developing ieps using aagses it can be done !! march 2007

Developing IEPs using AAGSESIt can be done !!

March 2007

Presented by Kimberly R. Rothwell-Carson, M.Ed.

In collaboration with IEP Network Community of Practice

RITAP

The Evening’s Outline

Introduction IDEA 2004 What it means for

IEPS and students with severe cognitive impairments

What are the AAGSEs Aligning Goals and

Objectives to the AAGSEs, PLEP and Student Needs

Case Study IEP Development Q and A

In Through the Looking Glass by Lewis Carol, Alice laughed and said, "There’s no use trying, one can’t believe the impossible.

At your table, take a few minutes to discuss the ‘impossible’ when writing IEPs for students with significant cognitive impairments.

Activity

IDEA 2004

For children with disabilities who take alternate assessments aligned to alternative achievement standards, a description of benchmarks or short term objectives

…..the IEP Team determines that the child must take an alternate assessment instead of a particular state or districtwide assessment of student achievement……

(300.320 Federal Register August 14, 2006)

NCLB

Requires the state assessment system which includes alternate assessment

These results are aggregated with results from the general assessment

What is the RIAA

The RIAA is part of the state assessment system and required

by state and federal law administered at grades 2-8 and 10 designed only for students with significant

cognitive disabilities who meet grade and participation criteria

Who are the students?

To be eligible for the RIAA, a student with a disability must meet the following criteria: student has a disability that significantly

impacts cognitive function and is in need of mediated instruction

the student’s IEP is aligned to the RI Alternate Assessment Grade Expectations, includes functional skills and short-term objectives/benchmarks

New RIAA Participation Criteria

Significant Changes

More clearly identifies students who can participate

September 15th date for final determination

Links to AAGSEs

Focus on academic skills

The IEP team determines student eligibility for participation in the RIAA.

Assessment-Curriculum-Instruction-IEP

Curriculum is what we do for all students- GLES, GSES, AAGSES

Instruction is what we do to have students learn the curriculum

Assessment helps us know how well a student is doing in the curriculum and with specialized instruction

State Assessment helps to know how well the school is doing in all areas of student learning

Assessment-Curriculum-Instruction-IEP

IEPs are the back bone of specialized instruction for students with disabilities

IEPs address critical areas of the curriculum (AAGSEs)

IEPs define how the student will participate in state and district assessment

What are the AAGSES Alternate Assessment Grade Span

Expectations

Created and reviewed by RI Teachers as a downward extension of the GLEs

Reading, Writing, Mathematics and Science.Grade spans - K-2, 3-5, 6-8, and 9-12Some are grade span specificMeet the needs of students with significant

cognitive disabilities across a wide span of abilities

Understanding the AAGSEs

Derived and expanded from the New England Common Assessment Grade Level/Span expectations

Stem- communicates the main curriculum and instructional focus of the AAGSES across the grade span

Language and order of the stems are identical to the language and order of the GLES/GSES

Are downward extension of the GLEs.Are similar in language and order of the

instructional focus (stem) to the GLEs.Meet the needs of students with significant

cognitive disabilities across a wide span of abilities.

Expand instructional terms

AAGSEs

AAGSE Expansion of ContextContent: Reading

Content Strand: Word Identification

Stem: WID 1. Student applies word identification and decoding strategies by :

AAGSEs for the four grade spans:

Grades K-2 WID 1.8 Reading high-frequency words, including names, environmental print, and sight words, as appropriate to the student’s personal and classroom experiences.

Grades 3-5 WID 1.8 Reading high-frequency words, including names, environmental print, and sight words, as appropriate to the student’s personal, classroom and community experiences.

Grades 6-8 WID 1.8 Reading high-frequency words, including names, environmental print, and sight words, as appropriate to the student’s personal, classroom, community, and vocational experiences.

High School WID 1.8 Reading high-frequency words, including names, environmental print, and sight words, as appropriate to the student’s personal, classroom, community and vocational experiences.

AAGSEs and GLEs Content Strands

TBDScience

Structures of Language (SL)Writing Conventions (WC)Response to Literary or Informational Text (WLI)Narratives (N)Informational Writing (IW)

Writing

Word Identification Skills and Strategies (WID)Vocabulary Strategies and Breadth of Vocabulary (V)Early Reading (ER)Initial Understanding, Analysis and Interpretation of Literary Text (LT)ORInitial Understanding, Analysis and Interpretation of Informational Text (IT)

Reading

Numbers and Operations (NO)Geometry and Measurement (GM)Data, Statistics and Probability (DSP)Functions and Algebra (FA)

Mathematics

Title of Content Strand

Content Area

W-8-4In written narratives, students organizes and relates a story line, plot, and/or series of events by…W-8-4.1Creating a clear and coherent (logically consistent) story line

W-8-4.2 Establishing context, character motivation, point of view, problem, conflict, challenge and resolution

W-8-4.3Using a variety of effective transitional devices to enhance meaning.

W-7-4In written narratives, students organizes and relates a story line, plot, and/or series of events by…W-7-4.1 Establishing context, character motivation, point of view, problem, conflict, challenge, and resolution

W-7-4.2Establishing context, character motivation, problem, conflict, challenge, and resolution, and maintaining point of viewW-7-4.3 Using a variety of effective transitional devices (e.g. ellipses, time transitions) to enhance meaning

W-6-4In written narratives, students organizes and relates a story line, plot, and/or series of events by… W-6-4.1Creating a clear and coherent (logically consistent) story line

W-6-4.2Establishing context, problem, conflict, challenge, and resolution, and maintaining point of view, (1st person, 3rd person, or omniscient)

W-6-4.3Using transition words and phrases to establish clear chronology and to enhance meaning

W-5-4In written narratives, students organizes and relates a story line, plot, and/or series of events by… W-5-4.1 Creating a clear and coherent (logically consistent) story line

W-5-4.2Establishing context, problem, conflict, challenge, and resolution

W-5-4.3 Using transition words and phrases to establish clear chronology and to enhance meaning

W—4-4In written narratives, students organizes and relates a story line, plot, and/or series of events by…W-4-4.1 Creating a clear, understandable story line with a beginning, middle, and end

W-4-2.4 Establishing a problem and solution

W-3-4In written narratives, students organizes and relates a story line, plot, and/or series of events by…W-3-4.1 Creating a clear, understandable story line with a beginning, middle, and end.

End of Grade 8End of Grade 7End of Grade 6End of Grade 5End of Grade 4End of Grade 3

Content Area: WritingContent Strand: Narrative Writing

Stem: Creating an original Story Line and Applying Narrative Strategies (N 4)

N 4.1 Demonstrating an understanding of sequence with pictures, symbols, objects, and/or words. N 4.2 Using pictures, symbols, objects, and/or words to create an understandable story line. N 4.2a Creating a story line with a beginning, middle, and end (may take the form of words or pictures or some combination) N 4.2b Using dialogue to advance plot or story line (e.g., what would this character say?).

N 4.1 Demonstrating an understanding of sequence with pictures, symbols, objects, and/or words. N 4.2 Using pictures, symbols, objects, and/or words to create an understandable story line. N 4.2a Creating a story line with a beginning, middle, and end (may take the form of words or pictures or some combination) N 4.2b Using dialogue to advance plot or story line (e.g., what would this character say?).

N 4.1 Demonstrating an understanding of sequence with pictures, symbols, objects, and/or words. N 4.2 Using pictures, symbols, objects, and/or words to create an understandable story line. N 4.2a Creating a story line with a beginning, middle, and end (may take the form of words or pictures or some combination)

N 4.1 Demonstrating an understanding of sequence with pictures, symbols, objects, and/or words. N 4.2 Using pictures, symbols, objects, and/or words to create an understandable story line.

High School6-83-5K-2

N 4. In written narratives, students organize and relate a story line, plot, and/or series of events by

Comparing GLEs and AAGSEs - Sample AAGSE

Content Area: WritingContent Strand: Narrative Writing

AAGSES or GLES/GSESThat is the question for IEP Teams

Participation CriteriaDecision makingNOW WHAT- Develop that IEP (add steps and critical decision of all or

some AAGSES to be addressed in this IEP)

Present Level of Performance

A statement of the child’s present levels of academic achievement and functional performance including:

How the disability affects the child’s involvement and progress in the general curriculum (i.e that is the same curriculum for nondisabled children) or for preschool children, as appropriate, how the disability affects the child’s participation in appropriate activities. [34 CFR 300.320(a)(1)]

Present Level of Performance

Does it… Provide a statement of present levels of functional

performance? Describe how disability affects the child’s involvement

and progress in the general curriculum (GLEs/GSEs/AAGSEs)?

Include a statement of child’s performance on state/district assessments?

Functional defined

The term “functional” is generally understood to refer to skills or activities that are not considered academic and often used in the context of routine activities of everyday living (Fed Reg. Vol 71, # 156, Monday, August 14, 2006, p. 46661).

Examples of functional skills

Communication with peers or adults (turn taking, asking for help, complimenting one another, using “Tech Speak”)

Personal Care Needs (eating, grooming, etc.)Sensory self regulation (stress ball, quiet time,

walking away from classroom) Social/emotional behavior (voice tone, frustration

tolerance, aggression)

Functional Skills

Not the standards-based goalsBut thanks to IDEA 04 they’re in our life

again WRITE AWAY but make it measurable

Alternate Assessment measures the standard-based goals

Measurable Annual Goal

A statement of measurable annual goals, including academic and functional goals designed to:

Meet the child’s needs that result from the child’s disability to enable the child to be involved in and make progress in the general education curriculum. [34 CFR 300.320 (a)(2)(i)(A)]

Meet each of the child’s other educational needs that result from the child’s disability. [34 CFR 300.320(a)(2)(i)(B)]

Now what? Writing the IEP Goal

Present Level of Functioning - What do we know

Target AAGSEIndividual needMeasurability

Annual Goal

Annual Goal=GSE/GLE/AAGSE + Target Performance

Target performance is level of performance you expect from this child related to this GLE/GSE/AAGSE

Annual Goal

Identify what part of the annual goal is connected to the GLS/GSE/AAGSE.

Identify what part of the annual goal is the child’s performance.

Identify the measurability.

LET’S TRY IT -- Writing a goalCase Study

AAGSE Expansion of Content

NO 12.1 Demonstrate different kinds of counting (e.g., by ones, by fives, by 10s, by 25s).NO 12.2 Add collections of like coins together to a sum no greater than $1.00 (e.g., ten dimes or four quarters).NO 12.3 Find possible combinations of coins to equal 25¢, 50¢.NO 12.4 Matching coin combinations to cents and dollar notation.NO 12.5 Add coins together to a value no greater than $1.00.NO 12.6 Add bills together to a value of $5.00, $10.00 or $20.00

NO 12.1 Demonstrate different kinds of counting (e.g., by ones, by fives, by 10s, by 25s).NO 12.2 Add collections of like coins together to a sum no greater than $1.00 (e.g., ten dimes or four quarters).NO 12.3 Find possible combinations of coins to equal 25¢, 50¢.NO 12.4 Matching coin combinations to cents and dollar notation.NO 12.5 Add coins together to a value no greater than $1.00.NO 12.6 Add bills together to a value of $5.00, $10.00 or $20.00

NO 12.1 Demonstrate different kinds of counting (e.g., by ones, by fives, by 10s, by 25s).NO 12.2 Add collections of like coins together to a sum no greater than $1.00 (e.g., ten dimes or four quarters).NO 12.3 Find possible combinations of coins to equal 25¢, 50¢.NO 12.4 Matching coin combinations to cents and dollar notation.NO 12.5 Add coins together to a value no greater than $1.00.

NO 12.1 Demonstrate different kinds of counting (e.g., by ones, by fives, by 10s, by 25s).NO 12.2 Add collections of like coins together to a sum no greater than $1.00 (e.g., ten dimes or four quarters).NO 12.3 Find possible combinations of coins to equal 25¢, 50¢.NO 12.4 Matching coin combinations to cents and dollar notation.NO 12.5 Add coins together to a value no greater than $1.00.

High School6-83-5K-2

Number and Operation: Students demonstrate understanding of monetary value.12. Counting and adding a collection of coins and/or bills.

Content Area: Mathematics

Content Strand: Numbers and Operations

LET’S TRY IT -- Writing a goal

Present level of Performance

Pick the AGSES

What is the need?

Measurability

Short term Objectives/Benchmarks

Currently in Rhode Island all IEPs need to have short term objectives or benchmarks

IDEA 2004 requires a description of benchmarks or short term objectives only for children with disabilities who take the alternate assessments aligned to alternate achievement standards (in addition to the annual goals),

When writing this IEP keep in mind, “What does a person who doesn’t know this student need to know in order to meet this student’s individual needs?”

CASE STUDY

Let’s try it!!!

RIAA Contact Information

Cynthia Corbridge: RIDE

cynthia.corbridge@ride.ri.gov or 222-8497Phyllis Meloro: RIDE

phyllis.meloro@ride.ri.gov or 222-4693Amy Grattan: The Sherlock Center, RIC

amy.grattan@ride.ri.gov or 222-8983Sue Dell: The Sherlock Center, RIC

sdell@ric.edu or 456-8557

Wrapping It Up

Questions - YesAnswers- Maybe