Meeting Arizona College and Career Ready or Preparedness Standards (AZCCR/AZCCP) through the IEP

Kyrene School DistrictSpecial Education Advisory Council (KSEPAC) Presentation

November 6, 2014

Presented by Cindy WaltersESS 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 proficiencyWest Ed

Student

Start with the grade –level standards

Develop goalWho:Given:Does what:Criteria:Measurement:

Identify specially –designed instruction, accommodations

and/or modifications for access to General

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 Standardshttp://www.azed.gov/early-childhood/files/2011/06/arizona-early-learning-standards-3rd-edition1.pdf

• English Language Arts (ELA) & Literacy in History/Social Studies, Science & Technical Subjectshttp://www.azed.gov/azcommoncore/elastandards/

• Mathematicshttp://www.azed.gov/azcommoncore/mathstandards/

Resources

• Parent Roadmaps http://www.commoncoreworks.org/domain/149 (Math)http://www.commoncoreworks.org/domain/114 (ELA)

• Students with Cognitive Disabilitieshttps://wiki.ncscpartners.org/index.php/Core_Content_Connectors

Next KSEPAC Meeting

• January 8, 2015– “Managing the Transition Process”