Writing Standards-aligned Advanced Learning Plans (ALPs) and Individualized Education Programs (IEPs): A Supplemental Guidance Document for Designing Effective Formal Educational Plans September 2014 Updated: March 2016 Exceptional Student Services Unit 1560 Broadway, Suite 1100 Denver, CO 80202 Table of Contents Acknowledgements Overview General Purpose Definitions Colorado Academic Standards Alternate Academic Achievement Standards Participation Guidelines for Alternate Standards and Alternate Assessment Extended Evidence Outcomes / Extended Readiness Competencies Dynamic Learning Maps Essential Elements / Linkage Levels Colorado Early Learning and Development Guidelines Colorado English Language Proficiency Standards Part I – Writing Advanced Learning Plans (ALPs) for Students Identified as Gifted Standards-aligned Advanced Learning Plans ALP content Benefits of standards-aligned ALPs Achievement standards Leadership standards Creativity and Affective standards At a glance: 7 Steps to developing standards-aligned ALPs Step 1: Notification of ALP development Step 2: Analysis of data Step 3, Part I: Synthesis of data Step 3, Part II: Establishing the target Step 4: Consider capabilities, confines, conditions and context Step 5, Part I: Develop annual, measurable goals Step 5, Part II: Identify instructional strategies to support goal attainment Step 6: Monitor student progress Step 7: Determine goal attainment Guiding questions Blending ALP with ICAP Multi-tiered System of Supports Example One: Elementary Language Arts Example Two: Middle School Mathematics Example Three: High School Student-directed ALP Appendix A: Acceleration Appendix B: SMART Goals Appendix C: MTSS and ALPs Appendix D: Twice-Exceptional and ALPs Part II – The Standards-aligned Approach to Writing Individualized Education Programs (IEPs) for Students with a Disability Writing Standards-aligned Individualized Educational Programs (IEPs) Standards-aligned Approach Benefits of writing standards-aligned IEPs Elements of a standards-aligned IEP Seven-Step Process for Creating Standards-aligned IEPs Step 1: Standards Step 2: Data Step 3: Present Levels of Academic Achievement and Functional Performance Step 4: Developing Measurable Annual Goals/Objectives . Academic . Functional . Preschool Method of developing SMART goals: A-B-C-D-E Step 5: Reporting Progress Step 6: Specially Designed Instruction Step 7: Assessment Part III – Family-School Partnerships Purpose Foundation National Standards for Family-School Partnerships (PTA 2008) Resources for Districts and Families References The contents of this handout were developed under a grant from the U.S. Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. Updated March 2016 Through the Lens of….. disability-specific constructed examples Academic Disability Category Grade Content Area Achievement Standard Functional Goal - Other Health Impairment Preschool Grade-level Comprehensive Health & PE Reading/Writing/ Developmental Delay Kindergarten Grade-level Communicating st Functional Goal – Orthopedic Impairment 1 Grade Grade-level Comprehensive Health & PE rd Reading/Writing/ Intellectual Disability 3 Grade Alternate Communicating Functional Goal- Comprehensive rd Serious Emotional Disability 3 Grade Grade-level Health (Emotional & Social Wellness) Speech or Language Reading/Writing/ 4th Grade Grade-level Impairment Communicating Functional Goal - Orthopedic Impairment 4th Grade Grade-level Comprehensive Health & PE Reading/Writing/ Autism Spectrum Disorder 5th Grade Grade-level Communicating Intellectual Disability 5th Grade Alternate Mathematics th Reading/Writing/ Autism Spectrum Disorder 8 Grade Grade-level Communicating th Reading/Writing/ Specific Learning Disability 8 grade Grade-level Communicating Reading/Writing/ Specific Learning Disability 9th Grade Grade-level Communicating Reading/Writing/ Multiple Disabilities 9th Grade Alternate Communicating Specific Learning Disability 10th Grade Grade-level Mathematics Employability and Career Intellectual Disability 18-21 Career and Tech Ed. Development Traumatic Brain Injury All Any level Considerations Visual Impairment/Blindness All Any level Considerations Updated March 2016 1 Acknowledgements Contributors 2014 : Melanie Isenhour Access, Learning & Literacy Team Karen Kendig *Tanni Anthony, Director Wendy Leader *Barb Bieber Jacquelin Medina Brooke Carson Young *Tami Cassel Literacy Jayne Dougherty Ellen Hunter Melinda Graham Heather Hotchkiss Preschool Team *Linda Lamirande Penny Dell Ruth Mathers *Wynette Howard *Candy Myers Heidi McCaslin *Gina Quintana Deb Schell-Frank Dispute Resolution Team Results Driven Accountability Team *Wendy Jacobs *Fran Herbert *Cindy Millikin ESSU Professional Development *Rebecca Odegard-Siegele *Faye Gibson Secondary Transition Team Facility Schools *Becky Dancer *Judy Stirman Sharon Glocker *Linda Tegtmeier Family School Partnerships *Cindy Dascher *Members of the Exceptional Student Services Unit ALP / Standards- Cathy Lines aligned IEP Committee Joyce Thiessen-Barrett March 2016 Update Gifted Education Team Diane Cassidy Diane Cassidy Linda Lamirande With Special Thanks to: Volunteer Standards-aligned IEP Work Group Connie Egelston, Cherry Creek Schools; Trude Burnett, St. Vrain Valley School District; Terry Walderman, Jeffco; Mary Lopo, Adams 50; Susan Bingler, Adams 50; Martha Holloway, Facility Schools; Justin Adcock, Brighton High School; Bryan Wickoren, Jeffco; Pamela Holling, Jeffco; Deb Schell-Frank, Preschool; Erin Turner, Aurora Public Schools; and Susan Baber, Brighton School District Colorado Special Education Directors’ Leadership Team (SDLT) Tanni Anthony Brigitte Gustafson Cindy Millikin Jeanne Boyce-Wiley Lisa Humberd Teresa Schott Randy Boyer, Assistant Commissioner Sharon Hurst Carolena Steen Vickie Francis Laurie Kjosness Judy Stirman Barbara Goldsby Chris Madison Jon Vigne Mary Gomez Nita McAuliffe CDE / External Reviewers: Melissa Colsman Mira Monroe Office of Standards and Instruction Assessment Unit Eileen Ahern National Association of State Directors of Michael Ramirez Mary Schillinger, CA Special Education MTSS Author and Presenter: Common Core and the Special Education Student Primary reviewers: Shari Aggson Mary Lynn Herr Robyn Tutor Heather Baskin Pam Keel Gail Stine Jodi Church Dennis Klein Carol Swalley Melissa Colsman Betsey Krill Cyndi Swarts Carol Crossley Colleen Matthews Barbara Voss Linda Eickhoff Debbie Rothenberg Julia Watson Adam Hartman Vera Turner Updated March 2016 1 Overview Purpose This guidance document, Writing Standards-aligned Advanced Learning Plan (ALPs) and Individual Education Program (IEPs): A Supplemental Guidance Document for Designing Effective Formal Educational Plans has been a collaborative effort of members of the Exceptional Student Services Unit of the Colorado Department of Education and Colorado educators for students with exceptionalities. The purpose of this document is to: • Provide an overview of the Colorado Academic Standards and their importance as the foundational framework for formal educational plans • Provide guidance for district/campus educational teams as they write standards-aligned Advanced Learning Plans for students identified as gifted and twice exceptional. • Provide guidance for Individualized Education Program (IEP) Teams, the members of which may include students, families, administrators, general education teachers, special education teachers, gifted education educators, school psychologists, speech and language pathologists, related service personnel, and para-educators who are working collaboratively to design and provide effective educational plans for students with a disability. • Provide resources for families and districts as they collaborate in the process of developing and implementing individualized education programs to serve the needs of their children and youth. It is imperative for families and educators to understand that the purpose for linking Standards and Individualized Education Programs is to ensure that students have access to quality instruction, are engaged in meaningful, purposeful learning activities, and have the opportunity to progress in the general curriculum. 2 Definitions Selected foundational terms used throughout the document are defined or referenced to IDEA/ECEA below. Further elaboration related to each definition is included in the narrative sections. The General Curriculum The general curriculum includes the full educational experience available to all students. General curriculum content includes the subjects that all students study, including both *core academic areas and subjects like art, music, physical education and career education. States have standards for what students will learn in these core content areas. The general curriculum context is the general education classroom and other school environments where students receive instruction. (Courtade and Browder 2011)*Colorado makes no distinction between core/non-core standards. Universal Tier Best-First Instruction, (also referred to as first, classroom, Tier I, core, or universal Instruction instruction), is designed to meet the needs of all students. Universal Tier Instruction is high-quality, effective, and engaging instruction provided in the general education classroom as outlined in a class or course curriculum. It provides students with their first opportunity to learn standards and grade-level