All Things Alternate

Session Goals Federal updates regarding students with significant cognitive disabilities Appropriate Identification of Students for the AA-AAAS Alternate Diploma Criteria All Things Alternate Timeline Standards Based Goals and Instruction Transition Services and PEP Plan Here are the session goals for todays general session on All Things Alternate (top 3 session goals). The bottom 3 session goals are for a session that is part of tomorrow’s ID track (standards-based instruction, the transition page of IEP, and how the IEP aligns with the PEP plan). During today’s session, we will be looking at the “new” Federal Updates regarding students with intellectual disabilities (specifically students with a significant cognitive disability). I say “new” but as you will see as we look at a particular document…. This new information and new requirements actually happened in 2015. However, it has been recently that this has been a focus of professional learning in WV, and we have actually come a long way. We will also be discussing how to properly identify students for the alternate assessment. Sonja Phillips will be presenting on the alternate assessment tomorrow morning, so I do not want to steal her thunder, but we will talk today about the over identification of students for the alternate assessment, and a little bit about the ramifications of doing so. Lastly, we will be looking at ESSA’s criteria for the alternate diploma.

Let’s Lay a Foundation Brief #1- AA-AAS: Standards That Are the “Same but Different” Brief #2- AA-AAS: Defining High Expectations for Students with Significant Cognitive Disabilities Brief # 4- Promoting Communication Skills in Students with Significant Cognitive Disabilities Brief #5- Standards-based IEPS for Students Who Participate in AA-AAS Brief #8- Characteristics of Students with Significant Cognitive Disabilities Each of these briefs are from ncsc- National Center and State Collaborative Each brief helps to lay a foundation as to why we are talking about these changes in special education in regards to students with significant cognitive disabilities. Each brief gives information about the increased rigor of instruction for students with significant cognitive disabilities. Divide the participants into groups. Give each group member a copy of the brief assigned for their group. Give each group 1 copy of the brief notes page. Give participants 10-15 minutes of silent reading time to independently read brief. Give them 10-15 minutes to talk with their group about the article, and select someone from group to report out on the notes page.

Special Education Documents/Updates Every Student Succeeds Act (ESSA)- December 2015 Federal Law passed by Congress Dear Colleague Letter- November 2015 Clarified FAPE for Students with Disabilities Here are the two documents that I was referring to from 2015. ESSA- Federal law passed by congress in 2015. Replaced No Child Left Behind We do not have a copy of the Every Student Succeeds Act, and I’m sure that you are glad about that lol  But we do have a document that compares important pieces of the ESSA legislation to NCLB. **** NCLB vs ESSA (3pager) standards and assessment section has lots of updates: Dear Colleague Letter- Clarified (FAPE) free and appropriate public education. Have participants take out the Dear Colleague Letter. Read portions of the letter to the audience pausing at particular words that you want them to say out loud. (first paragraph page 1 and page 5) PAGE ONE highlights Rigorous academic standards High expectations Alignment to grade level content standards General Education curriculum PAGE 5 highlights Small number (1% of total number of all students at tested grade levels per subject) of children with the most significant cognitive disabilities May be restricted in scope or complexity or take on the form of introductory or prerequisite skills

Who Should Take the Alternate Assessment ESSA Requirement/Policy 2419 Prohibition of Local Cap ESSA 1% Cap Waiver Requirements in Assessment Regulations District Justifications ** Strategies for Meeting the 1% State-level Participation in the Alternate Assessment Brochure Each state must submit a Waiver Request to the USDOE every year that they “anticipate” testing more than 1% of the total number of students assessed in each tested grade level. So far WV has submitted and been approved for 2 WAIVERS. Going along with the waiver…. Each district that anticipates being over 1% must submit to the WVDE (Dawn) a JUSTIFICATION. This Justification gives action steps that the district plans to implement in order to meet the 1% participation cap. The last page (Appendix) of the NCEO Brief gives a detailed description of the information that must be included in the Waiver Request.

WV Alternate Standards, Assessment and Diploma Timeline Year 2017-2018 2018-2019 2019-2020 2020-2021 Alternate Standards Current Next Gen Standards   9th grade cohort (New Standards) Policy 2520.16 Alternate Academic Achievement Standards Alternate Assessment Current Alternate Summative Assessment (DLM) Diploma Type Modified Diploma Alternate Diploma This timeline shows what changes have been happening and are to happen in the areas of the Alternate Standards, Alternate Assessment, and Diploma Type Read each section of the chart aloud to participants. 9th grade cohort 2017-18 was the first cohort to have the opportunity to graduate with an alternate diploma in 2020-2021. July 2018 the new alternate academic achievement standards went into effect (policy 2520.16) DLM will continue to be our alternate assessment (at least though) 2021 2020-2021 will be the first year for the Alternate Diploma

State-Defined Alternate Diplomas Refer participants to the NCEO brief Considerations for Developing State Defined Alternate Diplomas for Students with Significant Cognitive Disabilities This brief gives the 3 alternate diploma criteria No student can be denied the option of a standard diploma. If a student can meet the criteria of a standard diploma…. They can graduate with one. ONLY students with a significant cognitive disability should be taking the alternate assessment.

Alternate Diploma Criteria Be Standards-Based- Aligned to WV College and Career Standards Be Aligned to State Requirements for a Regular Diploma Be Obtained During FAPE Period Talk about graduation 2020 schools – Grad 2020 schools were identified based upon 2 criteria: Graduating less than 70 % of students with disabilities with their original 9th grade cohort. Graduating less than 70% of students with disabilities with a standard diploma. So, let’s think about students with significant cognitive disabilities that graduate with a modified/alternate diploma. First of all, they often remain in school until they are 21 (so they are not graduating with their original cohort). They also are not graduating with a standard diploma. So WV starts a Graduation 2020 campaign that has done many wonderful things to support ALL students graduating from HS. It has helped with both the graduation rate and drop-out rate. Then ESSA decided to address the problem as well and said….. In order for a school not to be penalized for not graduating students with their original 9th grade cohort, and not graduating students with a general diploma… they have to meet 3 criteria in order for their graduation rate not to be effected by these students (see 3 criteria on above slide). Refer to each criteria section of the brief *** Considerations for Developing State-Defined Alternate Diplomas for Students with Significant Cognitive Disabilities

1980’s 1990’s 2015 Functional Life-Skills Curriculum to participate fully in community INVOLVEMENT and PROGRESS in General Education Curriculum for ALL students Take a look at this chart and decide where you think your district and specific school would be on the timeline. What evidence do you have to support your thoughts? INCLUSION with same age peers in home school

Alignment General State Approved Education Grade Level Curriculum Content Standards (Alternate) In both the Dear Colleague Letter and ESSA, the general education curriculum is defined as state approved grade level content standards. So when looking at this slide, we see that the alternate grade level content standards must be ALIGNED to grade level general education curriculum. This means that you should see the connection between instruction for students with cognitive disabilities and the general ed curriculum. We will look closer at alignment and see examples of content that is aligned vs content that is not aligned.

Alignment The process of matching educational components of: Standards Instruction Assessment Now we are going to take a look at what alignment looks like in places other than education. Chiropractor- to align the vertebrae of the back. Garage to align tires on a car. Both of these make things perform better !!

When IEPs Promote Alignment General Curriculum (state standards) IEP Instruction Assessment (skills taught) (state test) IEP Here, lets start off with the IEP, then skills taught and finally the state assessment.

IEP Includes Life Skills and the General Curriculum Grade level academic standards IEP Instruction State Alternate assessment Life skills curriculum Notice here that Life Skills Curriculum continues to be appropriate instruction for students with significant cognitive disabilities. There is truly not a one size fits all placement or instruction for students with cognitive disabilities (or any student at all). Instruction is provided to meet student needs. Placement options are all considered, and decisions are based again on where instruction can best be provided to meet student need. The intention of this slide is to show that everything works together. The instruction is based on grade level standards that are supported by the IEP, and assessed by either the state alternate assessment or the general assessment.

Instruction Not Aligned to Standards Curriculum: Multiplication Instruction on State alternate IEP skill: assessment: Telling time Combine sets Here is where we have to be careful. When students are being removed from general education classes, and receiving instruction in a resource room or a separate class, we have to be sure that the instruction that students are receiving is aligned to grade level content so that this does not happen. Third grade curriculum is multiplication/combining sets, but during math instruction the student is working on telling time. This does not mean that the student shouldn’t learn to tell time. This skill would be taught in context of following a daily schedule for example. Daily living skills such as telling time is taught “real time”  not in isolated math times only/ or it might be part of a center activity. Functional skills or daily living skills can be addressed during naturally occurring routines, concurrent with academic instruction, or during some time devoted to a high priority IEP goal. It is important not to hold students back from learning academics just because they are still catching up on some essential life skills. Coming up Camilla slide – grade level content standard (7th grade) 6 options with discussion.

Writing IEPs that Align to State Standards Be familiar with the WVCCR State Standards. Be familiar with the Alternate Achievement Standards. Utilize the Alternate Standards Support Document Ask the question “Is it Standards Based?” Most likely each person here today writes IEPs for students with intellectual disabilities. Each of these statement are very important when writing IEPs either for students instructed on general standards, or on alternate standards. Read each… Each one leads the teacher to ask this question whenever writing IEPs or planning lessons (instruction) Is it standards based ?? Sometimes, in extending standards, the academic component becomes lost. It is important to keep this the focus of instruction.

General Assessment Standards vs Alternate Assessment Standards WVCCR AA-AAA Standards ELA.4.21- Write informative texts to examine a topic and convey ideas and information clearly. ELA.4.22- Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequence. ELA.4.23- Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. A.ELA.4.21-Paraticipate in shared research and writing (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). A.ELA.4.22- Add details to strengthen writing as needed incorporating guidance and support from adults and collaborative discussions. A.ELA.4.23- Explore a variety of digital tools to produce and publish writing, including collaboration with peers. This slide gives you a snapshot of a “cross-walk” between the WVCCR standards and the WVAAA standards (alternate academic achievement). This example looks at three 4th grade standards. I chose these standard because this snapshot is pretty similar standard to standard. This is not the case for all standards. There is not a one to one match up. But I did want to see both standards (general and alternate) and how they do mirror the same “big idea” regarding grade level content standards. We must be sure and make the distinction between which students with ID would take which assessment.

Alternate Academic Achievement Standards Support Document Step three Step two Step one This is a sample section of the Alternate Standards Support Document. Notice that the standards are the same as the previous slide. This slide shows the progression from step one to step three. Step one is the farthest away from the standard and step three is the closest to the standard. This means that step one might be an appropriate place to begin instruction towards the alternate standard for a very low functioning student with a significant cognitive disability. Talk through an example of one standard. Tie it back to the previous slide.

Meet Camilla 12 year old seventh grader with a significant cognitive disability. Uses an augmented/alternative communication AAC device. IEP goal needs: expand communication skills, improve her range of motion, participate more in her personal care. She loves to swim, spend time with friends, and use her computer. Her parents want Camilla to participate as much as possible in the general education environment, and also learn how to read. Meet Camilla : Read the slide Explain that we are going to look at a 7th grade ELA standard and decide which instructional goal options “are standards based”

Seventh Grade Standard: Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. 1. Camilla will use her AAC device to greet peers in English class.   2. Camilla will acquire 20 sight words that relate to activities in her community and home. 3. After hearing text summaries read aloud, Camilla will select the major theme of each using response options that include text with picture symbol support. 4. Camilla will sequence 3 events from text read aloud to her using response options that include text with picture symbol support. 5. Camilla will organize story grammar elements related to fictional text on a graphic organizer and use the organizer as a support when summarizing the text. 6. Camilla will identify letter-sound correspondences for initial consonants and vowels and use this skill when writing using software that anticipates spelling from the first letters. Read the standard aloud. Discuss that this is a grade level standard that is often thought of as too difficult for a student with a significant cognitive disability. Read each option below and ask the participants to give a thumb up or thumb down as to whether the goal/objective is “standards based”- DIRECTLY RELATED TO THE STANDARD Discuss the fact that all options are appropriate for Camilla based upon her needs, but NOT ALL OPTIONS ARE RELATED TO THE GRADE LEVEL STANDARD. The following options ARE grade level standards based: 3, 4, 5 Options 1, 2 and 6 are all appropriate areas of instruction for Camilla. However, these options ARE NOT aligned or based on the listed 7th grade standard.

Meet Max He is a 14 year old, 9th grade student with a significant cognitive disability. He is used to working in small groups for instruction. He has emerging literacy and numeracy skills. Neither was emphasized in his school career so he entered high school with minimal foundational math skills. He has good fine motor skills, and is able to move or tap one of two pictures to show understanding of key ideas. Max’s parents want him involved and making progress in general education as much as possible. Meet Max: Read each bullet point Like Camilla, Max has a significant cognitive disability. His parents want him involved and making progress in general education. We are going to look at the same kind of information as we did with Clarissa with Max in math.

Let’s align Max’s instruction to High School Algebra What do we know about courses for students with significant cognitive disabilities? Reduced depth, breadth, and complexity May be introductory or pre-requisite skills Should be addressed through the lens of functional/life skills.

High School Algebra Standards Expression formation is taught using a vocational activity of working at a hardware store So we are going to look at a HS math standard that would be appropriate for Max. Remember we are choosing standards and viewing them through the lens of vocational activity. Pay special attention on the next slide to the alternate standard that is written on the top of the slide.

Alternate Standard A.M.A1HS.4 Max’s task: His job is to set up bags of bolts and write (5b) for five bags of bolts. The b means they do not know how many bolts go in each bag yet. He will also make 4 bags filled with washers (4w) The teacher has Max to create the expression by selecting numbers to put in the equation: 5b+4w Have participants look up this alternate standard in support document Read each bullet point

Teacher Prep and Task Analysis The teacher sets up five bags for the bolts. The goal is to have 5 bolts per bag. Max will count with one-to-one correspondence 1-5. The teacher uses a large number line and covers the numbers beyond 5. Max puts a bolt on each number 1-5 to create the first set. Max then scoops the bolts into a bag. He repeats this for 5 sets of bolts. The teacher has Max make four bags with 8 washers following the same procedure as bolts. Read slide

Scaffold toward high school expectation 5 bags with (5) bolts + 4 bags with (8) washers 5(5) + 4(8) Read slide

Now It’s Your Turn Select a standard from the programmatic level or grade level that you teach. Determine how you will provide instruction on this standard utilizing a life skills or vocational activity. With a partner, identify 3-4 steps to appropriately teach this standard to a student with a significant cognitive disability. Read slide

Meaningful Partial Participation By appropriately including students with the most significant cognitive disabilities through manipulations of breadth, depth, or complexity, at least some subset of grade- level content standards will be within the student’s educational experience So what does this mean?? What does this look like on IEPs and what does this look like in the classroom?? Hybrid Approach to Inclusion- time in separate setting as well as appropriate time in general education. ESSA document page 1 – to raise academic expectations and increase inclusion for students with disabilities

Determining Priority Areas Are we preparing the student to be more independent and to improve his quality of life? How can we broaden his/her world? How do we facilitate regular and ongoing interactions with typical peers and promote social inclusion? What instructional activities will enable the student to gain self-dependence and control over the environment? (Sarathy, 2014) Questions for IEP teams to keep in mind when choosing priority areas (grade level alternate standards).

Best Practice Document Social Studies (PE/Health and the Arts to come) These are “best practice” alternate standards for all grade levels for SS PE/Health and the Arts (music and art only) have been updated. A best practice PE/Health and Art/Music Best Practice Document will be coming. These are not state approved alternate standards since we are not required to write standards for these subjects (therefore… Best Practice Documents) Grades 9-12 **** Copies provided

Transition Planning: Why is it so important? Secondary transition services are defined as a coordinated set of activities for a student with an exceptionality that are designed within a results- oriented process focused on improving the academic and functional achievement of the students to facilitate movement from school to post school activities. The Every Student Succeeds Act also places a big emphasis on transition planning for all students including students with significant cognitive disabilities. Transitions Services have been vey important all along… but I’m afraid that transition planning has not been given the attention that it should be given. Read slide The next few slides show how important it is to align the transition page of the IEP to the student’s PEP plan. Policy 2510 includes PEP plan criteria. However, not all districts are emphasizing the PEP as they should. Special Education monitoring team monitors the PEP plan which has made it a priority in some counties who get a little hand slap concerning it.

Part VI: TRANSITION PLANNING Age of Majority- the student and parent have been informed... Yes NO Transition Planning Considerations: How were the student’s preferences and interests considered? Student Interview/Survey Functional Vocational Evaluation Parent Interview/Survey Transition Assessment (not listed) Interest Inventory Notice here in red I have highlighted preferences and interests. We must make sure to take the time to REALLY find out what our students are interested in and show them that a career pathway can be matched to those interests. Also… when looking at IEP’s most teams only mark Student Interview/Survey. More time and attention needs to be paid to this than just a conversation with the student. Actual interest inventories and evaluations need to be conducted. I also have highlighted in red Transition Assessment (not listed). Official transition assessment is not listed on the page as an option. But if you will notice on the next page, it asks what Transition Assessments have been reviewed with the student. I would love for this to be added to the online IEP (something Dawn will be asking about later).

Part VI: TRANSITION PLANNING Transition Assessments Reviewed (specify) The student’s educational program will lead to a: standard diploma alternate diploma Appropriate measureable post-secondary goals based upon age appropriate assessments: Education/Training Goals: Employment Goals: Independent Living Goals (if appropriate): Here is where it asks what transition assessments have been reviewed in order to make the decisions concerning transition for the student. Choose diploma choice. Post secondary goals- refer to page 50 in community readiness document *** gives teachers a script. These areas should be addressed again in the students PEP plan.

Part VI: TRANSITION PLANNING Select one of the following Career Clusters: Agriculture, Food and Natural Resources Architecture and Construction Arts, A/V Technology and Communication Business Management and Administration Education and Training Finance Government and Public Administration Health Sciences Hospitality and Tourism Human Services Information Technology Law, Public Safety, Correction and Security Manufacturing Marketing Science, Technology, Engineering, and Mathematics Transportation, Distribution, and Logistics Cluster Undetermined (Option for Grade 7 or below) Pretty self explanatory slide- The important thing to note here is that what ever is checked on this page should align with the students employment goals from the previous slide. It should also match the career interest on the PEP plan. GOOD ADVICE- DO THE IEP AND PEP PLAN AT THE SAME TIME TO ENSURE THAT THEY MATCH 

Part VI: TRANSITION PLANNING Specify the Career Pathway Option that aligns with the career cluster the student selected: (Career Cluster) Career Pathway Options: CTE: State Approved CTE Program of Study (Limited to District Offerings and Enrollment) CTE: State Approved Individual Work Ready (IWRC) Non –CTE: Personalized Program of Study Thecareer cluster should be the same one chosen on the previous slide. 3 options now: 4 personalized courses or CTE Program of Study, and IWRC *Note- Students with a significant cognitive disability CAN NOT be a CTE completer. Therefore, CTE is not an option. It is a requirement for the IWRC program that students be working towards a general diploma (you might ask… is this not crazy? You may think…. But what if Bobby (a student on alternate assessment) is successful in his career choice and training in CTE to be HVAC licensed.) I am not saying that if Bobby is successful in HVAC program, that he should be removed from CTE program…. I’m saying that if Bobby is being successful in CTE HVAC Program…. Then Bobby does not have a significant cognitive disability !!! So what about the 4 personalized courses??? What are the choices for ID students???? Any class can be the personalized courses as long as they are aligned to their career pathway (preference and interest) So 4 art courses are great…… (if) the student is planning to be an artist Otherwise, what about this thought??? (next slide)

NOTE: Specific course selections must be documented in the student’s Personalized Education Plan (PEP). A copy of the the PEP must be kept with the student’s IEP. This statement is included on the online IEP maker template

Alternate Diploma Students Personalized Courses Where can students (ages 14-21) be provided instruction and transition support? Each of these course titles have a course code listed in WVEIS. (IF) a district wants to…. They can create their own courses and schedule any student (I think it’s perfect for students with disabilities/but needed for all) into these classes to prepare the student for post school. ***Community Readiness Document pages 38-49

Course Codes All 9th and 10th grade students that are currently on Alternate Assessment, being instructed on the alternate standards, should have already had their schedules updated with the new course codes. The course codes have been developed and can be found on the WVEIS website under the Support Tab (Course Code Change Document 2017-2018). District WVEIS personnel and/or school counselors have been making the changes to student’s schedules.  It is a district decision about particular digits within the course codes (WVEIS course codes are 4 digit numbers), districts/schools add the remaining digits.  We have new alternate course codes for all credit bearing courses (9-12). I recently received a question about middle school course codes and if we would have alternate codes for these courses as well. We will not have new course codes for other grade levels (at least for now). What we are asking is that schools use the same codes as GEE and add the digit for exceptionality (direction from Joey Wiseman). ** Important piece here is that alternate standards should be taught in elementary and middle school. All grade levels should be teaching aligned grade level standards (K-12) ….. Not solely functional academics- 7636 course code

Student Transcripts and Credits Previous Schedule Current Schedule 76110J- Social Skills 76100J- Daily Living Skills 31080J- Work Skills 48100J- Reading Support 68070- Health (related arts) 59117- Library Skills (related arts) 4008XJ ELA 8 Alternate Standards 3008XJ MATH 8 Alt Standards 6008XJ SCI 8 Alt Standards 7008XJ WV STU 8 Alt Standards 7946XJ ART Alternate Standards 6608XJ PHYS ED 8 Alt Standards 7610XJ DAILY LIVING SKILLS Notice the differences of these two schedules. Previous schedule- focusing on Life Skills to the exception of grade level content areas Current schedule- focusing on grade level content areas (ESSA requirement for alternate diploma) for 9-12. The example above is for 8th grade.

Enrollment Codes and Special Education Status Courses Student participates in Graduation Ceremony with his/her 9th grade cohort, or the cohort that they have been moved to. Student must be reported as a Graduate for end of year reporting or it will count against the schools graduation rate. Student comes back to school and is Re-Enrolled (registered as CPG-post graduate). Student stays in school until age 21. If student changes mind and decides to leave before they are 21, it is coded as TG (Early Graduate). This slide gives information about enrollment codes and special education status courses. Many questions are asked about what happens when students and/or parents (IEP teams) make the decision for the student to stay in school until age 21. Each bullet point gives input as to how schools report graduates and returning students. Last bullet point addresses what happens if the student/family change their mind and do not stay until 21.

LRE Continuum of Services (pg.58-59) General Education –Full Time (80% or more of the school day) General Education-Part Time (no more than 79% of the school day and no less than 40% of the school day) Special Education-Separate Class (less than 40% of the school day) Special Education- Special School (greater than 50% of the school day) Special Education- Out of School Environment Special Education- Residential Facility Special Education- Parentally Placed in Private School Special Education- Correctional Facilities (Office of Diversion and Transition Programs ODTP)

Dawn Embrey-King Coordinator, WVDE dembreyking@k12.wv.us