Exploring CCR IEP Revised Sample Forms Going Back

Exploring CCR IEP Revised Sample Forms: Going Back to Move Forward College and Career Ready IEPs: Improving Outcomes for Students Ages 3 through 21 August 2016 1

Goals for Today you will walk away with. . . • Understanding the shift from IEPs to CCR IEPs • Understanding the revised sample IEP forms • Understanding the 5 Beliefs and 5 Step Process • Equipped with resources and strategies • Feeling empowered and supported August 2016 2

What is RDA? • New Federal Emphasis on Outcomes for Students with Disabilities: – Results Driven Accountability (RDA) • New Wisconsin Emphasis on Outcomes for Students with Disabilities: – Reading Drives Achievement: Success through Literacy (RDA) August 2016 3

Reading Drives Achievement: Success through Literacy August 2016 4

Why All the Changes? • Achievement gap between students with IEPs and students without IEPs • In 2015, approximately 20% of students with IEPs are performing at or above proficiency in reading • Focus on procedural compliance has not resulted in better outcomes August 2016 5

Individuals with Disabilities Education Act (IDEA) Free Appropriate Public Education (FAPE) that • Meets the unique needs of the student and • Prepares the student for: ü Further education, ü Employment, and ü Independent living August 2016 6

Guidance from U. S. Department of Education • Primary Vehicle for Providing FAPE ─ Individualized Education Program (IEP) ü Appropriately developed and implemented Adapted from U. S. Department of Education Dear Colleague Letter, November 16, 2015: OSERS Policy Guidance on Free Appropriate Public Education (FAPE) August 2016 7

Guidance from U. S. Department of Education • Appropriately developed IEP takes into account. . . ‒ The student’s present levels of academic achievement and functional performance ‒ Impact of the student’s disability on his or her involvement and progress in the general education curriculum Adapted from U. S. Department of Education Dear Colleague Letter, November 16, 2015: OSERS Policy Guidance on Free Appropriate Public Education (FAPE) August 2016 8

Guidance from U. S. Department of Education • IEP goals must be. . . ‒ Aligned with grade-level academic content standards ‒ Ambitious and achievable Adapted from U. S. Department of Education Dear Colleague Letter, November 16, 2015: OSERS Policy Guidance on Free Appropriate Public Education (FAPE) August 2016 9

Guidance from U. S. Department of Education “Ensuring that all children, including children with disabilities, are held to rigorous academic standards and high expectations is a shared responsibility for all of us. ” Adapted from U. S. Department of Education Dear Colleague Letter, November 16, 2015: OSERS Policy Guidance on Free Appropriate Public Education (FAPE) August 2016 10

Agenda 2017 Every Child a Graduate, College and Career Ready August 2016 11

What does College and Career Ready Really Mean? All students graduate from high school academically prepared and socially emotionally competent by possessing and demonstrating. . . Knowledge (Academic) • Proficient in academic content Skills (Functional) • Critical thinking, communication, collaboration, creativity, community Habits (Self-Determination) • Perseverance, responsibility, adaptability, leadership August 2016 12

CCR IEPs, Alignment, and Focus August 2016 13

Students with IEPs College and Career Ready • How can we help students with IEPs graduate college and career ready? • How can the IEP be used to help students graduate college and career ready? August 2016 14

What is a CCR IEP? • CCR IEP = College and Career Ready IEP • An Individualized Education Program (IEP) developed to meet the unique disabilityrelated needs of the student and help ensure the student graduates ready for further education and the workplace • College and Career Ready IEPs are in alignment with the guidance from the U. S. DOE and Agenda 2017 August 2016 15

CCR IEPs Promote • Higher expectations for students; ambitious but achievable IEP goals • Greater access, involvement, and progress in universal instruction, school activities, and school community • Resiliency and self-determination that supports independence in the community for life after high school • More students graduating with regular diploma and the skills needed for college and career readiness August 2016 16

CCR IEPs Promote • Alignment with required student plans: – Academic Career Plan (fall 2017) – Postsecondary Transition Plan • Alignment with best practice supports: – Response to Intervention – Wisconsin Mental Health Framework – Trauma Sensitive Schools • Current research and best practice August 2016 17

Where is Your IEP Team, School, District Currently? College and Career Ready IEPs require IEP teams to consider the following. . . • What are the attitudes and beliefs of IEP team members about college and career readiness for students with IEPs? • What knowledge and skills does each IEP team member possess to support students with IEPs and other IEP team members? • What systems, policies, procedures, and practices are in place to promote CCR IEPs? August 2016 18

Where is Your IEP Team, School, District Currently? College and Career Ready IEPs Require IEP teams to consider the following. . . • What are the attitudes and beliefs of IEP team members about college and career readiness for students with IEPs? • What knowledge and skills does each IEP team member possess to support students with IEPs and other IEP team members? • What systems, policies, procedures and practices are in place to promote CCR IEPs? August 2016 19

CCR IEP 5 Beliefs • High Expectations • Culturally Responsive Practices • Student Relationships • Family and Community Engagement • Collective Responsibility August 2016 20

Belief 1: High Expectations for College, Career, and Community IEP teams know high expectations influence academic achievement and postsecondary independence and explore a shared vision of high expectations for college, career, and community readiness August 2016 21

Belief 1: High Expectations for College, Career, and Community High expectations for students could mean. . . • Meeting grade-level standards and expectations • Graduating with a regular diploma and ready for postsecondary education • Having positive relationships with adults and peers • Excelling in extra-curricular and nonacademic activities • Working in the community side by side with others • Functioning as independent adults after high school • Being a productive, contributing citizen August 2016 22

High Expectations for College, Career, and Community High Expectations for Supports Could Mean. . . • Giving students what they need to be independent adults • Removing barriers to accessing grade level standards and instruction • Building relationships and creating safe environments for learning • Giving the same opportunities as others • Supporting students to be independent as possible • Knowing how opportunities for people with disabilities has changed greatly over time August 2016 23

Belief 2: Culturally Responsive Practices Changing our Views about “Fair” IEP teams know and respect the unique identity of the student and explore programs, practices, procedures, and policies that meet the diversity of the student’s abilities, race, gender, language, and culture August 2016 24

2014 -15 English Language Arts Proficiency for Students with IEPs by Race/Ethnicity August 2016 25

Belief 2: Culturally Responsive Practices Changing our Views about “Fair” No Barriers 26 August 2016 Adapted from Center for Story Based Strategy and Interaction Institute for Social Change

Belief 3: Student Relationships are Necessary to Support Growth IEP teams know the value of relationships that are necessary for learning and explore strategies that will build relationships between the student, peers, and adults August 2016 27

Belief 3: Student Relationships are Necessary to Support Growth Knowledge, Skills, and Habits to be College and Career Ready Relationships to Feel Belonging Academic Skills to be Successful in School and Beyond Feeling Accepted Social and Emotional Skills to Build Relationships with Others Having Your Emotions and Feelings Validated Life Skills to be Healthy and Independent Having Interests and Opinions Respected Organizational Skills to Plan and Knowing Someone Cares how Meet Goals You and Your Family are Doing Other Skills to Navigate School, August 2016 Classes, Employment Feeling Appreciated 28 for who You Are

Belief 4: Family and Community Engagement IEP teams know how new ways of re-thinking family engagement can improve student outcomes and explore how the school can support the families’ hopes, perspectives, culture, insights, and concerns for their child Wisconsin State Superintendent's Parent Advisory Council Belief Statement August 2016 29

Belief 4: Family and Community Engagement “We believe all parents want their children to learn and to succeed in school. Families are a source of strength and knowledge. Families are best able to help their children do well in school when schools accept families as they are and make frequent efforts to know, listen to, and learn from parents. ” Wisconsin State Superintendent's Parent Advisory Council Belief Statement August 2016 30

Belief 5: Collective Responsibility IEP team members know the power of working together and explore how each and every member can support the student in accessing grade level universal instruction to achieve academic standards and functional expectations Wisconsin State Superintendent's Parent Advisory Council Belief Statement August 2016 31

Belief 5: Collective Responsibility Communication Collaboration Service Delivery IEP Information Shared with Caregivers in Home and School Shared Planning and Meeting Time Intentional and Based Student’s Strengths and Needs Strategies, Instruction, Curriculum, Supports Implementing Promotes Access to Supports, Grade Level Instruction, Accommodations, School Community and Modifications Activities Student Success and Shared Reflection Shared Delivery of Needs across Day, of Student District Standards and Week, Year Progress Instructional Materials August 2016 32

Belief 5: Collective Responsibility • LEAs may use reading teachers (1316 licensed) to provide the specially designed literacy Instruction outlined in a student’s IEP • IDEA flow-through or preschool funds may be used to fund the portion of time that is used to provide this specially designed instruction April 6, 2016, Memo from Carolyn Stanford-Taylor, Assistant State Superintendent, Division for Learning Support 33

Group Activity Look at the CCR IEP 5 beliefs one page document Watch video and look for connections in Megan’s speech August 2016 34

Megan Bomgaars: Don’t Limit Me

Group Activity Look at the CCR IEP 5 beliefs one page document What connections did you see in Megan’s speech? August 2016 36

CCR IEP 5 Beliefs Want to know more? Future modules on 5 beliefs available winter 2017 August 2016 37

Improved Student Outcomes College and Career Ready IEPs Content/ Best Practices Procedural RDA: PCSA August 2016 Revised Sample IEP Forms Discussion Tool Guiding Questions / Modules Professional Development 38

RDA: PCSA and Sample IEP Forms • Items on the RDA: PCSA were updated to focus on student outcomes • Sample IEP forms were revised to align with new RDA: PCSA • Both focus on improving literacy / reading outcomes for students with IEPs • Both promote linkages across the entire IEP process (strengths and needs, goals, IEP services) August 2016 39

Revised Sample IEP Forms • The revised sample forms do not add any additional legal requirements • Added sections and prompts promote focus on and discussion during the development of an IEP to help ensure: + IEP is compliant + IEP is effective in identifying and addressing needs + Clear linkages between the needs of the student, the goals and services = Improved student outcomes • The revised forms align with the results driven accountability efforts and focus on reading drives achievement August 2016 40

Revised Sample IEP Forms Stand Alone Revisions • Referral Form (R-1) • IEP Team Meeting Cover Sheet (I-3) • Existing Data Review (EW-1 is now ED-1) • Evaluation Report (ER-1) August 2016 41

Revised Sample IEP Forms Combined Revisions • Present Levels (I-4) • Special Factors (I-5) • Annual Goals (I-6) • Program Summary (I-9) are Now. . . • IEP Linking Form (I-4) August 2016 42

Revised Sample IEP Forms New Review of IEP Goal Forms • Annual IEP Goal Review (I-5) • Interim IEP Goal Review (I-6) August 2016 43

Benefits of Adopting Revised Sample IEP Forms • IEPs that promote improved student outcomes by addressing the disability-related needs • IEPs that connect the student’s needs with goals and services • Greater family engagement in IEP development • IEPs aligned with the New RDA: PCSA Checklist August 2016 44

Positive Feedback on Revised IEP Forms Quotes from pilot districts. . . • “Helps focus the [IEP] discussion on reading” • “Text boxes throughout with additional information and guidance are a nice touch and necessary” • “Before developing annual goals, review previous – great idea. ” August 2016 45

Positive Feedback on Revised Sample IEP Forms Quotes from pilot districts. . . • “Cohesiveness of the Linking Form – flows well” • “Linkages: needs, goals, services” • “Includes concerns of the student” • “Great to have a question about family engagement given how family engagement can improve literacy achievement” August 2016 46

Revised Sample IEP Forms Two documents on the DPI website provide information about the sample IEP forms: • Highlights of RDA Changes to Sample Forms ‒ A one-page overview of the revisions and rationale • Detailed Explanation of RDA Changes to Sample Forms ‒ A four-page chart that details the revisions and reasons for the revisions August 2016 47

Revised Sample IEP Forms Stand Alone Revisions • Referral Form (R-1) • IEP Team Meeting Cover Sheet (I-3) • Review of Existing Data (EW-1 is now ED-1) • Evaluation Report (ER-1) August 2016 48

Revised Referral Form (R-1) August 2016 49

Revised Cover Page (I-3) August 2016 50

Revised Review of Existing Data (EW-1) Now: Existing Data Review (ED-1) 51

Revised Evaluation Report (ER-1) 52

Revised Evaluation Report (ER-1) Need for Special Education 53

College and Career Ready IEP 5 Step Process August 2016 54

IEP Linking Form (I-4) Combined Revisions • Present Levels (I-4) • Special Factors (I-5) • Annual Goals (I-6) • Program Summary (I-9) are Now. . . Ø IEP Linking Form (I-4) August 2016 55

College and Career Ready IEP 5 Step Process First Then Next Ongoing August 2016 Understand achievement of grade-level academic standards and functional expectations to identify the student’s strengths and needs Identify how the student’s disability affects academic achievement and functional performance Develop ambitious and achievable goals that close achievement gaps and support the unique strengths and needs of the student Align specially designed instruction, services, supports, and accommodations needed to support the goals and ensure access to the general curriculum Analyze progress towards goals to evaluate what works and what is needed to close the student’s achievement gaps 56

College and Career Ready IEP 5 Step Process Understand achievement of grade-level Understand achievement of gradeacademic standards and functional expectations level academic standards and to identify the student’s strengths and needs. functional expectations to identify the student’s strengths and needs Identify how the student’s disability affects academic achievement and functional performance. Analyze progress towards goals to Identify how the student’s Develop ambitious but achievable goals that evaluate what works and what is disability affects academic close achievement gaps and support the unique needed to close the student’s achievement and functional strengths and needs of the student. achievement gaps performance First Then Next Align specially designed instruction, services, supports, and accommodations needed to Align specially designed support the goals and ensure access to the Develop ambitious and instruction, services, supports, general curriculum. achievable goals that close and accommodations needed to achievement gaps and support the goals and ensure Analyze progress towards goals to evaluate what the unique strengths and needs access to the general curriculum works and what is needed to close the student’s of the student achievement gaps. Ongoing August 2016 57

College and Career Ready IEP 5 Step Process Understand achievement of gradelevel academic standards and functional expectations to identify the student’s strengths and needs. Analyze progress towards goals to evaluate what works and what is needed to close the student’s achievement gaps Align specially designed instruction, services, supports, and accommodations needed to support the goals and ensure access to the general curriculum August 2016 Identify how the student’s disability affects academic achievement and functional performance Develop ambitious and achievable goals that close achievement gaps and support the unique strengths and needs of the student 58

College and Career Ready IEP 5 Step Process Understand Achievement Analyze Progress Align Services August 2016 Identify Effects of Disability Develop Goals 59

Group Activity CCR IEP 5 Step Process Using your CCR IEP 5 step cards. . . – Put the cards in the 5 step order Discussion – In what order or arrangement did you put the five steps? – What are the benefits to students when IEP teams follow this 5 step process? – How would outcomes for students change if the steps are done in a different order? August 2016 60

Breaking Down the CCR IEP 5 Step Process August 2016 61

Step 1: Understand Achievement to Identify Strengths and Needs Understand Achievement Analyze Progress Align Services August 2016 Identify Effects of Disability Develop Goals 62

Step 1: Understand Achievement to Identify Strengths and Needs Understand achievement of grade -level academic standards and functional expectations to identify the student’s strengths and needs. August 2016 63

Step 1: Understand Achievement to Identify Strengths and Needs This step covers the following IEP linking form sub sections. . . • Strengths • Current Academic Achievement • Functional Performance August 2016 64

Step 1: Understand Achievement to Identify Strengths and Needs • Identify and discuss academic content standards and functional expectations for the grade the student is enrolled • Based on data, assessments, and other information, discuss student’s current level of achievement in relation to grade-level content standards and functional expectations • This is baseline information August 2016 65

Individualized Education Program (I-4) Linking Present Levels, Needs, Goals & Services 66

Student Strengths in IEP Move Away From. . . “David has a great sense of humor!” Towards. . . “How do we use David’s great sense of humor, which comes out at home and is valued in his Bad River Community, to improve his access, involvement, and progress in grade level instruction? ” Example “When given an opportunity to tell a humorous story to the class, David will be able to retell the story he has read with all 67 events in the correct order in 8 out of 10 trials. ”

IEP Linking Form (I-4) 68

Step 1 Group Activity Examples of Strengths and Present Levels Related to Grade-Level Standards – Think of a student with an IEP – What information would you expect to see in “Present Levels” – Name Examples of. . . • • • Strengths in relation to independence, resiliency, and self-determination Student academic achievement in relation to grade-level standards Student functional expectations in relation to gradelevel expectations August 2016 69

Step 2: Identify Effects of Disability on Access and Achievement Understand Achievement Analyze Progress Align Services August 2016 Identify Effects of Disability Develop Goals 70

Step 2: Identify Effects of Disability on Access and Achievement Identify how the student’s disability affects academic achievement and functional performance August 2016 71

Step 2: Identify Effects of Disability on Access and Achievement This step covers the following IEP linking form sub sections. . . • Special Factors • Concerns of Parent, Family, and Student • Effects of Disability • Disability-Related Needs • Family Engagement • Participation in General Education Curriculum August 2016 72

Special Factors 73

Concerns of the Parents/Family 74

Individualized Education Program (I-4) Disability-Related Needs 75

Step 2: Identify Effects of Disability on Access and Achievement • Identify and discuss: – Special factors – Concerns of the parent, family, and student – Effects of disability • Consider the impact on access, involvement, and progress in the general education curriculum, academic achievement and functional performance August 2016 76

Step 2: Identify Effects of Disability on Access and Achievement After identifying “what” are the student’s present levels compared to grade level peers. . . • Identify “why” the student is performing at, above, or below grade level • The IEP team documents the “Effects of Disability” and “Disability-Related Needs” in the IEP 77

Effects of Disability • Describes the result (effect) of the student’s disability on access, involvement, and progress in general education ‒ ‒ Difficulty understanding written instructions in all content areas During math class, (student) is easily frustrated and removed from class For longer written assignments, (student) has difficulty completing writing assignments In all subjects (student) has difficulty learning and retaining new skills August 2016 78

Disability-Related Needs • Identifies “why” the student is not accessing, involved in, or making progress in general education ‒ ‒ Why is the student having difficulty understanding written instructions in all content areas? Why is the student easily frustrated and removed from math class? Why is the student having difficulty completing longer writing assignments? Why is the student having difficulty learning and retaining new skills in all subjects? August 2016 79

What’s The Focus? Present Levels, Effects of Disability, and Disability-Related Needs Present Levels Effect of Disability Related Needs “What. . . ” “How. . . ” “Why. . . ” Is student’s Does student’s Is student not academic and disability affect the accessing, functional student’s access, involved in, or achievement involvement, making progress in compared to grade progress in general education? level peers? education? What How Why How are Needs Addressed (Goals Services) 80 August 2016

Discussion of Disability-Related Needs Time to “stop and think” about: – “Why” the student is not accessing, involved in, or making progress in general education – So the IEP team can plan appropriate goals and services August 2016 81

Disability-Related Needs Root Cause Analysis Ask “Why” Five Times ? W Why? y hy h W ? ? y Why? h W August 2016 82

Root Cause and the 5 Why’s Strategy to Identify Disability-Related Needs • State the concern (The student has difficulty understanding written instructions) • Check that everyone on IEP team agrees • Seek information and data that illustrate the concern • Ask “Why” is this happening? (Why is the student having difficulty understanding written directions? ) • Generate possible reasons. . . • Ask the second “Why” is this happening? • Continue asking “why” until the disability-related need(s) is identified. August 2016 83

Example of 5 Whys • Concern: Student has difficulty with written instructions • Why: Student has autism (not sufficient) • Why: When reading, student is not retaining information • Why: Given written instructions, the student isn’t identifying the steps • Why: Given written instructions, the student has difficulty remembering what to do first, next, then, . . . • Why: When reading the student is easily distracted by background sounds August 2016 Disability-Related Needs • Following multi-step written instructions • Focusing on reading when background noise is present Goals and Services Must Address These Needs 84

Example of 5 Whys • Concern: Student is not reading grade level text independently • Why? Student is not comprehending material • Why? Student is not reading the words • Why? Student is not sounding out the words when reading • Why? Student does not show foundational reading / decoding skills • Why? The student has not mastered the relationship between sounds and letters. August 2016 Disability-Related Needs • Improve consistent and fluent application of decoding skills. Goals and Services Must Address These Needs 85

Disability-Related Needs • Once the IEP team understands and can describe “why” the student is not accessing, involved in, or making progress in general education, they have identified the disability-related need(s)… Ø Then the IEP team can develop IEP goals and services to address the need(s) and close achievement gaps August 2016 86

Disability-Related Needs, Goals, and Special Education Services Disability-related needs must be linked to. . . • IEP Goals: Knowledge, skills, or habits the student will achieve when provided instruction and support • Special Education Services: Specially Designed Instruction, Related Services, Supplementary Aids and Services, Program Modifications or Supports for School Staff August 2016 87

IEP Linkages Identify Needs Develop Goals to Address Needs August 2016 Align Services with Goals and Needs 88

Disability-Related Needs Tips Disability-related needs are not the same as the student’s impairment area(s) or category of disability – e. g. Emotional Behavior Disability, Autism, Specific Learning Disability, Speech and Language Impairment, Other Health Impairment, Hearing or Visual Impairment, Traumatic Brain Injury, etc. . August 2016 89

Disability-Related Needs Tips Be patient: it takes practice for IEP teams to improve discussions of “why” the student has difficulty accessing, being involved in, and making progress in general education Use Summary of Disability-Related Needs prompt to pause, reflect, and summarize the “why” August 2016 90

Disability-Related Needs Tips A disability-related need may explain the lack of significant progress toward meeting more than one academic standard or functional expectation – e. g. Consistent and fluent application of decoding skills may affect several standards – e. g. Self-regulation may affect ability to engage in all content areas August 2016 91

Step 2 Group Activity Identify Needs - Ask Why 5 Times The IEP team identified the following effects of disability ‒ Easily frustrated and often removed from class during academic subjects ‒ Difficulty completing assignments when reading text is required Think of a Student You Support who has Similar Struggles. . . o Why is the student struggling in these areas? o Remember to ask “why” five times. o What are the student’s possible disability-related needs? 92 August 2016

Step 2 Group Activity Disability-Related Need Elevator Speech • Prepare an “elevator speech” that explains disability-related need ‒ What is MOST important? ‒ 3 -4 main ideas ‒ What it is and what it is not • Find a partner and give your speech • Group discussion August 2016 93

Individualized Education Program (I-4) Family Engagement August 2016 94

U. S. DOE Family Engagement Framework Dual Capacity Framework for Family. School Partnerships “For schools and districts across the U. S. , family engagement is rapidly shifting from a low-priority recommendation to an integral part of education reform efforts. ” August 2016 95

Promoting Excellence for All Strategies that Close Achievement Gaps Promoting Excellence for All Website August 2016 96

State Superintendent’s Parent Advisory Council Belief Statement “We believe all parents want their children to learn and to succeed in school. Families are a source of strength and knowledge. Families are best able to help their children do well in school when schools accept families as they are and make frequent efforts to know, listen to, and learn from parents. ” August 2016 97

Understanding Diverse Families • View of disability • Family roles & responsibility • Decision making • Religious beliefs • Language • Access to information, resources, & services • Additional stressors August 2016 98

Resources and Networking Strategies • Provide families information about. . . – Resources from state agencies (DVR, DPI, ADRC) – Community Support Structures (CCOTs) – Support organizations (WSPEI/WI FACETS, WI Family Ties, ALAS, BPDD, Family Voices of WI) – Peer mentoring resources (Parent to Parent, Parent Peer Specialists) – Networking opportunities (Autism Society, Circles of Life Conference, Support Groups) • Start a family learning center at school August 2016 99

Specific Skill Activities Strategies • Provide parent with a few universal strategies to support literacy instruction in home and community • Introduce learning games and fun activities for families that support academic skills needed to close achievement gaps – August 2016 Consider games based on mastery or repetition 100

CCR IEP 5 BELIEFS Family and Community Engagement is one of the 5 beliefs of CCR IEPs Want to Know More? • Promoting Excellence for All resources on Family and Community Engagement • CCR IEP modules on Family Engagement in the IEP available winter 2017 • Title I Family Engagement resources August 2016 101

Participation in General Education 102

Different Types of “Access” • Access to general education curriculum and grade-level standards • Access to regular education environment • Access to extracurricular and nonacademic activities • Access to workplace settings August 2016 103

Access to General Education Curriculum • Participation in general education curriculum (what is taught) • General education curriculum = the same curriculum as for students without IEPs • Why should students with IEPs participate in the general education curriculum? – August 2016 So the student can meet the grade-level academic standards that apply to all students 104

Access to General Education Curriculum • The student participates full-time in general education curriculum aligned with the general education standards that apply to all students, or for preschoolers, in age-appropriate activities aligned with Wisconsin Model Early Learning Standards (WMELS) Or • Students participate in curriculum aligned with alternate achievement standards August 2016 105

Access to Grade Level Alternate Standards The IEP team determines if a student with an IEP has a “Most Significant Cognitive Disability” and if alternate achievement standards are appropriate “Most Significant Cognitive Disability” is not the same as Wisconsin’s impairment area for “Intellectual Disability” August 2016 106

Step 3: Develop Ambitious and Achievable Goals Understand Achievement Analyze Progress Align Services August 2016 Identify Effects of Disability Develop Goals 107

Step 3: Develop Ambitious and Achievable Goals Develop ambitious and achievable goals that close achievement gaps and support the unique strengths and needs of the student. August 2016 108

Step 3: Develop Ambitious and Achievable Goals This step covers IEP Linking Form (I -4) Sub Section IV. – Measurable Annual Goals August 2016 109

Individualized Education Program (I-4) Measurable Annual Goals 110

Individualized Education Program Annual Review of IEP Goals (I-5) 111

Individualized Education Program Interim Review of IEP Goals (I-6) 112

Step 3: Develop Ambitious and Achievable Goals • Ambitious: Intended to reflect high expectations, challenges the student, and accelerates progress toward meeting grade-level standards. • Achievable: The goal is able to be met within one year August 2016 113

Step 3: Develop Ambitious and Achievable Goals • IEP goals must be aligned with grade-level content standards • Are not a restatement of academic content standards August 2016 114

Step 3: Develop Ambitious and Achievable Goals • IEP goals are developed to address the student’s disability-related need(s) • Each goal is linked to at least one need ─ Identify the need by number • IEP goals address “why” the student is not achieving at grade-level standards or expectations August 2016 115

Develop Ambitious and Achievable Goals Tips A goal may address more than one disability-related need – e. g. A goal that states the student will learn to use graphic organizers to improve the student’s reading and functional disability-related needs related for completing assignments August 2016 116

Develop Ambitious and Achievable Goals Tips Several goals may address one disability-related need – e. g. The student’s need to improve foundational reading skills may be addressed by more than one goal August 2016 117

Step 3: Develop Ambitious and Achievable Goals Baseline: The student’s skill level at the time of the IEP meeting Level of Attainment: The amount of growth anticipated within a year of special education services Procedures for Measuring Progress: The process or methods used to assess a student’s academic and functional performance during the school year for the purpose of analyzing the student’s response to special education services. August 2016 118

Goal Measurement Alignment The “measure” in measurable goals should align all of the following Baseline Procedures for Measuring Progress August 2016 Level of Attainment 119

UDL and IEP Goals How might IEP goals include. . . • Choice • Links to functional engagement • Promote self determination • Focus on setting where skill is needed “During small group reading instruction, Keyondra will choose a positive behavior and self regulation strategy to self monitor and complete her small group reading activity 90% of the time. ” August 2016 120

Step 3 Group Activity Brainstorm Goals Consider the following disability-related needs: –Following multi-step written instructions –Focusing on reading when background noise is present Develop a goal that is written in a way that could directly support one of these disability-related needs? What goals could address this student’s disabilityrelated needs? – Use the “IEP Goals Self-Check” to assess your goals August 2016 121

Step 4: Align Services Understand Achievement Analyze Progress Align Services August 2016 Identify Effects of Disability Develop Goals 122

Step 4: Align Special Education Services Align specially designed instruction, services, supports and accommodations needed to support the goals and ensure access to the general curriculum. August 2016 123

Step 4: Align Special Education Services This step covers IEP Linking Form Sub Section V. Program Summary and include: • Supplementary Aids and Services • Special Education / Specially Designed Instruction • Related Services • Program Modification or Supports for School Personnel August 2016 124

Individualized Education Program (I-4) Program Summary 125

Step 4: Align Special Education Services • Special education services are identified to enable the student to make progress towards their IEP goals • Special education services are directly linked/address the IEP goals or the disability -related needs • Special education / specially designed instruction must be included in the IEP August 2016 126

Step 4: Align Special Education Services IEPs must include considerations of ALL of the following components. . . • Supplementary Aids and Services • Specially Designed Instruction • Related Services • Program Modifications or Supports for School Staff August 2016 127

Step 4: Align Special Education Services • Students with IEPs are regular education students • Discussions of supports available in the regular education environment with the general education curriculum start with Supplemental Aids and Services August 2016 128

Step 4: Align Special Education Services • Supplemental aids and services / accommodations. . . – Remove barriers to learning – Increase access, involvement, and progress in grade level standards – Improve effectiveness of general education instruction August 2016 129

Step 4: Align Special Education Services • Some supplementary aids and services, related services, and program modifications or supports for personnel may not directly address an IEP goal – In these cases, it is acceptable to address the disability-related need(s) – Identify the need by number • Specially designed instruction (special education) must address at least one IEP goal – Identify the goal by number August 2016 130

Determining Accommodations Is the accommodation. . . • Increasing access to general education standards, instruction, settings, or activities • Helping the student be more independent • Improving motivation and engagement • Based on student choice and input • Possibly available to the student in future higher education or employment August 2016 131

Examples of Accommodations Academic Accommodations Functional Accommodations Provided Text in Different Prints, Sizes, Colors Self Monitoring Tools Notetaking Assistive Technology Home Base Note Taker Incredible Five Point Scale Audio Books or Provision of Text in Audio Format Coping Cards Highlighters and Graphic Organizers Adaptive Clothing Visual Schedules and Supports Pencil Grips 132 Sensory Supports August 2016

Accommodations and Modifications Accommodations Program Modifications DO NOT Change Content or Required Skill Level of a Lesson, Activity, Instruction DOES Change Content or Required Skill Level of a Lesson, Activity, Instruction Accommodations ARE Allowable in Federal Law for Students with Disabilities in Higher Education Some Modifications may Not be as Accessible in Post Secondary Education for Students with Disabilities Can Promote Independence and Self Determination May Limit Independence and Self Determination August 2016 133

Supplementary Aids and Services and Least Restrictive Environment • “To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are nondisabled; and • Removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. ” § 300. 114 LRE requirements August 2016 134

Access to Regular Education Environment = Where the student receives services • Students with disabilities are to be educated with students without disabilities to the maximum extent appropriate • Students with disabilities are to be educated in the least restrictive environment • Decisions are made by the IEP team August 2016 135

Access to Extracurricular Activities • Supplementary aids and services in the IEP must enable the student to participate in extracurricular activities and other nonacademic activities • Some students may require multiple supports to access extracurricular activities • The IEP must document any extracurricular or nonacademic activities that the student will not participate and explain why August 2016 136

Access to Standards, Instruction, School Activities, and Community Peer Supports Benefit Neenah Student with Autism Jen Zettel, Post-Crescent Media, May 29, 2015 August 2016 137

Step 4 Group Activity Brainstorm Services • Based on the goals you developed for a student. . . • What might be some services that. . . – Enable the student to make sufficient progress towards the goals – Address disability-related needs – Reduce barriers to accessing standards and instruction • Must include specially designed instruction August 2016 138

Step 5: Analyze Progress Towards Goals Understand Achievement Analyze Progress Align Services August 2016 Identify Effects of Disability Develop Goals 139

Step 5: Analyze Progress Towards Goals Analyze progress towards goals to evaluate what works and what is needed to close the student’s achievement gaps. August 2016 140

Step 5: Analyze Progress Towards Goals This step covers the following new IEP forms • I-5 – Annual Review of IEP Goals • I-6 – Interim Review of IEP Goals August 2016 141

Individualized Education Program Annual Review of IEP Goals (I-5) 142

Step 5: Annual Review of IEP Goals • Before developing annual goals, use Form I-5 to document the review of the previous IEP goals and progress • Determine if the student met the previous year’s goals or Short Term Objectives (STOs), and if not, address through the development of an annual IEP – This may include revising and/or adding goals and services to address the lack of progress August 2016 143

Individualized Education Program Interim Review of IEP Goals (I-6) 144

Step 5: Interim Review of IEP Goals • Form I-6 is used to report to the parent progress toward the IEP goals • If a student is not making sufficient progress toward achieving their goals within the specified time period, the IEP team should consider revising the IEP to address lack of progress • An IEP team meeting is not required if the parent agrees to the revisions August 2016 145

Step 5: Analyze Progress Towards Goals • Ensure data collection on progress toward the goals matches data collection methods for baseline and level of attainment • Consider additional data collection (e. g. Portfolio) that may support self determination and student self-efficacy August 2016 146

Data Collection on Goals, Services, Supports, and Accommodations Inform Future IEP Decisions Strategies to collect information to inform future IEP decisions. . . • • • Student portfolios Video samples Proficiency anchors Student, family, educator surveys Comparing baseline data to data collected regularly throughout the school year Data collection on positive outcomes NOTE: IEP goals MUST be objectively measurable August 2016 147

Step 5 Group Activity Revisions When Needed • For a student who is not making sufficient progress toward meeting IEP goals, what questions would you ask or information you would need to know to understand “why” progress was not made? • How does knowing “why” the student is not meeting goals Inform “how” to revise IEP goals and services August 2016 148

Exploring CCR IEPs jeopardylabs. com/play/exploring-ccr-ieps

College and Career Ready IEPs Guidance and Resources Where to August 2016 150

For More Information Click on the Hyperlinks to Learn More Highlights of RDA changes to Sample Forms Detailed Explanation of RDA changes to Sample Forms Disability-related Need Affecting Reading Definition Family Engagement Guidance Sample IEP Forms Frequently Asked Questions Reading Teachers and the Provision of Specially Designed Reading Instruction as Outlined in Students’ IEPs August 2016 151

For More Information Click on the Hyperlinks to Learn More Updated WDPI IEP Web Page (Fall 2016) You can also use the search box at the Wisconsin DPI Web Site http: /dpi. wi. gov/ August 2016 152

College and Career Ready IEP Discussion Tool • Enhances IEP Development and Planning Discussions • Bridges IEP Forms with CCR IEP Best Practice Modules • Used by Individuals or IEP Teams • Resources for Families and Educators • Supplements Local IEP Software Management Systems • Available January 2017 August 2016 153

CCR IEP Modules and Guidance Adaptive August 2016 Technical 154

Online Modules: Digging Deeper Strategies Identifying Disability Related Needs IEP and Evaluation Reading and the IEP Developing IEP Goals Review of IEP Goals and Procedures for Measuring Progress Planning IEP Services Supporting Student Access to Standards and Instruction Self Directed IEPs Connections between CCR IEP, ACP, and PTP Connections to Educator Effectiveness Early Childhood CCR IEPs Addressing Behaviors that Interfere with Learning in the IEP CCR IEPs for Low Incidence Factors Influencing Academic Achievement August 2016 155

Training Plan • Sample IEP forms – summer and fall 2016 • PCSA directions and standards – spring 2017 • Opportunities – Leadership conference – Regional training provided by RSNs – Large district training – Web-based training – Guidance documents August 2016 156

Timeline 2015 -16 • • 5 th and Final Year of Current PCSA Cycle Pilot Sample IEP Forms and RDA: PCSA 2016 -17 • • Final Sample IEP Forms May 2016 CCR IEP Foundations and Modules Prioritized August 2016 • Training on RDA: PCSA and Sample IEP Forms 2017 -18 • 1 st Year of Monitoring Using New RDA: PCSA Items Continued Availability of CCR IEP Modules January 2017 CCR IEP Online Discussion Tool 157

RDA: Procedural Compliance Self-Assessment • 2017 -18 School Year Ø DPI begins monitoring using the new RDA: Procedural Compliance Self-Assessment Checklist (RDA: PCSA). Ø LEAs conducting the RDA: RCSA will assess IEPs using the new RDAS: PCSA checklist, directions and standards, regardless of what IEP forms they are using. Ø LEAs in the first year of the cycle will assess IEP records created after January 1, 2017. August 2016 158

Thank you for your time & participation! August 2016 159