Improving Performance of Students with Disabilities by wulinqing

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									Improving Performance of
Students with Disabilities
September 9, 2008
Joint CAI/RSN Meeting
Curriculum, Assessment & Instruction Learning Network
Regional Services Network for Special Education
CESA 7
With Judy K. Sargent and Fran Renn-Malcheski




                                   CESA 7               1
Welcome
  News & New Faces
  Why this focus? Perfect storm?


          Data
         Retreats                   Missing
                                     AYP




                               DPI State
           Calls &            Performance
          Requests              Targets


                     CESA 7                   2
AGENDA
          Data
         Profile


       Learning                Convergence
       of Students             of Laws
 LRE       with
       Disabilities




          IEPs

                      CESA 7                 3
                                                                  Data
                                                                 Profile
Data Profile: Data Sources
    WINSS:
     http://www.dpi.state.wi.us/sig/index.html
        WKCE achievement; suspensions; graduation rates;
         drop out rates; prevalence
    Local Performance Plan: Special
     Education District Profile:
     http://www.dpi.state.wi.us/sped/lpp-
     profile.html
        20 indicators; state targets; district performance on
         indicators

                                CESA 7                           4
                                                       Data
                                                      Profile
Data Profile in CESA 7

•WKCE-CRT Performance Gaps (Indicator 3-Participation &
Performance)


•Prevalence & Disproportionality (Indicators 9-10-
Disproportionality)


•Educational Environment (Indicator 5-Environment)
•Graduation Rates (Indicator 1-Diploma)
•Drop Out Rates (Indicator 2-Drop Out)
•Suspensions (Indicator 4-Suspensions & Expulsions)
                              CESA 7                    5
Achievement Gaps in CESA 7
                                                                                            2007-08 CESA 7 WKCE Math Results


                                                                                  100
                       2007-08 CESA 7 WKCE Reading Results                        90
                                                                                  80
             100                                                                                                                    Required AYP:
                                                                                  70                                                58%
             90
                                                                                  60
             80                                                                                                                         Sw D
                                                                  Required AYP:
                                                                                  50
             70                                                   74%                                                                   ALL
                                                                                  40
             60
% at P & A




                                                                   SwD
                                                                                  30
             50
                                                                   ALL            20
             40

             30
                                                                                  10

             20                                                                    0
                                                                                        3   4     5       6      7      8      10
             10

              0
                   3       4      5     6     7     8        10
                                      Grade




                                                                           CESA 7                                                              6
                                                                                                                                      Data
                                                                                                                                     Profile
Grade 3 SwD Reading
                                  AYP Proficiency Graph for CESA 7: READING
                                                                    Grade: 3


                     100
                      95
                      90
                      85
                      80
                      75
                      70
                      65
                      60
 % at P & A




                      55
                      50
                      45
                      40
                      35
                      30
                      25
                      20
                      15
                      10
                       5
                       0
                                                                                             2009-   2010-   2011-   2012-   2013-
                           2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09
                                                                                             2010    2011    2012    2013    2014

              State AMOs     61      61      61     67.5    67.5     67.5    74      74       74     80.5     87     93.5    100

              Sw D                                           54      58      55
                                                                            Year



                                                                   CESA 7                                                              7
                                                                                                                                                             Data
                                                                                                                                                            Profile
Grade 4 SwD Reading
                                     AYP Proficiency Graph for CESA 7: READING
                                                                                Grade:4


                   100
                    95
                    90
                    85
                    80
                    75
                    70
                    65
                    60
% at P & A




                    55
                    50
                    45
                    40
                    35
                    30
                    25
                    20
                    15
                    10
                     5
                     0
                          2001-02   2002-03   2003-04   2004-05   2005-06   2006-07   2007-08   2008-09 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014

             State AMOs     61        61        61       67.5      67.5      67.5       74        74        74       80.5       87       93.5      100
             SwD                                                    61        60        57
                                                                                      Year


                                                                              CESA 7                                                                          8
                                                                                                                                                 Data
                                                                                                                                                Profile
Grade 5 SwD Reading
                                      AYP Proficiency Graph for CESA 7: READING
                                                                             Grade:5

                   100
                    95
                    90
                    85
                    80
                    75
                    70
                    65
% at P & A




                    60
                    55
                    50
                    45
                    40
                    35
                    30
                    25
                    20
                    15
                    10
                     5
                     0
                                                                                                        2009-   2010-   2011-   2012-   2013-
                          2001-02   2002-03   2003-04   2004-05   2005-06   2006-07   2007-08 2008-09
                                                                                                        2010    2011    2012    2013    2014
             State AMOs     61        61        61       67.5      67.5      67.5       74      74       74     80.5     87     93.5    100
             SwD                                                    55        58        59
                                                                                      Year


                                                                              CESA 7                                                              9
                                                                                                                                                   Data
                                                                                                                                                  Profile
Grade 6 SwD Reading
                                       AYP Proficiency Graph for CESA 7: READING
                                                                             Grade 6

                   100
                    95
                    90
                    85
                    80
                    75
                    70
                    65
% at P & A




                    60
                    55
                    50
                    45
                    40
                    35
                    30
                    25
                    20
                    15
                    10
                     5
                     0
                                                                                                          2009-   2010-   2011-   2012-   2013-
                          2001-02   2002-03   2003-04   2004-05   2005-06   2006-07   2007-08   2008-09
                                                                                                          2010    2011    2012    2013    2014
             State AMOs     61        61        61       67.5      67.5      67.5       74        74       74     80.5     87     93.5    100
             SwD                                                    61        58        55
                                                                                      Year



                                                                               CESA 7                                                              10
                                                                                                                                                                Data
                                                                                                                                                               Profile
Grade 7 SwD Reading
                                         AYP Proficiency Graph for CESA 7: READING
                                                                               Grade:7

                    100
                     95
                     90
                     85
                     80
                     75
                     70
                     65
                     60
 % at P & A




                     55
                     50
                     45
                     40
                     35
                     30
                     25
                     20
                     15
                     10
                      5
                      0
                           2001-02   2002-03   2003-04   2004-05   2005-06   2006-07   2007-08   2008-09   2009-2010 2010-2011 2011-2012 2012-2013 2013-2014
              State AMOs     61        61        61       67.5      67.5      67.5       74        74         74       80.5       87       93.5       100
              SwD                                                    55        60       55.00
                                                                                       Year



                                                                                CESA 7                                                                          11
                                                                                                                                                            Data
                                                                                                                                                           Profile
Grade 8 SwD Reading
                                           AYP Proficiency Graph for CESA 7: READING
                                                                               Grade:8

                   100
                    95
                    90
                    85
                    80
                    75
                    70
                    65
                    60
% at P & A




                    55
                    50
                    45
                    40
                    35
                    30
                    25
                    20
                    15
                    10
                     5
                     0
                          2001-02   2002-03   2003-04   2004-05   2005-06   2006-07   2007-08   2008-09   2009-2010 2010-2011 2011-2012 2012-2013 2013-2014
             State AMOs     61        61        61       67.5      67.5      67.5       74        74         74       80.5       87       93.5       100
             SwD                                                    58        55        58
                                                                                      Year




                                                                              CESA 7                                                                          12
                                                                                                                                                            Data
                                                                                                                                                           Profile
Grade 10 SwD Reading
                                        AYP Proficiency Graph for CESA 7: READING
                                                                              Grade:10

                   100
                    95
                    90
                    85
                    80
                    75
                    70
                    65
                    60
% at P & A




                    55
                    50
                    45
                    40
                    35
                    30
                    25
                    20
                    15
                    10
                     5
                     0
                          2001-02   2002-03   2003-04   2004-05   2005-06   2006-07   2007-08   2008-09   2009-2010 2010-2011 2011-2012 2012-2013 2013-2014
             State AMOs     61        61        61       67.5      67.5      67.5       74        74         74       80.5       87       93.5       100
             SwD                                                    42        45        43
                                                                                      Year



                                                                              CESA 7                                                                          13
                                                                                                                                                              Data
                                                                                                                                                             Profile
Grade 3 SwD Math
                                              AYP Proficiency Graph for CESA 7: MATH
                                                                               Grade:3

                   100
                    95
                    90
                    85
                    80
                    75
                    70
                    65
                    60
% at P & A




                    55
                    50
                    45
                    40
                    35
                    30
                    25
                    20
                    15
                    10
                     5
                     0
                          2001-02   2002-03    2003-04   2004-05   2005-06   2006-07   2007-08   2008-09 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014
             State AMOs     37        37         37       47.5      47.5      47.5       58        58        58       68.5       79       89.5      100
             SwD                                                     59        63        62
                                                                                        Year


                                                                                     CESA 7                                                                   14
                                                                                                                                                          Data
                                                                                                                                                         Profile
Grade 4 SwD Math
                                         AYP Proficiency Graph for CESA 7: MATH
                                                                          Grade:4

              100
               95
               90
               85
               80
               75
               70
               65
               60
 % at P & A




               55
               50
               45
               40
               35
               30
               25
               20
               15
               10
                5
                0
                     2001-02   2002-03   2003-04   2004-05   2005-06   2006-07   2007-08   2008-09   2009-2010 2010-2011 2011-2012 2012-2013 2013-2014
              AMOs     37        37        37       47.5      47.5      47.5       58        58         58       68.5       79       89.5       100
              SwD                                              62        60        60
                                                                                 Year


                                                                           CESA 7                                                                         15
                                                                                                                                                              Data
                                                                                                                                                             Profile
Grade 5 SwD Math
                                              AYP Proficiency Graph for CESA 7: MATH
                                                                               Grade: 5

                   100
                    95
                    90
                    85
                    80
                    75
                    70
                    65
                    60
% at P & A




                    55
                    50
                    45
                    40
                    35
                    30
                    25
                    20
                    15
                    10
                     5
                     0
                          2001-02   2002-03    2003-04   2004-05   2005-06   2006-07   2007-08   2008-09 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014
             State AMOs     37        37         37       47.5      47.5      47.5       58        58        58       68.5      79        89.5      100
             SwD                                                     54        55        58
                                                                                       Year



                                                                                CESA 7                                                                        16
                                                                                                                                                              Data
                                                                                                                                                             Profile
Grade 6 SwD Math
                                              AYP Proficiency Graph for CESA 7: MATH
                                                                               Grade: 6

                   100
                    95
                    90
                    85
                    80
                    75
                    70
                    65
                    60
% at P & A




                    55
                    50
                    45
                    40
                    35
                    30
                    25
                    20
                    15
                    10
                     5
                     0
                          2001-02   2002-03    2003-04   2004-05   2005-06   2006-07   2007-08   2008-09 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014
             State AMOs     37        37         37       47.5      47.5      47.5       58        58        58       68.5       79       89.5      100
             SwD                                                     50        55        55
                                                                                       Year



                                                                                CESA 7                                                                        17
                                                                                                                                                               Data
                                                                                                                                                              Profile
Grade 7 SwD Math
                                              AYP Proficiency Graph for CESA 7: MATH
                                                                              Grade: 7

                   100
                    95
                    90
                    85
                    80
                    75
                    70
                    65
                    60
% at P & A




                    55
                    50
                    45
                    40
                    35
                    30
                    25
                    20
                    15
                    10
                     5
                     0
                          2001-02   2002-03   2003-04   2004-05   2005-06   2006-07   2007-08   2008-09   2009-2010 2010-2011 2011-2012 2012-2013 2013-2014
             State AMOs     37        37        37       47.5      47.5      47.5       58        58         58       68.5       79       89.5       100
             SwD                                                    51        55        52
                                                                                      Year



                                                                               CESA 7                                                                          18
                                                                                                                                                   Data
                                                                                                                                                  Profile
Grade 8 SwD Math
                                           AYP Proficiency Graph for CESA 7: MATH
                                                                             Grade: 8

                   100
                    95
                    90
                    85
                    80
                    75
                    70
                    65
% at P & A




                    60
                    55
                    50
                    45
                    40
                    35
                    30
                    25
                    20
                    15
                    10
                     5
                     0
                                                                                                          2009-   2010-   2011-   2012-   2013-
                          2001-02   2002-03   2003-04   2004-05   2005-06   2006-07   2007-08   2008-09
                                                                                                          2010    2011    2012    2013    2014
             State AMOs     37        37        37       47.5      47.5      47.5       58        58       58     68.5     79     89.5    100
             SwD                                                    48        54        49
                                                                                      Year




                                                                               CESA 7                                                              19
                                                                                                                                                    Data
                                                                                                                                                   Profile
Grade SwD 10 Math
                                            AYP Proficiency Graph for CESA 7: MATH
                                                                              Grade: 10

                    100
                     95
                     90
                     85
                     80
                     75
                     70
                     65
 % at P & A




                     60
                     55
                     50
                     45
                     40
                     35
                     30
                     25
                     20
                     15
                     10
                      5
                      0
                                                                                                           2009-   2010-   2011-   2012-   2013-
                           2001-02   2002-03   2003-04   2004-05   2005-06   2006-07   2007-08   2008-09
                                                                                                           2010    2011    2012    2013    2014
              State AMOs     37        37        37       47.5      47.5      47.5       58        58       58     68.5     79     89.5     100
              SwD                                                    39        46        35
                                                                                       Year




                                                                             CESA 7                                                                 20
                                            Data
                                           Profile
Patterns

  What patterns do you see?
  What are the patterns in your district? …
   among your schools?
  How do your disabled students compare
   to non-disabled students?


 Stop &
  Chat
                     CESA 7                    21
Who do these data represent?

  Who are your students with
   disabilities?
  Do you hear …


     “Of course there’s a gap –
     they’re in special ed, after all.”



                        CESA 7            22
                                                       Data
Prevalence of Disabilities in                         Profile

CESA 7 Districts (2008)
 Range and Averages (SwD % of Total Population)

               Low        High     CESA 7     State
                                    Mean
  Elem         8.71      23.08      15.35     14.50
  Schools
  Middle       8.21      20.18      13.22     13.90
  Schools
  High         5.08      26.47      12.56     13.90
  Schools


                          CESA 7                       23
                                                            Data
High Incidence Disabilities: Who                           Profile

represents the performance gaps?
                           CESA/State
                        % of SwD in District

                    EBD              SLD          S/L
  Elementary      1.02/1.00       2.63/2.60    8.17/6.50
  Middle          2.03/2.10       6.03/6.10    1.38/1.50

  High            2.30/2.40       6.55/6.70     .23/.40

               What prevalence patterns do you see in
               your district?

                              CESA 7                        24
                                             Data
                                            Profile
State Ranking

    Among the 12 CESAs, on the 2007-08
     WKCE-CRT for ALL students, CESA 7
     ranks:
      1st out of 12 at grade 10
      1st out of 12 at grade 8    Stop &
                                    Chat
      10th out of 12 at grade 4



 What‘s happening at the elementary level?

                         CESA 7              25
                                                  Data
                                                 Profile
Disproportionality in CESA 7

 Disproportionality: disproportionate
  representation of racial and ethnic
  identified for special education
  placement that is the result of
  inappropriate identification

    Identified districts develop and submit a
     ―disproportionality improvement plan‖


                          CESA 7                  26
                                       Data
                                      Profile
Engagement in Learning

  To what degree are students with
   disabilities actively ENGAGED in
   learning?
  Behavior Indicators:
      Graduation and Drop Out Rate
      Suspension Rates




                       CESA 7          27
                                                                               Data
SwD Graduation Rates in CESA 7                                                Profile

High Completion Rates with Regular Diplomas
 AYP Requirements:
 Graduation or Attendance — Elementary and middle schools must have
 an attendance rate of at least 85% or show growth over the prior year.
 High schools that graduate students must have graduation rates of at least
 80% or show growth over the prior year.
 State Performance Target: 2010-11: 91.04% (Indicator #1)

                            Graduation Rates
                   2004-05       2005-06        2006-07       2010-11
                                                               Target
 CESA 7            86.7%         90.2%          82.4%
                                                              91.04%
 State             83.0%         84.2%          80.4%


                                     CESA 7                                    28
                                                         Data
                                                        Profile
SwD Drop Out Rates in CESA 7
 State Performance Target: .836% (Indicator #2)


              2004-05   2005-06     2006-07   2010-11
                                               Target
   CESA 7      1.1%      1.3%       1.2%
                                              .836%
   State       2.1%      2.1%       2.6%




                           CESA 7                        29
                                            Data
                                           Profile
Graduation Gaps

    Can we improve our graduation rates for
     students with disabilities?




                      CESA 7                   30
                              Data
                             Profile
Suspension Rates in CESA 7




               CESA 7         31
                                               Data
What are your suspension rate                 Profile

gaps?
     How can we engage students with
      disabilities so they stay IN school and IN
      class?


                       Stop &
                        Chat




                       CESA 7                  32
Data Plays a Prominent Role

  In the referral process
  Basis for IEPs
  Measuring progress




                      CESA 7   33
                                                                    Data


Assessment Data
   IEP Team
       (See checklist handout)
       Sample assessment tools
    1. Standardized test scores
           Percentiles
           Grade Equivalents
           Error analysis of missed items

    2. Curriculum-Based Measurement
       probes
           Reading: number of works read correctly in one minute
           Writing: number of correct word sequences
           Math: number of correct digits

                                   CESA 7                           34
                                                   Data

Assessment Data continued…

 3. Behavioral observation data
  Frequency: attendance, work completed,
     etc…
  Latency: amount of time to begin working
     after given an assignment.
  Rate: number of times student initiates
     interactions with a peer during a 20-minute
     cooperative learning activity.
  Duration: how long a student remains in his
     or her seat.
                       CESA 7                      35
                                                      Data

Assessment Data continued…

 4. Work samples (with specific,
   quantifiable descriptions)
  Written work: number of works per sentence,
   number of sentences per paragraph, etc…
  Quality of work: organize items by color or size
   with a certain level of accuracy, complete an
   assignment with a certain percentage of
   legible handwritten words,
   meet rubric criteria

                        CESA 7                    36
                 The Perfect Storm
                     Regular Education
                             &
                     Special Education
The convergence of accountability laws, concepts
              and philosophies.

                      CESA 7                       37
       Data
      Profile


      Learning       Convergence
      of Students    of Laws
LRE       with
      Disabilities




        IEPs


         CESA 7                    38
Special Education Legislation

 Since reauthorization of IDEA in 1997—
   SwD must be provided …
     Access to the general curriculum

     Participation in state and district assessments



 NCLB further defined the requirements for SwD:
    All students participate in state assessments
     aligned with state standards
    (State standards represent those things determined
     to be important for all students to know and be able
                              to do)
                            CESA 7                      39
NCLB Removes Obscurity
   DISAGGREGATION & PROFICIENCY: States must
    disaggregate assessment data by subgroups, and
    students in each subgroup need to demonstrate continual
    growth toward proficiency in reading and math.




No longer can a school/district’s average
      score obscure the persistent
  achievement gap that exists for many
 students in basic skills such as reading
                and math.
                              CESA 7                          40
President‘s commission on
Excellence in Special Education issued:
New Era: Revitalizing Special Education
for Children and their Families

    CONVERGENCE IS CLEAR: This put to rest any notion of
     national policy moving toward the alignment of NCLB and IDEA. The
     need for increased accountability, highly qualifies teachers and
     reexamination of LD eligibility requirements were all addressed.

    IEP CLARITY: In addition, the Commission made a specific and
     very significant recommendation relative to IEPs. (excerpts)
     A particularly revealing issue to the commission was the
     strikingly high number of parents, teachers, and administrators
     who described how IEPs are not actually designed or used for
     individualized education; instead they are focused on legal
     protection and compliance with regulatory processes… The
     Commission recommends that IDEA statutory requirement focus
     on substantive educational and developmental outcomes and
     results.                        CESA 7                          41
2004 reauthorization of IDEA
1.   Coordination with general education
     The focus is to bridge the requirements and
     processes between general and special
     education. IDEA stresses access to and
     progress in the general education
     curriculum.
     With the increased emphasis for students
     with disabilities and the introduction of tiered
     models of intervention, there is no end to
     what must be coordinated.


                            CESA 7                      42
Leadership

  To what degree does your district
   administrative team understand the
   convergence of NCLB and IDEA?
  How much do your general and special
   education teachers understand about
   the philosophies underlying these
   legislations?
                            Stop &
                             Chat


                   CESA 7                 43
    Special Education as is Cannot
    Close the Achievement Gap—What
    Doesn’t Work …
 Identification Based on Failure. The underlying
model (IQ discrepancy) has no scientific basis.
 Rules Compliance. The system has been oriented
to procedural compliance, not services and
outcomes.
 Wait to Fail. The ―Wait to Fail‖ model sometimes
stabilizes but rarely remediates.
 Remediate. Remediation is not a solution to
acceleration.
 Lower and Slower. Teaching students lower &
                         and
slower increases gapsCESA 7 limits students‘ futures.
                                                   44
                                            Quality
                                             IEPs



       Data
      Profile


      Learning       Convergence
      of Students    of Laws
LRE       with
      Disabilities




        IEPs


                      Produced by NICHCY,
         CESA 7       2007
                                                   Quality
                                                    IEPs
The IEP: ―the heart & soul‖ of IDEA

 Individualized

   Written plan for a child’s education

   Written by parents and school staff together

   Lists the special education the child will
    receive, and more

   Is both a document and a process


                         CESA 7                     46
                                            Quality
                                             IEPs
Quality IEPs          Assessments
                        and Data
                                    General Ed
                                    and Special
                                    Ed Services




Measurement Goals
& Clear Performance
      Targets




                      CESA 7                 47
                                                      Quality
             The IEP Provides                          IEPs

                 Produced by NICHCY,
                 2007




              Access to and
              participation in…




                                          Extracurricular
                                            Activities
 General
Education                              Nonacademic
Curriculum              CESA 7
                                         Activities    48
                                                   Quality
                                                    IEPs

A Concrete Example

              Becky is 7, smart, and eager to learn.
              She has special health care needs—
              specifically, juvenile diabetes—that
              adversely affect her educational
              performance.




                                    Produced by
                                    NICHCY, 2007
     CESA 7                                            49
                                                                  Quality
                                                                   IEPs


Elements of Becky’s IEP
•   Training of staff
•   Freedom to eat in class and
    elsewhere
•   School health services
•   Specific arrangements for
    field trips & special events
•   Specific arrangements for
    absences from school




                                   CESA 7   Produced by NICHCY,    50
                                            2007
Present Level of Academic Achievement
                                                            Quality
                                                             IEPs
& Functional Performance
                                     PLAAFP

  Statement of the…
 Child’s present levels
 of academic achievement
 and functional performance
 This includes:
    how child‘s disability affects
    child‘s involvement and
    progress in the general
    education curriculum

                           CESA 7     Produced by NICHCY,
                                      2007
                                                             Quality
                             ―Present Levels‖                 IEPs



                                 Thinking Point:
                                 Where specifically
                                 does data from
                                 present level of
                                 “general education
                                 achievement come
                                 from?
                                                         Stop &
                                 How is the               Chat
                                 achievement data
Comes from evaluation data,      source aligned with
        observations,            the general ed.
 parent /teacher reports, and    critical performance
          schoolwork             standards?
                        CESA 7                                   52
                                               Produced by NICHCY,
                                               2007
                                                        Quality
IEP Document: What’s Included?                           IEPs




        ―Annual Goals‖




        Statement of …
        Measurable annual
        goals, including
        academic and
        functional goals

                         CESA 7   Produced by NICHCY,
                                  2007
                                                                                  LRE

‗state of the art‘ IEPs
  Staff must be guided to write more effective
   and measurable IEP goals that result in
   improved outcomes for student with
   disabilities.
  The IEP should identify skill deficits interfering
   with the student‘s access to the curriculum. It
   should not describe the curriculum. The
   content of a class is what we expect all student
   to learn, the IEP must identify the critical
   skills and behaviors the student needs to
   access the curriculum.     Kosnitsky, Carol. (2008). IEP Goals
     That Make a Difference: an Administrator’s Guide to Improving the Process.
     Pennsylvania: LRP Publications
                                         CESA 7                                   54
                                                                Quality
Consider: The Assessed-Taught-                                   IEPs

Written Curriculum
                                     Taught
                                    Curriculum

                         Critical Grade                Stop &
            Assessed          Level                     Chat
            Curriculum
                         Performance
                           Standards       Written
                                          Curriculum

   ASSESSED: The WKCE-CRT is intended to be a
    measure of the general curriculum.
   TAUGHT: What curriculum is being followed for SwD?
    What critical power standards are taught to meet grade
    level expectations?
   WRITTEN: What grade level expectations/standards are
    written in the curriculum that teachers follow?
                                CESA 7                           55
                                             Quality
                                              IEPs
Critical Performance Standards

    WKCE Frameworks:          Guide to
      Reading Frameworks      CRITICAL
                               performance
      Math Frameworks
                               standards
      Rigor Ladders

    Links:
     http://www.schoolimprovement.us/index.
     asp


                      CESA 7                  56
                                         Quality
                                          IEPs
Alternate Curriculum

  Which students receive an alternate
   curriculum that supplants the general
   education curriculum?
  Which students are removed from the
   general curriculum for more than 60% of
   the time?




                    CESA 7                   57
                                                     Quality
How and where are the critical                        IEPs

performance standards being taught?
    In the General
 Education Classroom       In Supplemental Special
                              Education Classes




    What‘s the connection or disconnection?




                        CESA 7                        58
                                                                     Quality
Annual IEP Goals                                                      IEPs

 Statement of …
 Measurable annual goals, including academic and
 functional goals
 These measurable annual goals must be designed
 to…
  • meet child‘s needs that result from child‘s disability
    to enable the child to be                  Produced by NICHCY,
                                               2007
    involved in and make
    progress in the general
    education curriculum; and
 • meet each of the child‘s other
   educational needs that result
   from the child‘s disability
                              CESA 7
                                                                   Quality
                                                                    IEPs
On the IEP Form:
   Must focus on the critical skills and behaviors a student
    must have to access the general curriculum OR
    documentation in the IEP must describe why the student is
    removed from the regular curriculum.

 IEP question; Will the student be involved full-time in the
  general education curriculum or, for preschoolers, in age-
  appropriate activities? □ Yes □ No (If no, describe the
  extent to which the student will not be involved full-time in the
  general curriculum or, for preschoolers, in age-appropriate
  activities)
 The student will participate in an alternate or replacement
  curriculum that is aligned with alternate achievement standards
  in: (check all that apply)___ Reading ___ Math ___
  Language Arts ____ Science ____ Social Studies___ Other
  (specify): Form I-4 (Rev. 10/06) CESA 7                           60
                                                        Quality
Writing Measurable Goals                                 IEPs

based on the ‗PLAAFP‘
   Why is writing measurable goals
    important? Why is it so difficult?
                                               Stop &
                                                Chat
   How do you write a measurable goal?
                                           Thinking Point:
   What is the goal writing sequence?     How are
                                           measurable
   How do you develop a plan to measure   goals written to
    progress?                              ensure learning
                                           in the general
   How do you visually represent data?    ed. Curriculum?
                               CESA 7                    61
                                                                          Quality
                                                                           IEPs
Sample PLAAFP and Goals
 PLAAFP Student Z demonstrated difficulty with work completion. Over the
    past 3 weeks, he has turned in an average of 40% of the in-class
    assignments and 20% of the homework assignments each week.
 Annual Goal Z will complete and turn in 90% of in-class assignments and
    80% of homework assignments each week, as noted in the teacher
    grade book.
 ____________________________________________________________
    ___
 PLAAFP Y‘s Broad Reading was at the 1.4 grade equivalency as measured
    using the Woodcock-Johnson III (WJ-III). Her reading fluency fell at the
    1.8 grade equivalency. She read 40 words correctly per minute on
    second-grade level CBM passages, and 26 WPM on third-grade-level
    passages. Y knows 70% of first-grade-level Dolch sight works and 32%
    of second-grade-level Dolch sight words.
 Annual Goal Given a third-grade-level reading passage, Y will read at least
    74 works correctly per minute by June 2008.
                                    CESA 7                                     62
                                                                         Quality
                                                                          IEPs
Samples
 PLAAFP Jason demonstrated minimal proficiency on geometric concepts
    and 3-dimensional figures. Over the past 3 weeks, he has scored at 1
    out of 4 on 4 different geometry problems focused on 2 and 3-
    dimensional figures.
 Annual Goal Jason will achieve a 3 proficiency level on 2- and 3-
    dimensional figure 7th grade assignments 4 out of 5 times.
 ____________________________________________________________
    ___
 PLAAFP Mindy‘s Lexile was 640 in the fall of 2006, then 690 in winter, and
    695 in spring of 2007 out of a mean Lexile for the class of 1000.
 Annual Goal Given fiction and nonfiction passages (one of each) at Lexile
    levels 700 to 800, Mindy will read at 80% accuracy by June 2008.




                                    CESA 7                                    63
                                             Quality
                                              IEPs
Essential components to annual goals:

 1.   A specific description of the skill
 2.   How the skill will be measured
 3.   The criterion against which progress will
      be measured.

 If PLAAFP is the ―starting line,‖ the annual
          goal is the ―finish line‖ target for
          the year covered by the IEP.
                       CESA 7                    64
                                                             Quality
Progress Reporting                                            IEPs




 Description of...
  •How the child‘s progress toward meeting the
  annual goals will be measured
  •When periodic reports will be provided on child‘s
  progress toward meeting the annual goals
                                                         Stop &
                                                          Chat
  Examples given in the law:
 Quarterly or other periodic      How do you use
 reports, concurrent with the     local assessments to
 issuance of report cards         measure the
                                  progress of students
                                  with disabilities? by NICHCY,
                                                 Produced
                         CESA 7
                                                  2007
                                                                   Quality
Special Education Services                                          IEPs



   Statement of the…
   Special education and related services and
   supplementary aids and services* to be
   provided to the child, or on behalf of the
   child… These must be based on peer-reviewed
             research to the extent practicable

   Statement of the…
   Program modifications or
   supports for school personnel
   that will be provided for the
   child...

                                    CESA 7        Produced by NICHCY,
                                                  2007
                                                                   Quality
Extent of NON-PARTICIPATION                                         IEPs




  Explanation of the...
  •Extent, if any, to which the child will not
  participate with nondisabled children in the
  regular class and in activities already
  described* Form I-9 (Rev. 10/06)

  •Involvement and progress in the
  general education curriculum,
  extracurricular activities, and other
  nonacademic activities Form I-4 (Rev. 10/06)
                                             Produced by NICHCY,
                             CESA 7          2007
                                                                             Quality
Assessment Accommodations                                                     IEPs



  Statement of...
  Any individual appropriate accommodations that are necessary to
  measure the academic achievement and functional performance of
  the child on State and district-wide assessments ...

  ...if the IEP team determines that the child must take an alternate
  assessment instead of a particular regular State or district-wide
  assessment of student achievement…            Form I-7-A (Rev. 9/07)

     Why the particular alternate assessment selected is appropriate
      for the child
     Why the child cannot participate in the regular assessment; and
                                                    Form I-7 (Rev. 11/07)



                                                       Produced by NICHCY,
                                  CESA 7               2007
                                                              Quality
Service Delivery                                               IEPs




 Statements projecting...
        When the services and modifications
         to be provided will begin
        How often they will be provided
        Where they will be provided
        How long they will last
                  Form I-9 (Rev. 10/06)




                                               Produced by NICHCY,
                             CESA 7            2007
                                   LRE




       Data
      Profile


      Learning       Convergence
      of Students    of Laws
LRE       with
      Disabilities




        IEPs


         CESA 7
                        LRE




         Least
         Restrictive
         Environment
             Decision
             Making
CESA 7
                                                   LRE
Defining LRE

Each public agency must ensure that—

                        • To the maximum extent
                           appropriate, children with
                           disabilities are educated
                           with children who are
                           nondisabled


                                        and…

                    §300.114 LRE requirements.
                       CESA 7                     72
                                                  LRE
                                   Defining LRE
Special classes, separate
schooling, or other removal of
children with disabilities from
the regular educational
environment occurs only…
         …if the nature or
severity of the disability is
    such that education in
  regular classes with the
    use of supplementary
                        aids
   and services cannot be
    achieved satisfactorily
                          CESA 7                  73
                                         LRE
Defining LRE


Annual placement decisions must be
based on a child‘s unique needs and
IEP, not on administrative
convenience, disability/program label,
or allocation of funds




   Placement-Neutral Funding


                               CESA 7    74
                                                                  LRE
Alternative Placements

           Continuum of Alternative Placements
                   …includes instruction in:




 regular       special       special         child‘s   hospitals or
 classes       classes       schools         home      institutions



                  << Less                 More >>
                            Restrictive

                              CESA 7                             75
                                                            LRE

LRE …
Special education is not            The first “where”
a place. It’s a set of              to consider is…
services and supports



Where a child with
a disability receives
special education
services is that                        The general
child’s placement                   education classroom
                                     with differentiation
                           CESA 7                           76
                                             LRE

General Education Engagement

    To what degree are students with
     disabilities ENGAGED in the general
     education curriculum and environment?


                               Stop &
                                Chat




                     CESA 7                  77
                                                    LRE
% of Time Removed from
General Education (Indicator 5-Environment)
% of the Day    2005      2006      2008       2010
                Actual    Actual   Target     Target
A. Removed     50.83%    51.09%     53%        60%
less than
21%
B. Removed     12.09%    12.01%    10.9%      10%
greater than
60%
C. Separate    1.43%     1.35%     1.15%       1%
School,
Placement
                         CESA 7                     78
                                                            LRE
What are your general education
environment patterns?
    Go to:
      District Special Education Profile Page
      Found on the DPI website at:
         http://www.dpi.state.wi.us/sped/lpp-profile.html




                             CESA 7                         79
                                                               LRE
     Removal From General
     Education Classes
   To what extent are                         Learning Rate
    students with disabilities
    removed from general
    education classes and        Accelerate,
    provided replacement          Stretch &
    curriculum with a ―lower      Intensify!
    and slower‖ approach?



                                                    Lower
                                      K 1 2 3 4 5 6 7 8 9 10 11 12
                                                       and
                                                      Slower
                                  CESA 7                       80
                                                          LRE
Participation in Regular
Education Classes
□ The student will participate full-time with
non-disabled peers in regular education
classes, or for preschoolers, in age-
appropriate settings.

□ The student will not participate full-time
with non-disabled peers in regular education
classes, or for preschoolers, in age-
appropriate settings. (If you have indicated a
location other than regular education classes or age-
appropriate settings in the case of a preschooler in I,
II, or III above, you must check this box and explain
why full-time participation with non-disabled peers is
not appropriate.) Form I-9 (Rev. 10/06)
                             CESA 7                       81
                                                          LRE
How does the IEP specify how
students are served?
                           How?
When and Where?            Focus
         Time                 % of Time focused
% of Time in …                    on …
 General Education?          • General Education
 Resource Room?                  Standards, Content and
                                  Expectations?
 Self-Contained Special
                              • Critical ―power standards‖ to
  Education Classroom?
                                  meet grade level
                                  expectations
         Stop &               • Replacement lower and
          Chat                    slower curriculum
                           CESA 7
                                  objectives?            82
                Early
         Intervention




CESA 7        83
                                                  Early
                                           Intervention
Early Intervention

  •To what degree are you providing
  solution-focused problem solving at BCT
  team meetings?

  •What type of interventions are you
  providing for students who struggle?

  •How effective are your interventions?

                     CESA 7                     84
                                                                                      Early
                                                                               Intervention
                            Universal Instruction
                            (includes differentiation)

                        Progress                 Highly
 Supports Universal    Monitoring             Focused on
    Classroom           at least              Skill in Need            Special education
(does not supplant)     monthly                                        services
                Small          Selected Interventions
               groups
                            flexible              Taught by
                                                    Expert
   Supports
   Universal              Progress
   (does not            Monitoring at                   Intensely
   supplant)                least                      Focused on
                        twice/month                    Skill in Need
                                Targeted Interventions
                      1:1
                                                     Taught by
                                                       Expert
                                         CESA 7                                     85
                                                 Early
Early Intervention is Effective           Intervention

(Fletcher et al., 2006)

   Prevention studies in reading (and
    behavior) commonly show that 70-90%
    of at risk children (bottom 20%) in K- 2
    can learn to read in average range.
   Reduction in At-Risk population
       Primary alone: 5-7%
       Secondary alone: 2 – 6 %

       Both: .01% to less than 2%


                          CESA 7               86
DATA

 Data collection is a vital part of the
  intervention design process and should
  be a tool with which teachers facilitate
  conversation with the family about their
  child‘s progress as well as used for
  subsequent evaluation and revision to
  the intervention plan and /or the IEP.



                     CESA 7                  87
Critical Components IEPs and other Interventions
‗continuous, sensitive progress monitoring’



   Measure student progress regularly.

   Demand consistency in data collection and
    fidelity to interventions.

        Offer continual feedback
                   to students.

                        CESA 7                 88
Visual presentation of data




                 CESA 7       89
Classroom Instruction: Bridging the
Gap Between IEP and Implementation
 1.   Make a Plan; Gen Ed & Sp Ed teachers
     Refine goals from IEP; are they aligned to critical
      performance standards?
     Determine intervention strategy needed to address
      goals within a typical day
     Collect data on students‘ progress

 2. Design & Implement Intervention Plans
     Refine IEP goals,
     Analyze baseline functional skills
     Identify natural learning opportunities
     Select empirically based strategies to facilitate learning
     Ensure fidelity of instruction
     Design a data collection and analysis system
     Evaluate the plan                    (Jung et al., 2008)

                                   CESA 7                          90
Action Planning



    Individual and school-wide research
     (system change should fit school needs)
    Progress Monitoring for all children
     (more specific than WKCE annual testing)
    IEPs that make a difference


                         CESA 7                 91
Special education
improvement planning
  September, 2008




                    CESA 7   92
Building Blocks for Improvement
1. Staff Culture                   3. Learning Environment
Ownership                          Inclusion in Regular Education
Collaboration                      Removal from Regular Ed.
High Expectations of Staff &       Least Restrictive for Success
Students                           in General Education
2. Climate for Students            4. Performance
                                   Expectations
High Engagement                    General Education
                                   Performance Standards
Experiencing Success               Critical Standards
Developing Aspirations             Academic and Non-academic
                               CESA 7                         93
 Building Blocks for Improvement
5. Assessment & Data            7. Parent Involvement
Aligned periodic assessments of IEP Concept and Focus
progress
Disaggregated local data        Parent Support
Appropriate Testing Procedures

6. Professional Development       8. Operations & Resources
Effective Differentiation         Collaboration Time
Team Teaching                     Common Curricula
Acceleration and Depth            Scheduling Students
Effective IEPs                    Scheduling Staff
High Engagement
                              CESA 7                     94
Special Education Improvement
        Plan Template

 Use this template to specify
 improvement strategies and
  tasks to be accomplished.


              CESA 7            95
Resources:

    Students with Disabilities and Statewide
     Assessment
     http://www.dpi.state.wi.us/sped/assessmt.html
     http://www.dpi.state.wi.us/sped/forms06.html

    User-Friendly Handbook on Special Education
     Laws, Policies and Practices in Wisconsin
 http://www.specialed.us/pl-07/SpEd_in_Plain_Language-07.pdf




                              CESA 7                           96
Post High School Outcomes
Survey Initiative

    http://www.dpi.state.wi.us/sped/posthigh.html

    http://www.dpi.state.wi.us/sped/doc/spp-14-wcass.doc




                            CESA 7                          97
Contacts
 Fran Renn-Malcheski                        Claire Wick
 CESA 7 RSN Director                        School Improvement Specialist
 920-617-5627                               Literacy Coordinator
 frennmal@cesa7.k12.wi.us                   920.617.5647
                                            cwick@cesa7.k12.wi.us
 Judy Sargent
 CESA 7 Director of School Improvement      Mariah Adnane
 920-617-5631                               ELL Coordinator
 jsargent@cesa7.k12.wi.us                   920.617.5641
                                            madnane@cesa7.k12.wi.us
 Michelle Polzin
 REACh Coordinator                          Nissan Bar-Lev
 School Improvement Specialist              Special Education Director
 920.617.5645                               920-849-9384
 mpolzin@cesa7.k12.wi.us                    nbarlev@wi.rr.com




                                         CESA 7                             98
References:
    Capizzi, A.M. (2008, September/October). From Assessment to
         Annual Goal, Teaching Exceptional Children, 41, 18-25.
    Jung, L.E., Gomez, C., Baird, S.M., Keramidas, C.l.G. (2008,
         September/October). Designing Intervention Plans,
         Teaching Exceptional Children, 41, 26-33.
  Kosnitsky, C. (2008). IEP Goals That Make a Difference: an
          Administrator’s Guide to Improving the Process.
          Pennsylvania: LRP Publications
    National Dissemination Center for Children with Disabilities
     (NICHCY). Building the Legacy: A Training Curriculum on IDEA
     2004 http://www.nichcy.org/Laws/IDEA/Pages/BuildingTheLegacy.aspx



                                                                         99

								
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