Transcript Slide 1

Writing IEPs to
Standards
Alabama Department of Education
Special Education Services
July, 2011
Reproductions of the slides and/or information
from the slides in this PowerPoint related to
Writing IEPs to Standards
should be credited to:
Alabama Department of Education,
Special Education Services
P.O. Box 302101
Montgomery, AL 36130
[email protected]
334.242.8114
Objectives
 Review access to the general education
curriculum
 Provide an overview of state curriculum
guides
 Discuss steps in developing standardsbased IEPs
 Discuss similarities and differences in
IEPs based on AL COS Standards and AL
Extended Standards
Standards-Based Reform
Major Elements:
 Increased Accountability
 Aligned Assessments
 Higher Academic Standards
Standards-Based Reform in Alabama
Higher Academic Standards
 Alabama Courses of Study
 Alabama Extended Standards
Aligned Assessments
 Alabama Reading and Math Test (ARMT)
 Alabama High School Graduation Exam (ASHGE)
 Alabama Alternate Assessment (AAA)
Increased Accountability
 Adequate Yearly Progress (AYP)
Alabama Courses of Study and
Academic Content Standards
A course of study is a document that specifies what
students should know and be able to do in a
particular subject area by the end of each grade
level or course.
Minimum content for each grade level is delineated
in the academic content standards.
Alabama’s College and Career Readiness
Standards
2012-2013
2013-2014
Alabama’s College and Career Readiness
Standards
Expecting
Excellence!
Purpose of Standards
• Access to the general education
curriculum
• Access means that all students have
opportunities to participate in the
knowledge and skills that make up the
general education curriculum
Access Is Not…
• Special Education students sitting in a
general education classroom doing
activities unrelated to the general
education curriculum
• Teachers writing an IEP goal based on
content standards but teaching material
unrelated to the content standards
• Teaching the content standards after all
other classroom activities have occurred
Opportunity to Learn
Teachers create opportunities for
students to learn
grade-level expectations
(content standards).
Content Standards
and Extended Standards
IEPs must be based on either content
standards or extended standards.
 Content standards are measured by the
ARMT and/or the AHSGE.
 Extended standards are measured by the
AAA.
Alabama Curriculum Guides
Students Who Are Not Performing at Grade Level
Alabama Curriculum Guides
Include objectives that are prerequisite to the
standard and/or break the standard down into
smaller instructional units
Alabama Curriculum Guides
•Mathematics (Grades 1-8)
•Prereqs. to Alg. I (Grades 9-12)
Revised version Mathematics Grades K-12 pending, January 2012.
•Language Arts (Grades K-12)
Revised version scheduled, January 2013.
•Social Studies (Grades K-12)
•Science (Grades K-12)
To access Alabama Curriculum Guides:
www.alex.state.al.us/specialed
Click on Curriculum
Alabama Curriculum Guides
LA 5.2: Use a range of strategies, including drawing
conclusions such as opinions about characters
based on their actions and summarizing passages,
to comprehend fifth-grade literary/recreational
materials in a variety of genres.
LA5.2.1: Relate character traits from a provided list
to characters from a given passage.
LA5.2.2: Compare characters in a given passage who
have similar character traits.
LA5.2.3: Compare characters in a given passage who
have contrasting character traits.
Alabama Curriculum Guides
LA5.2.4: Write a sentence describing characters
from a given passage.
LA5.2.5: Write sentences retelling key ideas from a
given passage.
LA5.2.6: Retell a story in a few sentences.
Content Standards Legend
for IEPs
subject
grade level
content standard
objective
Standard R 3. 3
Use a wide range of strategies,
including using context clues
and predicting outcomes, to
comprehend third-grade
literary/recreational materials
in a variety of genres.
R 3. 3. 2
Make and confirm
predictions based on
information from a
story.
Developing Standards-Based IEPs
The IEP is the cornerstone of
access to the
general curriculum.
Developing Standards-Based IEPs
What steps do IEP Teams need to
follow to develop effective
standards-based IEPs?
Step 1: Collect and examine materials for
making data-based IEP decisions.
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Courses of study and/or curriculum guides
Current assessment data
•
State assessments
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Classroom assessments (curriculum-based)
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Eligibility data (if current and related to
learning the standards)
Student work samples
Previous year’s IEP
Other information (e.g., grades, discipline referrals,
attendance reports)
Step 2: Analyze data to develop the
student profile.
The profile should include general statements
regarding:
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Strengths
Needs
How the disability affects involvement/progress in
the general education curriculum
Assessment/Evaluation
Status of prior IEP goals
Teacher/Parent/Student input
Transition needs (at least by age 16)
Student Profile vs. Present Level
 Similarities
• Data-based
• Provides a snapshot of the student
• Provides a sense of where the student is functioning in regard
to specific area
 Differences
• Profile is overview of where student is functioning in relation to
their school experiences
• Profile is general picture of the student’s functioning in all areas
relevant to the IEP
• Present level provides a summary of baseline information that
indicates the student’s academic achievement on specific
standards or skills.
Sample Student Profile
Assessment
Evaluation
Strengths
Needs
Impacts
performance
Katie is a fifth grade student who is experiencing difficulty achieving
grade level academic content standards in all areas. Katie repeated
kindergarten and has received supplemental support in reading and math
since she was in the second grade. Katie’s scores on achievement tests
indicate that she falls in the below-average range in mathematics and
reading. Her fourth-grade state assessment results showed math as a
relative strength. Katie takes pride in finishing her work and frequently
requests more time to complete her assignments. When given an
accommodation of additional time, Katie will continue to work until she is
told that time is up. As her skills improve, Katie will work to decrease the
time it takes for her to complete her assignments.
Katie has problems with oral reading fluency and comprehension. She
scored in the at risk range on the fifth grade DIBELS Oral Reading
Fluency spring benchmark. Katie can read 85-90 words of connected text
per minute with 100% accuracy. Her performance is consistent with the
expectations for a student at the end of second grade. Katie’s problems
with oral reading fluency affect comprehension skills in all academic areas
of the general curriculum. She is improving in the areas of reading with
expression and in self-correcting when she misses a word.
Sample Student Profile - continued
Assessment
Evaluation
Teacher/
Parent/
Student
Input
Katie is working on fourth grade academic content standards in math.
Results from state and classroom-based assessments (CBAs), indicate that
Katie has learned math third-grade content standards with the exception of
word problems. Progress monitoring data support the need for additional
instruction in solving word problems at the third-and fourth-grade levels.
Home and school rating scales reveal significant difficulty in the areas of
social interaction and communication skills. Teachers report that Katie is
quiet in class and rarely volunteer answers or seeks teacher assistance.
She does not often initiate interaction with peers or adults. Katie’s parents
state that she does not frequently interact with others in church/community
activities, but she likes to play with her younger sister and younger
children. Katie loves music and has recently begun to take dance lessons.
Her mother hopes that dance will help Katie feel more comfortable with
children her age and improve communication skills.
Step 3: Use data to summarize the
present level.
The present level answers the question:
What is the student doing now?”
Present Level
Purposes
• To provide a summary of baseline information
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that indicates the student’s academic
achievement
To identify current functional performance
To provide an explanation of how the disability
affects the student’s involvement/progress in
participating in the general curriculum
Present Level
Characteristics
• Standards centered
• Data driven
• Understandable
• Measureable
Present Level
Components
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Strengths
Needs
How the student’s disability affects
performance in the general education
curriculum (for preschool children, how
the disability affects the child’s
participation in age appropriate
activities)
Present Level
Strengths
 Student’s response to:
 Learning strategies
 Accommodations
 Interventions
 Standards Instruction
Ask…What have we learned about this student’s
strengths?
Present Level
Needs
Focus on needs that affect progress in the
general education curriculum
Ask…What prerequisite skills/knowledge
does the student need to close the gap
between his/her present level and the
grade-level content standards?
Present Level
How disability affects performance
Consider how the student’s disability affects
progress in learning the grade-level content
Standards
Example:
Tasha's limited vocabulary knowledge is affecting her
progress in achieving reading standards that include
synonyms, antonyms, and multiple-meaning words.
Present Level
DO NOT use the student’s exceptionality to explain
how the disability affects involvement/progress in
the general curriculum!
o Example of what NOT to write:
Marcus’ learning disability affects his progress in the
general curriculum.
o Example of what to write:
Marcus’ weakness in applying strategies, such as
making inferences and making complex predictions,
affect his progress in comprehending sixth-grade literary
materials.
Sample Present Level
Present Level of Academic Achievement and Functional Performance
Standards-Based
Includes
Assessments
Includes Strengths
and Weaknesses
How Disability
Impacts
Learning
Results from classroom assessments show that Katie is experiencing
difficulty solving math word problems (M 4.6) that involve addition and
subtraction of four-digit numbers. She averages one of four word
problems correct on weekly grade five classroom assessments. Katie can
solve simple word problems involving single-digit numbers (M 3.2.2) and,
when given additional time, can solve addition and subtraction problems
(with the exception of word problems) involving two and three-digit
numbers with and without regrouping (M 4.6.4)
Katie’s difficulties with reading passages containing complex
sentences and her lack of reading fluency negatively affect her progress in
solving word problems within time limits specified for fifth-grade
classroom assessments.
Present Level
Remember…
The present level of academic
achievement and functional
performance sets the stage for
developing IEP goals!
Step 4:Write Annual Goals.
Purpose
• To describe what a student can reasonably
expect to accomplish in one school year
• Annual Goals answer the question
“What should the student be doing?”
Selecting the Content Standards
 Consider content standards
• Look at all grade-level content standards
• Discuss intent of standard
• Determine which standards are most
important for each student (based on progress
in the general education curriculum)
• Compare standard(s) with student’s areas of
needs and the impact of the disability
• Use data to determine the areas the student
will find difficult without additional supports
Annual Goals
Annual goals are related to needs
resulting from the student’s disability
that directly affect involvement and
progress in the general education
curriculum.
o For preschool children, as appropriate, to
participate in age-appropriate activities
Annual Goals
 If a large number of needs are identified in the
present level, the IEP Team must consider how
each need impacts the students’ progress in the
general education curriculum.
 Select the need that has the greatest impact on
progress, and develop a goal to address that need.
Annual Goals
Academic goals are based on:
–Alabama content standards listed in
the Alabama COS or
–Alabama Extended Standards (for
students with significant cognitive
disabilities)
Annual Goals
 Five Components
• Who
• Time frame
• Conditions
• Behavior
• Criterion
Annual Goals
Measurable annual goals must include
the following:
The student …(WHO)
Will do what …(BEHAVIOR)
To what level or degree…(CRITERION)
Under what conditions…(CONDITIONS)
In what length of time…(TIMEFRAME)
Example of Annual Goal
with Five Components
Jacob will read 90-110 words of connected text per
minute with 100% accuracy at the end of 36 weeks.
The student (Jacob)
Will do what (read 90-110 words per minute)
To what level or degree (100% accuracy)
Under what conditions (connected text)
In what time frame (end of 36 weeks)
Annual Goals
Remember…!
 The IEP goal is NOT the content standard.
 The IEP goal is part of a plan to make the
content standard immediate and
individualized for the student.
 Do not copy the content standard word for
word to become an IEP goal.
Incorrect Standards-Based IEP
Annual Goal
7th Grade Content Standard
Apply strategies appropriate to the type of reading
material, including setting purposes for reading and
making generalizations, to comprehend seventh-grade
reading material (LA 7.1).
By the end of the ninth grading period, Sami will apply
strategies appropriate to the type of reading material,
including setting purposes for reading and making
generalizations, to comprehend seventh grade reading
material with 90% accuracy.
Example of Correct IEP Annual Goal
Present Level notes that Angela has difficulty making
generalizations and answering comprehension questions.
IEP Goal
By the end of the sixth grading period, Angela will use
prior knowledge and life experiences to make
generalizations from her personal experience to answer
comprehension questions from Grade 7 recreational
reading materials (LA. 7.1) with an average of 90%
accuracy on classroom assessments.
Benchmarks
Individualized Education Programs
§ 300.320 Definition of individualized education
program.
General. As used in this part, the term individualized
education program or IEP means a written statement for
each child with a disability that is developed, reviewed,
and revised in a meeting in accordance with §§ 300.320
through 300.324, and that must include…
(ii) For children with disabilities who take
alternate assessments aligned to alternate
achievement standards, a description of
benchmarks or short-term objectives;
Benchmarks
• Measurable
• Minimum of 2 per goal
• A logical breakdown of the major
components of an annual goal
Benchmarks
Short-term objectives and benchmarks
are steps that measure the child's progress
toward the annual goals in the IEP. When
written correctly, short-term objectives
provide teachers with a roadmap and a
clear mechanism to evaluate the child's
progress.
Wright, P. and Wright, P. (2006). Wrightslaw: From Emotions to Advocacy,
2nd Edition. Hartfield, VA: Harbor House Law Press, Inc.
Remember…
The Present Level has three required
components.
1. Student’s strengths
2. Student’s needs
3. How the student’s disability impacts
progress in the general education
curriculum
Remember…
Annual IEP goals should have the following
five components.
1. Who
2. Time frame
3. Conditions
4. Behavior
5. Criterion
Developing SMART IEP Goals
• Specific – based on the student’s Present Level of
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Academic Achievement/Functional Performance
Measurable – progress is objectively determined
at frequent data points
Achievable – realistic, related to the most critical
needs
Results-oriented –developed with a standards’
outcome in mind
Time-bound – clearly defined beginning and
ending dates
IEP Goals
Extended Standards…
 Students must have IEP goal(s) for each of
five academic areas (math, reading, science,
social studies, and English/language arts);
and any other areas of need.
General Education Course of Study…
Instruction and Assessment
Extended Standards…
 All extended standards must be taught and
evidence must be submitted for each
standard regardless of number of IEP goals.
General Education Course of Study…
Grade of Enrollment
Extended Standards…
 IEPs must be developed based on extended
standards in the student’s grade of
enrollment.
General Education Course of Study…
Assessing Progress
Extended Standards…
 The AAA, not the IEP, is the state
assessment that measures how well students
have achieved the standards.
General Education Course of Study…
Teaching to Mastery
Extended Standards…
 All pieces of evidence submitted for the AAA
should show that the student has achieved
the standard rather than demonstrate
progress the student has made on the
standard.
General Education Course of Study…
Sample IEPs
www.alex.state.al.us/specialed
Transitioning to Alabama’s College
and Career Readiness Standards
Are there gaps?
 and if so, what specific gaps need to be addressed when
transitioning from the current standards to the new
standards?
What do these new standards mean for
instruction?
What do districts need to do in preparation for
their implementation?
Transitioning to Alabama’s College
and Career Readiness Standards
Phase I
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Components of the
Course of Study
High School Course
Progressions
Standards for
Mathematical Practice
Literacy Standards for
Grades 6-12
Domains of Study and
Conceptual Categories
Phase II
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Analyzing the Standards
Sample Units of Study
Building Teacher
Capacity
Formative Assessments
Differentiating
Instruction for RtI
Resources
Transitioning to Alabama’s College
and Career Readiness Standards
Phase III

Designed for continuous
support based on Local
Education Agency needs
Questions and
Comments…