Standards Aligned Individualized Education Programs

1. Standards Aligned Individualized Education Programs

2. PaTTAN’s Mission The Pennsylvania Training and Technical Assistance Network is an initiative of the Pennsylvania Department of Education working in partnership with families and local education agencies to support programs and services to improve student learning and achievement for all students.

3. 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.

4. Accessing the General Education Curriculum 4 • What is meant by the general education curriculum? • The full range of courses, activities, lessons, and materials routinely used by the general population of a school • What is meant by access? • Active engagement in learning the content and skills of the curriculum that is being taught to general education students.

5. 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.

6. 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 • Recognize importance of providing opportunities to demonstrate knowledge and skills by incorporating Universal Design for Learning principles. • Generate next steps towards training teachers to write effective standards aligned IEP goals

7. Advance Organizer • Standards Aligned System • Standards, Anchors & Curriculum Frameworks • Using Assessment Data and Present Levels of Academic • Achievement to Develop Standards Aligned IEP Goals • Relationship of Assessment Data and Standards Aligned IEP Goals • to Specially Designed Instruction and Progress Monitoring

8. Navigating the PowerPoint SlidesSection 1 – 15 Introduction 16 – 86 Standards Aligned System 87 – 105 Present Levels 106 – 137 Standards Aligned Goals 138 – 155 Specially Designed Instruction 156 – 176 Monitoring of Progress 177 – 187 Resources Handout Pg. 3

9. Traditional or Standards Aligned Classroom? Write a ‘T’ if the statement depicts a traditional classroom. Write an ‘S” if the statement depicts a standards aligned classroom. • Whole class instruction dominates. _____ • Coverage of texts and curriculum drives instruction. _____ • Assessment is ongoing and used to make instruction responsive to student need. _____ • Teacher tests and then moves on in the curriculum. _____ • Lesson topic is selected based on standards. _____ • Lesson topic is selected based on curriculum and text. ____ Handout Pg. 4

10. PA Academic Standards • What students need to know and be able to do • Required by state regulation as basis for curriculum and instruction in PA schools. • Necessitate assessment, instruction, materials, strategies that are best suited to help all students achieve. • Should be reflected in IEPs

11. Academic Standards What students need to know and be able to do.

12. Academic Standards Basis for curriculum and instruction in PA schools.

13. Standards first...

14. Academic Standards Necessitate the selection and use of materials, methods and tools to enable students to achieve them.

15. Standards Aligned System Powerful tools for educators.

16. 16 Standards Aligned System

17. Why a Standards Aligned System in PA? To support districts with curriculum, assessment, instruction To provide professional development To promote an ongoing learning community To help all students meet and when possible, exceed, the PA Academic Standards 17

18. 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 18

19. Standards Aligned Education:Research Support 19 Snow-Renner, R. & Lauer, P. 2005 • 621 studies published & reviewed since 1995 • 113 “scientifically researched” studies: Meta-analysis Results: • Positive influence on student achievement • Positive influence on instruction practice and choice of scientifically based instruction models • Higher accountability for progress through data

20. National Press Release 20 Pennsylvania was the only state to: • Reduce the percentage of students performing at the lowest achievement ranking;• Increase the percentage of students who are at least on grade level; and • Increase the percentage of students who are at the highest achievement level. We are doing great things in Pennsylvania!!

21. Standards Aligned System Clear Standards FairAssessments Interventions StudentAchievement Materials & Resources CurriculumFramework Instruction 21

22. Standards Aligned System Elements to Ensure Student Achievement • Clear Standards • Fair Assessments • Curriculum Framework • Instruction • Materials and Resources • Interventions

23. Getting to Know SAS Handout Pgs. 5 & 6 Take out the Standards-Aligned System (SAS) in Pennsylvania handout. Read the clarifying statements next to each element. Highlight the key ideas for each element. Be prepared to explain each element in your own words. 23

24. Clear Standards Clear, high standards that establish what all students need to know and be able to accomplish.

25. Fair Assessments Fair assessments aligned to the standards, which provide multiple ways to demonstrate and measure progress.

26. Curriculum Framework A framework specifying Big Ideas, Concepts, and Competencies - the most important content in each subject area and at each grade level.

27. Instruction Instruction aligned with standards - involves identifying strategies that are best suited to help students achieve the expected performance.

28. Materials & Resources Materials that address the standards and are flexible enough to meet the needs of diverse learners.

29. Interventions An intervention system or safety net to ensure all students meet or exceed standards.

30. Universal Design for Learning (UDL) • UDL removes barriers to learning by anticipating needs of ALL students • Multiple means of representation • Multiple means of expression • Multiple means of action and engagement • Link to UDL slides for more information.

32. The Standards - UDL- IEP Connection • Standards are for all learners • UDL assumes that students with varying needs will be involved in learning, and that the curriculum goals, methods, materials, and assessments need to address this diversity. • The IEP articulates those goals, derived from assessment, and specially designed instruction incorporates flexible, effective means for reaching those goals.

33. Standards Aligned System Clear Standards • Clear, high standards that establish what all students need to know and be able to accomplish • Standard Enhancement Project- Standards per grade in Reading/Writing/Speaking/ Listening, Math, Social Studies, and Science • Anchors and Eligible Content Clear Standards FairAssessments Interventions StudentAchievement Materials & Resources Curriculum Framework Instruction

34. Standards Aligned Terminology Terminology Activity Handout Pgs. 7 & 8 • Refer to handout, Standards Aligned Terminology • Rate your understanding of the terms… 1 = no understanding 2 = limited understanding 3 = thorough understanding (The terms and descriptors are in three distinct groups.) • If an item is rated as 2 or 3, find a match with a descriptor and place its letter in the given box 34

35. SAS: Standards and Anchors Standards Benchmark measures define what students should know and be able to do Assessment Anchors Provide clear examples of skills/knowledge that should be learned and will be assessed on state tests at specific grade levels 35

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

37. 1.1.3 Learning to Read Independently STANDARD: 1.1.3 E. Acquire a reading vocabulary by identifying and correctly using words (e.g. antonyms, synonyms, categories of words). Use a dictionary when appropriate. ALTERNATE STANDARD: 1.1.3 B.2 Demonstrate an understanding of the meaning of objects by showing how they are used Link to Alternate Standards: http://www.pde.state.pa.us/special_edu/cwp/view.asp?a=3&Q=118282&pp=12&n=1

38. Can you explain what the numbers and letters (coding) mean for the reading standard and anchor below? • 1.3.5. GRADE 5 ___________________________ • R5.B.1.1 ___________________________

39. Reporting Categories- Reading *PSSA scores will be reported for these categories. 39

41. Assessment Anchor Coding R3.A.1.1 Descriptor Reading Assessment Anchor Grade Level Reporting Category 41

42. Standard Anchor R5.B Interpretation and Analysis of Literature ASSESSMENT ANCHOR R5.B.1 Describe and interpret literary elements within and among texts. Standard: 1.3. Reading, Analyzing and Interpreting Literature 1.3.5. GRADE 5  A. Read and understand works of literature.  B. Compare the use of literary elements within and among texts including characters, setting, plot, theme and point of view 42 Pennsylvania Department of Education

43. Reporting Categories-Math 43

45. 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 45 Pennsylvania Department of Education

46. PA Academic Standard 1.1.CRead Independently- Phonics Read the grade level standards below. Determine which grade matches each description. Grade: • Root words, prefixes, suffixes, syllabication, picture and context clues • Syllabication prefixes, suffixes, dictionary or context clues • Root words context clues, glossaries • Root words and words from literary works to recognize and understand new words Handout Pgs. 9-11 46

47. PDE/Grade Level Performance Level Descriptors http://www.pde.state.pa.us 47

48. Standards Aligned System Clear Standards FairAssessments Interventions StudentAchievement Materials & Resources Curriculum Framework Instruction

49. Standards Aligned System Clear Standards FairAssessments Interventions StudentAchievement Materials & Resources Curriculum Framework Instruction 49

50. 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 50