Transition Centered IEP’s In compliance with Indicator 13 Regulations
Aligning Quality IEP’s and UDL to the CCLS
description
Transcript of Aligning Quality IEP’s and UDL to the CCLS
AligningQuality IEP’s and UDL to 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
The Individualized Education Program (IEP) drives the instruction for every child who receives special education services.
IEP
3
3The 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.
The Individualized Education Program (IEP) is the Cornerstone of the Special Education Process
4
Identifies how the student will be prepared for adult living
Identifies how the resources of the school need to be configured to support the student’s needs
Provides an accountability tool
Guides the provision of instruction designed to meet a student’s needs
Ensures a strategic and coordinated approach to address a student’s needs
Supports participation in the general education curriculum and learning standards
IEP
Corner Stone
Child Centered Shared
Responsibility
Parental
Participation
Special Education is a Service, Not a PlaceLeast
Restrictive Environment
(LRE)
General
Education
Curriculum,
standards and
AssessmentsBased on IndividualStrengths & Needs
Planning For
Adult
Outcomes
Inclu
des
Posit
ive
Beha
vior
Supp
orts
Tool to Guide
Instructio
n and
Measure
Progress
IEP Development
Guiding Principles for IEP Development
5 Guiding Principle's
6
1) Present Level Of Performance
9) Participation in State Assessments, and with Students without Disabilities
8) Coordinated Set of Transition Activities
2) Measurable Post Secondary Goals and Transition Needs
7) Testing Accommodations6) 12 month Services (if needed)5) Programs and Services - Modifications& Supports4) Reporting progress to parents3) Annual Goals, Objectives / Benchmarks (if needed)
10) Special Transportation11) Placement Sections
of the IEP
6
The IEP process…How are IEPs developed at your school?
Turn & talk with your tableBe Prepared to Share out…
Activity 1: 7
IEP’s needs to be… Written in parent friendly language (no
jargon)Clear and conciseA working document that provides a
framework for subject specific instructionReflect the ABILITIES and needs of the
student and relate to post-school outcomesPromote progress in the curriculumReflect recommendation’s/services in the
least restrictive environments Be a cooperative/collaborative effort between
parents, students and school professionals.
8 IEP Needs
Four Need Areas:9
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.
Areas of Need
Present Level of PerformanceProvides 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)
10 PLOP
Present Level of Performance11
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+)
PLOP
Present Levels of Performance (cont’d)
CQIEP pgs. 24-29
12
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
PLOP
Present Levels of Performance (cont’d)
13
Address parent and student concerns
Provide information on educational progress and management needs
PLOP
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
14
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.
15 PLOP
Addresses 4 need areas: Academic & Functional Performance, Social, Physical, ManagementUses data from multiple sources to describe current functioning Includes progress on prior year’s IEP goals, if applicableIncludes student strengthsIncludes parent concerns and student preferences & interests Includes how the disability impacts involvement and progress in general curriculumIdentifies supports and accommodations that have been used successfully
Includes impact of behavior on learning and social development, if applicableAddresses communication needs, Braille instruction, limited English proficiency, or assistive technology, if applicableBeginning 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 staffEstablishes a thorough foundation for development of goals and services
PLP Quality Indicators 16
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?
a) Explain your thoughts (Why? Why not?)b) Chart ideas
Complete the IEP Development Organizer & Post Share Out your new learning's
17 Activity 2:
A Closer Look At The IEP… Work as a school using the IEP from your assigned
folder. 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?a) Explain your thoughts (Why? Why not?)b) How can you make the PLP stronger?
Complete the IEP Development Organizer
18 Activity 3:
GalleryWalk
19
Lunch TimeEnjoy…
20
Measurable Annual Goals
21
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.
GOALS
Annual GoalsAnnual Goals need to be
SMART!
22
S - SpecificM - MeasurableA - AchievableR - RelevantT – Time related
GOALS
Annual Goals23
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
GOALS
Annual Goals cont’d24
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
GOALS
Standard Operating Procedures Manual (SOPM) The IEP must include measurable annual 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 behavior that 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 goals must be specific to 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!
GOALS:25
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 skills
appropriate for the student given his/her current level of performance
26
Annual Goals and Short Term Objectives
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)
(For detailed information, please refer to the Special Education -Standard Operating Procedure Manual (SOPM)-2008: Section-6)
27 GOALS
Goals Do NOT Equal Curriculum
28
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
GOALS
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
29 GOAL
Annual Goal Activity
Point to Label Write a paragraph Remember Identify Circle Demonstrate Tell a narrative
story Categorize
30
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?
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?a) Discuss in your group school b) Explain your thoughts (Why? Why not?)c) 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
31 Activity 4:
Universal Design for Learning Aligned with IEP’s
and the CCLS
32
What ASSUMPTIONS Do You Have?
Take a few minutes to independently collect your thoughts about:
Goals of InstructionLearners of TodayInstructional PracticesLearning
33Activity #5
4 A’s ProtocolRead 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
34 Activity #6
35 What’s Happening?
Universal DesignOrigin and Definitions
Drawbacks of Retrofitting
Each retrofit solves only one local problem
Retrofitting can be costlyMany retrofits are UGLY!
36 UDL
“Consider the needs of the broadest possible range of users from the beginning” Architect, Ron Mace
Main staircase and elevator in Louvre Museum, Paris
37 UDL
38
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.
39 UDL
Definition of UDLThe 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.
40 UDL
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:
Recognition Strategic Affective What How
Why
41 UDL
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
42 UDL
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
43 UDL
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
44 UDL
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
45 Activity #7
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)
46 RAEE
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
48Principle #1
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
49 Principle #2
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
50 Principle #3
Providing Cognitive and Physical Access
Universal Design for Learning (UDL) recommends ways to provide cognitive as well as physical access to the curriculum. Students are provided with scaffolds and supports to deeply understand and engage with standards-based material.
Through UDL, students not only have access to content and facts but they learn to ask questions, find information and use that information effectively.
Students learn how to learn
51 Access
Aligning the IEP with UDL & CCLS 1. Using the IEP, CCLS and UDL Guiding
Principles in your folder, work as a team to brainstorm activities and strategies to support the student within the
English Language Arts Classroom
Math Classroom Science Classroom
2. Use your UDL Planning Tool to record your supports
52 Activity #7
UDL Learning Wheelhttp://udlwheel.mdonlinegrants.org/
53 Resource
Where Am I Now?1- Take a few minutes to REFLECT on your
thoughts about the: Goals of Instruction Learners of Today Instructional Practices Learning
2-Jot your reflections down on the template provided. Has your thoughts changed or remained the same?
3- Share at tables/whole group
54 Activity #8
Creating My Action PlanWith a colleague from your school, begin
thinking about your next steps…What are the implications for your work
as a classroom teacher, an inquiry team member, an educator?
Consider these guiding questions as your create your action plan:
Next Steps: 55
Guiding Questions for Action Plan1. How does UDL align with the NYCDOE Special
Education Reform and the CCLS?2. How can I demonstrate my understanding of the
UDL guidelines, using the three representations as evidenced by today’s presentation?
3. What information would you like to share with your school?
4. What information to you plan to present to your team?
5. Who will collaborate with you to share this work?6. What do you need to know more about?
56 Next Steps:
Universal Design For Learning
CAST Website :http://www.udlcenter.org/
UDL Resource57
Q & A58 ? ? ?
Thank you…
59
“You must be the change you wish to see in the world.” Ghandi
CFN 210Phoebe Robinson
CFN 211Rhonda Sorger
60Contact Info