Developing Standards-Based IEPs

1. Developing Standards-Based IEPs

2. 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

3. 6 Steps to Developing a Standards-Based 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

4. 6 Steps to Developing a Standards-Based 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

5. 6 Steps to Developing a Standards-Based 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. 6 Steps to Developing a Standards-Based IEP • Today we will discuss: • Step 1:Consider the grade-level content standards • Step 2: Examine student data in relation to grade-level 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

7. IEP Team

8. IEP Team

9. 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

10. 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

11. 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

12. 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 within the year?

13. 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.”

14. Results of Initial or Most Recent Evaluation and Results of Statewide/DistrictAssessments (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

15. Results of Initial or Most Recent Evaluation and Results of Statewide/DistrictAssessments (Continued):

16. Results of Initial or Most Recent Evaluation and Results of Statewide/DistrictAssessments: • Remember to include district assessments! • DIBELS • MAP • STEEP • Scholastic Reading Inventory (SRI) • STAR • Grade-level 9-week benchmarks

17. 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.

18. 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.

19. Description of Academic, Developmental, and Functional Strengths

20. Description of Academic, Developmental, and Functional Strengths

21. 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.

22. Description of Academic, Developmental, and Functional Needs • Demarcus has problems following directions and spent a lot of time in ISS this year.

23. Description of Academic, Developmental, and Functional Needs

24. Description of Academic, Developmental, and Functional Needs

25. Parental Concerns • PLOP MUST include a statement of parental input/concerns. Student input could be noted here, too.

26. 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:

27. 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.

28. 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

29. 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

30. 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.

31. 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.

32. 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.

33. 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.

34. 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.

35. Measurable Annual Goals & Objectives Goal: Naki will utilize assistive technology to communicate and interact with materials in her environment. Objectives: • 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. • 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.

36. Progress Monitoring Tools • Remember to use links at PC website