Standards-Based IEPs

1. Standards-Based IEPs Module 4: Writing Measurable Next Generation-Linked Individualized Education Program Goals

2. IEP Development Process Desired Outcomes/ Instructional Results General Curriculum Expectations Developing PLAAFP Statements Area of Instructional Need PLAAFP Statements on IEP Form Current Skills and Knowledge Implement & Monitor Progress Select Instructional Services & Program Supports Write Measurable Goals

3. Develop Present Levels of Academic Achievement and Functional Performance • Collect Data • Identify Strengths • Identify Needs • Develop Impact Statement Choose content standard and objective(s) • What standard(s) and objective(s) best address the gap? • What standard(s) and objective(s) are critical for accelerating student learning? • Develop 4-Point Goal • In what length of time (Timeframe) • Under what context (Conditions) • The student (Who) - Will do what (Behavior) • Through what assessment (Evaluation) - To what degree/level (Criterion) • Accommodations/Modifications/Specially Designed Instruction Write measurable goals and objectives

4. Step 5:Choose content standard(s) and objective(s) • Determine which NxGCSOs/NxGECEs are most important for each student (based on progress in the general education curriculum) • Compare standard(s) with student’s areas of need and the impact of the exceptionality • Use data to determine the areas the student will find difficult without additional supports • Backward/forward map using learning progressions

5. You Are on the Road to Developing Standards-Based Annual Goals • You have shown that you have knowledge of the general curriculum standards and you have carefully considered those standards • You have spent an adequate amount of time gathering and analyzing information used to outline the Present Levels of Academic Achievement and Functional Performance (PLAAFP) • Now you have a strong foundation for developing measurable goals

6. IDEA Requirements for Measurable Annual Goals (a)(2)(i) “ A statement of measurable annual goals, including academic and functional goals designed to-- (A) Meet the child's needs that result from the child's disability to enable the child to be involved in and make progress in the general education curriculum; and (B) Meet each of the child's other educational needs that result from the child's disability; (ii) For children with disabilities who take alternate assessments aligned to alternate achievement standards, a description of benchmarks or short-term objectives;…” §300.320

7. Measurable Annual Goals Measurable annual goals are related to the student’s needs as identified in the Present Levels of Academic Achievement and Functional Performance (PLAAFP) resulting from the student’s disability that directly affects his or her access to and progress in the general education curriculum.

8. When Developing Measurable Goals Aligned with Grade Level Standards • Goals and objectives should build on current strengths or address specified needs of the student • Goals and objectives are targeted WITHIN the general education curriculum • Not arestatementof the standard/element • Do not take the place of the curriculum • General and life skills may also be targeted

9. Characteristics of Measurable Annual Goals • Based on state content standards for the child’s grade level • Address the need stated in the PLAAFP • State measurable data • Describe skill attainment • Project student performance at the end of the twelve month IEP period

10. Consideration of the Standards • Intent of the standard • Skills needed to meet standard • Includes depth of knowledge • New skills and extensions • Knowledge and skills that should be in place in order for student to meet standards • Prerequisites • Connections to previous learning • Methods for showing what the student knows and can do within the standard

11. Determining Areas for Goal Writing • Using the PLAAFP data, review area(s) ofinstructional need: • English Language Arts • Mathematics • Additional Content • Behavior • Functional Skills • Access Skills (Continued)

12. Determining Areas for Goal Writing (continued) 2. Choose the state content standard(s) most essential for • Accelerating the student’s ability to progress in the general education curriculum, and • Result in educational benefit • Difference between student’s performance and grade-level standards (Where is the gap?) 3. Unwrap the standard

13. Determining Areas for Goal Writing (continued) 4. Identify the critical skill(s) needed todemonstrate mastery of general education curriculumexpectations at student’s enrolled grade level Skills/knowledge that are: • Essential to desired outcomes • Challenging, yet attainable • Essential to participation in the general education curriculum

14. Think about…Essential Knowledge and Skills • Leverage-standards in one subject that support student’s success in other subjects • Endurance-standards that help students across the years rather than respond to the testing of a single grade level • Readiness-essential for the next grade/standards that help students prepare for the next level of learning

15. Prioritizing IEP Goals The IEP Team must: • Select the need(s) with the greatest impact on skill acquisition for goal development • Consider impact of goal on the student’s need for future progress • Determine the content standard that correlates with each prioritized need

16. Identifying Priorities for the Student Need to Know Nice to Know Recognize stylistic elements such as voice, tone and style • Evaluate how an author uses words to create mental imagery, suggest mood and set tone Target a particular hole and fix it – that’s leverage!

17. Remember • Annual goals are related to needs resulting from the student’s disability that directly affect involvement and progress in the general education curriculum. • (Preschool: As needed to participate in age-appropriate activities)

18. Changes in the Process of Instructional Planning In standards-based instruction, the teacher must plan backward and forward from the required content standards to the assessments and then to the lessons that will be needed for students to achieve at that level.

19. Backward Mapping for Goal Development Using Learning Progressions Adapted From: Figure 6.12: Checklist for Standards Backward Mapping for Goal Development, Common Core and the Special Education Student, LRP, 2014.

20. Activity 4.1 Karen Shaw

21. Develop Present Levels of Academic Achievement and Functional Performance • Collect Data • Identify Strengths • Identify Needs • Develop Impact Statement Choose content standard and objective(s) • What standard(s) and objective(s) best address the gap? • What standard(s) and objective(s) are critical for accelerating student learning? • Develop 4-Point Goal • In what length of time (Timeframe) • Under what context (Conditions) • The student (Who) - Will do what (Behavior) • Through what assessment (Evaluation) - To what degree/level (Criterion) • Accommodations/Modifications/Specially Designed Instruction Write measurable goals and objectives

22. Step 6:Write measurable goals and objectives Annual goals describe what a student can reasonably expect to accomplish in one school year. Components of Annual Goals: ·Timeframe ·Conditions ·Who/Behavior ·Evaluation/Criterion If a large number of needs are identified, the IEP Team must consider how each need impacts the student’s progress in the general education curriculum. Select the needs that have the greatest impact on progress and develop goals to address those needs. Utilize Support for Standards-Based Individualized Education Programs: English Language Arts K-12, Mathematics K-8, Math 9 to provide: ·Accommodations/Modifications/Specially Designed Instruction ·Scaffolding

23. IEP Annual Goals The characteristics of effective IEP goals can be captured in the SMART acronym • Specific • Measurable • Action Oriented • Realistic and Relevant • Time Bound (within one year)

24. Parts of a SMART Goal Specific, Realistic and Relevant (Conditions) • The student (who) • Description of relevant instruction (under what conditions or context) Measurable • Performance level • Number of demonstrations • Evaluation schedule • To what level or degree (criterion)

25. Parts of a SMART Goal (continued) Action Oriented- Clearly Defined Behavior • Observable action verb (student will do what?) Relevantand Realistic • Address the child’s unique needs which are a result of the child’s exceptionality (learner characteristics) Time Bound • Monitor student progress at regular intervals • In what length of time (time frame)

26. SMART Measurable Annual Goals • In what amount of time (by annual review date) • Under what conditions (a variety of reading passages) • The student (Sean) will do what (answer literal and informational comprehension questions) • To what level or degree (80% accuracy on 15-20 questions per reading)

27. solve calculate extend translate SMART IEP Goals use action words. “The student will…” contrast classify find read identify compare compose

28. Some action words require specific descriptors to tell exactly how the student will perform the action. Identify by: pointing telling writing touching stating Demonstrate by: writing responding verbally pointing following directions touching Remember

29. The Structure: Annual Goals Timeframe Condition Who/Behavior Evaluation/Criterion

30. Activity 4.2 Karen Shaw

31. Kim’s Needs and Annual Goal Need Kim needs to learn how to apply phonics and word analysis to decode words. (ELA.4.R.C7.1) Measurable Annual Goal By the annual review date Given a list of 25 unfamiliar multi-syllable words out of context, Kim will correctly decode the words with an average of 90% accuracy on classroom assessments.

32. Measurable Goal for Sara Within a school year, given a passage in the fifth grade literature book, Sara will read 130-150 wpm with fewer than 5 errors in one minute in three consecutive trials over a three week period of time.

33. Components of an Annual Goal • In what length of time? (Timeframe) • Under what context? (Conditions) • The student will do what? (Who/Behavior) • Through what assessment? (Evaluation)- To what level or degree? (Criterion)

34. Let’s Review this Annual Goal When tested, Sara will read at the fifth grade level. Does this goal meet our SMART acronym?

35. Writing Goal Statements • Focus on what the student will do: “Janice will read and analyze a short story for the literary elements of main idea, point of view, plot, setting, and characterization.” • Not the process: “Janice will use a graphic organizer to analyze a short story.”

36. Writing Goal Statements • Use behavioral terminology: “Janice will read and analyze a short story for literary elements.” • Not the process: “Janice will review short stories.”

37. Writing Goal Statements • Add the criterion: “Janice will read and analyze a short story for literary elements of main idea, point of view, setting and characterization with 90% accuracy using a literature passage from the sixth grade classroom.”

38. Writing Goal Statements • Include the condition/timeframe: “By the end of the school year, Janice will read and analyze a short story for literary elements of main idea, point of view, setting, and characterization with 90% accuracy using a literature passage from the sixth grade classroom.”

39. Let’s Review • The student (Janice) • Will do what (read and analyze a short story) • To what level or degree (90% accuracy) • Under what conditions (sixth grade literature passage) • In what time frame (end of school year)

40. Choosing a Measure (criterion) Refer to Present Level data: Ask what: • Are the performance expectations in the general classroom? • Has been the rate of growth? • Will it take to be successful in the general classroom? • Is the gap in current and desired skill?

41. Choosing a Measure • What: • Are the criteria/expectations of the general curriculum for demonstrating mastery? • Is necessary to ensure the skill is at a mastery level? • Are the expected gains over a year’s period of time?

42. Putting it All Together Activity Activity 4.3 A Present Level Example: “Karen is in the sixth grade; she has challenges with reading fluency which impact her ability to comprehend longer passages and summarize central themes in a text.”

43. Activity Activity 4.3 • Reviewing What We Know: • Area of need • Past instruction and progress • Experience with similar students/situations • Expectations for the next year

44. Activity 4.3

45. Give it a Try • Make it better: When tested, Sara will read at the fifth grade level.

46. Give it a Try • Make it better: When tested, Sara will read at the fifth grade level. • New and improved: By June 2014 given a passage in the fifth grade literature book, Sara will read 130-150 wpm with fewer than 5 errors in one minute in three consecutive trials and will maintain with 85% accuracy on all teacher tests.

47. Give it a Try • Make it better: June will turn in homework on time, complete in-class assignments, and complete tests given in class.

48. Give it a Try • Make it better: June will turn in homework on time, complete in-class assignments, and complete tests given in class. • New and improved: June will meet all required classroom activities (including submitting homework on time, completion of in-class assignments, and completing tests) in accordance with classroom standards for maintaining a “C” or better letter grade for the class consistently for a time period of six months.

49. Give it a Try • Make it better: Randy will have basic needs met by making appropriate requests to a variety of adults.

50. Give it a Try • Make it better: Randy will have basic needs met by making appropriate requests to a variety of adults. • New and improved: Across all settings, Randy will use his communication system to indicate all needs (e.g., bathroom, drink or eat, go outside) throughout the school day for five consecutive days.