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ALIGNING IEPs TO IDAHO CORE STANDARDS

ALIGNING IEPs TO IDAHO CORE STANDARDS. February 2014. Training Objectives. Participants will develop an understanding of the Idaho Core Standards. Participants will develop an understanding of how to how to support positive outcomes for students.

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ALIGNING IEPs TO IDAHO CORE STANDARDS

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  1. ALIGNING IEPs TO IDAHO CORE STANDARDS February 2014

  2. Training Objectives • Participants will develop an understanding of the Idaho Core Standards. • Participants will develop an understanding of how to how to support positive outcomes for students. • Participants will develop an understanding of standards-based IEPs. • Participants will develop an understanding of the process of aligning IEPs with Idaho Core Standards.

  3. Common Core Aim • Student learning expectations are consistent and clear so teachers and parents know what they need to do to help them. • Designed to be robust and relevant to the real world, reflecting the knowledge and skills youth need for success in college and careers. • By fully preparing American students for the future, our communities will be best positioned to compete successfully in the global economy. Common Core State Standards Commission

  4. IDAHO CORE STANDARDS

  5. Where is Idaho in the Process? • 2011 Adoption of Idaho Core Standards • 2011-2013 Professional Development provided to districts • 2013-2014 First year the ICS are fully implemented in Idaho schools • Spring 2014 New state assessment which fully aligns with the Idaho Core Standards

  6. Where is Idaho in the Process? • 2013-2014 Districts will align IEP goals and objectives to the Idaho Core Standards • 2013-2014 ISAT-ALT will continue to be based on the Extended Content Standards

  7. Idaho Assessments • SBAC = NewISAT • Field Testing Spring 2014 • All students in grades 3-8 and 11 • Students in grades 9 and 10 are optional • Participation in the SBAC Field Test will not affect any school’s Star Rating this year • Old ISAT • Students in grades 11 & 12 when applicable to meet IEP requirements If you have questions about the Smarter Balanced Field Test, please contact: TJ Bliss at tjbliss@sde.idaho.gov or Angela Hemingway at ahemingway@sde.idaho.gov

  8. Idaho Assessments • Alternative Assessment • Pilot Alternative Assessment 2013-2014 • New Alternative Assessment will be implemented by 2014-2015 If you have questions about the Alternative Assessments please contact Toni Wheeler at tcwheeler@sde.idaho.gov

  9. Idaho Core ELA Key Shifts • Shift One: Students will build knowledge and academic language through a balance of content rich, complex nonfiction and literary texts. • Shift Two: Reading/Writing/Speaking is grounded in evidence from the text, across the curriculum. • Shift Three: Students will use digital resources strategically to conduct research and create and present material in oral and written form. • Shift Four: Students will collaborate effectively for a variety of purposes while also building independent literacy skills.

  10. Key Aspects of ELA Standards • Four strands under the College and Career Readiness Anchor Standards • Reading • Writing • Speaking and Listening • Language • Articulation of literacy standards across the content areas

  11. CCR Anchor Standards

  12. Math Content Standards Organized in a hierarchy: • Domain • Big ideas that connect standards and topics (sometimes across grades) • Cluster • A group of related standards • Each standard captures several ideas which summarizes the important aspects of their domain • Standard • Describes what students should understand & be able to do

  13. Example of a Math Clusters and Domains Domain Clusters

  14. Example of a Math Domain, Clusters and Standards

  15. Activity: Idaho Core Standards • Find a standard in either the Math or the ELA Standards for your assigned grade level that stands out to you. • Share out why you chose that particular standard.

  16. Learning Progressions Framework (LPF) • Were developed to be used with the CCSS • Does NOT provide details of grade-specific curriculum • Describes student learning as an ongoing developmental progression • A starting point for thinking about how students develop competency in an academic domain

  17. Example from ELA LPF

  18. Example from Math LPF

  19. Core Content Connectors (CCC) • Prioritizes academic content by grade level for both the Math and ELA standards • Help to focus on the core content, knowledge, and skills needed at each grade level • Help IEP teams identify priorities in Math and ELA areas when developing goals and objectives • Help guide instruction for students participating in the alternative assessment

  20. Core Content Connectors: ELA http://www.sde.idaho.gov/site/assessment/ISATalt/Instruction.htm

  21. Core Content Connector: Math

  22. Educational Alignment

  23. General Education Content Standards • Idaho Core Standards (All grades) • Idaho Health & PE Content Standards (All grades) • Idaho Extended Alternative Standards (2013-2014 is the last year to use these standards) • Basic Workplace Competencies (All grades) • eGuidelines for Preschool (Social/Emotional Development & Approaches to Learning and Cognitive Development used through 3rd grade)

  24. Activity: Processing Worksheet Complete “Current Process” column only

  25. SUPPORTING POSITIVE OUTCOMES FOR STUDENTS

  26. Positive Outcomes for Students • Although the ICS sets high student expectations, the standards allow flexibility for multiple means of access • If we create appropriate and flexible learning environments for all students, we can accommodate individual learning differences and maximize their learning

  27. Educational Structure

  28. Positive Student Outcomes • Create a comprehensive educational structure which will lead to appropriate and flexible student learning • Establish a framework for flexible learning environmentswithin general education classrooms which will provide all students access to the general education curriculum such as the Universal Design for Learning (UDL)

  29. The Universal Design for Learning (UDL) • The UDL is an educational framework which guides the development of flexible learning environments which can accommodate individual learning differences. • The use of UDL within general education classrooms can provide all students access to the general education curriculum.

  30. Three Principles of UDL • Multiple Means of Representation: Presentation of information in various formats and with multiple media • Multiple Means of Action and Expression: Allows students to respond and demonstrate what they know through a variety of formats • Multiple Means of Engagement: Provides ways to engage learner attention and motivate student learning

  31. UDL: Multiple Means of Representation • Visual Displays • Graphic Organizers • Videos • PowerPoint Presentations • Picture Symbols Paired with Text The “What” of learning

  32. UDL: Multiple Means of Action & Expression • Gallery Walks • Line-Ups • Communication Systems • Text-to-Speech Translators • Strategy Tools • Checklists The “How” of learning

  33. UDL: Multiple Means of Engagement • Teach self-regulation explicitly • Provide choices for students • Allow students to participate in the design of classroom activities and academic tasks • Role Play The “Why” of learning

  34. Connecting UDL and ICS ICS UDL

  35. Connecting ICS and UDL • ICS provides the goal standards which will be most effective for students • UDL provides the means to increase student achievement of the ICS

  36. Supporting Student Achievement Supporting the educational achievement of our students in special education programs requires schools to have an understanding of: • Ownership – students receiving special education services are the responsibility of all • High Expectations – understanding all students will be challenged and expected to perform to the best of their ability

  37. Educators Working Together

  38. Activity: What Can You Contribute? • As a table, discuss your roles as special educators. What can you contribute to your building team as you implement the Idaho Core Standards? • Each table will share out one contribution.

  39. Collaboration of Special & General Educators Special Educators can share knowledge and experience about: • Evidence-based teaching practices • Implementation of the Universal Design for Learning • Accommodationsand supports to help students access the general curriculum General educators can share knowledge and experience about: • Curriculum resources • Content resources COLLABORATION

  40. IEP DEVELOPMENT

  41. Importance of Aligning IEPs to Standards Federal law requires that students with disabilities: • Have access to the general curriculum • Be involved in the general curriculum • Progress in the general curriculum

  42. Alignment Student's Present Levels Idaho Core Standards

  43. IEPComponents • How the student’s disability affects involvement and progress in the general curriculum (PLAAFP/PLOP) • How the student will be involved in and progress in the general curriculum(Goal) • Supplementary aids and services to help the student be involved in and progress in the general curriculum (Accommodations-Adaptations/Modifications) • Why the student will not participate with children without disabilities in general education (LRE)

  44. Supplementary Aids and Services In order to enable the student to access, be involved in and progress in the general curriculum, the IEP must contain a description of: • Accommodations and modifications to the curriculum • Accommodations and modifications to how curricular information is provided • Direct special education and related services and supports to the student and to people who work with the student

  45. Supplementary Aids and Services • The IEP should only include a list the supplementary aids and services determined necessary by the team for the student to access the general curriculum. • The listed supplementary aids and services need to be related to the areas of need that have been identified in the PLAAFP/PLOP and Goals.

  46. Assessment Participation • Students with disabilities are required to take part in state and district-wide assessments, when appropriate. • The IEP Team will determine the necessary accommodations or modifications necessary for the student to participate in the assessments. • If the IEP Team decides the assessment is not appropriate for the student, they will state why that assessment is not appropriate and how the student will be assessed.

  47. IEP Development

  48. IEP: Present Levels of Academic Achievement and Functional Performance

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