, materials, and assessments) which enable all students to learn
Accomplished by providing rich supports for learning and reducing barriers to the curriculum, while maintaining high achievement standards for all students
Differentiation
Differentiated Instruction applies an approach to teaching and learning such that students have multiple options for taking in information, making sense of ideas, and demonstrating understanding.
Transition
Elementary Focus – Vision for student, standards, functional performance
Middle/High Focus – Long Term outcomes
Tools of the Project
Student Performance Summary Report (SPSR) Bound hard copy Electronic version in Infinite Campus (PLP)
Guidelines for Completing Quality IEPs (Initial eval and Reevaluation)
Guidelines for Completing Quality IEPs (Programming and Placement)
Parent Planner Student Examples Build A Goal
Using the Tools
Benefits of using the SPSR The bar for student achievement is set high,
based upon content area standards
Promotes collaboration, planning, and differentiation of instruction between regular education and special education staff
How to Use the SPSR in Infinite Campus
DemonstrationUtility
ResourcesCreating Quality IEPs Documents:
http://dww.madison.k12.wi.us/es/SpecEd/Profdev/QualIEPs/QualIEPs.htm
Creating Quality IEPs - Training Modules in Moodle: http://
moodle.madisonvirtualcampus.org/moodle/course/view.php?id=163
Any Questions?