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 bilantc@sd5.k12.mt.usColet Bartow cbartow@mt.gov