Get documents about "SEAS CLASS Participant Handout
Document Sample
07-2012
Link to handout
http://www.classspecialed.com/download/Presentations/SEAS_CLASS_Participant_Handout.ppt
seas CLASS
Developing Standards-Based IEPs:
√ Curriculum
√ Assessment
√ The ‘Required FOUR Components
√ Short-Term Functional Objective(s)
√ Specially Designed Instruction
√ Annual Goal(s)
√ PLAAFP Statement
Staying true to our original philosophy . . .
doing what is right by the child . . .
every child, every time.
The Comprehensive CLASS Sequence of Learner Objectives
ESSENTIALS curriculum contains all of the ELEMENTARY (K-
6) and SECONDARY (7th-Adult) objective content areas of
Reading, Written Language/English, Math, Science, and Social
Studies. Specific secondary subject objectives: ENGLISH I-IV; MATH: 7th, 8th, 9th
grade math, Math Models: Applications, Algebra I & II, and Geometry; SCIENCE: 7 th
grade, 8th grade, IPC, Chemistry, Physics I, and Biology I; SOCIAL STUDIES: 7th grade
Texas History, 8th grade U.S. History I&II, World History, U.S. Government, and
Economics
SATELLITE curriculum contains Early Childhood,
AFTER, Adaptive Social Skills, PT/OT, and Speech
Therapy.
AUTISM curriculum contains a Developmental Series,
Behavioral Shaping Series, ‘Toward Adulthood’ Series,
PT/OT, and Speech Therapy.
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The CLASS Sequence of Learner Objectives
Curricula Areas Essentials Curriculum Satellite Curriculum
7th grade- Adult
Birth - 6th grade 7thgrade - Adult
Kindergarten – Ancillary areas
ancillary areas
6th Grade
birth - - graduation
birth graduation
ELEM ENTARY
Elementary SECONDARY
Secondary Speech Therapy
Speech Therapy
Adaptive Social Skills
Adaptive Social Skills
SM R/ ECH AFTER
Reading
Reading PT/ OT
PT/OT
Written Language/English
Written Language/English
Mathematics
Mathematics
Science
Science
ECH
ECH
Social Studies
Social Studies
Independent Study Skills AFTER
Independent Study Skills AFTER
Curriculum Questions?
1. In the CLASS Sequence of Learner Objectives
(SOLO), why are some of the objectives bolded and
some aren’t?
2. In the CLASS program there are objectives that have
a line or an underscore before the code ( _M5.14a)
and some don’t (M3.6). What does the underscore
before the objective indicate?
Annual Goal: The standards-based IEP goals are aligned with and facilitate the
Sequence of
Learner Objectives
student’s achievement of state grade level standards (NASDSE). According to current
regulations, the aligned standards-based IEP goal must contain the four components of
timeframe, conditions, behavior, and criterion.
Sequential task analysis of
Benchmarks
BOLD objectives are
Benchmark (Test) skills
Grouped by sub-category
Consistent throughout
grades
Specific, measurable,
observable
The CLASS BRIDGE Assessment Process
“Step by Step”
1. ESTIMATE the student’s level of functioning from ALL available data
sources (eligibility information, other assessment data, professional judgment,
etc., etc.).
2. CHOOSE the appropriate assessment for the instructional or
subject area and print the student version of the Competency Test OR
Observational Checklist from the computer.
3. Complete the Observational Checklist AND/OR have the
student take the Competency Test! WORST performance is
best in order to determine IEP objectives. The Competency Test may
administered to an individual student or a small group.
Note: There is minimal teacher/student interaction for Competency Tests
4.SCORE THE COMPETENCY TEST- you’re ‘looking for’ a
mastery range between 25%-75% !
(There is NO mastery range on an Observational Checklist)
5. MARK CODES for the missed (remember, these are BENCHMARK/tested)
items on the “Bubble Sheet” (Pupil Progress Profile).
6. SET TEST ASIDE (but save it!).
7. OPEN THE CLASS TEXT to the Sequence of Learner Objectives in the
subject area of the test.
8. AMPLIFY TEST ITEMS the tested items:
a) locate the 1st marked code on the Bubble Sheet in the skill
sequence in CLASS curricula.
b) Test items are bolded.
c) Determine which, if any, of the preceding or prerequisite skills are needed
for the student to master the benchmark (bolded test) item(s).
d) Mark those items you have decided go with the ones
missed on the Bubble Sheet.
e) Continue this process with each missed test item.
9. SELECT OBJECTIVES the number of objectives (or as determined by
district/coop) that can be taught/mastered during the IEP year. Objectives can be
targeted across several grade levels for each student.
10. “TEACH” the IEP (which is a ‘teachable learning plan!).
Essentials Mathematics
Competency Test A
Benchmark Code /
TTMC=13/18
Test Objective
M= Math (subject)
Total Test 3= 3rd Grade (grade level)
Mastery Criteria
Mastery
Criteria
Objectives Mastered are strengths
(functional skills)
Objectives not-mastered are needs
(non-functional skills)
TEKS
Correlate
Observational Checklist: After
The student will:
Observational Checklist: Autism
Objectives that are:
‘Bubbled’ = needs
‘Not bubbled’ = strengths
A ‘little’ Curriculum & Assessment Review!
1) How do I determine the appropriate assessment for a student?
2) How and where do I find the student copy and teacher copy of the
test?
3) On the selected test, what does the “M 3” above the logo tell me?
4) Below the logo there is “TTMC=and two #’s”, what does this mean
and why is it important?
5) There is a ‘code’ before each CLASS benchmark objective (e.g.
M3.6). What does that code mean?
6) How do I ‘score’ the test for correct and incorrect responses?
7) After the student has completed the competency test (or the
teacher has completed the Observation Checklist), what is my
‘next’ step (what do I go get)?
8) On the Bubble Sheet: a) what does an ‘open’ circle/bubble mean?
9) Once I have gone to the appropriate grade/area curriculum (e.g.
math), why are some of the objectives bolded and some are not?
10) Once I have selected the objectives that need to be included on the
IEP, what do I need to take to the computer to develop the IEP?
seas CLASS
Developing Standards-Based IEPs:
√ Create/Update CLASS IEP
√ Short-Term Functional Objective(s)
√ Specially Designed Instruction
√ Annual Goal(s)
√ PLAAFP Statement
Staying true to our original philosophy . . .
doing what is right by the child . . .
every child, every time.
FOUR COMPONENTS (for BOTH annual goal(s) AND
benchmark(s):
1) TIMEFRAME: identifies the amount of time in the goal/benchmark
period and is usually specified in the number of weeks OR
a certain date of completion.
2) CONDITONS : specifies the manner in which progress toward the
goal/benchmark occurs. Conditions describe the specific
resources that must be present for the child to reach the goal.
The condition of the goal should relate to the behavior being
measured.
3) BEHAVIOR: clearly identifies the skills or performance that is
being measured. It represents an action that can be directly
observed and measured.
4) CRITERION: identifies how much, how often, or to what standard
the behavior must occur in order to demonstrate that the
goal/benchmark has been achieved. The goal/benchmark
criterion specifies the amount of growth that is expected.
SEAS login
Developing an academic IEP
Scroll down to the
functional level and
from the Bubble Sheet
‘check/toggle’ the
STRENGTHS
Scroll down to the
functional level and
from the Bubble Sheet
‘check/toggle’ the
NEEDS
Scroll down to the ‘assigned’ grade level and select the appropriate aligned grade level goal
Developing an Non-academic IEP
Completing the PLAAFP Statement
Areas of strength are automatically populated
from the ‘Identify Strengths’ field
Areas of strength are automatically populated
from the ‘Identify Strengths’ field
Note: PLAAFP Statement may be edited according to local program needs or instructions
Editing the annual goal and short term objectives
Example IEP
seas CLASS NOTES & QUESTIONS
Questions regarding CLASS assessment and/or curriculum, call 800-594-3779
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