Transcript College and Career Ready IEPs
Sample IEP Forms College and Career Ready
Patricia Williams & Anita Castro Special Education Team [email protected]
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Why All the Changes?
• Approximately 20% of students with disabilities are performing at or above “proficiency” in reading.
• Focus on procedural compliance has not resulted in better outcomes.
• New Federal emphasis on outcomes: Results Driven Accountability (RDA).
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Results Driven Accountability (RDA)
Reading Drives Achievement: Success through Literacy
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U.S. Dept. of Education
Dear Colleague Letter, Nov. 2015
• The primary vehicle for providing FAPE is through an appropriately developed and implemented IEP.
• An IEP must take into account the impact of the child’s disability on his or her involvement and progress in the general education curriculum.
• Goals must be ambitious but achievable, and aligned with grade-level content standards.
Agenda 2017 Every Child a Graduate, College and Career Ready
The Journey
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Our Partners Joined Us On the Journey
State Superintendent’s Council on Special Education
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RDA: PCSA Pilot Districts
Alma Center Ashland Barron Beecher-Dunbar-Pembine Chilton Hamilton Hudson Markesan Mauston Middleton-Cross Plains Milton Monona Grove Pardeeville River Ridge Rosendale-Brandon Sauk Prairie Stevens Point Wabeno Wausau West De Pere 8
Positive Feedback Regarding the Revised Sample IEP Forms
• Changes the conversation: emphasis on improving outcomes.
• Connections between present levels/needs of the student with goals and services.
• Parent involvement / Student involvement 9
College and Career Ready IEP Process First Then Next Understand
achievement of grade-level academic standards and functional expectations to identify the student’s strengths and needs
Identify
how the student’s disability affects academic achievement and functional performance
Develop
ambitious but achievable goals that close achievement gaps and support the unique strengths and needs of the student
Align
specially designed instruction, services, supports, and accommodations needed to support the goals and ensure access to the general curriculum
Ongoing Analyze
progress towards goals to evaluate what works and what is needed to close the student’s achievement gaps
College and Career Ready IEP Process Analyze First Understand Understand
achievement of grade-level academic standards and functional expectations level academic standards and functional expectations to identify the student’s strengths and needs
Identify
how the student’s disability affects academic achievement and functional performance.
Identify
how the student’s
Develop
evaluate what works and what is needed to close the student’s achievement gaps
Next Align
specially designed instruction, services, supports, and accommodations needed to
Align
specially designed instruction, services, supports, and accommodations needed to
Ongoing
access to the general curriculum achievement gaps and support the unique strengths and needs of the student achievement gaps.
RDA: PCSA
• PCSA checklist items that impact student outcomes • Sample IEP Forms aligned with checklist • Intentional focus on improving reading/literacy outcomes • Linkages Needs – Goals – Services 12
One of these things is not like the others…
• One of these things just doesn't belong, • Can you tell which thing is not like the others • By the time I finish my song?
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Can you find the differences?
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Are you ready to see your fixer upper?
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Revised Sample IEP Forms
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Referral Form (R-1) IEP Team Meeting Cover Sheet (I-3) Review of Existing Data (EW-1 → ED-1) Evaluation Report (ER-1) Present Levels (I-4); Special Factors (I-5); Annual Goals (I-6) and Program Summary (I-9) =
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IEP Linking Form (I-4)
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Annual IEP Goal Review (I-5)
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Interim IEP Goal Review (I-6)
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Revised Referral Form (R-1)
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Revised Cover Sheet
(I-3) 19
Revised Review of Existing Data (EW-1) Now: Existing Data Review (ED-1) 20
Revised Evaluation Report (ER-1)
Existing Data and New Assessments 21
Revised Evaluation Report (ER-1)
Need for Special Education 22
Individualized Education Program (I-4) Linking Present Levels, Needs, Goals & Services 23
Individualized Education Program (I-4) Disability-Related Needs 24
Individualized Education Program (I-4) Family Engagement 25
Individualized Education Program (I-4) Measurable Annual Goals 26
Individualized Education Program (I-4) Program Summary 27
Individualized Education Program Annual Review of IEP Goals (I-5) 28
Individualized Education Program Interim Review of IEP Goals (I-6) 29
Training and Certification Module
October 21, 2015 30
RDA: Procedural Compliance Self-Assessment Record Review Summary
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Improved Student Outcomes
College and Career Ready IEPs
Procedural RDA: PCSA Sample IEP Forms
Discussion Tool
Content/ Best Practices Guiding Questions/ Modules Professional Development
College and Career Ready IEP Process First Then Next Understand
achievement of grade-level academic standards and functional expectations to identify the student’s strengths and needs
Identify
how the student’s disability affects academic achievement and functional performance
Develop
ambitious but achievable goals that close achievement gaps and support the unique strengths and needs of the student
Align
specially designed instruction, services, supports, and accommodations needed to support the goals and ensure access to the general curriculum
Ongoing Analyze
progress towards goals to evaluate what works and what is needed to close the student’s achievement gaps
College and Career Ready IEP Discussion Tool
• Supplements IEP software management systems (not a replacement) • Provide professional development and teacher training • Enhance IEP and planning discussions 34
Procedural Compliance Training Plan
• Sample IEP Forms – Summer and Fall 2016 • PCSA Directions and Standards – Spring 2017 • Opportunities – Leadership Conference – Regional (CESA) Training – Large District Training – Web-based Training – Guidance Documents 35
Guidance Documents
• Definition of Disability-Related Need Affecting Reading • Guidance document on Family Engagement • DPI letter issued April 6, 2016: Reading Teachers and the Provision of Specially Designed Reading Instruction as Outlined in Students’ IEPs 36
RDA-PCSA Timeline
2015-16 5 th / Final Year of Current PCSA Cycle 2016-17 Technical Assistance & Training on RDA: PCSA 2017-18 1 st Year of monitoring using new RDA: PCSA checklist Pilot: Sample IEP Forms, Training and Certification Module, RDA: PCSA, and Reporting Tool January 2017 CCR IEP Discussion Tool LEAS who reported on the cyclical indicators for the 2016-2017 school year participate in the 2017-18 PCSA
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For More Information
To access the Sample IEP Forms, visit: http://dpi.wi.gov/sped/laws-procedures bulletins/procedures/sample/forms To learn more about the Procedural Compliance Self-Assessment, visit: http://dpi.wi.gov/sped/educators/procedural compliance-self-assessment To see the 5-year cycle list: http://dpi.wi.gov/sped/educators/cyclical indicators 38
Compliance Programs Systems
Results Driven Accountability
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Thank you for your time!
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