IEP - N211 - "Your Source For Success"

Report
Aligning
Quality 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 LeaderCFN 211
JoAnne Brucella, Network LeaderCFN 210
2
IEP
The Individualized Education Program (IEP)
drives the instruction for every child who
receives special education services.
Legal Doc.
The IEP is a Legal Document
3
 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”
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
Provides an
accountability tool
Identifies how the student
will be prepared for adult
living
Ensures a strategic and
coordinated approach to
address a student’s needs
IEP
Guides the provision of
instruction designed to
meet a student’s needs
Supports participation in the
general education curriculum
and learning standards
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Guiding Principle's
Child
Centered
IEP Development
Guiding Principles for IEP
Development
Based on
Individual
Strengths & Needs
Special
Education is a
Service,
Not a Place
Least Restrictive
Environment
(LRE)
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11) Placement
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
Sections
of the
IEP
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
Activity 1:
The IEP process…
How are IEPs developed at your school?
Turn & talk with your table
Be Prepared to Share out…
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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.
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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)
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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+)
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PLOP
Present Levels of Performance (cont’d)

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
CQIEP pgs. 24-29
13
PLOP
Present Levels of Performance (cont’d)

Address parent and student concerns

Provide information on educational
progress and management needs
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What is it that the student…
Can do?
Can not do?

…is able to
comprehend main
ideas and identify
some supporting
details

…becomes
distracted when
approached by
another student

…initiates
communication with
familiar adult


…readily attempts
work in subjects in
which he has been
previously successful
…has difficulty
visualizing
information that is
presented only
through text
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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.
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PLP Quality Indicators
Addresses
4 need areas:
Academic & Functional
Performance, Social, Physical,
Management
Includes
Uses
Addresses
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
supports and
accommodations that have been
used successfully
impact of behavior on
learning and social development, if
applicable
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
Identifies
Establishes
a thorough foundation
for development of goals and services
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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?
a)
b)
Explain your thoughts (Why? Why not?)
Chart ideas
 Complete
the IEP Development Organizer & Post
 Share Out your new learning's
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Activity 3:
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)
b)
Explain your thoughts (Why? Why not?)
How can you make the PLP stronger?
 Complete
the IEP Development Organizer
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Gallery
Walk
20
Lunch Time
Enjoy…
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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.
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GOALS
Annual Goals
Annual Goals need to be SMART!
S - Specific
M - Measurable
A - Achievable
R - Relevant
T – Time related
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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
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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
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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!
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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
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GOALS
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)
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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
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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
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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)
 Point
to
 Label
 Write a paragraph
 Remember
 Identify
 Circle
 Demonstrate
 Tell a narrative story
 Categorize
Will you know it when you see it?
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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?
a)
b)
c)
 Can
Discuss in your group school
Explain your thoughts (Why? Why not?)
How can you make the PLP stronger?
you tie every goal back to a need within the
PLP?
 Are your goals aligned to the CCLS?
 Share Out
32
Universal Design for Learning
Aligned with IEP’s and the CCLS
33
Activity #5
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
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
What’s Happening?
36
UDL
Universal Design
Origin and Definitions
Drawbacks of Retrofitting



Each retrofit solves only
one local problem
Retrofitting can be costly
Many retrofits are UGLY!
37
UDL
Main staircase and elevator in Louvre Museum, Paris
“Consider the needs of the broadest
possible range of users from the beginning”
Architect, Ron Mace
38
39
UDL
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
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
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
What
Strategic
How
Affective
Why
42
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
43
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
44
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
45
Activity #7
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
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
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
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
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
51
Access
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
52
Activity #7
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
53
Resource
UDL Learning Wheel
http://udlwheel.mdonlinegrants.org/
54
Activity #8
Where Am I Now?
1Take 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
55
Next Steps:
Creating My Action Plan



With 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:
56
Next Steps:
Guiding Questions for Action Plan
1.
2.
3.
4.
5.
6.
How does UDL align with the NYCDOE Special
Education Reform and the CCLS?
How can I demonstrate my understanding of
the UDL guidelines, using the three
representations as evidenced by today’s
presentation?
What information would you like to share with
your school?
What information to you plan to present to your
team?
Who will collaborate with you to share this
work?
What do you need to know more about?
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UDL Resource
Universal Design For Learning
CAST Website :
http://www.udlcenter.org/
58
Q & A
???
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Thank you…
“You must be the change you wish to see in the world.”
Ghandi
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Contact Info
CFN 210
Phoebe Robinson
[email protected]
CFN 211
Rhonda Sorger
[email protected]

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