Stepping Out Strong: Writing Present Level Statements That Work for Students! Vicki Payne Rainwater AGC Education Specialist Region One Education Service Center Edinburg, Texas 2010. Region One Education Service Center, Division of Instructional Support 1
Standards Driven Education and the IEP Special education is an array of services and supports that provide student access to the general education curriculum The IEP is a tool that specifies how to implement the general education curriculum with an individual student The IEP is determined by the assessment information that indicates where the student is functioning within the general education curriculum The IEP contains goals for instruction, accommodations, services, and support required to help the student access and progress in the general education curriculum The IEP addresses how special education will supplement the general education curriculum by providing instruction in specific curricular areas or skill areas not addressed in the general education curriculum Moll (2003); Nolet and McLaughlin (2005); Tileston (2004) 2010. Region One Education Service Center, Division of Instructional Support 2
A Seven-Step Process to Creating Standards-based IEPs 1 by Marla Davis Holbrook Note: This document is a companion to the Standards-based IEP Examples tool found at www.projectforum.org. This document presents a seven-step process for developing IEPs that are aligned with state academic grade-level content standards. Each step is followed by guiding questions for the IEP team to consider in making data-based decisions. This process can help school personnel to: (a) consider each student s strengths and needs to develop goals focused on closing the gaps between the student s levels of academic achievement and grade-level standards; and (b) use data to make decisions, including selecting the most appropriate assessment option. The goal is to support IEP teams to develop documents that, when implemented, provide access to the general curriculum and enable students to demonstrate academic achievement linked to grade-level content. Prior to developing IEPs, all IEP team members, including parents, need to be familiar with the general education curriculum including the state s academic content standards and state assessments used for calculating adequate yearly progress (AYP). In order to make informed decisions about each student s strengths and needs, the IEP team should consider how the student is performing in relation to the state s grade-level content standards for the grade in which the student is enrolled. The seven major steps that educators can take to develop a standards-based IEP are: Step 1: Consider the grade-level content standards for the grade in which the student is enrolled or would be enrolled based on age. Ask: What is the intent of the content standard? What is the content standard saying that the student must know and be able to do? Step 2: Examine classroom and student data to determine where the student is functioning in relation to the grade-level standards. Ask: Has the student been taught content aligned with grade-level standards? Has the student been provided appropriate instructional scaffolding to attain gradelevel expectations? Were the lessons and teaching materials used to teach the student aligned with state grade-level standards? Was the instruction evidence-based? Step 3: Develop the present level of academic achievement and functional performance. Describe the individual strengths and needs of the student in relation to accessing and mastering the general curriculum. Ask: What do we know about the student s response to academic instruction (e.g., progress monitoring data)? What programs, accommodations (i.e., classroom and testing) and/or interventions have been successful with the student? What have we learned from previous IEPs and student data that can inform decision making? Are there assessment data (i.e., state, district and/or classroom) that can provide useful information for making decisions about the student s strengths and needs 1 These steps are adapted from materials on the Alabama website regarding standards-based IEPs found at http://www.alsde.edu/html/sections/section_detail.asp?section=65&footer=sections A Seven-Step Process to Creating Standards-based IEPs June 2007 Project Forum at NASDSE Page 1
(e.g., patterns in the data)? Consider the factors related to the student s disability and how they affect how the student learns and demonstrates what he or she knows. Ask: How does the student s disability affect participation and progress in the general curriculum? What supports does the student need to learn the knowledge and attain the skills to progress in the general curriculum? Is the student on track to achieve grade-level proficiency within the year? Step 4: Develop measurable annual goals aligned with grade-level academic content standards. Ask: What are the student s needs as identified in the present level of performance? Does the goal have a specific timeframe? What can the student reasonably be expected to accomplish in one school year? Are the conditions for meeting the goal addressed? How will the outcome of the goal be measured? Step 5: Assess and report the student s progress throughout the year. Ask: How does the student demonstrate what he/she knows on classroom, district and state assessments? Are a variety of assessments used to measure progress? How will progress be reported to parents? Step 6: Identify specially designed instruction including accommodations and/or modifications needed to access and progress in the general education curriculum. Ask: What accommodations are needed to enable the student to access the knowledge in the general education curriculum? What accommodations have been used with the student and were they effective? Has the complexity of the material been changed in such a way that the content has been modified? Step 7: Determine the most appropriate assessment option. Ask: What types of assessments are offered in my state? What types of responses do different state assessments require? What are the administrative conditions of the assessment? (i.e., setting, delivery of instructions, time allotted, etc.) What accommodations are allowed on the assessment(s)? Are the accommodations approved for the assessment also used in the classroom? Has the student received standards-based, grade-level instruction? Was the instruction evidence based? What is the student s instructional level? How different is the student s instructional level from the level of typical peers? Can the student make progress toward grade-level standards in the same timeframe as typical peers? (If no, consider modified academic achievement standards) What can be learned from the student s previous state assessment results? Can the student demonstrate what he/she knows on the assessment option under consideration? A Seven-Step Process to Creating Standards-based IEPs June 2007 Project Forum at NASDSE Page 2
A New Way to Think of IEPs? Past Approach Present Approach Adapted from Nolet, V. and McLaughlin, M.J. (2005) 2010. Region One Education Service Center, Division of Instructional Support 4 2010. Region One Education Service Center, Division of Instructional Support 5
Standards-Driven Education What How Why Standards involving challenging content and achievement standards to drive instruction Texas Knowledge and Skills (TEKS) Student Expectations (SEs) English Language Proficiency (ELPS) College and Career Readiness (CCRS) Assessments measuring how schools are helping students meet the standards and used to inform instruction TAKS TAKS-Accommodated TAKS-Modified TAKS-Alternate TPRI/Tejas Lee TELPAS Accountability for achieving higher levels of performance for ALL learners AEIS (State) AYP (Federal) PBMAS (State) SPP (Federal) 2010. Region One Education Service Center, Division of Instructional Support 8 Adapted from Nolet, V. and McLaughlin, M.J. (2005) 2010. Region One Education Service Center, Division of Instructional Support 6
Standards-Driven Education in Texas Label Description/Definition Texas Translation Standards General statements of what students should know or be able to do as a result of their public school education Basic understanding of the T.E.K.S. (introduction part of each TEKS content area) Content Standards What gets taught, the subject matter, the skills and knowledge and the applications Texas Essential Knowledge and Skills (TEKS) Academic Standards Adapted from Nolet and McLaughlin (2005) The targets or levels of performance that students must achieve in the content, what is student to do or demonstrate Student Expectations (SEs) English Language Proficiency (ELPS) College & Career Readiness (CCRS) 2010. Region One Education Service Center, Division of Instructional Support 9 2010. Region One Education Service Center, Division of Instructional Support 7
Special Education and General Education Curriculum General Education Special Education Expanded Curriculum Knowledge and Skills No Accommodations or Modifications Accommodations Modifications Alternate Achievement Standards No Changes to: Content Performance Expectations Sequence and timelines Instruction No Changes to: Content Performance Expectations Changes to: Sequence and timelines Instruction Changes to: Content Complexity Performance Expectations Sequence and timelines Instruction Individualized curriculum goals aligned to grade level standards TAKS Taker TAKS or TAKS Accommodated Taker TAKS-Modified Taker (2%) TAKS-Alternate Taker (1%) 2010. Region One Education Service Center, Division of Instructional Support, adapted from Accessing the general curriculum: Including students with disabilities in standards-based reform, 2 nd ed. Thousands Oaks, CA: Corwin Press. 2010. Region One Education Service Center, Division of Instructional Support 8
IEP Development and Standards Driven Education Formative and Summative Evaluations Present Levels Achievable Measurable Goals Progress Monitoring Adjust Instruction and Services Instruction and Services 2010. Region One Education Service Center, Division of Instructional Support 13 2010. Region One Education Service Center, Division of Instructional Support 9
Developing the... PLAAFP 2010. Region One Education Service Center, Division of Instructional Support 14 2010. Region One Education Service Center, Division of Instructional Support 10
Court Ruling regarding Baseline Data and Measurable Goals Bend-Lapine School District v. K.H., 48 IDELR 33 (9 th Cir. 2007) That ruling, at 43 IDELR 191, held that the IEP denied FAPE due to lack of baseline data, measurable goals, and a description of services to be provided. 2008. Walsh, Anderson, Brown, Schulze, and Aldrige, P.C. 2010. Region One Education Service Center, Division of Instructional Support 22 2010. Region One Education Service Center, Division of Instructional Support 11
What is it? Describes student performance in the general curriculum Describes current performance in measurable, objective terms Identifies current areas of need of the student Is based on information that is current and relevant and comes from a variety of sources Examples Based on running records, Maria reads 3 rd grade narrative text at 70 word correct minute (wcpm) however with expository text her words correct per minute is reduced to 50. John is able to sit in his chair for 10 minutes using visual cues based on behavior charts, but without the visual supports he sits in his chair for 5 minutes. PLAAFP Based on teacher made and district benchmark test of grade level material utilizing a graphic organizer, Daniel is able to correctly answer more than 70% of factual comprehension questions; however, his accuracy with inferential question is 40% therefore, inhibiting his progress 2010. in the Region general One education Education curriculum. Service Center, Division of Instructional Support What it is not. Grade- or age-levels Standard scores Discipline focused Subjective words Non-examples Maria has difficulty reading 3 rd grade-level text. John has difficulty following classroom rules. Daniel has poor comprehension skills. As measured on the EOWPVT-R, Carmen s expressive vocabulary is at 19 months and as measured by the ROWPVT-R her receptive vocabulary is at 26 months. 24 2010. Region One Education Service Center, Division of Instructional Support 12
Meet Matthew Based on teacher/parent reports, informal and benchmark assessments conducted recently, Matthew asks and answers who and what questions with 85% accuracy. He independently speaks in full five word sentences about non personal topics and follows two step oral directions 70% of the time. Matthew is friendly and outgoing and does not exhibit frustration when he is unable to understand or communicate effectively. However, he has difficulty with where and when questions achieving 60% accuracy, and with why and how question achieves 30% accuracy. He is unable to relate personal experiences without verbal prompting from an adult and has difficulty expressing that he does not understand what others are telling him 50% of the time. Matthew s communication skills limit his ability to interact with adults and peers as needed to progress in the 6th grade general curriculum. 2010. Region One Education Service Center, Division of Instructional Support 31 2010. Region One Education Service Center, Division of Instructional Support 13
Daniel s PLAA 1. What are the sources of information upon which the statement is based including Daniel s strengths and what he is currently able to do? Based on teacher made and district benchmark test of grade level material utilizing a graphic organizer that includes the labeling of literary elements appropriate to the reading passage utilizing a yellow filter Daniel is able to correctly answer more than 70% of factual comprehension questions Daniel s PLAA: 2. What are the resulting priority educational needs to be addressed in the annual goals written for Daniel including baseline data? his accuracy with inferential question based on text evidence is 40% 3. What are the effects of the disability on Daniel related to his involvement and progress in the general curriculum? Daniel s metacognitive reading skills limit his ability to comprehend written text as needed to progress in the enrolled grade level general curriculum across all content areas 2010. Region One Education Service Center, Division of Instructional Support 39 2010. Region One Education Service Center, Division of Instructional Support 14
Josefina s PLAA 1. What are the sources of information upon which the statement is based including Josefina s strengths and what he is currently able to do? Based on Math teacher reports and classroom grades, and benchmarks: Josefina understands mathematical concepts paired with manipulates using simplified sentence structure, vocabulary, numbers, and graphics as well as appropriate formula or conversion chart near the problem Understands place value to the 1,000 place and can read and write decimals with money to the hundredths place as her grades are in the 80s Use an addition chart, multiplication chart, and fraction bars Josefina s PLAA: 2. What are the resulting priority educational needs to be addressed in the annual goals written for Josefina including baseline data? Experiencing difficulty with fractions as her grades are in the 50s as she does not understand the fraction terminology of numerator and denominator or construct concrete models to demonstrate equivalent fractional values such as 3/6 or 1/2 3. What are the effects of the disability on Daniel related to his involvement and progress in the general curriculum? Josefina s basic understanding in number, operation, and quantitative reasoning skills limit her ability to solve problems and justify solutions related to everyday experiences as needed to progress in the enrolled grade level general curriculum. 2010. Region One Education Service Center, Division of Instructional Support 41 2010. Region One Education Service Center, Division of Instructional Support 15
Brandon s PLFP 1. What are the sources of information upon which the statement is based including Brandon s strengths and what he is currently able to do? Based on classroom teacher reports and behavior referrals Brandon enjoys singing and listening to music as well as drawing. Enjoys participating in team sports such as football, basketball, and baseball. His teammates see him as an asset to the team because of his athletic abilities. The science teacher reports, Brandon stays on task for increments of 10 15 minutes using a timer to monitor on task behavior, an age appropriate visual activity chart/schedule, and a finish tray for completed assignments before going to sharpen his pencil or throw away some trash. With these supports his grades are in the 70s. Brandon s PLAA: 2. What are the resulting priority educational needs to be addressed in the annual goals written for Brandon including baseline data? In other content classes, Brandon has difficulty being a good team member. He has few friends, and becomes frustrated easily when he doesn t get his way. He displays periods of verbal and physical aggression and has multiple referrals to the office for not completing his assignments. Without the supports used in science class, he is easily distracted, unable to complete assignments, and his grades are in the 50s. 3. What are the effects of the disability on Brandon related to his involvement and progress in the general curriculum? Brandon s behavior is impacting his progress and access to the general curriculum. 2010. Region One Education Service Center, Division of Instructional Support 43 2010. Region One Education Service Center, Division of Instructional Support 16
TEKS Based IEPs References Baca, L., Collier, C., Jacobs, C., and Hill, R. (Ed.). Multicultural and exceptional student education, module 7: Adaptive instruction for diverse learners. Boulder, CO: Bueno Center for Multicultural Education, School of Education, University of Colorado. Holbrook, M. D. (2007). A seven step process to creating standards based IEPs. Retrieved August 9, 2009 from http://www.projectforum.org/docs/sevenstepprocesstocreatingstandards-basedieps.pdf Nolet, V. and McLaughlin, M.J. (2005). Accessing the general curriculum, including students with disabilities in standardsbased reform, 2 nd ed., Thousands Oaks, CA: Crowin Press. Public Law 107-110, No Child Left Behind Act of 2001: Academic Assessment, 20 U.S.C. 6311(b)(3)(A), (C)(i)-(ii). Public Law 108-446, Individuals with Disability Education Improvement Act of 2004 (IDEA 2004): Participation in Assessment, 20 U.S.C. 1412(a)(16)(A). 2010. Region One Education Service Center, Division of Instructional Support 17
ESC Contact Vicki Payne Rainwater vrainwater@esc1.net (956) 984 6129 Professional Online Forums http://www.esc20.net/agcnetwork http://vlibrary.esc1.net/moodle Enroll Once enrolled your enrollment key is teksiep 2010. Region One Education Service Center, Division of Instructional Support 18