IEPs%20

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• IEPs the Common Core Writing Effective
  California Common Core State Standards-aligned
  IEP Goals

Sharen Bertrando John Fischer sbertrando_at_so
nomaselpa.org jfischer_at_sonomaselpa.org
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Welcome

• Introduction
• Who is in the room?
• Logistics
• Overview of Training

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California Common Core State Standards (CA CCSS)
K-W-L K-W-L K-W-L
Know Want to know Learn
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Todays Objectives Participants will be able to
. . .

• Recognize the instructional shifts needed to
  implement CA CCSS
• State the importance of access to CA CCSS for
  students with disabilities
• Define your roles in implementing CA CCSS for
  students with disabilities
• Practice developing and writing CA CCSS IEP goals
  aligned to students present levels of academic
  and functional performance (PLAAFP)

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The toolkit for writing CA CCSS aligned IEP goals

• Anchor Standards for College and Career
  Readinesshttp//www.corestandards.org/ELA-Literacy
  /CCRA/L/
• Application for Students with Disabilities
  http//www.cde.ca.gov/sp/se/cc/
• Californias Common Core State Standards for
  English Language Arts Literacy in
  History/Social Studies, Science, and Technical
  Subjects http//cde.videossc.com/archives/120213/
  
• California Department of Education Common Core
  Resources for Special Education
  http//www.cde.ca.gov/sp/se/cc/

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The toolkit for writing CA CCSS aligned IEP goals

• Common Core Shifts https//www.engageny.org/resou
  rce/common-core-shifts
• Cognitive Rigor Matrix http//www.karin-hess.com/
  !The-Hess-Cognitive-Rigor-Matrix/cmbz/7C5E6A13-161
  1-4CC5-BC84-1074B05080BC
• 12 Goal Writing Considerations for IEPs
  http//www.calstat.org/specialEdgeOld.html
• Goal Writing Template SCOE/SELPA
• Standards for Math Proficiency Matrix
  http//mathleadership.com

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Taking a Closer Look . . .
http//www.corestandards.org/
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Pedagogical Instructional Shifts of the Core

• ELA/Literacy

• Mathematics

http//www.engageny.org/sites/default/files/resour
ce/attachments/common-core-shifts.pdf
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Pedagogical Instructional Shifts of the Core

• Examine standards and instructional shifts.
• Consider the implications of these shifts for
  students with disabilities.
• Be ready to share out using the following
  sentence frame . . .
• If students have to . . . then teachers have to .
  . .

http//www.engageny.org/sites/default/files/resour
ce/attachments/common-core-shifts.pdf
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Shifts of the Core Examples ELA/Literacy
Math
4. Text-based answers 6. Dual Intensity
If students have to develop questions that increasingly engage others then teachers have to model questioning and highlight different purposes of questions. If students have to solve word problems and reflect on the reasonableness of their responses then teachers have to design tasks that have multiple entry points and opportunity for reflection.
Sonoma County Office of Education SELPA
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Pedagogical Instructional Shifts of the Core

• Examine standards and instructional shifts.
• Consider the implications of these shifts for
  students with disabilities.
• Be ready to share out using the following
  sentence frame . . .
• If students have to . . . then teachers have to .
  . .

http//www.engageny.org/sites/default/files/resour
ce/attachments/common-core-shifts.pdf
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Before and After the Core

• https//www.engageny.org/resource/video-blog-math-
  before-and-after-common-core

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California Department of Education Common Core
State Standards Symposium for Special
Educators Aligning IEPs and the CCSS
http//www.cde.videossc.com/archives/032114
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Anchor Standards
http//www.cde.videossc.com/archives/032114
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Navigating the ELA/Literacy Standards
http//www.cde.videossc.com/archives/032114
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An integrated model of literacy Although the
Standards are divided into Reading, Writing,
Speaking and Listening, and Language strands for
conceptual clarity, the processes of
communication are closely connected, as reflected
throughout this document. For example, Writing
standard 9 requires that students be able to
write about what they read. Likewise, Speaking
and Listening Standard 4 sets the expectation
that students will share findings from their
research. -Sacramento County of
Education CCSS Document p. 3
http//www.cde.videossc.com/archives/032114
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CA CCSS for ELA Content Overview
Coding 3.SL.3
GRADE STRAND STANDARD
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Navigating the ELA/Literacy Standards

• In Pairs or Triads use the template and color
  coding guide to explore the structure of the
  ELA/literacy standards assigned within grade
  level and across grade levels.
• What is the student expected to know and be able
  to do?
• Discuss changes in teaching pedagogy to support
  students with disabilities to master these
  standards.
• Be ready to share out whole group.

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• COLLEGE AND CAREER READINESS ANCHOR STANDARDS FOR
  READING
• Reading Standards for Literature K5
• Reading Standards for Informational Text K5
• Reading Standards Foundational Skills K5
• COLLEGE AND CAREER READINESS ANCHOR STANDARDS FOR
  WRITING
• Writing Standards K5
• COLLEGE AND CAREER READINESS ANCHOR STANDARDS
  FOR SPEAKING AND LISTENING
• Speaking and Listening Standards K5
• COLLEGE AND CAREER READINESS ANCHOR STANDARDS FOR
  LANGUAGE
• Language Standards K5

JIG SAW
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• COLLEGE AND CAREER READINESS ANCHOR STANDARDS
• FOR READING
• Reading Standards for Literature 612
• Reading Standards for Informational Text 612
• COLLEGE AND CAREER READINESS ANCHOR STANDARDS FOR
  WRITING
• Writing Standards 612
• COLLEGE AND CAREER READINESS ANCHOR STANDARDS FOR
  SPEAKING AND LISTENING
• Speaking and Listening Standards 612
• COLLEGE AND CAREER READINESS ANCHOR STANDARDS FOR
  LANGUAGE
• Language Standards 612

JIG SAW
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BLOOMS TAXONOMY BLOOMS TAXONOMY BLOOMS TAXONOMY BLOOMS TAXONOMY BLOOMS TAXONOMY BLOOMS TAXONOMY
Remembering Understanding Applying Analyzing Evaluating Creating
Can the student recall or remember the info.? define duplicate list memorize recall repeat reproduce state Can the student explain ideas or concepts? classify describe discuss explain identify locate recognize report select translate paraphrase Can the student use the info. in a new way? choose demonstrate dramatize employ illustrate interpret operate schedule sketch solve use write. http//www.cde.videossc.com/archives/032 Can the student distinguish between the different parts? appraise compare contrast criticize differentiate discriminate distinguish examine experiment question Test Can the student justify a stand or decision? appraise argue defend judge select support value evaluate Can the student create new product or point of view? assemble, construct create design develop formulate write
http//www.cde.videossc.com/archives/032114
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DEPTH OF KNOWLEDGE LEVELS (The Depth of Knowledge is not determined by the verb, but what comes after the verb and the context in which the verb is used, i.e., the depth of thinking required.
Level 1 Recall and Reproduction Requires recall of information, such as a fact, definition, term, or performance of a simple process or procedure. Answering a level 1 item involves following a simple, well-known procedure or formula. Simple skills and abilities or recall characterize this level.
Level 2 Skills/Concepts Includes the engagement of some mental processing beyond recalling or reproducing a response. Items require students to make some decisions as to how to approach the question or problem. These actions imply more than one mental or cognitive process/step.
Level 3 Strategic Thinking Requires deep understanding as exhibited through planning, using evidence, and more demanding cognitive reasoning. The cognitive demands at this level are complex and abstract. An assessment item that has more than one possible answer and requires students to justify the response they give would most likely be a Level 3.
Level 4 Extended Thinking Requires high cognitive demand and is very complex. Students are expected to make connections relate ideas within the content or among content areas and have to select or devise one approach among many alternatives on how the situation can be solved. Due to the complexity of cognitive demand, this level often requires an extended period of time.
http//www.cde.videossc.com/archives/032114
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Depth of Knowledge Activities
http//www.cde.videossc.com/archives/032114
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Cognitive Rigor Matrix Reading (khess_at_nciea.org)
Revised Blooms Taxonomy Webbs DOK Level 1 Recall Reproduction Webbs DOK Level 2 Skills Concepts Webbs DOK Level 3 Strategic Thinking/ Reasoning Webbs DOK Level 4 Extended Thinking
Remember Retrieve knowledge from long-term memory, recognize, recall, locate, identify Recall, recognize, or locate basic facts, details, events, or ideas explicit in texts Read words orally in connected text with fluency accuracy Define terms
Understand Construct meaning, clarify, paraphrase, represent, translate, illustrate, give examples, classify, categorize, summarize, generalize, infer a logical conclusion), predict, compare/contrast, match like ideas, explain, construct models Identify or describe literary elements (characters, setting, sequence, etc.) Select appropriate words when intended meaning/definition is clearly evident Describe/explain who, what, where, when, or how Specify, explain, show relationships explain why, cause-effect Give non-examples/examples Summarize results, concepts, ideas Make basic inferences or logical predictions from data or texts Identify main ideas or accurate generalizations of texts Locate information to support explicit-implicit central ideas Explain, generalize, or connect ideas using supporting evidence (quote, example, text reference) Identify/ make inferences about explicit or implicit themes Describe how word choice, point of view, or bias may affect the readers interpretation of a text Explain how concepts or ideas specifically relate to other content domains or concepts Develop generalizations of the results obtained or strategies used and apply them to new problem situations
Apply Carry out or use a procedure in a given situation carry out (apply to a familiar task), or use (apply) to an unfamiliar task Use language structure (pre/suffix) or word relationships (synonym/antonym) to determine meaning of words Use context to identify the meaning of words/phrases Obtain and interpret information using text features Apply a concept in a new context Illustrate how multiple themes (historical, geographic, social) may be interrelated
Analyze Break into constituent parts, determine how parts relate, differentiate between relevant-irrelevant, distinguish, focus, select, organize, outline, find coherence, deconstruct (e.g., for bias or point of view) Identify whether specific information is contained in graphic representations (e.g., map, chart, table, graph, T-chart, diagram) or text features (e.g., headings, subheadings, captions) Categorize/compare literary elements, terms, facts, details, events Identify use of literary devices Analyze format, organization, internal text structure (signal words, transitions, semantic cues) of different texts Distinguish relevant-irrelevant information fact/opinion Identify characteristic text features distinguish between texts, genres Analyze information within data sets or texts Analyze interrelationships among concepts, issues, problems Analyze or interpret authors craft (literary devices, viewpoint, or potential bias) to critique a text Use reasoning, planning, and evidence to support inferences Analyze multiple sources of evidence, or multiple works by the same author, or across genres, time periods, themes Analyze complex/abstract themes, perspectives, concepts Gather, analyze, and organize multiple information sources Analyze discourse styles
Evaluate Make judgments based on criteria, check, detect inconsistencies or fallacies, judge, critique Cite evidence and develop a logical argument for conjectures Describe, compare, and contrast solution methods Verify reasonableness of results Critique conclusions drawn Evaluate relevancy, accuracy, completeness of information from multiple sources Draw justify conclusions Apply understanding in a novel way, provide argument or justification for the application
Create Reorganize elements into new patterns/structures, generate, hypothesize, design, plan, produce Generate conjectures or hypotheses based on observations or prior knowledge and experience Synthesize information within one source or text Develop a complex model for a given situation Develop an alternative solution Synthesize information across multiple sources or texts Articulate a new voice, alternate theme, new knowledge or perspective
http//www.karin-hess.com/!The-Hess-Cognitive-Rig
or-Matrix/cmbz/7C5E6A13-1611-4CC5-BC84-1074B05080B
C
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Reflection

• How can these tools assist in the development and
  implementation of CA CCSS aligned IEP goals for
  my students?

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Standards for Mathematical Practice

• The Standards for Mathematical Practice describe
  varieties of expertise that mathematics educators
  at all levels should seek to develop in their
  students. These practices rest on important
  processes and proficiencies with longstanding
  importance in mathematics education.
  (CCSS, 2010)

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Structuring the Practices
http//www.azed.gov/wp-content/uploads/PDF/MathOve
rview.pdf
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Mathematical Practices T-P-S

• Individually review the Standards for
  Mathematical Practice.
• With a partner at your table discuss a new
  insight you had into the Standards for
  Mathematical Practice.
• Discuss the following question

Adapted from the National Council of Supervisors
of Mathematics Illustrating the Standards for
Mathematics Practice, Reasoning, and Explaining
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Mathematical Practices T-P-S

• Discuss the following question

What implications might the Standards for
Mathematical Practice have for teachers? For your
role as accelerating the learning of students
receiving special education services?
Adapted from the National Council of Supervisors
of Mathematics Illustrating the Standards for
Mathematics Practice, Reasoning, and Explaining
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Buttons Task -

• As you watch the following video think about
• The teachers reflections about pedagogical
  practices.
• The strategies and tools provided to the
  students.
• Student discussions and actions.
• http//www.mathedleadership.org/ccss/itp/button.ht
  ml

National Council of Supervisors of Mathematics
Illustrating the Standards for Mathematics
Practice, Reasoning, and Explaining
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CCSS Mathematics Placemats
http//www.azed.gov/azccrs/mathstandards/k-2/
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CA CCSS for Math Content Overview

• Example High School
• HS.A-SSE.A.2
• Grade Domain Conceptual Cluster Standard
• Category

• Example Grades K-8
• 4.OA.A.2
• Grade Domain Cluster Standard

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(No Transcript)
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Writing Standards Aligned CA CCSS IEP Goals
California Department of Education
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Results Driven Accountability (RDA)

• Writing meaningful and measurable annual goals
  aligns with RDA core principles
• Drives improved outcomes for all children and
  youth with disabilities.
• Ensures the protection of the individual rights
  of each child or youth with a disability and
  their families.
• Is responsive to the needs and expectations of
  the ultimate consumers as they identify them.

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(No Transcript)
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• Evaluation/Eligibility
• Educational Impact statement
• Educational needs resulting from the disability

• Present Levels of Academic Achievement and
  Functional Performance
• Where is he/she currently performing in the
  general curriculum as related to the CA CCSS?
•  

• Measurable Annual Goals
• What skill(s) does he/she need to achieve in
  order to make progress in the general curriculum?
•  
•  

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Present Levels of Academic and Functional
Performance (PLAAFP)

• 1. A description of the students
• Strengths
• Learning needs/challenges
• Progress in general education curriculum
• 2. Measurable baseline for IEP goals
• 3. Linked between
• Present levels and goals
• Recent evaluation and current classroom data

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Data Resources

• Parent
• Student
• General Education Teacher
• Special Education teacher
• Related Service Providers
• Evaluation reports
• Previous IEP

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Data Resources

• Parent
• Student
• General Education Teacher
• Special Education teacher
• Related Service Providers
• Evaluation reports
• Previous IEP

OTHERS?
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PLAAFP Sources

• At your tabletop, one member takes an index card.
• State your idea, write it down on the index card,
  and pass the card to your shoulder partner.
• Repeat until all members at your table have
  participated.
• Assign a leader to share out whole group.

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PLAAFP Content

• All areas pertinent to the students needs
• Information related to the disability
• IDEA indicates that a child may have other
  educational needs that result from the disability
• Identified needs may not require a goal, however
  they must be addressed

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Special Factors

• 34 C.F.R. 300.324(a)(2)(i)-(v)
• The team must consider a child's behavior
  problems when developing the IEP.
• If a child has limited English proficiency, the
  team must consider the child's language needs and
  provide services to meet these needs.
• If a child is blind or visually impaired, the
  team must decide about teaching the child to use
  Braille.
• If a child is deaf or hearing impaired or has
  communication problems, the IEP team must meet
  the child's communication and language needs.
• The school is responsible for considering whether
  a child's needs assistive technology devices and
  services.

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WHATS IN THE PLAAFP?
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IDEA 2004

• A statement of measurable annual goals,
  including academic and functional goals designed
  to
• (A) Meet the childs needs that result from the
  childs disability to enable the child to be
  involved in and make progress in the general
  education curriculum and
• (B) Meet each of the childs other educational
  needs that result from the childs disability.
  300.320(2) (i)

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Components for a Measureable Goal

• Identify grade level state standards
• Identify strengths and needs
• Identify educational impact
• Develop a meaningful annual goal

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Ensuring Access to the Common Core for ALL
Students
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Goals Aligned to CA CCSS
Adapted from Kleinert Kearns (2010). Alternate
Assessment for students with significant
cognitive disabilities, Baltimore, MA Brooks
Publishing Co.

• Access to the General Curriculum

Standard as written Narrowly or broadly stated
Alternate forms Same level of cognition but
different response format
Critical function of the standard Modification
of the level and complexity accomplishing the
same purpose or outcome
Access skills in content activities Basic
skills are embedded in standards-based activities
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Standard Reading Strand for Literature Grade 5 Integration of Knowledge and Ideas Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. (5.RL.9) Standard Reading Strand for Literature Grade 5 Integration of Knowledge and Ideas Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. (5.RL.9) Standard Reading Strand for Literature Grade 5 Integration of Knowledge and Ideas Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. (5.RL.9) Standard Reading Strand for Literature Grade 5 Integration of Knowledge and Ideas Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. (5.RL.9)
More complex Less Complex More complex Less Complex More complex Less Complex More complex Less Complex
Standards-based IEP Goal With Accommodations With Modifications Essential Understandings
Compare and contrast characters in stories Compare and contrast characters in stories by using a speech to text recognition software Compare and contrast characters in stories using picture/symbols icons Reach and grasp icons to match character attributes as directed by peer Activate switch to select choice of literature to be read/discussed Turn head in the direction of speaker
Adapted from Kleinert Kearns (2010)
http//www.doe.mass.edu/mcas/alt/
Sonoma County Office of Education SELPA
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The Features of Critical Skills

1. Are required to complete part or all of an
   activity
2. Are generalized through repetitions throughout
   the day
3. Are not components of the curriculum
4. Are linked to content standards to ensure access
   for students with disabilities

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The Essential IEP Elements

• The critical skills must be identified and
  addressed in the goals and objectives.
• Instruction must be provided in a meaningful,
  functional context in order for the student to
  acquire skills.
• The supports and adaptations must be implemented
  for the student to learn critical skills within
  the identified contexts.
• These skills can be taught within the context of
  natural routines (i.e., Within the curriculum
  content areas).
• The connection between the critical skills and
  goals increases the chance for acquisition of the
  skills.
• Grisham-Brown Kearns, 2001

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Non-negotiable Componentsfor Writing a
Measureable Goal

• Correlates between goal and PLAAFP
• Describes skill and level of performance
• Meets the childs needs
• Enables progress in the general curriculum.
• Includes short term objectives if the student is
  participating in alternative assessment (NCSC)

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Non-negotiable Componentsfor Writing a
Measureable Goal

• Intended direction of change
• increase or decrease
• Baseline performance
• academic or functional
• Level of attainment
• Measure of proficiency
• Conditions
• timeline for attainment, frequency, independent
  or with assistance

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How do youmeasure progress?

• At your tabletops . . .
• Discuss the types of measurement tools that you
  currently use in writing your measurable goals.
• Discuss new types of measurement tools that you
  would like to use.
• Be prepared to share out.

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Putting It All Together

• Select a case study (or one that you brought).
• Use the IEP toolkit to develop and write a goal
  based on the students PLAAFP.
• Share your written goal with a partner.
• Evaluate each others goal using the Writing IEPs
  with the Common Core Critical Questions handout
• Discuss with your partner.

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California Common Core State Standards (CA CCSS)
K-W-L
Know Want to know Learned Learn Next