Standards Aligned Individualized Education Programs

1. Standards Aligned Individualized Education Programs Presented by Michelle Davis Colonial IU 20 TaC Staff

2. Standards Aligned Individualized Education Programs Recognizing that the placement decision is an Individualized Education Program (IEP) team decision, our goal for each child is to ensure IEP teams begin with the general education setting with the use of Supplementary Aids and Services before considering a more restrictive environment.

3. Questions Put them in the PARKING LOT 

4. Clock Partners • A partner activity • Make an appointment with four (4) different people – one for each of the times shown on the clock below. Be sure you both record the appointment on your respective clocks. Only make the appointment if there is an open slot at that hour on both of your clocks.

5. Outcomes • Recognize the direct relationship between IEP development, implementation, and progress monitoring to the general education curriculum and the connections to Pennsylvania academic standards and anchors • Develop present levels of academic achievement that inform goal selection • Recognize and practice steps for writing goals that are aligned to PA standards • Designate specially designed instruction that is clear and effective • Explore methods to effectively monitor student progress

6. What is a Standards-Aligned IEP? An IEP that connects a student’s learning to grade level Pennsylvania standards and evaluates their progress through the lens of the general education curriculum, standards, assessment anchors and curriculum frameworks.

7. Standards Aligned Education: Legal Background Individuals with Disabilities Education Act (IDEA) 1997 Access to and progress in the general education curriculum No Child Left Behind Act of 2001 (NCLB) / Chapter 4 Aligned system of standards and assessments Accountability for all students (disaggregated by subgroup) State and local Adequate Yearly Progress (AYP) IDEA 2004/Chapters 14 and 711 Reinforces NCLB language and accountability 8

8. PSSA Modified (PSSA-M) A standards aligned IEP is required for students with disabilities who qualify for the PSSA-M.

9. Standards Aligned System Clear Standards FairAssessments Interventions StudentAchievement Materials & Resources CurriculumFramework Instruction 10

10. Curriculum Framework www.education.state.pa.us

11. Exploring the Standards Academic Standards/Alternate Standards Reporting Categories Assessment Anchors Descriptors Eligible Content/Sample Items IEP/Instruction

12. Some SAS Tools for Writing Standards Aligned IEPs • Standards • Assessment Anchors • Reporting Categories • Assessment Blueprint/Reporting Clusters • Performance level descriptors

13. 1.1.9 Reading - Language and Word Study STANDARD: 1.1.9 B. 1.1.9.B. Use context clues, knowledge of root words, and word origins as well as reference sources to decode and understand new words. ALTERNATE STANDARD: 1.1.11 C Use knowledge of root words and words from literary works to recognize and understand the meaning of new words during reading. Use these words accurately in speaking and writing. (1.1.11.C) Link to Alternate Standards: http://www.pde.state.pa.us/special_edu/cwp/view.asp?a=3&Q=118282&pp=12&n=1

14. Standard: 2.1. Numbers, Number Systems and Number Relationships 2.1.8. GRADE 8  A. Represent and use numbers in equivalent forms (e.g., integers, fractions, decimals, percents, exponents, scientific notation, square roots).  B. Simplify numerical expressions involving exponents, scientific notation and using order of operations. Standard Anchor 15 Pennsylvania Department of Education

15. Standards Aligned System Fair Assessments Fair assessments aligned to the standards, anchors and curriculum frameworks big ideas Clear Standards FairAssessments Interventions StudentAchievement Four Types: • Summative • Formative • Benchmark • Diagnostic Materials & Resources Curriculum Framework Instruction With your 9 o’clock partner Placemat activity 16

16. Summative Assessments Interpretation of information: • On the writing PSSA, Jen’s performance level is proficient; she scored higher on the persuasive essay than on the narrative essay…

17. PVAAS Student Projection Report This student also has an IEP, is Economically Disadvantaged, and receives Title I services. She has a 39% probability of being proficient or higher on a future Reading PSSA, and a 58% probability of being proficient or higher on a future Math PSSA.

18. Idioms (Formative) Ask 6 times and tally # of times can identify the correct picture 9/9/// 9/10// 9/11//// Interpretation of information: Given auditory and visual cues (including print and graphic) of common idioms, Ken is able to demonstrate comprehension by choosing the correct picture on average of 3 out of 6 times…

19. Formative Assessments • formal instruments • curriculum-based measures • observations using checklists, graphic organizers… • warm-up/review checks/ticket out the door checks • analysis of student performance based on set rubrics, including homework, worksheets, • tests based on text and lectures, • notebook checks, including specific criteria • questioning strategies, including checks for understanding - CFUs 20

20. Phonological Processing(Diagnostic) Interpretation of information: Results of a diagnostic test on phonological processing indicate that Sherry is below average for her age and needs to improve the skill of rapid naming… Average performance is this line. Sherry’s scores cluster below.

21. 4Sight Benchmark (Benchmark ex.) Interpretation of information: Mac scored below basic on his last two 4Sight assessments. His strengths are in Data Analysis and Geometry. He needs to improve skills in Measurement, Algebra, Numbers & Operations… Moyer, Mac I

22. SAS- Spot Check 4Sight is what type of assessment? Class work data can or cannot be included in the PLAA? True/False: Diagnostic data is only relevant in the year it is done Name two formative assessments

23. Standards Aligned SystemStandards-Aligned IEPs 24

24. Present Levels Include: • Academic and functional • Related to current postsecondary transition goals • Strengths/needs • Parental input and concerns • How student’s disability affects involvement and progress in the general education curriculum and his/her needs *** must include 3 out of 4 assessment types

25. Present Levels Must… • Be data driven (measurable and observable) • Provide a starting point (baseline) for development of measurable annual goals • Reference gaps in instructional level vs. grade level standards/expectations • Include relevant, useful and understandable information • Guide development of other areas of the IEP

26. Present Levels Sample Data – Sample Items: Pennsylvania System of School Assessment (PSSA) Pennsylvania Value-Added Assessment System (PVAAS) 4Sight Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Group Mathematics Assessment and Diagnostic Evaluation (G-MADE) Group Reading Assessment and Diagnostic Evaluation (GRADE) WIDA (ESL Assessment) Student work samples Career inventories Grades (report card) Curriculum-Based Assessment (CBA) Specific skills assessment Progress monitoring in content areas related to reading, mathematics, writing Previous years’ IEP W-APT (ESL Assessment)

27. Present Levels Data – Functional/Other Behavior Attendance Tardy Speech / Language Occupational Therapy Physical Therapy Vision Support Support – Students who are Deaf or Hard of Hearing Note: The above data is critical information for many students; however, today’s focus is on aligning IEPs to academic standards.

28. Example… “Jessie is a poor reader.” What is meant by poor reader? • Unable to accurately read grade-level text • Less than 60% accuracy on oral reading fluency Put it all together for a clearer statement: “Jessie reads below grade-level, consistently below 60% accuracy, with 86 words called per minute, on a 9th grade oral reading fluency assessment(145-155). Based upon classroom observation notes, she is unable to apply reading strategies to decode and understand new words during reading. ”

29. Write a Present Level of Performance With your 6 o’clock partner Ryan: 13yr old, 7th grade Mild cognitive disability, Full scale IQ:90 as tested at 3 yr re-eval in 2008 PSSA 2009 reading score: below basic level Oral reading fluency is 100 words correct per minute at 5th grade level, with a 7th grade passage, Ryan reads 70 words correct per minute. Comprehension: 70% accuracy on comprehension questions/summarization activities in class Weaknesses: word analysis; such as rooting and syllabication (based upon work samples and benchmark data) Strengths: character and plot analysis; able to summarize a passage or text read, based upon classroom assignments, teacher notes, and 4Sight reports..

30. Write a Present Level of Performance With your 6 o’clock partner Ryan: 13yr old, 7th grade Mild cognitive disability, Full scale IQ:90 as tested at 3 yr re-eval in 2008 4Sight scores are overall basic, but below basic in the areas of geometry and data analysis; strengths in number sense and operations PSSA 2009 math score: basic level Grades: average of 83 on class work and 70 on quizzes/tests Strengths: computation of addition/subtraction (multi-digit) and basic multiplication (classroom work samples and Math CBM-33 #s correct; 50%ile is 32 for Winter) Weaknesses: analyzing data on a variety of graphic displays and difficulty determining properties of 1, 2, 3 dimensional shapes (4Sight scores, class work, tests)

31. Meet David… Completing his 7th grade year ( 12 years old) IEP Written for 8th grade year Review handout, “David’s Present Levels of Academic Achievement” . On your own Read for: Types of Assessments

32. General Observations: David’s PLAP David’s Present Levels in Reading, Writing and Math: Are they.. • Data types? interpretations of the data? • Summative • Formative • Diagnostic • Benchmark • Instructional level information? • grade level information?

33. General Observations: David’s PLAA • David’s Present Levels in Reading, Writing and Math: Are they.. • Connected to standards? • input from all team members? Now read for Strengths/Needs: Chart on David’s IEP Worksheet

34. Break

35. Access to General EducationBRIDGE Where they need to be Where they are IEP/SDI

36. Prep for the IEP B ring all data R esources: Standards/Anchors/SAS Curriculum Framework/PSSA BluePrint I ndividualize! D escribe SDI that works G rade level requirements E nter your suggested Standard Aligned Goals

37. B R I D G E - sampleStudent__________________Grade ____Subject____________ David 8 Reading Prioritize- ask… What skills are needed to close the gap & achieve at or above grade level? Reading Standards 1.1 Learning to Read Independently C,E, F, G 1.2 Read Critically in all Content Areas A B 1.3 Reading, Analyzing and Interpreting Literature B, C, E 1.1.8 F Understand the meaning of and apply key vocabulary across various subject areas. 1.1.8G Demonstrate after reading understanding and interpretation of both fiction and non fiction text, including public documents…. 1.2.8A Read and understand essential content of information texts and documents in all academic areas. (inferences) Anchor R8A1.3 1.3.8 E Analyze drama to determine the reasons for a characters actions taking into account the situation and basic motivation of the character. Standards for Success

38. Standards Aligned IEPs

39. Characteristics of standards aligned goals: • Address student needs identified in PLAA • Project student performance at the end of one year of instruction • Begin from baseline of skill • Describe skill attainment level • Need to be prioritized: 3-5 goals • Are NOT the curriculum or program • State measurable, countable data • Lead to visual countable progress monitoring

40. Student’s Name

42. Let’s create an IEP goal 1.1.9 Learning to Read Independently (secondary. ex.) 1.1.9.C. Use vocabulary across all academic content areas that demonstrates knowledge of literal and figurative meanings of words, nuances, or connotations of words, and word origins.. - Condition/Name: given student friendly definitions and a *Word Map, Tate will - Stem/Action: … generalize the use of vocabulary across content areas - Criteria: score a minimum of 80% accuracy on 4 out of 5 weekly vocabulary probes Stem = Language taken from the standard, anchor, Curriculum Framework

43. 1.3.11 Reading, Analyzing and Interpreting Literature (secondary ex.) Let’s create an IEP goal 1.3.11 E. Analyze how a scriptwriter’s use of words creates tone and mood, and how choice of words advances the theme or purpose of the work. • Condition/Name: using graphic organizers, and highlighters, Tate will • Stem/Action: … analyze a script by identifying words and/or phrases that create tone and mood and advance the theme or purpose of the work… • Criteria: and highlight 90% of the words and/or phrases on a minimum of 5 consecutive opportunities.

44. 1.4. Types of Writing 1.4.9.C. Write persuasive pieces. • Include a clearly stated position or opinion with awareness of audience and topic Condition/Name:_________________________________ • Stem/Action: ___________________________________ Criteria: ________________________________________ Write a GOAL with your 3 o’clock partner

45. Prioritizing Needs for David Back to David’s IEP worksheet KEY QUESTIONS TO ASK… What prerequisite skills/knowledge does David need to close the gap between his present levels of academic achievement and the grade-level standards?

46. What are David’s Reading Needs? Questions requiring inferences (Reading Standard1.2.8A3) are accurate on average of 42% from classroom work samples. NEED: David needs to be able to make and support, with evidence, assertions about texts

47. Inference - Standards Aligned Goal Sample Write a GOAL Category 1.2 Reading Critically in All Content Areas Standard 1.2.8A Read and understand essential content of informational texts and documents in all academic areas… Draw inferences based on a variety of information sources. Anchor R8.A.1.3 Make inferences, draw conclusions, and make generalizations based on text. Goal: Using classroom reading materials and graphic organizers, David will identify evidence from text to support generalizations in order to make inferences with 80% accuracy on work samples collected weekly.

48. What are David’s Writing Needs? NEED: When writing and editing, David needs to use appropriate conventions including correct grammar, capitalization, spelling, punctuation, and sentence formation, and score a minimum of 56 on the Correct Word Sequence Grade 8 assessment (Writing 1.5.5, 1.5.8).

49. Writing Conventions Standards Aligned Goal Sample Write a GOAL Category 1.5 Quality of Writing (conventions) Standard 1.5.8F Use grade appropriate conventions of language when writing and editing. • Spell common, frequently used words correctly. • Use capital letters correctly. • Punctuate correctly. • Use correct grammar and sentence formation. Goal: Given a writing prompt, David will write a three-paragraph essay and score a minimum of 56 on the Correct Word Sequence Grade 8 assessment, for three out of four prompts.

50. For example. . . Because the period is considered essential punctuation, it is joined with the words before and after it to make 2 correct writing sequences. Since the first word is correct, it is marked as a correct writing sequence. ^It ^ was ^ dark ^ .^ Nobody ^ could seen the ^ trees ^ of ^ the forrest. Grammatical or syntactical errors are not correct. Misspelled words are not counted.