Developing Standards Aligned IEP's

Transcription

1 Developing Standards Aligned IEP's The broadcast is now starting, all attendees are in listen only mode. Good afternoon and welcome to the IDEA work group seminar series for Today's topic is developing standards aligned IEPs. My name is Teri Duckett and I am an education consultant for PaTTAN and I welcome everyone. Hopefully in preparation for this webinar you had an opportunity to read the handout David's Present Levels of Academic Achievement because we will be referencing that during this presentation and there's a link there for you to get the handouts if you haven't done so. We have some upcoming webinars that I just want to let you know about on April the 19th the topic will be Identifying Students with Specific Learning Disabilities and on May 4th the topic will be Developing Communication Plans. Also, I would just like to let everyone know that the materials that we are using today are the original training materials for our standards aligned IEP trainings. These materials are in the process of being revised so I would just like everyone to be aware of that and be on the look out for the updated materials. Today's presentation, though, is a one hour synopsis of our PaTTAN full day of training so we have a lot of information to cover. [ Pause ] I'm sure many of you are familiar with the mission of PaTTAN. It is our mission to support our local education agencies and to serve students who receive special education services. Also, we would like to remind you that when an IEP team is making decisions about how, where and by whom an IEP will be implemented the general education settings is always the first option. The IEP team should determine how the student's IEP can be implemented with the support of supplementary aids and services. It is important that a student with a disability demonstrate growth and proficiency in the core academic disciplines in order to build their general knowledge. Therefore, we should be consistently looking at how much growth they are making towards grade level standards. So, in the development of IEPs for students with complex support needs we must all still begin planning with the grade level standards as well as the alternate standards. Upon completion of this webinar our objectives for you are that you will utilize multiple types of data in order to determine a student's present levels of academic achievement and that you will better understand how to create IEP goals that are directly connected to the Pennsylvania Academic Standards, the assessment anchors or the concepts and the competencies from our Standards Aligned System. Also, that you'll increase your knowledge of how to align specially designed instruction that will benefit a student across academic settings and develop a system of monitoring the progress of the student in order to improve and guide instructional strategies. We'd like to take a brief minute to do a poll. I'm asking you to think what are your beliefs specifically based on this vision statement: When students with disabilities are provided with appropriate instruction and supports, they can learn grade level academic knowledge and skills and communicate in ways that are commensurate with their same age peers without disabilities. I want you to think about that and let us know do you agree or do you disagree? And I'll give you a moment to respond. [ Pause ] I'm happy to say that most of you agree and I really think it's important when we're developing standards aligned IEPs that you have a belief system that all students can achieve to their best ability. Let's go on with looking at what exactly do we mean when we say the general education curriculum, what's meant by that? Well, in the law the general education curriculum is any courses or subjects that are

2 offered to all students; the lessons, the activities, the materials that are used to instruct all students and this means that every member of the IEP team must be made aware of the state content standards and anchors including the curriculum frameworks portion of SAS which contains the big ideas, the concepts and the competencies that are directly aligned to all of Pennsylvania's standards categories and there are 13 content areas of the standards to consider when addressing student needs. And what does access mean? Access means active engagement in the learning content and the skills of the curriculum that's being taught to the general education student. So, what is a standards aligned IEP? Well, this is our definition. It's an IEP that connects the student's learning to grade level Pennsylvania standards and evaluates their progress through the lens of the general education curriculum, standards, assessment anchors and curriculum frameworks. It's important to keep in mind that special education is a service. It is not a place so therefore when you're developing an IEP it means you are also considering which educators will be responsible for the implementation of the IEP. They should be able to support the development and the implementation of the IEP related to an individual student's needs for academic success. Now, today's webinar is going to focus on the academic components of the IEP and this in no way lessens the consideration of critical information one post-secondary goals, speech and language needs, attendance, behavior, a student's need for occupational therapy or physical therapy, vision and hearing support when you're developing an IEP. It's just that today's focus is on the academic component. I am sure that most of you out there are familiar with this graphic that symbolizes Pennsylvania's Standards Aligned System for all disciplines. In Pennsylvania we have identified the Standards Aligned System as a collaborative product of research and good practice. In schools with high achievement the curriculum has its foundation in our Pennsylvania standards. The fair assessments are used as a barometer of successful instruction practice and a curriculum framework contains the big ideas, the concepts and competencies, what knowledge we expect our students in Pennsylvania to know and the skills they should be able to perform. It also contains the essential questions and vocabulary development. They're both identified as well as exemplars of instructional strategies. Research based materials and resources that are directly tied to instruction and interventions that provide a safety net so that students don't fall between the cracks. All components are linked to one another and they're aligned to our Pennsylvania standards. If you have not logged onto our Standards Align System, you want to make that a priority. Visit the website and log in. We've provided the link there for you. You also have an opportunity there to sign up for upcoming SAS trainings because this is Pennsylvania's web portal and resource for all educators and here you can have at your fingertips the tools you'll need when you're developing a standards aligned IEP. This graphic reflects the process that should be followed in the development of a standards aligned IEP. The Standards Aligned System is the umbrella under which all education whether it's general or special education lies. This circular graphic represents the stages of standards aligned IEP development under a SAS and those stages are standards aligned assessment, present educational levels of academic achievement, standards aligned IEP goals, specially designed instruction and progress monitoring. So, as we begin on this journey let's begin with the standards aligned assessment, which starts with our standards and both our regular education standards and all alternate standards and anchors. Now, our state academic standards are

3 benchmark measures that define what students should know and be able to do in all grades. There's a sequence across a standard that reflects increasing complexity that students are to achieve as they progress through school. Remember the standards are state regulations and they must be used as a basis for curriculum and instruction in Pennsylvania's public schools so keep in mind that the standards are a benchmark and if we believe in high expectations for all students, we should be aiming to move Pennsylvania students to the grade level standard and even beyond. The assessment anchors actually anchor the standards in our statewide assessments. Because all standards cannot be assessed the anchors clarify the standards that are going to be assessed on the state exams and our state exams are the PSSA, the PASA and the Keystone Exams. The anchors are available for all grades that are tested for these state exams and the anchors as well as the standards are on our standards aligned system website. So, when you're developing a standards aligned IEP measurably annual goals can be based on the standards or the anchors in the grades that are tested or the concepts and competencies of the curriculum framework. All of those are standards based and they provide levels of complexity across grade levels. Now, this is an example of what I mean when I say levels of complexity across grade levels. I'd like you to do a self assessment. Here we have a stem from a reading standard. One is from grade three, one is from grade five, there's one from grade eight and also one from grade 11 and this is standard 1.1B which relates to reading independently and using phonics and word study to recognize and understand new words. Look carefully at each standard stem and what I want you to do on your own is to determine what grade level would you assign to each? [ Pause ] Okay, well, A is grade three, B is grade five, C is grade eight and D is grade 11 and I hope you got that right. If you look at the similarities in the standards from grade to grade and if you enter SAS and go on the component for standards in the vertical viewer, it provides the prerequisite skills and options for IEP goal development across the grades. So, what I mean by that and you can use it is that if a student has a large discrepancy between the present level of performance and the grade level, you can see from the example above that the goal can still be written and the instruction can still address the skill within the grade level standard. Remember, we should consider how much growth the student has made towards grade level. [ Pause ] Keeping that question in mind, how much progress a student has made towards grade level, it's necessary to do more than just progress monitoring as we know it traditionally in the world of special education. Progress monitoring is very important but alone it cannot inform you of a student's progress towards grade level standards. So that all information that is obtained and all judgments that are made with the standards and anchors they have to be a reference point for the starting and the ending point in goal development. Annual goals on the IEP are written for those areas of instruction in which a student is found to have needs and this information is obtained from various data sources collected. In our Standards Aligned System we have identified four types of fair assessment for monitoring of progress: Summative assessment such as the PSSA, the PSSAM, the PASA or the Keystone, end of year exams and, of course, our PVAAS data, formative assessment which would be informal assessment such as observations. They also could be formal because they're well planned minute-by-minute checks. Curriculum based measures, specific skill measures, checks for understanding. Diagnostic assessment is another type of fair assessment. Examples would be the

4 grade group reading achievement diagnostic evaluation and the GMADE, the Group Math Achievement Diagnostic Evaluation, the CTOP, Comprehensive Test of Phonological Processing, KeyMath3, access for ELL's and then we have our Benchmark Assessment, Pennsylvania's Foresight as well as DIBELS. When a student has needs in many areas, the big ideas, the concepts and competencies from the SAS curriculum frameworks can help the IEP team to prioritize and determine the most critical areas of focus to help close the existing skill gap. I think it's important to mention that if a student is of secondary transition age, the IEP should look at the academic skills as well as the need for post-secondary goals and then cross reference those skills with the deficits that are found in the various data sources to the lens of grade level standards, those standards that have been both academic and career education and work standards. This is going to help the IEP team to determine a meaningful and appropriate choice of goals. It's important that the IEP team understands the interpretation of the assessment data so that they can make it relevant to the present levels of academic achievement so all teachers that are working with a student will be able to read and understand the data. So, let's look at our IEP development graphic as related to Pennsylvania's, I'm sorry, is related to present levels of academic achievement. It's crucial that the information from the assessment, the present levels, the goals and the progress monitoring include both instructional and grade levels because instructional level alone does not meet the criteria of the general education curriculum and grade level alone does not meet the criteria of an IEP based on identified skill deficits. We have regulations from No Child Behind and Chapter 4 as well as IDEA and Chapters 14 and 711 and instructional level alone doesn't meet the criteria of the general education curriculum and just by referencing grade level does not meet the criteria for an IEP that's based on a student's identified deficits and eligibility for special education. So, to meet both requirements the present levels of academic achievement should provide a baseline for determining instructional levels and it should reference the gaps between the instructional level and the grade level standards and it must include relevant, useful and understandable information for everyone. It's impossible to write meaningful measurable goals unless you have a clear measurable present level of academic achievement. [ Pause ] So, when we talk about clear information here's an example that was written on a student's present levels: Jessie's classroom performance is inconsistent. Well, what is meant by classroom performance? In this particular case maintaining a three-ring binder of study guides for each academic class is what's being identified but what's meant by inconsistent? Well, the student ranges from one to eight missing guides a week. So, in order to make it clear and more understandable for everyone that would be working with that student here's a way to put it all together: Jessie maintains study guides for her academic classes and averages four missing guides per week. And that last statement really contains the baseline for determining an individual measurable annual goal for Jessie. So, this is a good example. Now, we've provided for you an exemplar of present levels of academic achievement for a student by the name of David. He's our case study for our overview today. David is completing his fourth grade year and the IEP is written for completion in his fifth grade year so you might want to have your handout out and available and hopefully you had an opportunity to underline or highlight David's needs. Now, remember today's webinar has a focus on academic measurable annual goals but this

5 does not minimize the importance of functional performance and post-secondary transition. So, we're going to be discussing David's specific academic needs when we talk about his goals and there's some things you should have observed about his present levels. There were connections made to the fifth grade level standards in reading, in math and in writing. This present levels was descriptive because it included his strengths, it included his needs, there's input from teachers on instructional supports that were successful for him in the classroom. It included summative data from the PSSA, formative data from report cards, teacher observations, class assignments, work samples, writing Rubrics and classroom probes in math. There was diagnostic data and that the Woodcock Reading Mastery Test was utilized and there's benchmark data from the Foresight benchmark in reading and math as well as oral reading fluency and correct word sequence probes. Now based on the present levels for David that you read can any educator who reads it understand the data and the interpretation in order to support David's academic needs? I think it's stated pretty explicitly for everyone to understand. We've also provided this checklist because we think this is a good way for educators to assure that they are following all of the steps that are needed for an exemplar of present levels. So, this is here for your information and hopefully you'll find this a useful tool. We've also provided a tool that can be used for preparation for the IEP. It's called the bridge and it's an acronym and you can use the bridge as an organizer to help you prepare for an IEP meeting. Quite often when teachers attend an IEP meeting they might not exactly be sure about what information they should have available during the meeting so we're hoping that this graphic organizer will help you to be better prepared for your next IEP meeting that you'll be having. So, what does this mean? In particular, bridge stands for bringing all of your data first so you're going to want to sort it into summative, benchmark, diagnostic and formative data. You're going to want to list the strengths and the needs from the assessments and teacher input. You're going to want to remember to recommend what to prioritize. You cannot write a goal for every skill deficit so you're going to have to determine how you can best present this to your IEP team. When you're prioritizing skills you have to decide which skills are going to best close the gap and give the student the most bang for his buck across content areas. Does the goal connect to other standard areas; math, science and social studies? Another good question to ask is what prerequisite skills or knowledge does David need in reading to close the gap between his present academic levels and the grade level standard? Art is for the many resources in our Standards Aligned System that are there to support building the bridge. It can be built by referencing the anchor skill or the standard at grade level. Also, it's recommended that you check the PSSA blueprint for reporting category emphasis and specific grade level priorities. Use the Standards Aligned System curriculum framework to dig deeper into the priorities for skills and the big ideas, concepts and competencies. Which ones will help the student make the most progress in the curriculum? And then, of course, you're going to individualize. It's not necessary to have all goals be grade level, be based on grade level standards. For example, a student may have employment goals that require counting of money that will not be listed as a 10th grade standard. A student's interests and their transition from school to work may require specific skills that are not provided at that grade level. D stands for describe specially designed instruction that works for the student so you want to make sure that the specially designed instruction is clear.

6 For instance, if given time and half for tests requiring written SAs will benefit a student then be clear. Don't just state extra time for tests. What kind of tests are you talking about and how much time is needed should be explicitly stated. G is for grade level requirements. Consider what the student will be expected to do if they were working at grade level so find out upfront if textbooks are written at grade level, then you need to determine if this student needs text to talk or assistance with required writing tasks. And finally, E is for entering suggested standard aligned goals in draft form so you want to be able to list your specific suggestions that the team may consider. So, hopefully you'll find this as a useful tool in your upcoming IEP meetings and here's an example of what a bridge would look like. This specific sample is done for David for reading and you can see there that the data is on the far left-hand side and it includes the summative, benchmark, diagnostic, formative data for David as well as information about classroom assignments, his performance in specific subject areas. Note that last year's IEP data is also included on the bridge sample as well as specially designed instruction that works and then in the next column we can see David's strengths and then finally his needs related to those specific areas of data that were collected. Note that on the far righthand side you see an area asking you to prioritize the skills that are needed to close the achievement gap for David between his instructional level and his current grade level and the standards are actually listed there and at the far bottom of the sample we have the suggested standards for success to close that gap. So, this is some really key information that would be brought to a meeting and an IEP team could really sit down with this information and be able to develop an IEP that is going to meet David's needs in reading. [ Pause ] So, now that we've completed the bridge our next step in developing a standards aligned IEP is developing measurable annual goals. Now, I mentioned earlier that not every measurable annual goal in an IEP needs to be standards aligned but just as a reminder those students that are taking the PSSA modified they must have IEP goals that are standards aligned in the content area that they are taking the PSSA in be it reading, math and or science. But here's a checklist that you can use to compare your goals to. Do your goals address student needs that are identified in the present levels? Do your goals project student performance at the end of one year of instruction? Do they begin from the baseline of the skill? That is huge and very important. That's that instructional level in terms of where the student is performing. Does your measurable goal describe skill attainment level? What is the level of achievement that you are expecting from this individual student? Remember, there's a need to prioritize. The recommendation is no more than three to five goals for a student per academic area. Measurable annual goals should not reflect the curriculum or name any specific program. A student's measurable annual goal is going to address skills, not programs and/or curriculum. It should state measurable and countable data and lead to visual countable progress monitoring. This is a handy checklist that you can have when you're actually developing your goals for your students. Now, we have some examples of goals that have been developed for David. So, let's take a look. First, we're going to look at the category for the standard; 1.2 is reading critically in all content areas so what we've done is we've developed a bridge for David's success. Note that the standard talks about reading and understanding content in all content areas and being able to draw inferences from text. The anchor that's listed here includes information about making generalizations and this should provide him with success in his language

7 arts, science and social studies classes as well. So, the goal that has been developed for David says, "Using classroom reading materials and graphic organizers David will identify evidence from texts to supports generalizations in order to make inferences with 80% accuracy on eight work samples collected bi-monthly." So, for this specific goal the IEP team used our checklist. They reviewed the present levels of academic achievement to determine David's baseline data and then his instructional level in order to identify his instructional need. They prioritize a skill that can bridge the gap for him across multiple content areas. They've listed the grade level expectations so that the standard in the anchor there are a reference point. And finally, they've considered the parts of a measurable annual goal that are important and that is the student's name, clearly defined action, behavior, condition and performance criteria. Those are key components of a measurable annual goal and they're there in this specific goal for David. Now, if you had an opportunity to read David's present levels, you see that he also has skill deficits in writing specifically related to writing conventions. So, for this specific goal the standard category is given, quality of writing, and the goal is going to need to address these specific deficits; spelling common frequently used words, using capital letters, punctuating correctly and using correct grammar and sentence formation are areas that David needs focusing on. Now, the goal will need to address these deficits and in order to measure the progress on the goal the use of a correct word sequence would be appropriate because it's going to inform the teacher about increments in growth in all conventions. For those of you who are familiar with correct word sequence it's a progress monitoring tool that looks at the units of writing and their relationship to one another. So, a correct word sequence is the joining of two words together that are spelled correctly and are grammatically correct and the words in each writing sequence must also make sense within the context of the sentence. And the benchmarks for correct word sequence are provided through AIMS web and you can also find them on interventioncentral.org, the website. So, once again for this specific goal the IEP team followed our instructions and used our checklist and it says, "Given a writing prompt David will write a three paragraph essay and score a minimum of 41 on the correct word sequence grade five assessment for three out of four prompts. So, it's pretty obvious that the team reviewed the present level of academic achievement because that's how they were able to determine what the minimum score is that David should be able to successfully get, they've identified his needs, they've prioritized the need and it's referenced to the standard, grade level standard and they've also made sure that their goal contained the components of a clearly defined measurable annual goal. [ Pause ] And finally we have an example of a math goal for David and this category is 2.5 Mathematical Problem Solving and Communication and here's the bridge for David's success. The IEP team looked at all of the data of his present levels of math and determined a bridge to help him know how to interpret results using precise mathematical language that would provide him with success in meeting grade level math standards. So, once again, the IEP team used our steps for writing the standards aligned IEP goal. Based on their present levels of academic achievement they were able to determine exactly what score David should be able to get if instruction is successful. They've identified specifically that he needs to work with using appropriate mathematical terms and vocabulary and symbols and graphs to clearly explain any solutions that he has to mathematical problems. The standard is evident there that

8 correlates with that specific need and, once again, the goal, the measurable annual goal contains the components of a very well written goal. David will use correct mathematical terms, vocabulary, language and graphs to explain, state and/or write clearly and logically solutions to problems as evidenced by a minimum score of four out of five on the math language Rubric used in conjunction with assessments given every two weeks. So, here are our steps for writing a standards aligned IEP goal, okay, and I've pretty much gone over each of these five steps with the three goals that we have used as samples here for today's presentation. So, now we need to consider the specially designed instruction for David. Let's look at reading. Now David's instructional level is at the third grade and he is going to enter fifth grade so specially designed instruction is recommended is digital audio versions of his social studies and his science textbooks. David also is pretty good with using the computer and has been using word processing so access to online auditory glossary in his content area text should be made available to David. Instruction in the use of outlining and concept mapping software is also a recommendation that's going to support his learning needs. Teacher made graphic organizers and templates for organizing information prior to each unit be it an anticipation guide or a tried and true KWL, something that's going to tap into David's prior knowledge before he learns new material. Checklists and guides for note taking are recommended and, once again, access to a world processor in class for his writing assignments that are greater than one paragraph in length. So, the SDI for David is pretty clearly stated so let's look here for math, what we're recommending for David. We're recommending the use of manipulatives to solve equalities and then for him to be able to use graphic representations of word problem types and templates in order to solve problems to help support him to be able to solve problems and also the use of Rubrics and world banks to guide written and oral responses to problems as David, one of David's goals was to use mathematically correct vocabulary in problem solving. [ Pause ] Then when we talk about SDI we also would like to talk about UDL, Universal Design for Learning, but first the standards and the anchors in the curriculum frameworks are the what of education for all students and SDI are specially designed instruction is the how of education for students with disabilities. So, how will a student have access to content and express knowledge? Well, one of the questions that's going to be very important for you to ask is when is it SDI and when is it just good instruction for all students? Something important to remember is that if the instruction described is what the student needs to meet the goal, make sure you write it in the student's specially designed instruction. That will ensure that it will be implemented across environments. Now, UDL can remove barriers to learning by anticipating the needs of all students through multiple means of representation, multiple means of expression and multiple means of action and engagement. We don't have enough time to actually get into the details of Universal Design for Learning but what I am suggesting we have two links here; as well as the University of Kentucky site that's listed there where you can get more in depth information about UDL. However, when specially designed instruction reflects the principles of UDL, it is more easily used by all teachers across environments because it can be appropriate for a broad range of learners and learning differences. UDL in SDI means incorporating the use of flexible tools for demonstrating knowledge and skills and it's the practice of planning for flexible instructional strategies so that all students can access the learning. To finish off our

9 cycle we must end with, of course, assessment and progress monitoring. So, let's look at some samples of David's reading progress monitoring. David had three reading goals in our original training but we're only really going to be addressing the one that we are talking about today. The one based on inferences and collecting work samples and a figurative language. There was also one on using text to support answers but what we've done here is we've given you examples of formative assessments that can be used for David for progress monitoring. So, every nine weeks David's parents will receive a report of reading goals measured by weekly probes in the specific skills that were noted in his goals and reading, accuracy on those specific skills, assessments being graphed on related classroom worksheets or quizzes and tests. Also reporting Foresight benchmark data for there three times that the Foresight is given in David's school. That would be November, January and March as well as his PSSA reading report which, of course, would not be available until over the summer but that's when the parent would receive that. Let's look at progress monitoring for David's measurable annual goals in math. Every nine weeks the parent would receive a report of math goals that are measured by weekly probes on the skills that were identified in math and having those specific skills graphed as well as Foresight math benchmark tests that are given three times a year at David's school. And finally, here's some examples for David's writing progress monitoring. The parent would receive reports on his writing goals measured by those bi-weekly writing prompts on the correct word sequence that would be graphed and that would be an example of formative assessment. self and/or teacher analysis of the use of style on writing prompts every two weeks as well as his PSSA writing which would also be reported to the parent over the summer. Now, to end our presentation today I'm just going to say something very quickly about the supplementary aids and services tool kit. This is a multiple step process that used to analyze the instructional, physical, social environment of a general education classroom from a student's perspective and the purpose of the supplementary aids and services tool kit is to merge all of the information about a student in order to identify the support options that best meet that student's learning needs and it's important to note that this tool kit is not to be used for every student with an IEP. It's very time consuming but this is a resource that is available if needed. Now, we have 10 more minutes so we're going to use that time to take questions so let's see. [ Pause ] Okay, one of the questions says, "How do you recommend we collect progress monitoring data?" Now, remember when we started out I talked about the many data sources that are available in our Standards Aligned System. We have our summative data, we have our formative data, benchmark as well as diagnostic data and any of those sources could be used as a means of monitoring the progress on a specific student. Another question, "How often should we collect progress monitoring data?" This is an IEP team decision but it definitely depends on a student's severity in terms of their deficits how often progress monitoring data would be collected, okay? [ Background Noise ] Let's see if we have any more questions. [ Background Noise ] Okay, do you need, hold on, do you need to list the standard in the IEP that the goal correlates to? No, you do not need to list the standard, okay? However, some school districts across Pennsylvania are requiring their teachers to actually list this standard but that is not something that is being required at this time. Okay, there's quite a few questions here, let's see. Where do we get supplementary aids and services took kit? That is something that you would get at your

10 local IU. There are attacks [phonetic] there who are trained in the implementation of a supplementary aids and services tool kit. Okay, just give me a second. Are teacher made assessments still applicable? Yes, in fact, I believe in one of our situations with David we were actually using a probe that was developed by a teacher so, yes, that is something that could definitely be applicable when we're talking about progress monitoring. Are there exemplars available for the secondary level? Most definitely which is the reason why I recommended going on to our Standards Aligned System, going on the actual website. Really take some time to go in and look under each of those six components of the Standards Aligned System and there's plenty of information as well as exemplars available for you. Would an IEP for a child with more complicated learning disabilities than David be a good candidate for a supplementary aids and services tool kit? And the answer to that is, yes. That is an excellent example of when you would use the tool kit. [ Pause ] Would, okay, just a second, whoop, that question disappeared. Hold on. Do you recommend that the stem of the goal use language from the standard anchor or this skill area? Yes, if you're writing a standards aligned measurable annual goal, then that is definitely a recommendation and you could use the standard, the anchor, big idea, concept or competency language that you can find on SAS. [ Pause ] Is it necessary that all IEPs have some goals that are standards aligned even if the student is not taking the PSSAM? I would say yes. That's a very good idea to do so. You want to try to bridge that gap so you remember the standards are suppose to be are beginning and our ending point. Not required but a reference to be made. [ Pause ] Do you have any suggestions for getting accurate baseline levels for written expression skills? Well, I did mention the correct word sequence which you can get access to on interventioncentral.org so I would highly recommend that. [ Pause ] If you include shortterm objectives on annual goals, do you still recommend three to five goals per subject area? That was just a suggestion that was made but that is definitely an IEP team decision. [ Pause ] So, there's a question here that says, "Are you recommending that progress monitoring processes and reporting frequency be listed under specially designed instruction?" You have to include frequency for SDI but not for progress monitoring, okay. [ Pause ] Okay, let's try and take one more before we sign off. [ Pause ] Here's a really good question, "In the goal you referenced there was no baseline. Is the baseline required?" Okay, it's not required in the goal. It is required in present levels of academic achievement but you can put it there, okay? [ Pause ] Will this webinar be available to access in the future? We are recording this and in two weeks it'll be posted. Go to the PaTTAN website and you'll find the link there. Okay, I hope today's webinar was informative for everyone. Thank you for attending and have a good evening. [ Silence ]