Students with IEPs and Academic Content Standards: A Continuum of Supports and Strategies

Peggy McDonald, Executive Director, NJ Office of Special Education Programs

Agenda

Review strategies and supports to align instruction for students with IEPs with grade-level academic standards

Learn about NJ district approaches to the alignment process

IDEA says…

(1) Special education means specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability… 34 CFR Sec 300.39(a)(1)

IDEA says…

Specially designed instruction means adapting, as appropriate to the needs of an eligible child under this part, the content, methodology, or delivery of instruction (i)To address the unique needs of the child that

result from the child’s disability; and (ii) To ensure access of the child to the general

curriculum, so that the child can meet the educational standards within the jurisdiction of the public agency that apply to all children.

Adapting…

Content Adjust text complexity range (lexiles) Add foundational skills (phonemic

awareness/phonics) Functional Skills (ADL, Mobility)

IDEA says…

All children with disabilities are included in all general State and districtwide assessment programs, including assessments described under …the Elementary and Secondary Education Act of 1965, with appropriate accommodations and alternate assessments where necessary and as indicated in their respective IEPs.” 20 USCS Sec. 1412(a)(16)

IDEA says…

The State must— (a) Have in effect established goals for the

performance of children with disabilities in the State that—

… (2) Are the same as the State's objectives for progress by children in its definition of adequate yearly progress, including the State's objectives for progress by children with disabilities, under section 1111(b)(2)(C) of the ESEA, 20 U.S.C. 6311;

IDEA says…

(4) Are consistent, to the extent appropriate, with any other goals and academic standards for children established by the State;

(b) Support and facilitation. State rules, regulations, and policies under Part B of the Act must support and facilitate LEA and school-level system improvement designed to enable children with disabilities to meet the challenging State student academic achievement standards. 34 CFR Sec. 300.199(3)

IDEA and Placement

A child with a disability is not removed from education in age- appropriate regular classrooms solely because of needed modifications in the general education curriculum. 34 CFR Sec. 300.116(e)

IDEA and the IEP

A statement of the child's present levels of academic achievement and functional performance, including-- (i) How the child's disability affects the child's involvement and progress in the general education curriculum (i.e., the same curriculum as for nondisabled children); 34 CFR Sec. 300.320(a)(1)(i)

IDEA and Goals and Objectives

(2)(i) A statement of measurable annual goals, including academic and functional goals designed to-- (A) Meet the child's needs that result from the child's disability to enable the child to be involved in and make progress in the general education curriculum;

34 CFR Sec. 300.320(a)(2)

Alignment

Running Parallel…

Federal Register

Alignment with the state’s academic content standards means that the State has defined clearly the connection between the instructional content appropriate for non-disabled students and the related knowledge and skills that may serve as the basis for a definition of proficiency.

Standards

Curriculum

Instructional Units

Learning Objective

s

IEP Goals and

Objectives

A Model of ‘Alignment’

Standards

A Closer Look: Curriculum

Curriculum• Learning Objectives• Materials• Methods• Assessments

Curriculum Learning Objectives

Study skills, executive functioning Differentiated Teaching Strategies

UDL Principles Flexible Grouping Supplemental Instruction – Reteach/Enrich

Accessible Instructional Materials Leveled texts, software, supplementary programs Manipulatives

Assessment Alternate Assessments Accommodations and Modifications

Curriculum

Methods Scheduling Pacing

A Closer Look: Instructional Units

Standards

Grade Level Content Organized into Units of Study

Standards

A Closer Look: Instructional Units

Curriculum Grade 2 English Language Arts

Instructional Unit 1 Unit 2 Unit 3 Unit 4 Unit 5

The curriculum for a specific grade and subject can be broken down into several instructional units.

A Closer Look:

Learning Objectives

Standards

•Organized into Instructional Units from Curriculum•Organized by Chronological Grade Level

Standards

A Closer Look: Learning Objectives

Instructional UnitGrade 2 English

Language Arts: Unit 1

1: Ask and answer such questions as who, what, where,

when, why, and how to demonstrate

understanding of key details in a text.

Know and apply grade-level phonics and word

analysis skills in decoding words.

With guidance and support from adults and peers, focus on a topic

and strengthen writing as needed by revising and

editing.

Curriculum:Grade 2

English Language Arts

A Closer Look – IEP Objectives

Standards

Curriculum

Instructional Units

Learning Objective

s

IEP Goals and

Objectives

Embedded Skills•Foundational Skills•Other Needs:• Social Skills• Organizational Skills• Motor Skills

A Closer Look: IEP Goals and Objectives

Standards

Standards

Curriculum: Grade 2 English LA

Instructional Unit 1

Learning Objective:Ask and answer such

questions as who, what, where, when, why, and how

to demonstrate understanding of key details

in a text.

IEP Goal :The student will answer “who”,

“what” and “where” questions based on a text at the independent reading level.

Learning Objective:RL.2.1: Ask and answer such questions as who,

what, where, when, why, and how to demonstrate

understanding of key details in a text.

Learning Objective:RL.2.1: Ask and answer such questions as who,

what, where, when, why, and how to demonstrate

understanding of key details in a text.

IEP Goal: The student will answer “where”, “when”, “why”

and “how” questions based

on a familiar text.

IEP Goal:The student will be able to create “WH” questions

based on key details in an informational

text.

Learning Objective

Learning Objective

Learning Objective

A Closer Look: IEP Goals and Objectives

Standards

Standards

Curriculum: Grade 5 Math

Instructional Unit 3

Learning Objective: Use equivalent

fractions as a strategy to add and subtract

fractions..

IEP Goal: The student will identify parts vs.

wholes

Learning Objective:RL.2.1: Ask and answer such questions as who,

what, where, when, why, and how to demonstrate

understanding of key details in a text.

Learning Objective:RL.2.1: Ask and answer such questions as who,

what, where, when, why, and how to demonstrate

understanding of key details in a text.

IEP Goal: The student will separate whole

objects and groups into parts

Learning Objectives: Add and subtract fractions (including mixed numbers) with unlike

denominators.

Learning Objective

A Closer Look: IEP Goals and Objectives

Standards

Standards

Curriculum: Grade 5 Math

Instructional Unit 3

Learning Objective: Use equivalent

fractions as a strategy to add and subtract

fractions..

IEP Goal: Student will increase

appropriate social responses to peers by

responding to greetings in four out of five opportunities

Learning Objective:RL.2.1: Ask and answer such questions as who,

what, where, when, why, and how to demonstrate

understanding of key details in a text.

Learning Objective:RL.2.1: Ask and answer such questions as who,

what, where, when, why, and how to demonstrate

understanding of key details in a text.

IEP Goal:The student will add and subtract

fractions with like

denominators

Learning Objectives: Add and subtract fractions (including mixed numbers) with unlike

denominators.

Learning Objective

Supports

‘Unpacking’ the Standards Universal Design For Learning Scaffolds Accommodations/Adaptations Foundational/Embedded/Essential

Skills Essential Elements

UnpackingStandard Standard Unpacked

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

1. Write opinion pieces on topics or texts, supporting a point of view.

a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.

b. Provide logically ordered reasons that are supported by facts and details.

c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).

d. Provide a concluding statement or section related to the opinion

(North Carolina Department of Education)

Universal Design for Learning set of principles for curriculum

 development that give all individuals equal opportunities to learn

provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution

flexible approaches that can be customized and adjusted for individual needs cast.org

Scaffolding

Instructional scaffolding Adding supports for students in order to

enhance learning and aid in the mastery of tasks

systematically building on students’ experiences and knowledge as they are learning new skills

temporary and adjustable As students master the assigned tasks,

the supports are gradually removed▪ http://iris.peabody.vanderbilt.edu

Scaffolding

W 3.1Write opinion pieces on topics or texts, supporting a point of view with reasons. Express a point of view about text Support a point of view about text –

find the evidence Write opinion supporting a point of

view with evidence Varied text complexity

Accommodations/Adaptations

Read aloud Extended Time Calculator Graphic Organizers Audio Texts Consistency between instruction and

assessment http://www.parcconline.org/

Foundational Skills

Concepts of Print Phonological Awareness Phonics and Word Recognition Fluency

Specific statements of knowledge and skills linked to grade-level expectations indentified in college and career readiness standards Aligned with Common Core State

Standards

Essential Elements

Linkage Levels

Initial Precursor: Typically reflect foundational nodes in the learning map

Distal Precursor: Nodes on map between target and foundational

Proximal Precursor: Nodes on map between target and foundational

Target – Closest to the knowledge and skills reflected in the Essential Element

Successor – Designed to give students the opportunity to stretch toward content in the general education grade level standard

Claim 1- Number Sense: Students demonstrate

increasingly complex understanding of

numbers

MC 1.1 Understand number structures (counting, place value, fraction)MC 1.2 Compare, compose, and decompose numbers and setsMC 1.3 Calculate accurately and efficiently using simple arithmetic operations.

Claim 1 – Number Sense: Students demonstrate increasingly complex understanding of numbers

EE.3.NBT.2. Demonstrate understanding of place value to tens.

Target Node – Explain place values for ones and tensProximal – recognize multiple tens and something; compose numbers based on tenDistal – Recognize a unit; explain ten as a composition of ten onesInitial – Recognize separateness; recognize set

An example – Math

Claims

Conceptual Areas

Essential Elements

Nodes & Connectio

ns

K. CC.1,4,51.NBT.1a-b2.NBT.2a-b,3

3.NBT.1,2,33.NF.1-34.NF.1-2,3 5.NF.1,2

6.RP.1

7.RP.1-37.NS.2.c-d

8.NS.2.a

Sample Map

NJDOE RESOURCES

www.state.nj.us Model curriculum (under revision) ELL scaffolds Instructional Supports Njcore.org Special education resources Learning Resource Centers Positive Behavioral Supports in Schools