Ginevra Courtade, Ph.D. University of Louisville

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Aligning IEPs to the Common Core State Standards for Students with Moderate and Severe Disabilities. Ginevra Courtade, Ph.D. University of Louisville. What should be included in the IEP*?. - PowerPoint PPT Presentation

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REPRESENTATIVE ASSEMBLYAligning IEPs to the Common Core State Standards for Students with Moderate and Severe DisabilitiesGinevra Courtade, Ph.D. University of LouisvilleWhat should be included in the IEP*?(a) a statement of the present level of performance in both academic achievement and functional performance, (b) a statement of measurable annual goals (both academic and functional),(c) a description of benchmarks or short term objectives, (d) a description of how student progress towards the goals will be measured, (e) a statement regarding related services and supplementary aids and services (based on peer reviewed research) to be provided,(f) an explanation of the extent to which student will not participate in the general education classroom, (g) a statement of any accommodations needed to measure academic and functional achievement of the student, (h) frequency, location, and duration of services, and (i) postsecondary goals beginning when the student is 16 years old. According to IDEA 2004What do you need in order to develop an effective IEP?Knowledge of federal and state regulationsGuidelines for developing a standards-based IEPA process for assessing and planningAligning IEPs to the Common Core State Standards for Students with Disabilities4Have you started incorporating CCSS into IEPs?Do you think your teachers 5Underlying Assumptions in IEP Development Have Not ChangedAll students will receive instruction on state standards with opportunities for instruction in general educationThe student will receive instruction and supports to achieve academic and functional goalsThe students unique needs will be considered6What is a Standards-Based IEP?An IEP developed through planning based on the students grade level standards (or grade level alternate achievement standards)Strengths and needs based on standardsPlanning process should identify ways to close the gap between current performance and grade-level expectationsModified from http://wvde.state.us/ose/StandardsBasedIEPs.pdfModified fromhttp://wvde.state.wv.us/ose/StandardsBasedIEPs.pdf7Why Create a Standards-Based IEP for Students with Severe Disabilities?Equity and accountabilityIDEA 1997, 2004Involvement and progress in the general curriculumMeasureable goals that enable students to make progress in that curriculumNCLBRequired outcome of achievement in reading, math, and science8A Standards-Based IEPWhat it isAn IEP that incorporates grade level appropriate academic goals based on state standards or alternate achievement standardsWhat it is NOTAn IEP that is focused solely on academic standardsA generic IEP that does not meet the individual needs of the studentBrown et al., 1976Always consider long range goals:The criterion of ultimate functioningthe criterion of ultimate functioning -"an ever changing, expanding, localized, and personalized cluster of factors that each person must possess in order to function as productively and independently as possible in socially, vocationally, and domestically integrated adult community environments" (Brown, Nietupski, & Hamre-Nietupski, 1976). *published in Hey dont forget about me- (Council for Exceptional Children)*talked about respect for this population, develop training to allow them to be everything they can possible be!As true today 1976 2009!Where should the students be in the long term? How do we get them there?9How do we get there? Begin with alignmentThe process of matching two educational components which strengthens the purpose and goals of bothWhy is alignment important?IEPs aligned with state standards can prepare students for state assessmentsFor students to show progress in academic content, they need academic instructionWell aligned IEPs can promote meaningful academic instruction.10Further Understanding Alignment11Alignment ExampleSelecting IEP Goals That Promote Alignment: How do we get there?Guidelines for developing an IEP that includes goals that align to state standards13Guideline 1Become familiar with state standardsCommon Core State Standards-English Language Artshttp://www.corestandards.org/the-standards/english-language-arts-standardsCommon Core State Standards-Mathematicshttp://www.corestandards.org/the-standards/mathematics ILS Common Core Resourceshttp://isbe.net/common_core/htmls/resources.htm Diane-this is where we will want to add in the new charts from the book (we did have the MA guide in the old book)-we have internet access in the room. We could show the linksI started to add in Camillas scenario-but they are very long14Additional National StandardsNational Science Education Standardshttp://www.nap.edu/openbook.php?record_id=4962National Curriculum Standards for Social Studieshttp://www.socialstudies.org/standards/curriculumGuideline 2Become Familiar your States Approach to Extending Standards for AA-AASIllinois Alternate Assessment Frameworkshttp://www.isbe.net/assessment/htmls/iaa_framework.htm Diane-what examples should we add here? We just have Camillas scenario in the new book (p. 12 in the ms)I made an example. Diane16IAA Reading Frameworks Priorities-Grade 4 exampleGuideline 3Keep the planning student focusedBegin with an overview of recent progress and strengths.The student might lead the meetingMembers of the team who have conducted recent assessments can present their findingsThe students preferences and individual goals can be a starting point for planning.18Guideline 4Consider both specific academic goals and broad access goalsThe IEP creates access to the curriculum, but is not a curriculum itself. 19Personally Relevant (Functional) Skills SpeechOT/PTATSD SkillsSocial SkillsSelf-Mgmnt SkillsLife SkillsGo through academic content circles-Is this enough?Not all of your objectives will align with state standardsDO NOT force fit themWhat else is needed to support the student?Overall focus should be individualized skills that consider the criterion of ultimate functioning20Consider the circle diagramIn an IEP for a student with severe disabilitiesIs academic content enough?Not all of your objectives will align with state standardsDO NOT force fit themWhat else is needed to support the student?OT, PT, self-determination skills, etc.Overall focus should be individualized skills that consider the criterion of ultimate functioningPersonally relevant skills21Guideline 5Ask the question: Is it really academic?Sometimes in extending the state standard, the essence of the academic component is lost.General educators can be especially helpful as resource people in making sure that the final goals have clear links to academic content. 22Is it really English Language Arts?Camilla is a 12 year old 7th grader with severe disabilities. Camilla will use her AAC device to greet peers in English class.Camilla will acquire 20 sight words that relate to activities in her community and home. Camilla will select two major themes using pictures with phrases after hearing a text summary read aloud; she will categorize 2-3 events in each chapter of the text during read alouds using additional pictures related to the story and will summarize by presenting a chart of these categories.Camilla will identify initial consonant and vowel sounds and use this skill in writing words with software that anticipates the spelling from the first letters. 1) No, although this is an important social skill the team will probably want to keep on the IEP, it is not an English Language Arts skill. Camilla needs additional English Language Arts objectives that focus on elements of literature.2) yes, it is reading, but does not link to the CCSS that other 7th graders will be learning. Keep the objective, but more work is needed to access the general curriculum.3) Content is the theme of text; performance partially meets the standard4)This objective is important to Camilla as she learns the decoding skills to become an independent reading. This objective does NOT align with the state standard, so something more is needed (e.g., see Example 3.) In contrast, it WILL be on her IEP as a target for promoting beginning reading. 23Guideline 6Do not force fit all IEP objectives into alignment with academic standardsWhat else should be part of the IEP?24Writing Measurable IEP Objectives25Developing IEP objectivesWhat are the general goals for the student?What is the students present level of performance?How does the student get from the present level of performance to the goal?Short term objectives26Present Level of PerformanceCamilla uses her AAC device to ask for basic needs and greets her friends using pictures. She will also point to pictures of familiar objects or people. She does not yet use pictures to represent a concept.Objective 1Given 30 new pictures and symbols presented on the computer selected from the content areas, Camilla will select the picture or symbol named. Objective 2Given a three choice array of pictures that relate to the lesson and asked show me ___ (e.g., "tornado"), Camilla will select the picture that shows the concept for 10 new concepts each quarter. Objective 3When asked, What was the lesson about today? Camilla will select a picture from a three choice array.Annual GoalGiven a variety of academic topics, Camilla will select pictures to represent major concepts described in class.An example of how to transform the students present level of performance to an annual goal27Writing Measureable Goals/ObjectivesWhat is a measureable objective?One that when written, the entire IEP team or anyone else working with the student, can agree that the criteria has been metShould include:Condition-The circumstances under which the behavior will occurBehavior-the skill, action, or performance that it is being monitored, directly observed, and measuredCriteria-how much, how often, or to what standard the behavior must occur in order to demonstrate that the objective has been reachedI stayed away from annual goals and just worked on objectives. How they write them will vary from state to state, but this is an ideaDefinitions from WVDE28Non-measurable objectiveMeasurable objectiveJoyce will improve her comprehension(Improve how?)After participating in a read aloud of grade appropriate text, Joyce will identify four elements of the narrative (character, setting, event, problem).Nick will increase his graphing skills(Increase to what?)Your turn! Write a measurable goal for Nick.Barry will identify the science concept(What concept should he identify?)Your turn! Write a measurable goal for Barry.Nick-When given access to computer graphing software, Nick will convert a table of numbers into three types of graphs.Barry-After participating in an inquiry lesson and given a key vocabulary word, Barry will fill in a concept statement using this word. (e.g., Water that falls from clouds is called _____ (precipitation) 29Writing Goals/Objectives for Active ParticipationConsider how the student can be an active learnerActive participation occurs when the student acquires independent responses that demonstrate understandingExample- Student with a physical disability chooses the main idea from a chapter within a chapter bookPassive approach-help the student choose the main idea with hand over hand assistanceActive approach-have the student eye gaze to which main idea best fit the chapter readGo through example using think aloud30ExamplesPassive ResponsesBrittany will circle the correct answer with physical guidance to answer comprehension questionsKevin will listen to a story the teacher is reading.Kristen will accompany her peer to buy lunch.Active ResponsesBrittany will use a laser head pointer to select between 3 pictures projected on a screen to answer comprehension questionsYour turn! Change the passive response for Kevin into an active responseDo the same for KirstenGive first example (guided practice) and then let teachers try the next 2 (independent practice)Brittany-Problem with this approach: Brittanys physical disabilities do not permit her to use a pencil without help. This assistance cannot be faded. There also is noway to determine if Brittany has any understanding of the task.Advantage of this approach: Brittany has the head control to move the light to her selection. Words can be presented with the pictures with the long term goal of fading the use of pictures.Kevin-Problem with this approach: Listening is not an observable, measurable response. Students who are quiet and looking at the reader may not be attending. Kevin could be daydreaming.Example Active response (if teachers dont come up with one)-Kevin will touch the page to indicate it is time to turn it after the teacher has read each page. Advantage of this approach:Kevin is now actively engaged with the reader. Kevin might also have a goal like Brittanys to show comprehension. The teacher might also ask him to touch pictures on the page to answer questions about the story.Kristen-Problem with this approach: Kirsten is not performing any part of the academics of paying for her lunch; she is merely accompanying someone else.Example active response-Kirsten will ask a peer to help her purchase lunch by finding the symbol $ on her AAC device, to communicate help me pay.Advantage of this approach: Kirsten is now actively engaged in paying for her lunch. As she learns more about money she may indicate how much her peer should give the cashier.31Writing Standards-based Goals/Objectives32Promote Broad Skills in LiteracyCommon Core State Standards in English Language ArtsReadingWritingSpeaking and listeningLanguageThere also are literacy standards for history/social studies, science, and technology.National Reading Panel componentsPhonemic awarenessPhonics FluencyVocabulary Text comprehension We could hand out the table that we have created (p. 19 in the manuscript)? I dont think we need it. Diane33Promote Broad Skills in MathematicsCommon Core State Standards in Math K-8Counting & Cardinality (K)Operations and Algebraic Thinking (K-5)Numbers and Operations in Base Ten (K-5)Numbers and Operations-Fractions (3-5)Measurement & Data (K-5)Geometry (K-8)Ratios & Proportional Relationships (6-7)Ratios & Proportional Relationships (6-8)Expressions & Equations (6-8)Statistics & Probability (6-8)Functions (Grade 8)Common Core State Standards in Math High SchoolNumbers and QuantityAlgebraFunctionsModelingGeometryStatistics & Probability We could hand out the table that we have created (p. 31 in the manuscript)?34Present Level of PerformanceDescribe what students can do in each content areaConsider using level of symbol use to describe current performanceIn math Jerry can put one object with an object to show 1:1 correspondence. He does not yet use or recognize numbers or count. He can imitate a model to create sets to show the solution to a problem. In the book, this is where we talk about symbolic levels (starts on p. 25 of ms)How far do we want to get into this? Examples?35Definitions of Symbolic LevelsAwareness: Has no clear response Pre-symbolic (Beginning with Symbols): Communicates with gestures, eye gaze, purposeful moving to object, soundsEarly Symbolic (concrete): Beginning to use pictures or other symbols to communicate within a limited vocabularySymbolic (abstract): Speaks or has vocabulary of signs, pictures to communicate. Recognizes some sight words, numbers, etc.36Ask: Where is Jerry in these definitions? (moving from pre to early)Concerns About Symbolic LevelsCan not be used to infer cognitive levelStudents may acquire symbols and show much higher functioning than realizedObjects can be highly complex (e.g., models)All students should have opportunity to receive and respond with text Students can become symbolic through training in use of AAC37Aligning Grade Level Standards: Incorporating Present Level of Performance-ELAStrand: Category of standardGrade level standardObjectives based on present level of performanceReading: LiteratureIntegration of Knowledge and Ideas 4th GradeCompare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.Beginning SymbolicLeslie will select an object/picture to represent a storys theme for 4 of 5 opportunities..Early SymbolicAdam will use pictures to identify themes in literature that has been read to him and sort the different stories by corresponding themes for 4 of 5 opportunities.SymbolicThomas will use a Venn diagram to compare and contrast the themes of literature he has previously read with 90% of responses correct for at least 3 stories.38Aligning Grade Level Standards: Incorporating Present Level of Performance-MathDomainGrade level standardObjectives based on present level of performanceExpressions & Equations:Analyze and solve linear equations and pairs of simultaneous linear equations7th Grade7.7a. Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results (where a and b are different numbers).Beginning Symbolic Leslie will use the equal and not equal signs on her AAC device to indicate same or not same for 4/5 equations augmented with objects (e.g., ***=3). Early SymbolicHannah will use a pictorial number line to solve linear equations with sums under 10 for 4/5 equations. SymbolicThomas will write the linear equation for 3 of 4 known money facts (e.g., x quarters = $1.00 or x (25) = 100).39Apply Longstanding Values/ SupportsSelf Determination-making choices and decisions regarding one's quality of life free from undue external influenceUse general curriculum activities as context for learning self-determination skills that contribute to increased autonomy for studentsSkills can promote learning of the general curriculum, while at the same time foster the acquisition of skills with lifelong benefits4041Incorporating SD in Academic ObjectivesExamplesDavid will count tasks to determine how many jobs he completed.Sam will use a picture/word journal to rate characteristics of potential jobs based on likes/dislikesWhich components of SD are embedded?Ask the teachers which component of SD is embeddedDavid-self-management/regulationSam-awareness, decision making about future job42Your turn!Write two standards-based objectives that embed a self-determination skill.Given numbers 1-10, Alex will correctly count items to represent each number.Stephanie will select pictures to identify 2/3 of a storys main characters.Alex-choose a number an count item to represent that number (choice-making)Steph-select pictures to identifyand choose one that is most like her in some way (self awarenes)43Apply Longstanding Values/ SupportsAssistive TechnologyShould enable the student to engage in the task more independentlyExamplesPhotos, picture symbols, pencil grips, stamps, switches, software, touch screens44AT ExamplesJohn will read 5 three word phrases that use known words.David will watch as a peer counts manipulatives in sets of 1 to 10 items.John will read 10 complete sentences composed with a picture support program using picture cues to identify at least one novel word per sentence.David will use a math software program with virtual manipulatives and a head switch to choose the correct number of manipulatives that have been counted for sets 1-10.Original ObjectiveWith ATOnly when needed.45Your turn!Original ObjectiveChuck will choose 5 pictures to put in a journal and dictate a description of the pictures.Randy will partially participate in a science lesson. With ATUsing Clicker 5 and a touch screen, Chuck will independently compose 5 sentences to add to his journal.Given picture choices, Randy will eye gaze to the correct step to indicate to a peer which step of the experiment they should perform next.46Apply Longstanding Values/ SupportsPersonal relevance/ functionalityUsing a real life activity to help make the standard meaningfulCreates a picture symbol homework list (writing)Locates a room by its number (math)Uses a keypad in the cafeteria (math)Locates the sports page using newspaper index (reading)Follows a picture schedule (reading)47 Examples of Real Life Applications of Geometry SkillsHomeWorkLeisureCommunitySkill: Geometric shapesAge: 7Play video games that use shapes. Shape cues for chores at school (e.g., rectangle for toys in toy box; circle for help to set the round table for snack).Forming shapes while playing games in P.E. (e.g., Lets make a circle; boys in a line).Identify shape signs (e.g., stop at red circle sign).Perimeter and AreaAge: 12 (Middle School)Make a where I live chart showing area of rooms. Use laser measure to determine perimeter of objects.Indicate perimeter of playing field to show concept of out of bounds.Identify what foods are located in perimeter of grocery store.Diane-do we want to use this?48Your turn!Identify simple machines and explain how they help us (Note: inclined planes, ramps, wheels, pulleys, screws, levers, etc.)Collect, organize and display data to solve problems (goal is to use graphs and data bar graphs, tallies, pictographs, Venn diagrams, circle graphs, line plots, tables). Identify the mode of a set of data (most often occurring)Ask the teachers to write 2 objectives that are meaningful in the life of a 5th grade student with severe disabilities based the Extended Standards on the slideProvide time for the teachers to do this.49Practicing Alignment to State Standards50Aligning Language Arts ObjectivesLisas ScenarioLisa is a 3rd grade student with Rhetts syndrome. She is nonverbal and currently uses objects to communicate. She shows an interest in books read to her by peers. She will also sometimes look at pictures in a magazine. Lisa is ambulatory, but has limited use of her hands. She enjoys social contexts and will sometimes make her meaning known by eye gazing or laughing.I need help with this sectionthis part was overwhelming in class51Begin by considering the Strand of ELASee Lisas ELA HandoutTeam targets one standard for each component of 3rd grade ELADefines priority skillsBased on Lisas needs (challenges accessing the general curriculum: few foundational skills, limited hand dexterity), p. 83I gave the students the chart that starts on page 47, then showed them these priority skills. But, I think showing them everything was too muchsince we havent even gotten to the actual goals yet.52Promote Self Determination1. Lisa will choose books to be read aloud during individual reading times. 2. Lisa will independently engage with books using technology for read alouds.3. Lisa will initiate use of picture communication for requests. 53Use Assistive Technology1. Lisa will use a voice output device with picture symbols to communicate requests.2a. Given two pictures presented on a VOD or computer touch screen Lisa will answer "what" and "who" comprehension questions.2b. Given two pictures presented on a VOD or computer touch screen Lisa will select one to fill in a sentence.3. Lisa will use a touch screen computer to print a sentence she composed or activate a recorded book. 54Embed in Real Life ActivitiesLisa can use pictures for requesting during lunch and break times as well as during class times.During times when the class chooses literature for independent reading, Lisa can have options that relate to her special interests which are horses and swimming as well as other stories from the 3rd grade reading list. The teacher may begin with some literature on these topics to teach her how to answer comprehension questions.Lisa can be taught to generalize her "who" and "what" answers and sentence writing to compose daily reports to share with her family about her day. Lisa can also generalize her emerging literacy skills to social stories the teacher will use to help her learn skills needed for the school environment like how to eat in the cafeteria.55Lisas IEP Objectives in ELA1. Lisa will select a research topic using a picture request and copy/paste at least 5 pictures from the internet to create a report about the topic. (Writing Standard 3.7)*see handout for additional examplesToo muchhow can we cut this down? Lets make this a handout and only leave one on the slide as an example.56Aligning Math ObjectivesJeromes ScenarioJerome is a student with Down syndrome and a moderate intellectual disability. He has mastered about 50 sight words and is learning to apply them in activities of daily living. Jerome also has learned to recognize initial and final consonants and short vowels can decode many simple words. With his sight words and decoding skills, he can often help the teacher read short passages of text that have been prepared with controlled vocabulary. He communicates using a picture wallet and single spoken words to make requests, answer questions, and socialize. In math, he rote counts from 1-10, but cannot count objects consistently or recognize numbers consistently. Jerome does understand the purpose of money and likes to make purchases, but needs help counting out the correct number of dollars. Jerome is 11 years old and in 6th grade.57Begin By Considering the Standards in MathSee Jeromes Mathematics HandoutIEP team targets at one or two priority standards in each of these areas based on the recommendation of the math teacher Develops priority skillsBased on Jeromes needs (few numeracy skills-inconsistent number identification, no computation), p. 91I had the same problem with the math sectionThere were notes for each of these in the ms (p. 56), but it was too much on theslide58Promote Self Determination1. When presenting a math story, Jerome could choose the numbers to use in that days story. He could also choose which manipulatives to put into sets.2. As Jerome masters using a graphic organizer, he can more easily self-direct his learning. He can learn to say, then do, the steps to solve the problem. 3. Jerome might set a goal for how many math problems to try that day. He could count and graph the number completed. This self-monitoring and self-evaluation also promotes his emerging numeracy skills.59Use Assistive Technology1. The calculator is an important form of assistive technology for Jerome. Once he learns to enter numbers on the calculator, he will be able to perform more of the problems from the 6th grade text. Once he can find the numbers 1-9, the operation symbols, and equal, he will be able to compute problems.2. Many of the skills Jerome needs to acquire can be practiced on the computer. For example, he could move items on a touch screen to create sets or perform computation on an on screen calculator. 3. The graphic organizers Jerome will learn to use are also a form of assistive technology. For example, he will have a graphic organizer to help him write fractions as ___ (how many are in part of the set)/___how many are in the whole. 60Embed in Real Life Activities1. Jerome can divide materials for projects into sets for the class or his small group and use this experience to practice matching numbers to sets and creating fractions and ratios. 2. By having a class store or token economy, Jerome can apply his general knowledge of money and interest in purchasing to practice counting accurately and learning the concept of debt (negative numbers) and zero (no money). 3. Identifying points on a plane can become very meaningful when applied to planning a route through a neighborhood or store. 61IEP Objectives for Jerome In MathematicsWhen given a cluster of up to 20 objects, Jerome will divide them into 1-5 sets and identify the number that represents each set for 8/10 trials. He will subdivide these sets to show division of fractions and ratios and represent this second number using a graphic organizer for 8/10 trials. (Mathematics: Rations and Proportional Relationships, Standard 6.1; Number System, Standard 6.1)* see handout for additional objectivesMake a handout; have one on here as example. 62Carina ExampleCarina is a 5th grade students with severe, multiple disabilities. She uses a wheelchair and has limited movement in her left arm. She can move her head from side to side. Carina uses a head switch to greet teachers and peers. She smiles when listening to stories that are read to her by an adult. Carina does not recognize any math symbols and does not respond to teacher count downs. Develop IEP goals and strategies to alignHandout-with blanks first, then complete before they leave.63Work for one of your studentsAre we done yet?Your IEP is not completeAlso include daily living skills, social skills, therapy goals, etc. based on individual needs and preferences65Contact InformationGinevra Courtadeg.courtade@louisville.edu https://sites.google.com/site/ginevracourtade/66ResourcesCourtade, G., & Browder, D. (2011). Aligning IEPs to the Common Core State Standards for students with moderate and severe disabilities. Verona, WI: Attainment Company.http://wvde.state.wv.us/ose/StandardsBasedIEPs.pdf67

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