What Every Principal Needs to Know About Standards Based IEPs

1. What Every Principal Needs to Know About Standards Based IEPs

2. Question #1 What are standards-based IEPs?

3. Standards-basedIEPs Definition – “A process and document that is framed by the state’s standards and that contains goals aligned with, and chosen to facilitate, the student’s achievement of state grade-level achievement academic standards.” NASDSE Project Forum “Standard-Based IEPs: Implementation in Selected States” (Ahearn, 2006)

4. Rationale for Standards-Based IEPs • Students with disabilities are entitled to genuine access, participation and progress in the general education curriculum. • 35 years of research demonstrates that “pull-out” models (like resource) do not close the achievement gap. Access to the full range of the curriculum comes closer to closing the gap. • Connecting IEPs to standards (TEKS) will improve outcomes for students with disabilities.

5. The Purpose of Standards-based IEPs • To provide meaningful access to the general education curriculum (TEKS) • To determine priorities for instruction based on the IEP and the content of the general education curriculum • To provide accountability for the learning and achievement of students with disabilities.

6. Enduring Understandings If we wait until students are ready to work on challenging standards by virtue of having mastered basic skills, they might not ever work on challenging standards.

7. Enduring Understandings IEP Development

8. Essential Questions for Principals: • What are standards-based IEPs? • Why must development of IEPs begin with a discussion of the enrolled grade level (EGL) standard (TEKS)? • What sources of information should I look to see are used in determining the student’s present level of functioning? • What should I look for to ensure that the PLAAFP is linked to the enrolled grade level (EGL) standards (TEKS)? • What are the required components of a measurable goal or objective? • How should teachers be assessing and reporting student progress on annual goals and (if needed) short term objectives? • How should teachers identify appropriate accommodations, modifications, and specially-designed instruction? • Why must state assessments, IEPs, and instruction be aligned?

9. 7 Step Process to Creating • Standards-Based IEPs • Consider grade level content • Examine the data • Develop PLAAFP • Develop measurable annual goals • Assess and report progress • Accommodations/Modifications • State Assessment

10. Step 1) – Consider grade level content TEKS STARR: http://www.tea.state.tx.us/student.assessment/staar/ STAAR-Alt Vertical Alignment: http://www.tea.state.tx.us/student.assessment/special-ed/staaralt/vertalign/ STAAR-Alt Essence Statements: http://www.tea.state.tx.us/student.assessment/special-ed/staaralt/essence/

11. Step 2) - Examine the data Where is the student currently functioning related to the TEKS? (Examine classroom setting, instruction, content, etc. to see student’s previous exposure and involvement with TEKS.)

12. Step 3) - Develop PLAAFP Describe the strengths and needs of the student in relation to the general curriculum. Contains input from: Evaluations/Assessments Classroom Data Accommodations/Modifications Parent Information Other Supports and Services Find areas of critical need

13. Step 4) - Develop measurable annual goals • Must address areas of need from the PLAAFP. • Goals must be written to contain the four components: • Timeframe • Condition • Behavior • Criterion

14. Step 5) - Assess and report progress • Benchmarks • Classroom/District/State Assessments • Progress Reports/Report Cards • How will the IEP progress be monitored? • How will the parents be informed of IEP progress?

15. Step 6) - Accommodations/Modifications • Accommodations – reduce/eliminate effects of student’s disability but do not reduce learning expectations • Modifications – change the nature of the task or target skill

16. Step 7) - State Assessment • Make sure if a student is taking STAAR-M or STAAR-ALT, that they have goals/objectives for those testing subjects. • Accommodations recommended for assessment must also be used regularly in the classroom. • No STAAR-Accommodated

17. Question #2 Why must development of IEPs begin with a discussion of the enrolled grade level (EGL) TEKS?

18. LegislativePerspective • IDEA 2004 – Expanded access to the general education curriculum by adding “in the regular classroom.” P.L. 108-446 Section 601(c)(5)(A) • NCLB – Tied the assessment of students with disabilities to state accountability systems.

19. Requirements of No Child Left Behind Act • To meet NCLB, all states must set rigorous standards for student achievement in reading, math, and science. • Students must be tested using assessments that are aligned with the state’s academic content standards--which define what children must know and be able to do at each grade level. • Since students will be tested based on these standards, it would seem logical that formulation of IEP goals would be based on them.

20. Common Sense Perspective • In developing the PLAAFP, how can we know something is a weakness (need) unless we have something to compare it to? • This is why the Enrolled Grade Level (EGL) curriculum (TEKS) is always the starting point.

21. Underlying Philosophy of the US Department of Education Assessment will drive improvements in instructional programs For students with disabilities, participation in assessments will increase their access to the general education curriculum, thereby increasing their opportunity to learn to high standards. August 2007 21

22. STARR-M Studentswill be tested on grade level content Academic goals must be aligned with enrolled grade level TEKS The expectations for whether a student has mastered the TEKS and how they demonstrate their knowledge are modified by the IEP goals and objectives. Any student taking STARR-M should be receiving intensive, specially designed instruction in a special education setting. August 2007 22

23. TEA Initiatives • Further increase SPED students’ access to and participation in Enrolled Grade Level curriculum • STAAR Test • No STAAR-A available • Students who took TAKS-Accommodated will need to take STARR (has accommodations embedded) • AYP Question (get out your cell phones!) • http://ivoted.com/poll/1966/for-sy-2010-11-the-percentage-of-taks-m-takers-in-lisd-compared-to-sy-2009-10Send text to 41411

24. LISD Initiatives (SPED) • Further increase SPED students’ access to and participation in Enrolled Grade Level curriculum • Decreased support for “resource class” • Supports increasingly “pushed in” to Gen Ed settings • Students pulled out for brief, intensive skill-based instruction • Phase-out of SSS (CM) • Lack of research support • Inefficient use of staff • Free staff up to support in-class needs

25. STAAR-ALT Students • Assessment is linked to EGL standards through Essence Statements or prerequisite skills. • Academic goals and objectives should be based on STARR-Alt essence statements (or prerequisite skills). • IEP must contain functional goals and objectives in addition to EGL standards • IEP must contain short-term objectives (benchmarks) in addition to annual goal(s) New

26. Functional Goals and Objectives • Defined as any goal/objective not aligned with TAKS standards (i.e., non-academic in nature) • Includes behavioral, social, positioning, organizational, feeding, etc. • Required for students in life skills classes • Optional for all other students

27. Question #3 What sources of information should I look to see are used in determining the student’s present level of functioning?

28. PLAAFP- Present Levels of Academic and Functional Performance • The student’s present level determines approaches for ensuring involvement in, or adaptations or modifications to, the general education curriculum. • The PLAAFP should accurately describe the student’s performance in all areas of education that are affected by the student’s disability. • Each area of educational need identified in the PLAAFP must be addressed in at least one other section of the form: annual goals, supplementary aids/services/supports, special education programs and services, or secondary transition services. • The PLAAFP sets the baseline for the annual goals.

29. Work samples School records Checklists Career, transition, vocational assessments Student work samples, portfolios Teacher observations and records Parent input Student Interviews Behavioral data CBAs Systematic data collection Report Cards Statewide assessment Benchmark assessment Teacher-made tests Norm-referenced tests Criterion Referenced Tests (CLASS) PLAAFP Information Sources

30. PLAAFP Example Teacher records show that John turns in a weekly average of 60% of his math assignments, and 50% of his English assignments (100% expected). Fewer than 75% of assignments turned in are complete. He appears capable of completing the work as given. This performance jeopardizes completion of his coursework for graduation.

31. PLAAFP Example In unstructured settings and transitional times of the day, Joanne’s activity level increases and she more likely violates school rules, or becomes agitated and angry. Joanne does not de-escalate behavior and is not willing to discuss situations afterward. Disciplinary records indicate 8 disciplinary removals in the past 10 school days and 27 in 3 previous months, causing her to fall behind in her schoolwork. Joanne’s reading fluency is interrupted by substitutions. Joanne does not efficiently use context or phonics clues which affect her progress in reading as indicated by her performance on third grade classroom oral reading benchmark tests.

33. Enduring Understandings The PLAAFP must identify all academic or functional areas that are affected by the student’s disability and the skills that will bridge the gap between where the student is presently performing and where the student needs to be in order to access grade level TEKS.

34. Enduring Understandings Every area of educational need that is identified in the PLAAFP must be addressed in at least one other section of the ARD paperwork: • annual goals or objectives • supplementary aids and services • special education programs and services • secondary transition services • accommodations and modifications.

35. Question #4 • What are the important components of a measurable goal or objective?

36. From PLAAFP to Goal Goal PLAAFP Direct Relationship TEKS Areas of Need Sets Baseline for Goals

37. Annual Goals Should… • Focus on essential skills, based on the student’s documented need from the PLAAFP to access and make progress in enrolled grade level TEKS. • Describe the amount of progress the child is expected to make within a specified segment of time.

38. Required Components of Annual Goals • Timeframe (By his next annual ARD,…) • Condition (Given a grade level reading probe,…) • Behavior (the student will correctly read aloud…) must be observable • Criteria for success (50 words per minute)

39. 1. Time Frame • Defines the period of time that the goal or objective must be completed within. • Examples • At the end of 36 weeks of instruction • By November 6th • During the first 6 weeks • By the end of the semester

40. 2. Condition(s) Specify the manner in which progress toward the goal occurs. Conditions describe the specific resources/materials that must be present for the student to reach the goal. The condition of the goal should relate to the behavior (outcome) being measured.

41. Condition examples • Using various types of texts read aloud by the teacher… • Using the Pythagorean Theorem and a calculator… • Given a 4th grade story prompt and access to a device with word prediction… • When presented with a social conflict… • Given a 5th grade writing assignment and a graphic organizer…

42. Differences in “conditions” by Assessment • STAAR – Given a graphic organizer and teacher-provided notes… • STAAR-M – Given a reading passage of 100 words or less and simplified vocabulary… • STAAR-ALT – Given a switch device and a choice of 3 items…

43. 3. Learner’s Skill/Behavior The most critical aspect of the goal is to define the skill or behavior in terms that are: • Measurable • Observable • Countable

44. Enjoying literature Pointing Understanding history Dressing one’s self Becoming independent Feeling Stay on task Listen to story Answer chapter questions Improving Respecting authority Reading orally Drawing Identifying Appreciating art Matching author to book title Read silently Write essay 3. Learner’s Skill/BehaviorAre these observable or not observable?

45. Behavior examples • Lisa, a 4th grade student, will give the correct measurement of temperature in degrees Fahrenheit • Joseph, a 3rd grade student, will read • Jose will solve • Sara, a 10th grade student, will use the map legend to correctly identify geographic factors on the historical map • Phil will make accurate size comparisons between objects

46. 4. Criteria • The criterion is simply how well the learner must do – the level of performance required to meet the objective. • Frequently used criteria include… • 4 of 5 trials • 3 out of 6 opportunities for 10 consecutive days • once a day

47. 4. Criteria Concerns The common use of percentages needs to be considered carefully. • Benny will use three anger management skills with 80% accuracy. • Kenny will maintain appropriate eye contact with 90% accuracy.

48. Example of Measurable Annual Goal Within a 36 week period of instruction, using checklists for assignment completion, Sara will complete and turn in daily assignments on time in 8/10 opportunities.

49. Examples of measurable annual goals with all required components

50. Short Term Objectives (if applicable) • Are the measurable, intermediate steps between the present levels of educational performance of a child with a disability and the annual goal(s) that are established for the child. • Guide the development of strategies that will be most effective in realizing the goals. • Serve as benchmarks for measuring progress toward achieving annual goals. - Short-term objectives are required ONLY for students who will take the STARR-ALT - Students must have at least 2 STOs for each annual goal New