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www.stfrancis.edu · College of Education · Regional Educational Academy for Leadership

Creating Common Core IEPs
REAL and MSED-705

  • Template 2015
  • Section TMPL
  • 1 Credits
  • 07/22/2015 to 07/22/2115
  • Modified 07/29/2019

Mission Statement


As a Catholic university rooted in the liberal arts, we are a welcoming community of learners challenged by Franciscan values and charism, engaged in a continuous pursuit of knowledge, faith, wisdom, and justice, and ever mindful of a tradition that emphasizes reverence for creation, compassion and peacemaking. We strive for academic excellence in all programs, preparing women and men to contribute to the world through service and leadership. 

Description

Provides educators with a deeper understanding of how Common Core is revolutionizing the way we look at Individualized Education Plans (IEPs) for students with disabilities.  This course will focus on how the IEP will shift as schools adopt, unpack and implement the Common Core State Standards.  Supporting our students, we must refocus our vision and goals to meet the needs of the 21st century learner.  Participants in this course will examine the Common Core State Standards and how that will impact goal setting for students with disabilities.  They will also delve into how these new standards will shift the way goals are measured and monitored.

Objectives

College of Education Mission

The mission of the College of Education is to prepare competent and caring educators who understand students, serve the community and develop professionally to become ethical decision-makers and leaders.

Understanding Students

Candidates will develop an understanding of the implications of the Common Core State Standards, as well as the PARCC assessment for students with disabilities. This knowledge will allow teachers to develop appropriate IEPs for students with disabilities to make the curriculum and assessments accessible.

Serving the Community

Candidates will have opportunities to examine the Common Core and the PARCC assessment. This knowledge will allow candidates to collaborate with other professionals within their building/district to design exemplary Individualized Education Programs for students with disabilities. Participation in this course and improved plans for students with disabilities will lead to improved readiness for College and Career for these students.

Finding Our Professional Selves

Candidates will collaborate with others in this class, as well as in their school communities, to develop an understanding of the Common Core State Standards and their impact on the IEP writing process. They will use this knowledge in combination with professional ethics and sound reasoning to develop accommodations that allow students to accurately demonstrate their academic achievement.

Outcomes

Access to standards referenced in this section can be found HERE

By the conclusion of the course, each participant will be able to do the following:

  1. Participants will develop a deeper understanding of Common Core State Standards (CCSS) impact on Individualized Education Programs (IEPs) for students with disabilities. (NBPTS 1,2,4)
  2. Participants will create goals which address student needs and also align to CCSS. (NBPTS 1,3 5)
  3. Participants will construct a comprehensive IEP highlighting needs as it relates to their progress for College and Career Readiness. (NBPTS 1,3,5)
  4. Participants will evaluate multiple methods of goal monitoring for students with disabilities (SWDs). (NBPTS 1,3,5)
  5. Participants will evaluate current practices to determine student disability documentation, as well as goal writing effectiveness. (NBPTS 1,2,4)
  6. Participants will analyze current literature to assess the changing requirements for documenting student disabilities and academic and behavioral needs. (NBPTS 1,2,4,5)
  7. Participants will collaborate by discussing course readings and current professional topics. (NBPTS 2,4)
  8. Participants will assess the work of other colleagues, providing feedback on IEP documentation and alignment to the Common Core. (NBPTS 2,4,5)

Materials

Courtade, G., & Browder, D. M. (2011).Aligning IEPs to the common core state standards: for students with moderate and severe disabilities. Verona, Wis.: IEP Resources.student

Assignments

Reading Assessment Discussion/Journal Review

  • Participants will collaborate by discussing course readings and current professional topics. (NBPTS 2,4)
  • Participants will develop a deeper understanding of Common Core State Standards (CCSS) impact on Individualized Education Programs (IEPs) for students with disabilities. (NBPTS 1,2,4)
  • Participants will analyze current literature to assess the changing requirements for documenting student disabilities and academic and behavioral needs. (NBPTS 1, 2,4,5)

Common Core Aligned Present Levels of Performance Based on Case Study

  • Participants will evaluate multiple methods of goal monitoring for students with disabilities (SWDs). (NBPTS 1,3,5)
  • Participants will evaluate current practices to determine student disability documentation, as well as goal writing effectiveness. (NBPTS 1,2,4)
  • Participants will analyze current literature to assess the changing requirements for documenting student disabilities and academic and behavioral needs. (NBPTS 1,2,4,5)
  • Participants will assess the work of other colleagues, providing feedback on IEP documentation and alignment to the common core. (NBPTS 2,4,5)

Creating Common Core Aligned IEP Goals

  • Participants will create goals which address student needs and also align to CCSS. (NBPTS 1,3,5)
  • Participants will assess the work of other colleagues, providing feedback on IEP documentation and alignment to the common core. (NBPTS 2,4,5)
  • Participants will construct a comprehensive IEP highlighting needs as it relates to their progress for College and Career Readiness. (NBPTS 1,3,5)
  • Participants will assess the work of other colleagues, providing feedback on IEP documentation and alignment to the common core. (NBPTS 2,4,5)

Course Policies

Policies for the College of Education at University of St. Francis

CLICK HERE for policies, including but not limited to:

  • Method of Instruction
  • Expectations of Candidates
  • Online Courses
  • Attendance Policies for Site-Based and Online Courses
  • Minimum Standards for Writing

Course Evaluations | IDEA Surveys

USF has elected to participate in the AQIP Program which requires a focus on continuous quality improvement as part of our Higher Learning Commission accreditation. The information learned during the IDEA Course Evaluations is an important part of maintaining quality and continuous improvement in courses, and it is the University’s expectation that students will thoughtfully participate in this evaluation process.

Institutional Policies

Students should use the USF portal as the first resource for guidance and support on items such as student complaints, safety, security and transportation questions, contact information for various USF departments, student support services such as counseling and academic resources. Information on these resources can be found in the “For Students” section of the USF portal.

A complete listing of university policies and procedures can be found in the University of St. Francis Course Catalog and Student Handbook. For the most current version of the catalog, please visit http://stfrancis.edu/academics/university-catalog

Academic Integrity

Academic integrity requires that all academic work be wholly the product of an identified individual or individuals. Collaboration is only acceptable when it is explicitly acknowledged. Ethical conduct is the obligation of every member of the University community, and breaches of academic integrity constitute serious offenses. Since a lack of integrity hinders the student’s academic development, it cannot be tolerated under any circumstances. Violations include but are not limited to: cheating, fabrication, facilitating academic dishonesty, plagiarism, and denying others access to information or material. See the USF Catalog for further clarification and information on grievance procedures.

Services and Accommodations for Students with Disabilities (ADA)

The University strives to be in compliance with the Americans with Disabilities Act (ADA) and the ADA Amendments Act (ADAAA). A student who requires special accommodations or arrangements due to a disability should contact the Office of Disability Services. This contact preferably should occur no later than the first week of classes. Early contact before the semester starts is encouraged to allow sufficient time to provide accommodations. Extra time is needed for some types of accommodations such as sign language interpreters or special text formatting. Should a need arrive after the start of a semester; the student is encouraged to contact the Office of Disability Services as soon as possible. Note that accommodations are not retroactive. Each case will be reviewed on an individual basis to determine reasonable and appropriate accommodations.

USF is committed to ensuring the full participation of all students in its programs, regardless of the course format. If you have a documented disability and need a reasonable accommodation to participate in a course, complete course requirements, or benefit from the University’s programs or services, please contact the Office of Disability Services at 815-740-3631 or [email protected] . The Office of Disability Services is in the Academic Resource Center (ARC) and is located on the second floor of the LaVerne and Dorothy Brown Library in room L214. Consultations are welcome, please contact the Office of Disability Services for an appointment.

Technology Support

  1. The Department of Academic Technology (DAT) administers the learning management system Canvas. If you are experiencing any difficulty using Canvas or need technical assistance, you have several options to receive support, including:
  1. 24x7 Live Canvas Support. If you experience technical difficulties or have a question about Canvas, you can receive support 24 hours a day 7 days a week through the Canvas help menu. From the help menu, select Chat with Canvas Support for a “live” text-based click-to-chat session,
  2. select Report a Problem to send an email support request, or speak to someone directly by using the toll-free number listed under the Canvas Support Hotline.

NOTE: Responses to Canvas’ email-based Report a Problem request system will go to your USF stfrancis.edu email account, NOT your personal email.

2. Online Self-Service Help Resources. A student user guide and other resources for solving issues related to Canvas can be found at http://learnitnow.stfrancis.edu

3. Telephone Support from DAT. You can also phone the Department of Academic Technology for personal help at (815) 740-5080 or (866) 337-1497 (toll-free) between 8 a.m. and 4 p.m. Central Standard Time, Monday through Friday.

For any technical support issues that are not related to Canvas, please contact the USF Technology Support Center (TSC). You can reach them via:

Notice of Copyright

This course may contain copyrighted materials that are intended to support the learning experiences of students currently enrolled in the course. No student may retain or further disseminate any copyrighted materials, in their entirety or any portion thereof, under penalty of law.

Academic Support Services

The Academic Resource Center (ARC) located in Room L214 in the Library (815-740-5060) offers various types of academic services.  Online and distance learning students can contact ARC for appropriate resources.  ARC serves students who need tutoring in many areas of study including writing and math.  Library services include a number of online services and full text databases.  Call the Library at 815-740-5041 for additional information.  If you need academic-related resources or assistance, please contact the Academic Resource Center.

Additional Items

Course References

Application to Students with Disabilities. (n.d.). Common Core State Standards. Retrieved June 28, 2013, from www.corestandards.org/assets/application-to-students-with-disabilities.pdf

Common Core Shifts for ELA and Math Handout. (n.d.). Achieve the Core. Retrieved July 1, 2013, from achievethecore.org/files/6413/6880/2223/2.why_the_common_core_presentation_with_facilitators_notes_update_05.14.13.pptx

Graham, S., & Harris, K. (2013). Common Core State Standards, Writing, and Students with LD: Recommendations. Learning Disabilities Research & Practice, 28(1), 28-37.

Haager, D., & Vaughn, S. (2013). The Common Core State Standards and Reading: Interpretaions and Implications for Elementary Students with Learning Disabilities. Learning Disabilities Research & Practice, 28(1), 5-16.

Hanselman, E. (n.d.). Documenting the Common Core State Standards on the Individualized Education Program. Illinois State Board of Education Website . Retrieved July 1, 2013, from www.isbe.state.il.us/spec-ed/pdfs/guidance-ccss.pdf

McLaughlin, M. J. (n.d.). NAESP | National Association of Elementary School Principals. NAESP | National Association of Elementary School Principals. Retrieved July 2, 2013, from http://www.naesp.org/principal-septemberoctober-2012-common-core/access-common-core-all-0

McNulty, R., & Gloeckler, L. (2011, February 1). Fewer Clearer Higher Common Core State Standards: Implications for Students Receiving Special Education Services. International Center for Leadership in Education. Retrieved July 28, 2013, from www.leadered.com/pdf/Special%20Ed%20&%20CCSS%20white%20paper.pdf

Powell, S., Fuchs, L., & Fuchs, D. (2013). Reaching the Mountaintop: Addressing teh Common Core Standards in Mathematics for Students with mathematics difficulties. Learning Disabilities Research & Practice, 28(1), 38-48.

Reflecting On the Common Core Shifts Handout. (n.d.). Achieve The Core. Retrieved July 1, 2013, from achievethecore.org/files/3013/6509/1566/4.why_the_common_core_reflecting_on_the_shifts_handout.doc

Samuels, C. (n.d.). Education Week: Special Educators Look to Tie IEPs to Common Core. Education Week American Education News Site of Record. Retrieved July 2, 2013, from http://www.edweek.org/ew/articles/2010/12/27/15iep_ep.h30.html

Why The Common Core?: How these Standards are Different. (n.d.). Achieve The Core. Retrieved July 1, 2013, from achievethecore.org/files/6413/6880/2223/2.why_the_common_core_presentation_with_facilitators_notes_update_05.14.13.pptx