All Students / All Standards: Standards Based IEPs (The Art of Engagement within a Framework of Fidelity)
Dec 27, 2015
All Students / All Standards:Standards Based IEPs
(The Art of Engagement within a Framework of Fidelity)
All Students / All Standards:Standards Based IEPs
(The Art of Engagement within a Framework of Fidelity)
Let’s get started
Think about a student with a disability with whom you’re familiar.
Think about how the following are being applied to your student:
Inclusive practices Access to the general education curriculum Accountability and accessible instruction Positive behavior supports Collaboration
Let’s get started
Think about a student with a disability with whom you’re familiar.
Think about how the following are being applied to your student:
Inclusive practices Access to the general education curriculum Accountability and accessible instruction Positive behavior supports Collaboration
Bright spotsBright spots
Learning OutcomesLearning Outcomes
• Inspire you to consider… All Students / All Standards: Standards Based IEPs (The Art of Engagement within a Framework of Fidelity)
• …the “why”
• …the “what”
• …and the “how”
The “Big Picture” of Today’s Conversation
Assumptions• Almost 35 years of research & experience has
demonstrated that the education of students with disabilities can be made more effective by – having high and challenging expectations,– ensuring their access to the general education
curriculum in the regular classroom, to the maximum extent possible, and
– assessing them for their proficiency to its curriculum. • …enabling these students to be college & career
ready.
I. WhyI. Why
“All students have the right to access the general ed. curriculum – to reach their fullest potential through critical and conceptual thinking, as articulated by the Montana Common Core and Content Standards”
Brighter Futures: New Career PathsBrighter Futures: New Career Paths
Retrieved from the Web site of the Institute on Community Integration, University of Minnesota (http://ici.umn.edu/products/impact/251). Citation: Griffin, C., Owens, L., Roberts, K., Nord, D.,& Gaylord, V. (Eds.). (Winter/Spring 2012). Impact: Feature Issue on Supporting New Career Paths for People with Intellectual and Developmental Disabilities, 25(1). [Minneapolis: University of Minnesota, Institute on Community Integration].
Montana’s Participation in SBAC and NCSC
Teaching the Common Core
to Students w/ Disabilities
II. What: the Common Core
Assumptions
You have…•…an awareness of the Montana Common Core Standards (MCCS) for English Language Arts & Mathematics •…an understanding of the terminology and structure associated with MCCS•…begun planning for alignment, implementation, and assessment of MCCS
Common Core: “The Promise and Peril for Students with Disabilities”
Promise•developed with all students in mind •high academic standards - access to rigorous academic content standards•prepared to be successful in the post-school lives, including college and/or career
Peril•failing to provide access to high academic standards •Special Ed. Service Delivery as usual
High Expectations for ALL StudentsInstructional supports for learning:
based on principles of Universal Design for Learning (UDL) fosters engagement by presenting information in multiples ways
allows for diverse avenues of action and expression promotes equal opportunities to learn for all students
Instructional accommodations: supports that maximize learning changes in materials and procedures that allow student to learn
w/in the framework of the CCSS, but which do not change the standards
strategies that consider each student’s strengths, needs, and learning preferences in the classroom
Assistive technology: devices and services to ensure access to the general education curriculum
Source: http://www.ode.state.or.us
…for Students with Disabilities this means• Access to the general education curriculum– How do we keep the standards rigorous, yet accessible?– When do you accommodate? Adapt? (MORE) When do
you modify? (LESS)– How do you share pacing and curriculum mapping?
• IEPs aligned to common core standards– What does alignment to academic standards mean?– How do you collaborate with general education colleagues to write and implement IEPs?– What about students with moderate to severe disabilities?
Students who meet the MCCS• Demonstrate independence• Build strong content knowledge• Respond to varying demands of audience, task, purpose,
and discipline• Comprehend as well as critique• Value evidence• Use technology and digital media strategically and capably• Understand other perspectives and cultures
Source: Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects, p. 7. Available at www.corestandards.org/the-standards/english-language-arts-standards
What does this mean for you as a Teacher?
• planning instruction and writing instructional goals aligned to common core
• using data and assessments (formative, progress monitoring, summative) to align instruction to target standards based on PLAAFP for each student
III. Strategies to
Support Access in the
Regular Classroom
Access to the General Education Curriculum requires
partnerships between general and special educators
Components for SuccessComponents for Success
• Attitude of general & special education teachers
• Shared philosophy of instruction and behavior management
• Sufficient planning time• Mutual respect among
teachers & staff • Administrative support
Instructional Coaching Instructional Coaching
• encourages collaborative, reflective practice• leads to improvements in instructional capacity• promotes positive cultural change• encourages the use of data analysis to inform practice• promotes the implement- ation of learning and reciprocal accountability• http://www.instructionalcoach.org/
Instructional Consultation Teams
Goals …•develop a systematic support network •enhance teachers’ skills in and application of evidenced-based practices of instructional assessment and delivery •develop school-wide norms of collaboration and problem-solving •utilize data for student & classroom instruction•e.g., SuccessattheCore http://www.successatthecore.com/
Co-TeachingTeachers report… •they benefit professionally from co-teaching•increased cooperation among students•academic benefits for students with and without disabilities as a result of increased attention
Scruggs et al., 2007
e.g.’s of Co-Teaching
Supportive Co-Teachingone member of the team takes the lead role and the
other rotates among students to provide supportParallel Teaching
support personnel and the classroom teacher instruct different heterogeneous groups of students
Complementary Teaching a member of the co-teaching team does something to
supplement or complement the instruction provided by the other member of the team
(e.g., models note taking on a transparency, paraphrases the other co-teacher’s statements)
more e.g.’s of Co-Teaching
Team Teaching members of the team co-teach along side one another and share
responsibility for planning, teaching, and assessing the progress of all students in the class
Lead and Supportone teacher leads and another offers assistance and support to individuals or
small groups
Station Teaching students are divided into heterogeneous groups and work at classroom
stations with each teacher
Alternative Teaching one teacher works with a small group of students to pre-teach, re-teach,
supplement, or enrich instruction, while the other teacher instructs the large group
how the Montana Common Core Standards are taught & assessed will be important in making a difference for students with disabilities
UDLUniversal Design for Instruction
UDL strategies are instructional methods and tools that give ALL students an equal opportunity to learn…provide “a blueprint for creating instructional goals, methods, materials, and assessments” that can accommodate individual learning differences…“flexible approaches that can be customized and adjusted for individual needs”CAST www.cast.org
CAST: Information, Training, &Tools about UDL
http://www.cast.org
UDL in practice…UDL in practice…
CAST http://www.cast.org
Goalbook toolkit• https://goalbookapp.com/teachers
• Multiple levels of Support/Strategies for…– Representation– Expression– Engagement
• UDL-aligned accommodations to help teachers develop scaffolded instruction at mild, moderate and intense levels of support. Every Common Core Standard (ELA and Math) standard has adapted UDL strategies teachers can use to start at the most appropriate level for students
Standards-Based IEPs
Standards-Based IEP
Addresses how a student’s disability
impacts his/er ability to access the curriculum
standards at his or her enrolled
grade level…
Suggested Resource for MCCS and Standards-Based IEPs
www.goalbookapp.com
–Goals for reading, writing, math etc. by grade–Filter
…by subject…by grade levels…by specific Common Core Standard–Personalized goals– Instructional standards, objectives, strategies
Steps to Creating a Standards-Based IEP
Step 1Consider the grade-level content standards for the grade in which the student is enrolled or would be enrolled based on age.
Ask •What is the intent of the content standard?•What is the content standard saying the student must know & be able to do?
Step 2Examine student and classroom data to determine where the student is functioning in relation to the grade-level standards.
Ask•Has the student been taught content aligned with grade-level standards?•Has the student been provided appropriate instructional scaffolding to attain grade-level expectations? •Were the lessons and teaching materials used to teach the student aligned with state grade-level standards?
Guideline #2
Keep the Planning Student Focused…summarize in the PLAAFP•Begin w/ an overview of progress and strengths•Review formative assessment information•Provide work samples•Consider the student’s preferences and individual goals•Consider the student’s current performance in academics, communication, and other skills that can be used to promote access to the grade level content and accommodations/ supports that are needed.
Step 3
Develop the PLAAFP Statement
Ask•What do we know about the student’s response to academic instruction (i.e., progress monitoring data?)•What programs, accommodations (i.e., classroom and testing) and/or interventions have been success?•What have we learned from previous IEPs and student data that can inform decision making?•Are there assessment data (i.e., state, district, classroom, individual student) that can provide useful information for making decisions about the student’s strengths and needs (e.g., patterns in the data)?
Step 3 cont.
Final Thoughts…“The current focus on the general education curriculum, including the MCCS, for students with low incidence disabilities is not without its critics, who worry about the advances of the past decades could be lost in the press for full inclusion and academic achievement. No doubt schools will face many challenges in achieving balance in supporting student not only to meet content standards, but also do develop practical skills.”
We have started to work on aligning IEPs to the MCCS for all students – and this may be shaping the future of curriculum for all students with complex special needs.
Processing Time
Think and Write
What insights have you gained from today’s session that will impact your “why?”
Think and Write
What insights have you gained from today’s session that will impact your “why?”
Resources
http://educationnorthwest.org/
Success AT THE Core http://successatthecore.com
http://opi.mt.gov/http://opi.mt.gov/Curriculum/CSI/index.html
http://www.nasdse.org/
http://www.cec.sped.org/
Standards Based IEPs
When IEPs Promote Alignment…the IEP helps focus instruction
MCCS for grade level
IEP Instruction Assessment data (skills taught) (CRT, District, etc.)
Thank You!Chris Bilant [email protected] Bartow [email protected]