standards based ieps: vision, myths & process
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8/10/2019 Standards Based IEPs: Vision, Myths & Process
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Standards Based IEPs:
Vision, Myths & Process
Governor’s Advisory Council for Exceptional Citizens (GACEC) Retreat
October 4, 2014
Sarah Celestin, Ed.D.
Exceptional Children Resources
8/10/2019 Standards Based IEPs: Vision, Myths & Process
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Discussion Points
Vision & Goals for Standards based IEP (SB IEP)
Results-driven Accountability and Rigor
What is a SBIEP?
Myth Busting
The SB IEP Process
Unpacking the Standards to Create Rigorous Goals
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Vision of the SB IEP Process
Students receiving special education services will have
IEPs that are…
Highly individualized and data-driven
Standards-based including academic and non-academicgoals (behavior, social, life skills, etc.)
Supporting access to the same educational content as their
general education peers
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Goals of the SB IEP Process
Outcomes Measure – Increasing Student’s Academic &
Functional Performance
Supporting Results Driven Accountability
Facilitating increase rigor of curriculum for students withdisabilities
Fidelity Measure - After 2 years of implementation, 80%
of participating schools will achieve fidelity ofintervention of implementing standards based IEPs.
U.S. Department of Education Grant Performance Report
(ED 524B)
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Balancing Priorities within the IEP
Instructional-Level Content
EnrolledGrade-Level
Content
Standards-based
goals
Adaptation orModification of
Grade-level Content
Grade-Level
Standards
Access Skills
Accommodations &SpecializedInstruction
Present Levels
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Debunking the SB-IEP Myths
SB-IEPs take individuality away from students by
making them learn from the same menu.
The CCSS are not a menu for special educators to
pick and write from.
SB-IEPs focus on the prioritized skills needed for
students with disabilities to have ACCESS to the
same standards as non-disabled peers.
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SB-IEP Myths
SB-IEPs will be much longer since there are so
many standards.
SB-IEPs are focused on the specific skills needed
to access a particular standard(s).
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SB-IEP Myths
General Education and Special Education will
become further separated due to gaps between
CCSS and students with disabilities.
Creating SB-IEPs is a collaborative process.
General Educators will share content withSpecial Educators providing insight on adaptation
and modification.
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SB-IEP Myths
SB-IEPs are not appropriate for students with
moderate to severe disabilities.
Learning life and functional skills IS important;
we must find the balance between these skills
and access and engagement in the academic
curriculum.
Other
Concerns?
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SB IEP Process
Data Considerations
Prioritizing Needs
Present Levels, Goal Development & Benchmarks
Specialized Instruction, Services & Supports
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Data Considerations
3. What multiple data
sources (including
district or statewide
assessments) are beingused to create this
IEP?
Needs and PLEPs
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Multiple Data Sources
Data sources are the ‘proof’ of your IEP
Needs, Services, Goals, and Present Levels are all based
on the information found from data sources.
The data sources should be a point of reference for the
rest of the IEP.
Though the question asks “what” sources are used- best
practice would be to include the results (particularlythose that reflect PLEP data).
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Data Considerations
4. How does the child’s
disability affect the child’s
involvement and progress
in the general education
curriculum?
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Structure of an Educational Impact
Statement
What skills are affected?
Where (classes, activities, etc.) do those skills manifest
themselves?
How do they affect educational progress and access to
the curriculum?
When does this affect the student (specific
environments or throughout the day)?
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Data Considerations
How does this student compare to his/her same-age
peers?
Looking to the grade-level standards for understanding and
to identify gaps
For students participating in the alternate assessment,
using Grade Band Extensions (modified curriculum)
What specific skills related to academic achievement do
they display or need in order to participate in a general
education classroom?
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Other Factors
Data
Considerations
CommunicationNeeds
AssistiveTechnology
Behaviorsupports and
strategiesAIM Supports ELL
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Process of DevelopingStandard-based IEP Goals
PLEP
• Collect Data
• Identify Strengths
• Identify Needs
• Develop Impact Statement
ConductData/GapAnalysis
• Review of PLEP
• Review Grade Level Standards
• Determine the gap-Wherestudent is and where we needto go
WritingMeasureableAnnual Goals
•Prioritizingskills• ABCDs•SMART(S)
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AnnualGoal
Learner
Characteristics
Gaps between
Instructional(PLEP)and Grade-Levels
Common CoreState Standards &
Grade BandExtensions
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Annual Goals:
Instructional and Grade Level
The two types of goals together (instructionaland grade level) allow the student to makeprogress in the general education
curriculum, while also addressing identifiedneeds.
Grade level goals allow for focus onprioritized grade level content with enhancedsupports.
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Developing Academic Goals
‘Unpacking’ Content Standards What must the student KNOW and what should
they DO? (Determine nouns and verbs)
What barriers prevent the student fromachieving these standards? (Gap Analysis)
What goals, accommodations, modifications,
and services will teach the student the skillsneeded to close the gap?
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Unpacking Standards
Begin with the content area and review the
standards by grade
Identify“essentials” for that content and grade
based on what students need for success – in
school and in life for college and career readiness
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When Unpacking State Standards
Circle the verbs(these are often the skills thestudent needs to know)
Underline the nouns
Name the context or topic
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Unpacking a Standard
CCSS.ELA-LITERACY.RI.6.1
Cite textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the
text.
Additional Resources for teachers include the Learning
Progression documents developed by the DOECurriculum Work Group.
Activity
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Unpacking the Standards Chart
Verbs/Skills Nouns/Concepts Context /Topic
CITE TEXTUAL EVIDENCE LITERATURE
SUPPORT ANALYSIS EXPLICIT
INFERENCES
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Goals with SMART(S)
S. Specific- Are specific skills addressed that could be identified and duplicated bysomeone else?
M. Measurable- Can it be measured with quantifiable numbers? (Completion %,Opportunities, Frequency, etc.)
A. Achievable- Given a year’s worth of instruction, is it feasible for the student tobe able to achieve them within a year?
R. Results-Focused- Do the goals focus on an end product or ability to bedemonstrated? Does it relate to overall student improvement?
T. Time-Bound- Are there time limits set forth for the goal to be completed?(benchmarks, timed-assignment criteria, frequency duration)
S. Standards-based- Does the goal seek to teach the skills needed in order toaccess and achieve the Common Core State Standards for the student’s gradelevel?
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Statement of Services
Statement of Services
includes an outline of
all services, supports,
accommodations andmodifications needed
to address the need.
Bridges the gaps and
barriers which preventthe student from
accessing the general
curriculum.
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Services, Aids, and Modifications
What specializedinstruction is neededfor the student to gainaccess to the general
curriculum? Where and how can
this service beimplemented?
How many hours perweek does the studentrequire the service?
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Questions?
Delaware Department of Education
Sarah Celestin – [email protected]
302-735-4210
University of Delaware, Center for Disabilities Studies
Steve Smith – [email protected] 302-831-1052