Aligning Quality IEP’s and UDL to the CCLS

1. AligningQuality IEP’s andUDLto the CCLS May 18 & 22, 2012 Presented By: Rhonda Sorger-CFN 211 – Special Education Instructional Specialist Phoebe Grant Robinson-CFN 210 – Special Education Instructional Specialist Jean McKeon, Network Leader- CFN 211 JoAnne Brucella, Network Leader-CFN 210

2. IEP The Individualized Education Program (IEP) drives the instruction for every child who receives special education services.

3. The IEP is a Legal Document Federal law: IDEA - Section 614(d)(1)(A)(i) In the United States an Individualized Education Program (IEP), is mandated by the Individuals with Disabilities Education Act (IDEA). It is a written statement for each child which includes the components specified in section 200.4(d)(2) of the Regulations of the Commissioner of Education to meet the unique educational needs of a student with a disability that is developed, reviewed, and revised in accordance with the law. NYS regulations: Section 200.4(d)(2) “If a student has been determined to be eligible for special education services, the Committee shall develop an IEP” Legal Doc. 3

4. Corner Stone The Individualized Education Program (IEP) is the Cornerstone of the Special Education Process Identifies how the resources of the school need to be configured to support the student’s needs Ensures a strategic and coordinated approach to address a student’s needs Guides the provision of instruction designed to meet a student’s needs IEP Provides an accountability tool Identifies how the student will be prepared for adult living Supports participation in the general education curriculum and learning standards

5. 5 Guiding Principle's Child Centered Tool to Guide Instruction and Measure Progress Shared Responsibility Parental Participation IEP Development Includes Positive Behavior Supports Special Education is a Service, Not a Place Guiding Principles for IEP Development Least Restrictive Environment (LRE) Planning For Adult Outcomes General Education Curriculum, standards and Assessments Based on Individual Strengths & Needs

6. 11) Placement Sections of the IEP 10) Special Transportation 9) Participation in State Assessments, and with Students without Disabilities 8) Coordinated Set of Transition Activities 7) Testing Accommodations 6) 12 month Services (if needed) 5) Programs and Services - Modifications& Supports 4) Reporting progress to parents 3) Annual Goals, Objectives / Benchmarks (if needed) 2) Measurable Post Secondary Goals and Transition Needs 1) Present Level Of Performance 6

7. 7 The IEP process… How are IEPs developed at your school? Turn & talk with your table Be Prepared to Share out…

8. IEP Needs IEP’s needs to be… • Written in parent friendly language (no jargon) • Clear and concise • A working document that provides a framework for subject specific instruction • Reflect the ABILITIES and needs of the student and relate to post-school outcomes • Promote progress in the curriculum • Reflect recommendation’s/services in the least restrictive environments • Be a cooperative/collaborative effort between parents, students and school professionals.

9. Areas of Need Four Need Areas: • academic achievement, functional performance and learning characteristics; • social development; • physical development; and • management needs. The SESIS IEP form includes the State’s definition of these four need areas. The form also includes fields to document the student’s strengths and needs, including the concerns of the parents for enhancing the education of their child considered in the development of the IEP for each of the need areas.

10. PLOP Present Level of Performance • Provides baseline information using data from formal and informal assessment tools • Notes and addresses parent and student concerns and desires • Must contain transition statements for students who will be 14 and older by December 31 Note: Level 1 Vocational Assessments must be administered to students who will be 12 by December 31.(SOPM on pages 220–222)

11. PLOP Present Level of Performance • Strengths? • Needs? How does disability impact achievement? • Preferences, interests? • Parent/Student concerns? • Special Considerations? • Progress in the past year? • Student Performance compared to CCLS standards? • Strategies tried? • What has worked? • What hasn’t? • Transition – Post high school plans? (age 14+)

12. PLOP Present Levels of Performance (cont’d) CQIEP pgs. 24-29 • Give a student’s strengths, abilities and needs in the areas of: Academic/Educational Achievement and Learning Characteristics, Social Development, Health and Physical Development • Explain how a student’s disability affects his/her involvement and progress in the least restrictive environment. • Provide baseline information using information from formal and informal assessment tools

13. PLOP Present Levels of Performance (cont’d) • Address parent and student concerns • Provide information on educational progress and management needs

14. 14 What is it that the student… Can do? Can not do? • …is able to comprehend main ideas and identify some supporting details • …initiates communication with familiar adult • …readily attempts work in subjects in which he has been previously successful • …becomes distracted when approached by another student • …has difficulty visualizing information that is presented only through text

15. PLOP Present Levels of Performance and Related Services Related Service Providers must also provide Present Levels of Performance for their students Make sure to align related service annual goals to student’s present level of performance in the related service. For each annual goal, there must be a connected present level of performance statement.

16. PLP Quality Indicators • Addresses 4 need areas: Academic & Functional Performance, Social, Physical, Management • Uses data from multiple sources to describe current functioning • Includes progress on prior year’s IEP goals, if applicable • Includes student strengths • Includes parent concerns and student preferences & interests • Includes how the disability impacts involvement and progress in general curriculum • Identifies supports and accommodations that have been used successfully • Includes impact of behavior on learning and social development, if applicable • Addresses communication needs, Braille instruction, limited English proficiency, or assistive technology, if applicable • Beginning at age 15, includes transition needs in consideration of student’s strengths, preferences and interests • Uses clear, specific language that can be understood by parents and school staff • Establishes a thorough foundation for development of goals and services 16

17. Activity 2: Alexis; Damien; Steven IEP • Read the Present Levels of Performance section of your assigned IEP • Using the PLP Quality Indicators ask your self: • Does the profile meet the criteria for a quality PLP? • Explain your thoughts (Why? Why not?) • Chart ideas • Complete the IEP Development Organizer & Post • Share Out your new learning's

18. Activity 3: A Closer Look At The IEP… • Work as a school using theIEP from your assignedfolder. • Read the Present Levels of Performance section of the IEP • Using the PLP Quality Indicators ask your self: • Does the profile meet the criteria for a quality PLP? • Explain your thoughts (Why? Why not?) • How can you make the PLP stronger? • Complete the IEP Development Organizer

19. 19 Gallery Walk

20. 20 Lunch Time Enjoy…

21. GOALS Measurable Annual Goals • The IEP must list measurable annual goals, consistent with the student’s needs and abilities, to be followed during the period in which the IEP will be in effect. • For each annual goal, the IEP must indicate • evaluative criteria (the measure used to determine if the goal has been achieved), • evaluation procedures (how progress will be measured) • schedules (when progress will be measured) to be used to measure progress toward meeting the annual goal. Non-example: Joe will improve math skills with 80% accuracy.

22. GOALS Annual Goals Annual Goals need to be SMART! S - Specific M - Measurable A - Achievable R - Relevant T – Time related

23. GOALS Annual Goals • Address specific skill needs identified in Present Level of Performance • Are observable and measurable • Should include a strategy(s) that will be used • Are written in measurable terms that focus on one year of instruction • Are understandable for all

24. GOALS Annual Goals cont’d • Focus on the foundational skills required in order to master the curriculum content • Indicate the knowledge, skills and behaviors needed to achieve and progress in the instructional setting

25. GOALS: • 25 Standard Operating Procedures Manual (SOPM) • The IEP must include measurableannual goals consistent with the student’s needs and abilities. • Annual goals are statements, which emanate from the present levels of performance • Annual goals, in measurable terms,describe a skill, knowledge or behaviorthat the student can reasonably be expected to accomplish within a twelve-month period. • Annual goals may be academic, address social or behavioral needs, relate to physical needs or address other educational needs resulting from the student’s disability. • Annual goalsmust be specificto and reflect the students’ needs as identified by the IEP Team. There must be a direct relationship between the annual goals and the present levels of performance!

26. 26 Annual goals must be measurable, clearly defined, observable outcomes written to: • Meet the needs that result from the student’s disability to enable the student to be involved and progress in the general education curriculum to the greatest extent appropriate • Meet the student’s other educational needs that result from the disability • Identify the instructional level at which the student will be working • Be related to the educational standards or skillsappropriate for the student given his/her current level of performance

27. GOALS 27 Annual Goals and Short Term Objectives (For detailed information, please refer to the Special Education -Standard Operating Procedure Manual (SOPM)-2008: Section-6) • Annual Goals are required for all IEP students • Short Term Objectives are only required for pre-school students and for school aged students participating in New York State Alternate Assessment (NYSAA). (SOPM Page 106 – 107)

28. GOALS Goals Do NOT Equal Curriculum • Annual Goals enable the child to be involved in and progress within the general curriculum working towards the CCLS • Identify skills crucial for learning the curriculum • Identify skills that meet other educational and developmental needs; e.g. Related Service goals • If goals = curriculum, the list would be endless

29. GOAL ANNUAL GOALS: Measurable & Observable Tips to make annual goals measurable • Align goal with Present Levels of Performance • Criterion for success should be objective • Multiple evaluators will reach the same conclusion • Success can be assessed reliably • Evaluations will be the same over multiple trials • Observable measurable behavior • What can the student be reasonably expected to accomplish within one year

30. Point to Label Write a paragraph Remember Identify Circle Demonstrate Tell a narrative story Categorize Annual Goal Activity Measurable & observable?... Or Not? Place next to measurable & observable examples And next to non measurable & non observable examples • Enjoy • Spell orally • List in writing • Know • Name • Understand • Match • Increase (ability to) Will you know it when you see it?

31. Activity 4: Revisiting The IEP… • Using the same IEP in your folder. • Reread the Present Levels of Performance section of the IEP and the Annual Goals section. • Using the PLP Quality Indicators ask your self: • Does the profile meet the criteria for a quality PLP? • Discuss in your group school • Explain your thoughts (Why? Why not?) • How can you make the PLP stronger? • Can you tie every goal back to a need within the PLP? • Are your goals aligned to the CCLS? • Share Out

32. 32 Universal Design for Learning Aligned with IEP’s and the CCLS

33. Activity #5 33 What ASSUMPTIONS Do You Have? Take a few minutes to independently collect your thoughts about: • Goals of Instruction • Learners of Today • Instructional Practices • Learning

34. Activity #6 34 4 A’s Protocol • Read the article: • Identify one Assumption that the author may have • Identify what you Agree with in the text • What do you want to Argue in the text • Something in the text you wish to Aspire to

35. 35 What’s Happening?

36. UDL 36 Universal DesignOrigin and Definitions Drawbacks of Retrofitting • Each retrofit solves only one local problem • Retrofitting can be costly • Many retrofits are UGLY!

37. UDL 37 “Consider the needs of the broadest possible range of users from the beginning” Architect, Ron Mace Main staircase and elevator in Louvre Museum, Paris

38. 38

39. UDL 39 What is UDL? Universal Design for Learning • Is a set of principles for curriculum development that give all individuals equal opportunities to learn. • UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.

40. UDL 40 Definition of UDL The term UNIVERSAL DESIGN FOR LEARNING means a scientifically valid framework for guiding educational practice that: • (A) provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged; and • (B) reduces barriers in instruction, provides appropriate accommodations, supports, and  challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient.

41. UDL 41 Why is UDL necessary? Individuals bring a huge variety of skills, needs, and interests to learning. Neuroscience reveals that these differences are as varied and unique as our DNA or fingerprints. Three primary brain networks come into play: RecognitionStrategicAffective WhatHow Why

42. UDL 42 Recognition Networks • The "what" of learning • How we gather facts and categorize what we see, hear, and read. Identifying letters, words, or an author's style are recognition tasks Present information and content in different ways

43. UDL 43 Strategic Networks • The "how" of learning • Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem are strategic tasks. Differentiate the ways that students can express what they know

44. UDL 44 Affective Networks The "why" of learning How learners get engaged and stay motivated. How they are challenged, excited, or interested. These are affective dimensions. Stimulate interest and motivation for learning

45. Activity #7 45 What Does It Mean to Say that Curricula are Disabled? • Lets pause to explore the idea that curricula are Disabled? Are curricula disabled? • What does that mean to you? • Take a minute to write on a post-it write your opinion and reasoning. • If yes in what ways is curricula disabled? • If no why? • At your tables turn & share your thoughts

46. RAEE 46 3 Principles of UDL Principle 1: Provide Multiple Means of Representation (the “what” of learning) Principle II: Provide Multiple Means of Action & Expression (the “how” of learning) Principle III: Provide Multiple Means of Engagement (the “why” of learning)

48. Principle #1 48 Provide Multiple Means of Representation 3 Guidelines • Guideline 1: Provide Options for Perception • Guideline 2: Provide options for language, mathematical expressions, and symbols • Guideline 3: Provide options for comprehension

49. Principle #2 49 Provide Multiple Means of Action and Expression • Guideline 4: Provide options for physical action • Guideline 5: Provide options for expression and communication • Guideline 6: Provide options for executive functions

50. Principle #3 50 Provide Multiple Means of Engagement • Guideline 7: Provide options for recruiting interest • Guideline 8: Provide options for sustaining effort and persistence • Guideline 9:Provide options for self-regulation