centennial school district’s standards-based .centennial school district’s standards-based iep

Download CENTENNIAL SCHOOL DISTRICT’S STANDARDS-BASED .Centennial School District’s Standards-Based IEP

Post on 29-Jun-2018

212 views

Category:

Documents

0 download

Embed Size (px)

TRANSCRIPT

  • 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

  • 9/24/2012

    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

  • 9/24/2012

    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

  • 9/24/2012

    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.

  • 9/24/2012

    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

  • 9/24/2012

    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.

  • 9/24/2012

    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.

  • 9/24/2012

    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

  • 9/24/2012

    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

  • 9/24/2012

    10

    Setting the Stage

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

    Making connections Developing resources and examples Defining parameters and criteria

  • 9/24/2012

    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

  • 9/24/2012

    12

    Scoring Guide-Present Levels

    Scoring Guide-Annual Goals

  • 9/24/2012

    13

    Maki

Recommended

View more >