CENTENNIAL SCHOOL DISTRICT’S STANDARDS-BASED ?· Centennial School District’s Standards-Based IEP…

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  • 9/24/2012

    1

    Centennial School Districts Standards-Based IEP Journey

    K-W-L-A

    While you are waiting, fill out the back page with:

    What you already KNOW about Standards-Based IEPs?

    What you WANT to know?

    CENTENNIAL SCHOOL DISTRICTS STANDARDS-BASED IEP JOURNEY

    Ann Riddle Student Services ConsultantDenise Wright Student Services SupervisorLori Silverman Director of Student Services

    COSA October 2012

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    2

    Session Outcomes

    Identify the connection between Common Core Standards & Standards-Based IEPs

    Identify resources to support work in your district

    Consider next steps moving towards Standards-Based IEPs

    Agenda

    What is a Standards-Based IEP? Our journey Resources, materials and examples Reflection Q & A

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    3

    K-W-L-AKnow, Want, Learned, Actions

    What you already KNOW about Standards-Based IEPs?

    What do you WANT to know?

    What is a Standards-Based IEP?

    CAN DO Skills (Strengths)Grade level expectations

    Skill NeedsPriority Skill NeedsAnnual Goals based on Priority Needs

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    4

    Side by Side ComparisonIEP Compliance Components

    In developing the Present levels of Academic Achievement and Functional Performance statement, the IEP team should consider

    The strengths of the student

    Standards Based IEP Quality Measures

    Components measured in scoring guide (descriptions below score a 4 on a 1-4 rating scale) Present Levels

    Consistently includes what the student CAN DO related to academic or access skills that lead to school success.

    Consistently includes a connection to grade level standards, relating student skills to grade level standard(s) or access skills.

    Side by Side ComparisonIEP Compliance Components

    In developing the Present levels of Academic Achievement and Functional Performance statement, the IEP team should consider

    The present level of academic performance, including the students most recent performance on State or district-wide assessments;The present level of developmental and functional performance (including the results of the initial or most recent evaluation);

    Standards Based IEP Quality Measures

    Components measured in scoring guide (descriptions below score a 4 on a 1-4 rating scale) Present Levels

    Consistently includes information that is skill specific, observed, measured and based on a current body of evidence that indicates method of data collection.

    A body of evidence may include: formative, summative and/or instructional results.

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    5

    Side by Side ComparisonIEP Compliance Components

    In developing the Present levels of Academic Achievement and Functional Performance statement, the IEP team should consider

    How the students disability affects involvement and progress in the general education curriculum;

    Standards Based IEP Quality Measures

    Components measured in scoring guide (descriptions below score a 4 on a 1-4 rating scale) Present Levels

    Includes prioritized need statements that are: Related to standards and/or access skills and mach students current skills

    Includes a statement with: Specific characteristics of the students disability, skills or needs; Affect on participation in general education curriculum and service areas/support needed for access and progress

    Side by Side ComparisonIEP Compliance Components

    In developing the Present levels of Academic Achievement and Functional Performance statement, the IEP team should consider

    The concerns of the parents for enhancing the education of their child;

    For the students age 16 or older when the IEP is in effect, the students preferences, needs, interests, and the results of age-appropriate transition assessments.

    Standards Based IEP Quality Measures

    Components measured in scoring guide (descriptions below score a 4 on a 1-4 rating scale) Present Levels

    Compliance checklist

    Compliance checklist

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    6

    Side by Side ComparisonIEP Compliance Components

    Statement of annual measurable goals

    Standards Based IEP Quality Measures Goal(s) are based on prioritized needs identified in present levels.The goal includes 5 elements:

    1.The student (who)

    2.The behavior (what)

    3.The reasoning (why)

    4.The conditions (how or when)

    5.The criteria (measurement)Goals are realistic and reflect high expectations in order to make meaningful progress towards a grade level standard or access skill.

    IEPs Then2010 Reading

    Reading: When compared with others at her agelevel, **** scored in the low average range. She got88 SS in letter word identification, 84 SS in readingfluency, 87 SS in passage comprehension and BroadReading 84 SS. On an informal reading sample, ****read DRA level 14 (middle first grade level) with 97% accuracy, 40-70 wpm and good comprehension.

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    7

    And Now

    2012 Reading for same student, same IEP writer

    Based on recent progress monitoring data and recent DRA ( Developmental Reading Assessment) results reviewed 03/06/2012, **** 's current strengths are: she can read a fictional text at level 34 (middle of third grade level) with 99% accuracy, which means she can: decode multiple syllable words, read in short phrases and retell the story including beginning, middle and end.

    A need that she has is to self-correct.

    By the end of fourth grade level all students are expected to read with accuracy and fluency to support comprehension. Based on common core standards and **** 's current skills a priority need in the area of reading will be for **** to consistently use context to self-correct miscues and reread as necessary.

    Annual Goal Example

    Present Level: By the end of fourth grade level all students are expected to read with accuracy and fluency to support comprehension. Based on common core standards and **** 's current skills a priority need in the area of reading will be for **** to consistently use context to self-correct miscues and reread as necessary.

    Given visual cues and instructional level text, **** will reread and use context to self-correct miscues 80% of opportunities in order to gain content information.

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    8

    Turn & Talk

    What is your understanding about the differences between a compliant IEP and a Standards-Based IEP?

    2007-08 2008-09 2009-10Exploring

    Collaboration between leaders in ALL departmentsCurriculum, Assessment, ELL & Student Services Focus on core instructionDeveloping interventions systems: EBISS

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    9

    2007-08 2008-09 2009-10Exploring2007-08: EBISS K-6 (Effective Behavioral and Instructional Support Systems) Year 0

    Formed EBISS District Leadership Team

    Defined common language across departments instruction & assessment

    Researched best practices

    Obtained current reality of district practices via walkthroughs

    2008-09: EBISS Year I

    District EBISS leadership facilitated and coached some buildings re: system development

    EBISS coaches in some buildings

    Some building teams (both general ed & special ed) asking for guidance about roles, services, etc.

    Increased collaboration between some specialists (Title I, Special Education, Reading Specialists) in some buildings

    Provided Reading Apprenticeship training for secondary teacher leaders

    Developed on-line Universal Screener database (DRA results, OAKS, etc.) to determine risk levels for students in reading & track progress

    2009-10: EBISS Year II

    Facilitated two building focus groups to explore Standards-Based IEPs

    Committed to start Standards-Based IEP training 2010-11

    Some buildings rethinking/change service delivery models for students

    Building teams began rethinking pre-referral teams. Moving towards problem solving model

    Provided Reading Apprenticeship training to secondary classroom teachers

    Content Standards

    Standards-Based Curriculum & Research-Based Instruction

    IEP

    Problem solving team process

    Resource allocationAssessment provided by JJackson and colleagues

    Self-Assessment

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    10

    Setting the Stage

    Why?What?How? Expectations Training, Training, Training

    Making connections Developing resources and examples Defining parameters and criteria

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    11

    2010-11Gaining Knowledge and Skills2010-11: Standards-Based IEP Year 1: Gaining Knowledge

    Completed Self Assessment

    Planned/Provided/Debriefed Trainings

    Developed and gathered materials

    Developed scoring guide

    Scored IEPs (3 rounds)

    Mapped long-term plan

    Attended 5 district-wide trainings

    Wrote 5 IEPs standards-based

    Provided descriptive feedback for 3 IEPs

    Reviewed peer IEPs

    Provided Reading Apprenticeship training to secondary classroom teachers

    Provided Balanced Literacy Project for all elementary instructors & leaders

    Provided Data Team district leadership training

    Coaches developed Common Core pacing guides for k-1 & Algebra I

    Coaches developed Common Core implementation plans

    How does this all come together?

    Present levelsCurrent data Strengths and Needs

    Com

    mon

    Core S

    tate S

    tandards

    Access S

    kills

    Goals & Objectives

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    12

    Scoring Guide-Present Levels

    Scoring Guide-Annual Goals

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    13

    Making connections Developing structures and examples Defining parameters and criteria

    Quick Write

    Write down two questions this information has brought up for you.

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    14

    2011-12Implementation and Monitoring

    Implementation Quality AND compliance IEP structure and language shifts

    2011-12Implementation and Monitoring 2011-12: Standards-Based IEP Year II-Implementation

    Planned/Provided/Debriefed Trainings

    Facilitated 3 review committees

    Developed pre & post assessments

    Developed and gathered materials

    Revised scoring guide

    Focused on reliability/validity of scoring guide

    Identified varied level of training needs of staff

    Collaborated with Curriculum & Instruction Department regarding Common Core State Standards

    Attended 2 district-wide trainings

    Wrote all IEPs Standards-Based

    Attended one review committee

    Received individual coaching

    Provided Reading Apprenticeship training for some secondary classroom teachers

    Provided Data Team trainings k-12 for some staff members

    Coaches developed Common Core pacing guides developed for math grades 2-8 and English Language Arts

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    15

    Present Levels

    FOUNDATION FOR THE REST OF THE STUDENTS IEP & EDUCATIONAL PROGRAM

    Body of Evidence

    Data drivenSpecificMeasuredObservedCurrentSource

    Impact Statement

    Specific characteristics skills or needAffect on participationService areas & supports

    Needs/Priority Need

    May include manyTeam selects ONE which will have greatest impactRelates to standardMatches student skill

    CCSS Expectations

    Grade level standardsSkills that student needs to meet standardsAccess skills

    Strengths/Can Do

    Student specific (skill based)Related to academic &/or access skills

    Common Core State Standards

    Collaborated with Curriculum & Instruction Department regarding Common Core State Standards

    Coaches developed Common Core pacing guides developed for math grades 2-8 and English Language Arts

    CCSS orientation with special education staff K-12 Vertical Articulation curriculum work group Speech Pathologist work group

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    16

    Common Core State Standards

    Grade level standards Skills that student needs to meet standards Access skills

    Access Skills

    STANDARDS BASED SKILLS ACCESS SKILLS

    Decode multisyllabic wordsCompare and contrast important points and detailsCite textural evidence to support analysis Skip count by 5s, 10s and 100sRewrite simple rational expressions in different formsPrint upper and lowercase lettersInterpret figurative language including similes and metaphorsWrite narratives to develop real or imaginary experiencesDemonstrate command of conventions when writing including capitalization, punctuation and spelling

    Responding to othersUse voice output device in conversationUse conflict resolution strategiesRecognize when theres a problemExpress needsAsk for/accept supportNavigate to familiar locations in buildingSit up in chairCooperatively work with others in groupArrive on timeMake choice with switchesRide public transportation to workplace

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    17

    Process for determining priority need (annual goal)

    Review priority standards in students current grade level

    Determine narrowed focus within each area

    Develop annual goal

    Determine skills need to make progress

    Gather evidence to determine students current skills in area

    Review lower grades for connected standards

    Sentence Template

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    18

    2011-12Implementation and Monitoring

    Implementation Quality AND compliance IEP structure and language shifts

    Turn and Talk

    What knowledge do your IEP writers have about Common Core State Standards?

    How will your staff gain and deepen knowledge about CCSS?

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    19

    2012-13Implementation and Monitoring-Year 2

    ImplementationMonitoring Instruction and learning

    Common Core State Standards

    Collaborate with Curriculum & Instruction Department Structure of documents Linear connection across grade levels Role out to general education staff Coaching about alignment

    Continue Speech Pathologists work group Continue Vertical Articulation curriculum work group Fine-tune CCSS connections and references in IEPs SB-IEP review committee New staff training

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    20

    2012-13Implementation and Monitoring-Year 2

    ImplementationMonitoring Instruction and learning

    Session Outcomes

    Identify the connection between Common Core Standards & Standards-Based IEPs

    Identify resources to support work in your district Consider next steps moving towards Standards-Based

    IEPs

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    21

    Reflection:

    K-W-L-A

    In reflection, fill out the last page with: What you LEARNED about implementing Standards-

    Based IEPs

    What ACTIONS you will take next and any additional questions

    Q & A

    ?????????

  • 9/24/2012

    22

    Resources

    Common Core State Standards www.corestandards.org

    California Services for Technical Assistance and Training (CalSTAT)

    www.calstat.org/iep/outcomes.html

    Going Places with A Standards-Based IEP (GPS-IEP)-Ohio www.edresourcesohio.org/index.php?slug=gps-iep

    Project Forum at NASDSE www.projectforum.org

    A Seven Step Process to Creating Standards-based IEPs by Marla Davis Holbrook projectforum.org/docs/SevenStepProcesstoCreatingStandards-basedIEPs.pdf

    Samules, C. (2011, January 12). Special educators look to align IEPs to Common-Core Standards. Education Week, pp. 8-9.

    Contacts

    ann_riddle@centennial.k12.or.us

    lori_silverman@centennial.k12.or.us

    denise_wright@centennial.k12.or.us

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    Examples of information shared with staff. . .

    Gaining Knowledge

    5-7 minutes to read Special Educators Look to Align IEPs to Common-Core Standards

    While reading, talk to the text-including questions, connections, follow-up thoughts

    At signal, turn & talk to table groups about one thought, question, connection

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    24

    Overview of Seven Step Process to Writing Standards-Based IEPs Read, re-read A Seven-Step Process. . . Notes, questions, comments Turn & talk Use as a tool as we work through each aspect of

    the present level & annual goals

    IEP Review with small groups

    With a small group 10 minutes per IEP (present level/goals)

    Read present levels & goalsCompare present levels & go...

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