centennial school district’s standards-based … · centennial school district’s...

9/24/2012

1

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

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 Needs

Priority Skill Needs

Annual 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.



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);



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



How the student’s disability affects involvement and progress in the general education curriculum;



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



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.



Compliance checklist

Compliance checklist

9/24/2012

6


Statement of annual measurable goals


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 departments

Curriculum, Assessment, ELL & Student Services

Focus on core instruction

Developing 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

Making connections

Developing structures and examples

Defining parameters and criteria

Quick Write

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

9/24/2012

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

9/24/2012

15

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

9/24/2012

16


• 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

9/24/2012

17

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

9/24/2012

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?

9/24/2012

19

2012-13Implementation and Monitoring-Year 2

Implementation

Monitoring

Instruction and learning


• 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

9/24/2012

20

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

9/24/2012

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


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

[email protected]

[email protected]

[email protected]

9/24/2012

23

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

9/24/2012

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 & 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

9/24/2012

25

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.

9/24/2012

26

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

9/24/2012

27

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:

centennial school district’s standards-based … · centennial school district’s...

Documents