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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
2
The Individualized Education Program (IEP)
drives the instruction for every child who
receives special education services.
IEP
3
3
The 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.
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
Child
Centered
Special
Education is a
Service,
Not a Place Least Restrictive
Environment
(LRE)
Based on
Individual
Strengths & Needs
IEP Development
Guiding Principles for IEP
Development
5 Guiding Principle's
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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 Accommodations
6) 12 month Services (if needed)
5) Programs and Services - Modifications& Supports
4) Reporting progress to parents
3) Annual Goals, Objectives / Benchmarks (if needed)
10) Special Transportation
11) Placement Sections
of the
IEP
6
The IEP process… How are IEPs developed at your school?
Turn & talk with your table
Be Prepared to Share out…
Activity 1: 7
IEP’s needs to be… Written in parent friendly language (no jargon)
Clear and concise
A working document that provides a framework for subject specific instruction
Reflect the ABILITIES and needs of the student and relate to post-school outcomes
Promote progress in the curriculum
Reflect recommendation’s/services in the least restrictive environments
Be a cooperative/collaborative effort between parents, students and school professionals.
8 IEP Needs
Four Need Areas:
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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
Present Level of Performance
Provides 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
Present Level of Performance 11
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
Present Levels of Performance (cont’d)
CQIEP pgs. 24-29
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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
Present Levels of Performance (cont’d)
13
Address parent and student concerns
Provide information on educational
progress and management needs
PLOP
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
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
Addresses 4 need areas: Academic & Functional Performance, Social, Physical, Management
Uses data from multiple sources to describe current functioning
Includes progress on prior year’s IEP goals, if applicable
Includes student strengths
Includes parent concerns and student preferences & interests
Includes how the disability impacts involvement and progress in general curriculum
Identifies supports and accommodations that have been used successfully
Includes impact of behavior on learning and social development, if applicable
Addresses communication needs, Braille instruction, limited English proficiency, or assistive technology, if applicable
Beginning 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 staff
Establishes a thorough foundation for development of goals and services
PLP Quality Indicators 16
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:
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:
Gallery
Walk
19
Lunch Time
Enjoy…
20
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
Annual Goals Annual Goals need to be SMART!
22
S - Specific
M - Measurable
A - Achievable
R - Relevant
T – Time related
GOALS
Annual Goals
23
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
Annual Goals cont’d
24
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
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
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
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
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
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
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?
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:
Universal Design for Learning
Aligned with IEP’s and the CCLS
32
What ASSUMPTIONS Do You Have?
Take a few minutes to independently collect your thoughts about:
Goals of Instruction
Learners of Today
Instructional Practices
Learning
33 Activity #5
4 A’s Protocol Read 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
35 What’s Happening?
Universal Design Origin and Definitions
Drawbacks of Retrofitting
Each retrofit solves only one local problem
Retrofitting can be costly
Many retrofits are UGLY!
36 UDL
“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
38
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
Definition of UDL The 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
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
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
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
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
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
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
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
48 Principle #1
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
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
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
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
UDL Learning Wheel http://udlwheel.mdonlinegrants.org/
53 Resource
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
Creating My Action Plan
With 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
Guiding Questions for Action Plan 1. 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:
Universal Design For Learning
CAST Website :
http://www.udlcenter.org/
UDL Resource 57
Q & A
58 ? ? ?
Thank you…
59
“You must be the change you wish to see in the world.”
Ghandi
CFN 210
Phoebe Robinson
CFN 211
Rhonda Sorger
60 Contact Info
