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Jim Shriner

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IEPs and the Common Core Standards: Implications for Students with E/BD Jim Shriner Illinois Council for Children with Behavioral Disorders February 2014 – PowerPoint PPT presentation

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Title: Jim Shriner


1

IEPs and the Common Core Standards Implications
for Students with E/BD
Jim Shriner
Illinois Council for Children with Behavioral
Disorders February 2014 Lisle, IL
Preparation of this presentation was supported,
in part, by grants (R324J060002 and R324A120081)
from the U. S. Department of Education, Institute
of Education Sciences, National Center on Special
Education Research, and from the Illinois State
Board of Education (Part B- Discretionary
Programs) awarded to the author. Opinions
expressed herein do not necessarily reflect those
of the U. S. Department of Education, ISBE or
Offices within these agencies.
2

IEP-Q Focus
Support provided by the Tutorial will result in
the development of higher quality IEPs that
Help prioritize annual goals in relation to state
standards and the general education curriculum.
Are used routinely in planning and
implementing instruction on general curricular
skills. As a result, IEP goals will be reviewed
and met with a higher frequency and there will be
an increase in students standards-based
achievement.
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Status Most states use SB-IEPs. Reason Access

Standards-based IEP
  • Where is the student with respect to standards
    for enrolled grade?
  • Which standards warrant attention?
  • What goals are needed to designate the necessary
    learning the specially designed instruction
    that will lead the students program toward
    achievement of standards?
  • Sources Project Forum at NASDSE, 2010.

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IEP Parameters
Standards-based, not Standards-bound.
The IEP is the boundary, not the standards
7

IEP Parameters
Standards-based, not Standards-bound.
The IEP is the boundary, not the standards
General Curriculum Standards
Access Skills
Transition Skills
8

IEP-Q Project Caveats
  • Instructional Time is Limited
  • Opportunity to Learn is Important
  • Procedural and Substantive Components of IEPs
    Matter

9

Project Logic
  • What standards? (CCSS )
  • Not all Standards are Equal
  • Match to needs/deficit areas
  • Match to Present Levels of Academic Achievement
    and Functional Performance (PLAAFP)

10

PLAAFP
Are multiple sources of data used? Does the
PLAAFP provide a descriptive snapshot of the
student? Could you begin standards-referenced
instruction? Resource Planning Sheet example
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Site Features
Toolbox
The IEP Tools are intended to help instructors
write Academic, Functional and Transition goals
that are referenced to Illinois Learning and
Social/Emotional Standards. Tools include
reference charts, worksheets for teachers,
parents and students, and links to other tools on
the web.
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Common Core State Standards Fail to deal with
the reality of factors that interfere with
learning for students manifesting behavior and
emotional problems. Barriers may be external or
internal UCLA Center for Mental Health in
Schools or more texts.
17

Common Core State Standards Beyond academic
learning problems (attention, processing),
students for whom unsatisfactory interpersonal
relationships are of concern will face additional
challenges in meeting the standards. Nearly 1/3
of ELA and Math standards required social problem
solving skills. Sweigart Landrum, 2013
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  • IEP-Q Tutorial Goal Assistant
  • Write Goals and Objectives
  • Implementation Plan
  • If a Goal is Needed
  • Identify specially designed instruction including
    or modifications needed to access and make
    progress in the general curriculum
  • What student-specific and focused instruction is
    to be offered? (e.g., intense reading support,
    supplemental math foundational skills)
  • Are alterations to the complexity or focus of
    material needed?

19

CCSS English/Language Arts Reading Informational
Texts RI.5.5

Common Core State Standards Complex, but
neither Common nor Standard RI.5.5 Compare and
contrast the overall structure (e.g., chronology,
comparison, cause/effect, problem/solution) of
events, ideas, concepts, or information in two or
more texts. two or more texts.
20

CCSS English/Language Arts Reading Informational
Texts RI.5.5
  • Multiple Variations of Skills/Content
  • Skill Compare/Contrast
  • 1. Chronology
  • 2. Comparison/similarity
  • 3. Cause/effect
  • 4. Problem solution
  •  
  • Text Focus/Content
  • 1. News Events Social Studies- History
    Science
  • Concepts/Ideas Informational Daily Living/
    Job Skills
  • Given 2 accounts of same event, Jimmy will
    identify - in writing - the main idea in each
    article/artifact and will select from provided
    options how the authors present the information
    with 100 accuracy on 3 of 4 trials.


21

CCSS Math Numbers/Operations/Base 10 4.NBT.5
Common Core State Standards Complex, but
neither Common nor Standard 4.NBT.5 Multiply a
whole number of up to four digits by a one-digit
whole number, and multiply two two-digit numbers,
using strategies based on place value and the
properties of operations. Illustrate and explain
the calculation by using equations, rectangular
arrays, and/or area models. two or more texts.

22

Influences on IEPs
Response to Intervention (RtI), Progress
Monitoring, Standards, and IEPs Observations
from the current IEP Quality Project 1. Skill
Articulation 2. Measurement Articulation 3.
Level of Goal Complexity

23

Response to Intervention influences on IEPs
. Criterion of Acceptable Performance We are
seeing many IEPs with the goal will improve
his score on the progress monitoring program to X
percentile by the end of the school year.
Similar to the overuse of percentages as
progress measures (Bateman Linden, 2006 Yell,
2012), normative-only criteria also are of
concern. What is the replicable criterion?
What are the articulated instructional skill
needs?

24

Response to Intervention influences on IEPs
Progress Monitoring/Benchmarking Depending on
the product used - will tell you that a student
is improving or failing to make progress in the
area of reading fluency (ORF) or overall
comprehension (MAZE). - will not tell you which
specific reading skills or strategies are
contributing to the results. (Decoding,
vocabulary knowledge, question/context confusion,
form of error analysis or reading behavior) What
are the articulated instructional skill needs?

25


. Applicability to Standards-referenced
IEPs Shinn (2012) Beyond early reading skills,
some progress monitoring measures have reduced
consistency (i.e., content validity) with the
standards (esp. Reading for Informational
Text). - Content Knowledge Vocabulary
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  • Multiple Variations of Skills/Content
  • Multiply a whole number of up to four digits by a
    one-digit whole number
  • 2. Multiply two two-digit numbers
  • 3. Use strategies based on place value
  • 4. Use strategies properties of operations
  • Illustrate and explain the calculation
  • Goal Ideas?

CCSS English/Language Arts Reading Informational
Texts RI.5.5

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Where in the IEP?
  • Present levels
  • Special factors
  • Annual goals
  • Program summary
  • Attached Supplements

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PLAAFP All Students
Referral Data Attendance Data Description of
School/Classroom System Strength(s) 3 is
good Strategies used and effects
34

PLAAFP Some Students
- FBA Approach and Team - Observable, measurable
definition of Priority Problem Behavior(s)
limit(?) -Checklists, Interviews, Observations
and persons completing - Hypothesis
35

IDEA and Behavior
Focus on Positive Supports
If a students behavior(s) negatively affects his
or her learning or the learning of others, the
IEP team shall consider strategies including
positive behavior(s)al interventions, strategies,
and supports to address that behavior(s) (IDEA 20
U.S.C. 1414(d)(3)(B)(I)
36

IDEA and Behavior
As with academic goals, behavioral goals must
follow from the PLAAFP and be supported with
data. Interventions should be based upon
peer-reviewed research.
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Functional Behavioral Assessment
Participants / Student Strengths Operational
Definition of Target Behavior Setting /
Antecedents / Consequences Hypothesis of
Behavioral Function
38

IDEA and Behavior
Critical Phrases of Functional Hypothesis
1. When this occurs (describe
circumstances/antecedents) 2. the student
(describe target behavior)  3. to get/to
avoid (describe consequences)
39
Base the BIP on a Functional Behavioral
Assessment (FBA)
  • Define target behavior
  • Develop a hypothesis as to the function of the
    behavior
  • Collect data (direct and indirectly)
  • Validate the function and key context variables
  • Triangulate data
  • Data analysis
  • Develop the BIP

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Behavior Intervention Plans...
  • Support desired alternatives that allow student
    to meet their needs
  • Make the current undesired behavior less
    effective in meeting the students need

42
2 Components of a BIP
  • Teaching plan
  • Crisis plan

43

Programming and Specially Designed Instruction
  • Observable, measurable definition of Replacement
    Behavior(s)
  • Antecedent Strategies prevent and teach
  • Consequences (Reinforcement and Reductive)

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Teaching Model

Problem Behavior
Setting Event
Trigger (antecedent)
Naturally Maintaining Consequence
LTO Replacement Behavior
short term objective
meet desired criteria
Artificial Reinforcers (teacher controlled)
short term objective
meet desired criteria
short term objective
meet desired criteria
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Evaluating the BIP
  • Systematic review
  • Data collection
  • Communication
  • Criteria for success (long and short term)

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Site Features
Resource Library
The Resource Library brings together important
sources of information on IEP development,
including books, journal articles, web sites, and
behavior data collection forms.
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Resources
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  • James is 9 years old and in the third grade. He
    was diagnosed at age five with ADHD and
    Oppositional Defiant Disorder and receives
    services for Other Health Impaired. He has a
    good heart and can be very generous. James
    enjoys playing video games and watching TV. He
    goes to an after school program where he can get
    help with homework, hang out with friends, or
    play games.
  • Interviews and inventories indicate he has a
    strong dislike for school and difficulties with
    peer relationships. He has gotten into trouble
    for poking other students with pencils, pushing
    them on the playground, and arguing when given
    consequences for breaking classroom rules.
  • During one observation, Micah verbally refused to
    do his work, threw his pencil on the floor,
    paper, got up out of his seat, and walked around
    the room. The teacher initially ignored his
    behavior and attempted to redirect him. However,
    his behavior escalated and he left the classroom
    without permission.

Social Work Scenario 2 (Draft Excerpt)
58

IDEA and Behavior
Peer-Reviewed Research Moving Toward a
Scientific Basis for Special Education Martín
(2010)
59

IDEA and Behavior
Practical Guidance for Schools Martín
(2010) Begin preparing for potential parental
inquiries on the research bases for the methods
and services being delivered. Be prepared to
provide documentation of peer-reviewed research,
if such research exists to support an IEP.
Specially-designed instruction Focus of
instructional time Service options (Remember,
however, that there is not yet a requirement that
such documentation be provided at an IEP team
meeting.)
60

Positive Approaches
Behavioral Principles and Instructional
Practices Reinforcement Differential
Reinforcement Behavior-specific
praise contingent, immediate, individualized Beha
vioral momentum Antecedent interventions Opportuni
ty to practice in natural settings
61

Resources for Educators
  • Evidenced-based Practices
  • http//autismpdc.fpg.unc.edu/content/briefs
  • http//ebi.missouri.edu
  • http//iris.peabody.vanderbilt.edu/iris-resource-l
    ocator/?termbehavior-classroom-management
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