LDOE and PTI/FHF Centers Partnership: Update Session January 13, 2016

1. LDOE and PTI/FHF Centers Partnership: Update Session January 13, 2016

2. Alignment to Grade Level Standards • USDOE OSEP November 16, 2015 guidance • Based on the interpretation of “general education curriculum” set forth in this letter, we expect annual IEP goals to be aligned with State academic content standards for the grade in which a child is enrolled. This alignment, however, must guide but not replace the individualized decision-making required in the IEP process. (page 4) • In a situation where a child is performing significantly below the level of the grade in which the child is enrolled, an IEP Team should determine annual goals that are ambitious but achievable. In other words, the annual goals need not necessarily result in the child’s reaching grade-level within the year covered by the IEP, but the goals should be sufficiently ambitious to help close the gap. (page 5) 

3. Example Provided in Guidance (page 6) 6th grade student with specific learning disability Reading 4 grades below grade level; listening is on grade level Read aloud successful accommodation Specialized instruction to target reading fluency; projecting fluency rate increase of 1.5 grade levels across school year (based upon data) Modifications for grade-level reading assignments (based on 6th grade content but shortened) Provide audio text & electronic versions of longer assignments

4. IEP Goals: Sample Resources in Aligning to Standards Louisiana state standards (grade level) Louisiana Extended Standards ELA and Math Guidebooks Instructional shifts PARCC assessment practice tests Writing rubrics Released and sample test items Eagle EOC sample test items EOC achievement level descriptors

5. Example: JS (5th grade student with a disability) Current Performance: • 4th grade ELA assessment results – Unsatisfactory • DIBLES reading fluency with 3rd grade level reading material is at 90 wpm. His reading fluency rate with 4th grade level reading material is at 70 wpm. According to DIBLES national benchmark scores, a 5th grader should be reading 130 to 350 wpm. • Becomes frustrated/anxious with tasks he finds challenging Sample Objective • When provided with text to speech software and a visual guide for close reading strategies, JS will demonstrate understanding of grade level texts by achieving an average of 75% correct on comprehension tasks across fiction and non-fiction works based on two out of three samples in each category.

6. Example: JS (5th grade student with a disability) Current Performance: Writing • With the use of outlines and R.A.C.E writing strategy, he can provide enough information to construct a basic paragraph. He is not able to edit spelling or his own grammar errors. He can identify most errors in capitalization and punctuation and the end of sentences. He can formulate his own thought into a complete simple sentence but has difficulty utilizing conjunctions and transition words within his writing. Needs prompting to build better sentences and add more detail. Becomes frustrated/anxious with tasks he finds challenging Sample Objective • Using a talking word processor with word prediction software, JS will research a topic of choice and write a one page report that contains the required elements of grade level writing standards with 75% accuracy as measured by grade level rubric.

7. Reflection/Discussion:Alignment to Grade Level Standards What must parents know to effectively participate in the IEP process?

8. Act 833: K- 8 eligibility

9. Act 833 and Promotion (K-8) Louisiana Believes • Act 833 states that IEP teams can determine promotion criteria only if, in the school year immediately prior to each grade level in which the student would otherwise be required to demonstrate certain proficiency levels in order to advance to the next grade level, the student has not otherwise met the state and local requirements for promotion or has not otherwise met state-established benchmarks on the required state assessments. • The Act empowers IEP teams to be involved in promotion decisions for students in all grades • Only the 4th and 8th grades have state established assessment proficiency requirements for promotion. • District pupil progression plans may have additional proficiency requirements that could require IEP team involvement per Act 833 • The K-8 Act 833 eligibility decision for a promotion is revisited on an annual basis.

10. Act 833: State Policies and Promotion Currently, students must score at least a combination of Basic/Approaching Basic on the 4th/8th grade math/ELA assessments to be promoted to the next grade. Under Act 833 students may become eligible for an IEP team decision about promotion based on their scores on the previous year’s state assessment. For example: Louisiana Believes

11. Act 833: Local Pupil Progression Plans Under Act 833 students may also become eligible for an IEP team decision about promotion based on local proficiency requirements. For example: Louisiana Believes

12. Promotion Responsibilities (K-8) Louisiana Believes When IEP teams are setting individual promotion criteria for students under Act 833, the following should occur:

13. What does this mean for this year? Student performance on spring 2015 state assessments (grades 3-8) were not used to determine promotion for last school year. Promotion criteria was based solely on local policies. If a student was promoted last school year (2014-2015), he/she is not eligible for the Act 833 promotion criteria in school year 2015-2016. Results of the spring 2015 state assessments (grades 3-8) were not available until November 2015. Student performance on these assessments do not factor into application of Act 833 promotion criteria for school year 2015-2016. This includes those students who did not meet proficiency on their spring 2015 assessments.

14. Reflection/Discussion:Act 833 Eligibility (K-8) Questions/clarifications? What must parents know to effectively participate in the IEP process?

15. Louisiana Believes

16. Traditional High School Graduation Requirements Louisiana Believes TOPS University Diploma: students must earn 24 Carnegie Units and meet the required benchmarks on the End of Course tests (EOC). Jump Start TOPS Tech Career Diploma: students must earn 23 Carnegie Units and meet the required benchmarks on the EOC tests. Students must score Fair, Good, or Excellent on one EOC test in each of the following three categories: English II or English III Algebra I or Geometry Biology or U.S. History

17. What is Jump Start? Louisiana Believes Louisiana’s innovative career and technical education program! Prepares students to: Lead productive adult lives Earn industry based certifications while in high school Continue their education after high school All Things Jump Start!

18. Act 833: Eligibility for an Alternate Pathway to a Diploma

19. New Graduation Pathway Options for Students with Disabilities Louisiana Believes • Students eligible under Act 833 (2014) can pursue a standard high school diploma by meeting standard graduation requirements through alternate means • Students who take the LAA 1 assessment can pursue a diploma pathway by meeting alternate requirements

20. Act 833 High School Student Group Louisiana Believes • Students may become eligible for Act 833 performance criteria if: • They enter high school having not achieved at least a combination of basic/approaching basic on math and ELA in two of the three most recent years (6th, 7th, and 8th grades) -or- • They do not achieve a score of Fair, Good, or Excellent after two attempts of the same EOC test.

21. High School Graduation Requirements Act 833 Eligible Students • Students eligible under Act 833 are required to meet all graduation requirements necessary to receive a standard diploma. This includes the key academic components: • Earning all Carnegie Credits for the diploma pathway they are pursuing • Demonstrating proficiency in each of the three areas traditionally assessed with EOCs. • If the student is unable to meet the assessment requirements through traditional means (i.e., a score of Fair, Good, or Excellent on the required EOCs), they are able to meet this requirement through an alternate means as determined by their IEP team. Louisiana Believes

22. Eligibility Clarifications Louisiana Believes • Once a high school student meets Act 833 eligibility for an alternate pathway to graduation, he or she remains eligible throughout their high school experience. • The student does not have to “re-qualify” each year. • The Act 833 eligibility applies across all content areas, regardless of how the student met the criteria. • When and how to appropriately apply the alternate performance criteria option is made on at least an annual basis by the IEP team.

23. Student Example (Vivian): Act 833 Eligible Student: Vivian is a student with a disability (Autism) who is entering the 9th grade. She participated in general statewide assessments throughout her elementary and middle school years. Louisiana Believes Act 833 Eligibility: Vivian’s assessment results from the previous three years are as follows: • 6th grade: Unsatisfactory on ELA and Basic on Math • 7th grade: Unsatisfactory on ELA and Basic on Math • 8th grade: Unsatisfactory on ELA and Approaching Basic on Math Because Vivian did not attain at least a basic/approaching basic on math and ELA in two of the three most recent years (6th, 7th, and 8th grades), she does meet Act 833 eligibility for an alternate pathway to a diploma.

24. Student Example (William): Act 833 Eligible The Student: William is an 11th grade student with a disability (Other Health Impaired) who receives special education services. He participated in the general statewide assessment throughout elementary and middle school, and he was not eligible for Act 833 when he entered high school. Louisiana Believes Act 833 Eligibility Determination: The IEP team reviewed William’s recent assessment results and found that he scored Needs Improvement on two attempts of the English II End of Course (ELA II EOC) assessment. Because of this, William is eligible for the alternative pathway to a diploma as outlined in Act 833 for the remainder of his high school experience.

25. Reflection/Discussion:Act 833 Eligibility (K-8) Questions/clarifications? What must parents know to effectively participate in the IEP process?

26. Louisiana Believes Act 833: Alternate Performance Criteria

27. Opportunities for Students with Disabilities Louisiana Believes In Louisiana we now have various pathways for all students with disabilities to pursue a high school diploma, including: • Students eligible under Act 833 (2014) can pursue a standard high school diploma by meeting standard graduation requirements through alternate means • Students who take the LAA 1 assessment can pursue a diploma pathway by meeting alternate requirements

28. High School IEP Meeting: Application of Act 833 alternate performance criteria Louisiana Believes During the IEP meeting the team must: Identify the student’s strengths and weaknesses relative to the student’s disability. Review the student’s schedule to determine what course(s) and End of Course tests may be impacted by the students disability. In conjunction with the teacher of record for the courses where Act 833 is being applied, review the state standards and determine the appropriate performance criteria for the student that outlines what the student needs to learn and how they will demonstrate achievement of grade level expectations as demonstrated on benchmark assessments. Develop annual goals, objectives, and a plan for monitoring and assessing student progress throughout the duration of the course that will be incorporated when the teacher of record awards course credit.

29. The Role of the IEP Team and Teacher of Record (High School) Per Act 833, IEP teams may establish individual performance requirements for a student that are aligned to the grade-level standards for the specific course(s) of enrollment and shall be incorporated by the teacher of record when awarding course credit. Louisiana Believes

30. Student Example- Records Review Louisiana Believes The Student: Joshua is a 10th grade student whose specific learning disability impacts his ability to perform at grade level in the areas of reading comprehension and reading fluency. Joshua has difficulty with higher order thinking skills such as making inferences, summarizing text, and predicting outcomes based on information presented in text or other materials such as graphs, maps, and/or tables. He also needs support in identifying strategies to decode unfamiliar words. His reading deficits impact his ability to complete assignments in the expected amount of time and he is often reluctant to participate in class discussions related to on-grade level texts. The school Joshua attends implements a 4X4 block schedule and is enrolled in 8 courses each year. Act 833 Eligibility: The IEP team has reviewed Joshua’s previous assessments results and found that he received the following: 7th grade: Unsatisfactory on ELA and Basic on Math 8th grade: Unsatisfactory on ELA and Approaching Basic on Math Joshua is eligible to demonstrate mastery of course content through alternate performance criteria according to Act 833. IEP Team Next Steps: Determine whether to apply Act 833 to appropriate courses based on Joshua’s needs, develop goals and objectives aligned to the grade level standards, and determine how to monitor and assess progress.

31. Student Example- Planning for Courses Impacted by Act 833 Louisiana Believes After reviewing Joshua’s schedule and identified needs, his IEP team has determined that it is most appropriate to apply Act 833 performance criteria to English II and Civics. IEP Team (and teacher of record) Next Steps: 1.) Review the standards for English II and Civics 2.) Develop appropriate individual performance criteria that Joshua must meet that outlines what Joshua needs to learn and how he will demonstrate achievement of grade level expectations as demonstrated on benchmark assessments for English II and Civics. 3.) Update goals, objectives, and plan for monitoring and assessing Joshua’s progress in English II and Civics.

32. Student Example- Linking Individual Needs to Standards The IEP team reviewed the state standards for English II and Civics. They determined the areas that require specially designed instruction, based on Joshua’s disability, to meet the standards. This information will then guide the development of his individual performance plan.

33. Student Example- Annual Goal Louisiana Believes Educational Need: Academic Cognitive Content Area: English II Using templates and graphic organizers, Joshua will make predictions, draw inferences, and access prior knowledge when reading on-grade level texts and express understanding of texts through speaking and writing with 80% accuracy on 4 out of 5 collected work samples.

34. Student Example- English II Performance Criteria

35. Developing an Educational Plan-Progress Monitoring Louisiana Believes • When developing individual performance criteria, the IEP team should specify how/when the student and team will be informed of the student’s progress toward the goals/objectives and the extent to which the student is making sufficient progress. • Student progress should be monitored and assessed through a variety of activities such as: • Classroom Participation • Classwork • Homework • Observation • Special Projects • Tests and Quizzes • Written Reports

36. Reflection/Discussion:Act 833 Eligibility (K-8) Questions/clarifications? What must parents know to effectively participate in the IEP process?

37. Planning Appropriate High School Experiences for Act 833 Eligible Students

38. Objectives Louisiana Believes Using a student scenario, participants will understand how to: • Review student needs and identify appropriate Jump Start pathways • Select the appropriate pathway, exit goals, and credentials • Provide effective instructional and hands on work experiences that lead to post secondary success

39. Background Information for Parents Louisiana Believes In order to effectively participate in an IEP meeting for their high school children with disabilities, parents may need support in understanding: • Act 833 eligibility for an alternate pathway to a diploma • Jump Start opportunities and requirements

40. What is Jump Start? Louisiana Believes Louisiana’s innovative career and technical education program! Prepares students to: Lead productive adult lives Earn industry based certifications while in high school Continue their education after high school All Things Jump Start!

41. Reflection/Discussion: Questions? Clarifications? Comments?

42. Reviewing Student Needs and Identifying Appropriate Jump Start Pathways

43. Reviewing Needs and Determining Pathways Louisiana Believes Know your student Identify vocational interests Identify possible pathways

44. Reviewing Needs and Determining Pathways Louisiana Believes Know your student Identify vocational interests Identify possible pathways

45. Know Your Student Louisiana Believes • Basic student demographics • Age • Grade • High school entry date • Exceptionality • Present level of performance • Classroom assessments/instructional tasks/accommodations • Standardized assessments (e.g., LEAP, EOCs) • Special education evaluation Information • IEP goals/objectives

46. Meet Jason Louisiana Believes • Name: Jason, Haughton, LA • High School: A Great High School • Middle School: A Great Middle School • Age: 16 yrs • Exceptionality:Mild Intellectual Disability • Additional Notes: • Occasionally has challenges with noise; will wear earbuds or noise cancelling headphones when needed

47. Meet Jason Louisiana Believes • Present Level of Performance: • Reads on a 3.9 grade level; Writing – 3.0 grade, Math – 4.0 • Uses text to speech for navigating grade level text • Grade: End of 9thGrade (planning for 10th) • Act 833 eligible: Yes • 7th grade iLEAP – Unsatisfactory ELA; Unsatisfactory Math • 8th grade LEAP – Unsatisfactory ELA; Unsatisfactory Math • End of Course (EOC) Assessments: • Passed English I • Passed Algebra I; Scored “Needs Improvement” EOC

48. Reflection/Discussion: Questions? Clarifications? Comments?

49. Reviewing Needs and Determining Pathways Louisiana Believes Know your student Identify vocational interests Identify possible pathways

50. Identifying Vocational Interests Louisiana Believes