Standards-Based Individualized Education Programs (IEPs) The Overview and How to Write Them

Transcription

1 Standards-Based Individualized Education Programs (IEPs) The Overview and How to Write Them

2 FYI Note from MDE This event is being funded with State and/or Federal funds and is being provided for employees of school districts, employees of the Mississippi Department of Education and Department contractors. Miss. Const. Art. 4, Section 66 prohibits governing authorities from making donations. According to the Mississippi Attorney General, once the Federal funds are turned over to the State, the rules for the expenditure of State funds apply. Based on Mississippi law, this event is not being provided for third party vendors or external providers

3 Ice Breaker 1. SB-IEP 2. NCLB 3. IDEA 4. PLAAFP 5. TA 6. MAAESF 7. FBA 8. ROI 9. PAG 10. STIOs/B 11. ESEA 12. S/L 13. SLD 14. PAG Name that Acronym 15. SCD 16. CCSS 17. DLM-EE 18. ACT 19. SATP3 20. MCT3 21. AT 22. BIP 23. ESY 24. LRE 25. MKAS2 26. MST2 27. PARCC 28. MOM

4 Ice Breaker Answers 1. SB-IEP (Standards-Based IEP) 2. NCLB (No Child Left Behind) 3. IDEA (Individuals with Disabilities Act) 4. PLAAFP (Present Level of Academic Achievement and Functional Performance) 5. TA (Transition Activity) 6. MAAESF (Mississippi Alternate Assessment of Extended Science Framework) 7. FBA (Functional Behavior Assessment) 8. ROI (Rate of Improvement) 9. PAG (Progress on Annual Goal) 10. STIOs/B (Short-Term Instructional Objectives/Benchmarks (STIO/B) 11. ESEA (Elementary and Secondary Education Act) 12. S/L (Speech/Language) 13. SLD (Specific Learning Disability) 14. PAG (Progress on Annual Goal) Name that Acronym 15. SCD (Significant Cognitive Disability) 16. CCSS (Common Core State Standards) 17. DLM-EE (Dynamic Learning Maps- Essential Elements) 18. ACT (American College Test) 19. SATP3 (Subject Area Testing Program, 3 rd Edition) 20. MCT3 (Mississippi Curriculum Test, 3 rd Edition) 21. AT (Assistive Technology) 22. BIP (Behavior Intervention Plan) 23. ESY (Extended School Year) 24. LRE (Least Restrictive Environment) 25. MKAS2 (Mississippi K-3 Assessment Support System) 26. MST2 (Mississippi Science Test, 2 nd Edition) 27. PARCC (Partnership for Assessment of Readiness for College and Careers) 28. MOM (Method of Measurement)

5 Training Objectives Participants will: understand the link between the PLAAFP and IEP goals; understand the link between education standards and IEP goals; understand the components of Standards-Based IEP goals; and understand the process for developing Standards- Based IEP goals

6 Standards-Based IEPs A process and document that is framed by State standards and contains goals aligned with, and chosen to facilitate, the student s achievement of State grade-level standards. Standards-Based IEPs: Are not the curriculum. Support the curriculum

7 Standards-Based IEPs The Standards-Based IEP identifies: Where educators want the child to be academically; Where the child is relative to grade-level standards; and A plan to support the child by accelerating learning and moving from where he is to where he needs to be

8 Standards-Based IEP and Its Regulatory Reference Individuals with Disabilities Education Act (IDEA) emphasizes access to the general education curriculum ( (a)(4)). Elementary and Secondary Education Act (ESEA) permits states to implement an alternate assessment based on modified academic achievement standards ( 200.1(f)(2))

9 REMEMBER When creating an educational program for students, always begin with the end in mind. To start the process, begin with the end in mind. Ask: What does the child expect to be doing or what do you expect the child to be doing in the next five (5) years? ten (10) years? fifteen (15) years? What skills and behaviors does the child need to move toward this vision?

10 Seven-Step Process to Creating a Standards-Based IEP Created by National Association of State Directors of Special Education s (NASDSE) Project Forum

11 7 Step Process for Developing Standards-Based IEPs Step 1: Consideration of grade-level content standards. Step 2: Examination of classroom and child data. Step 3: Development of the present levels of academic achievement and functional performance (PLAAFP). Step 4: Development of measurable annual goals. Step 5: Assessment and monitoring of the child s progress. Step 6: Identification of specially-designed instruction. Step 7: Determination of the most appropriate assessment option

12 Step 1: Consideration of Grade-Level Content Standards Consider the grade-level content standards for the grade in which the children is enrolled or would be enrolled based on age. Describe the knowledge and skills that children should attain, often called the "what" of "what children should know and be able to do. " In considering the grade level content standard, ask: What is the intent of the content standard? What does the content standard say the child must know and be able to do?

13 Step 2: Examination of Classroom and Examine the classroom setting and child data to determine where the child is functioning in relation to the grade-level standards. Sources of data include, but are not limited to: Universal Screeners Work Samples Classwork Criterion-Referenced Tests Progress Monitoring Interventions Child and Parent Surveys Transition Assessments Child Data Curriculum-Based Assessments Functional Behavioral Assessment Behavior Intervention Plan State- and District-wide Assessments Interviews Formal/Informal Observations

14 Step 3: Development of the PLAAFP The PLAAFP is a synthesis of Steps 1 and 2 and a description of the child s strengths, preferences, and interests as it relates to accessing and mastering the general education curriculum as well as their preferences toward postsecondary outcomes should be identified. Examine: 1. Student s strengths, preferences and interests 2. Student s needs and impact of his or her disability. 3. Parent/student interests 4. PLAAFP Summary

15 Step 3: Development of the PLAAFP Student s strengths, preferences and interests identify the child s educational and/or developmental strengths, interest areas, significant personal attributes and personal accomplishments as indicated by formal or informal assessment. Identify the skills or behaviors the child has mastered

16 PLAAFP (Speech Language) 1 Addison is an outgoing student who is eager to participate in oral presentations and classroom discussions (SL.1.1a). Addison engages well with her peers and adults. According to classroom assessments, Addison is able to distinguish long from short vowel sounds in spoken single-syllable words (RF.1.2a). Based on Accelerated Reader, she is able to read grade-level text with purpose and understanding (RF.1.4a). In a structured speech therapy room, Addison is able to produce sounds with auditory and visual cueing; however, according to her teacher, she does not carry over the skill outside of the structured speech therapy room. 2 Classroom/Teacher observations and interviews, Classroom Assessments, Accelerated Reader

17 PLAAFP (SLD-5th) 1 According to the MCT2, Johnny consistently scored proficient in the subject of math. Johnny displays many strengths in the math area, for example, Johnny can represent and solve problems; multiply basic facts to 10X10 vertically (5.NBT.2), model whole numbers multiplication and division algorithms (5.NBT.5); use algebraic reasoning to solve problems involving equality (5.OA.2); solve problems using tables; identify numbers as composite; add money with regrouping; convert between cups, pints and quarts (5.MD.1); interpret a pictograph, organize data to create a simple bar graph (5.MD.2); compare whole numbers to 100 given place value terms; and subtract and add fractions with like denominators without reducing (5.NF.1-2). In reading, Johnny shows strengths in identify words, answering questions about meanings of a single word in context, short and long vowel sounds, consonant and vowel blends (RF.5.3). Whenever Johnny receives redirection and small group activities, he responds well to the lesson being taught with eagerness to learn and more. 2 Mississippi Curriculum Test-2 (MCT2), CASE 21, Classroom Assessments

18 PLAAFP (Behavior-High) 1 Based on teacher and parent input, statewide and/or formal assessments, math and reading are areas of strength for Lisa. Her TABE Math (math computation and applied math) score is 10.3 and her TABE Reading (language, vocabulary, spelling, and mechanics) score is 9.7. In , Lisa passed the SATP-2 Algebra I test and is prepared to take the SATP-3 English II test this year. Based on an interview with Lisa, teacher and parent observations, and an interest inventory, Lisa s interests and strengths include: excelling in sports (especially basketball) and has a competitive edge. She prefers activities that move at a fast pace and enjoys outside activities. Her preferences are activities that she can do alone, such as computer games and riding her bike. Lisa likes coming up with unique ideas and being in charge. Lisa plays on the varsity basketball team. 2 Statewide and formal assessments, student interview, teacher and parent interviews and/or observations, and an interest inventory

19 Step 3: Development of the PLAAFP The student s needs and impact of his or her disability describes the effects of the child s disability on involvement and progress in the general education curriculum. Describe the effect of the individual s disability on involvement in appropriate activities for a preschool child. Describe the effect of the individual s disability on the pursuit of post-secondary expectations (education, employment or training and daily living if appropriate) if age 14 and above

20 PLAAFP (Speech Language-2nd) 1 Addison exhibits a moderate articulation disorder that is characterized by sound substitutions, omissions and distortions during conversational speech. Her speech errors consist of the following sounds: /ch/, /l/, /s/, /z/, /t/, /l/ blends and the /s/ blends. Speech intelligibility requires a careful listener when the context of conversation is unknown. Addison s moderate articulation disorder affects her progress in the general education curriculum during activities that involve phonics, which require her to identify spelling-sound correspondence when the words consist of /ch/, /l/, /s/, /z/, /t/, /l/ blends and the /s/ blends (RF.2.3e). In addition, she has difficulty in spelling, oral reading, oral expression and discussion and social interactions with her peers. Specifically, Addison has difficulty decoding two-syllable words when breaking the words into syllables that consists of /ch/, /l/, /s/, /z/, /t/, /l/ blends and the /s/ blends (RF.1.3e). During conversational speech, when Addison mispronounces a word, her peers try to assist her with the correct pronunciation. 2 Goldman-Fristoe Test of Articulation, 2nd Edition (GFTA-2), Classroom/General Education Teacher Observations and Classroom Assessments

21 PLAAFP (SLD-5th) 1 Johnny s inability to read on grade level impacts him from reading grade-level text with purpose and understanding (RF.5.4a). Johnny is unable to read grade-level text with accuracy and fluency dye to his inability to recognize syllabication patterns and morphology (RF.5.3a). Johnny is reading on a 2.5 reading level according to curriculum-based measurements and work samples. According to Dibels, which tested Johnny s oral fluency, he is below the average benchmark and needs strategic supports. The MCT2 scores reflects that in 3 rd grade Johnny ranked minimal and in 4 th grade he ranked basic. Johnny thas used The Academy of Reading online intervention program and it revealed that he is functioning below grade level in reading/language arts. 2 Curriculum-based test and work samples, Dibels-oral fluency test, Mississippi Curriculum Test-2 (MCT2), The Academy of Reading online intervention program

22 PLAAFP (Behavior-High) 1 Lisa functions at or above grade level in comparison to same-age peers when assessed in core academic content areas (i.e., math and reading); however, her social skills deficits prevent her from participating consistently in the general education curriculum. Her social skills deficits result in frequent confrontations and verbal/physical aggression toward peers, which negatively impact positive peer interactions in structured settings (e.g., classroom, athletic events) and nonstructured settings (e.g., hallway, lunchroom, bus, community, home). As a result, Lisa frequently misses instructional time due to removals. In addition, her social skill deficits adversely affect Lisa s progress in achieving her postsecondary goal of having a career in coaching basketball. Lisa s inability to effectively identify and apply self-regulation strategies impacts her ability to interact with peers in social situations (structured and unstructured settings) and to engage in collaborative discussions (class discussion and cooperative groups). 2 School-wide behavioral universal screener, office discipline referrals, suspension records, Scatterplot data, Executive Functioning/Emotional Control Rating Scale (EF/ECRS), Child Behavior Checklist(CBCL), teacher interviews and observations, ABC/classroom observations, TABE and SATP

23 Step 3: Development of the PLAAFP Parent/student interests highlight the parent s and/or child s concerns. Include any concerns of the parent/child for enhancing the education of the child

24 PLAAFP (Speech Language-2nd) Addison s mom has expressed concerns regarding her speech intelligibility. According to Addison s mother, Addison is not embarrassed about her speech deficits; however, it is noticeable among family members and friends. She is eager to assist her with completing her speech homework. In considering the input of the parent and/or child, ask: What academic (e.g., reading and math) concerns do parents have about their child s education? What concerns do the parents have about their child s life skills, social skills, emotional development and/or behavior? What concerns do the parents have about their child s future life after school? What strategies do the parents use at home to help their child learn?

25 PLAAFP-(SLD-5th) The main concern of the parent and child are the improvement of reading skills for Johnny. In considering the input of the parent and/or child, ask: What academic (e.g., reading and math) concerns do parents have about their child s education? What concerns do the parents have about their child s life skills, social skills, emotional development and/or behavior? What concerns do the parents have about their child s future life after school? What strategies do the parents use at home to help their child learn?

26 PLAAFP (Behavior-High) According to her mother, Lisa does not maintain friendships within the community. Based on informal interviews with Lisa, her needs are in the area of interpersonal and intrapersonal skills. In considering the input of the parent and/or child, ask: What academic (e.g., reading and math) concerns do parents have about their child s education? What concerns do the parents have about their child s life skills, social skills, emotional development and/or behavior? What concerns do the parents have about their child s future life after school? What strategies do the parents use at home to help their child learn?

27 Step 3: Development of the PLAAFP PLAAFP Summary identifies the area(s) of need that will be addressed (academic achievement and/or functional performance) in the IEP. It is summation of the data and where the child needs to be compared to typical peers. It includes results of the initial or most recent evaluation (e.g., the results of any interventions, progress monitoring and gap analyses, and the child s ability to generalize his/her learning). It includes a baseline (a minimum or a starting point) of the student s current functioning

28 PLAAFP (ages 3-5) 1a 2 For Ages 3-5 3a

29 PLAAFP (ages 6-20) 1b 2 3b

30 Performance Summary Statement The performance summary statement (i.e., baseline) should include (a) a clear description of the observable target skill or behavior, (b) the condition under which the target skill can be observed, and (c) the current rate of performance. Examples include: Given a 3 rd grade reading probe, Jami can read aloud 50 words per minute correctly with 75% accuracy. When given independent seatwork, Tom can work independently for 6 minutes before taking a break. When given verbal prompts, Chandra can select the appropriate symbol on her communication device 3 out of 5 times. Kosnitsky, Carol. "Writing IEPs That Align to Common Core Standards." Alabama CASE, 5 Mar Web. 17 Sept

31 Table Activity Utilizing the PLAAFP provided at your table, determine Anthony s Strengths Deficits Impact it has on his disability Then link his deficits to be addressed to CCSS and create and activity to teach one of them

32 PLAAFP: Anthony-4 th Grade A review of brief classroom assessments indicates that Anthony needs to improve reading for fluency, which will increase his reading comprehension. He can read 80 words per minute of connected text with 100% accuracy (equivalent to 2 nd grade skills). He is working toward automaticity by reading passages at the second grade level for which he has achieved a high level of accuracy in oral reading fluency. Determining the meaning of unknown words by reading words in context and applying word structure (prefix, base-words, and suffix) are relative strengths. Behaviors associated with Anthony s disability, such as limited attention span and distractibility, can detract from completing assigned tasks, focusing on the details of reading passages/assignments (reading comprehension) and remaining on task

33 PLAAFP Remember The present levels of academic achievement and functional performance set the stage for developing IEP goals!

34 Step 4: Development of Measurable Annual Goals Measurable annual goals are academic and functional goals that are written to meet the child s needs from the child s disability to enable the child to be involved in and progress in the general education curriculum and meet each of the child s other educational needs that result from the child s disability ( (a)(2)). It must be meaningful, understandable, and able to be accomplished within one school year

35 Step 4: Development of Measurable Annual Goals Academic annual goals must address the child s needs as they relate to grade-level content. They must identify the academic needs addressed in the PLAAFP. Choose skills that: Are the most powerful standard that targets foundational skills; Target high leverage skills; Will bridge the gap from where the student is to where he or she needs to be compared to his or her peers; and/or Can be generalized across topics and grade levels

36 NEW Measurable Annual Goals All students will have STIOs

37 Example of Measurable Annual Goal When given a 3 rd grade reading text, John will retell stories, including the main character(s), the problem, and the resolution of the problem, independently in 8 out of 10 occasions by December. Condition Behavior Criteria Timeframe When given a 3 rd grade reading text John will retell stories, including the main character(s), the problem, and the resolution of the problem independently in 8 out of 10 occasions by December

38 Example of Measurable Annual Goal During small group instruction and class discussions, John will take turns while others speak without any prompting, on 4 out of 5 occasions within 36 weeks. Condition Behavior Criteria Timeframe During small group instruction and class discussions John will take turns while others speak without any prompting, on 4 out of 5 occasions within 36 weeks

39 Example of Measurable Annual Goal By the end of the school year, when given mixed fraction problems using all operations, Jose, a 6 th grade student, will solve 85% of all assigned problems correctly. Condition Behavior Criteria Timeframe When given mixed fraction problems using all operations Jose, a 6 th grade student, will solve 85% of all assigned problems correctly. By the end of the school year

40 Example of Measurable Annual Goal Specific Learning Disability - Anthony MEASURABLE ANNUAL GOAL Goal # Measurable Annual Goal 1 In 36 weeks, when given a grade-level reading passage (connected text), Anthony will read 100 words correctly per minute aloud fluently with 10 or fewer errors. (RF.4.4A) TA * MOM CBM Obj. # Short-Term Instructional Objectives/Benchmarks (STIO/B) 1 In 9 weeks, when given 60 words from a 3rd grade Dolch word list, Anthony will read 55 or more words correctly with intonation and stress. (RF.3.3A-D) 2 In 18 weeks, when given a 3rd grade level reading passage (connected text), Anthony will read 90 words per minute with correct intonation and stress with 10 or fewer errors. (RF.34A) 3 In 27 weeks, when given 60 words from a 4th grade Dolch word list, Anthony will read 55 or more words correctly with intonation and stress. (RF.4.3A)

41 MEASURABLE ANNUAL GOAL Goal # Measurable Annual Goal TA* 1 In 36 weeks, when given visual, tactile and auditory cues, Addison will improve speech intelligibility by producing /s/, /z/, /ch/, /l/, and /t/ at the sentence level with 80% accuracy. (ELA-RF.2.3e) Obj. # Example of Measurable Annual Goal for Speech Language Short-Term Instructional Objectives/Benchmarks (STIO/B) MOM 1 In 4 weeks, when given visual, tactile and auditory cues, Addison will auditorily discriminate the /s/, /z/, /ch/, /l/, and /t/ with 95% accuracy. (ELA-RF.2.3e) 2 In 9 weeks, when given visual, tactile and auditory cues, Addison will correctly produce the /s/, /z/, /ch/, /l/, and /t/ sounds in isolation with 80% accuracy. (ELA-RF.2.3e) 3 In 13 weeks, with decreasing cueing with visual, tactile and auditory cues, Addison will correctly produce the /s/, /z/, /ch/, /l/, and /t/ sounds in syllables and single words with 80% accuracy. (ELA- RF.2.3e) 4 In 18 weeks, when given visual, tactile and auditory cues, Addison will correctly produce the /s/, /z/, /ch/, /l/, and /t/ sounds in all positions of words with 80% accuracy. (ELA-RF.2.3e) 5 In 27 weeks, with minimal cueing visual, tactile and auditory cues, Addison will correctly produce the /s/, /z/, /ch/, /l/, and /t/ sounds in phrases and sentences with 60% accuracy. (ELA-RF.2.3e) D/P

42 Example of Measurable Annual Goal Specific Learning Disability-High-Math MEASURABLE ANNUAL GOAL Goal # Measurable Annual Goal TA* MOM 1 By the end of 18 weeks, when given 5 problems that involve adding and subtracting complex numbers, Sue will use the correct properties (associative, commutative, and distributive) to solve problems with 80% accuracy. (N.CN.2) * CBM Obj. # Short-Term Instructional Objectives/Benchmarks (STIO/B) 1 By the end of 2 weeks, Sue will define complex, associative, commutative, and distributive with 100% accuracy. (3.OA.5) 2 By the end of 6 weeks, when given a problem, Sue will identify the correct property (associative, commutative, and distributive) with 90% accuracy. (5.OA.1) 3 By the end of 9 weeks, Sue will combine like terms and substitutions for problems containing 4 adding and subtraction of complex numbers with 90% accuracy. (6.EE.3)

43 Example of Measurable Annual Goal Behavior MEASURABLE ANNUAL GOAL Goal # Measurable Annual Goal 1 During 9 of 10 cooperative group activities, Lisa will apply a metacognitive strategy for self-regulation (i.e., Think Before Act: T-B-A) with 100% accuracy through use of a visual prompt by the teacher while participating in collegial discussions. TA MOM * * OBS, Other Obj. # Short-Term Instructional Objectives/Benchmarks (STIO/B) 1 Lisa will verbally identify 4 of 4 steps of the T-B-A strategy during 3 consecutive teacher guided decision-making process situations. 2 Lisa will use 2 of 4 steps of the T-B-A strategy following verbal teacher prompts 100% of the time. 3 Lisa will use 4 of 4 steps of the T-B-A strategy following verbal teacher prompts 100% of the time. 4 Lisa will use 4 of 4 steps of the T-B-A strategy following visual teacher prompts 50% of the time

44 Annual Goals For students with significant cognitive disabilities, does this mean that I should not include skills on the IEP which are not directly related to a standard?

45 Annual Goals For each annual goal, develop benchmarks or short term instructional objectives that align with DLM Essential Elements

46 Example of Measurable Annual Goal Significant Cognitive Disability MEASURABLE ANNUAL GOAL Goal # Measurable Annual Goal 1 In 36 weeks, when reading a picture book, Dorian will use context clues (e.g., the picture, other words in the sentence) to identify an unfamiliar word with 75% accuracy. (ELA-EERF.4.3A) TA * MOM Obj. # Short-Term Instructional Objectives/Benchmarks (STIO/B) 1 In 6 weeks, given letter flash cards, Dorian will identify the sounds for each letter with 90% accuracy. 2 In 10 weeks, given a familiar word, Dorian will apply letter-sound knowledge to identify the beginning sound of the word with 90% accuracy. 3 In 14 weeks, given a sentence with one unfamiliar word, Dorian will apply letter-sound knowledge to identify the beginning sound of the word with 90% accuracy. 4 In 24 weeks, given a sentence with one unfamiliar word and a picture, Dorian will apply lettersound knowledge and use the picture to identify the word with 50% accuracy. 5 In 30 weeks, given a sentence with one unfamiliar word and a picture, Dorian will apply lettersound knowledge and use the picture or other words in the sentence to identify the word with 50% accuracy

47 Checking for Knowledge Activity One Given the PLAAFP for Jasmine and/or James, write two measurable annual goals and three STIOs/Bs for that deficit area identified in the annual goal

48 Annual Goal Activity Jasmine Ages 3-20 PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE Child s Strengths, Preferences, and Interests Identify the child s educational and/or developmental strengths, interest areas, significant personal attributes and personal accomplishments as indicated by formal or informal assessment. Identify the skills or behaviors the child has mastered. Be sure to include specific feedback from the child. If 14 years of age or older, describe the child s strengths, preference and interests related to their postsecondary expectations (education, employment/training and daily living if appropriate). Jasmine is able to use extensive background knowledge in order to develop new meaning through inferences (RI.4.1). She can understand small segments of text and is able to answer multiple-choice questions concerning the text. Jasmine received a 560 Lexile (beginning 4 th grade level), as measured at the end of grade reading test, through Measures of Academic Progress (MAP)(RF.4.4). This is an increase from her beginning year score of 400 (3 rd grade level). The Lexile score for the end of the 6 th grade is the range. Jasmine s DIBELS oral reading fluency rate is 90 words per minute, which is beginning 4 th grade fluency expectation. The expected fluency rate for beginning of 6 th grade is 109 wpm. She is able to use letter-sound correspondence and identify syllabication patterns (RF.4.3). List data sources relative to describing the child s strengths, preferences and interests (e.g. interviews, formal assessments, informal assessments etc.). MAP, DIBELS, Curriculum-Based Weekly Test, MCT2 Impact of Disability and Child Needs (Critical Skills and Behaviors or Developmentally Appropriate Activities) Describe the effects of the child s disability on involvement and progress in the general education curriculum, including the impact on the child s current level of functioning in reading and math and the functional implications of the child s skills. For a preschool child, describe the effect of this child s disability on involvement in developmentally appropriate activities. If 14 years of age or older, describe the effect of this child s disability on the pursuit of postsecondary expectations (education, employment/training and daily living if appropriate). Jasmine s deficit in reading fluency results in her having difficulties in summarizing and identifying the main idea of a text (RI.4.2). This adversely affects her in classes when she has to read lengthy grade-level text materials, summarize text, and provide a central idea of the text. When developing a conclusion from a text, Jasmine does not use information directly from the text to support her conclusion (RI.4.3). She has difficulty synthesizing those small bits of information into a comprehensive understanding of the text as a whole due to her lack of fluency. Although she is able to answer multiplechoice questions about the text, she is unable to adequately identify the main idea of the text or provide summary. She has difficulty with reading multisyllabic words in context and out of context (RF.4.3). List data sources relative to describing the child s needs and impact of his/her disability (e.g. progress monitoring, observations, assessments, etc.). MAP, DIBELS, Curriculum-Based Weekly Test, MCT2 Parent/Child Input Include any concerns of the parent and, as appropriate, the child for enhancing the education of the child. Jasmine s mother is concerned about Jasmine s reading. She notices at home that Jasmine struggles with reading gradelevel material when completing her homework. She really feels that if Jasmine could improve her reading, she will do better in school

49 Example of Measurable Annual Goal Specific Learning Disability-Jasmine MEASURABLE ANNUAL GOAL Goal # Measurable Annual Goal 1 Given a 4-5 paragraph passage on a 6 th grade level, Jasmine will identify the main idea of the text in 4 out of 5 trials in 36 weeks. (RI.6.2) TA * MOM CBM Obj. # Short-Term Instructional Objectives/Benchmarks (STIO/B) 1 In 9 weeks, when given four sentences, Jasmine will identify which three sentences provide details and which one sentence states the main idea in 4 out of 5 trials. (RI.4.2) 2 In 18 weeks, when given the main idea of a grade level passage, Jasmine will identify a minimum of three key details in the passage that support the main idea in 4 out of 5 trials. (RI.4.2) 3 In 27 weeks, when given a series of details, Jasmine will create a main idea supported by the details in 4 out of 5 trials. In 18 weeks, when given the main idea of a grade level passage, Jasmine will identify a minimum of three key details in the passage that support the main idea in 4 out of 5 trials. (RI.4.2) 4 In 30 weeks, when given a grade level paragraph, Jasmine will identify the main idea and supporting details of the paragraph in 4 out of 5 trials. (RI.5.2)

50 Annual Goal Activity James Ages 3-20 PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE Child s Strengths, Preferences, and Interests Identify the child s educational and/or developmental strengths, interest areas, significant personal attributes and personal accomplishments as indicated by formal or informal assessment. Identify the skills or behaviors the child has mastered. Be sure to include specific feedback from the child. If 14 years of age or older, describe the child s strengths, preference and interests related to their postsecondary expectations (education, employment/training and daily living if appropriate). According to classroom observations, James often attempts to initiate conversations with peers during small group activities and social situations 60% of the time. He will listen to others talk about topics not directly related to his interest. The data collected on the observation sheets used for social skills lessons show that James demonstrates appropriate greeting and conversational skills with peers 70% of the time in role modeling situations, and 40% of the time in real-life situations. Teacher observation checklists indicate that verbal cues and prompts increase James success rate by 20%. List data sources relative to describing the child s strengths, preferences and interests (e.g. interviews, formal assessments, informal assessments etc.). Teacher observation checklists Impact of Disability and Child Needs (Critical Skills and Behaviors or Developmentally Appropriate Activities) Describe the effects of the child s disability on involvement and progress in the general education curriculum, including the impact on the child s current level of functioning in reading and math and the functional implications of the child s skills. For a preschool child, describe the effect of this child s disability on involvement in developmentally appropriate activities. If 14 years of age or older, describe the effect of this child s disability on the pursuit of postsecondary expectations (education, employment/training and daily living if appropriate). James deficits in social skills decrease the opportunities he has to develop appropriate relationships with peers, and limits his opportunity to practice his social skills in real-life situations. When James initiates conversations with peers, and they do not immediately respond, he often yells at them to get their attention. He stands very close to others when he is talking with them, sometimes actually pressing his body next to theirs. James often grabs the other person s arm when he is excited, or when they want to end the conversation before he does. At school, James social behavior deficits often lead to peers rejecting his attempts to talk or interact. List data sources relative to describing the child s needs and impact of his/her disability (e.g. progress monitoring, observations, assessments, etc.). Teacher observation checklists Parent/Child Input Include any concerns of the parent and, as appropriate, the child for enhancing the education of the child. James parents are pleased with his progress in academics but are concerned about his communication and social skills. They can see the improvements in Reading and Math when they assist him with his homework. They are worried his deficits in communication and social skills will cause him to be socially isolated from his peers and cause him to be unsuccessful when he graduates from school. James parents are concerned about his social skills in the community

51 Example of Measurable Annual Goal Specific Learning Disability-James MEASURABLE ANNUAL GOAL Goal # Measurable Annual Goal 1 In 36 weeks, when given a naturally occurring opportunity to talk with a peer, James will initiate and participate in a conversation using accepted social behaviors and norms in 3 out of 4 trials. TA * MOM OBS Obj. # Short-Term Instructional Objectives/Benchmarks (STIO/B) 1 In 4 weeks, James will greet another person using appropriate greeting language in 3 out of 4 trials. 2 In 9 weeks, James will use appropriate physical proximity, standing no closer than 6 inches to the peer in 3 out of 4 trials. 3 In 18 weeks, James will not touch the person he is talking to without their permission in 3 out of 4 trials. 4 In 27 weeks, James will use appropriate words and phrases at the end of a conversation in 3 out of 4 trials

52 Think-Pair-Share What is the difference between academic and functional goals? How many annual goals should a student have on his/her IEP? How many STIOs should a student have for each annual goal? Should all goals be measured at 70% accuracy?

53 Step 5: Assessment and Monitoring To assess and monitor the child s progress requires the IEP Committee to determine the best way to assess and monitor the student s progress towards his/her annual goal. Consider: the Child s Progress The child s rate of learning/change; How the student demonstrates what he/she knows; A variety of assessments used to measure progress; and How to report progress to parents

54 Report of Progress 2b 3b 1 2a 3a

55 Report of Progress Sufficient ROI = (Outcome Behavior Rate - Baseline Behavior Rate) Timeframe from introduction to mastery of STIO/B Baseline Outcome & Time Frame PLAAFP: Given a 4 th grade reading word list, Dorian can use decoding skills to read unfamiliar words with prefixes with 36% accuracy. STIO 1: In 9 weeks, given a 4 th grade word list, Dorian will use decoding skills to read unfamiliar words with prefixes with 90% accuracy. Sufficient ROI = (90% accuracy - 36% accuracy) 9 weeks = 54 percentage points of improvement / 9 weeks = 6 percentage points of improvement per week

56 Report of Progress-NOT showing ROI Judith Week 1 40% % 2 44% 90 44% 3 47% 80 47% 4 50% 70 50% 5 47% 60 47% 6 51% 51% Total ROI AVG ROI 15 percentage points over 6 weeks 2.5 percentage points per week Judith: Percent Accurate on Weekly Judith Tests 15 percentage points over 6 weeks 2.5 percentage points per week Baseline

57 Anthony- 3 rd Grade Word List STIO 1 Child: Anthony Suff. ROI Review: On-Track Lesson/Intervention Plan Baseline Assessment Week 1 27 Word practice activities with peers using flash cards 10 minutes 3x/week Week 2 30 Week Yes No Change: increase word practice activities to 10 minutes 5x/week; send a pack of word flash cards home for additional practice Week 4 38 Week 5 44 Week Yes No Continue word practice activities Week 7 47 Week 8 53 Week Yes No Attained STIO: move to next STIO

58 Anthony- 3 rd Grade Reading STIO 2 Child: Anthony Suff. ROI Review: On-Track Lesson/Intervention Plan Baseline Assessment Week 1 58 Intensive reading program Week 2 61 Week Yes No Change: add extra time for reading Week 4 65 Week 5 71 Week Yes No Change: increase word attack practice Week 7 75 Week 8 69 Week Yes No Change: increase read aloud practice Week Week Week Yes No Continue intensive reading program Week Week Week Yes No Change: add extra time for reading Week Week Week Yes No Attained STIO: move to next STIO

59 Anthony- 3 rd Grade Reading Passage-STIO

60 Child: Anthony Anthony- 4th Grade Word List Suff. ROI Review: On-Track Lesson/Intervention Plan Baseline Assessment Week Word practice activities with peers using flash cards 10 minutes 5x/week Week Week Yes No STIO 3 Change: send a pack of word flash cards home for additional practice Week Week Week Yes No Continue word practice activities Week Week Week Yes No Attained STIO: move to next STIO

61 Anthony- 4th Grade Reading Passage- STIO 4 Child: Anthony Suff. ROI Review: On-Track Lesson/Intervention Plan Baseline Assessment Week Intensive reading program Week Week Yes No Change: increase read aloud practice and extra time for reading Week Week Week Yes No Continue intensive reading program Week Week Week Yes No Continue intensive reading program Week Week Week Yes No Continue intensive reading program Week Week Week Yes No Continue intensive reading program Week Week Week Yes No Attained Goal

62 Anthony- 4th Grade Reading Passage- STIO

63 Activity Two Given an measurable annual goal; develop three STIOs and link them to CCSS

64 Special Considerations Communication When considering the child s communication needs, ask: What communicative demands and opportunities does the child have? Does the child have the skills and strategies necessary to meet those communicative demands and take advantage of communicative opportunities? Can the child fulfill his or her need to communicate in different settings? Does the child communicate appropriately and effectively, and if not, why not? How would the communication be described?

65 Special Considerations Assistive Technology When considering the child s assistive technology needs, ask: Does the child require an assistive technology assessment to see if he/she would benefit from assistive technology? What type of assistive technology might increase the child s participation in the general education curriculum (or developmentally appropriate activities)? Is the child currently using any assistive technology device or services? If so, does the child s assistive technology device work?

66 Special Considerations Blind or Visually Impaired When considering services for a child who is blind or visually impaired, ask: Has the child received a functional vision evaluation, learning media assessment, or clinical low vision assessment? If so, what are the results? Does the child require instruction in the use of a new reading and writing medium because the child can no longer effectively use the current medium? What are the current supports and instruction used to address the child s needs as they relate to the child s blindness or visual impairment? Which medium is most appropriate for the current visual limitations? Is the child receiving instruction in that medium?

67 Special Considerations Deaf or Hearing Impaired When considering services for a child who is Deaf or Hearing Impaired, ask: What is the child s first or preferred language and mode of communication? Can the child use multiple modes to communicate (e.g., oral and manual methods, etc.)? Does the child need to learn a new mode of communication? What type of instruction has been provided or is needed to enhance the child s ability to use his/her language and mode of communication? What are the current supports and instruction used to address the child s needs as they relate to the child s deafness or hearing impairment? What are the opportunities of direct communications with peers and professional personnel in the child s language and communication mode?

68 Special Considerations Behavior Intervention

69 Special Considerations Limited English Proficiency 1 2 When considering services for children with limited English proficiency, ask: What languages are spoken in the child s home? What is the dominant language spoken in the child s home? What languages does the child know and/or use? What is the child s primary language at home and in the school setting? Have the cultural values and beliefs of the parents been considered in planning for the child s education?

70 Step 6: Identification of Specially Designed Instruction To identify specially designed instruction, identify any special education and related services a child needs to be able to access and progress in the general education curriculum. Examine: Special education services Instructional/functional accommodations Program modifications Related services Supports for personnel

71 Special Education and Related Services 1 A B C D E F For classroom usage document here G

72 Step 6: Identification of Specially Designed Instruction Special education services identify the type of specially designed instruction to meet the unique needs of the child. It includes, but is not limited to: Social skills instruction Intervention Counseling Specialized reading or math program Specialized instruction in an inclusive setting Learning strategies Anger and stress management Behavior management Braille instruction

73 Step 6: Identification of Specially Designed Instruction Instructional/functional accommodations are intended to lessen the effect of the child s disability, not reduce the learning expectations. The four types of instructional/functional accommodations are: Presentation accommodations make it possible for children to gain access to information for instruction and assessments that is presented in text, graphic, or spoken formats

74 Step 6: Identification of Specially Designed Instruction Response accommodations allow children to use response supports to facilitate the use of standard methods for responding. Setting accommodations involve changes in the location or conditions of the educational setting or environment. Scheduling accommodations involve changes in time allocation, scheduling, and time management. (See Section on State Testing for additional guidance questions.)

75 Step 6: Identification of Specially Designed Instruction Program modifications are a change in what is taught or expected of the child (e.g., alternate curriculum). Related services help children with disabilities benefit from their special education by providing extra help and support in needed areas, such as speaking or moving (e.g., physical therapy)

76 Step 6: Identification of Specially Designed Instruction Supports for personnel ensure that personnel have what is needed to help the child with a disability be successful (e.g., training on characteristics of various disabilities, behavior intervention plan, or the use of equipment)

77 Step 7: Determine the Most Appropriate Assessment Option To determine the most appropriate assessment option, the IEP Committee must identify if the student is a student with a significant cognitive disability (SCD). If the student is SCD, the student takes the alternate assessment (Dynamic Learning Maps (DLM)). All other students without an SCD will take the standard assessment (Partnership for Assessment of Readiness for College and Careers (PARCC))

78 Determine the most appropriate assessment option. SATP2/SATP (accommodations, if necessary) MCT2/MCT3 (PARCC) 2014 (accommodations, if necessary) MAAECF/DLM-2014 (significantly cognitively disabled) Portfolio (alternative assessment) Consider: Step 7: Determine the Most Appropriate Assessment Option Conditions (setting, delivery of instructions, time allotted, etc.) of the assessment Testing accommodations (to be used in classroom also)

79 State-Wide Assessment

80 State- or District-Wide Assessment

81 State- or District-Wide Assessment NEW NEW NEW NEW NEW Use when applicable

82 New State-Wide Assessment

83 State-Wide/District-Wide Assessment C State-wide/District-wide 4 A B D

84 Activity Three Now, add appropriate instructional accommodations and/or modifications for the classroom and testing accessibility features/accommodations (district and/or State)

85 Transition

86 Transition

87 Transition

88 Transition

89 Transition 1 2 3a 3b 3c

90 Transition

91 Transition

92 Transition

93 Least Restrictive Environment (LRE)

94 Example of Placement Option An example of the determination of placement for an 8th grade child with Autism follows: The IEP Committee first placed the child in an inclusive setting, with accommodations, curriculum modifications, and personnel. However, the child was unsuccessful in this placement and exhibited significant behavioral disruptions that impeded his learning due to his inability to acclimate to the sights and sounds of the environment, the large number of peers, and the frequent transitions even when supported with an intensive behavior intervention plan. The IEP Committee next placed the child in resource classes with accommodations, curriculum modifications, and personnel. However, the child was unsuccessful in this placement as he continued to exhibit significant behavioral disruptions that impeded his learning. Although his behavior and learning had improved when he was in his resource classes with reduced environmental stimulation and a smaller class size, he had increased behavioral disruptions when transitioning to and during his regular classes. Finally, the IEP Committee considered placement in a self-contained class with accommodations, curriculum modifications, and personnel. Since this placement, the child had shown marked improvement in his development of academic and functional skills and required less intensive behavioral interventions. The IEP Committee determined this was the child s current LRE

95 Least Restrictive Environment (LRE)

96 Least Restrictive Environment (LRE)

97 Extended School Year

98 Extended School Year (ESY)

99 Extended School Year (ESY) 2 1 3a 4 5 3b

100 Extended School Year (ESY)

101 Extended School Year Services 1-3 A B C D E F

102 The Result A well-thought-out set of prioritized goals and objectives, directly related to day-to-day academic content instruction (Common Core State Standards or alternate standards), carefully monitored and adjusted as the year goes by, coupled with a set of fully implemented accommodations designed to take care of other associated concerns yields a sound, Standards- Based IEP

103 Additional Information Ahearn, Eileen, Ph.D. "Standards-Based IEPs: Implementation Update." Standards-Based IEPs: Implementation Update. The National Association of State Directors of Special Education, June A Seven-Step Process to Creating a Standards-based IEP." A Seven-Step Process to Creating a Standards-based IEP. The National Association of State Directors of Special Education, June Cortiella, Candace. "No Child Left Behind: Determining Appropriate Assessment Accommodations for Students with Disabilities." LD OnLine: The World's Leading Website on Learning Disabilities and ADHD. N.p., Kosnitsky, Carol. "Writing IEPs That Align to Common Core Standards." Alabama CASE, 5 Mar "Present Levels." National Dissemination Center for Children with Disabilities. National Dissemination Center for Children with Disabilities, n.d

104 Questions/Answers How do you feel about Standards-Based IEP now?

105 Contact Information M. Pleshette Smith M. April Rice Tanya Bradley Office of Technical Assistance (601)