Meeting Arizona College and Career Ready or Preparedness Standards (AZCCR/AZCCP) through the IEP Kyrene School District Special Education Advisory Council (KSEPAC) Presentation November 6, 2014 Presented by Cindy Walters ESS Special Education Teacher Specialist

Kyrene Special Education Parent Advisory Council (KSEPAC) The KSEPAC mission is to promote the academic and non-academic achievement of our children with disabilities through collaboration among parents, educators and the community. To achieve this, KSEPAC will: Encourage the implementation of best practices and evidence based resources with consistent application across all school Advocate for the continuous improvement of clear and open communication Provide educational opportunities for stakeholders Develop a series of activities that promote inclusive practices and a sense of community

Objectives of Meeting An overview of the Standards To understand the importance of why we align IEPs to the standards To become familiar with how IEPs (Individual Education Programs) are aligned to the standards To understand what resources are available to support you with being an active participant in your child’s IEP.

Arizona College and Career Ready Standards (ACCRS) and Arizona College and Career Preparedness Standards (AZCCPS) Standards for K-12 Students: College and Career Ready (AZCCR) – English Language Arts (ELA) & Mathematics Standards College and Career Preparedness for Students with Significant Cognitive Disabilities (AZCCP) – Priority areas in English Language Arts (ELA) & Mathematics Standards Standards for Preschool Age Students: Early Learning Standards (ELS)

High Standards for Every Child “Students with disabilities…must be challenged to excel within the general curriculum and be prepared for success in their post-school lives, including college and/or careers….Therefore, how these high standards are taught and assessed is of the utmost importance in reaching this diverse group of students.” CCSS ELA Standards Appendices in section titled “What is not covered”

“ Research has demonstrated that students with disabilities learn more when taught a standards- based curriculum, with appropriate accommodation, supports and services.” (Cathcart, Bertrando, DeRuvo, (2009). Special Edge, Vol.23, No. 1. Insert, pg. 1)

Standards - IEP Connection The content of the IEP should be tied directly to providing the student with access to the same challenging standards that grade level peers without disabilities are receiving. McLaughlin, M., (2009) The Special Edge, Vol.23 No. 1.

Standards-Based IEPs Using AZCCR/AZCCP Standards-based IEPs are not intended to cover every possible educational goal for a student or eliminate any functional training students may require, although the goal should directly link to grade-level content standard(s). The team picks the “biggies” – powerful enough to cover a range of skills. Goals should be individualized relative to a student’s specific strengths, needs, and interests as demonstrated by student data WestEd

7 Steps for Creating Standards-Based IEP’s 1. Consider the grade-level content standards for the grade in which is enrolled. 2. Examine classroom and student data to determine where the student is functioning in relation to the grade level standards. Identify the present level of academic achievement and functional performance using multiple data points. 3. Identify the critical standards for individual student progress. 4. Unwrap the standard/cluster and based on student strength/need/interest determine entry point. 5. Identify specially-designed instruction, including accommodations and/or modifications needed to access and progress in the general education curriculum. 6. Develop measurable annual goals aligned with grade-level academic content standards and objectives for students taking alternative assessment. 7. Assess and report the student’s progress through the year.

1. Consider grade-level content standards for which the student is enrolled. Familiarize yourself with the grade-level standards Understand that grade level standards are vital in establishing how to get there Use the expertise of the school based team members

2. Examine classroom and student data to determine where the student is functioning in relation to the grade level standards. Identify the present level of academic achievement and functional performance using multiple data points Data sources may include: State assessment District summative assessments DIBELS STAR math Qualitative Reading Inventory AIMS web Classroom based assessment Common formative assessments Data on goals Behavioral data Related service provider data Parent input Be sure to do more than just report scores Relate it to ability to access and perform within AZCCR/AZCCP Consider what ‘prerequisite’ skills student may have

3. Identify the critical standards for student progress Consider what you know about the student (strengths, needs, interests) –Which skills are key to progress? –Which skills can be addressed across multiple environments?

4. Unwrap the standard and based on student strength/need/interest determine entry point Use your resources Consider cognitive demand Consider prerequisite skills Task analyze to identify areas of strength or challenge –Consider the tools or the ‘given what’ to access standard

5. Identify specially-designed instruction, including accommodations and/or modifications needed to access and progress in the general education curriculum What are the conditions under which the student can access the identified standard? For example - Given no more than 2 non-verbal prompts... After listening to a grade level text... Using word prediction software… With use of graphic organizer… With use of first - then format...

6. Develop measurable annual goals aligned with grade-level academic content standards and objectives for students taking alternative assessment GIVEN WHAT- Conditions WHO - Student DOES WHAT- Observable behavior/skill HOW MUCH - Level of Mastery HOW OFTEN - Frequency HOW MEASURED - Tool

7. Assess and report the student’s progress throughout the year. Progress: Across environments, across content areas, in variety of social settings Measures: Curriculum-based, progress monitoring, classroom progress, formative assessment, student work samples, observations, charting/graphing Instructional Activities: Level of skill acquisition, participation, self-initiation, self-monitor, level of independence, task completion Levels of Mastery: Rubrics, meeting progress monitoring criteria, student set goal, goal attainment scale, meeting the aim line, amount correct, progress toward proficiency West Ed

Student Start with the grade – level standards Develop goal Who: Given: Does what: Criteria: Measurement : Identify specially –designed instruction, accommodations and/or modifications for access to G eneral Education curriculum Identify the standards for individual student Use data to develop PLAAFP considering standards Monitor, assess, and report progress Unwrap the standard & determine point of entry

High Standards for Every Child “Students with disabilities…must be challenged to excel within the general curriculum and be prepared for success in their post-school lives, including college and/or careers….Therefore, how these high standards are taught and assessed is of the utmost importance in reaching this diverse group of students.” CCSS ELA Standards Appendices in section titled “What is not covered”

Resources Early Learning Standards childhood/files/2011/06/arizona-early-learning- standards-3rd-edition1.pdf English Language Arts (ELA) & Literacy in History/Social Studies, Science & Technical Subjects Mathematics ds/

Resources Parent Roadmaps (Math) (ELA) Students with Cognitive Disabilities ent_Connectors

Next KSEPAC Meeting January 8, 2015 – “Managing the Transition Process”