Standards-Based IEPs

1. Standards-Based IEPs Arkansas Department of Education Special Education June 2012

2. Standards-Based IEPs • Overview of Modules • Train the Trainer • Purpose • Module 1 Overview and importance of Standards • Module 2 Present Level and Student Profile • Module 3 Measurable Goals and Objectives • Options • Timeline • April 1, 2013 - Implement Standards-Based IEPS

3. NORMS • Respectful • Electronics used only for session • Listen to each other • Active Participant • Share work • Ask questions • Contribute to ideas • Responsible • Stay focused • Complete activities

4. Any Questions???

5. Please Appoint • Facilitator • Time Keeper • Recorder • Reporter

6. Pilot Schools • Springdale • Magnolia • Bryant • Sheridan

7. What are the Common Core State Standards? • Aligned with college and work expectations • Focused and coherent • Include rigorous content and application of knowledge through high-order skills • Build upon strengths and lessons of current state standards • Internationally benchmarked so that all students are prepared to succeed in our global economy and society • Based on evidence and research • State led – coordinated by NGA Center and CCSSO

8. Why is this important? Currently, every state has its own set of academic standards, meaning public education students in each state are learning to different levels All students must be prepared to compete with not only their American peers in the next state, but with students from around the world

9. STANDARDS FOR ENGLISH LANGUAGE ARTS & LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS

10. Design and Organization Major design goals • Align with best evidence on college and career readiness expectations • Built on the best standards-work of the participating states • Maintain focus on what matters most for readiness

11. Design and Organization Three main sections • K−5 (cross-disciplinary) • 6−12 English Language Arts • 6−12 Literacy in History/Social Studies (Science and Technical Subjects have a shared responsibility for students’ literacy development) Three appendices • A: Research and evidence; glossary of key terms • B: Reading text exemplars; sample performance tasks • C: Annotated student writing samples

12. Four strands Reading (including Reading Foundational Skills) Writing Speaking and Listening Language An integrated model of literacy Media requirements blended throughout Design and Organization

13. Design and Organization College and Career Readiness (CCR) anchor standards • Broad expectations consistent across grades and content areas • Based on evidence about college and workforce training expectations • Range and content

14. Design and Organization K−12 standards Grade-specific end-of-year expectations Developmentally appropriate, cumulative progression of skills and understandings One-to-one correspondence with CCR standards

15. STANDARDS FOR MATHEMATICS

16. Design and Organization Standards for Mathematical Practice Carry across all grade levels Describe habits of mind of a mathematically expert student Standards for Mathematical Content K-8 standards presented by grade level Organized into domains that progress over several grades Grade introductions give 2–4 focal points at each grade level High school standards presented by conceptual theme (Number & Quantity, Algebra, Functions, Modeling, Geometry, Statistics & Probability)

17. Design and Organization • Content standards define what students should understand and be able to do • Clusters are groups of related standards • Domains are larger groups that progress across grades

18. Design and Organization Focal points at each grade level

19. Common Core State Standards • http://www.commoncorearkansas.org/

20. Carol B. Massanari ckmassanari@earthlink.net

21. Carol B. Massanari ckmassanari@earthlink.net

22. Carol B. Massanari ckmassanari@earthlink.net

23. Standards-Based IEPs Module 1: IEP Overview – A Plan for Guiding Instruction and Service Provision

24. Product vs. Process • Product: • An individualized plan reasonably calculated to result in educational benefit (FAPE) • Process: • Planning to determine what is needed for student to benefit from education

25. IEP Development Process Desired Outcomes/ Instructional Results General Curriculum Expectations Developing PLAAFP Statements Area of Instructional Need PLAAFP Statements on IEP Form Current Skills and Knowledge Implement & Monitor Progress Select Instructional Services & Program Supports Write Measurable Goals

26. IEP Development: a “GPS” • You: • Know where you want to go • Enter data about where you are • Create a map • Adjust to opportunities/barriers • Arrive and choose a new long-term goal

27. Planning: Two CriticalComponents • Knowing where you want to go • Using data as the basis

28. Assumptions • Good IEPs are: • Reasonably calculated to result in educational benefit • Connected to state standards as a fundamental component to educational benefit

29. Assumptions • Good IEPs are: • Dependent upon knowledge of curriculum/effective practice • Not an isolated event • Consistent with regulation/best practice

30. The “I” in IEP • Requires: • Consideration of individualized data/needs • Different goals for different students based on needs

31. Reflect & Note: • Why: • Are standards important? • Should we consider them? • Standards-Based IEPs?

32. Elementary Secondary Education Act (ESEA) • Added accountability by requiring: • Demonstrated progress on state standards • Assessment on grade level standards • Students with disabilities as a reported subgroup • Regulations for the 2% (modified performance standards)

33. Individuals with Disabilities Education Act (IDEA) “…meet the child's needs . . . to enable the child to be involved in and make progress in the general education curriculum . . . ” 34 CFR 300.320(a)(2)(i)(A)

34. ESEA/IDEA Intersect • Successful educational outcomes for all students • Statewide Assessment Accountability for all students • Consequences for not assessing all students • Access to the general curriculum is essential to closing the achievement gap and reaching Annual Measurable Objectives (AMO)

35. Ultimately… “ It means that all our kids, even the ones our system calls ‘hard to teach’ can learn.” -Rod Paige, former Secretary of Education “Ready’ means ‘never’ if we continuously focus on the lowest-level skills.” -Maggie McLaughlin, Autumn 2009

36. In Your Own Words… • Finish this sentence: • Standards-Based IEPs are important because…

37. Accessing the General Education Curriculum • What is meant by the general education curriculum? • The full range of courses, activities, lessons, and materials routinely used by the general population • What is meant by access? • Participation in the knowledge and skills that make up the general education curriculum -Alabama Department of Education

38. Standards Drive Curriculum • Provide instructional accountability • Drive general education content instruction • Support instruction in the least restrictive environment • Define the expectations of all students with or without disabilities • Create a structure for linking the IEP to the general curriculum

39. Why Connect IEPs to Standards? • High stakes accountability, performance goals and indicators • IDEA – access to the general curriculum • Essential for closing the achievement gap • Promotes a single system of education – inclusion and a common language • Encourages greater consistency across schools and districts • It’s best for kids – assumes more, not less

40. Think and Discuss • How are you using the standards in your school to shape your curriculum? • How are you using the standards to develop IEP goals?

41. Connecting IEPs to Standards… • Does not mean – • Writing goals that restate the standards • Using the academic standards alone to determine goals • Assuming that every student will work only on grade level content

42. Connecting IEPs toStandards… • Does mean – • Referring to standards to determine expectations at grade level • Using the standards as a guide to determine what is important for the student to learn or be able to do • Conducting an analysis to determine gap between grade expectations and current skills/knowledge

43. General Steps: 1. Consider the grade-level content standards • Examine benchmarks • Discuss expected knowledge and skills • Consider prerequisite knowledge and skills 2. Examine student data to determine where student is in relation to grade-level standards • Compare expectations with student’s current instructional level • Gap Analysis

44. Standards-Based IEP’s:Review • Content is determined through planning process • Development is like using a GPS

45. Standards-Based IEPs:Review & Wrap-up • Depend on good data from multiple sources • Start with discussion about the desired outcome • Include vision with parent and student as a source of data • Determine instructional need(s) by a gap analysis • Include data from comprehensive evaluation as one source of data

46. Jack Kinder. High achievement always takes place in the framework of high expectation.

47. Standards-Based IEP Determining & Writing Effective Goals Module 2: Present Levels of Academic Achievement and Functional Performance

48. IEP Development Process Desired Outcomes Or Instructional Results General Curriculum Expectations Developing PLAAFP Statements Area of Instructional Need PLAAFP Statements on IEP Form Current Skills and Knowledge Implement & Monitor Progress Select Instructional Services & Program Supports Write Measurable Goals

49. Standards Drive IEPs • Provide instructional accountability and access to general curriculum • Support instruction in least restrictive environment • Link the IEP to the general curriculum

50. Standards Drive IEPs • Essential for closing the achievement gap • Promote a single system of education and consistency across schools and the district • Are best for kids – assume more, not less