Standards-Based IEPs

1. Standards-Based IEPs Arkansas Department of Education Special Education July 2013

2. Standards-BasedIEPs • Overview of Modules • Module 1 Overview and importance of Standards • Module 2 Present Level and Student Profile • Module 3 Measurable Goals and Objectives

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

4. What are the Common Core State Standards? • Aligned with college and work expectations • Focused and coherent • Rigorous content/application of knowledge, 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

5. 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 American peers, but with students from around the world

6. Common Core State Standards www.commoncorearkansas.org/

7. Carol B. Massanari ckmassanari@earthlink.net

8. Standards-Based IEPs Determining & Writing Effective Goals Module 1: IEP Overview – A Plan for Guiding Instruction and Service Provision

9. 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

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

11. 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

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

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

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

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

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

17. Special education- specially designed instruction, at no cost to the parent,…to meet the unique needs of a child with a disability… 34 CFR 300.39(a)(1)

18. Specially designed instruction- adapting, as appropriate to the needs of an eligible child…the content methodology or delivery of instruction to- • address the unique needs of the child that result from the child’s disability; and • To ensure access of the child to the general curriculum so that the child can meet the educational standards within the jurisdiction of the public agency that apply to all children. 34 CFR 300.39(b)(3)(i); 34 CFR 300.39 (b) (3) (ii)

19. Individuals with Disabilities Education Act (IDEA) “…must include a statement of present levels of academic and functional performance…how the child’s disability affects the child’s involvement and progress in the general education curriculum… 34 CFR 300.320(a)(1)(i)(A)

20. 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)

21. Standards Drive Curriculum • Provide instructional accountability • Drive general education content instruction • Support instruction in the least restrictive environment • Define the expectations of all students • Create a structure for linking the IEP to the general curriculum

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

23. Think and Discuss How are you using the standards to develop IEPs?

24. 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

25. 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

26. General Steps: 1. Consider the grade-level content standards • Discuss expected knowledge and skills • Examine benchmarks • 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

27. Standards-Based IEP’s:Review • Content is determined through planning process • Development is like using a GPS • Knowledge of grade level standards is key

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

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

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

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

32. 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

33. What Does it Mean to Connect IEPs to Standards? • Refer to standards to determine expectations at grade level • Use the standards as a guide to determine what is important for the student to learn or be able to do • Conduct an analysis to determine the gap between grade expectations and the student’s current skills/knowledge

34. 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

35. “PLAAFP”: Present Levels of Academic Achievement & Functional Performance (1) . . .a statement of the child’s Present Levels of Academic and Functional Performance, including— (i) how the child’s disability affects the child’s involvement and progress in the general education curriculum (i.e., the same curriculum as for nondisabled children); (ii) for preschool children, as appropriate, how the disability affects the child’s participation in appropriate activities; 34 CFR §300.324(a)(1)

36. Developing Present Level Statements General Curriculum Expectations PLAAFP Statements on IEP Form Areas of Instructional Need Current Skills and Knowledge

37. General CurriculumExpectations/Considerations What do I want to know? • Expectation standards; classroom/grade level; social/emotional • Instructional strategies/approaches used in the general classroom • Extracurricular activities of school life for students at this grade level

38. Consider the Whole Child • Academic • Social emotional/behavioral • Communication • Recreation/Leisure • Physical, Medical • Assistive Technology • Jobs/job training • Post-secondary education • Community participation • Home/independent living

39. Collect Data • Student/family input • Classroom reports • Work samples • Observations • Tests/assessments • Rating scales • Curriculum-based assessment • Office referral/discipline records • Attendance records • Physicals/medical reports • Vocational training records

40. Present Performance; Current Skills and Knowledge What: • Can the student do in school; at home? • Is the student’s performance level on state and classroom assessments? • Accommodations are necessary?

41. A Note About Present Levels & Forms There are two places to record present level information on the IEP: • Student Profile Page • Goal Pages Remember: • Gather information; then record it • Process first; form second

42. Student Profile The profile should include general statements regarding: • Strengths • Needs • Assessment/Evaluation • Status of prior IEP goals • Teacher/Parent/Student input • Transition needs (at least by age 16)

43. Student Profiles could include: Student’s response to: • Learning strategies • Accommodations • Interventions • classroom instruction Ask…“What have we learned about this student’s skills and knowledge?” Must be based on data!!

46. Practice Time • IEP Handout A: Karen • Karen Student Profile Practice identifying Student Profile components.

47. Present Level/IEP Goal Page • Part I • Description of what the student can do; strengths, based on general curriculum expectations • Part II • Identify the gaps in skills/knowledge associated with the disability

48. Identification of Need What: • Skills/knowledge are expected for the student in the general classroom? • Skills/knowledge does the student currently have? • Is there a gap, and what skills and knowledge are critical for the student to be able to access the general curriculum at grade level? • Do you know about the student’s learning rate? • Accommodations have been used successfully to support the student’s learning?

49. Identification of Need Consider other functional skill areas that may not be directly connected to the academic standards, and determine which areas need specialized instruction through the IEP.

50. Selecting the Standard Discussintentof standards: • What are the knowledge and skills necessary for the student to achieve to a level that is expected in the standards? • What are the prerequisite skills?