Standards Aligned Individualized Education Programs Pennsylvania Training and

Standards Aligned Individualized Education Programs Pennsylvania Training and Technical Assistance Network

Standards Aligned Individualized Education Programs Recognizing that the placement decision is an Individualized Education Program (IEP) team decision, our goal for each child is to ensure IEP teams begin with the general education setting with the use of Supplementary Aids and Services before considering a more restrictive environment. Pennsylvania Training and Technical Assistance Network

Accessing the General Education Curriculum • What is meant by the general education curriculum? • The full range of courses, activities, lessons, and materials routinely used by the general population of a school • What is meant by access? • Active engagement in learning the content and skills of the curriculum that is being taught to general 3

What is a Standards-Aligned IEP? An IEP that connects a student’s learning to grade level Pennsylvania standards and evaluates their progress through the lens of the general education curriculum, standards, assessment anchors and curriculum frameworks.

Outcomes • Recognize the direct relationship between IEP development, implementation, and progress monitoring to the general education curriculum and the connections to Pennsylvania academic standards and anchors Develop present levels of academic achievement that inform goal selection Recognize and practice steps for writing goals that are aligned to PA standards Designate specially designed instruction that is clear and effective Explore methods to effectively monitor student progress Recognize importance of providing opportunities to demonstrate knowledge and skills by incorporating Universal Design for Learning principles. • • • 5

PA Academic Standards • What students need to know and be able to do • Required by state regulation as basis for curriculum and instruction in PA schools. • Necessitate assessment, instruction, materials, strategies that are best suited to help all students achieve. • Should be reflected in IEPs

7 STANDARDS ALIGNED SYSTEM

8 Why a Standards Aligned System in PA? • To support districts with curriculum, assessment, instruction • To provide professional development • To promote an ongoing learning community • To help all students meet and when possible, exceed, the PA Academic Standards

Standards Aligned Education: Legal Background 9 • Individuals with Disabilities Education Act (IDEA) 1997 – Access to and progress in the general education curriculum • No Child Left Behind Act of 2001 (NCLB) / Chapter 4 – Aligned system of standards and assessments – Accountability for all students (disaggregated by subgroup) – State and local Adequate Yearly Progress (AYP) • IDEA 2004/Chapters 14 and 711 – Reinforces NCLB language and accountability

10 National Press Release Pennsylvania was the only state to: • Reduce the percentage of students performing at the lowest achievement ranking; • Increase the percentage of students who are at least on grade level; and • Increase the percentage of students who are at the highest achievement level. We are doing great things in Pennsylvania!!

Standards Aligned System Clear Standards Fair Assessments Interventions Student Achievement Materials & Resources Curriculum Framework Instruction 11

Standards Aligned System Clear Standards Fair Assessments Interventions Student Achievement Materials & Resources Curriculum Framework Instruction ØClear, high standards that establish what all students need to know and be able to accomplish ØStandard Enhancement Project- Standards per grade in Reading/Writing/Speaking/ Listening, Math, Social Studies, and Science ØAnchors and Eligible Content

13 SAS: Standards and Anchors Standards • Benchmark measures define what students should know and be able to do Assessment Anchors • Provide clear examples of skills/knowledge that should be learned and will be assessed on state tests at specific grade levels

Anchor Standard: 1. 3. Reading, Analyzing and Interpreting Literature R 5. B Interpretation and Analysis of Literature ASSESSMENT ANCHOR R 5. B. 1 Describe and interpret literary elements within and among texts. R 5. B. 1. 1 1. 3. 5. GRADE 5 A. Read and understand works of literature. B. Compare the use of literary elements within and among texts including characters, setting, plot, theme and point of view Compare R 5. B. 1. 1. 1 Items may ask the students to compare or explain relationships characters, among the following: settings and plots Reference: 1. 3. 5. B Characters: main, supporting, actions, motives and emotions/feelings; Settings: where or when the story takes place, a detail that describes the setting, or information form the text that suggests a setting; Plots: conflict, rising action, climax and resolution. Note: Items may ask students to utilize story maps or Venn diagrams to show sequence, cause & effect, and/or comparison/contrast. 14 Pennsylvania Department of Education

Standard Anchor Standard: 2. 1. Numbers, Number Systems and Number Relationships 2. 1. 8. GRADE 8 A. Represent and use numbers in equivalent forms (e. g. , integers, fractions, decimals, percents, exponents, scientific notation, square roots). B. Simplify numerical expressions involving exponents, scientific notation and using order of operations. Pennsylvania Department of Education 15

PDE/Grade Level Performance Level Descriptors http: //www. pde. state. pa. us 16

Standards Aligned System Fair Assessments Clear Standards Fair Assessments Interventions Student Achievement Materials & Resources Four Types: Curriculum Framework Instruction Fair assessments aligned to the standards, anchors and curriculum frameworks big ideas ØSummative ØFormative ØBenchmark ØDiagnostic 17

Summative Assessments • Show progress at the end of a defined period of instruction • Provide clear data on the student’s accomplishments at key points in his or her academic career • Includes high-stakes assessments

PSSA (Summative) Interpretation of information: • On the writing PSSA, Jen’s performance level is proficient; she scored higher on the persuasive essay than on the narrative essay… 19

Summative Assessments Interpretation of information: • On the writing PSSA, Jen’s performance level is proficient; she scored higher on the persuasive essay than on the narrative essay…

PVAAS Student Projection Report This student also has an IEP, is Economically Disadvantaged, and receives Title I services. She has a 39% probability of being proficient or higher on a future Reading PSSA, and a 58% probability of being proficient or higher on a future Math PSSA.

22 Formative Assessments Classroom based Can consist of: – formal instruments – informal observations Results should be used to shape teaching and learning – adapt instructional practices – meet individual student needs – provide individual students corrective feedback – "reach" set goals and targets

Formative Assessments – formal instruments – curriculum-based measures – observations using checklists, graphic organizers… – warm-up/review checks/ticket out the door checks – questioning strategies, including checks for understanding - CFUs – analysis of student performance based on set rubrics, including homework, worksheets, – tests based on text and lectures, 23

Formative Assessments – performance in group projects – oral reporting, verbal responses – online products (online posts, blog wiki entries) – presentations, videos, podcasts – participation in class discussion groups – active engagement check-ins, including response cards, white boards, think-pair -share, popsicle sticks = random selection, thumbs up/down, red/green–

25 Diagnostic Assessments • Identify, prior to instruction, each student's strengths, weaknesses, knowledge, and skills • Permit the instructor to provide remediation and adjust instruction to meet each pupil's unique needs • Examples: DRAs, Running Records, GRADE, GMADE, Key Math 3

26 Benchmark Assessments Designed to provide feedback to both the teacher and the student about how the student is progressing towards demonstrating proficiency on grade level standards.

27 Benchmark Assessments • Measure the degree to which students have mastered a given concept • Measure concepts, skills, and/or applications • Are reported by referencing the standards, not other students‘ performance • Serve as a test to which teachers want to teach • Measure performance regularly, not only at a single moment in time Examples: 4 Sight, DIBELS, Riverside Assess 2 Know

DIBELS Benchmark and Progress Monitoring Individual Student Data (Benchmark) Interpretation of Information: 3 rd grade March Benchmark= 40 wcpm (expected level of 110 wcpm) 4 th grade September Benchmark = 40 wcpm March Benchmark = 55 wcpm exceeded her goal of 53. 5 wcpm. Alice continues to be significantly below grade level in oral reading fluency (expected level is 140 WCPM). 28

4 Sight Benchmark (Benchmark ex. ) Moyer, Mac I Interpretation of information: Mac scored below basic on his last two 4 Sight assessments. His strengths are in Data Analysis and Geometry. He needs to improve skills in Measurement, Algebra, Numbers & Operations… 29

Monitoring of Progress in A Standards Aligned System Includes a variety of assessment methods/techniques, using all four types of assessment: – Summative – Formative – Diagnostic – Benchmark 30

Monitoring of Progress in A Standards Aligned System • Purpose is to determine progress in the general education curriculum. • Reflects progress toward mastery of subject matter content. 31

Examples of Monitoring of Progress in A Standards Aligned System • midterms, finals, skills tests, short term/long term • benchmark assessments across grades • portfolios, projects, tests, quizzes, homework • class participation, observation • standards/anchors mastery 32

Examples of Monitoring of Progress in A Standards Aligned System • pre and post assessments • reading and math series unit and theme tests • writing samples • declarative and procedural knowledge strategy mastery (e. g. projects) • understanding and 33

Monitoring of Progress in A Standards Aligned System All information is obtained and all judgments are made with the standards and anchors as both the starting and ending point 34

Standards Aligned System

Curriculum Framework Pennsylvania Department of Education Standards Aligned Systems Website: www. pdesas. org

PSSA Modified (PSSA-M) A standards aligned IEP is required for students with disabilities who qualify for the PSSA-M.

SAS- IEP connection

Standards Aligned IEPs in a Standards Aligned System • Standards Aligned Assessment • Present levels of Academic Achievement • Standards Aligned IEP goals • Specially Designed Instruction • Progress Monitoring

Standards Aligned System Standards-Aligned IEPs Standards Aligned Assessment Progress Monitoring Present Educational Levels of Academic Achievement Specially Designed Instruction Standards Aligned IEP Goals 40

Present Levels of Academic Achievement Provide a summary of baseline academic achievement data/assessment data indicating what the student is currently able to do and a description of how the disability effects student’s progress in the general education curriculum * include at least 3 of the 4 types of 41 assessment

Present Levels of Academic Achievement It is critical that assessment, present levels, goals and progress monitoring include both the instructional and grade levels 42 – Instructional level alone does not meet the criteria of the general education curriculum – Grade level alone does not meet the criteria of an IEP based on identified skill deficits

Present Levels of Academic Achievement and Functional Performance It is impossible to write clear and measurable goals if you don’t have clear and measurable present levels of academic achievement and functional performance.

Present Levels Include: • Present levels of academic achievement • Present levels of functional performance • Present levels related to current postsecondary transition goals (if a student is 14, or younger if determined by the IEP team) • Strengths/skills • Parental input and concerns • How student’s disability affects involvement and progress in the general education curriculum and his/her needs

Present Levels Must… • Be data driven (measurable and observable) • Provide a starting point (baseline) for development of measurable annual goals • Reference gaps in instructional level vs. grade level standards/expectations • Reference post-school transition goals • Include relevant, useful and understandable information

Present Levels Must… • Incorporate information from all team members • Describe effect of disability on performance • Identify strengths and prioritize needs • Guide development of other areas of the IEP

Pennsylvania Training and Technical Assistance Network

Access to General Education BRIDGE Where they need to be SDI Where they are

Prep for the IEP B ring all data R esources: Standards/Anchors/SAS Curriculum Framework/PSSA Blue. Print I ndividualize! D escribe SDI that works G rade level requirements E nter your suggested Standard Aligned Goals

B R I D G E - sample Student_________Grade ____Subject______ David 8 Reading Summative PSSA 2007 District KTEA Feb 2007 Benchmark 4 Sight Nov & Jan 2008 Item Analysis Di. BELS Strengths Factual Questions, Text features, titles, subtitles, pictures and bold print Instructional 5 th grade 125 WCPM 97%acc. Needs Below Basic 65% in reading skills Below Basic Read Critically in Content Areas Inferences, figurative language 8 th Grade 92 WCPM 46% acc. Diagnostic-Not given this year… Formative Report Cards Teacher Survey Class Assignments English Social Studies Science Health Passing all classes Science and Health SDI, factual info, Text features, organization Factual Questions 100% acc. English and Social Studies Reading /writing skills Assertions about text Inferences/figurative language 42% acc. Last Years IEP Specific skill goals met main idea, text features, narrative elements with 95% acc. Supporting details, cause and effect, paraphrasing, multisyllabic decoding, vocabulary SDI Reciprocal teaching, oral summarizing, word study, preteaching, notetaking concept maps, graphic organizers, word processing All from left. Begin to fade oral summarizing, develop partner work/procedures Standards for Success Prioritize- ask… What skills are needed to close the gap & achieve at or above grade level? Reading Standards 1. 1 Learning to Read Independently C, E, F, G 1. 2 Read Critically in all Content Areas A B 1. 3 Reading, Analyzing and Interpreting Literature B, C, E 1. 1. 8 F Understand the meaning of and apply key vocabulary across various subject areas. 1. 1. 8 G Demonstrate after reading understanding and interpretation of both fiction and non fiction text, including public documents…. 1. 2. 8 A Read and understand essential content of information texts and documents in all academic areas. (inferences) Anchor R 8 A 1. 3. 8 E Analyze drama to determine the reasons for a characters actions taking into account the situation and basic motivation of the character.

Standards Aligned IEPs Standards Aligned Assessment Progress Monitoring Specially Designed Instruction Present Educational Levels of Academic Achievement Standards Aligned IEP Goals 51

STANDARDS ALIGNED IEP GOALS • Are derived from the PA Academic Standards • Use language from Standards (including Concepts and/or Competencies from the Standards Aligned System) or Assessment Anchor Content Standards • Are required by law for students who take the PSSA-Modified

Characteristics of standards aligned goals: q Address student needs identified in PLAA q Project student performance at the end of one year of instruction q Begin from baseline of skill q Describe skill attainment level q Need to be prioritized: 3 -5 goals q Are NOT the curriculum or program q State measurable, countable data q Lead to visual countable progress monitoring 53

Measurable Annual Goals at a Glance Condition Name accommodations? Given visual cues… During lectures in math… Given active response checks… Describe behavior in measurable, observable terms. Use action verbs. What will she/he actually DO? Student’s Name Describe the situation in which the student will perform the behavior. Materials, settings, Clearly Defined Behavior Performance Criteria Number of times needed to demonstrate mastery: How % of the time consistently? Locate… How Point to… #times/# times consistently Rank… will the State… With the # or % student need accuracy to perform *Academic the skill(s) Standards, Big Ideas, “X” or better on a before & Competencies from the Standards rubric or checklist considered Aligned System “mastered? ” provide the content for goals. The level the student must demonstrate for mastery: How well? Evaluation Schedule: How often? How often will the student be assessed? What will be the method of evaluation?

Measurable Annual Goals at a Glance Describe the situation (materials, settings, accommodation s) in/with which the student will perform the behavior. Given…, Name Student’s Name Condition he she Clearly Defined Behavior Performance Criteria Describe behavior (what will she/he actually DO) in measurable, observable terms using stems from standards. The level (how well? ) the student must demonstrate for mastery: Number of times needed to demonstrate mastery. Evaluation Schedule (how often) and method, (measured how) will do this, this well, this many as days/times, measured this often using this.

The 4 Components of an IEP Goal Condition Name Behavior Criteria

Steps for writing a standards-aligned IEP goal: 1. Review Present Levels of Academic Achievement 2. Identify student needs (academic focus for today) 3. Prioritize student needs (3 -5 academic goals) 4. Determine the PA standard that correlates with each need 5. After considering the above, write the goal and include the clearly defined action/behavior, condition, and performance

1. 1. 3 Learning to Read Independently (elem. ex. ) 1. 1. 3 E. Acquire a reading vocabulary by identifying and correctly using words (e. g. antonyms, synonyms, categories of words). Use a dictionary when appropriate. - Condition/Name: given student friendly definitions and a *Word Map, Tate will - Stem/Action: … identify and correctly use antonyms, synonyms, and categories of words… - Criteria: score a minimum of 4 on a 5 -point Vocabulary Retell Rubric on weekly vocabulary probes Stem = Language taken from the standard, anchor, Curriculum Framework

1. 3. 11 Reading, Analyzing and Interpreting Literature (elem. ex. ) 1. 3. 11 E. Analyze how a scriptwriter’s use of words creates tone and mood, and how choice of words advances theme or purpose of the work. – Condition/Name: using graphic organizers, and highlighters, Tate will – Stem/Action: … analyze a script by identifying words and/or phrases that create tone and mood and advance theme or purpose of the work… – Criteria: and highlight 90% of the words and/or phrases on a minimum of 5 consecutive opportunities.

Summary – SAS IEP Goals PA measurable goal statements include: • Condition • Student name • Behavior • Criteria 60 Standards Aligned Steps 1. Prioritize student needs 2. Locate the standard (stem) that correlates with academic need 3. Add the skill 4. Complete performance criteria and evaluation schedule

A COUPLE MORE EXAMPLES BEFORE WE MOVE FORWARD…

Additional Examples of Math Goals Using a part of a standard: Standard (5 th grade): Apply place-value concepts to order and compare decimals and to express whole numbers and decimals in expanded notation

Example Goal Using Part of a Standard – Condition: When provided with problems involving decimals… – Name/Stem/Action: … Tate will correctly order and compare sets of decimals… – Criteria: …with 90% accuracy on 4 of 5 attempts from weekly assessments Related sample SDI: – Use of appropriate manipulatives for initial instruction – Use of graph paper to support place value alignment – Use of a calculator/Instruction on the use of the calculator related to performing operations with decimals

Additional Examples of Math Goals Using SAS Curriculum Framework Competency(4 th grade): Apply increasingly sophisticated strategies to solve multiplication and division problems that include, and go beyond, basic facts and one-digit multiplier problems, using properties of addition and multiplication. Select and apply appropriate strategies to estimate and/or solve a variety of problems, including problems involving addition and subtraction of decimals and of fractions with like denominators

Example Goal Using SAS Curriculum Framework – Condition/Name: When provided with in- and out-ofclass assignments and assessments, Tate will – Stem/Action: … correctly solve problems requiring the multiplication of two-digit numbers (and beyond) – Criteria: …with 90% accuracy on 6 consecutive trials from assignments and assessments collected weekly Related sample SDI: – Instruction on alternative algorithms – Pre-teaching of alternative algorithms using manipulatives – Computer-based or web-based instruction/practice designed to increase basic fact fluency (multiplication and division)

Standards Aligned System Standards-Aligned IEPs Standards Aligned Assessment Progress Monitoring Specially Designe d Instructi on Present Educational Levels of Academic Achievement Standards Aligned IEP Goals 66

Program Modifications and Specially Designed Instruction Standards and Anchors: The WHAT of education for all students Specially Designed Instruction: The HOW of education for students with disabilities 67

Program Modifications and Specially Designed Instruction SDI is based on identified student needs. Progress Monitorin g Standard s Aligned Assessm ent Present Educational Levels of Academic Achievement Specially Designed Instruction Standards Aligned IEP Goals SDI connects to the goal, which comes from needs identified in present levels, which comes from assessment. 68

69 The “What” of SDI • May involve any aspect of the student’s instruction, including materials, techniques, assessments, and activities. • May proceed to modifications of content, but only after modifying the instruction. • Must consider the regular education curriculum first, then modifications to the regular education curriculum, and only then can specially designed instruction involve a special course.

70 Where is SDI Implemented? • Anywhere inside or outside the school, as stipulated in the IEP. • Implemented in any classroom. • Implemented by all teachers, although a special education teacher directs it.

71 SDI Focus of Interventions Whole Class Small Group Individual

SDI for Assessment and Instruction • Assessment accommodations on IEP should be those used routinely by the student. • For PSSA and PSSA-M, see Accommodations Guidelines q “Directions for all assignments and assessments may be read aloud or clarified”. q “Additional spacing provided for writing on worksheets and assessments. ” q “Use of word processor for tasks requiring written responses more than 2 sentences in length. Spell checker/grammar disabled for writing assessments. ” q “Use of highlighter, graphic organizers for reading assignments in all classes. ” q 72 Allow highlighting, marking answers on the actual test

UDL as SDI: Multiple Means of Representation • Physical objects and spatial models to convey perspective or interaction • Key concepts presented in illustrations or diagrams • Provision of content area textbooks or literature selections in audio/digital format. • Embed support for vocabulary and symbols within the text • Text equivalents in the form of captions or automated speech-to-text • Highlight or emphasize key elements in text, graphics, diagrams, formulas 73

UDL as SDI: Multiple Means of Expression • Provide alternatives for physically responding or indicating selections among alternatives • Provide alternatives writing tools (word processing, word prediction, text-to-speech spellcheck, grammar check) • Composing in multiple media: text, speech drawing, illustration, physical manipulatives, film or video, multimedia (Web designs, , comic strips) music, visual art, sculpture • Provide differentiated models, mentors, scaffolds, feedback • Templates that guide self-reflection on quality and completeness

UDL as SDI: Multiple Means of Action/Engagement • Vary the level of novelty or risk. sensory stimulation social demands required for learning or performance • Provide tasks that allow for active participation, exploration and experimentation • Persistent display, concrete or symbolic, of goal • Division of long-term goals into short-term objectives • Use of hand-held or computer-based scheduling tools with reminders • Prompts or scaffolds for visualizing desired outcome

76 SDI: Instruction in Math • Consistent use of structured study guides for completion of various problem types • Provide models of completed problem samples to assist in homework completion • Strategic assignment of homework problems to provide practice in targeted math concept; minimized mixed problems • Instruction in the use of alternative algorithm(s) • Use of manipulatives during initial concept instruction and practice

Non-examples • • 77 “Small group instruction” listed without any clarifiers. “One-on-one instruction” listed without any clarifiers. “Materials as Appropriate” needs clarification. “Student responsible”: SDI is the responsibility of regular and special education teachers to implement. “Paraeducator will assist with computer program” is too general; just what will the assistant do? “Preferential seating” is too general; where and why is it necessary? “Score no less than a ‘C’ ”; specially designed instruction should state what the student needs and is expected to do. Paraeducator as scribe/reader for all reading/writing tasks.

SDI Considerations - IEPs q Does the SDI item relate directly to assessment information on the student? q Can another adult read the SDI item and have a reasonable idea of what to do with the student? q Does the SDI item include “brand names? ” q Does the SDI item define “who” is going to implement it, and how often a day or week it will be implemented? q Is it possible to measure the effectiveness of the SDI item? q Is “As needed” or “Requested by student” used? 78

79 Small Group Work 1. Form groups of 3 -5 people 2. Develop at least 3 SDI for David 3. Remember to refer to David’s “Present Levels” and “SA Goals” 4. Use the “UDL Checklist” when creating the SDI 5. Be prepared to share one with whole group Handout Pgs. 12 & 13

Standards Aligned System Standards Aligned IEPs Monitoring of Progress Specially Designed Instruction Present Educational Levels of Academic Achievement Standards Aligned IEP Goals 80 Standards Aligned Assessment

Progress Monitoring in A Standards Aligned System • Purpose: determine progress in the general education curriculum • Progress in the general education curriculum is determined according to progress in mastery of subject matter content 81

Progress Monitoring in A Standards Aligned System Includes effective standards aligned teaching – midterms, finals, skills tests – benchmark assessments across grades – portfolios, projects, tests, quizzes, homework – class participation, observation – Standards/anchors mastery checklists 82

Describe Progress on IEP • HOW the child’s progress toward meeting the standard goal will be measured • WHEN periodic reports on progress will be provided to parents • The criteria in special education is that the student make progress in the general education curriculum. 83

Measuring Progress • There are many effective ways to measure progress on the goals and progress in the general education curriculum. • There is no specific procedure in the rules. • Taking instructional data often and modifying instruction based on data are key. 84

85 Summary of Progress Monitoring Purpose: determine progress in the general education curriculum • • Summative Formative Diagnostic Benchmark Monitoring progress of the standards aligned goal