Transcript Slide 1

Developing Standards-Based
IEPs
Components of the IEP
• Today’s focus is on the development of the
– Present Level of Academic Performance
– Long term goal/short term objectives
• Information regarding other aspects of IEP
development can be found:
– In Elluminate sessions
– In the Special Education Implementation Manual
– Accommodations Manual
6 Steps to Developing a StandardsBased IEP
• Each step has several questions that should be
discussed with the members of the IEP team
– Knowledgeable of grade-level content
– Knowledgeable of student current functioning in
academic, general learning, and life skills
– Knowledgeable of the current accommodations and
assessments
6 Steps to Developing a StandardsBased IEP
• Each step facilitates the development of an IEP
that is
– Individualized for the student
– Supports academic, general learning, and life skill
development in all content areas
– Guides the student to making progress in the
general curriculum
– Guides the student to making progress in the school
and other environments
6 Steps to Developing a StandardsBased IEP
• Consider the grade-level content standards
• Examine student data in relation to grade-level
standards
• Develop the present level of academic
achievement and functional performance
• Develop measurable annual goals aligned with
grade-level content standards
• Identify accommodations and supports
• Determine appropriate assessment
6 Steps to Developing a StandardsBased IEP
• Today we will discuss:
– Step 1:Consider the grade-level content standards
– Step 2: Examine student data in relation to gradelevel standards
– Step 3: Develop the present level of academic
achievement and functional performance
– Step 4: Develop measurable annual goals aligned
with grade-level content standards
IEP Team
Team Member
Team Role
General Education
Teacher
Assists members in understanding the general curriculum,
the skills needed to by the student to make progress within
the curriculum, classroom and state-mandated
assessments, behavioral and social expectations in the
school
Special Education
Teacher
Presents data related to the student’s current academic,
developmental, and functional skills level, the types and use
of accommodations, the types and use of supports, and the
impact of specially designed instruction on student progress
Parent
Gives insight into the way the student uses academic and
functional knowledge and skill in various environments, can
voice successes or concerns about overall educational
development of the student
IEP Team
Team Member
Team Role
System
Representative
Provides information about the availability of resources,
guidelines for the provisions of needed services and
supports to both parents and teachers, and helps ensure
that all programs are working together toward student
progress
Other Committee
Members
Presents information on the unique aspects of the students
disability and how the disability affects learning and
progress in the general curriculum,
Student
Gives unique insight into personal strengths and needs in
the classroom and other environments, provides a personal
perspective on the effectiveness of the current program,
and can discuss personal goals for learning
Step 1: Consider the grade-level
content standards
• Content standards for the grade in which the
student is (will be) enrolled
• Content standards can be discussed in terms
of:
– Intent of the standard
– Skills needed to meet standard
– Knowledge and skill that should be in place in order
for student to meet standard (prerequisites)
– Assessment methods for showing what students
know and can do within the standard
Step 2: Examine Student Data in
Relation to Grade-Level Standards
• Data should reflect:
– The progress of the student within the grade-level
curriculum
– The appropriate instructional scaffolding and
supports, including accommodations
– Materials that are on (or aligned with) grade-level
Step 3: Develop Present Level of Academic
Achievement and Functional Performance
• Documentation of the strengths and needs of
the student, based upon evidence provided
• Consideration of the impact of the student’s
strengths and needs on progress toward
meeting the general standards
• Provides the foundation for measurable goals,
short term objectives, supports,
accommodations, and testing decisions
Step 3: Develop Present Level of Performance
• Answer the following questions to develop the present
level of performance:
– What supports does the student need to learn the knowledge
and attain the skills to make progress in the general
curriculum?
– What supports does the student need to maintain
participation in the general curriculum and other school
(and/or community) environments?
• Behavioral supports
• Life skills/supports
– What accommodations have been successful or not
successful, based upon evidence?
– Is the student on track to achieve grade-level proficiency
STEP 3: DRAFTING THE PLOP
Results of Initial or Most Recent Evaluation and Results of Statewide/District
Assessments:
Before:
2/20/08 WISC-IV Full Scale IQ: 81, Verbal IQ: 79, Performance IQ: 82
2/27/08 WRAT3 Reading SS: 62 Spelling SS: 68 Arithmetic SS: 57
After:
“Mark was reevaluated on 3/20/06 and continues to qualify for EBD based on the
information provided in the eligibility report. He demonstrated an average IQ as
measured by the WISC-IV. WIAT results indicated academic deficits in reading
comprehension and solving math word problems. Analysis of the behavior
assessment (Devereaux/BASIC) revealed significant problems in interpersonal skills
and also indicated signs of depression.”
Results of Initial or Most Recent Evaluation and Results
of Statewide/District
Assessments (Continued):
Before:
CRCT (Spring 2006) Reading 858, English/Language Arts 781, Math 778, Science 810,
Social Studies 822
After:
On the CRCT, scores of 800 and above meet or exceed expectations for grade level
standards.
Fourth grade CRCT results for 2006:
• Reading: 858 (Exceeds expectation) – extended time, oral reading of test questions
• English/Lang. Arts: 781 (Did not meet expectations )- grammar and sentence
construction were significant weaknesses – extended time
• Mathematics: 778 (Did not meet expectations )- number operations and math process
skills were significant weaknesses – extended time
• Science (810) and Social Studies (822) were within the meets expectation range –
extended time, oral reading of test questions
Results of Initial or Most Recent Evaluation and
Results of Statewide/District
Assessments (Continued):
Results of Initial or Most Recent Evaluation and Results
of Statewide/District
Assessments:
• Remember to include district assessments!
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DIBELS
MAP
STEEP
Scholastic Reading Inventory (SRI)
STAR
Grade-level 9-week benchmarks
Description of Academic, Developmental, and
Functional Strengths
Before:
Demarcus is currently passing 9th grade lit with a 72.
After:
On classroom assignments involving presentation of knowledge through graphic
organizers and visuals, Demarcus demonstrates accuracy in making connections
between previously learned and new material. He can also discuss and answer
questions about assignments.
Description of Academic, Developmental, and
Functional Strengths
Chris is an auditory learner. He is able to listen to
lectures, instruction, and directions and retain the
information. He participates in class discussions and
has good recall for tests and quizzes. He has great
interest in science and social studies and performs
very well in those classes.
Description of Academic, Developmental, and
Functional Strengths
Description of Academic, Developmental, and
Functional Strengths
Description of Academic, Developmental, and
Functional Needs
His teachers do not feel he will be able to maintain this grade due to his
performance on end-of-unit tests.
On end-of-chapter or end-of-unit tests, Demarcus does not demonstrate the
same accuracy or depth of knowledge that he shows on daily classroom
tasks. Although he receives accommodations for extended time on tests
(because he uses extended time for classroom assignments), he turns in his
tests before other students in the class, and these tests have many errors
and omissions.
Description of Academic, Developmental, and
Functional Needs
•Demarcus has problems following directions and spent a lot of time
in ISS this year.
Description of Academic, Developmental, and
Functional Needs
Description of Academic, Developmental, and
Functional Needs
Parental Concerns
• PLOP MUST include a statement of parental
input/concerns. Student input could be noted
here, too.
Impact of the Disability on Involvement and
Progress in the General Education Curriculum
Before:
• Due to Sally’s specific learning disability,
access to the general curriculum is not probable
After:
Impact of the Disability on Involvement and
Progress in the General Education Curriculum
• Other Examples – Impact of Disability
– Maria frequently cries, yells and refuses to work
when she doesn’t understand a new concept or
assignment. Once upset, she requires time away
from instruction to calm down, resulting in many
interruptions to her learning. When new lessons or
assignments are being presented, Maria needs extra
time with a teacher to assure she understands the
material and what is expected of her before working.
Step 4: Develop measurable goals
aligned with grade-level standards
• Goals and objectives are based upon the
information gathered through Steps 1 – 3
• Goals and objectives can build on current
strengths or address specified needs
• Goals and objectives are targeted WITHIN the
general curriculum
– Not a restatement of the standard/element
– Do not take the place of the curriculum
– General and life skills may also be targeted
Step 4 : Develop Measurable Goals
• Every goal/short term objective should meet
certain criteria:
– Must be skill building – beyond what is considered
“typical” for the curriculum
– Must contain a target behavior, condition, and
criteria
– Must have a data collection strategy that supports
the measurability of the goal
Measurable Annual Goals
• Alex will pass the 5th grade Writing test.
• Alex demonstrates competency in the writing
process at her ability level.
• By March 2011, Alex will improve his written
language skills so that he can write clear,
cohesive and readable paragraphs consisting of
at least 3 sentences to include compound and
complex sentences, as demonstrated by
analyzed work samples.
Measurable Annual Goals
• John will improve his reading fluency by 1.5
grade levels.
• By May 2011, given a weekly fluency probe,
John will improve his reading fluency from
baseline of 36 words correct per minute to 72
words correct per minute.
Measurable Annual Goals
• Jeff will turn in all assignments on time.
• Utilizing an assignment notebook and
assistance during IF time, Jeff will turn in 90% of
assignments on time.
Measurable Annual Goals
• Given grade level math curriculum, Sam will
demonstrate improvement in mathematics.
• With scaffolding supports of a formula “cheat
sheet”, Sam will apply the correct formulas to
solve grade-level algebraic equations, as
measured by a standards checklist.
Measurable Annual Goals
• Demarcus will follow oral directions.
• Given positive reinforcement as stated in the BIP,
Demarcus will comply with oral directions the first time
given by listening and verbally agreeing to do as asked
80% of the time.
Measurable Annual Goals &
Objectives
Goal: Naki will utilize assistive technology to communicate and
interact with materials in her environment.
Objectives:
1. Naki will increase the number of consecutive purposeful switch
hits (hits occurring at the appropriate time) in communication,
leisure, making snack, and content activities. Criteria: At least 7
consecutive purposeful hits in 4/5 activities.
2. Naki will utilize one two switches (placed at each side of her
head to be able to access) to make a choice between two items
during leisure, snack, and content activities. Criteria: Making
and accepting choice at least three times in 2 activities.
Progress Monitoring Tools
• Remember to use links at PC website