Special Education Framework

1. Special Education Framework Focus on the IEP Writing Process

2. Our accountability system has two overarching objectives Growth for all students, every year and Faster growth for those students who are furthest behind

3. Presented through a collaborative effort with DOE, DCE, and The Arc Tennessee • DCE (Disability Coalition on Education) is a loosely structured coalition of advocacy organizations and other interested individuals that focus solely on education issues that impact students with disabilities • The Arc Tennessee is statewide advocacy organization for persons with intellectual and developmental disabilities and their families • This presentation is designed to provide information to families rather than actual “training” – we do not represent DOE and therefore are not qualified to answer certain questions about this process; you have each been given index cards on which to write your questions; we will turn these in to DOE after the presentation and they will begin a FAQ sheet that will be made available through their website

4. This Evening’s Presenters The Arc Tennessee Loria Richardson, Lead Project Specialist lrichardson@thearctn.org 615-215-2065 Carrie Hobbs Guiden Executive Director cguiden@thearctn.org 615-248-5878 x14

5. Policy Changes & Practices that will impact the IEP • Identifying students with a Specific Learning Disability • As of July 1, 2014, RTI² will be the framework used by teams to identify a student with a Specific Learning Disability. • Evaluation timeline changes • As of January 29, 2014 TN changed to a 60 calendar day evaluation timeline which aligns with federal guidelines. A program will be implemented within 30 calendar days from eligibility determination.

6. Instructionally Appropriate IEP • Short term objectives • As of March 31, 2014, TN, will no longer have the requirement of benchmarks or short term objectives in IEPs, except for the students who participate in the alternate assessment. • Progress monitoring tools will chart progress towards goals • Student receiving intervention through special education will be progress monitored in their specific area of deficit. • Communication regarding progress through regular progress reports • Academic Progress monitoring data will be shared with parents as frequently as non-disabled peers.

7. Moving from Standards based IEPs to Instructionally Appropriate IEPs • Developed an IEP task force • Multidisciplinary team (43) from across the state • November met in large group • Developing a comprehensive guidance document • Assigned task • Met in small groups • 1st draft completed by Feb 28, 2014 • All feedback was due March 10, 2014 • Second draft sent out March 28, 2014 • Developing Implementation guide • Draft completed and sent out March 28, 2014

8. Guiding Principles of Task Force • All students are general education students first • All students should receive their core instruction in the general education setting to the extent possible • Students require direct intervention in specific area of deficit in addition to core instruction • Focused on SWDs access to core instruction • Common core standards removed from easyiep • Special education teachers are the most intensive interventionist • General education teachers are the content experts

9. Specialized Education Most Intensive Intervention on a Continuum of Services Specialized Education is an Intervention-Not a Place Specially Designed Instruction

10. Core Instruction and Transition are the center of student success! Special Ed. Intervention & Progress Monitoring is an on going cycle that improves outcomes Special Education Framework

11. At the Center Core Instruction and Transition • ALL students are provided instruction based on CCSS • The most intensive interventions, (special education), are in addition to core instruction-not a replacement • Intervention is • Based on individual area of need • Content/Skill specific • Does not necessarily include all content areas or skills • Transition • Begins in kindergarten • Focus on career and college ready • Current and previous data inform and guide Transition planning

12. Core InstructionHigh Expectations-All means All • Grounding Principles • The education system should start with the assumption that every child can learn. This is called the least dangerous assumption because exposing students to learning is not harmful, but keeping them from it is • General education curriculum is defined as the full range of courses, activities, lessons, and materials routinely used by the general population of a school and access is the active engagement in learning the content and skills of the curriculum that is being taught to general education students

13. Common Core State StandardsApplication to Students with Disabilities • Students with disabilities are a heterogeneous group with one common characteristic • The presence of disabling conditions that significantly hinder their abilities to benefit from general education • Participate with success • Instructional Supports • Instructional Accommodations • Assistive technology devices and supports

14. Specially Designed InstructionUniversal Design for Learning • Does not mean working at a lower level nor does it weaken the curriculum or change the standard • Is not the same as an accommodation • Is specific to skills deficits, not a particular subject or content area • Focus on the importance of: • Multiple means of representation • Multiple means of action and expression • Multiple means of engagement

15. Questions to Consider • Think of some examples of specially designed instruction/universal design for learning • Is this done at your school(s)? How can this be implemented in your school(s)? • Please view UDL sheet on slide 14. Use the blank sheet provided to fill in ways you may be implementing this in your school.

16. Examples of UDL Deriving UDL Solutions Model Template Grade: 3 Teacher: Mrs. G. Subject: Science Standard: 6.23—Plants lifecycle Goal: Research and present information on a flower. http://www.cast.org/teachingeverystudent/tools/udlsolutionstemplate.cfm

17. UDL Sites • www.cast.org • www.udlcenter.org • https://www.montgomeryschoolsmd.org/departments/hiat/udl/UDL_intro.pdf • http://www.gpb.org/education/common-core/udl-part-1 • http://www.gpb.org/education/common-core/udl-part-2

18. ALL students receive high quality core instruction • Indicator 5 • Children with IEPs are served inside the regular classroom 80% or more of the day to the extent possible • Should have evidence of LRE • Data used to support the team decision • Continuum of Services • General Education teachers are the content experts • Interventions are in addition to the 80% core • Intervention must match the specific area(s) of deficit

19. Tier I Worksheets • Tool for collaboration • Have to know the specific deficit area in order to appropriately design instruction • To assist in pre-planning for the student • Example posted to conference site

20. New Title: Tier I Worksheet INSERT TIER ONE WORKSHEET

21. Instructionally Appropriate IEPOverview • Present Levels of Educational Performance • PLEP-Foundation of IEP • States how student’s current functioning impacts them on grade level standards • Measurable Annual Goal • MAG-Directly linked to data from PLEP • Tied to specific area of deficit • Accommodations/Assessments • Accommodation use based on need identified in PLEP • Interventions tied to Measurable Annual Goal (Specific area of deficit/need)

22. Above are deficits commonly associated with Tennessee’s disability criteria. This excerpt is not meant to be exhaustive and does not reflect the needs of all students with an identified disability; rather is meant to be used as a resource by IEP teams as they develop Instructionally Appropriate IEPs.

23. Present Levels of Educational PerformancePLEP • Describes the unique needs of the student that the IEP will address • Identifies the student’s level of performance using current data • States what the student can do which determines what the student cannot do • Identifies the students area(s) of strength • Identifies area of exceptionality (deficit) • Written in positive terms • Describes current academic and functional performance Without proper PLEPs, the IEP team cannot develop appropriate goals, accommodations, or select an appropriate program for the student. The foundation of the IEP

24. 5 Steps to Writing a Sound PLEP • Bring current data to the IEP meeting • Be very specific and make sure it is an accurate reflection. • Not how a student functions on a particular day, but consistently (show a pattern) • Review current test scores, progress monitoring, and evaluation results prior to the meeting • Ensure understanding of the student’s specific needs and current functioning levels • Write in positive terms • Use the “stranger test” to assess PLEP • Another district/teacher should be able to begin instruction immediately with the details in the IEP

25. PLEP Summary • Provides the informational basis for generating goals, supports, accommodations, and services that are specifically designed to meet the student’s individual needs • Describes the impact of the disability on the student’s ability to progress and be involved in the general education curriculum • Align the student’s PLEP information with the following: • Content standards and benchmarks • Measurable Annual goals • Supplementary aids/services/supports • Transition needs Identifies the student’s instructional needs that may be written as goals

26. Example PLEPsAssociated Deficits of Other - Health Impairments • BASC-2 Behavioral & Emotional Screening (BASC-2 BESS) Piper scored a standard score of 76 with an outlier of 53 on study skills. Her other area of concern was inattention. The outlier impacted the other scores which were in the mid to high 80s, so although her overall was 76, study skills and inattention are the two areas that need to be addressed. These two areas negatively impact her in all content instruction in both, actively participating and learning for extended periods of time and in her homework and independent learning. Her strength is social skills with a standard score of 93. These scores are a reflection of what was observed within the classroom setting. Exceptional: Yes • Stanford Achievement Test Series, Tenth Edition (Stanford 10) Piper scored a standard score of 96 for general math. The area of math reasoning was her weakness with a standard score of 89, but when given the prompt to slow down, she performed better. The errors she made were related to her finding the information within her work, not whether or not she could compute it correctly. This impacts her in daily instruction, homework, assessments, and math application in her Algebra coursework. Exceptional: No

27. Example PLEPsAssociated Deficits of Emotional Disturbance Behavior Tracking Form Tracking of Cam's behavior using his daily behavior track sheets developed in conjunction with his BIP indicate that working with peers or in larger group settings remains an area of deficit for him. He becomes aggressive both verbally and physically to peers and the teacher when frustrated. Also, once he reaches this level of escalation, he is reticent in returning to the setting and appears to be embarrassed so reentry needs to be a thoughtful, well planned process. These behaviors cause him to miss core instruction or receive his core instruction in another setting often and are negatively impacting his progress and participation. Exceptional: Yes Student Transition Questionnaire Cam showed an interest in business administration or social services. However, he was reluctant in participating in this survey so career exploration should continue. Without accurate and full participation, he will not have a transition plan that provides the support and services he will need to be successful post-secondary. Exceptional: Yes

28. Associated Deficits of Autism Occupational Therapy Evaluation Gina presents with right hand dominance. She holds a writing tool using a lateral quadrupod grasp (index, middle finger, and thumb rest on the writing tool). Her thumb web space is partially collapsed and she does best with "The Pencil Grip". Gina is able to legibly form all upper case letters and has occasional difficulty forming some lower case letters (g/y). She has motor planning difficulties that impact writing, acquisition of novel fine motor tasks, and can cause frustration and occasional difficulty maintaining pace. Gina is sometimes a perfectionist with her writing and she may become frustrated when her intended output does not match how she visualizes the task to occur. Gina continues to work on placing letters between the writing lines and accurate spacing when composing sentences. Students in the 3rd grade typically copy handwriting at a rate of 7-10 words per minute. Gina's rate of 4 words per minute is significantly lower than what is expected. When typing, Gina demonstrated a fair knowledge of letter placement and showed good skills in editing mistakes. Her typing speed is somewhat faster at 5-6 words per minute (copying) but she is still not able to work at the same rate as her peers on any task requiring writing. Exceptional: Yes OT Evaluation: Sensory Processing Measure Gina's need for sensory movement interferes with her ability to follow directions and complete tasks independently throughout her school day in all settings. She has a sensory diet that is part of her daily routine and is incorporated into her visual schedule. She is a sensory seeker (vestibular, proprioceptive, tactile, auditory, visual). She uses a variety of sensory tools and strategies such as a weighted and pressure vest, fidgets, alternative seating, wiggle cushion, and engages in heavy work/sensory movement breaks throughout the day. Exceptional: Yes

29. Associated Deficits of Autism • Pre-Vocational Checklist Gina sometimes does not follow direction given during large group instruction without additional prompting. She also has trouble seeing non-preferred tasks through to completion. The assessment data in the area of receptive language indicates that she does understand the directions, however, her behavior pattern is to not follow them. These behaviors make it difficult for her to participate independently in both structured (instructional) and unstructured (social and play). Exceptional: Yes • Vineland Adaptive Behavior Scale: Gina's adaptive behavior scored in the significantly delayed range in the areas related to problem solving, seeking assistance, and emotional regulation. When Gina gets excited or upset she is often difficult to understand and frequently reacts by yelling, using inappropriate language, or destroying her work. During these times, she often requires additional staff assistance to calm down. Once escalated, she is removed from the setting of instruction. Each time she is removed, she misses instruction which is difficult for her to make up quickly. Exceptional: Yes • Triad Social Skills Assessment: Social Conversation Gina has been observed struggling to initiate conversation for the purpose of play, seeking help, and social enjoyment with peers. This impacts her opportunities to participate with her peers in class. Exceptional: Yes • Triad Social Skills Assessment: Emotional Expression Gina has been observed using inappropriate language and destroying her materials instead of labeling the emotion she is feeling and requesting the necessary help which has negatively impacted her participation within general education. Exceptional: Yes

30. Associated Deficits of Developmental Delay Pre-vocational Checklist Tony is usually ready for school and transitions well. However, he struggles to follow directions, complete work independently, and work with others. These make it difficult for him to successfully work in collaborative peer groups and cause him to often not complete his work within the core instruction. Exceptional: Yes Test of Early Reading Ability- Third Edition (TERA-3) Tony scored a standard score of 74 on the TERA-3 which is significantly below average. He was able to identify common signs and labels, particularly those related to favorite foods. Identification of letters and their sounds is a struggle. Also, discriminating between letters was difficult for him when considering lower case letter. These are the core focus skills of his general education and it is difficult for him to participate in the instruction as he is still working on these foundational reading skills. Exceptional: Yes Test of Early Mathematics Ability- Third Edition (TEMA-3) Tony scored a standard score of 64 in the area of math. At this time, he was able to identify only three numbers. He can only count up to 2 objects consistently and was not able to compare items. This makes it difficult for him to participate in the classroom instruction as these are foundational math skills. His strength is completing activities that require matching. Exceptional: Yes

31. Associated Deficits of Specific Learning Disability in Reading • Pre-Vocational Checklist Several of Susan's teachers completed the pre-vocational checklist on Susan. There were no significant areas of deficit. She comes to class prepared with materials, participates appropriately and gets along well with her peers. Exceptional: No • Test of Silent Word Reading Fluency (TOSWRF) In looking at Susan's protocol, it appears that she worked very slowly. She managed to divide 45 words on the form, but made 10 errors. Her descriptive rating indicated that she fell within the below average range placing her at the 13th percentile. Based on expected third grade norms, Susan is significantly behind for her current grade level. This negatively impacts her participation throughout content instruction as third grade is the year instruction switches from learning to read to reading to learn. Exceptional: Yes • Curriculum-Based Measure: Given a 1 minute 3rd grade fluency test, Susan accurately sounded 42 letters. This represents the 45th percentile according to winter norms. Word Identification Fluency: Susan identified 6 words from the CBM third grade word list in one minute. This represents the 10th percentile according to winter norms. Reading Fluency-Given a 1 minute grade level passage, Susan read 25 words correctly with 11 errors. This is significantly below the 10th percentile according to winter norms. Susan is significantly behind grade level average compared to her third grade peers in word identification fluency and reading fluency and will be negatively impacted in content instruction in all subject areas. Exceptional: Yes

32. Associated Deficits of Specific Learning Disability in Reading • Brigance Diagnostic Comprehensive Inventory of Basic Skills–Revised (CIBS-R)Word recognition grade placement: When presented with a list of 10 words commonly introduced in basal reading texts, Susan read and pronounced 10 words out of 10 words in the first grade level, 6 out of 10 on the second grade, and only 2 of 10 on the 3rd grade passage. Reading Comprehension- Susan read a group of passages quietly on her own and scored 100% accuracy on comprehension at the late 1st grade level. Errors were random. Susan is currently in the 3rd grade. Her assessment results indicate she is significantly behind grade level in comparison to the average of her peers and her low reading skills will negatively impact her in all content areas of instruction that require reading. Exceptional: Yes • Woodcock Johnson III Tests of Achievement (WJ-Ach III) When compared to others at her grade level, Susan scored well below her peers. Her standard scores in letter-word identification is 84 which is at the 16th percentile. Due to weak phonetic abilities, Susan's reading comprehension scores were also significantly impaired. Her standard score was 85 which was at the 15th percentile, and she had a reading fluency standard score of 81 at the 15th percentile as well. She has not mastered any of the phonemic rules needed to help her decode words, and reads in a slow, laborious manner stumbling over her words. This has a significant negative effect on grade level independent access of the core curriculum. Exceptional: Yes

33. Measurable Annual GoalsMAG • MAG is the pathway to address skills acquisition • Curriculum standard (grade level expectation) will be referenced within the PLEP • The curriculum standard is not a measurable annual goal • Goals should answer the following question • What skills does the student need to master the content of the curriculum and close the gap identified in the area of deficit • Goals relate to the student‘s need for specially designed instruction to address the student’s specific deficit areas

34. MAG Summary • Individual needs are the basis for a student’s goal • Directly linked to the exceptional area(s) of the PLEP • Measurable and very specific • Numbers must be included in the goal • Must meet the student’s needs that result from the disability to enable the student to be involved and make progress in the general curriculum

35. Ask Yourself? • “What prerequisite skills/ knowledge does the student need to close the gap between his/her present levels of academic achievement and the grade-level standards?” www.pattan.net • “What skills are required to demonstrate proficiency on assessed state indicators? What are the pre-requisite skills required for mastery?” http://www.ksde.org

36. www.pattan.nethttp://www.ksde.org

37. Measurable Annual Goal (MAG) Template: • Given_______(condition/materials/setting/accommodation), _______(student name) will _______(do what measurable/ observable skill/behavior in functional terms), _____(to what extent/how well to determine mastery), ________(# of times/frequency/how consistently), by ________(how often ) evaluated/determined by _____(measure) www.pattan.nethttp://www.ksde.org

38. Example MAGs Reading Fluency-Given a 3rd grade curriculum based measure, Jennifer will read 94 words per minute with 95% accuracy for 5 consecutive trials on a 1 minute reading probe that will be completed 1 x per week. (Jennifer is in 5th grade). Math Calculation-Given a 4th grade curriculum based measure, Sherri will compute 2-3 digit multiplication problems with 80% accuracy on 6 consecutive trials using a 1 minute math calculation curriculum based measure that will be completed 1 x per week.

39. Example MAGs Written Expression-Given a list of 10 sentences and sentence fragments in random order, Joy will be able to sort the sentences into the categories of complete or incomplete with 90% accuracy over 5 trials within 1 month. Basic Reading-Decoding-Given a probe, without prompting or cueing, Frank will decode consonant-vowel-consonant-e words with 90% accuracy, for 5 consecutive trials within a month. Given a 1st grade curriculum based measure, without prompting, Frank will decode consonant-vowel-consonant-e words with 90% accuracy for 4 consecutive opportunities on a 1 minute probe that will be completed 1x per week.

40. Example MAGs Behavior Jake will reduce the number of office referrals from five times per week to one time per week for four consecutive weeks, according to behavior records. During unstructured tasks, Alison will remain within her desk work area, defined by tape and furniture with no more than 1 prompt for 80% of the activities within the school week as measured by a systematic observation tool.

41. Example MAGs Adaptive Behavior When frustrated or agitated, Haven will select and independently use one of her coping strategies for 80% of the opportunities within a 2 week time period. At lunch, Marcus will open food containers including plastic tubes, bags and paper wrappers with no assistance 90% of opportunities given within a month time frame. Speech-During structured speech tasks, Henry will correctly pronounce /s/ and /sh/, /t/ and /th/ within 5-7 word phrases with 90% accuracy over 5 sessions.

42. Example MAGs Fine Motor Given a spacer and wide ruled paper, Gina will demonstrate legible handwriting for classroom assignments requiring 1-2 sentences with 90% of words correctly oriented on the lines and correct spacing during class time over 4 consecutive data days by December 2014. Social/Emotional Behavior Given a rubric describing and modeling appropriate conversations, Gina will initiate, maintain, and terminate conversations with peers for the purpose of play, seeking help, and social enjoyment with an average of 80% accuracy over 3 consecutive weeks across 2 or more settings as measured by a 5 point rubric. Transition Given exploration of career options activates for at least 5 different careers, Delia will develop skills necessary to hold a part-time job at a level of "proficient" as measured on the work experience rubric by teacher observation and data collection on 80% of the work experience settings.

43. Example MAGs Gross Motor Marna will navigate the school environment including, backing up, turning, maintaining control on downward slopes or surface changes, and while carrying objects within her lap to a degree that she is able to stay with her class for transitions and movement within the classroom for participation in learning opportunities at the same rate as her peers 90% of the time as measured by a peer comparison time sample measure completed two random times a week for 3 consecutive weeks. Medical/Physical Needs Given a digital clock and schedule, Marna will excuse herself from class to use the restroom with no prompting or reminder 9 of 10 consecutive school days. Adaptive Behavior Marna will manage books, materials, and personal belongings with independently including her lunch tray 80% of the day for 4 of 5 consecutive days over 2 weeks.

44. Measurable Annual Goal vs. Short Term Objectives MAGS Short term objectives Instead progress monitor to show progress toward the MAG. If need short term objective you can still use them. If significantly different from one another, how did you say met goal if 1 of short term objectives were not met? • Very specific no longer broad • Includes criteria for mastery within the goal • May have more measurable annual goals if distinctly different skills

45. Questions to ConsiderWhat is your districts current focus? Current Measurable Annual Goal focus Current Intervention Focus Are the interventions related to student area of deficit ex. Reading fluency? Are goals specific to student need? Are goals specific, do you know exactly where student is receiving intervention? Are sp.ed teachers tutors of the standards? • What do Measurable Annual Goals look like in your district? • Are they common core drop down? • Goals broad?

46. Special Education Intervention • Determine • What must the student know and be able to do • Common Core State Standards • What accommodations/supports are needed to achieve the goal • Increase LRE with specialized instruction • What interventions are needed • Specific to area of deficit • What will determine mastery • How will progress toward goal be monitored • What data must be collected and how often

47. Special Education InterventionNot Re-teaching or Remediating Re-teaching/Remediation Intervention Special Education Intervention Goal is to provide research based interventions aligned to specific skill deficit(s) as identified by multiple sources of data in addition to Universal Screener Skills Based Assessment Skill based universal screener/standardized assessments aligned to area(s) of deficit Skill based progress monitoring specific to area(s) of deficit Tier I-Core Instruction • Goal is to re-teach standards that students are struggling with rather than specific skills • Bubble Kids Standards Based Assessment • Benchmark • Formative • Summative

48. So in what area do we intervene? Present Level of Performance (PLEP) Measurable Annual Goal (MAG)

49. Question to Consider • Specific Learning Disability—Reading Fluency • Given a 3rd grade curriculum based measure, Jennifer will read 94 words per minute with 95% accuracy for 3 consecutive trials on a 1 minute reading probe that will be completed 1 x per week. • Is this special education teacher providing a resource setting for this student? • Is this student receiving intervention in the area of reading fluency? • Does this teacher provide intervention in writing? Or do we work to accommodate while we focus on intervening in reading? • What do you suspect was the area of exceptionality in the PLEP for this student?

50. Accommodations • Enable students to participate more fully in instruction and assessments and to demonstrate their knowledge and skills • Based on individual needs and not disability category, English language proficiency alone, level of instruction, amount of time spent in a general education classroom, program setting, or availability of staff Accommodations should be based on a documented need in the instruction/assessment setting and should not be provided for the purpose of giving the student an enhancement that could be viewed as an unfair advantage. Not a MENU of options