Connecting the IEP to Arizona College and Career Ready Standards Kyrene School District Special Education Advisory Council (KSEPAC) Presentation November 7, 2013

Objectives of Meeting An overview of the Arizona College and Career Ready 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 utilize resources to support you with being an active participant in your child’s IEP.

Checking In Before We Begin… Level of Understanding of the Arizona College and Career Ready Standards 4I understand the Arizona College and Career Ready Standards and can actively participate in my child’s IEP meetings. 3I understand the Arizona College and Career Ready Standards and how they relate to my child. 2I know what the changes in the Arizona standards are, but I’m not sure how they relate to my child. 1I have heard there are changes in the Arizona standards, but I’m not sure what the changes are. 0What are standards?

Arizona College and Career Ready Standards (ACCRS) Standards for K-12 Students: College and Career Ready (CCR) – English Language Arts (ELA) & Mathematics Standards College and Career Preparedness for Students with Significant Cognitive Disabilities (CCP-SSCD) – Priority areas in English Language Arts (ELA) & Mathematics Standards Standards for Preschool Age Students: Early Learning Standards (ELS)

Shifts of ELA Standards from Current Practice Building background knowledge through reading rich informational texts Using evidence from a text in both reading and writing Closely reading complex texts again and again to increase meaning

Shifts of Mathematics Standards from Current Practice Focus Fewer math topics allowing teacher to go deeper into content Coherence Concepts connected within and across grade levels Rigor Fluency with content and application (speed, intensity and deeper understanding)

Checking in… Where are you with understanding the state standards? Level of Understanding of the Arizona College and Career Ready Standards 4I understand the Arizona College and Career Ready Standards and can actively participate in my child’s IEP meetings. 3I understand the Arizona College and Career Ready Standards and how they relate to my child. 2I know what the changes in the Arizona standards are, but I’m not sure how they relate to my child. 1I have heard there are changes in the Arizona standards, but I’m not sure what the changes are. 0What are standards?

Application to Students with Disabilities “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”

Why Align IEPs to Standards Supports access to the general education curriculum Focuses instruction on more challenging content and skills Promotes collaboration between general and special education educators

Checking in… Where are you with understanding why we align IEPs with standards? Level of Understanding of Why we align IEPs with the state standards 4I understand why my child’s IEP is aligned with the Arizona College and Career Ready Standards and I can actively participate in my child’s IEP meetings. 3I understand why my child’s IEP is aligned with the Arizona College and Career Ready Standards and why they relate to my child’s IEP. 2I understand why my child’s IEP is aligned with the Arizona College and Career Ready Standards, but I’m not sure why they relate to my child’s IEP. 1I know my child has an IEP, but I don’t understand the content in it. 0What are IEPs?

“ 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)

Arizona College and Career Ready Standards 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.

How are the standards aligned to IEPs? Identify present level of performance (define student’s needs). Based on students area of need, analyze and select appropriate standards to guide instruction. Determine if student can demonstrate standard with accommodations. Determine what sub-skills are necessary to move the student from Present Level Academic Achievement and Functional Performance (PLAAFP) toward grade level expectation (goal).

Analyze Standards – Essential Questions Endurance: Will this standard provide student with knowledge and skills that will be of value beyond the present instructional setting? Leverage: Will this standard provide knowledge and skills that will be of value in multiple disciplines? Preparation for next level: Will this standard provide students with essential knowledge and skills necessary for success in the next grade or level of instruction? Reeves, D. B. (2002). The leader's guide to standards: A blueprint for educational equity and excellence. San Francisco: John Wiley & Sons

Checking in… Where are you with understanding how IEPs are aligned with standards? Level of Understanding of How we align IEPs with the state standards 4I understand how my child’s IEP is aligned with the Arizona College and Career Ready Standards and I can actively participate in my child’s IEP meetings. 3I understand how my child’s IEP is aligned with the Arizona College and Career Ready Standards and how they relate to my child’s IEP. 2I understand how my child’s IEP is aligned with the Arizona College and Career Ready Standards, but I’m not sure how they relate to my child’s IEP. 1I know my child has an IEP, but I don’t understand the content in it. 0What are IEPs?

Accommodations for Access Identify the conditions that will provide access for a student to meet the targeted standard(s) through: Accommodations Assistive Technology Specially Designed Instruction Instructional Strategies and Supports Modifications

Student With Significant Cognitive Disabilities With Arizona’s adoption of College and Career Ready Standards, we have a responsibility for preparing all students to be college and career ready. A paradigm shift from previous thinking as to what life might look like for students with significant cognitive disabilities beyond high school This compels us to look closer at the skills and abilities needed to meet this expectation.

College and Career Preparedness for Students with Significant Disabilities There are not skills that students with significant cognitive disabilities do not need nor do these students need “another” set of skills to be prepared for a fulfilling life beyond high school. However, for students with significant cognitive disabilities it may look different.

All Students Need the Same Preparation Focus of standards: high expectations and preparation for experiences after high school Demonstration of preparedness: – Exhibiting communicative competence – Demonstrating fluency in reading, writing and math – Displaying age-expected social skills – Possessing independent work behaviors – Establishing skills in accessing support systems

ELA Goal Example Reading Standard: Read with sufficient accuracy and fluency to support comprehension. Baseline: Currently, given a 3 rd grade level passage, Sally read 50 words correct with 10 errors in 1 minute. Goal: By May 2014, given a 3 rd grade level reading passage, Sally will read 98 words correctly with no more than 5 errors in 1 minute.

ELA Goal Example Standard: Use information gained from illustrations and the words in a text to demonstrate understanding of the text (e.g. where, when, why and how key events occur.) Baseline: Currently, after listening to an informational text passage, Tracy could not select a picture from a field of 3 options in response to “who” and “what” questions relating to the article. Goal: By June 2013, after listening to an informational text passage, Tracy will correctly select a picture from a field of 3 options in response to “who” and “what” questions relating to the article for 4 out of 5 consecutive opportunities.

Math Goal Example By May 2014, given a probe of 3 rd grade level mixed skills (+,-,x) Sally will correctly answer 16 out of 20 problems, as measured by weekly tests given by the special education teacher. (Sally is expected to increase the # of correct responses from 4/20 to 16/20.)

Final check in… Where are you with understanding how IEPs are aligned with standards? Level of Understanding of How we align IEPs with the state standards 4I understand how my child’s IEP is aligned with the Arizona College and Career Ready Standards and I can actively participate in my child’s IEP meetings. 3I understand how my child’s IEP is aligned with the Arizona College and Career Ready Standards and how they relate to my child’s IEP. 2I understand how my child’s IEP is aligned with the Arizona College and Career Ready Standards, but I’m not sure how they relate to my child’s IEP. 1I know my child has an IEP, but I don’t understand the content in it. 0What are IEPs?

Final Thoughts Meet higher expectations Focus on strengths Provide multiple pathways Target specific academic instruction Improve functional and academic achievement

Resources Early Learning Standards childhood/files/2011/06/arizona-early-learning- standards-3rd-edition1.pdf English Language Arts (ELA) & Literacy in History/Social Studies, Science & Technical Subjects Mathematics ds/

Resources Parent Roadmaps (Math) (ELA) Students with Cognitive Disabilities – Project Focus – Think College

Upcoming Trainings January 16, 2014 – “Managing the Transition Process” March 27, 2014 – “IEP, Standards and Assessment”