Paving the Way for Standards Based IEPs

1. Paving the Way for Standards Based IEPs LCISD Summer Workshop 2008

2. Standards Based IEPs • It’s all about the general curriculum! • Driven by change to IDEA and NCLB • IDEA: access to general curriculum • NCLB: accountability for student yearly progress • IDEA/NCLB…a powerful connection. • Renewed focus on learning outcomes for students with disabilities • Teachers must be more responsive to ensure each learner access, progress and achievement in general curriculum

3. Standards-Based IEPs • “Every student can learn, just not on the same day and in the same way.” (George Evans)

4. A new approach to developing IEPs • Purpose is to link the content of a student’s IEP to the state’s academic standards (GLCE/HSCE/EGLCEs) • Historically, IEP has had little, or no relationship to a specific academic area or grade-level expectation • Focus is on alignment of the IEP with what every student is expected to know and do

5. Michigan’s Vision for the Development of SB-IEPs • The Context • Renewed focus on outcomes • Content standards are the foundation of the educational program for all children • The Challenge • MDE must develop an IEP document that recognizes and aligns special ed. goals with general curriculum • Alignment for Students • Compares SWD current level of performance to the expectations for students without disabilities

6. Michigan’s Vision for the Development of SB-IEPs • The Partnership • General Education Teachers must be involved in the IEP process and see it as helpful and supportive • Collaboration is key to increasing instructional capacity within the general education classroom

7. Michigan’s Vision for the Development of SB-IEPs • MDE Standards-Based IEP Committee: • Develop an IEP form that reflects the intersection of NCLB and IDEA and • Integrates MI content standards in the development of IEPs for SWD • Will develop a guidance document for technical assistance • Will develop a training program • April 2009 is the pilot date • Spring and Summer 2009 transition date

8. The Basics of a Standards-Based IEP • GLCES/HSCE/EGLCEs • Describe what students are expected to know and be able to do in each content area and at each grade level • Standards tell teacher WHAT to teach, not HOW to teach • Developing standards-based IEPs requires IEP team members to have an understanding of the GLCE/HSCE/EGCLEs • Aligning a student’s special education program with the learning expectations for all students helps ensure SWD benefit from school accountability and improvement activities

9. Terms and Concepts • Standards-based Instruction • Academic Standards • Content • Achievement • Formative Assessments • Progress Monitoring • Data-based decision making

10. Standards-Based Instruction • Standards-based instruction is the process of teaching and assessing the core content prescribed by the state courses of study.

11. Content Standards Are what students should know and be able to do Define the content and skills that students should learn in explicit detail Are grounded in the content of the subject area to lead to a common core curriculum Achievement Standards Are concrete examples and explicit definitions to demonstrate proficiency in the skills and knowledge framed by the content standards Academic Standards

12. Content Standards: What students need to know and be able to do Standards signal the destination of grade-level learning Curriculum What teachers need to teach in order for students to know and do the standards Curriculum is the route of the standards Teachers are the drivers Content Standards v. Curriculum

13. Standards and Access • IDEA 2004 states that students with disabilities must have access to the general education curriculum (content standards) • Access occurs when students with disabilities are actively engaged in learning the content and skills that define the general education curriculum • Access can occur through differentiated instruction

14. Standards-based Present Levels of Academic Achievement and Functional Performance • PLAAFP clearly indicates student’s performance relative to the standards for the student’s enrolled grade. • Should include information on most recent performance on state and districtwide assessments • Information is used to determine standards achieved and what remains to be accomplished • Gaps in performance provide clear picture of what needs to be accomplished in the coming year

15. PLAAFP Example • Don’t use student’s disability as the reason for achievement deficits: • “Marcus’ learning disability affects his progress in general curriculum.” • Do focus on the specific impact of the student’s disability on achievement of the standards: • “Marcus’ weakness in applying strategies such as making inferences and making complex predictions, affect his progress in comprehending sixth-grade literary materials.”

16. Standards-based Annual Goals • PLAAFP is a “Roadmap” for the IEP team to develop annual goals • Goals should be prioritized and indicate the skills and knowledge most important to long-term academic success • Goals should also include development of “access” skills • Skills that allow the student to access grade level materials in different ways

17. Standards-based Annual Goals • Annual goals written only in areas that directly affect involvement and progress in general curriculum resulting from student’s disability • Goals don’t simply restate the content standard(s) • (*academic content standards state what all student should know and do) • Goals should be prioritized, clearly indicating skills and knowledge most important to long-term success • Using the PLAAFP, the IEP team: • Selects an area of weakness; • Identifies the grade level standard affected by the area of weakness; • Writes a goal addressing the grade level standard

18. Questions to ask when determining standards-based annual goals • What skills must student learn to become proficient on the grade-level standard? • What access skills related to grade-level standard must the student learn? • What growth and progress can be reasonably expected of the student in the coming year? • Will the expected growth close the achievement gap?

19. Other considerations when writing standards-based annual goals • Regardless of whether goal addresses academic deficit, or other skill requiring improvement such as organizational or behavioral, it must be strategic, measurable, and attainable and contain the following elements: • The student…(WHO) • Will do what…(BEHAVIOR) • To what level or degree…(CRITERION) • Under what conditions…(CONDITIONS) • In what length of time…(TIMEFRAME)

20. Annual Goal Example • Jacob (WHO) will read 90-110 words of connected text (CONDITION) per minute (BEHAVIOR) with 100% accuracy (CRITERION) at the end of 36 weeks

21. Special Education, Related Services, Supplementary Aids and Services in a Standards-based IEP • Modifying grade-level expectations is appropriate only when the student’s present level of performance is substantially below grade level. • Modifications change the learning expectations of the standard being taught • Accommodations ARE NOT specially designed instruction • They are tools and procedures that provide equal access to instruction and assessment-they do not change the learning expectation!

22. Special Education, Related Services, Supplementary Aids and Services in a Standards-based IEP • Modifying grade-level expectations is appropriate only when the student’s present level of performance is substantially below grade level. • Modifications change the learning expectations of the standard being taught • Accommodations ARE NOT specially designed instruction • They are tools and procedures that provide equal access to instruction and assessment-they do not change the learning expectation! • E.g., Susan will be provided her textbook on tape because she is unable to read.

23. Special Education, Related Services, Supplementary Aids and Services in a Standards-based IEP • Special Education is “specially designed instruction” • “adapting, as appropriate to the child’s needs, the content, methodology, or delivery of instruction to address the child’s unique needs that result from his disability; to ensure access of the child to the general education curriculum, so the child can meet the education standards that apply to all children.” • E.g., Susan will be provided intensive instruction in phonemic awareness.

24. Benefits of a Standards-based Approach • Closer collaboration between general education and special education teachers • Improved understanding of academic content standards by special education teachers • Increased involvement in and ownership of the performance of SWD by general education teachers • Increased exposure to general education curriculum for SWD • Special education related services and supports focused on bridging the achievement gap • Higher expectations for student achievement • Instructional modifications and accommodations that support student involvement and progress in the general education curriculum • Better connection between what student is taught and what student is tested on • Better understanding by parents of where their child is functioning as it relates to grade level.

25. Tips for Educators • Be familiar with the standards for the grade level you are teaching. • Carefully consider the entire standard and decide if the student needs to master all of a particular standard or only part(s) of the standard. • Analyze test results to determine the student’s present level of performance relative to the standard for his enrolled grade • Include the priorities and concerns of the student and the student’s parents • Define the student in terms that translate directly into instructional intervention • Document all data sources used to develop the student’s present level of performance

26. RESOURCES • www.LD.org • http://www.schwablearning.org/articles.aspx?r=1116 • http://www.projectforum.org/docs/Standards-BasedIEPs-ImplementationinSelectedStates.pdf • www.wrightslaw.com/phprint.php