Improving Educational Outcomes of Special Education

Creating Quality IEPs
MMSD Department of Educational Services
“Yes We Can…Together!” Conference
August 31, 2009
 The National Longitudinal Transition Study-2
The incidence of students with disabilities
completing high school rather than dropping out
increased by 17 percentage points between 1987
and 2003.
Postsecondary education participation more than
doubled to 32 percent.
In 2003, 70 percent of students with disabilities who
had been out of school for up to two years had
paying jobs, compared to only 55 percent in 1987.
Project Goals
 Build collaboration between regular and special
educators around the instructional needs of
students with disabilities
 Provide instruction to students in their least
restrictive environment (LRE)
 Increase parent involvement in all phases of the
IEP process
 Increase educational outcomes for students
with disabilities
Project Outcomes
 Ensure active parent/guardian, family and
student participation in all stages of the IEP
 Develop IEPs in a strength-based manner
 Recognize and embed District standards early
in the process.
Project Outcomes
 Document student progress in the general
curriculum as a common practice
 Provide a means to increase the level of
collaboration between home and school
 Provide a forum for all adults who work with
students to positively impact the student’s
access to learning opportunities in a
collaborative manner
Professional Development Outcomes
 Provide an Overview of the Quality IEPs
process by:
Highlighting Teacher Standards
Discussing Project History/Implementation
Discussing requirements of IDEA 04
Reviewing DPI Compliance Corrective
Reviewing the four components of Quality
Accessing and completing the SPSR in
Infinite Campus
National Staff Development Council
 Staff development that improves the
learning of all students:
Uses student data to determine classroom
learning priorities, monitors and recognizes
progress, and help sustain continuous
National Staff Development Council
 Staff development that improves the
learning of all students:
Prepares educators to understand and
appreciate all students, create safe, orderly,
and supportive learning environments, and
hold high expectations for their academic
Creating Quality IEPs Project
 Team
 Pilot
 Pilot
 Implementation
Plan 2009-2011
Team Members
 Sue Addamo
 Lisa Davidson
 Tamar Jacobsohn
 Mary Nielson
 Patty Weynand
 Scott Zimmerman
Pilot History
 2 Year Pilot Project: 2007-2009
 Full Implementation: 2009-2011
 Collaborative effort between MMSD staff,
MTI, Parent Advisory Council,
Department of Teaching and Learning
and Department of Educational Services
 Grounded in Research and Development
Pilot Sites
 Franklin
 Sennett
 Glendale
 Sherman
 Lowell
 Whitehorse
 Mendota
 Wright
 Randall
 East
 Hamilton
 Memorial
Implementation Plan
 Promote understanding and application
of the 4 main components necessary to
create a Quality IEP
 Embed 2009 DPI audit for Corrective
 Develop and use electronic instructional
 Conduct 1/2 day trainings for all MMSD
Research on the Achievement Gap
 Students learn what they have the
opportunity to learn.
 The only way students with disabilities
can be as successful as their peers
without disabilities is to ensure that they
have the opportunity to learn the same
instructional content.
of individual
 Shared goal of improving academic
achievement through high expectations and
high-quality education programs.
Board of Education Priorities
 All students who have completed 3rd
grade are able to read at grade level or
 All students complete Algebra by the end
of 9th grade and Geometry by the end of
10th grade
 All students maintain 94 percent
attendance rate at each grade level
DPI Corrective Action Focus
 Present Level of Academic
Achievement and Functional
Consideration of Special factors
Transition Services
Annual Goals
Notice of Continuing Placement
Key Components of Quality IEPs
 Legal compliance
 Regular and special education alignment
with use of the standards
 Family involvement in the IEP process
 Strength-based IEPs
Purpose of Individuals with
Disabilities Education Act 2004
“to ensure that all children with disabilities
have available to them a free appropriate
public education that emphasizes special
education and related services designed
to meet their unique needs and prepare
them for further education, employment
and independent living.” 20 USC §
Civil Rights
 ADA Amendments Act of 2008
Congress recognized that physical and
mental disabilities in no way diminish a
person’s right to fully participate in all
aspects of society, but persons with
physical or mental disabilities are
frequently precluded from doing so
because of prejudice, antiquated attitudes,
or the failure to remove societal and
institutional barriers.
Regular Education and
Special Education Alignment
 IEPs contain baseline data and information
which references the math, language arts,
communication, and inquiry/research
standards in the PLAAFP
 IEP goals contain clearly defined standardsbased criteria for student achievement
 Students who participate in the general
education curriculum are assessed on their
progress toward meeting grade/age level
Regular Education and
Special Education Alignment
 Increases level of student involvement in
general education curriculum and
 Systematic process for instruction and
progress monitoring
 Provision of instruction and monitoring in core
curricular areas when student’s achievement
is not at grade/age placement level
Parent Involvement
 The involvement of parents in the IEP
process has many benefits:
Increases the teacher's understanding of the child's
home environment
Adds to parents' knowledge of the child's
educational setting
Improves communication between parents and the
Increases the likelihood that, with improved
understanding between home and school, mutually
agreed upon educational goals will be attained
Strengths Based Model
 The IEP Team focuses on what the
student can do, and develops a Present
Level of Academic Achievement and
Functional Performance (PLAAFP) from
this perspective
The Instructional Core
The Instructional Core
 The integral relationship between
teacher, student and content by which
learning occurs
Universal Design for Learning (UDL)
 A research-based framework for
designing curricula (educational goals,
methods, materials, and assessments)
which enable all students to learn
 Accomplished by providing rich supports
for learning and reducing barriers to the
curriculum, while maintaining high
achievement standards for all students
 Differentiated Instruction applies an
approach to teaching and learning such
that students have multiple options for
taking in information, making sense of
ideas, and demonstrating understanding.
 Elementary Focus – Vision for student,
standards, functional performance
 Middle/High Focus – Long Term
Tools of the Project
 Student Performance Summary Report (SPSR)
Bound hard copy
Electronic version in Infinite Campus (PLP)
 Guidelines for Completing Quality IEPs (Initial
eval and Reevaluation)
Guidelines for Completing Quality IEPs
(Programming and Placement)
Parent Planner
Student Examples
Build A Goal
Using the Tools
Benefits of using the SPSR
 The bar for student achievement is set high,
based upon content area standards
 Promotes collaboration, planning, and
differentiation of instruction between regular
education and special education staff
How to Use the SPSR in
Infinite Campus
 Demonstration
 Utility
 Creating Quality IEPs Documents:
 Creating Quality IEPs - Training
Modules in Moodle:
Any Questions?

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