College and Career Ready IEPs(CCR-IEPs)
DPI Updates
October 17, 2017
Anita Castro and Paula Volpiansky, Consultants, Special Education TeamWI Department of Public Instruction
Today’s Objectives
Participants will:
• Learn about key CCR IEP resources,
• Benefit from lessons learned,
• Receive tips on challenging topics such as:
o how to identify a student's disability-related needs,
o how to involve families in the 5-Step Process, and
o how to write IEPs aligned with standards.
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5 Beliefs
• High Expectations
• Culturally Responsive Practices
• Positive Student Relationships
• Family and Community Engagement
• Collective Responsibility
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Adapted from Center for Story Based Strategy and Interaction Institute for Social Change
No BarriersEquity/Access
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Engaging Families
• “Achievement gap” is “opportunity gap”
• Definitions of terms used
• Clear explanation of the step discussion and linkages
• Their contribution is valued and essential
• Active listening helps to address concerns, answer questions, and elicit input
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Family Engagement(Sample Form: I-4 Linking Form, Section II)
How will school staff engage parent(s)/families in the education of the student (e.g. sharing resources, communicating with parent(s)/families, building upon family strengths, connecting parent(s)/families to learning activities, etc.)?
Examples:
o Include in training on the 5-Step Process
oDemonstrate the CCR IEP Discussion Tool to the family
oProvide training to family in how to support reading or other academic instruction in the home
oProvide books at child’s independent reading level for recreational reading with family members
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Engaging Students
Have a system in place to engage students in the IEP process
oExplain purpose of the IEP and IEP development process− Consider using the 5 Step Process graphic organizer
oExplain IEP terminology using language the student understands
oEncourage student to share input/give examples appropriate to each step
oProvide participation options− Consider student led IEPs
− Encourage Principle of Partial Participation (as appropriate)October 2017 8
CCR-IEP 5-Step Process
Understand
Achievement
Identify Effects of
Disability
(and disability related needs)
Develop GoalsAlign Services
Analyze Progress
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5-Step Process General Training AHAs
• Processing and debriefing throughout training is critical
oProvide multiple ways to do this
• Scaffolding is effective
oBuild from structured illustrative examples to application
oParticipant self-reflection on existing IEPs during training is helpful
oWorking though participants’ examples can help if you follow the 5-Step Process structure/cues closely
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CCR-IEP 5 Step Process Chart
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For DiscussionSample debrief slide for teachers
• What do you see as the most challenging aspects of this step?
• What will you do to prepare for your next IEP team meeting?
• What questions might you ask to help prompt IEP team participants to address the key ideas of this step during an IEP team meeting?
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For DiscussionSample debrief slide for trainers
• What do you see as the most challenging aspects of this step?
• What are your suggestions for addressing this with staff?
• How would you coach a teacher on this step?
• What questions might you ask to help prompt IEP team participants to address the key ideas of this step during an IEP team meeting?
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Step 1Understand Achievement
Understand achievement of
grade-level academic standards
and functional expectations to
identify the student’s strengths and
needs
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Step 1 AHAs
• Step 1 is about the data
• Grade-level standards are not intended to be reviewed in full during an IEP team meeting
• General educators are usually the best source of information about “standards-based” performance
• IEP documentation of “current levels” provides data to support the rest of the discussion
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Step 1 AHAs
• Students with IEPs almost never “meet” or “not meet” all early childhood/grade level standards
• IEPs become standards-based because of what you do in Step 1
oCompleting Steps 1 and 2 will lead to the development of goals aligned with early childhood/grade-level standards and expectations during Step 3
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Step 1-AHAs
• Documenting Current levels of Performance the “old way” leads to redundancy when completing the “effects” section of the new I-4 form (it’s a choice)
• Without supporting data, these sentences are not adequate current level statements. The student…
o struggles with math and science
o is not meeting grade level standards in reading
o exhibits behaviors that interfere with their learning and the learning of others
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Step 1 Sample step application activity
Skim the Strengths and Current Levels in your IEP
Can you find the necessary and pertinent information?
What do you see as the most challenging aspect(s) of this step?
What one next action will address your challenge?
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Identify how the
student’s disability
affects academic
achievement and
functional performance (and summarize disability-related needs)
Step 2: Identify Effects of Disability
on Access and Achievement
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CCR-IEP 5 Step Process Chart
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Step 2 AHAs
• Teach Step 2 in three separate parts with isolated discussion and practice on each (effects, root causes, summary of disability related needs)
• Symptoms vs. root causes
oGetting to “why” is really important
• Even though it is not required, it is helpful to document the results of your root cause analysis
• Sentence stems help
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Effects of DisabilityObserve
• What do we see?
• What are the results?
• What are the concerns?
• Does it occur everywhere?
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Information Current Levels- Step 1“What”
(Reporter)
Effects of Disability “How”
(Observer)
• Reading fluency benchmark =102, mid 3rd grade (expected= 130, mid 5th)
• Running Record-Independent level M-end 2nd gr. (expected Level T- mid 5th)-Decoding and fluency miscues
• Comprehends grade level text when using text reader (listening comprehension)
• Oral language comprehension meets gr. level expectations
• Avg. time on task during independent work= 68% of time vs. 95% average achieving peers
• Behavior removals from academic classes >15 minutes = 3 avg. per week vs. 0 expected
• Excels in hands-on classes: computer class, science labs, specials
Does not read grade-level
materials independently • does not read with sufficient speed
accuracy and expression
Difficulty independently
completing assignments that
involve reading in school and
when doing homework
Off-task and disruptive behavior
when expected to read silently or
aloud in class
Example of Effects of Disability
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Effects of Disability Sample step application activity
Pick one or two effect statements in your IEP
How do they relate to the student’s current levels ?
If you were having this IEP team meeting next week, what one thing would you do to be prepared to talk about the effects of this student’s disability on accessing, engaging, and making progress to meet early childhood/grade level standards and expectations?
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Root Cause AnalysisAnalyze
• Select one area of concern
• Ask why the student is struggling
• Generate reason
• Dig deep into the cause
oAsk why 5 times
• Dig into one reason at a time
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Root Cause Analysis
How does asking “Why” multiple times help drill down from higher-level symptoms to the underlying root cause(s)?
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Example of Root Cause Analysis
Effect of Disability“How”
(Observer)
Root Cause Analysis“Why”
(Detective/Analyst)
Does not
independently read
grade-level text
Gets frustrated when required to read independently
Trouble gaining meaning from grade level written material when reading independently. When text read aloud or using a text reader, can access/comprehend
Reading fluency insufficient to efficiently read grade level written material on own
Difficulty with decoding affects fluency; makes it hard to read and understand text
Difficulty with phonological skills affects decoding
Why?
Why?
Why?
Why?
Why?
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Effect of Disability“How”
(Observer)
Root Cause Analysis“Why”
(Detective/Analyst)
Student is removed
from the classroom
and misses
instruction for short
periods of time.
Think of a student
who has this effect
of disability . . .
To understand “why” the student is being removed use the 5 Why’s to better identify root cause(s) of the student being removed from classroom.
1) Why is this student being removed from the classroom?
2) Why . . . ?
3) Why . . . ?
4) Why . . . ?
5) Why . . . ?
Root Cause Analysis(Sample application activity)
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AHAs -Documenting Root Cause Analysis
Not required, but encouraged
Possible options:
• Go back and refine the effect statement
The student… (observed effect(s) … because (root cause/s)
E.g. The student does not independently read grade-level text (effect) because of current decoding and fluency skill levels; and because the student does not sustain attention long enough to complete tasks (root causes).
• Other places in IEP? October 2017 29
Examples: Refining Effects of Disability after Root Cause Analysis
Effects of Disability (“How”) because of Root Cause (“Why”)
• Does not read grade-level materials independently (effect) because does not read with sufficient speed, accuracy and expression (i.e. decoding and fluency) (root cause)
• Has difficulty independently completing assignments that involve reading in school and when doing homework because does not read fluently and gets frustrated and anxious (root cause)
• Exhibits off-task and disruptive behavior when expected to read silently or aloud in class because has trouble decoding and does not read fluently, so gets frustrated, anxious, and avoids reading (root cause)
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AHAs – Summarizing Disability-Related Needs
This sentence stem may be helpful:
The student needs to develop/improve/increase X area/skill/ behavior (related to root causes), so the student can Y (effect
to address re: access, engagement, progress) … and outcomes will improve
Example:Effect (Y): The student does not fluently read grade-level text
Root Cause (X): … because of inefficient decoding skills
Disability-related need: The student needs to improve decoding skills (root cause) so the student can fluently read grade-level text (effect)
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Example of Disability-Related Needs
Root Cause Analysis“Why”
(Detective/Analyst)
Disability-Related Needs“Summarize”
(Synthesizer)
Gets frustrated when required to read independently-When text read aloud or using a text reader, can access/comprehend
Trouble gaining meaning from grade level written material when reading independently
Reading fluency insufficient to efficiently read grade level written material on own
Difficulty with decoding affects fluency; makes it hard to read and understand text
Difficulty with phonological skills affect decoding
Improve phonology and decoding
skills so the student can more fluently
and independently read and gain
meaning from grade level text
Develop and use strategies to
reduce frustration so the student can
improve engagement in reading
activities and independently access
grade level text
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Clarification Disability-Related Need Affecting Reading
• A disability-related need that affects reading reflects characteristics of the student’s disability that have an effect on access, engagement, and progress in reading in relation to grade level standards and instruction. This may include:
o needs related to the acquisition of reading skills such as phonemic awareness, phonics/decoding, reading fluency, vocabulary development, reading comprehension, as well as
o functional skill needs such as social-emotional, behavioral, self-regulation, mobility, sensory and others that affect access and engagement in literacy curriculum, instruction and other activities
• The IEP team determines if the student has a disability-related need affecting reading
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Putting It all Together: IEP Team Meeting Scenario(sample closing discussion starter for Step 2)
The team just reviewed data about the student’s current reading achievement and determined the student’s reading skills are well below early childhood/grade level expectations. One of the team members says, “Ok, now let’s write a reading goal”.
• What would you do to facilitate the meeting at this point?
• What questions would you ask to keep the IEP team on track?
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Step 3Develop Ambitious and Achievable Goals
Develop ambitious and
achievable goals that close
achievement gaps and
support the unique
strengths and needs of the
student.
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Step 3- AHAs
• IEP goals address “why” (i.e., root causes ) the student is not meeting early childhood/grade-level standards or expectations
o IEP goals address student-specific disability-related need(s) that will improve access, engagement and progress toward standards and expectations (i.e., effects)
oA well developed goal statement generally specifies the target skill/behavior (related to root cause(s)) to be developed or improved; and not just the effect or symptom
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Step 3 AHAs
How do we know when a goal is needed to address a disability related need?
Ask, “Does the student need to develop or improve a skill or just use a skill that is already mastered”?
This question is also relevant when linking services to needs in Step 4
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Standards-Based IEPs
Completing Steps 1 and 2 of the 5 Step Process with fidelity will lead to the development of goals aligned with grade-level standards and expectations during Step 3
o Identify student’s current performance related to early childhood/ grade-level standards.
o Identify how the disability affects access, engagement and progress (effects)
o Discuss why (root causes) the student is not meeting grade-level standards and summarize disability-related needs.
o If goals address the whys and needs, the goal will be aligned with the standards
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Linking Step 2 and Step 3 Sample step application activity
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What might be an appropriate goal?• Refer to step chart example and pick one need to
write a goal about• Goal Statement:
• Baseline: • LOA:
• Benchmarks/STOs? • Baseline: • LOA:
o Methods to Measure Progress:
Linking Steps 2 and 3Sample step application activity #1
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Linking Steps 2 and 3 Sample Step Application Activity #2
(refer to blank chart handout as a reminder)
• Select one goal from your IEP
• Can you trace the goal back through each step of the process? – Address one or more disability related needs?
– Goal target skill/behavior addresses a root cause?
– Directly related to effect of the disability?
– Is it sufficiently ambitious and achievable? Will it change a current level related to meeting grade level standard/expectation?
• Is your goal measurable? October 2017 42
Align specially designed
instruction, services,
supports and
accommodations needed
to support the goals and
ensure access to the
general curriculum.
Step 4: Align Special Education
Services
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Step 4 AHAs
Understanding the purpose of IEP services and why each service is needed to improve access, engagement and/or progress is central to linking services to IEP goals and disability-related needs
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Linking Steps 1-3 with Step 4Sample Step Application Activity
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Chart and Discuss Service Linkages Using IEPSample Step Application Activity
• Review “At A Glance” documents for Steps 1-4
• Pick a goal that is aligned with one or more needs
o Review strengths, current level and effects information related to the need(s) and goal (i.e. documentation of Steps 1, 2, 3 discussion)
• Look at the services statement(s) identified to address the need(s) and corresponding goal (refer to numbers for need/goal)
• Is there a clear and logical link between the student’s disability related needs, corresponding goals, and services?
o Try tracing this backwards by seeing if you can write the corresponding information from Steps 3, 2, and 1 on a blank 5 Step Process Chart
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Step 5: Analyze ProgressTowards Goals
Analyze progress towards
goals to evaluate what
works and what is needed
to close the student’s
achievement gaps.
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Step 5 AHAs
Review progress to identify what is working and what may need to change to address:
oThe student’s disability-related needs
oAny lack of expected progress toward IEP goals
oAny lack of expected progress in the general education curriculum
oHow IEP goals and services support the student in closing gaps in early learning/academic achievement and functional expectations
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Step 5 AHAs
• The purpose of Step 5 is to review progress toward goals and how well disability-related needs are being addressed
• Step 5 is about IEP planning, review, and revision
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Step 5 AHAsCheck Your System
• Are there set procedures and schedules for reviewing IEP goals?
• Are there procedures for ensuring IEPs are implemented with fidelity?
• Do all educators have access to data needed to review IEPs?
• Are instructional resources available to match student needs with effective interventions
• Do educators need additional training or support to implement IEP services
• Do educators need additional training or support to monitor and interpret progress data? To adjust instruction based on data?
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Step 5 AHAs
When the IEP team determines the student is not making sufficient progress towards achieving IEP goals and closing achievement gaps, the CCR IEP 5-Step Process provides a good framework for reviewing and revising the IEP
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Step 5- Analyze Progress Step Check(updated)
Have you analyzed all data collected to monitor IEP goals?
Have you considered other available data or information related to needs/goals (e.g. other classroom data, information provided by the parent, classroom teachers)
Have you reviewed progress reports provided to parents?
If interim review, have you analyzed data to determine if progress will be sufficient to meet the annual goal? (compare baseline with LOA)
Have you discussed the effectiveness of services?
Have you engaged the student in progress monitoring and understanding progress toward goals?
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What We Want to Accomplish
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Quick Tour of new CCR-IEP Pages
CCR-IEP Webpage: https://dpi.wi.gov/sped/college-and-career-ready-ieps
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CCR IEP Learning Resourceshttps://dpi.wi.gov/sped/college-and-career-ready-ieps/learning-resources
Family and Community Engagement in Promoting Excellence For All
Report of the State Superintendent’s Parent Advisory Council
dpi.wi.gov/pacreport
Wisconsin State Parent Educator Initiative (WSPEI)
http://wspei.org/
WSPEI CCR-IEP Family Engagement Resourceshttp://www.livebinders.com/play/play?id=2191148
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Standards and Expectations
Alternate Academic Achievement Standards
(Essential Elements )for students with the MSCD
Social Emotional Learning
Competencies
Early Learning Standards
(WMELS)
Wisconsin Academic Standards
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Universal Design for Learning (UDL) and the CCR-IEP 5 Step Process
A Lens for Factors Affecting Student Performance
UDL checkpoints can help IEP teams identify and describe effects of disability and guide IEP goal and service planning
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CCR IEP Discussion Tool
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Sample Forms, the PCSA and CCR-IEPs
What is the connection between PCSA, sample forms and CCR IEPs?
• DPI Special Education Forms Page
• Guide to Special Education Forms
• Sample IEP Forms Frequently Asked Questions
• RDA:PCSA Training and Certification eCourse
• Questions and answers about the RDA: PCSA
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