Standards Aligned Individualized Education Programs

1. Standards Aligned Individualized Education Programs

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. Accessing the General Education Curriculum 3 • 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.

4. 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.

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 • Recognize importance of providing opportunities to demonstrate knowledge and skills by incorporating Universal Design for Learning principles.

6. 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

7. 7 Standards Aligned System

8. 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 8

9. 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 9

10. National Press Release 10 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!!

11. Standards Aligned System Clear Standards FairAssessments Interventions StudentAchievement Materials & Resources CurriculumFramework Instruction 11

12. 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

13. 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 13

14. 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 14 Pennsylvania Department of Education

15. 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

16. PDE/Grade Level Performance Level Descriptors http://www.pde.state.pa.us 16

17. 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 17

18. Summative Assessments • Show progress at the end of a defined period of instruction • Provide clear data on the student’s accomplishments at key points in his or her academic career • Includes high-stakes assessments

19. PSSA (Summative) • 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…

20. 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… Summative Assessments

21. 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.

22. Formative Assessments Classroom based Can consist of: formal instruments informal observations Results should be used to shape teaching and learning adapt instructional practices meet individual student needs provide individual students corrective feedback "reach" set goals and targets 22

23. Formative Assessments formal instruments curriculum-based measures observations using checklists, graphic organizers… warm-up/review checks/ticket out the door checks questioning strategies, including checks for understanding - CFUs analysis of student performance based on set rubrics, including homework, worksheets, tests based on text and lectures, notebook checks, including specific criteria 23

24. Formative Assessments • performance in group projects • oral reporting, verbal responses • online products (online posts, blog wiki entries) • presentations, videos, podcasts • participation in class discussion groups • active engagement check-ins, including response cards, white boards, think-pair-share, popsicle sticks = random selection, thumbs up/down, red/green–stop & go cards • role plays/skits, human timelines

25. Diagnostic Assessments Identify, prior to instruction, each student's strengths, weaknesses, knowledge, and skills Permit the instructor to provide remediation and adjust instruction to meet each pupil's uniqueneeds Examples: DRAs, Running Records, GRADE,GMADE, Key Math 3 25

26. Benchmark Assessments Designed to provide feedback to both the teacher and the student about how the student is progressing towards demonstrating proficiency on grade level standards. 26

27. Benchmark Assessments Measure the degree to which students have mastered a given concept Measure concepts, skills, and/or applications Are reported by referencing the standards, not other students‘ performance Serve as a test to which teachers want to teach Measure performance regularly, not only at a single moment in time Examples: 4Sight, DIBELS, Riverside Assess2Know 27

28. DIBELS Benchmark and Progress Monitoring Individual Student Data (Benchmark) 28 Interpretation of Information: 3rd grade March Benchmark= 40 wcpm (expected level of 110 wcpm) 4th grade September Benchmark = 40 wcpm March Benchmark = 55 wcpm exceeded her goal of 53.5 wcpm. Alice continues to be significantly below grade level in oral reading fluency (expected level is140 WCPM).

29. 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

30. Monitoring of Progress in A Standards Aligned System Includes a variety of assessment methods/techniques, using all four types of assessment: Summative Formative Diagnostic Benchmark 30

31. Monitoring of Progress in A Standards Aligned System • Purpose is to determine progress in the general education curriculum. • Reflects progress toward mastery of subject matter content.

32. Examples of Monitoring of Progress in A Standards Aligned System midterms, finals, skills tests, short term/long term benchmark assessments across grades portfolios, projects, tests, quizzes, homework class participation, observation standards/anchors mastery checklists PSSA results 32

33. Examples of Monitoring of Progress in A Standards Aligned System pre and post assessments reading and math series unit and theme tests writing samples declarative and procedural knowledge strategy mastery (e.g. projects) understanding and comprehension checks 33

34. Monitoring of Progress in A Standards Aligned System All information is obtained and all judgments are made with the standards and anchors as both the starting and ending point 34

35. Standards Aligned System

36. Curriculum Framework Pennsylvania Department of Education Standards Aligned Systems Website: www.pdesas.org

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

38. SAS- IEP connection

39. Standards Aligned IEPs in a Standards Aligned System • Standards Aligned Assessment • Present levels of Academic Achievement • Standards Aligned IEP goals • Specially Designed Instruction • Progress Monitoring

40. Standards Aligned SystemStandards-Aligned IEPs 40

41. Present Levels of Academic Achievement Provide a summary of baseline academic achievement data/assessment data indicating what the student is currently able to do and a description of how the disability effects student’s progress in the general education curriculum * include at least 3 of the 4 types of assessment

42. Present Levels of Academic Achievement It is critical that assessment, present levels, goals and progress monitoring include both the instructional and grade levels • Instructional level alone does not meet the criteria of the general education curriculum • Grade level alone does not meet the criteria of an IEP based on identified skill deficits

43. Present Levels of Academic Achievement and Functional Performance It is impossible to write clear and measurable goals if you don’t have clear and measurable present levels of academic achievement and functional performance.

44. Present Levels Include: • Present levels of academic achievement • Present levels of functional performance • Present levels related to current postsecondary transition goals (if a student is 14, or younger if determined by the IEP team) • Strengths/skills • Parental input and concerns • How student’s disability affects involvement and progress in the general education curriculum and his/her needs

45. 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 • Reference post-school transition goals • Include relevant, useful and understandable information

46. Present Levels Must… • Incorporate information from all team members • Describe effect of disability on performance • Identify strengths and prioritize needs • Guide development of other areas of the IEP

48. Access to General EducationBRIDGE Where they need to be Where they are SDI

49. 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

50. 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