Transcript Alabama Course of Study: Social Studies

Standards-Based IEPs
Part 1: Standards, Present Level, and Annual Goals
Marla Davis Holbrook - Special Education Services
Developing Standards-Based IEPs - Alabama Department of Education
Standards-Based Reform
• Major Elements
– Higher Academic Standards
– Aligned Assessments
– Increased Accountability
Developing Standards-Based IEPs - Alabama Department of Education
Background for
Standards-Based Reform
• IDEA 1997
– Access to and progress in the general
education curriculum
• No Child Left Behind Act of 2001
– Aligned system of standards and assessments
– Accountability for all students (disaggregated
by subgroup)
– State and local Adequate Yearly Progress
(AYP)
• IDEA 2004
– Reinforces NCLB language and accountability
Developing Standards-Based IEPs - Alabama Department of Education
Accessing the General
Education Curriculum
• What is meant by the general education
curriculum?
– The full range of courses, activities, lessons,
and materials routinely used by the general
population of a school
• What is meant by access?
– Participation in the knowledge and skills that
make up the general education curriculum
Developing Standards-Based IEPs - Alabama Department of Education
In Alabama…
• Higher Academic Standards
– Alabama Courses of Study/Content
Standards
• Aligned Assessments
– Alabama Reading and Math Test (ARMT)
– Alabama High School Graduation Exam
(ASHGE)
– Alabama Alternate Assessment (AAA)
• Increased Accountability
– Adequate Yearly Progress (AYP)
Developing Standards-Based IEPs - Alabama Department of Education
High Academic Standards and
Alabama Academic Content Standards
• What are academic content standards?
– What students must know and be able to do
at the end of a course or grade level
• Where do you find academic content
standards?
– Alabama Courses of Study
– Alabama Extended Standards (for Students
with Significant Cognitive Disabilities)
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What is a Course of Study?
A course of study is a document that
specifies what students should know and
be able to do in a particular subject area
by the end of each grade level or course.
The course of study contains state
academic content standards for each
subject area and grade level.
Developing Standards-Based IEPs - Alabama Department of Education
What are Content Standards?
• Content Standards define what
students should know and be able to
do at the conclusion of a course or
grade.
• Content Standards identify minimum
required content.
– Bullets and Examples are listed under
the Content Standards
Developing Standards-Based IEPs - Alabama Department of Education
What are Bullets
and/or Examples?
• Bullets denote content related to the
standards and required for instruction.
• Examples clarify certain components
of content standards. They provide
essential content; however, additional
details are often necessary to fully
accomplish mastery of the
standards/bullets.
Developing Standards-Based IEPs - Alabama Department of Education
Sample Content Standard
Content Standard
1.12 Locate days, dates, and months on a calendar
Example
Bullet
Examples: Locating the third Thursday of the month on a
calendar; recognizing that today is Tuesday,
January 24
•
Using vocabulary associated with a calendar
Example
Examples: using the words yesterday, today, tomorrow,
day before, day after
(Grade 1 – Content Standard 12)
Developing Standards-Based IEPs - Alabama Department of Education
Implementing
Content Standards
• All students must work toward
grade-level content standards.
– Some students need additional
instruction to work at grade level.
Curriculum Guides were developed to
meet the needs of students who are
working toward, but are not yet on,
grade-level content standards.
Developing Standards-Based IEPs - Alabama Department of Education
What are Curriculum Guides?
– Curriculum guides are companion
documents to the Alabama Courses of
Study. They include all of the
components in the Alabama Courses
of Study and add Objectives under
each standard.
Developing Standards-Based IEPs - Alabama Department of Education
What are Objectives?
• Objectives are skills that are
prerequisite to the standard and/or
break the standards down into
smaller units of instruction.
• Objectives provide a scaffold that
students may climb to reach the
grade-level standard.
Developing Standards-Based IEPs - Alabama Department of Education
Sample Math Content
Standard and Objectives from
Curriculum Guide
M 2.12 (Math COS Standard)
Tell time to the minute using analog and
digital clocks.
Objective M 2.12.1: Recognize numerals 0-60.
Objective M 2.12.2: Demonstrate concepts of
number sense by counting forward and
backward by ones, fives, and tens up to 60.
Developing Standards-Based IEPs - Alabama Department of Education
Math Standard 2.12
continued …
• Objective M 2.12.3: Recognize time on an
analog or digital clock to the quarter hour.
• Objective M 2.12.4: Use vocabulary
associated with the measurement of time,
including words related to clocks and
calendars.
– Examples: before, after, first, last, hours,
days, weeks, months
Developing Standards-Based IEPs - Alabama Department of Education
Standards-Based
Educational Planning
• Which documents will assist in
educational planning as students
work toward grade-level standards?
– Alabama Courses of Study
– Curriculum Guides
– Alabama Extended Standards (for
students with significant cognitive
disabilities)
Developing Standards-Based IEPs - Alabama Department of Education
What are Extended Standards?
– Downward extensions of academic
content standards designed to allow
students with significant cognitive
disabilities to progress toward gradelevel standards
• Measured by the Alabama Alternate
Assessment (AAA)
Developing Standards-Based IEPs - Alabama Department of Education
Sample Math Content Standard
and Extended Standard
• Math 2.3 (COS Standard) Label
equal parts of a whole using 1/2,
1/3, and 1/4.
• Math 2.3 (Extended Standard)
Divide an object into equal parts.
Developing Standards-Based IEPs - Alabama Department of Education
ACCESSING THE GENERAL
CURRICULUM
GENERAL EDUCATION
ALABAMA COURSE of STUDY
CURRICULUM GUIDES
ALABAMA EXTENDED
STANDARDS
Developing Standards-Based IEPs - Alabama Department of Education
Course of Study and
Curriculum Guides
• Mathematics
– Curriculum Guide (Grades 1-8)
– Prerequisites to Algebra (Grades 9-12)
• Reading
– Curriculum Guide (Grades 1-12)
• Social Studies
– Curriculum Guide (Grades K-12) DRAFT
• Science
– Curriculum Guide (Grades K-12) DRAFT
• Language Arts
To be developed 2006-2007
Developing Standards-Based IEPs - Alabama Department of Education
Content Standards
Legend for IEPs
subject
grade level
content standard
objective
Standard R 3. 3
Use a wide range of strategies,
including using context clues and
predicting outcomes, to
comprehend third-grade
literary/recreational materials in a
variety of genres.
R 3. 3. 2
Make and confirm
predictions based on
information from a story.
Developing Standards-Based IEPs - Alabama Department of Education
Content Standards
Legends for IEPs
Reading – R
Grade Level – 3
Standard Number – 2 (Course of Study)
R.3.2: Demonstrate reading vocabulary
knowledge of compound words.
Objective Number – 1 (Curriculum Guide)
R.3.2.1: Identify the two separate words
in compound words.
Example: air+plane = airplane
Developing Standards-Based IEPs - Alabama Department of Education
Content Standards
Legend for IEPs
Math – M
Grade Level – 3
Standard Number - 1 (Course of Study)
M 3.1 Demonstrate number sense by
comparing, ordering, and expanding
whole numbers through 9999
Objective Number - 1(Curriculum Guide)
M 3.1.1 Compare numbers less than
1,000
Developing Standards-Based IEPs - Alabama Department of Education
Content Standards
Legend for IEPs
• Social Studies – SS
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•
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7th grade SS.C. (Citizenship)
7th grade SS.G. (Geography)
12th grade SS.E. (Economics)
12th grade SS.G. (U.S. Government)
– Grade Level – 12
– Standard Number – 3 (Course of Study)
SS.E.12.3: Analyze graphs to determine
changes in supply and demand and their
effect on equilibrium price and quality.
– Objective Number – 2 (Curriculum Guide)
SS.E.12.3.2: In graphic form, depict the
effects of supply and demand on selected
products.
Developing Standards-Based IEPs - Alabama Department of Education
Content Standards
Legend for IEPs
• Science – S
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K-8th grades - S.
9-12th grades - S.PS.(Physical Science)
9-12th grades - S.B. (Biology)
9-12th grades - S.C. (Chemistry)
9-12th grades - S.P. (Physics)
– Grade Level – 4
– Standard Number – 4 (Course of Study)
S.4.4: Describe effects of friction on moving
objects.
– Objective Number – 2 (Curriculum Guide)
S.4.4.2: Define force in motion.
Developing Standards-Based IEPs - Alabama Department of Education
Developing Standards-Based IEPs
•
Access to the general curriculum
means providing opportunities to learn
important content reflected in the
content standards.
•
The IEP is the cornerstone of
access to the general curriculum.
Developing Standards-Based IEPs - Alabama Department of Education
If educational research can
tell us anything, it is that
students are more likely to
learn something at school if
it is taught than if it is not.
-Walter C. Parker (1991). Renewing the Social Studies
Curriculum.
Developing Standards-Based IEPs - Alabama Department of Education
Developing Standards-Based IEPs
What steps do IEP Teams need
to follow to develop effective
standards-based IEPs?
Developing Standards-Based IEPs - Alabama Department of Education
Step 1: Collect and examine
materials for making data-based
IEP decisions.
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Courses of study and/or curriculum guides
Current assessment data
•
State assessments
•
Classroom assessments (curriculum-based)
•
Eligibility data (if current and related to
learning the standards)
Student work samples
Previous year’s IEP
Other information (e.g., grades, discipline referrals,
attendance reports)
Developing Standards-Based IEPs - Alabama Department of Education
Step 2: Analyze data to develop
the student profile.
The profile should include general
statements regarding:
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Strengths
Needs
How the disability affects
involvement/progress in the general
education curriculum
Assessment/Evaluation
Status of prior IEP goals
Teacher/Parent/Student input
Transition needs (at least by age 16)
Developing Standards-Based IEPs - Alabama Department of Education
Student Profile
Assessment
Evaluation
Strengths
Needs
Impacts
performance
Katie is a 5th grade student who is experiencing difficulty achieving
grade level academic content standards in all areas. Katie repeated kindergarten
and has received supplemental support in reading and math since she was in the
second grade. Katie’s scores on achievement tests indicate that she falls in the
below-average range in mathematics and reading. Her fourth-grade state
assessment results showed math as a relative strength. Katie takes pride in
finishing her work and frequently requests more time to complete her
assignments. When given an accommodation of additional time, Katie will
continue to work until she is told that time is up. As her skills improve, Katie
will work to decrease the time it takes for her to complete her assignments.
Katie has problems with oral reading fluency and comprehension. She
scored in the at risk range on the fifth grade DIBELS Oral Reading Fluency
spring benchmark. Katie can read 85-90 words of connected text per minute
with 100% accuracy. Her performance is consistent with the expectations for a
student at the end of second grade. Katie’s problems with oral reading fluency
affect comprehension skills in all academic areas of the general curriculum. She
is improving in the areas of reading with expression and in self-correcting when
she misses a word.
Developing Standards-Based IEPs - Alabama Department of Education
Student Profile
continued ….
Assessment
Evaluation
Teacher/
Parent/
Student Input
Katie is working on fourth grade academic content standards in
math. Results from state and classroom-based assessments (CBAs), indicate
that Katie has learned math third-grade content standards with the exception
of word problems. Progress monitoring data support the need for additional
instruction in solving word problems at the third-and fourth-grade levels.
Home and school rating scales reveal significant difficulty in the
areas of social interaction and communication skills. Teachers report that
Katie is quiet in class and rarely volunteer answers or seeks teacher
assistance. She does not often initiate interaction with peers or adults.
Katie’s parents state that she does not frequently interact with others in
church/community activities, but she likes to play with her younger sister and
younger children. Katie loves music and has recently begun to take dance
lessons. Her mother hopes that dance will help Katie feel more comfortable
with children her age and improve communication skills.
Developing Standards-Based IEPs - Alabama Department of Education
Step 3: Use data to summarize
the present level.
The present level answers the
question:
“What is the student doing now?”
Developing Standards-Based IEPs - Alabama Department of Education
Sample Present Level
Standards-Based
Includes
Assessments
Includes Strengths
and Weaknesses
How Disability
Impacts
Learning
Present Level of Academic Achievement and Functional Performance
Results from classroom assessments show that Katie is
experiencing difficulty solving math word problems (M 4.6) that
involve addition and subtraction of four-digit numbers. She averages
one of four word problems correct on weekly grade five classroom
assessments. Katie can solve simple word problems involving singledigit numbers (M 3.2.2) and, when given additional time, can solve
addition and subtraction problems (with the exception of word
problems) involving two and three-digit numbers with and without
regrouping (M 4.6.4)
Katie’s difficulties with reading passages containing complex
sentences and her lack of reading fluency negatively affect her
progress in solving word problems within time limits specified for fifthgrade classroom assessments.
Developing Standards-Based IEPs - Alabama Department of Education
Present Level
• Purposes
– To provide a summary of baseline
information that indicates the student’s
academic achievement and
– To identify current functional
performance
– To provide an explanation of how the
disability affects the student’s
involvement/progress in participating
in the general curriculum
Developing Standards-Based IEPs - Alabama Department of Education
Present Level
• Characteristics
– Standards centered
• addresses the general education
curriculum (content standards)
– Data driven
• includes formal and informal data
Developing Standards-Based IEPs - Alabama Department of Education
Present Level
• Characteristics continued …
– Understandable - uses clear, easily
understood language that provides a
snapshot of the student’s needs and
strengths
– Measurable - written in terms that are
observable, specific, and based on
evidence
Developing Standards-Based IEPs - Alabama Department of Education
Components of Present Level
The present level must include the
following three components:
1. Strengths
2. Needs
3. How the student’s disability affects
performance in the general education
curriculum (for preschool children, how
the disability affects the child’s
participation in age appropriate
activities)
Developing Standards-Based IEPs - Alabama Department of Education
Present Level
•Strengths
–Student’s response to:
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Learning strategies
Accommodations
Interventions
Standards Instruction
Ask…
“What have we learned about this student’s
strengths?”
Developing Standards-Based IEPs - Alabama Department of Education
Present Level
•Needs
Prioritize in relation to how they affect
involvement and progress in the general
education curriculum
Ask…
“What prerequisite skills/knowledge does
the student need to close the gap between
his/her present level and the grade-level
content standards?
Developing Standards-Based IEPs - Alabama Department of Education
Present Level
• How disability affects performance
–Consider how the student’s disability
affects progress in learning the gradelevel content standards
Example:
Tasha’s limited vocabulary knowledge is
affecting her progress in achieving reading
standards that include synonyms,
antonyms, and multiple-meaning words.
Developing Standards-Based IEPs - Alabama Department of Education
Present Level
DO NOT use the student’s exceptionality to
explain how the disability affects
involvement/progress in the general curriculum!
–Example of what NOT to write:
Marcus’ learning disability affects his
progress in the general curriculum.
–Example of what to write:
Marcus’ weakness in applying strategies,
such as making inferences and making
complex predictions, affect his progress in
comprehending sixth-grade literary
materials.
Developing Standards-Based IEPs - Alabama Department of Education
Present Level
Remember…
The present level of academic
achievement and functional
performance sets the stage for
developing IEP goals!
Developing Standards-Based IEPs - Alabama Department of Education
Step 4: Write Annual Goals.
• Purpose
– To describe what a student can
reasonably expect to accomplish in
one school year
– Annual Goals answer the question
“What should the student be doing?”
Developing Standards-Based IEPs - Alabama Department of Education
Annual Goals
Annual goals are related to needs
resulting from the student’s disability
that directly affect involvement and
progress in the general education
curriculum.
• For preschool children, as appropriate,
to participate in age-appropriate
activities
Developing Standards-Based IEPs - Alabama Department of Education
Developing Annual Goals
• If a large number of needs are
identified in the present level, the
IEP Team must consider how each
need impacts the students’ progress
in the general education curriculum.
• Select the need that has the greatest
impact on progress, and develop a
goal to address that need.
Developing Standards-Based IEPs - Alabama Department of Education
Annual Goals
Academic goals are based on:
–Alabama content standards
listed in the Alabama COS or
–Alabama Extended Standards
(for students with significant
cognitive disabilities)
Developing Standards-Based IEPs - Alabama Department of Education
Developing SMART IEP Goals
• Specific – based on the student’s Present
Level of Academic Achievement/Functional
Performance
• Measurable – progress is objectively
determined at frequent data points
• Achievable – realistic, related to the most
critical needs
• Results-oriented –developed with a
standards’ outcome in mind
• Time-bound – clearly defined beginning and
ending dates
Developing Standards-Based IEPs - Alabama Department of Education
Annual Goals
– Five Components
• Who
• Time frame
• Conditions
• Behavior
• Criterion
Developing Standards-Based IEPs - Alabama Department of Education
Measurable Annual Goals
Measurable annual goals must include
the following:
The student …(WHO)
Will do what …(BEHAVIOR)
To what level or degree…(CRITERION)
Under what conditions…(CONDITIONS)
In what length of time…(TIMEFRAME)
Developing Standards-Based IEPs - Alabama Department of Education
Example of Goal with Five
Components
Jacob will read 90-110 words of connected
text per minute with 100% accuracy
at the end of 36 weeks.
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•
The student (Jacob)
Will do what (read 90-110 words per minute)
To what level or degree (100% accuracy)
Under what conditions (connected text)
In what time frame (end of 36 weeks)
Developing Standards-Based IEPs - Alabama Department of Education
Annual Goals
Remember…!
– The IEP goal is NOT the content
standard
– The IEP goal is part of a plan to
make the content standards
immediate and specific for the
student
Developing Standards-Based IEPs - Alabama Department of Education
Sample Present Level and SMART IEP Goal
Standards-Based
Includes
Assessments
Includes Strengths
and Weaknesses
How Disability
Impacts
Learning
Present Level of Academic Achievement and Functional Performance
Results from classroom assessments show that Katie is experiencing
difficulty solving math word problems (M 4.6) that involve addition and
subtraction of four-digit numbers. She averages one of four word problems
correct on weekly grade five classroom assessments. Katie can solve simple
word problems involving single-digit numbers (M 3.2.2) and, when given
additional time, can solve addition and subtraction problems (with the exception
of word problems) involving two and three-digit numbers with and without
regrouping (M 4.6.4)
Katie’s difficulties with reading passages containing complex sentences
and her lack of reading fluency negatively affect her progress in solving word
problems within time limits specified for fifth-grade classroom assessments.
Annual Goal
At the end of 36 weeks, Katie will solve math word problems, that involve
addition and subtraction of two-, three- and four-digit numbers (M 3.2 & M 4.6)
with 90% accuracy on classroom assessments and worksheets within time
limits specified for sixth-grade classroom assessments.
Time Frame
Behavior
Criterion
Conditions
Developing Standards-Based IEPs - Alabama Department of Education
Standards Based IEPs
Katie’s Math Data
• Student Profile
Working toward fourth and fifth grade
standards and word problems grades
3-5
Can do third-grade math standards
(except complex word problems)
Can’t consistently solve word problems
(at third, fourth, or fifth grade levels)
Developing Standards-Based IEPs - Alabama Department of Education
Standards Based IEPs
• Katie’s Present Level
Note-Information is specific to the standard and/or
objective being addressed
Strengths-Solves simple word problems
with single digit numbers (M 3.2.2) Solves
addition and subtraction problems ( twoand three-digit numbers) with and without
regrouping (M 3.2)
Standard M 3.2 reads, “Solve addition and
subtraction problems, including word
problems, involving two- and three-digit
numbers with and without regrouping.”
Needs-Word problems
Developing Standards-Based IEPs - Alabama Department of Education
Standards-Based IEPs
• Measurable Annual Goal
At the end of 36 weeks, Katie will solve math
word problems, that involve addition and
subtraction of two-, three- and four-digit
numbers (M 3.2 & M 4.6) with 90% accuracy on
classroom assessments and worksheets within
time limits specified for sixth-grade classroom
assessments.
Developing Standards-Based IEPs - Alabama Department of Education
Developing Standards-Based IEPs
• Part 1
– Content Standards
– Writing IEPs based on Content Standards
– Present Level of Academic Achievement and
Functional Performance
– Annual Goals
• Part 2
– IEP Forms and Process
– Tips for Getting Ready
Developing Standards-Based IEPs - Alabama Department of Education