College and Career Ready IEPs(CCR-IEPs)

DPI Updates

October 17, 2017

Anita Castro and Paula Volpiansky, Consultants, Special Education TeamWI Department of Public Instruction

Today’s Objectives

Participants will:

• Learn about key CCR IEP resources,

• Benefit from lessons learned,

• Receive tips on challenging topics such as:

o how to identify a student's disability-related needs,

o how to involve families in the 5-Step Process, and

o how to write IEPs aligned with standards.

October 2017 2

5 Beliefs

• High Expectations

• Culturally Responsive Practices

• Positive Student Relationships

• Family and Community Engagement

• Collective Responsibility

October 2017 3

Adapted from Center for Story Based Strategy and Interaction Institute for Social Change

No BarriersEquity/Access

October 2017 4

Engaging Families

• “Achievement gap” is “opportunity gap”

• Definitions of terms used

• Clear explanation of the step discussion and linkages

• Their contribution is valued and essential

• Active listening helps to address concerns, answer questions, and elicit input

October 2017 5

Terminology

October 2017 6

Family Engagement(Sample Form: I-4 Linking Form, Section II)

How will school staff engage parent(s)/families in the education of the student (e.g. sharing resources, communicating with parent(s)/families, building upon family strengths, connecting parent(s)/families to learning activities, etc.)?

Examples:

o Include in training on the 5-Step Process

oDemonstrate the CCR IEP Discussion Tool to the family

oProvide training to family in how to support reading or other academic instruction in the home

oProvide books at child’s independent reading level for recreational reading with family members

October 2017 7

Engaging Students

Have a system in place to engage students in the IEP process

oExplain purpose of the IEP and IEP development process− Consider using the 5 Step Process graphic organizer

oExplain IEP terminology using language the student understands

oEncourage student to share input/give examples appropriate to each step

oProvide participation options− Consider student led IEPs

− Encourage Principle of Partial Participation (as appropriate)October 2017 8

CCR-IEP 5-Step Process

Understand

Achievement

Identify Effects of

Disability

(and disability related needs)

Develop GoalsAlign Services

Analyze Progress

October 2017 9

5-Step Process General Training AHAs

• Processing and debriefing throughout training is critical

oProvide multiple ways to do this

• Scaffolding is effective

oBuild from structured illustrative examples to application

oParticipant self-reflection on existing IEPs during training is helpful

oWorking though participants’ examples can help if you follow the 5-Step Process structure/cues closely

October 2017 10

CCR-IEP 5 Step Process Chart

October 2017 11

For DiscussionSample debrief slide for teachers

• What do you see as the most challenging aspects of this step?

• What will you do to prepare for your next IEP team meeting?

• What questions might you ask to help prompt IEP team participants to address the key ideas of this step during an IEP team meeting?

October 2017 12

For DiscussionSample debrief slide for trainers

• What do you see as the most challenging aspects of this step?

• What are your suggestions for addressing this with staff?

• How would you coach a teacher on this step?

• What questions might you ask to help prompt IEP team participants to address the key ideas of this step during an IEP team meeting?

October 2017 13

Step 1Understand Achievement

Understand achievement of

grade-level academic standards

and functional expectations to

identify the student’s strengths and

needs

October 2017 14

Step 1 AHAs

• Step 1 is about the data

• Grade-level standards are not intended to be reviewed in full during an IEP team meeting

• General educators are usually the best source of information about “standards-based” performance

• IEP documentation of “current levels” provides data to support the rest of the discussion

October 2017 15

Step 1 AHAs

• Students with IEPs almost never “meet” or “not meet” all early childhood/grade level standards

• IEPs become standards-based because of what you do in Step 1

oCompleting Steps 1 and 2 will lead to the development of goals aligned with early childhood/grade-level standards and expectations during Step 3

October 2017 16

Step 1-AHAs

• Documenting Current levels of Performance the “old way” leads to redundancy when completing the “effects” section of the new I-4 form (it’s a choice)

• Without supporting data, these sentences are not adequate current level statements. The student…

o struggles with math and science

o is not meeting grade level standards in reading

o exhibits behaviors that interfere with their learning and the learning of others

October 2017 17

Step 1 Sample step application activity

Skim the Strengths and Current Levels in your IEP

Can you find the necessary and pertinent information?

What do you see as the most challenging aspect(s) of this step?

What one next action will address your challenge?

October 2017 18

Identify how the

student’s disability

affects academic

achievement and

functional performance (and summarize disability-related needs)

Step 2: Identify Effects of Disability

on Access and Achievement

October 2017 19

CCR-IEP 5 Step Process Chart

October 2017 20

Step 2 AHAs

• Teach Step 2 in three separate parts with isolated discussion and practice on each (effects, root causes, summary of disability related needs)

• Symptoms vs. root causes

oGetting to “why” is really important

• Even though it is not required, it is helpful to document the results of your root cause analysis

• Sentence stems help

October 2017 21

Effects of DisabilityObserve

• What do we see?

• What are the results?

• What are the concerns?

• Does it occur everywhere?

October 2017 22

Information Current Levels- Step 1“What”

(Reporter)

Effects of Disability “How”

(Observer)

• Reading fluency benchmark =102, mid 3rd grade (expected= 130, mid 5th)

• Running Record-Independent level M-end 2nd gr. (expected Level T- mid 5th)-Decoding and fluency miscues

• Comprehends grade level text when using text reader (listening comprehension)

• Oral language comprehension meets gr. level expectations

• Avg. time on task during independent work= 68% of time vs. 95% average achieving peers

• Behavior removals from academic classes >15 minutes = 3 avg. per week vs. 0 expected

• Excels in hands-on classes: computer class, science labs, specials

Does not read grade-level

materials independently • does not read with sufficient speed

accuracy and expression

Difficulty independently

completing assignments that

involve reading in school and

when doing homework

Off-task and disruptive behavior

when expected to read silently or

aloud in class

Example of Effects of Disability

October 2017 23

Effects of Disability Sample step application activity

Pick one or two effect statements in your IEP

How do they relate to the student’s current levels ?

If you were having this IEP team meeting next week, what one thing would you do to be prepared to talk about the effects of this student’s disability on accessing, engaging, and making progress to meet early childhood/grade level standards and expectations?

October 2017 24

Root Cause AnalysisAnalyze

• Select one area of concern

• Ask why the student is struggling

• Generate reason

• Dig deep into the cause

oAsk why 5 times

• Dig into one reason at a time

October 2017 25

Root Cause Analysis

How does asking “Why” multiple times help drill down from higher-level symptoms to the underlying root cause(s)?

October 2017 26

Example of Root Cause Analysis

Effect of Disability“How”

(Observer)

Root Cause Analysis“Why”

(Detective/Analyst)

Does not

independently read

grade-level text

Gets frustrated when required to read independently

Trouble gaining meaning from grade level written material when reading independently. When text read aloud or using a text reader, can access/comprehend

Reading fluency insufficient to efficiently read grade level written material on own

Difficulty with decoding affects fluency; makes it hard to read and understand text

Difficulty with phonological skills affects decoding

Why?

Why?

Why?

Why?

Why?

October 2017 27

Effect of Disability“How”

(Observer)

Root Cause Analysis“Why”

(Detective/Analyst)

Student is removed

from the classroom

and misses

instruction for short

periods of time.

Think of a student

who has this effect

of disability . . .

To understand “why” the student is being removed use the 5 Why’s to better identify root cause(s) of the student being removed from classroom.

1) Why is this student being removed from the classroom?

2) Why . . . ?

3) Why . . . ?

4) Why . . . ?

5) Why . . . ?

Root Cause Analysis(Sample application activity)

October 2017 28

AHAs -Documenting Root Cause Analysis

Not required, but encouraged

Possible options:

• Go back and refine the effect statement

The student… (observed effect(s) … because (root cause/s)

E.g. The student does not independently read grade-level text (effect) because of current decoding and fluency skill levels; and because the student does not sustain attention long enough to complete tasks (root causes).

• Other places in IEP? October 2017 29

Examples: Refining Effects of Disability after Root Cause Analysis

Effects of Disability (“How”) because of Root Cause (“Why”)

• Does not read grade-level materials independently (effect) because does not read with sufficient speed, accuracy and expression (i.e. decoding and fluency) (root cause)

• Has difficulty independently completing assignments that involve reading in school and when doing homework because does not read fluently and gets frustrated and anxious (root cause)

• Exhibits off-task and disruptive behavior when expected to read silently or aloud in class because has trouble decoding and does not read fluently, so gets frustrated, anxious, and avoids reading (root cause)

October 2017 30

Disability-Related NeedsSynthesize

• Clarify

• Summarize

• Try to reach consensus

October 2017 31

AHAs – Summarizing Disability-Related Needs

This sentence stem may be helpful:

The student needs to develop/improve/increase X area/skill/ behavior (related to root causes), so the student can Y (effect

to address re: access, engagement, progress) … and outcomes will improve

Example:Effect (Y): The student does not fluently read grade-level text

Root Cause (X): … because of inefficient decoding skills

Disability-related need: The student needs to improve decoding skills (root cause) so the student can fluently read grade-level text (effect)

October 2017 32

Example of Disability-Related Needs

Root Cause Analysis“Why”

(Detective/Analyst)

Disability-Related Needs“Summarize”

(Synthesizer)

Gets frustrated when required to read independently-When text read aloud or using a text reader, can access/comprehend

Trouble gaining meaning from grade level written material when reading independently

Reading fluency insufficient to efficiently read grade level written material on own

Difficulty with decoding affects fluency; makes it hard to read and understand text

Difficulty with phonological skills affect decoding

Improve phonology and decoding

skills so the student can more fluently

and independently read and gain

meaning from grade level text

Develop and use strategies to

reduce frustration so the student can

improve engagement in reading

activities and independently access

grade level text

October 2017 33

Clarification Disability-Related Need Affecting Reading

• A disability-related need that affects reading reflects characteristics of the student’s disability that have an effect on access, engagement, and progress in reading in relation to grade level standards and instruction. This may include:

o needs related to the acquisition of reading skills such as phonemic awareness, phonics/decoding, reading fluency, vocabulary development, reading comprehension, as well as

o functional skill needs such as social-emotional, behavioral, self-regulation, mobility, sensory and others that affect access and engagement in literacy curriculum, instruction and other activities

• The IEP team determines if the student has a disability-related need affecting reading

October 2017 34

Putting It all Together: IEP Team Meeting Scenario(sample closing discussion starter for Step 2)

The team just reviewed data about the student’s current reading achievement and determined the student’s reading skills are well below early childhood/grade level expectations. One of the team members says, “Ok, now let’s write a reading goal”.

• What would you do to facilitate the meeting at this point?

• What questions would you ask to keep the IEP team on track?

October 2017 35

Step 3Develop Ambitious and Achievable Goals

Develop ambitious and

achievable goals that close

achievement gaps and

support the unique

strengths and needs of the

student.

October 2017 36

Step 3- AHAs

• IEP goals address “why” (i.e., root causes ) the student is not meeting early childhood/grade-level standards or expectations

o IEP goals address student-specific disability-related need(s) that will improve access, engagement and progress toward standards and expectations (i.e., effects)

oA well developed goal statement generally specifies the target skill/behavior (related to root cause(s)) to be developed or improved; and not just the effect or symptom

October 2017 37

Step 3 AHAs

How do we know when a goal is needed to address a disability related need?

Ask, “Does the student need to develop or improve a skill or just use a skill that is already mastered”?

This question is also relevant when linking services to needs in Step 4

October 2017 38

Standards-Based IEPs

Completing Steps 1 and 2 of the 5 Step Process with fidelity will lead to the development of goals aligned with grade-level standards and expectations during Step 3

o Identify student’s current performance related to early childhood/ grade-level standards.

o Identify how the disability affects access, engagement and progress (effects)

o Discuss why (root causes) the student is not meeting grade-level standards and summarize disability-related needs.

o If goals address the whys and needs, the goal will be aligned with the standards

October 2017 39

Linking Step 2 and Step 3 Sample step application activity

October 2017 40

What might be an appropriate goal?• Refer to step chart example and pick one need to

write a goal about• Goal Statement:

• Baseline: • LOA:

• Benchmarks/STOs? • Baseline: • LOA:

o Methods to Measure Progress:

Linking Steps 2 and 3Sample step application activity #1

October 2017 41

Linking Steps 2 and 3 Sample Step Application Activity #2

(refer to blank chart handout as a reminder)

• Select one goal from your IEP

• Can you trace the goal back through each step of the process? – Address one or more disability related needs?

– Goal target skill/behavior addresses a root cause?

– Directly related to effect of the disability?

– Is it sufficiently ambitious and achievable? Will it change a current level related to meeting grade level standard/expectation?

• Is your goal measurable? October 2017 42

Align specially designed

instruction, services,

supports and

accommodations needed

to support the goals and

ensure access to the

general curriculum.

Step 4: Align Special Education

Services

October 2017 43

Step 4 AHAs

Understanding the purpose of IEP services and why each service is needed to improve access, engagement and/or progress is central to linking services to IEP goals and disability-related needs

October 2017 44

Linking Steps 1-3 with Step 4Sample Step Application Activity

October 2017 45

Chart and Discuss Service Linkages Using IEPSample Step Application Activity

• Review “At A Glance” documents for Steps 1-4

• Pick a goal that is aligned with one or more needs

o Review strengths, current level and effects information related to the need(s) and goal (i.e. documentation of Steps 1, 2, 3 discussion)

• Look at the services statement(s) identified to address the need(s) and corresponding goal (refer to numbers for need/goal)

• Is there a clear and logical link between the student’s disability related needs, corresponding goals, and services?

o Try tracing this backwards by seeing if you can write the corresponding information from Steps 3, 2, and 1 on a blank 5 Step Process Chart

October 2017 46

Step 5: Analyze ProgressTowards Goals

Analyze progress towards

goals to evaluate what

works and what is needed

to close the student’s

achievement gaps.

October 2017 47

Step 5 AHAs

Review progress to identify what is working and what may need to change to address:

oThe student’s disability-related needs

oAny lack of expected progress toward IEP goals

oAny lack of expected progress in the general education curriculum

oHow IEP goals and services support the student in closing gaps in early learning/academic achievement and functional expectations

October 2017 48

Step 5 AHAs

• The purpose of Step 5 is to review progress toward goals and how well disability-related needs are being addressed

• Step 5 is about IEP planning, review, and revision

October 2017 49

Step 5 AHAsCheck Your System

• Are there set procedures and schedules for reviewing IEP goals?

• Are there procedures for ensuring IEPs are implemented with fidelity?

• Do all educators have access to data needed to review IEPs?

• Are instructional resources available to match student needs with effective interventions

• Do educators need additional training or support to implement IEP services

• Do educators need additional training or support to monitor and interpret progress data? To adjust instruction based on data?

October 2017 50

Step 5 AHAs

When the IEP team determines the student is not making sufficient progress towards achieving IEP goals and closing achievement gaps, the CCR IEP 5-Step Process provides a good framework for reviewing and revising the IEP

October 2017 51

Step 5- Analyze Progress Step Check(updated)

Have you analyzed all data collected to monitor IEP goals?

Have you considered other available data or information related to needs/goals (e.g. other classroom data, information provided by the parent, classroom teachers)

Have you reviewed progress reports provided to parents?

If interim review, have you analyzed data to determine if progress will be sufficient to meet the annual goal? (compare baseline with LOA)

Have you discussed the effectiveness of services?

Have you engaged the student in progress monitoring and understanding progress toward goals?

October 2017 52

Resources

October 2017 53

What We Want to Accomplish

October 2017 54

Quick Tour of new CCR-IEP Pages

CCR-IEP Webpage: https://dpi.wi.gov/sped/college-and-career-ready-ieps

October 2017 55

September 2017 56

CCR IEP Learning Resourceshttps://dpi.wi.gov/sped/college-and-career-ready-ieps/learning-resources

Family and Community Engagement in Promoting Excellence For All

Report of the State Superintendent’s Parent Advisory Council

dpi.wi.gov/pacreport

Wisconsin State Parent Educator Initiative (WSPEI)

http://wspei.org/

WSPEI CCR-IEP Family Engagement Resourceshttp://www.livebinders.com/play/play?id=2191148

October 2017 57

Standards and Expectations

Alternate Academic Achievement Standards

(Essential Elements )for students with the MSCD

Social Emotional Learning

Competencies

Early Learning Standards

(WMELS)

Wisconsin Academic Standards

October 2017 58

Universal Design for Learning (UDL) and the CCR-IEP 5 Step Process

A Lens for Factors Affecting Student Performance

UDL checkpoints can help IEP teams identify and describe effects of disability and guide IEP goal and service planning

October 2017 59

CCR IEP Discussion Tool

October 2017 60

Sample Forms, the PCSA and CCR-IEPs

What is the connection between PCSA, sample forms and CCR IEPs?

• DPI Special Education Forms Page

• Guide to Special Education Forms

• Sample IEP Forms Frequently Asked Questions

• RDA:PCSA Training and Certification eCourse

• Questions and answers about the RDA: PCSA

October 2017 61

October 2017 62