Special School District of St. Louis County Scott Crooks – Amber Del Gaiso – Carla Vasser –

SB IEP rationale & process SB IEP pilot process Strategies & tools for implementation Incorporating Universal Design for Learning (UDL) strategies into process Results - impact on IEP goals

K: What I know about SB IEP W: What I would like to know L: What I learned

2010 NASDSE survey: ◦ 37 of 42 responding states indicated use of standards-based IEPs ◦ MO one of eight states that did not respond

 Positive Focus ◦ IEPs are built on the belief that a student with disabilities is capable of achieving grade level proficiency if given appropriate instruction and supports.  Raises the Bar ◦ Parents and teachers have higher but realistic expectations. NCLD.org

 Encourages Collaboration & Awareness ◦ IEP teams come to better understanding of state ‘s academic content standards & work together to support student learning.  Aligns with Standards-Based Grading ◦ For partner districts that are utilizing or moving towards this grading, SB IEP will allow for alignment.

Goal 1: Develop and enhance quality educational/ instructional programs to improve performance and enable students to meet their personal, academic, and career goals. Goal 5.1: Increase effectiveness of collaborative structures at the buildin/area and classroom level.

Problem: Current IEP process doesn’t encourage collaboration within IEP/school teams & goals often don’t align to standards, limiting success for students. Opportunity: We can improve collaboration within IEP/school teams in order to increase academic, transition, vocational & behavior/social success of all students through the implementation of IEPs aligned to standards. Goal: SB IEP implementation will increase the number of collaboratively created & grade level standards-aligned IEP goals from x% to 100%.

 Goals aligned with grade level achievement/performance standards that: ◦ Include specific conditions to facilitate student access to, and progress towards, mastery of Missouri Learning Standards  Goals designed to address a child’s basic skill deficiencies that: ◦ Can be aligned with Missouri Learning Standards, but may not necessarily be aligned with grade-level standards  Programming must remediate skill deficiencies AND ensure access to grade level content/skills – two- pronged approach Jessica Yates,

 Review 7 Step Process  Complete a 3-2-1: ◦ 3 things we do currently ◦ 2 things we don’t yet do ◦ 1 question

SB IEP rationale & process SB IEP pilot process Strategies & tools for implementation Incorporating Universal Design for Learning (UDL) strategies into process Results - impact on IEP goals

SB IEP pilot added to District CSIP Project Team established, created mission & goals Team researched best practices & exemplar training models 1 2 3

Pilot sites selected Professional learning provided to pilot school SSD administrators Pilot school SSD administrators provided professional learning to SSD staff 4 5 6

Admin participated in ongoing professional learning cohort group during year Admin provided ongoing support & professional learning to staff during year Data was analyzed throughout process! 7 8 9

 Reflect on our pilot steps – which step(s) might your district consider for implementation of SB IEPs?

SB IEP rationale & process SB IEP pilot process Strategies & tools for implementation Incorporating Universal Design for Learning (UDL) strategies into process Results - impact on IEP goals

Project team developed a whole TOOLBOX of tools to aid in implementation!

“Toolkit helps teachers craft tangible learning targets for individual students and supports student growth with research-based strategies, tailored for a student’s specific needs.”

 SB IEP Charter & Roles  Admin & Teacher next steps documents  Collaboration tools

 How might a tool like this improve collaboration?  Which questions do you think would be especially important for your teachers to consider?

SB IEP rationale & process SB IEP pilot process Strategies & tools for implementation Incorporating Universal Design for Learning (UDL) strategies into process Results - impact on IEP goals

 In addition to improving goal-writing process, project team saw an opportunity!  Why not improve instructional practices along the way?

 Do teachers in your district utilize UDL strategies?  Which area (engagement, representation, expression) might be a good place to start with your staff?

SB IEP rationale & process SB IEP pilot process Strategies & tools for implementation Incorporating Universal Design for Learning (UDL) strategies into process Results - impact on IEP goals

 Pilot ◦ 235+ Special Educators ◦ 25 Schools  Full Implementation ◦ Special Educators ◦ Approximately 270 Schools

 Scoring Rubric ◦ Core Purpose ◦ Conditions ◦ Learner Behavior ◦ Criteria ◦ Adaptation  Each component can be scored as a 0, 1, or 2  Total possible points: 10

+1.12

Behavior/SEL Self- Management Responsible Decision Making Speech & Lang Expressive Language Articulation Academic Comprehension: Lit Comprehension: Info Narrative Informative & Explanatory Phonics and Decoding Number Operations

SB IEP rationale & process SB IEP pilot process Strategies & tools for implementation Incorporating Universal Design for Learning (UDL) strategies into process Results - impact on IEP goals

K: What I know about SB IEP W: What I would like to know L: What I learned

Special School District of St. Louis County Scott Crooks – Amber Del Gaiso – Carla Vasser –