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Aligning Quality IEP’s and UDL to the CCLS May 18 & 22, 2012 Presented By : Rhonda Sorger-CFN 211 – Special Education Instructional Specialist Phoebe Grant Robinson-CFN 210 – Special Education Instructional Specialist Jean McKeon, Network Leader- CFN 211 JoAnne Brucella, Network Leader-CFN 210

Aligning Quality IEP’s and UDL to the CCLS

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Aligning Quality IEP’s and UDL to the CCLS. May 18 & 22, 2012 Presented By : Rhonda Sorger-CFN 211 – Special Education Instructional Specialist Phoebe Grant Robinson-CFN 210 – Special Education Instructional Specialist Jean McKeon, Network Leader- CFN 211 - PowerPoint PPT Presentation

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Page 1: Aligning Quality  IEP’s and UDL to the CCLS

AligningQuality IEP’s and UDL to the CCLS

May 18 & 22, 2012

Presented By:Rhonda Sorger-CFN 211 – Special Education Instructional Specialist

Phoebe Grant Robinson-CFN 210 – Special Education Instructional Specialist

Jean McKeon, Network Leader-CFN 211

JoAnne Brucella, Network Leader-CFN 210

Page 2: Aligning Quality  IEP’s and UDL to the CCLS

2

The Individualized Education Program (IEP) drives the instruction for every child who receives special education services.

IEP

Page 3: Aligning Quality  IEP’s and UDL to the CCLS

3

3The IEP is a Legal Document Federal law: IDEA - Section 614(d)(1)(A)(i) In the United States an Individualized Education

Program (IEP), is mandated by the Individuals with Disabilities Education Act (IDEA). It is a written statement for each child which includes the components specified in section 200.4(d)(2) of the Regulations of the Commissioner of Education to meet the unique educational needs of a student with a disability that is developed, reviewed, and revised in accordance with the law.

NYS regulations: Section 200.4(d)(2) “If a student has been determined to be eligible for special education services, the Committee shall develop an IEP”

Legal Doc.

Page 4: Aligning Quality  IEP’s and UDL to the CCLS

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

4

Identifies how the student will be prepared for adult living

Identifies how the resources of the school need to be configured to support the student’s needs

Provides an accountability tool

Guides the provision of instruction designed to meet a student’s needs

Ensures a strategic and coordinated approach to address a student’s needs

Supports participation in the general education curriculum and learning standards

IEP

Corner Stone

Page 5: Aligning Quality  IEP’s and UDL to the CCLS

Child Centered Shared

Responsibility

Parental

Participation

Special Education is a Service, Not a PlaceLeast

Restrictive Environment

(LRE)

General

Education

Curriculum,

standards and

AssessmentsBased on IndividualStrengths & Needs

Planning For

Adult

Outcomes

Inclu

des

Posit

ive

Beha

vior

Supp

orts

Tool to Guide

Instructio

n and

Measure

Progress

IEP Development

Guiding Principles for IEP Development

5 Guiding Principle's

Page 6: Aligning Quality  IEP’s and UDL to the CCLS

6

1) Present Level Of Performance

9) Participation in State Assessments, and with Students without Disabilities

8) Coordinated Set of Transition Activities

2) Measurable Post Secondary Goals and Transition Needs

7) Testing Accommodations6) 12 month Services (if needed)5) Programs and Services - Modifications& Supports4) Reporting progress to parents3) Annual Goals, Objectives / Benchmarks (if needed)

10) Special Transportation11) Placement Sections

of the IEP

6

Page 7: Aligning Quality  IEP’s and UDL to the CCLS

The IEP process…How are IEPs developed at your school?

Turn & talk with your tableBe Prepared to Share out…

Activity 1: 7

Page 8: Aligning Quality  IEP’s and UDL to the CCLS

IEP’s needs to be… Written in parent friendly language (no

jargon)Clear and conciseA working document that provides a

framework for subject specific instructionReflect the ABILITIES and needs of the

student and relate to post-school outcomesPromote progress in the curriculumReflect recommendation’s/services in the

least restrictive environments Be a cooperative/collaborative effort between

parents, students and school professionals.

8 IEP Needs

Page 9: Aligning Quality  IEP’s and UDL to the CCLS

Four Need Areas:9

academic achievement, functional performance and learning characteristics;

social development; physical development; and management needs.

The SESIS IEP form includes the State’s definition of these four need areas. The form also includes fields to document the student’s strengths and needs, including the concerns of the parents for enhancing the education of their child considered in the development of the IEP for each of the need areas.

Areas of Need

Page 10: Aligning Quality  IEP’s and UDL to the CCLS

Present Level of PerformanceProvides baseline information using data

from formal and informal assessment tools

Notes and addresses parent and student concerns and desires

Must contain transition statements for students who will be 14 and older by December 31

Note: Level 1 Vocational Assessments must be administered to students who will be 12 by December 31.(SOPM on pages 220–222)

10 PLOP

Page 11: Aligning Quality  IEP’s and UDL to the CCLS

Present Level of Performance11

Strengths? Needs? How does disability impact achievement? Preferences, interests? Parent/Student concerns? Special Considerations? Progress in the past year? Student Performance compared to CCLS

standards? Strategies tried?

What has worked? What hasn’t?

Transition – Post high school plans? (age 14+)

PLOP

Page 12: Aligning Quality  IEP’s and UDL to the CCLS

Present Levels of Performance (cont’d)

CQIEP pgs. 24-29

12

Give a student’s strengths, abilities and needs in the areas of: Academic/Educational Achievement and Learning Characteristics, Social Development, Health and Physical Development

Explain how a student’s disability affects his/her involvement and progress in the least restrictive environment.

Provide baseline information using information from formal and informal assessment tools

PLOP

Page 13: Aligning Quality  IEP’s and UDL to the CCLS

Present Levels of Performance (cont’d)

13

Address parent and student concerns

Provide information on educational progress and management needs

PLOP

Page 14: Aligning Quality  IEP’s and UDL to the CCLS

What is it that the student… Can do? Can not do?

…is able to comprehend main ideas and identify some supporting details

…initiates communication with familiar adult

…readily attempts work in subjects in which he has been previously successful

…becomes distracted when approached by another student

…has difficulty visualizing information that is presented only through text

14

Page 15: Aligning Quality  IEP’s and UDL to the CCLS

Present Levels of Performance and Related Services Related Service Providers must also provide

Present Levels of Performance for their students

Make sure to align related service annual goals to student’s present level of performance in the related service. For each annual goal, there must be a connected present level of performance statement.

15 PLOP

Page 16: Aligning Quality  IEP’s and UDL to the CCLS

Addresses 4 need areas: Academic & Functional Performance, Social, Physical, ManagementUses data from multiple sources to describe current functioning Includes progress on prior year’s IEP goals, if applicableIncludes student strengthsIncludes parent concerns and student preferences & interests Includes how the disability impacts involvement and progress in general curriculumIdentifies supports and accommodations that have been used successfully

Includes impact of behavior on learning and social development, if applicableAddresses communication needs, Braille instruction, limited English proficiency, or assistive technology, if applicableBeginning at age 15, includes transition needs in consideration of student’s strengths, preferences and interests Uses clear, specific language that can be understood by parents and school staffEstablishes a thorough foundation for development of goals and services

PLP Quality Indicators 16

Page 17: Aligning Quality  IEP’s and UDL to the CCLS

Alexis; Damien; Steven IEP

Read the Present Levels of Performance section of your assigned IEP

Using the PLP Quality Indicators ask your self: Does the profile meet the criteria for a quality PLP?

a) Explain your thoughts (Why? Why not?)b) Chart ideas

Complete the IEP Development Organizer & Post Share Out your new learning's

17 Activity 2:

Page 18: Aligning Quality  IEP’s and UDL to the CCLS

A Closer Look At The IEP… Work as a school using the IEP from your assigned

folder. Read the Present Levels of Performance section of

the IEP Using the PLP Quality Indicators ask your self:

Does the profile meet the criteria for a quality PLP?a) Explain your thoughts (Why? Why not?)b) How can you make the PLP stronger?

Complete the IEP Development Organizer

18 Activity 3:

Page 19: Aligning Quality  IEP’s and UDL to the CCLS

GalleryWalk

19

Page 20: Aligning Quality  IEP’s and UDL to the CCLS

Lunch TimeEnjoy…

20

Page 21: Aligning Quality  IEP’s and UDL to the CCLS

Measurable Annual Goals

21

The IEP must list measurable annual goals, consistent with the student’s needs and abilities, to be followed during the period in which the IEP will be in effect.

For each annual goal, the IEP must indicate evaluative criteria (the measure used to

determine if the goal has been achieved), evaluation procedures (how progress will be

measured) schedules (when progress will be measured) to

be used to measure progress toward meeting the annual goal. Non-example: Joe will improve math skills with 80%

accuracy.

GOALS

Page 22: Aligning Quality  IEP’s and UDL to the CCLS

Annual GoalsAnnual Goals need to be

SMART!

22

S - SpecificM - MeasurableA - AchievableR - RelevantT – Time related

GOALS

Page 23: Aligning Quality  IEP’s and UDL to the CCLS

Annual Goals23

Address specific skill needs identified in Present Level of Performance

Are observable and measurable

Should include a strategy(s) that will be used

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

Are understandable for all

GOALS

Page 24: Aligning Quality  IEP’s and UDL to the CCLS

Annual Goals cont’d24

Focus on the foundational skills required in order to master the curriculum content

Indicate the knowledge, skills and behaviors needed to achieve and progress in the instructional setting

GOALS

Page 25: Aligning Quality  IEP’s and UDL to the CCLS

Standard Operating Procedures Manual (SOPM) The IEP must include measurable annual goals consistent

with the student’s needs and abilities. Annual goals are statements, which emanate from the

present levels of performance Annual goals, in measurable terms, describe a skill,

knowledge or behavior that the student can reasonably be expected to accomplish within a twelve-month period.

Annual goals may be academic, address social or behavioral needs, relate to physical needs or address other educational needs resulting from the student’s disability.

Annual goals must be specific to and reflect the students’ needs as identified by the IEP Team. There must be a direct relationship between the annual

goals and the present levels of performance!

GOALS:25

Page 26: Aligning Quality  IEP’s and UDL to the CCLS

Annual goals must be measurable, clearly defined, observable outcomes written to:

Meet the needs that result from the student’s disability to enable the student to be involved and progress in the general education curriculum to the greatest extent appropriate

Meet the student’s other educational needs that result

from the disability Identify the instructional level at which the student will

be working Be related to the educational standards or skills

appropriate for the student given his/her current level of performance

26

Page 27: Aligning Quality  IEP’s and UDL to the CCLS

Annual Goals and Short Term Objectives

Annual Goals are required for all IEP students

Short Term Objectives are only required for pre-school students and for school aged students participating in New York State Alternate Assessment (NYSAA).

(SOPM Page 106 – 107)

(For detailed information, please refer to the Special Education -Standard Operating Procedure Manual (SOPM)-2008: Section-6)

27 GOALS

Page 28: Aligning Quality  IEP’s and UDL to the CCLS

Goals Do NOT Equal Curriculum

28

Annual Goals enable the child to be involved in and progress within the general curriculum working towards the CCLS

Identify skills crucial for learning the curriculum

Identify skills that meet other educational and developmental needs; e.g. Related Service goals

If goals = curriculum, the list would be endless

GOALS

Page 29: Aligning Quality  IEP’s and UDL to the CCLS

ANNUAL GOALS: Measurable & Observable

Tips to make annual goals measurable Align goal with Present Levels of Performance

Criterion for success should be objective Multiple evaluators will reach the same conclusion

Success can be assessed reliably Evaluations will be the same over multiple trials

Observable measurable behavior What can the student be reasonably expected to

accomplish within one year

29 GOAL

Page 30: Aligning Quality  IEP’s and UDL to the CCLS

Annual Goal Activity

Point to Label Write a paragraph Remember Identify Circle Demonstrate Tell a narrative

story Categorize

30

Measurable & observable?... Or Not?Place next to measurable & observable examples

And next to non measurable & non observable examples Enjoy Spell orally List in writing Know Name Understand Match Increase (ability to)

Will you know it when you see it?

Page 31: Aligning Quality  IEP’s and UDL to the CCLS

Revisiting The IEP… Using the same IEP in your folder. Reread the Present Levels of Performance section

of the IEP and the Annual Goals section. Using the PLP Quality Indicators ask your self:

Does the profile meet the criteria for a quality PLP?a) Discuss in your group school b) Explain your thoughts (Why? Why not?)c) How can you make the PLP stronger?

Can you tie every goal back to a need within the PLP?

Are your goals aligned to the CCLS? Share Out

31 Activity 4:

Page 32: Aligning Quality  IEP’s and UDL to the CCLS

Universal Design for Learning Aligned with IEP’s

and the CCLS

32

Page 33: Aligning Quality  IEP’s and UDL to the CCLS

What ASSUMPTIONS Do You Have?

Take a few minutes to independently collect your thoughts about:

Goals of InstructionLearners of TodayInstructional PracticesLearning

33Activity #5

Page 34: Aligning Quality  IEP’s and UDL to the CCLS

4 A’s ProtocolRead the article:

Identify one Assumption that the author may have

Identify what you Agree with in the text What do you want to Argue in the text Something in the text you wish to

Aspire to

34 Activity #6

Page 35: Aligning Quality  IEP’s and UDL to the CCLS

35 What’s Happening?

Page 36: Aligning Quality  IEP’s and UDL to the CCLS

Universal DesignOrigin and Definitions

Drawbacks of Retrofitting

Each retrofit solves only one local problem

Retrofitting can be costlyMany retrofits are UGLY!

36 UDL

Page 37: Aligning Quality  IEP’s and UDL to the CCLS

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

Main staircase and elevator in Louvre Museum, Paris

37 UDL

Page 38: Aligning Quality  IEP’s and UDL to the CCLS

38

Page 39: Aligning Quality  IEP’s and UDL to the CCLS

What is UDL?Universal Design for Learning

Is a set of principles for curriculum development that give all individuals equal opportunities to learn.

UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.

39 UDL

Page 40: Aligning Quality  IEP’s and UDL to the CCLS

Definition of UDLThe term UNIVERSAL DESIGN FOR LEARNING means

a scientifically valid framework for guiding educational practice that:

(A) provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged; and

(B) reduces barriers in instruction, provides appropriate accommodations, supports, and  challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient.

40 UDL

Page 41: Aligning Quality  IEP’s and UDL to the CCLS

Why is UDL necessary?Individuals bring a huge variety of skills, needs, and interests to learning.

Neuroscience reveals that these differences are as varied and unique as our DNA or fingerprints.

Three primary brain networks come into play:

Recognition Strategic Affective What How

Why

41 UDL

Page 42: Aligning Quality  IEP’s and UDL to the CCLS

Recognition Networks

The "what" of learning How we gather facts and categorize what we

see, hear, and read. Identifying letters, words, or an author's style are recognition tasks

Present information and content in different ways

42 UDL

Page 43: Aligning Quality  IEP’s and UDL to the CCLS

Strategic Networks

The "how" of learning Planning and performing tasks. How we organize

and express our ideas. Writing an essay or solving a math problem are strategic tasks.

Differentiate the ways that students can express what they know

43 UDL

Page 44: Aligning Quality  IEP’s and UDL to the CCLS

Affective Networks

The "why" of learning How learners get engaged and stay motivated.

How they are challenged, excited, or interested. These are affective dimensions.

Stimulate interest and motivation for learning

44 UDL

Page 45: Aligning Quality  IEP’s and UDL to the CCLS

What Does It Mean to Say that Curricula are Disabled? Lets pause to explore the idea that curricula are

Disabled? Are curricula disabled? What does that mean to you?

◦ Take a minute to write on a post-it write your opinion and reasoning.

If yes in what ways is curricula disabled? If no why?

At your tables turn & share your thoughts

45 Activity #7

Page 46: Aligning Quality  IEP’s and UDL to the CCLS

3 Principles of UDL Principle 1:

Provide Multiple Means of Representation (the “what” of learning) Principle II:

Provide Multiple Means of Action & Expression (the “how” of learning) Principle III:

Provide Multiple Means of Engagement (the “why” of learning)

46 RAEE

Page 47: Aligning Quality  IEP’s and UDL to the CCLS
Page 48: Aligning Quality  IEP’s and UDL to the CCLS

Provide Multiple Means of Representation

3 Guidelines Guideline 1: Provide Options for Perception

Guideline 2: Provide options for language, mathematical expressions, and symbols

Guideline 3: Provide options for comprehension

48Principle #1

Page 49: Aligning Quality  IEP’s and UDL to the CCLS

Provide Multiple Means of Action and Expression

Guideline 4: Provide options for physical action

Guideline 5: Provide options for expression and communication

Guideline 6: Provide options for executive functions

49 Principle #2

Page 50: Aligning Quality  IEP’s and UDL to the CCLS

Provide Multiple Means of Engagement

Guideline 7: Provide options for recruiting interest

Guideline 8: Provide options for sustaining effort and persistence

Guideline 9: Provide options for self-regulation

50 Principle #3

Page 51: Aligning Quality  IEP’s and UDL to the CCLS

Providing Cognitive and Physical Access

Universal Design for Learning (UDL) recommends ways to provide cognitive as well as physical access to the curriculum. Students are provided with scaffolds and supports to deeply understand and engage with standards-based material.

Through UDL, students not only have access to content and facts but they learn to ask questions, find information and use that information effectively.

Students learn how to learn

51 Access

Page 52: Aligning Quality  IEP’s and UDL to the CCLS

Aligning the IEP with UDL & CCLS 1. Using the IEP, CCLS and UDL Guiding

Principles in your folder, work as a team to brainstorm activities and strategies to support the student within the

English Language Arts Classroom

Math Classroom Science Classroom

2. Use your UDL Planning Tool to record your supports

52 Activity #7

Page 53: Aligning Quality  IEP’s and UDL to the CCLS

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

53 Resource

Page 54: Aligning Quality  IEP’s and UDL to the CCLS

Where Am I Now?1- Take a few minutes to REFLECT on your

thoughts about the: Goals of Instruction Learners of Today Instructional Practices Learning

2-Jot your reflections down on the template provided. Has your thoughts changed or remained the same?

3- Share at tables/whole group

54 Activity #8

Page 55: Aligning Quality  IEP’s and UDL to the CCLS

Creating My Action PlanWith a colleague from your school, begin

thinking about your next steps…What are the implications for your work

as a classroom teacher, an inquiry team member, an educator?

Consider these guiding questions as your create your action plan:

Next Steps: 55

Page 56: Aligning Quality  IEP’s and UDL to the CCLS

Guiding Questions for Action Plan1. How does UDL align with the NYCDOE Special

Education Reform and the CCLS?2. How can I demonstrate my understanding of the

UDL guidelines, using the three representations as evidenced by today’s presentation?

3. What information would you like to share with your school?

4. What information to you plan to present to your team?

5. Who will collaborate with you to share this work?6. What do you need to know more about?

56 Next Steps:

Page 57: Aligning Quality  IEP’s and UDL to the CCLS

Universal Design For Learning

CAST Website :http://www.udlcenter.org/

UDL Resource57

Page 58: Aligning Quality  IEP’s and UDL to the CCLS

Q & A58 ? ? ?

Page 59: Aligning Quality  IEP’s and UDL to the CCLS

Thank you…

59

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

Page 60: Aligning Quality  IEP’s and UDL to the CCLS

CFN 210Phoebe Robinson

[email protected]

CFN 211Rhonda Sorger

[email protected]

60Contact Info