From the FIE to the IEP Jim Gonzales ESC Region XIII [email protected] April 4, 2008 No Monkey Business! 1 Personal Goal? 2 GOALS 1. To learn how to use data sources to guide us to creating an appropriate PLAAFP 2. To learn how to align our PLAAFP to our Annual Goals 3. To learn the basic structure of our curriculum 4. To learn how to unpack a standard IEP? An IEP is like _____________ because… 3 Are We On the Same Page? • Special Education is seen not as a separate and special place for learning, but as a set of services and supports, that reach above & beyond general education • The IEP is the “whole enchilada” – FOR ALL • Present levels of academic achievement and functional performance, measurable annual goals, assessment status, nonparticipation with nondisabled students, all needed services fully described (amount, frequency, duration, etc.) – FOR SOME • Transition goals & services, behavior plan, ESL needs, Braille, communication needs, assistive technology, short-term objectives or benchmarks Adapted by Jim Gonzales from Nolet, McLaughlin, 2005 4 Curriculum Access Continuum Special Education & Related Services Expanded Curricula Knowledge & Skills General Curriculum No Accommodations or Modifications Accommodations Modifications Alternate Achievement Standards 5 A New Way to Think of IEPs? New Approach Old Approach Isolated Assessment Strengths/Deficits Identified Discrete Skills Individualized Measurable Observable Isolated Instruction Addresses the Became the Curriculum Disability Adapted from Nolet, McLaughlin, 2005. Becomes a Tool Linked to the Curriculum Annual Goal Short Term Obj PLOPs Multiple Samples of Assessment General Curriculum is the Starting Point Monitor Affective & Cognitive Operations PLAAFPs What Does the FIE Tell US? • Helps identify why the student is having difficulty • Determines whether the student meets eligibility criteria for an area of disability • Recommends instructional strategies, accommodations, and interventions to help the student in the school setting • Meets legal mandates 6 Based on evaluation When you have to learn something Provide current information PLAAFP From a variety of sources Related to area of need 7 Round the Room & Back Again PLAAFP Data Sources: 7 Work samples Photographs Videotape Therapy notes Parent communication Standardized assessment Anecdotal records Narrative records Statewide assessment Benchmark assessment Teacher-made tests 8 Pitfalls to Avoid • Using the category of eligibility as a PLAAFP, e.g., “Johnny has a learning disability in reading and language” • Stating only a vague PLAAFP, such as “Johnny has difficulty reading,” rather than stating it in measurable terms. When instruction is the needed service, a measurable PLAAFP and goal are required • Including so much information in the PLAAFPs section of the IEP that the specific PLAAFPs related to the child’s priority goals are lost in the verbiage (Bateman & Linden, 2006) 9 Writing a PLAAFP • In what area(s) do there appear to be needs? • Focus on current strengths within area of need • Use verbs that are objective, measurable & accurate NEED 9 MEASURABLE Writing FOCUS (PLAAFP) Pre-Writing When given a familiar topic, on average Jim will generate a 15 word draft independently. NEED 9 MEASURABLE Reading FOCUS Comprehension (PLAAFP) Comprehends approximately 50% of the material read NEED 9 MEASURABLE Physical Access FOCUS Active Movement (PLAAFP) Given a weight bearing position, student uses head control to activate switch on 2 out of 10 trials when asked to respond to a question. NEED 9 MEASURABLE Reading FOCUS Comprehension (PLAAFP) Can correctly identify the main idea from 3rd grade text 50% of the time in multiple choice format NEED 9a MEASURABLE Writing FOCUS Mechanics & Legibility (PLAAFP) Student requires adapted paper with preformatted margins for unstructured writing tasks NEED 9a MEASURABLE Language Arts FOCUS Grades (PLAAFP) Only passed one semester in Language Arts last year. NEED 9a MEASURABLE Language FOCUS Answering questions (PLAAFP) Correctly answers 1/3 inferential questions orally after silently reading an independent level text. 10 PLAAFPs Practice • Find your group • Use your sample FIE to help you create some PLAAFPs – Area of need – Focus on strengths within area of need – Make it measurable & observable • Remember this is your Baseline! Know Your Sources! Levels of Support Minimal Moderate Maximal 12 Type? Sample Goal Jim will acquire 20 vocabulary words that relate to activities in his community and home. Nichole will independently request to use word prediction software for narrative language arts assignments as needed. Given eighth grade expository material to read silently, Jim will correctly answer 95% of a variety of multiple-choice comprehension questions over that material. Given a supervisor’s direction to look both ways twice before crossing, Jim will cross the street safely 100% of the time. Nichole will use a stand pivot transfer to transfer in and out of wheelchair given physical assistance at her hips. By the end of the year, Jim will write a paragraph containing at least a main idea and two supporting details. For three consecutive days Jim will initiate at least five appropriate verbal comments/conversations with peers during lunch, recess and other unstructured times. Nichole will actively participate for a minimum of 15 minutes of upper extremity weight lifting, using 2lb. hand weights. 14 PLAAFP to Goal 15 PLAAFP to Goal Example #1 Given seventh grade expository material, Jim answers 50% of the comprehension questions correctly. Given 7th grade expository material to read silently, Jim will correctly answer 65% of a variety of comprehe nsion questions over that material. Given 7th grade expository material to read silently, Jim will correctly answer 75% of a variety of comprehe nsion questions over that material. Given 7th grade expository material to read silently, Jim will correctly answer 85% of a variety of comprehe nsion questions over that material. Given 7th grade expository material to read silently, Jim will correctly answer 95% of a variety of comprehens ion questions over that material. 15 PLAAFP to Goal Example #2 • PLAAFP – Jim correctly produces /s/ in 2/10 opportunities in word initial position while naming pictures using a mirror and verbal models • Objectives/Benchmarks – 1. Jim will produce /s/ in 4/10 opportunities in word initial position while naming pictures using a mirror and verbal models – 2. Jim will produce /s/ in 6/10 opportunities in word initial position while naming pictures following verbal models – 3. Jim will produce /s/ in 8/10 opportunities in word initial position while naming pictures following verbal models • Annual Goal – Jim will independently produce /s/ in 8/10 opportunities in word initial position while naming pictures 15 PLAAFP to Goal Example #3 • PLAAFP – Jim traces the first 2/9 prewriting (vertical, horizontal) strokes with accuracy. • Objectives/Benchmarks – 1. Jim traces the first 3 prewriting strokes (vertical, horizontal, and circular) strokes – 2. Jim copies the first 3 prewriting strokes from a close up model with no size/spatial parameters. – 3. Jim copies the first 4 prewriting strokes from a close up model staying within a 6 inch square boundary. • Annual Goal – Jim copies the first 4 prewriting strokes (… cross) from a close up model staying within a 3 inch square boundary. 16-18 PLAAFP to Goal Practice • Review your PLAAFP Organizer • Create an Annual Goal aligned with your PLAAFP – Create your short-term objectives/benchmarks leading up to your annual goal 2 GOALS 1. To learn how to use data sources to guide us to creating an appropriate PLAAFP 2. To learn how to align our PLAAFP to our Annual Goals 4. To learn the basic structure of our curriculum 5. To learn how to unpack a standard TEKS Alignment TEKS 101 • Introduction – Provides you with a description of what every student should know and be able to do by the end of the year • In Grade 8, students refine and master previously learned knowledge and skills in increasingly complex presentations, reading selections, and writing. Eighth grade students continue to read widely in classic and contemporary selections and informational texts. Students are able to identify characteristics of various literary forms. Eighth grade students are able to select and use different forms of writing for specific purposes such as to inform, persuade, or entertain. Students produce multi-paragraph compositions with varied sentence structure. Eighth grade students edit their writing based on their knowledge of grammar and usage, spelling, punctuation, and other conventions of written language. Students produce final, error-free pieces of written composition on a regular basis. Students use citations competently and write by following accepted formats for research reports. Eighth grade students present oral and written reports, including presentations strengthened by visuals and media. ORGANIZATIONAL STRUCTURE OF THE TEKS TAKS OBJECTIVE Knowledge & Skills Statement Student Expectation Student Expectation Student Expectation TAKS Objectives “umbrella statements” that serve as headings under which student expectations from the TEKS can be meaningfully grouped ORGANIZATIONAL STRUCTURE OF THE TEKS TAKS OBJECTIVE Knowledge & Skills Statement Student Expectation Student Expectation Student Expectation 19 Knowledge & Skills Statement This broad statement describes what students should know and be able to do for the listed grade level • (5.6) Reading/word identification. The student uses a variety of word identification strategies. The student is expected to: • (7.12) Reading/text structures/literary concepts. The student analyzes the characteristics of various types of texts (genres). The student is expected to: • (A.3) Foundations for functions. The student understands how algebra can be used to express generalizations and recognizes and uses the power of symbols to represent situations. The student is expected to: • (7.2) Scientific processes. The student uses scientific inquiry methods during field and laboratory investigations. The student is expected to: ORGANIZATIONAL STRUCTURE OF THE TEKS TAKS OBJECTIVE Knowledge & Skills Statement Student Expectation Student Expectation Student Expectation 20 Student Expectations This specific statement describes what students should be able to do to demonstrate proficiency in what is described in the knowledge and skills statement (8.6) Reading/word identification. The studentThe uses a variety • (5.6) Reading/word identification. of word identification strategies. The student is expected to: student uses a variety of word identification strategies. The student is expected to: – (A) apply knowledge of letter-sound correspondences, language structure, and context to recognize words (4-8); – (B) usestructural structural analysis to identify wordsknowledge with (B) use analysis to identify words,root including of prefixes dis-, non-, and in-; and(7-8); suffixes Greek andsuch Latinas roots and prefixes/suffixes and such as -ness, -tion, and -able (4-6); and – (C) locate the meanings, pronunciations, and derivations of unfamiliar words using dictionaries, glossaries, and other sources (4-8). 21 Content vs. Performance • State Standard: – Student will identify, analyze, and apply knowledge of the structure and elements of fiction • Content – Structure and elements of fiction • Performance – Identify, analyze, and apply knowledge of 21 Examples • Determine a text’s main (or major) ideas and how those ideas are supported with details • Content – Text’s main (or major) ideas • Performance – Determine, supported with details 21 Examples • Round whole numbers to the nearest ten or hundred to approximate reasonable results in problem situations • Content – Whole numbers to the nearest ten or hundred, in problem situations • Performance – Round, approximate reasonable results 21 Examples • Compare and order integers and positive rational numbers • Content – Integers and positive rational numbers • Performance – Compare and order 22 23 Key Ideas 1. Identified a need 2. Identified baseline data (PLAAFP) 3. Explore the student’s EGL standards 4. Unpack the aligned TEK to promote student’s progress in the general curriculum. 24 Unpack the TEKS • By when? • Who? • Will do? • What? • How well? • Under what conditions? By when? Specified date of expected completion. Who? Specifies who will be expected to accomplish the goal. Will do? A verb that can be observed when executed. Tells specifically what the student will do. What? How well? Under what conditions? Specifies the minimum standard you establish for accomplishing the goal. Indicates the context in which the goal will be observed. By when? Who? Will do? What? How well? Under what conditions? • By when? By January 2008, • Who? Jim • Will do? will write • What? a final version of a creative essay • How well? with no spelling or punctuation errors • Under what conditions? after his writing partner has proofread his first draft. (c) retell or act out the order of important events in stories (K-3); • By when? By the end of the year, • Who? Jim • Will do? will retell orally • What? the beginning, middle, and end of the passage/text • How well? with at least 3 supported text details • Under what conditions? after hearing text read aloud. (a) travel independently in a large group while safely and quickly changing speed and direction • By when? By the end of the year, • Who? Jim • Will do? will travel independently • What? while keeping pace with his class • How well? without falling • Under what conditions? using a walker. 25 Unpack the TEKS 26 Share Time!