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Centennial School District’s 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 DISTRICT’S STANDARDS-BASED IEP JOURNEY
Ann Riddle Student Services Consultant
Denise Wright Student Services Supervisor
Lori Silverman Director of Student Services
COSA October 2012
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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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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 Needs
Priority Skill Needs
Annual Goals based on Priority Needs
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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 student’s 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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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 student’s 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 student’s current skills
Includes a statement with: Specific characteristics of the student’s 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 student’s 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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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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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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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 departments
Curriculum, Assessment, ELL & Student Services
Focus on core instruction
Developing interventions systems: EBISS
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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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Setting the Stage
Why?
What?
How?
Expectations
Training, Training, Training
Making connections
Developing resources and examples
Defining parameters and criteria
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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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Scoring Guide-Present Levels
Scoring Guide-Annual Goals
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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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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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Present Levels
FOUNDATION FOR THE REST OF THE STUDENT’S IEP & EDUCATIONAL PROGRAM
Body of Evidence
•Data driven•Specific•Measured•Observed•Current•Source
Impact Statement
•Specific characteristics skills or need•Affect on participation•Service areas & supports
Needs/Priority Need
•May include many•Team selects ONE which will have greatest impact•Relates to standard•Matches student skill
CCSS Expectations
•Grade level standards•Skills that student needs to meet standards•Access 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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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 words•Compare and contrast important points and details•Cite textural evidence to support analysis •Skip count by 5s, 10s and 100s•Rewrite simple rational expressions in different forms•Print upper and lowercase letters•Interpret figurative language including similes and metaphors•Write narratives to develop real or imaginary experiences•Demonstrate command of conventions when writing including capitalization, punctuation and spelling
•Responding to others•Use voice output device in conversation•Use conflict resolution strategies•Recognize when there’s a problem•Express needs•Ask for/accept support•Navigate to familiar locations in building•Sit up in chair•Cooperatively work with others in group•Arrive on time•Make choice with switches•Ride public transportation to workplace
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Process for determining priority need (annual goal)
Review priority standards in student’s current grade level
Determine narrowed focus within each area
Develop annual goal
Determine skills need to make progress
Gather evidence to determine student’s current skills in area
Review lower grades for connected standards
Sentence Template
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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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2012-13Implementation and Monitoring-Year 2
Implementation
Monitoring
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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2012-13Implementation and Monitoring-Year 2
Implementation
Monitoring
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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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
?????????
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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
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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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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 & goals
Compare present levels & goals with scoring guide
Discuss as a group
REPEAT WITH THE NEXT IEP
Groups keep track of patterns &
questions on note cards
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Practice Time-Present Levels
In Job Alike groups:
Using new sentence frames & key phrases, rewrite and/or refine the following two sections of Present Levels for everyone’s IEP
The present levels include a statement of the child’s strengths AND
The present levels are skill specific, observable, and measurable information that indicates the conditions of the student’s performance and the method of data collection.
Strong & Weak Examples
STRONG-Student Strengths
In a writing probe dated 2/10/11, Esther showed a strength in writing all of the sentences provided with a capital at the beginning and ending all her sentences with a period.
WEAK-Student Strengths
Jesus is very responsible. An example of that is he now gathers his materials so that we don’t waste valuable group time.
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Strong & Weak Examples
STRONG-Skill specific, observed & measured
The following information was gathered between March andApril 2011 from teacher observations, work samples,discussion with team members and recent formal and informalassessments and was reviewed and analyzed April 15, 2011.Susie scored a 3 in sentence fluency. She was able to writesimple sentences with some variety in structure, length &beginnings.
WEAK-Skill specific, observable & measurable
Susie scored a 3 for sentence fluency.
Sentence Template
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K-W-L-AKnow, Want, Learned, ActionsWhat I KNOW about SB-IEPs
What I WANT to learn about SB-IEPs
What I LEARNED about SB-IEPs
What ACTIONS I will take related to SB-IEPs
QUESTIONS: