ES 200 Assessment and Development of the IEP, Goals and Transition Plan Course Outline

COURSE PREFIX AND NO: ES 200                 UNITS: 3 

COURSE SUMMARY: (Give a brief overview of the course and identify its general purpose. Highlight the intentions for the course. Provide an overall big-picture vision of why this course is important for student learning. Relate the summary to the alignment of the curriculum: resources, learning activities and assessment of the course components.)

     This course provides candidates with the knowledge of basic principles and strategies related to using and communicating the results of a variety of assessment and evaluation approaches appropriate for general and special education students with mild/moderate or moderate/severe disabilities.  A variety of non-biased standardized techniques, instruments and processes that are functional, curriculum referenced, performance-based, and appropriate to the diverse needs of individual students will be examined.  

Candidates will become familiar with the authentic and standardized tools used to assess the development, academic, behavioral, social, communication, vocational and community life skill needs of students.  Candidates will be able to make educational and IEP development decisions based on their assessment results. Candidates will also gain knowledge related to sharing the assessment results in an IEP meeting meaning that is meaningful to fellow teachers and parents. 

A complete, comprehensive assessment is the foundation for the development of the IEP, goals and objectives and the Transition Plan.  Candidates will develop and their skills to fully participate in a student’s IEP from sending out a properly completed assessment form to use the correct forms for each IEP.  The candidate will be able to identify what, who, when and why IEPs are completed.  Candidates will be able to write IEP academic, social, emotional and functional goals that are individualized, measurable and aligned to California Standards. Candidates will develop an understanding of the legal basis, history and role of the Individual Transition Plan and the role of the student, family and other resources in its development.  Candidates will understand when and how to access site-based and community resources and agencies, including, social, health, and language services. 

RATIONALE: (One sentence describing student outcome.)

     Candidates will be able to assess as student, analyze the results to develop and IEP that is individualized and aligned with the specific needs of the student and aligned with state standards to allow the student to make progress to the best of their ability in the least restrictive environment.

REQUIRED TEXTBOOK(S) and/or MATERIALS:

Title: Assessing Students with Special Needs with Enhanced Pearson eText—Access Card Package

Edition: 8th Edition (2017)

Author: McLoughlin, James

Publisher: Pearson (available on Amazon)

Title: IEPs: Writing Quality Individualized Education Programs

Edition: 3rd  Edition (2015)

Author: Gibb, Gordon

Publisher: Pearson (available on Amazon)

Materials: PowerPoints, assigned readings, handouts provided by instruction and Full IEP, class discussion.

CORE LEARNING OUTCOMES (CLO):

1. Graduates have expertise in developing relevant and rigorous curriculum. Graduates design systems for effective leadership in the classroom, campus, and educational community to ensure the success of all students.

2. Graduates have expertise in the implementation of relevant and rigorous curriculum. Graduates implement systems for effective leadership in the classroom, campus, and educational community to ensure the success of all students. 

3. Graduates sustain a practice of innovation and reform. 

4. Graduates understand the power of research. They critically analyze and synthesize findings to support the development and implementation of rigorous and relevant curriculum and plans. Graduates develop and implement research to contribute to the wider body of knowledge as well as to reflect on and inform personal practice. 

5. Graduates are collaborative, reflective practitioners who are committed to providing rigorous, relevant, and innovative educational experiences for all students.

6. Graduates have an understanding of the full range of service delivery options that their students might experience.

STUDENT LEARNING OUTCOMES (SLO): Upon Completion of this course the student will:

1. Demonstrate ability to use appropriate technology for assessing, analyzing and development of the IEP for all students, including diverse learners.

2. Demonstrate ability to administer formal assessment tests, standardized tests, norm-referenced assessment protocols and when to appropriately make accommodations for students with special needs with regards to English learner status, cognitive, adaptive, sensory, motor, behavioral deficits and the diverse learner.

3. Demonstrate ability to appropriately use informal (classroom) assessments: ecological inventories, criterion-referenced tests, curriculum-referenced tests, task analytic assessment, discrete trial assessment, qualitative assessment and analyze student work with regards to cognitive, adaptive, sensory, motor, behavioral deficit and the diverse learner. 

4. Demonstrate the ability to make appropriate educational decisions on the basis of a variety of non-biased standardized and non-standardized techniques, instruments and processes that are standards based, curriculum based and appropriate to the diverse learner. 

5. Demonstrate the ability to utilize formal and informal assessments to assess the developmental, academic, behavioral, social, communication, career and community life skill needs of students, and monitor students’ progress.

6. Demonstrate the ability to develop and implement; systematic, evidence based instructional strategies to teach skills within school, community, and work settings, including assessment sources that integrate formative assessment, and formal and informal assessment results and utilize assessment data from multiple sources to develop effective programs and guide instruction. 

7. Demonstrate the ability to monitor students’ progress, conduct ongoing assessment and instructional decision-making, the student will demonstrate knowledge of a variety of authentic assessments including portfolios, rubrics, and behavioral observation. 

8. Demonstrate knowledge of the importance of families, cultural values, and information from families to assess student knowledge, skills and behaviors.

9. Demonstrate knowledge and skills related to using and communicating the results of a variety of individualized assessment and evaluation approaches.

10. Demonstrate understanding of the IEP process, develop a well-written IEP and develop effective programs that guide instruction. 

11. Describe the various assessments, types of meeting notices and forms pertaining to IEPs, including Prior Written Notice.

12. Conduct transition plan interview and assessment, and complete an ITP.

13. Select appropriate annual goals and services, including transition goals and services.

14. Explain the difference between diploma and certificate of completion, accommodations and modifications, and supplementary aids and services. 

15. Describe the steps involved with a transition at various stages, preschool to kindergarten, elementary to middle school, middle school to high school and high school to graduation or aging out. 

16. Explain the various agencies and programs that may be involved with transition planning.

Technology -

English Language Learner 

EXPECTATIONS AND STANDARDS:

Program Design Standards

PS 1: Program Design, Rationale and Coordination

PS 2: Professional, Legal and Ethical Practices

PS 3: Education Diverse Learners

PS 4: Effective Communication and Collaborative Partnerships

PS 5: Assessment of Students

PS 6: Using Educational and Assistive Technology

PS 7: Transition and Transitional Planning

PS 8: Participating in ISFP/IEPs and Post-Secondary Transition Planning

Preliminary Teaching Standards:

PS 9 - Program Standard 9: Preparation to Teach Reading/Language Arts

PS10 – Program Standard 10: Preparation to Teach English Language Learners

PS11 – Program Standard 11: Typical and Atypical Development

PS12 – Program Standard 12: Behavioral, Social, and Environmental Supports for Learning

PS13 – Program Standard 13: Curriculum and Instruction of Students with Disabilities

PS14 – Program Standard 14: Creating Healthy Learning Environments

PS15 – Program Standard 15: Field Experience in a Broad Range of Service Delivery Options

PS16 – Program Standard 16: Assessment of Candidate Performance

Specialty Standards – Mild/Moderate:

MM1 – M/M Standard 1: Characteristics of Students with Mild/Moderate Disabilities

MM2 – M/M Standard 2: Assessment and Evaluation of Students with Mild/Moderate Disabilities

MM3 – M/M Standard 3: Planning and Implementing Mild/Moderate Curriculum Instruction

MM4 – M/M Standard 4: Positive Behavior Support  

MM5 – M/M Standard 5: Specific Instructional Strategies for Students with Mild/Moderate Disabilities

MM6 – M/M Standard 6: Case Management

Specialty Standards – Moderate/Severe:

MS1 – M/S Standard 1: Learning Characteristics of Individuals with Moderate/Severe Disabilities

MS2 – M/S Standard 2: Communication Skills

MS3 – M/S Standard 3: Developing Social Interaction Skills and Facilitating Social Context

MS4 – M/S Standard 4: Assessment, Program Planning and Instruction

MS5 – M/S Standard 5: Movement, Mobility, Sensory and Specialized Health Care

MS6 – M/S Standard 6: Positive Behavioral Support

MS7 – M/S Standard 7: Transition and Transitional Planning

MS8 – M/S Standard 8: Augmentative and Alternative Communication

ISTE Standards for Educators

1. Learner

Educators continually improve their practice by learning from and with others and exploring proven and promising practices that leverage technology to improve student learning. Educators:

1. Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness.

2. Pursue professional interests by creating and actively participating in local and global learning networks.

3. Stay current with research that supports improved student learning outcomes, including findings from the learning sciences.

2. Leader

Educators seek out opportunities for leadership to support student empowerment and success and to improve teaching and learning. Educators:

1. Shape, advance and accelerate a shared vision for empowered learning with technology by engaging with education stakeholders.

2. Advocate for equitable access to educational technology, digital content and learning opportunities to meet the diverse needs of all students.

3. Model for colleagues the identification, exploration, evaluation, curation and adoption of new digital resources and tools for learning.

3. Citizen

Educators inspire students to positively contribute to and responsibly participate in the digital world. Educators:

1. Create experiences for learners to make positive, socially responsible contributions and exhibit empathetic behavior online that build relationships and community.

2. Establish a learning culture that promotes curiosity and critical examination of online resources and fosters digital literacy and media fluency.

3. Mentor students in the safe, legal and ethical practices with digital tools and the protection of intellectual rights and property.

4. Model and promote, management of personal data and digital identity and protect student data privacy.

4. Collaborator

Educators dedicate time to collaborate with both colleagues and students to improve practice, discover and share resources and ideas, and solve problems. Educators:

1. Dedicate planning time to collaborate with colleagues to create authentic learning experiences that leverage technology.

2. Collaborate and co-learn with students to discover and use new digital resources and diagnose and troubleshoot technology issues.

3. Use collaborative tools to expand students’ authentic, real- world learning experiences by engaging virtually with experts, teams and students, locally and globally.

4. Demonstrate cultural competency when communicating with students, parents and colleagues and interact with them as co-collaborators in student learning.

5. Designer

Educators design authentic, learner-driven activities and environments that recognize and accommodate learner variability. Educators:

1. Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs.

2. Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning.

3. Explore and apply instructional design principles to create innovative digital learning environments that engage and support learning.

6. Facilitator

Educators facilitate learning with technology to support student achievement of the 2016 ISTE Standards for Students. Educators:

1. Foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings.

2. Manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces or in the field.

3. Create learning opportunities that challenge students to use a design process and computational thinking to innovate and solve problems.

4. Model and nurture creativity and creative expression to communicate ideas, knowledge or connections.

7. Analyst

Educators understand and use data to drive their instruction and support students in achieving their learning goals. Educators:

1. Provide alternative ways for students to demonstrate competency and reflect on their learning using technology.

2. Use technology to design and implement a variety of formative and summative assessments that accommodate learner needs, provide timely feedback to students and inform instruction.

3. Use assessment data to guide progress and communicate with students, parents and education stakeholders to build student self-direction.