Aligning - PowerPoint Presentation

Slide1

AligningQuality IEP’s and UDL to the CCLS

May 18 & 22, 2012Presented By:Rhonda Sorger-CFN 211 – Special Education Instructional SpecialistPhoebe Grant Robinson-CFN 210 – Special Education Instructional SpecialistJean McKeon, Network Leader-CFN 211JoAnne Brucella, Network Leader-CFN 210Slide2

2

The Individualized Education Program (IEP) drives the instruction

for every child who receives special education services.

IEPSlide3

3

3The IEP is a Legal DocumentFederal 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.Slide4

The Individualized Education Program (IEP) is the Cornerstone of the Special Education Process

4Identifies 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 StoneSlide5

Child

Centered

Shared Responsibility Parental Participation

Special Education is a Service,

Not a Place

Least Restrictive Environment (LRE)

General Education Curriculum, standards and Assessments

Based on Individual

Strengths & Needs

Planning For

Adult Outcomes

Includes

Positive

Behavior

Supports

Tool to Guide Instruction and Measure Progress

IEP Development

Guiding Principles for IEP Development

5

Guiding Principle'sSlide6

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 Accommodations

6) 12 month Services (if needed)

5) Programs and Services - Modifications& Supports

4) Reporting progress to parents

3) Annual Goals, Objectives /

Benchmarks (if needed)

10) Special Transportation

11) Placement

Sections of the

IEP

6Slide7

The IEP process…

How are IEPs developed at your school?Turn & talk with your tableBe Prepared to Share out…

Activity 1:

7Slide8

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 NeedsSlide9

Four Need Areas:

9 academic achievement, functional performance and learning characteristics;social development;physical development; andmanagement 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 NeedSlide10

Present Level of Performance

Provides baseline information using data from formal and informal assessment toolsNotes and addresses parent and student concerns and desiresMust contain transition statements for students who will be 14 and older by December 31Note: Level 1 Vocational Assessments must be administered to students who will be 12 by December 31.(SOPM on pages 220–222)

10

PLOPSlide11

Present Level of Performance

11Strengths? 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+)

PLOPSlide12

Present Levels of Performance (cont’d)

CQIEP pgs. 24-2912Give 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

PLOPSlide13

Present Levels of Performance (cont’d)

13Address parent and student concernsProvide information on educational progress and management needsPLOPSlide14

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

14Slide15

Present Levels of Performance and Related ServicesRelated 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.15PLOPSlide16

Addresses 4 need areas: Academic & Functional Performance, Social, Physical, Management

Uses 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 curriculum

Identifies supports and accommodations that have been used successfully

Includes impact of behavior on learning and social development, if applicable

Addresses 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

Establishes a thorough foundation for development of goals and services

PLP Quality Indicators

16

Slide17

Alexis; Damien; Steven IEPRead the Present Levels of Performance section of your assigned IEPUsing the PLP Quality Indicators ask your self:Does the profile meet the criteria for a quality PLP?

Explain your thoughts (Why? Why not?)Chart ideasComplete the IEP Development Organizer & PostShare Out your new learning's17Activity 2: Slide18

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 IEPUsing the PLP Quality Indicators ask your self:Does the profile meet the criteria for a quality PLP?Explain your thoughts (Why? Why not?)How can you make the PLP stronger?Complete the IEP Development Organizer18Activity 3: Slide19

Gallery

Walk19Slide20

Lunch TimeEnjoy…

20 Slide21

Measurable Annual Goals

21The 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.

GOALSSlide22

Annual GoalsAnnual Goals need to be SMART!

22S - SpecificM - MeasurableA - Achievable

R

-

R

elevantT –

T

ime related

GOALSSlide23

Annual Goals23

Address specific skill needs identified in Present Level of PerformanceAre observable and measurableShould include a strategy(s) that will be used

Are written in measurable terms that focus on one year of instruction

Are understandable for all

GOALSSlide24

Annual Goals cont’d24

Focus on the foundational skills required in order to master the curriculum contentIndicate the knowledge, skills and behaviors needed to achieve and progress in the instructional settingGOALSSlide25

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:

25Slide26

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 appropriateMeet the student’s other educational needs that result from the disabilityIdentify 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

26Slide27

Annual Goals and Short Term Objectives

Annual Goals are required for all IEP studentsShort 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

GOALSSlide28

Goals Do NOT Equal Curriculum

28Annual Goals enable the child to be involved in and progress within the general curriculum working towards the CCLSIdentify skills crucial for learning the curriculumIdentify skills that meet other educational and developmental needs; e.g. Related Service goals

If goals = curriculum, the list would be endless

GOALSSlide29

ANNUAL GOALS: Measurable & Observable

Tips to make annual goals measurableAlign goal with Present Levels of PerformanceCriterion for success should be objectiveMultiple evaluators will reach the same conclusionSuccess can be assessed reliablyEvaluations will be the same over multiple trialsObservable measurable behaviorWhat can the student be reasonably expected to accomplish within one year29GOALSlide30

Annual Goal Activity

Point toLabelWrite a paragraphRememberIdentifyCircleDemonstrateTell a narrative storyCategorize

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? Slide31

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?Discuss in your group school Explain your thoughts (Why? Why not?)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 Out31Activity 4: Slide32

Universal Design for Learning Aligned with IEP’s and the CCLS

32Slide33

What ASSUMPTIONS Do You Have? Take a few minutes to independently collect your thoughts

about:Goals of InstructionLearners of TodayInstructional PracticesLearning33Activity #5Slide34

4 A’s ProtocolRead the article:

Identify one Assumption that the author may haveIdentify 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 34Activity #6Slide35

35

What’s Happening?Slide36

Universal DesignOrigin and Definitions

Drawbacks of RetrofittingEach retrofit solves only one local problemRetrofitting can be costlyMany retrofits are UGLY!

36

UDLSlide37

“Consider the needs of the broadest possible range of users from the beginning” Architect, Ron Mace

Main staircase and elevator in Louvre Museum, Paris37UDLSlide38

38Slide39

What is UDL?

Universal Design for LearningIs 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.39UDLSlide40

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.40UDLSlide41

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

UDLSlide42

Recognition Networks

The "what" of learningHow 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

UDLSlide43

Strategic Networks

The "how" of learningPlanning 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

UDLSlide44

Affective Networks

The "why" of learningHow learners get engaged and stay motivated. How they are challenged, excited, or interested. These are affective dimensions. Stimulate interest and motivation for learning

44

UDLSlide45

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 #7Slide46

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

E

ngagement (the “why” of learning)

46

RAEESlide47
Slide48

Provide Multiple Means of Representation

3 GuidelinesGuideline 1: Provide Options for PerceptionGuideline 2: Provide options for language, mathematical expressions, and symbolsGuideline 3: Provide options for comprehension48Principle #1Slide49

Provide Multiple Means of Action and Expression

Guideline 4: Provide options for physical actionGuideline 5: Provide options for expression and communicationGuideline 6: Provide options for executive functions49Principle #2Slide50

Provide Multiple Means of Engagement

Guideline 7: Provide options for recruiting interestGuideline 8: Provide options for sustaining effort and persistenceGuideline 9: Provide options for self-regulation50Principle #3Slide51

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 learn51 AccessSlide52

Aligning the IEP with UDL & CCLS

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 ClassroomMath Classroom Science ClassroomUse your UDL Planning Tool to record your supports52

Activity #7Slide53

UDL Learning Wheelhttp://udlwheel.mdonlinegrants.org/

53ResourceSlide54

Where Am I Now?

1- Take a few minutes to REFLECT on your thoughts about the:Goals of InstructionLearners of TodayInstructional PracticesLearning2-Jot your reflections down on the template provided. Has your thoughts changed or remained the same?3- Share at tables/whole group 54

Activity #8Slide55

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: Next Steps: 55Slide56

Guiding Questions for Action PlanHow 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?56Next Steps: Slide57

Universal Design For LearningCAST Website :

http://www.udlcenter.org/ UDL Resource57Slide58

Q & A

58? ? ?Slide59

Thank you…

59“You must be the change you wish to see in the world.” GhandiSlide60

CFN 210Phoebe Robinsonprobinson4@schoolss.nyc.gov

CFN 211Rhonda Sorgerrsorger@schools.nyc.gov 60Contact Info