Transcript Developing Standards Aligned IEPs February 15, 2011 Webinar Teri Duckett

Developing Standards Aligned IEPs
February 15, 2011
Webinar
Teri Duckett
In preparation for the webinar, please read the handout
“David’s Present Levels of Academic Achievement.”
Pennsylvania Training and Technical Assistance Network
PaTTAN’s Mission
The mission of the Pennsylvania
Training and Technical Assistance
Network (PaTTAN) is to support the
efforts and initiatives of the Bureau of
Special Education, and to build the
capacity of local educational agencies
to serve students who receive special
education services.
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PDE’s Commitment to Least Restrictive Environment (LRE)
Our goal for each child is to ensure
Individualized Education Program (IEP)
teams begin with the general
education setting with the use of
Supplementary Aids and Services
before considering a
more restrictive environment.
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Learner Objectives
•Utilize student data to determine present academic
levels.
•Create IEP goals relative to the Pennsylvania
academic standards.
•Align goals to specially designed instruction that
addresses a student’s needs across settings.
•Determine progress monitoring tools and
schedules to evaluate and improve instruction.
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POLL : What are your beliefs?
When students with disabilities are provided
with appropriate instruction and supports,
they can learn grade-level academic
knowledge & skills and communicate in ways
that are commensurate with their same age
peers without disabilities.
1) “I agree”
2) “I disagree”
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Accessing the General Education
Curriculum
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• What is meant by the general education
curriculum?
• The full range of courses, activities, lessons,
and materials routinely used by the general
population of a school
• What is meant by access?
• Active engagement in learning the content
and skills of the curriculum that is being
taught to general education students.
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What is a Standards-Aligned IEP?
An IEP that connects a student’s learning to
grade level Pennsylvania standards and
evaluates their progress through the lens of
the general education curriculum, standards,
assessment anchors and curriculum
frameworks.
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Standards Aligned System
Clear
Standards
Fair
Assessments
Interventions
wwwwwwww
Student
Achievement
Materials &
Resources
Curriculum
Framework
Instruction
www.pdesas.org
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Standards Aligned IEPs
Progress
Monitoring
Specially
Designed
Instruction
Standards
Aligned
Assessment
Present Educational
Levels of Academic
Achievement
Standards
Aligned IEP
Goals
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SAS: Standards and Anchors
Standards and Alternate Standards
• Benchmark measures that define what students
should know and be able to do.
Assessment Anchors (PSSA, PASA, Keystone)
• Clear examples of the skills/knowledge that should
be learned and will be assessed on state tests at
specific grade levels.
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PA Academic Standard 1.1.B
Reading Independently- Word Recognition Skills
Read an excerpt from the grade level standards below.
Determine which grade matches each description.
Which is a Grade 3, 5, 8 or 11 standard?
A. Root words, prefixes, suffixes, syllabication, picture
and context clues
B. Syllabication, root words, prefixes, suffixes,
dictionary or context clues
C. Root words, context clues, dictionaries, glossaries
D. Root words, context clues, word origins and
reference sources to recognize and understand new
words
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Monitoring of Progress in A Standards
Aligned System
All information is obtained and all
judgments are made with the
standards and anchors as both the
starting and ending point
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Present Levels of Academic
Achievement
It is critical that assessment, present levels,
goals and progress monitoring include
both the instructional and grade levels
– Instructional level alone does not
meet the criteria of the general
education curriculum
– Grade level alone does not meet the
criteria of an IEP based on identified skill
deficits
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Example…
“Jessie’s classroom performance is
inconsistent.”
What is meant by classroom performance?
• Maintains 3-ring binder of study guides for each core
academic class
What is meant by inconsistent?
• Ranges from 1 – 8 missing guides per week
Put it all together for a clearer statement:
“Jessie maintains study guides for her
academic classes, and averages 4 missing
guides per week.”
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Meet David…
Completing his 4th grade year ( 10 years old)
IEP Written for 5th grade year
Review handout, "David's Present Levels of Academic
Achievement”
Underline or highlight his needs.
Handout
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General Observations: David’s PLAA
David’s Present Levels in Reading, Writing and Math:
Are they..
Connected to standards?
Descriptive?
• strengths, needs, input from teachers on successful SDI
 Data types? interpretations of the data?
Summative
Formative
Diagnostic
Benchmark
Instructional level information?
16Grade level information?
Prep for the IEP
B ring all data
R esources: Standards/Anchors/SAS
Curriculum Framework/PSSA BluePrint
I ndividualize!
D escribe SDI that works
G rade level requirements
E nter your suggested Standard Aligned Goals
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Handout
B R I D G E - sample
Student__________________Grade
__4__Subject____________
David
Reading
Summative
PSSA 2010 -Below Basic
Strengths
Learning to Read
Independently
Needs
Open Ended Response,
Reading, Analyzing,
Interpreting Literature
Benchmark
4Sight Nov. 2010 & Jan 2011
Item Analysis - Below Basic
Factual questions, text
features, titles, subtitles,
pictures and bold print
Read Critically in Content
Areas, Inferences, figurative
language
DIBELS (Fall)
Instructional 3rd grade
Low risk- 107ORF, 80%acc.
At risk-5th Grade 83 ORF,
50%acc.
Diagnostic
Woodcock Reading Mastery Test-Overall
Grade Equivalency Score-3.6
Word identification, word
attack skills
Reading comprehension
Passing all classes
Science and Health
SDI, factual info, text features,
organization
English and Social Studies
Reading /writing skills
Formative
Report Cards
Teacher Survey
Class Assignments
English
Social Studies
Science
Health
Factual Questions 100% acc.
Assertions about text
Inferences/figurative
language 42% acc.
Last Year’s IEP
Specific skill goals met main
idea, text features, narrative
elements with 95% acc.
Supporting details, cause and
effect, paraphrasing,
multisyllabic decoding,
vocabulary
SDI
Reciprocal teaching, oral
summarizing, word study,
preteaching, reteaching,
notetaking concept maps,
graphic organizers, word
processing
Begin to fade oral
summarizing, develop
partner work/procedures
Prioritize- ask…
What
skills are
needed to
close the gap &
achieve at or
above grade
level?
Reading Standards
1.1.5 Learning to Read
Independently-C,D,E
1.2.5 Reading,
Analyzing and
Interpreting Text – D,E
1.3.5 Reading,
Analyzing and
Interpreting
Literature, Fiction and
Non Fiction-A,C
Standards for Success
1.1.5 C Use meaning and knowledge of words across content areas to increase reading vocabulary.
1.2.5D Make inference about similar concepts in multiple texts and draw conclusions, citing evidence from the text to support answers.
1.3.5A Read, understand and respond to various genres. (inferences) Anchor R5A.1.3
1.3.5 C Compare the use of literary elements within and among texts including characters, setting, plot, theme, and point of view. Anchor R5B.1.1.1
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Characteristics of
Standards Aligned Goals:
 Address student needs identified in PLAA
 Project student performance at the end of one
year of instruction
 Begin from baseline of skill
 Describe skill attainment level
 Need to be prioritized: 3-5 goals
 Are NOT the curriculum or program
 State measurable, countable data
 Lead to visual countable progress monitoring
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Inference
Standards Aligned Goal Sample
Category 1.2 Reading Analyzing and Interpreting Text
Standard 1.2.5D Make inference about similar concepts in multiple
texts and draw conclusions, citing evidence from the text to support
answers.
Anchor R8.A.1.3.1 and 2 Make inferences, draw conclusions, and
make generalizations based on text. Cite evidence from text to
support generalizations.
Goal: Using classroom reading materials and graphic
organizers, David will identify evidence from text to
support generalizations in order to make inferences
with 80% accuracy on 8 work samples collected bimonthly.
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Writing Conventions
Standards Aligned Goal Sample
Category 1.5 Quality of Writing (conventions)
• Standard 1.5.5.F: Use grade appropriate conventions of language
when writing and editing.
• Spell common, frequently used words correctly.
• Use capital letters correctly.
• Punctuate correctly.
• Use correct grammar and sentence formation.
Goal: Given a writing prompt, David will write a threeparagraph essay and score a minimum of 41 on the
Correct Word Sequence Grade 5 assessment, for three
out of four prompts.
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Interpret Math Language
Standards Aligned Goal Sample
Category 2.5 Mathematical Problem Solving and Communication
Standard 2.5.5.B: Use appropriate mathematical terms, vocabulary,
language, symbols, and graphs to explain clearly and logically solutions
to problems.
Goal: David will use correct mathematical terms,
vocabulary, language, and graphs to explain (state
and/or write) clearly and logically solutions to problems
as evidenced by a minimum score of 4 out of 5 on the
Math Language Rubric used in conjunction with
assessments given every two weeks.
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Steps for writing a standards-aligned IEP goal:
1. Review Present Levels of Academic Achievement
2. Identify student needs (academic focus for today)
3. Prioritize student needs (3-5 academic goals)
4. Determine the PA standard that correlates with each need
5. After considering the above, write the goal and include the clearly
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defined action/behavior, condition, and performance criteria
SDI for David
Reading…
• Digital/audio versions of social studies and science text books.
• Access to online (auditory) glossary in content area texts
• Instruction in use of outlining/concept mapping software
• Teacher-made graphic organizers and templates for organizing
information prior to each unit
• Checklists and guides for note-taking
• Access to word processor in class for writing assignments
greater than one paragraph in length
Math
• Use of manipulatives to solve equalities
• Graphic representations of word problem types/use of
templates
• Use of rubrics and word banks to guide written/oral
responses to problems
SDI and the
Universal Design for Learning (UDL)
UDL removes barriers to learning by
anticipating the needs of ALL students.
Multiple means of representation
Multiple means of expression
Multiple means of action and engagement
www.cast.org
ttp://www.ihdi.uky.edu/IEI/
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Sample of David’s Reading
Progress Monitoring
Every 9 weeks parents will receive a report of Reading
goals measured by:
• Weekly probes in specific skills graphed
• Accuracy graphed on related classroom worksheets/quizzes and
tests
• 4Sight Reading Benchmark in Nov., Jan., and March
• PSSA Reading April (parent report over summer)
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Sample of David’s Math
Progress Monitoring
Every 9 weeks parents will receive a report of
math goals measured by
• Biweekly probes in math specific skills graphed
• 4Sight Math Benchmark in Nov., Jan., and March
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Sample of David’s Writing
Progress Monitoring
Every 9 weeks parents will receive a report of
Writing goals measured by
• Bi-weekly writing prompts – Correct Word
Sequence graphed – formative assessment
• Self and/or teacher analysis of use of style on
writing prompts every two weeks
• PSSA Writing (parent report over summer) –
summative assessment
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Supplementary Aids
and Services Toolkit
• Analyzes from a student
perspective
• Enhances participation
• Involves a team approach
* (Toolkit is not for every
student with an IEP)
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Contact Information
www.pattan.net
Teri Duckett
[email protected]
1-800- 441-3215
Commonwealth of Pennsylvania
Tom Corbett, Governor
Diane Funsten
[email protected]
1-800-441-3215
Pennsylvania Department of Education
Ronald J. Tomalis, Secretary
Dr. Carolyn Dumaresq, Deputy Secretary
Office for Elementary and Secondary Education
John J. Tommasini, Director
Bureau of Special Education
Patricia Hozella, Assistant Director
Bureau of Special Education
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