Aligning Common Core Standards to IEP Goalssped611.weebly.com/uploads/7/6/1/6/7616101/... · When...
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Aligning IEP Goals to Common Core Standards Presented by L.E.A.S.E. Coordinators
Aligning Common Core Standards to IEP Goalssped611.weebly.com/uploads/7/6/1/6/7616101/... · When referring to standards-based IEPs, we are discussing common core state stand\ൡrds.\爀屲A
Demonstrate an understanding of the vocabulary and structure of the Common Core Standards
Develop SMART goals aligned to the Common Core StandardsPresent levels of performance (PLAAFP)Peer performanceGoals/objectivesCriteria, evaluation, & data collection
Agenda
Benefits of Standard Based IEPs ISBE Guidance DocumentELA and Math Standards StructuresEssential ElementsDevelopment of Standard Based IEPsPLAAFP ActivityGoal Writing Goal Writing Activity
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Presentation Notes
Presentation should take approximately 2 hours.
Standards-Based Reform
In the last decade, Federal legislation has focused on: Special Education students have the right to be
taught with the same high standards expected for all students.
All students must be provided opportunities to learn the general education curriculum.
Accountability for student learning became foremost in Federal regulations.
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Presentation Notes
Stress high standards, access to gen ed. curriculum and accountability Challenges to State and Local Education Agencies (LEAs) Change the way educators think about instruction for special education students. Raise expectations for students’ learning. Provide access to grade-level content standards. Plan, teach, and assess students so that they can participate and make progress in the general education curriculum. A side note - In spec ed we think we need to make up a curriculum when really spec ed should follow the gen ed curriculum. Stress the accountability
What are the benefits of a Standards-Based IEP?Ties the IEP to the general education curriculum.Provides positive direction and goals for intervention.Utilizes standards to identify specific content critical to a
student's successful progress in the general education curriculum.
Promotes a single educational system that is inclusive through common language and curriculum for special and general education students.
Ensures greater consistency across schools and districts.Encourages higher expectations for students with
disabilities. MacQuarrie 2009
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Presentation Notes
This is why you write a standard based IEP. When referring to standards-based IEPs, we are discussing common core state standards. A properly implemented standards-based IEP will improve the student’s opportunity to receive specifically designed instruction linked to the general education curriculum for the enrolled grade and appropriate accommodations to support achievement of grade-level expectations.
Standards-Based IEP
Does a Standard-Based IEP imply that the student is performing at grade-level in that content area?
Standards-Based IEP State-Directed Project-Virginia Department of Education
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Presentation Notes
Give audience time to answer and discuss before moving on to next slide. I have an eighth grader who performs at a second grade level, can I use the second grade standard? If my student is not at grade level. It is giving access to gen ed curriculum and that is the bottom line - analyzing the gap – before we never analyzed the gap – we are looking at the whole gap. Someone may ask a question - Fine for kids starting out and doing eligibility – what about all these IEPs I have written what do I do in two weeks when I have an AR – what do I do – tell parents you will restructure goals and list the progress on that goal under academic performance – from 12 academic performance. Will LEASE send back goals? No – depends on the district. All goals do not have to correspond to a standard. – ex. social emotional (toilet training, early childhood standards)
Standards-Based IEP
No, the student may not be performing at grade-level in that content area. However, they are working toward meeting grade-level expectations and are receiving grade-level content instruction. The IEP should address what needs to happen in order for the student to meet the standards.
Standards-Based IEP State-Directed Project-Virginia Department of Education
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Presentation Notes
Once the IEP team has analyzed the student’s current performance and determined what the student needs to learn, the specialized instruction, related services and supports should be addressed. Be prepared to explain the difference between standards and goals and objectives. Standards-according to grade level and advance yearly to give access to gen. ed. curriculum Goals/Objectives-what skills the student needs to bridge the gap to meet that standard Base the student’s IEP on grade-level content standards to: Provide opportunities to learn the same content learned by general education students; Address the unique needs presented by the student’s disability; and Emphasize access through analysis of the student’s disability and how it will impact learning.
Hand out document and discuss the most important components of the document are access to grade level curriculum, and the standard itself is not the goal. Let me direct you to the most important part on the bottom of the document – considerations for aligning student’s IEP goals with the CCSS – Read #2 – Align the CCSS referenced in the student’s IEP goals with the student’s grade level regardless of his/her performance/instructional level.
Now that we know all the legalities – we are ready to dive into how to put this into action!! We are going to review some vocabulary in ELA and Math. We realize everyone is at different level but we all need to use the same terminology.
ELA Standards Structure
Five Strands Reading
10 anchors; 4 topics
Writing
10 anchors; 4 topics
Speaking & Listening
6 anchors; 2 topics
Language
6 anchors; 3 topics
Foundational Skills
4 anchors; 4 topics
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Presentation Notes
This is an outline to the following slide that provides a visual for the breakdown of the ELA structure. Use this slide to focus on vocabulary and the importance of using common language. Anchor standards stay the same throughout K-12. These do not change.
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Presentation Notes
The Anchor Standard provides the broad standard for College and Career Readiness. KEY IDEAS AND DETAILS – #1-3 Anchor Standards More specific at grade level is the ELA Reading: Literature Grade 1 Standard Reading: Literature is the STRAND Shown with the Key Ideas and Details TOPIC and RL 1.1-1.3 STANDARDS
STRANDS
• Print Concepts• Phonological Awareness
• Phonics and Word Recognition • Fluency
K-5 FOUNDATIONAL SKILLS
ReadingLiterature & Informational
CCR Anchor
Standard
Craft & Structure
Key Ideas & Details
Integration of Knowledge &
IdeasText
Complexity
Research to Build
Knowledge
Production & Distribution of
Writing
Text Types & Purpose
Writing
CCR Anchor
Standard
1.2.3.
4.5.6.
7.8.9.
10.Range of Writing
Presentation of Knowledge &
Ideas
Comprehension &
Collaboration
Speaking &Listening
1.2.3.
4.5.6.
CCR Anchor
Standard
Vocabulary Acquisition & Use
Knowledge of Language
Conventions of Standards -
English
Language
CCR Anchor
Standard
1.
2.
3.
4.5.6.
Organization of the CCSS ELA Standards K-12
1.2.3.
4.5.6.
7.8.9.
10.
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Presentation Notes
Briefly review how the ELA standards are structured. Stress that the foundational skills should be an element of a comprehensive literacy program. They are one piece that develops proficient readers. This slide is a visual of the organization of the CCSS ELA Standards for K-12 Showing the 4 STRANDS – CCR (College and Career Readiness) Anchor Standards – and the TOPICS
Math Standards Structure
K-8 Domains• Counting & Cardinality (K)• Operations & Algebraic Thinking (K-5)• Numbers & Operations in Base Ten (K-5)• Numbers & Operations – Fractions (3-5)• Ratios & Proportional Relationships (6-7)• The Number Systems (6-8)• Expressions & Equations (6-9)• Functions (8)• Measurement & Data (K-5)• Geometry (K-8)• Statistics & Probability (8)
9-12 Conceptual Categories• Number & Quantity • Algebra • Functions • Geometry • Statistics & Probability
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Presentation Notes
This is an outline to the following slide that provides a visual for the breakdown of the math structure. Use this slide to focus on vocabulary and the importance of using common language when discussing the common core state standards. Also, point out the difference between the structure of ELA and math. (Strands/Anchors vs. Domains/Clusters)
The Essential Elements are statements that provide links for students with significant intellectual disabilities to the essential content and skills defined in the grade-level clusters of the CCSS.
The Essential Elements are not intended as a reinterpretation of the CCSS; rather, they were developed to create a bridge between the CCSS and challenging achievement expectations for students with significant intellectual disabilities.
Essential Elements
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Presentation Notes
This is what the states have adopted – point back to guidance document #3 Illinois has committed to the Dynamic Learning Maps as the alternate assessment for students who are eligible for the Ill Alternate Assessment (IAA). The ISBE, in conjunction with DLM, is currently constructing the Ill CC Essential Elements document as an additional resource for educators of students with significant cognitive disabilities to assist with developing their instructional program. This is not officially posted yet but this is what other states are doing – this is out of Wisconsin, Distribute handout that discusses how to interpret the Essential Elements for students with Intellectual Disabilities. This refers to students that are taking the Alternate Assessment (cannot exceed 1% of your grade population).
Developing Standards-Based IEPs
What steps do IEP Teams need to follow to develop effective standards-based IEPs?Collect and examine materials for making data-based IEP
decisions. Analyze data to develop the student profile. Use data to summarize the present level.Write annual goals
What Data Should be Considered When Writing a Standards-Based IEP?
The following data is not all inclusive and/or limited to: Informal classroom assessments Statewide assessments Authentic performance task Criterion based evaluationsCurriculum-based assessmentsWork samples
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Presentation Notes
Collect and examine materials for making data-based IEP decisions. Courses of study and/or curriculum guides Current assessments data State Assessments – ISAT (future PARCC), PSAE/ACT, IAA Classroom assessments (curriculum-based) – teacher made – textbook assessment Eligibility data (if current and related to learning the standards) Universal Screeners – AIMS Web, MAP, DIBELS, Easy CBM, IGDIS, PNI, District Assessment – Explore, PLAN, Student work samples Previous year’s IEP Other information (e.g., grades, discipline referrals, attendance reports)
Developing Standards-Based IEPs
Analyze data to develop the student profile.The profile should include general statements regarding: Strengths Needs How the disability affects involvement/progress in the
general education curriculum Assessment/Evaluation Status of prior IEP goals Teacher/Parent/Student input Transition needs (at least by age 14 1/2)
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Presentation Notes
Tell where to put the information on Net IEP and have Net IEP up on a second projector. Review on which form each of these areas should be addressed in the IEP. Strengths-Form 12 Needs-Form 9 Adverse Effect-Form 4/9 Assess/Eval-Form 5/9/12 Teacher/Parent/Student Input-Form12 Transition-Form 12/13
Developing Standards-Based IEPs
Use data to summarize the present level.The present level answers the question:
“What is the student doing now?”
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Presentation Notes
Present level – pg. 12 of netiep.
Protocol for PLAAFP
Describe the skills the student demonstrates.Describe the skills the students needs to learn this year in
order to narrow/close the gap.
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Presentation Notes
We need to draw from the student’s present levels of performance to develop the goal. The stronger your present level of performance statement is the more meaningful and data driven your goals and objectives will be.
Protocol for PLAAFP
Describe how the student performs in the classroom/school environment. AttendanceWork CompletionNavigating EnvironmentSocial Interactions
Include transition assessment information by 14 1/2.EducationEmployment Training Independent Living
Peer Performance
Describe how the student performs compared to expectations in the general education curriculum (how wide is the gap).
PLAAFP Sample
Remember…The present level of academic achievement and functional performance sets the stage for developing IEP goals!
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Presentation Notes
Review Roland’s PLAAFP Each group will be asked to identify one area of the PLAAFP using the given checklist Regroup to share out each area of the PLAAFP Provide color-coded document with the correct answer to aide in the goal-writing activity
Annual Goals
Write annual goalsPurposeTo describe what a student can reasonably expect to
accomplish in one school yearNeed to reflect the adverse effect from the student’s
eligibility (Form 9)Annual Goals answer the question:
“What should the student be doing?”
Select Skills to Assess
Not all standards are created equal!Select the most powerful standards to address, such as those
that will:• Target foundational skills;• Target high leverage skills; and • Move the student closer to long-term goals.
Writing IEPs That Align to Common Core Standards by Carol Kosnitsky
Annual Goals
If a large number of needs are identified in the present level, the IEP Team must consider how each need impacts the students’ progress in the general education curriculum.
Select the need that has the greatest impact on progress, and develop a goal to address that need.
Aligning IEPs to Common Core State Standards for Students with Moderate and Severe Disabilities by authors Ginevra Countade and Diane Browder
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Presentation Notes
Now that you’ve completed your PLAAFP, look at the student’s adverse effect and determine the needs that have the greatest impact on progress.
Selecting the Content Standards
Consider content standardsLook at all grade-level content standardsDiscuss intent of standardDetermine which standards are most important for each student (based on
progress in the general education curriculum)Compare standard(s) with student’s areas of needs and the impact of the
disability Use data to determine the areas that student will find difficult without
additional supports
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Presentation Notes
Now that you have identified the student’s needs, you will be able to align it with a standard. These are some points that you should consider. Ex: Student needs to memorize multiplication tables, or is it time to accommodate this need and move on? (Be sure you have documentation showing that this goal has been attempted.)
Annual Goals
Remember…The IEP goal is NOT the content standard.Do not copy the content standard word for word to
become an IEP goal. The IEP goal is part of a plan to make the content
standard obtainable and individualized for the student. (bridge the gap)
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Presentation Notes
Emphasize that goals are individualized. Standards are where we want the students to be; goals and objectives are how we will get them there. (Bridge the gap.)
SMART GoalsSpecific/Strategic
Target areas of academic achievement and functional performance, include clear descriptions of the
knowledge and skills that will be taught, and include strategies and interventions
MeasurableCan be observed and
quantify growth.
Action wordsUses a verb to
identify what the student will do
Realistic/relevant Assist the student’s
access and enables progress in the age
appropriate curriculum
Time-limitedDescribes what a
student is expected to learn within a 12-
month period
Office of Special Education and Supports 30
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Presentation Notes
Specific: For example ELA Standards (reading language arts) may address reading, writing, speaking and listening, or language as individual goals, not all combined into one goal and are aligned to the PLAAP Strategies and interventions tell us how the student is going to be able to master the goal. Without the strategies and interventions, we have a general education goal that we know the student is unable to do Basic examples of some interventions can be found in the OSES Resource Manual for Substitute Teachers or at www.interventioncentral.com Measurable: Just because a goal has a measure it does not mean it is measurable. For example, a goal may have an accuracy measure but if the expectation can not be observed or is not specific, it is not measureable ( example: Jimmy will read with fluency and understanding with 85% accuracy.) Action Words: examples- read a chapter, write an extended response… Realistic/Relevant: The skill(s) can be met in a 12 month period of time, are functional grade appropriate skills/expectations (ex. In seventh grade we would not expect to see a math goal for identifying the signs for less than, greater than, or equal to Time Limited:
How it all connects:What you need to write a good goal
CCSS: Defines where
the student should be, based
on grade level
Goal: Identifies what the
student will achieve after a year,
including what strategies and/or
interventions will be used
PLAAFP: Defines
where the student is right now
Benchmarks:Define what skills will be met along
the way to meeting the overall goal
CCSS- need to unpack the standard to determine what the student needs to know prior to developing the goal
PLAAFP- must contain specific information for each individual goal, no two PLAAFPs should be identical across subject areas
Goals - are individualized, reflective of student need as indicated in the PLAAP, align to the CCSS, and are measurable
Benchmarks - need to relate to the overall goal, either in a sequential manner OR as mastering of concepts that, when added up, equal the goal. Office of Special Education and Supports
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Presentation Notes
When you’re a teacher, just because it is not a goal, does not mean you are not working on it. Do the goal that has the biggest impact related to the adverse effect. Don’t want you to start writing a crazy number of goals. Need the foundation skills – your objectives.
Quality Indicators for Annual Goals andBenchmarks
Is tied directly to the subject area being addressed
Has MEASURABLE, quantifiable outcomes
Addresses the student’s individual needs as identified in the PLAAFP
Is linked to the age/grade appropriate Common Core State Standard, but are not written verbatim
Includes strategies to be used with the student to achieve the goal
Focuses on specific behaviors or skills Is linked to desired post schools
outcomes Is achievable within year Is practical and relevant to student needs Uses clear wording that all can
understand (not vague, avoids jargon) States what the child will DO (observable,
action words)
Office of Special Education and Supports
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Presentation Notes
The goals are to be student driven and written as an entire team Each member has a responsibility in implementing the goal Be mindful of area of need - don’t generalize goals under one academic area (Goal should address the specific area of need - Fluency, computation, etc). A goal should be developed for each sub-category in the academic area. For students who take the Illinois Alternate Assessment (IAA), use the API – Alternative Performance Indicators (http://www.rudolph.cps.k12.il.us/Teacher%20Resources/Alternate%20Performance%20Indicators.pdf) For all other students, the goal must be aligned to the grade/age-appropriate Illinois Learning Standard When a students’ instructional level is below the age appropriate grade level, learning standards can be modified by identifying the appropriate performance descriptors which more closely align to the student’s learning deficits/needs and thought processes. In some cases, a student may require a Significantly Modified Curriculum. If the curriculum is significantly modified, this must be indicated in Section 13. The IEP Report Card must also specify that a Significantly Modified Curriculum was provided.
Goal Writing Activity
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Presentation Notes
Remind group to always refer to the adverse affect. Pull up the Common Core website – and review process for working backward to find the student’s current level in order to identify his or her skill deficits Instruct the group to write a goal, using one of the three identified standards, developing objectives that are based on Roland’s skills deficits. Regroup to share out written goals and objectives – and the process for determining the goal. If time allows, review the goal/goal writing process for Roland using the netIEP example.
Challenge to Teachers
“In education it isn't how much you have committed to memoryor even how much you know. It's being able to differentiatebetween what you do know and what you don't. It's knowingwhere to go to find out what you need to know and it's knowinghow to use the information you get." --William Feather
