If we wait until students are ready to work on challenging standards by virtue of having mastered basic skills, they might not EVER work on challenging standards.  Exposure to content helps develop knowledge networks.

Virginia Department of Education, Division of Special Education and Student Services
Twenty years of low expectations have resulted in grossly low achievement
The IEP often contributed to the lowering of expectations
Interrogate your own beliefs (your campus & district) 
If you believe knowledge empowers people, and that the limits of human potential are unknown and immeasurable, at what point to you exclude students with disabilities from knowledge?
Current
Traditional
Consider 
Cultivate
Craft
Kirby v. Cabell County Board of Education, 46 IDELR (S.D.  W.Va. 2006):
The Judge stated that “[t]his deficiency goes to the heart of the IEP; the child’s level of academic achievement and functional performance is the foundation on which the IEP must be built.  Without a clear identification of Robert’s present levels, the IEP cannot set measureable goals, evaluate the child’s progress, and determine which educational and related services are needed.”

Cypress-Fairbanks Indep. School District. v. Michael F., 118 F.3d 245 (5th Cir. 1997).

Evaluation Drives the IEP
Individualized on the basis of assessment and performance

30 min + 10 min activity
30 min + 10 min activity
Break
Multiple choice
Observations
Rubrics
Peformance samples (words per minute, etc)
Trials
Anecdotal records
Portfolio
Student work
Portfolio

http://rubistar.4teachers.org/
http://www.rcampus.com/indexrubric.cfm
Rubistar
rubistar4teachers
rubistar4teachers
irubric
52
Cedric demonstrates a weakness in comparison to same age peers in the area reading comprehension, specifically drawing inferences and generalizations.  He struggles with abstract concepts and often answers quickly when performing multiple-choice assignments.  Cedric’s difficulty with drawing inferences and generalization is contributing to a decreased ability to infer character feelings, produce summaries, and identify main idea.

State Test: 40% (drawing inferences & generalizations)
Teacher test: 50% (drawing inferences & generalizations)
Benchmark test: 47% (drawing inferences & generalizations)
( 3 occurrences below 50%)


Break
charting
cultivate
Craft
consider
Escambia County Bd. of Educ. v. Benton, 406 F. Supp.2d 1248 (S.D. Ala. 2005).

“[T] defects in Benton’s IEP went to the suitability of the overall education program…[W]ithout meaningful, measurable objectives and goals, Benton’s educators and parents were engaged in a futile endeavor to pin the tail on a moving donkey while blindfolded in a dark room…The mushy, ambiguous, unquantifiable goals often listed in Benton’s IEPS are at odds with [the] IDEA…Vague and unmeasureable objectives are the handmaiden of stagnation, as a program cannot possibly confer any educational benefit to Benton if his teachers and parents do not know where they are trying to take Benton and when he has arrived.”


Jason is able to fluently read 5th grade material (150 WPM, CBM).  No academic deficits were noted in math or writing.  In addition he is able to distinguish fact from opinion (2007 TAKS, Basic Understanding 10 out of 13 correct).  
However, he struggles with summarization, generalization, and identifying main idea (2007 TAKS, Strategies to Analyze 1 / 12 correct and Critical thinking 3 / 12 correct).  As indicated from 4 scoring rubrics in the area of recalling for details, Jacob on average scored 25%.  In the area of story re-tell, based on the Spring Benchmark test Jason answered 20% correctly.  Jason needs to develop skills in the area of summarization, generalization, and identifying main idea.

Identify the (academic behavior) the student should peform in one year

Consider what will be needed to support the goal
Do nothing
Preview familiar or unfamiliar vocabulary
Listening opportunity
Repeated re-readings prior to engagement
Repeated re-readings w/ listening opportunities
Repeated re-readings w/ corrective feedback



 Do nothing
 Verbally cue for strategy use
 Highlight key words
 Provide text in chunks
 Embed comprehension questions
 Preview unfamiliar vocabulary
 Read all proper nouns
 Provide picture prompt of key elements
 Provide graphic organizer (blank)
 Provide process map, diagram, sequence chart
 Provide graphic organizer (complete)
 Reduce readability of key words
 Read summary prior to engagement
 Provide preview listening opportunities
 Read the reading  

List 5 well articulated teaching strategis for math reasoning
Break
What are the student’s needs (PLAAFP)?
How will we address those needs (Services & Supports, Accommodations)?
How will we know our services were appropriate? (Goal)

Thank you
Michael Webb, Ph.D.
Region 4 ESC
Individualization:  the signature feature of Special Education
Vocabulary

World Knowledge

Problem Solving
P=Presentation
R=Response
S=Setting
T=Testing
I=Instructional assessment
Break
htp://www.escweb.net/tx_bm/math/
Region 4 ESC
Objectives vs. Benchmarks
Dead person's test
Stranger test
"So what" test
In 36 wks with corrective feed back on first trial student will read 30 wpm.
In 18 wks with corrective feedback on the first trial the student will read 20 wpm.
In 9 wks with corrective feedback on the first trial the student will read 10 wpm.
In 36 wks with corrective feed back on first trial student will read 30 wpm.
In 18 wks the student will read 50 dolche words at grade level with visual prompts.
In 9 wks the student will identify all letters of the alphabet independently.
Don't forget about functional goals --
“Agriculture, engineering, and medicine made great strides in improving human welfare as doubts arose about traditional, natural, and mystical practices…”

(Fraser et al. 1987)

FIE & IEP
Case Study