A guide to connecting academic standards and individualized education programs
Download
1 / 57

A Guide To Connecting Academic Standards and Individualized Education Programs - PowerPoint PPT Presentation


  • 149 Views
  • Uploaded on

A Guide To Connecting Academic Standards and Individualized Education Programs . Wisconsin Department of Public Instruction (DPI) March 2010. Appreciation to the following individuals who assisted in developing these materials :. Nissan Bar-Lev, CESA #7 Barbara Van Haren, CESA #1

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about ' A Guide To Connecting Academic Standards and Individualized Education Programs ' - thao


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
A guide to connecting academic standards and individualized education programs

A Guide To Connecting Academic Standards and Individualized Education Programs

Wisconsin Department of Public Instruction (DPI)

March 2010


Appreciation to the following individuals who assisted in developing these materials
Appreciation to the following individuals who assisted in developing these materials:

  • Nissan Bar-Lev, CESA #7

  • Barbara Van Haren, CESA #1

  • Kathy Laffin, Independent Consultant

  • Arlene Wright, Independent Consultant

  • Mary Derginer, Independent Consultant

  • Trish Graves, CESA #11

  • Eva Kubinski, Wisconsin Department of Public Instruction

  • Sandra Berndt, Wisconsin Department of Public Instruction

Wisconsin DPI - DRAFT - March 2010


Appreciation to the following individuals who assisted in developing these materials1
Appreciation to the following individuals who assisted in developing these materials

  • The Department of Public Instruction (DPI) in conjunction with Great Lakes West Comprehensive Center at Learning Point Associates

  • Advisory Work Group

  • DPI Special Education Team Compliance Workgroup

  • Special thanks to Laura Vitale, CESA #1

Wisconsin DPI - DRAFT - March 2010


A guide connecting academic standards and ieps
A Guide Connecting Academic Standards and IEPs developing these materials

  • Introduction

  • Paradigm Shift: Connecting Academic Standards and the Individualized Education Program (IEP)

  • Wisconsin Academic Standards

  • Connecting the Academic Standards during the IEP meeting

  • Exemplars

  • Key Terms & References

Wisconsin DPI - DRAFT - March 2010


Rationale
Rationale developing these materials

This training presentation and Guide will assist the IEP Team [parents, general and special education teachers, Local Education Agency (LEA) representative, and other IEP team members] to develop a meaningful IEP reflecting Wisconsin Academic Standards to meet students’ unique academic learning needs.

Wisconsin DPI - DRAFT - March 2010


Scope of the guide and training
Scope of the Guide and Training developing these materials

This Guide connects Reading and Mathematics Standards to two parts of the IEP:

Present Level of Academic Achievement and Functional Performance

Annual Goals

IEP teams must also address other disability related needs, special factors, transition, assessment, least restrictive environment, special education and related services (not included in this presentation or the Guide). http://www.dpi.wi.gov/sped/pdf/iepguide.pdf

Wisconsin DPI - DRAFT - March 2010


What the law says
What the law says: developing these materials

  • The reauthorization of IDEA in 1997 and 2004 brought an emphasis on access to the general curriculum with the requirement to include:

  • “how the child’s disability affects the child’s involvement and progress in the general curriculum and for preschool children, age appropriate activities.”

  • The Elementary And Secondary Education Act (ESEA) required that children with disabilities participate in all state and district assessments.

Wisconsin DPI - DRAFT - March 2010


Assessment
Assessment* developing these materials

ESEA and IDEA 2004 tied the assessments of students with disabilities to state accountability systems (Ahern, 2006):

  • Participation of students with disabilities in state and district-wide assessment programs

  • Documentation in IEP of any individual accommodations in state or district achievement tests

  • Documentation in IEP of the justification for exclusion from a test and indicate how the student will be assessed with an alternate method.

  • Reports about participation & performance of students with disabilities.

  • All students (100%) are included in the state and local accountability system.

  • Wisconsin DPI - DRAFT - March 2010


    Ieps academic standards and state assessment
    IEPs, Academic Standards developing these materialsand State Assessment

    State Performance Plan (SPP) Indicator 3: Participation and performance of children with disabilities on statewide assessments. The following data is collected and reported:

    Percent of districts meeting State Adequate Yearly Progress (AYP) objectives for disability subgroup.

    9

    Wisconsin DPI - DRAFT - March 2010


    Ieps academic standards and state assessment1
    IEPs, Academic Standards developing these materialsand State Assessment

    • Further data included:

    • Participation rate for children with IEPs in the Wisconsin Knowledge and Concepts Examination (WKCE), with and without accommodations, and the Wisconsin Alternate Assessment-Students with Disabilities (WAA-SwD).

    • Proficiency rate for children with IEPs against grade level expectations (assessment frameworks) and alternate achievement standards (extended grade-band standards.)

    Wisconsin DPI - DRAFT - March 2010


    Past practice
    Past Practice developing these materials

    • Many IEP team discussions centered on identifying a child’s current skills, as well as the next developmental skills.

    • The developmental skills were frequently unrelated to the academic, behavioral or functional learning expectations for other students of the same grade level.

    • This resulted in two parallel curricula for students - one in special education and one in regular education.

    Wisconsin DPI - DRAFT - March 2010


    The paradigm shift
    The Paradigm Shift developing these materials

    • When IEPs are connected to the academic standards, the focal point of the IEP team discussion changes to:

      • Identifying the academic standards that ALL students at a specific grade or age level should “know and be able to do.”

      • Assessing where the student is functioning with regard to the above academic standards.

      • Determining disability related needs that prevent the student from being proficient on these academic standards.

      • Developing an Annual Goal to address these needs.

    Wisconsin DPI - DRAFT - March 2010


    Past traditional practice

    Assess the Student developing these materials

    Develop Annual Goals

    Determine Needs and

    Present Level of Academic Achievement and Functional Performance

    Past Traditional Practice

    Wisconsin DPI - DRAFT - March 2010


    Paradigm shift connecting ieps to academic standards

    Assess Student developing these materials

    Develop

    Annual Goals

    Determine Needs

    Determine Present Level of

    Academic Achievement and Functional

    Performance Related To Academic Standards

    Discuss

    Academic Standards

    Paradigm Shift: Connecting IEPs to Academic Standards

    Wisconsin DPI - DRAFT - March 2010


    Benefits of connecting ieps to academic standards
    Benefits of Connecting IEPs to Academic Standards developing these materials

    Wisconsin DPI - DRAFT - March 2010

    Connecting IEPs to the Wisconsin academic standards, to a school district’s local benchmarks, or to the Assessment Frameworks provides students with disabilities the “opportunity to learn” the general curriculum.


    Outcomes of connecting ieps to academic standards
    Outcomes of Connecting IEPs developing these materialsto Academic Standards

    • Special education teachers have eliminated separate curriculums. As a result, students with disabilities are achieving at higher levels.

    • Parents are enthusiastic that IEP goals’ language is more recognizable and less clinical.

    • General education teachers can see the link between what they do and the needs of students with disabilities.

    • Academic standards provide a common language among ALL educators.

    • There are higher expectations for students with disabilities.

    Wisconsin DPI - DRAFT - March 2010


    What are the wisconsin standards for all children birth to age 21
    What are the Wisconsin Standards for ALL children, birth to age 21?

    Wisconsin Model Early Learning Standards (WMELS): age level expectations for birth through entrance to 1st grade)

    Wisconsin Model Academic Standards (WMAS):

    Grades 4, 8, and 12

    District Standards/Benchmarks

    Assessment Frameworks: Grades 3, 4, 5, 6, 7, 8, and 10

    Extended Grade Band Standards: Grades 3-4, 5-6, 7-8, and 10

    Wisconsin DPI - DRAFT - March 2010


    Continuum of wisconsin academic standards
    Continuum of Wisconsin Academic Standards age 21?

    Birth to

    1st Gr.

    (WMELS)

    Pre K to

    12th Gr.

    (WMAS)

    Pre K to 1st Gr.

    Wisconsin DPI - DRAFT - March 2010


    Wisconsin model early learning standards wmels
    Wisconsin Model Early Learning Standards (WMELS) age 21?

    Wisconsin DPI - DRAFT - March 2010

    Developmental Domains:

    • Health and Physical Development

    • Social and Emotional Development

    • Language Development and Communication

    • Approaches to Learning

    • Cognition and General Knowledge


    Wisconsin model early learning standards wmels1
    Wisconsin Model Early Learning Standards (WMELS) age 21?

    Developmental Domain: Discrete area of the child’s development.

    Sub Domain: A further division of a developmental domain.

    Performance Standards: Represent the specific information, skills, or both that a child should know and be able to do.

    Developmental Continuum: A predictable but not rigid sequence of accomplishments which describes progressive levels of performance.

    “Sample” Behaviors: Includes “samples” of what children might do and “samples” of what adults might do to assist a child.

    http://dpi.wi.gov/fscp/pdf/ec-wmels-bk.pdf

    Wisconsin DPI - DRAFT - March 2010


    Wisconsin model early learning standards wmels2
    Wisconsin Model Early Learning age 21?Standards (WMELS):

    Mathematics Example

    Domain: Cognition and General Knowledge

    Sub-domain: B. Mathematical Thinking

    Performance Standard: B.EL.2.Understands number operations and relationships.

    Developmental Continuum: Recognizes that a set of objects remains the same amount if physically rearranged.

    “Sample” Behavior of children: Child counts 3 blocks in a vertical line and 3 blocks in a horizontal line and recognizes that each row contains 3 blocks.

    “Sample” Strategy for Adults: Place 5 pennies in a bowl, 5 pennies spread out in a row, and 5 pennies close together on a table. As the child to “point to which one has more pennies.”

    Wisconsin DPI - DRAFT - March 2010


    Wi model academic standards wmas assessment frameworks
    WI Model Academic Standards (WMAS) age 21?& Assessment Frameworks

    • The Wisconsin Model Academic Standards provide grade level expectations at the end of grades 4, 8, and 12.

      DPI website: http://dpi.wi.gov/standards/

      • Wisconsin Assessment Frameworks (Gr. 3-8, 10)

      • Wisconsin Extended Grade Band Standards (Gr. 3-8, 10)

      • WMAS and Grade Level Expectations-District Benchmarks

    Wisconsin DPI - DRAFT - March 2010


    What do wi assessment frameworks look like
    What Do WI Assessment Frameworks age 21?look like?

    The Reading and Mathematics Frameworks are organized into 3 levels:

    • Objective: A group of cognitively related skills.

      □ Subskill: A group of related knowledge and

      skills.

      - Descriptor: Examples of specific knowledge and

      skills.

      Reading Framework: http://dpi.wi.gov/oea/pdf/read_framework.pdf

      Math Framework: http://dpi.wi.gov/oea/pdf/math_framework.pdf

    Wisconsin DPI - DRAFT - March 2010


    English language arts standard assessment framework
    English/Language Arts Standard age 21?& Assessment Framework:

    Example:

    DPI Content Standard A: Reading/Literature

    DPI Performance Standard:A.4.1 Use effective reading strategies to achieve their purposes in reading.

    Assessment Framework:

    Objective 1:  Determine the meaning of words and phrases in context.

    Sub-skill 1.2: Use knowledge of word structure to

    determine the meaning of words and phrases

    Descriptor: Use knowledge of root words to determine

    the meaning of a word.

    Classroom Activity: Suffixes and meanings

    Wisconsin DPI - DRAFT - March 2010


    Mathematics standard assessment framework
    Mathematics Standard age 21?& Assessment Framework:

    Example:

    DPI Content Standard B: Number Operations and Relationships

    DPI Performance Standard: B.4.6 Add and subtract fractions with like denominators.

    Assessment Framework:

    Objective 1:  Number Operations and Relationships

    Sub-skill 1.2:  Computation

    Descriptors: Add and subtract fractions with like denominators.

    Classroom Activity: Add and subtract fractions with like denominators

    Wisconsin DPI - DRAFT - March 2010


    Wisconsin extended grade band standards egbs
    Wisconsin Extended Grade Band Standards (EGBS) age 21?

    Developed by Wisconsin educators

    For students with significant cognitive disabilities

    Reflect the “essence” of Wisconsin’s Model Academic Standards and the Assessment Frameworks

    Are the foundation of the WAA-SwD

    http://www.dpi.state.wi.us/sped/pdf/waa-extstd-full.pdf

    Wisconsin DPI - DRAFT - March 2010


    WMAS age 21?

    WISCONSIN

    EXTENDED

    GRADE BAND

    STANDARDS

    WISCONSIN

    ASSESSMENT

    FRAMEWORKS

    “ESSENCE”

    WKCE

    WAA-SwD

    Wisconsin DPI - DRAFT - March 2010


    Wmas grade level expectations
    WMAS & Grade Level Expectations age 21?

    28

    Wisconsin DPI - DRAFT - March 2010

    • Since Wisconsin does not identify academic standards at every grade level:

      • Many Wisconsin school districts have identified local benchmarks.

      • DPI has developed the Assessment Frameworks (based on the academic standards) to provide WKCE assessed grade level objectives.

      • Local curriculum should include, but not be limited to, the Assessment Frameworks grade level objectives.


    District benchmarks
    District Benchmarks age 21?

    District benchmarks are aligned with Wisconsin Model Academic Standards.

    Does your district have its own benchmarks?

    If so, the IEP team should consider the district grade level benchmarks in the development of the IEP.

    29

    Wisconsin DPI - DRAFT - March 2010


    Conducting an iep meeting connected with academic standards

    “Conducting an IEP Meeting Connected with Academic Standards”

    Wisconsin DPI - DRAFT - March 2010


    What is the difference between academic standards and curriculum
    What is the Difference Standards”between Academic Standards and Curriculum?

    Academic standards are statements about:

    - what students should know and be able to do (content), and

    - how they will show that they have met the academic standard

    (performance).

    Classroom curriculum is devised by districts to prepare students to meet academic standards and benchmarks using activities, lessons, and educational materials as well as instructional techniques at each grade level.  

    - Curriculum specifies the details for the plan of instruction to

    reach the academic standards.

    - Curriculum links what is being taught (academic standards) to how it is measured (assessment).

    31

    Wisconsin DPI - DRAFT - March 2010


    Preparing for the iep meeting
    Preparing for the IEP Meeting Standards”

    All members bring a piece of the puzzle to the table

    Everyone attending is prepared to discuss:

    - grade level learning expectations for all students based on the academic standards

    - the impact of the student’s disability on grade level learning expectations

    - the student’s strengths and disability related needs.

    Wisconsin DPI - DRAFT - March 2010


    Iep team members parents and or students
    IEP Team Members: Standards”Parents and/or Students

    Parents and/or students share the student’s strengths and concerns related to academic achievement and functional performance.

    Wisconsin DPI - DRAFT - March 2010


    Iep team members general educator
    IEP Team Members: Standards”General Educator

    Share information about what all students know and are able to do at the current grade level related to the standards and local benchmarks related to the student’s strengths and disability related needs.

    Wisconsin DPI - DRAFT - March 2010


    Iep team members special educator
    IEP Team Members: Standards”Special Educator

    Using data, discuss the impact of the student’s disability on grade or age level expectations and current level of performance.

    Wisconsin DPI - DRAFT - March 2010


    Iep team members lea representative
    IEP Team Members: Standards”LEA Representative

    Is qualified to provide or supervise the provision of specially designed instruction to meet the needs of children with disabilities

    Is knowledgeable about the general education curriculum

    Is knowledgeable about the availability of resources of the LEA

    Wisconsin DPI - DRAFT - March 2010


    Other iep team members
    Other IEP Team Members Standards”

    An individual who can interpret the instructional implications of evaluation results, who may already be a member of the team

    At the discretion of the parent or agency other individuals who have knowledge or expertise regarding the child, including related services personnel 34 CFR 300.321 (5-6)

    Wisconsin DPI - DRAFT - March 2010


    During the iep team meeting
    During the IEP Team Meeting Standards”

    Identify strengths related to the student’s disability and parent concerns

    Identify and prioritize areas of needs related to the student’s disability.

    Discuss what all students should know and be able to do (Academic Standards).

    Identify what the student needs to learn to achieve age/grade level expectations in academic standards, benchmarks, assessment frameworks.

    Step 1:

    Present Level of Academic Achievement and Functional Performance

    A

    B

    C

    D

    Step 2:

    Develop measurable annual goals

    Develop annual goals , benchmarks and measures of progress if required.

    A

    Wisconsin DPI - DRAFT - March 2010


    Step 1: Standards”

    Develop the Present Level of Academic Achievement and Functional Performance (I-4)

    A.

    Student’s Strengths

    Parent

    Concerns

    What are the student’s strengths?

    What are the parents’ concern?

    Wisconsin DPI - DRAFT - March 2010


    Step 1: Standards”

    Develop the Present Level of Academic Achievement and Functional Performance (I-4)

    B.

    Student’s Needs and Present Level

    Information fromprevious IEPs and assessment data.

    Current skills in relation to grade level benchmarks.

    Barriers to desired progress.

    Supports needed.

    Prioritize essential components necessary to meet grade or age level academic standards.

    Realistic expectations on attainment.

    Wisconsin DPI - DRAFT - March 2010


    Step 1: Standards”

    Develop the Present Level of Academic Achievement and Functional Performance (I-4)

    What Students must know and do.

    Grade orage level academic standards/grade level benchmarks, expectations.

    C.

    Academic Standards

    Benchmarks

    Wisconsin DPI - DRAFT - March 2010


    Which academic standards should be discussed as part of the iep
    Which Academic Standards should be discussed as part of the IEP?

    The IEP team should discuss the grade-level academic standards in relation to the student’s disability related needs.

    IEPs need to be “individualized” and address priorities for students with disabilities.

    From: Michael Hock’s “Standards, Assessment, & IEPs”, 2000.

    42

    Wisconsin DPI - DRAFT - March 2010


    Step 1: IEP?

    Develop the Present Level of Academic Achievement and Functional Performance (I-4)

    D.

    Identify what the student needs to learn

    Compare what the student needs to learn to achieve age/grade level expectations with their present level of performance.

    Wisconsin DPI - DRAFT - March 2010


    Baseline data present level of performance
    Baseline Data: IEP?Present Level of Performance

    For areas of disability related need:

    • Current assessment data on grade level academic standards and benchmarks

      • Statewide and district assessment results

      • Curriculum based measurements/classroom assessments

      • Student work samples

      • Data from previous year’s IEP goals

    Wisconsin DPI - DRAFT - March 2010


    Step 2: IEP?

    Develop Measurable Annual Goals (I-6)

    A.

    Develop annual goals and measures of progress

    Expectations in annual IEP cycle.

    A Goal for each area of need.

    Goals connected to grade or age level academic standards/benchmarks.

    State level of attainment and progress will be measured.

    Wisconsin DPI - DRAFT - March 2010


    Writing goals that are connected to academic standards
    Writing Goals that are Connected to IEP?Academic Standards

    • Reflect age appropriate activities.

    • State what the student can reasonably accomplish in one year or the duration of the IEP.

    • Enhance the student’s ability to function more independently and be successful in the general curriculum.

    • Identify the big items the student must learn linked to formative and summative assessment.

    • Prioritize the student’s needs for a successful, meaningful adult life (what will the student need to know in 10 years).

    Wisconsin DPI - DRAFT - March 2010


    Remember annual goal academic standard
    Remember: IEP?Annual Goal ≠ Academic Standard

    47

    Wisconsin DPI - DRAFT - March 2010


    Exemplars using academic standards to develop ieps

    EXEMPLARS IEP?Using Academic Standards to develop IEPs

    Aasssss


    Activity connecting academic standards to the iep
    Activity: IEP?Connecting Academic Standards to the IEP

    • Work in groups of 3

    • Choose one of the 3 students described in the following slides and read the exemplar provided.

    Wisconsin DPI - DRAFT - March 2010


    Activity
    Activity IEP?

    Annie – age 4; attending K4

    Strengths: listens to books, points to pictures and sounds in her environment, plays with other children and toys.

    Prioritized needs:

    Early Literacy/Reading: rhyming

    Math: counting and grouping objects

    Academic Standards/benchmarks:

    Early Literacy/Reading: Phonological Awareness.

    Math: Understanding counting, number operations and relationships.

    What Annie needs to learn:

    - Hear and identify rhyming words and beginning sounds

    - Know the relationship between numbers and counting, grouping and regrouping sets.

    Wisconsin DPI - DRAFT - March 2010


    Activity1
    Activity IEP?

    Sam – 5th Grade

    Strengths: good attendance; willing to try new strategies; uses listening skills to learn new things; computes with whole numbers.

    Prioritized needs:

    Reading: Oral reading fluency; strategies to identify unknown words; methods to decode words of 3 or more syllables.

    Math: computation problems involving fractions and decimals.

    Academic Standards/benchmarks:

    Reading: Determine the meaning of words/phrases in context; use knowledge of word structure and root words to determine meanings.

    Math: Add and subtract fractions and decimals in the context of money.

    What Sam needs to learn:

    - Strategies to use word structure to decode unfamiliar words and

    improve fluency.

    - Addition and subtraction of fractions and decimals.

    Wisconsin DPI - DRAFT - March 2010


    Activity2
    Activity IEP?

    Zach – 7th Grade taking the WAA-SwD

    Strengths: uses games to learn things; looks at short picture books with simple phrases; solves simple addition and subtraction problems with 0-5 using objects.

    Prioritized needs:

    Reading: looks for adult help to identify new words; beginning to use

    pictures and other context clues

    Math: continue to develop addition and subtraction skills with numbers

    above 5.

    Extended Grade Band Standards 5-6:

    Reading: Use picture and context clues to determine meaning.

    Math: Solve single-digit addition and subtraction problems.

    What Zach needs to learn:

    - Strategies for independent decoding of new words and their meanings.

    - Addition and subtraction with numbers up to 10

    Wisconsin DPI - DRAFT - March 2010


    Activity connecting academic standards to the iep1
    Activity: IEP?Connecting Academic Standards to the IEP

    After reading an exemplar, discuss the following questions in your work group:

    • How are the exemplars the same or different from your IEP meeting discussions?

    • What skills will you need to develop to more fully include academic standards/benchmarks as part of IEP meetings?

      Be prepared to share your ideas with the rest of the audience.

    Wisconsin DPI - DRAFT - March 2010


    Wisconsin DPI - DRAFT - March 2010 IEP?

    If educational research can tell us anything, it is that students are more likely to learn something at school if it is taught than if it is not.

    Walter C. Parker (1991). Renewing Social Studies Curriculum


    Contacts
    Contacts IEP?

    • Sandra Berndt, Special Education Consultant,

      WI Dept of Public Instruction

      [email protected]

    • Eva Kubinski, Special Education Consultant,

      WI Dept of Public Instruction

      [email protected]

    • Sandra Berndt, Special Education Consultant,

      WI Dept of Public Instruction

      [email protected]

    • Eva Kubinski, Special Education Consultant,

    • WI Dept of Public Instruction

    • [email protected]

    Wisconsin DPI - DRAFT - March 2010


    Dpi resources
    DPI Resources IEP?

    Guide to Special Education Forms http://www.dpi.wi.gov/sped/doc/forms-guide.doc

    Model IEP Forms http://www.dpi.wi.gov/sped/forms06.html

    Procedural Compliance Self-Assessment Manual http://www.dpi.wi.gov/sped/pdf/sa-manual.pdf

    Special Education Procedural Compliance Self-Assessment webpage http://www.dpi.wi.gov/sped/spp-selfassmt.html

    Wisconsin DPI - DRAFT - March 2010


    Dpi resources continued
    DPI Resources continued IEP?

    Wisconsin Assessment Frameworks – Reading http://www.dpi.wi.gov/oea/pdf/read_framework.pdf

    Wisconsin Assessment Frameworks – Mathematics http://www.dpi.wi.gov/oea/pdf/math_framework.pdf

    Wisconsin Extended Grade Band Standards http://www.dpi.wi.gov/sped/pdf/waa-extstd-full.pdf

    Wisconsin Model Early Learning Standards http://www.collaboratingpartners.com/EarlyLS_docs.htm

    Wisconsin Model Academic Standards http://www.dpi.wi.gov/standards/index.html

    Wisconsin DPI - DRAFT - March 2010


    ad