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Aligning Quality IEP’s and UDL to the CCLS

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1 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 – Jean McKeon, Network Leader- CFN 211 JoAnne Brucella, Network Leader-CFN 210

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

3 The IEP is a Legal Document
4/12/2017 Legal Doc. 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” 3 Developing a Quality IEP - notes 3

4 Corner Stone The Individualized Education Program (IEP) is the Cornerstone of the Special Education Process Identifies how the resources of the school need to be configured to support the student’s needs Ensures a strategic and coordinated approach to address a student’s needs Guides the provision of instruction designed to meet a student’s needs IEP Provides an accountability tool Identifies how the student will be prepared for adult living Supports participation in the general education curriculum and learning standards

5 Guiding Principle's 5 IEP Development
4/12/2017 5 Guiding Principle's Tool to Guide Instruction and Measure Progress Child Centered Shared Responsibility Parental Participation IEP Development Includes Positive Behavior Supports Special Education is a Service, Not a Place Guiding Principles for IEP Development Least Restrictive Environment (LRE) Planning For Adult Outcomes General Education Curriculum, standards and Assessments Based on Individual Strengths & Needs

6 Sections of the IEP 11) Placement 10) Special Transportation
4/12/2017 11) Placement Sections of the IEP 10) Special Transportation 9) Participation in State Assessments, and with Students without Disabilities 8) Coordinated Set of Transition Activities 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) 2) Measurable Post Secondary Goals and Transition Needs 1) Present Level Of Performance 6 Developing a Quality IEP - notes 6

7 7 The IEP process… How are IEPs developed at your school? Turn & talk with your table Be Prepared to Share out…

8 IEP’s needs to be… IEP Needs
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.

9 Four Need Areas: Areas of Need
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. The following section of the IEP provides the template for documentation of the student’s present levels of academic achievement and functional performance and individual needs of the student according to each of the following four need areas:

10 Present Level of Performance
PLOP 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)

11 Present Level of Performance
PLOP Present Level of Performance 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+)

12 Present Levels of Performance (cont’d)
PLOP Present Levels of Performance (cont’d) 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 Emphasize current information as to what student does well, what he likes and does not like CQIEP pgs

13 Present Levels of Performance (cont’d)
PLOP Present Levels of Performance (cont’d) Address parent and student concerns Provide information on educational progress and management needs

14 What is it that the student… Can do? Can not do?
14 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

15 Present Levels of Performance and Related Services
PLOP 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.

16 PLP Quality Indicators
16 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

17 Alexis; Damien; Steven IEP
Activity 2: 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? Explain your thoughts (Why? Why not?) Chart ideas Complete the IEP Development Organizer & Post Share Out your new learning's

18 A Closer Look At The IEP…
Activity 3: 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? Explain your thoughts (Why? Why not?) How can you make the PLP stronger? Complete the IEP Development Organizer

19 19 Gallery Walk

20 20 Lunch Time Enjoy…

21 Measurable Annual Goals
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.

22 Annual Goals need to be SMART!
S - Specific M - Measurable A - Achievable R - Relevant T – Time related

23 GOALS Annual Goals 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

24 Annual Goals cont’d GOALS
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

25 Standard Operating Procedures Manual (SOPM)
GOALS: 25 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!

26 26 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

27 Annual Goals and Short Term Objectives
27 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) Clocked in by school. Since it already has a case # (For detailed information, please refer to the Special Education -Standard Operating Procedure Manual (SOPM)-2008: Section-6)

28 Goals Do NOT Equal Curriculum
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

29 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

30 Annual Goal Activity Enjoy Point to Label Spell orally
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) Point to Label Write a paragraph Remember Identify Circle Demonstrate Tell a narrative story Categorize Some actions are clearly observable, while others are non specific and tend to fall into grey areas. For example: Participate in: This is not observable because it begs the question, In what way will the student be involved in an activity that will lead to goal achievement? Attend to: To what extent will the student attend to a task? Will you know it when you see it?

31 Revisiting The IEP… Activity 4: 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? Discuss in your group school Explain your thoughts (Why? Why not?) 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

32 Universal Design for Learning Aligned with IEP’s and the CCLS
32 Universal Design for Learning Aligned with IEP’s and the CCLS

33 What ASSUMPTIONS Do You Have?
Activity #5 33 What ASSUMPTIONS Do You Have? Take a few minutes to independently collect your thoughts about: Goals of Instruction Learners of Today Instructional Practices Learning

34 4 A’s Protocol Activity #6 Read the article:
34 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

35 35 What’s Happening? Take a look at this picture-it explains UDL-What’s happening? What's the problem?

36 Universal Design Origin and Definitions
UDL 36 Universal Design Origin and Definitions Drawbacks of Retrofitting Each retrofit solves only one local problem Retrofitting can be costly Many retrofits are UGLY! Its an add on! After thought! Singles a person out as different/they can’t go in with everyone else. Think about what happens when students are singled out?? Any problems?

37 Main staircase and elevator in Louvre Museum, Paris
UDL 37 Main staircase and elevator in Louvre Museum, Paris “Consider the needs of the broadest possible range of users from the beginning” Architect, Ron Mace

38 38

39 Universal Design for Learning
UDL 39 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.

40 UDL 40 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. A concise definition of Universal Design for Learning was provided by the Higher Education Opportunity Act of 2008 (HEOA)

41 Why is UDL necessary? UDL
41 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

42 Recognition Networks UDL The "what" of learning
42 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

43 Strategic Networks UDL The "how" of learning
43 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

44 Affective Networks UDL The "why" of learning
44 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

45 What Does It Mean to Say that Curricula are Disabled?
Activity #7 45 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 Post your thoughts on the T chart What Does It Mean to Say that Curricula are Disabled? #1- Curricula are disabled in WHO they can teach. Curricula are often not conceived, designed, or validated for use with the diverse populations of learners who actually populate our classrooms. Learners “in the margins”—those who are gifted and talented, those with special needs or disabilities, those who are English language learners, etc.—often bear the brunt of curricula devised for the fictional “average”, because such curricula do not account for learner variability. #2- Curricula are disabled in WHAT they can teach. Curricula are often designed to deliver or assess information, or content, without consideration of the development of learning strategies - skills learners need to comprehend, evaluate, synthesize, and transform information into usable knowledge. Mainstream curricula remain largely constructed around print-based media, which are good at delivering narrative and expository content. However, they are not ideal for information that requires an understanding of dynamic processes and relationships, computations, or procedures.  #3- Curricula are disabled in HOW they can teach. Curricula often provide for very limited instructional options. Not only are they typically ill-equipped to differentiate instruction for differing learners, or even for the same learner at different levels of understanding, but they are disabled by their inability to provide many of the key elements of evidence-based pedagogy, such as the ability to highlight critical features or big ideas, the ability to provide relevant background knowledge as needed, the ability to relate current skills to previous skills, the ability to actively model successful skills and strategies, the ability to monitor progress dynamically, the ability to offer graduated scaffolding, among others. Most current curricula are typically much better at presenting information than teaching.

46 3 Principles of UDL RAEE Principle 1:
46 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) Three primary principles, which are based on neuroscience research, guide UDL and provide the underlying framework for the Guidelines Principal #1--I. Provide Multiple Means of Representation PerceptionLanguage, expressions, and symbolsComprehension Learners differ in the ways that they perceive and comprehend information that is presented to them. For example, those with sensory disabilities (e.g., blindness or deafness); learning disabilities (e.g., dyslexia); language or cultural differences, and so forth may all require different ways of approaching content. Others may simply grasp information quicker or more efficiently through visual or auditory means rather than printed text. Also learning, and transfer of learning, occurs when multiple representations are used, because it allows students to make connections within, as well as between, concepts. In short, there is not one means of representation that will be optimal for all learners; providing options for representation is essential. Principal #2--II. Provide Multiple Means of Action and Expression Physical actionExpression and communicationExecutive function Learners differ in the ways that they can navigate a learning environment and express what they know. For example, individuals with significant movement impairments (e.g., cerebral palsy), those who struggle with strategic and organizational abilities (executive function disorders), those who have language barriers, and so forth approach learning tasks very differently. Some may be able to express themselves well in written text but not speech, and vice versa. It should also be recognized that action and expression require a great deal of strategy, practice, and organization, and this is another are in which learners can differ. In reality, there is not one means of action and expression that will be optimal for all learners; providing options for action and expression is essential. Principal #3--III. Provide Multiple Means of Engagement Recruiting interestSustaining effort and persistenceSelf-regulation Affect represents a crucial element to learning, and learners differ markedly in the ways in which they can be engaged or motivated to learn. There are a variety of sources that can influence individual variation in affect including neurology, culture, personal relevance, subjectivity, and background knowledge, along with a variety of other factors presented in these guidelines. Some learners are highly engaged by spontaneity and novelty while other are disengaged, even frightened, by those aspects, preferring strict routine. Some learners might like to work alone, while others prefer to work with their peers. In reality, there is not one means of engagement that will be optimal for all learners in all contexts; providing multiple options for engagement is essential.

47 I. Provide Multiple Means of Representation
PerceptionLanguage, expressions, and symbolsComprehension II. Provide Multiple Means of Action and Expression Physical actionExpression and communicationExecutive function III. Provide Multiple Means of Engagement Recruiting interestSustaining effort and persistenceSelf-regulation

48 Provide Multiple Means of Representation
Principle #1 48 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

49 Provide Multiple Means of Action and Expression
Principle #2 49 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

50 Provide Multiple Means of Engagement
Principle #3 50 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

51 Providing Cognitive and Physical Access
51 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

52 Aligning the IEP with UDL & CCLS
Activity #7 52 Aligning the IEP with UDL & CCLS 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 Use your UDL Planning Tool to record your supports

53 UDL Learning Wheel http://udlwheel.mdonlinegrants.org/
Resource 53 UDL Learning Wheel

54 Where Am I Now? Activity #8
54 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

55 Creating My Action Plan
Next Steps: 55 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:

56 Guiding Questions for Action Plan
Next Steps: 56 Guiding Questions for Action Plan How does UDL align with the NYCDOE Special Education Reform and the CCLS? How can I demonstrate my understanding of the UDL guidelines, using the three representations as evidenced by today’s presentation? What information would you like to share with your school? What information to you plan to present to your team? Who will collaborate with you to share this work? What do you need to know more about?

57 Universal Design For Learning
UDL Resource 57 Universal Design For Learning CAST Website :

58 ? ? ? 58 Q & A

59 “You must be the change you wish to see in the world.” Ghandi
59 Thank you… “You must be the change you wish to see in the world.” Ghandi

60 Contact Info 60 CFN 210 Phoebe Robinson CFN 211 Rhonda Sorger


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