Standards-Based IEPs

1. Standards-Based IEPs Module 3: Present Levels of Academic Achievement and Functional Performance

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. Process of Developing Standards-Based IEPs Determine general education curriculum expectations • NxGCSOs/Support for SB-IEPs (ELA, Math) • NxGECEs/Community Readiness • Unwrap the Standards Identify current skills, knowledge and area(s) of instructional need • What is the big picture? • Which are most important? • Which are critical needs? • Develop student data profile Conduct data/gap analysis and develop impact statement • Review student data profile • Review Grade-Level CSOs • Review Learning Progressions • Determine Gap • Where student is and where student needs to go

4. Step 2: Identify current skills, knowledge and area (s) of instructional need • Develop student data profile which is an overview of student’s functioning in all areas relevant to the IEP. • The profile should include general information regarding: • Strengths • Needs • How the exceptionality affects involvement/progress in the general education curriculum including Career and Technical Education • Assessment/Evaluation • Status of prior IEP goals • Teacher/Parent/Student input • Transition needs (at least by age 16) • Learning Style (UDL)

5. Standards Drive IEPs • Provide instructional accountability and access to general curriculum • Support instruction in least restrictive environment • Link the IEP to the general curriculum

6. Standards Drive IEPs • Essential for closing the achievement gap • Promote a single system of education and consistency across schools and the district • Are best for kids – assume more, not less

7. What Does it Mean to Connect IEPs to Standards? • Refer to standards to determine expectations at grade-level • Use the standards as a guide to determine what is important for the student to learn or be able to do • Conduct an analysis to determine the gap between grade expectations and the student’s current skills/knowledge

8. Accessing the General Education Curriculum • What is meant by the general education curriculum? • The full range of courses, activities, lessons, and materials routinely used by the general population • What is meant by access? • Participation in the knowledge and skills that make up the general education curriculum

9. Developing Present Level Statements General Curriculum Expectations PLAAFP Statements on IEP Form Areas of Instructional Need Current Skills and Knowledge

10. Collect Data Current Skills/KnowledgeConsider the Whole Child • For secondary consider: • Jobs/job training • Post-secondary education • Community participation • Home/independent living • Academic • Social emotional • Communication • Recreation/Leisure • Health, Physical, Medical • Technology

11. Collect Data Current Skills/Knowledge • Social/emotional behavior • Classroom reports • Observation • Office referral data • Family input • Attendance • Academic • Tests • Work samples • Curriculum based assessments • Statewide assessments • Evaluation results • Classroom observation • Formative assessment • IEP Progress Reports

12. Collect Data Current Skills/Knowledge • Health/Physical • Family reports • Comprehensive evaluation • In-school nurse reports • Physical education • Self-report • Communication • Reports • Observation • Language evaluation • Language skills (including English Language Learners ELLs with exceptionalities)

13. Collect Data Current Skills/Knowledge • Jobs & Job training • Vocational training records • Vocational/Transition assessment results • Student interview • Recreation/Leisure • Family reports • Physical education • Self-report • Extracurricular participation

14. Collect Data Current Skills/Knowledge • Community Participation • Family report • Student self-report • Transition assessments • Post-secondary Education • Counselor and student interviews • Transition assessments

15. Collect Data Current Skills/Knowledge • Other reports (use of assistive technology, accommodations, modifications) • Family • Teacher • Student • Home/Independent Living • Family report • Student self-report • In-school observations • Transition assessments

16. Present Performance or Current Skills/Knowledge • What: • Can the student do in school; at home? • Accommodations have helped in the past? • Is the student’s performance level on state assessments and in the classroom?

17. Activity 3.1

18. Present Level Statements:More than One Step General Curriculum Expectations PLAAFP Statements on IEP Form Areas of Instructional Need Current Skills and Knowledge

19. Selecting the Standard • Discussintentof standards: • What are the knowledge and skills necessary for the student to achieve to a level that is expected in the standards? • What are the prerequisite skills?

20. Selecting the Standard • Determine which standards 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 disability/giftedness • Use data to determine the areas in which the student will need additional supports

21. 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

22. Impact Considerations Which standards: • Can be met with accommodations in the general classroom? • Require specialized instruction?

23. Impact Considerations Which standards are most essential to: • Accelerate the ability to progress in the general curriculum? • Result in educational benefit?

24. Identifying Instructional Need 1. Consider the target grade level standards • Identify critical knowledge and skills within the standards • Use a data analysis process to conduct a drill down

25. ELA.6.R.C1.5 determine a central idea of an informational text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

27. Data Analysis, continued 2. Of these skills, where does the student demonstrate proficiency? (Thesecould become descriptors in the Present Level Statements) • Formal assessment • Informal assessment

28. Data Analysis, continued 3. Can the standard(s) be achieved with an accommodation? • For example, can the student: • Demonstrate the central idea of a text if given orally rather than being asked to read the items independently? • Summarize the text when it is read orally?

29. Data Analysis, continued 4. Given these responses: • What skills need to be taught explicitly to demonstrate proficiency on the targeted standards? • Which skills/knowledge can be acquired in the general classroom with an accommodation/assistive technology?

30. Data Analysis, continued Consider other functional skill areas that may not be directly connected to the academic standards, and determine which areas need specialized instruction through the IEP.

31. Let’s review… • Just as a review, we have already talked about: • Identifying critical standards • Collecting/analyzing data relative to the student’s current academic performance • Collecting/analyzing data relative to the student’s functional performance • Identifying instructional need • Present Level Statements

32. Practice Data Analysis Activity 3.2 Assignment: • Review the selected objective for English Language Arts • Make notes of critical expectations • Document the student’s current skills and knowledge specific to the objective • Conduct an analysis of data using the process we have just been talking about and document results

33. Impact Statement Answers the question of how the child's exceptionality affects (impacts) his/her involvement and progress in the general education curriculum.  • Discuss learner characteristics and examine how the characteristics affect student learning. • Do not use student’s exceptionality to explain how the disability/giftedness affects involvement/ progress in the general curriculum.

34. Learner Characteristics Consider the learner characteristics typical of the student’s exceptionality and through observation how these characteristics may affect progress in learning the content state standard.

35. Learner Characteristics Activity 3.3 Activ Activity

36. Examples of Learner Characteristics • Easily distracted • Difficulty processing information in specific ways • Difficulty organizing materials/time • Difficulty completing written tasks • Difficulty with problem-solving

37. What is a Gap Analysis? A gap analysis is used to measure the difference between the student's current levels of performance and grade-level content standard expectations.

38. Karen’s Impact Statement Karen’s deficit in reading fluency causes her to have difficulties in summarizing and identifying the main idea of a text. This adversely affects her in classes when she has to read lengthy text materials, summarize them, and provide central idea of a text. What areas are affected due to the exceptionality? How does the student’s exceptionality impact the student’s involvement in the general education curriculum? What academic areas are impacted due to the exceptionality?

39. Sample Impact Statements Eli’s tendency to reverse numbers will impact his ability to accurately write numbers and will also impact computation/problem solvingin mathematics. Samantha’s difficulties with reasoning skills affect her ability to draw inferences from literary and informational passages and impact all other academic areas.

40. Sample Impact Statements Ann’s disability in the areas of auditory processing an auditory memory cause her to have difficulty processing problems and remembering information presented orally. This impacts her ability to follow multi-step directions, to comprehend and recall complex concepts. This also impacts her academic success with oral presentations in all instructional settings, reading, written language, and math, and to a lesser degree, science and social studies.

41. Sample Impact Statements Jane’s exceptional intellectual ability and achievement as shown in Part V Assessment Data indicates that she may be under-challenged in the grade-level content instruction normally provided in the general education classroom. This impacts her educational progress in that she may need grade-level curriculum enriched to include more depth and complexity.

42. Unacceptable Impact Statements What is missing? • Lisa has difficulty organizing her materials and beginning assignments because she has an attention deficit disorder. • Ethan’s learning disability impacts his phonemic awareness.

43. Activity 3.4 Karen Shaw

44. 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

45. Step 4:Develop Present Levels of Academic Achievement and Functional Performance • The present level provides a summary of baseline information that indicates the student’s academic achievement on specific standards or skills. The present level must be data-based. • Components of Present Levels: • Grade-level expectations • Strengths • Needs • How the student’s exceptionality affects involvement/progress in the general education curriculum (for preschool children, how the disability affects the child’s participation in age- appropriate activities). • Impact Statement • DO NOT use the student’s eligibility to explain how the exceptionality affects involvement/progress in the general education curriculum! • Remember: the present levels of academic achievement and functional performance set the stage for developing IEP goals!

46. Present Levels of Academic Achievement and Functional Performance (PLAAFP) (1) “. . .a statement of the child’s present levels of academic and functional performance, including— (i) how the child’s disability affects the child’s involvement and progress in the general education curriculum (i.e., the same curriculum as for nondisabled children);…..” §300.320(a)(1)

47. Present Level & the IEP:A Two-Step Process • Part I • Description of what the student can do; strengths, based on general curriculum expectations • Part II • Conversation to identify the gaps in skills/knowledge associated with the exceptionality

48. Present Levels of Academic Achievement and Functional Performance Present levels must be: • Measurable—use terms that are observable, specific, and based on evidence • Understandable—use clear language that can be understood by all members of the IEP Team

49. Activity 3.5 Objective vs. Subjective Statements

50. Components of Present Levels of Academic Achievement and Functional Performance • Strengths • Needs 3. Impact statement