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


<p>REPRESENTATIVE ASSEMBLY</p> <p>Aligning 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 considered</p> <p>6What 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 from</p> <p> 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, &amp; 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!</p> <p>As true today 1976 2009!</p> <p>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.</p> <p>10Further Understanding Alignment</p> <p>11Alignment Example</p> <p>Selecting IEP Goals That Promote Alignment: How do we get there?Guidelines for developing an IEP that includes goals that align to state standards13</p> <p>Guideline 1Become familiar with state standardsCommon Core State Standards-English Language Arts Core State Standards-Mathematics ILS Common Core Resources 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 links</p> <p>I started to add in Camillas scenario-but they are very long14Additional National StandardsNational Science Education Standards Curriculum Standards for Social Studies</p> <p>Guideline 2Become Familiar your States Approach to Extending Standards for AA-AASIllinois Alternate Assessment Frameworks </p> <p>Diane</p> <p>-what examples should we add here? We just have Camillas scenario in the new book (p. 12 in the ms)</p> <p>I made an example. Diane16IAA Reading Frameworks Priorities-Grade 4 example</p> <p>Guideline 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.</p> <p>18Guideline 4Consider both specific academic goals and broad access goalsThe IEP creates access to the curriculum, but is not a curriculum itself</p> <p>. 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 skills</p> <p>21Guideline 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. </p> <p>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. </p> <p>23Guideline 6Do not force fit all IEP objectives into alignment with academic standardsWhat else should be part of the IEP?</p> <p>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 reached</p> <p>I stayed away from annual goals and just worked on objectives. How they write them will vary from state to state, but this is an idea</p> <p>Definitions 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.</p> <p>Nick-When given access to computer graphing software, Nick will convert a table of numbers into three types of graphs.</p> <p>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) </p> <p>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 questions</p> <p>Kevin will listen to a story the teacher is reading.</p> <p>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 questions</p> <p>Your 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 </p> <p> 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-8</p> <p>Counting &amp; Cardinality (K)Operations and Algebraic Thinking (K-5)Numbers and Operations in Base Ten (K-5)Numbers and Operations-Fractions (3-5)Measurement &amp; Data (K-5)Geometry (K-8)Ratios &amp; Proportional Relationships (6-7)Ratios &amp; Proportional Relationships (6-8)Expressions &amp; Equations (6-8)Statistics &amp; Probability (6-8)Functions (Grade 8)Common Core State Standards in Math High School</p> <p>Numbers and QuantityAlgebraFunctionsModelingGeometryStatistics &amp; Probability</p> <p> 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 f...</p>