Rosemary Nilles PaTTAN Pittsburgh July 20, 2011

1. Standards-Aligned System and Secondary Transition:DevelopingStandards-AlignedMeasurable Annual IEP Goals Rosemary Nilles PaTTAN Pittsburgh July 20, 2011

2. 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. PaTTAN’s Mission

3. 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. PDE’s Commitment to Least Restrictive Environment (LRE)

4. Goals for Today’s Session Participants will be able to: Connect the Standards-Aligned System (SAS) with the IEP process Develop Measurable Annual Goals for Reading, Writing, or Math, which are aligned with PA Academic Standards or Assessment Anchors

5. Beginning with the end in mind… We strive to ensure that each student: • Is proficient in core subjects • Graduates from high school, ready for post-secondary education & career • Achieves equitable outcomes, regardless of background, condition or circumstances

6. Pennsylvania’s Standards-Aligned System (SAS) Big Ideas Concepts Competencies www.pdesas.org /

7. Pennsylvania’s SAS Web Portal www.pdesas.org

8. SAS and IEP • The Standards Aligned System is the base for content in what is to be learned and in what is to be taught, as well as how to most effectively teach the content. • SAS is not a website. • SAS is making sure that all students receive instruction according to the general education curriculum.

9. SAS and IEP • SAS provides for different ways of representing content via: • Content Standards and Assessment Anchors • Curriculum Framework • Big Ideas • Concepts • Competencies

10. More About the Curriculum Framework • Big Ideas: Declarative statements that describe concepts that transcend grade levels.  Big Ideas are essential to provide focus on specific content for all students. • Concepts: Describe what students should know, key knowledge, as a result of this instruction, specific to grade level. • Competencies: Describe what students should be able to do, key skills, as a result of this instruction, specific to grade level.

11. SAS and IEP • SAS provides for differentiated assessment in the four types of assessment that all students are to experience: S______________ F________________ B________________ D________________

12. Classroom Diagnostic Tools (CDT) NEW! Free, online assessments designed to provide diagnostic information in order to guide instruction Assist PA educators in identifying students’ academic strengths and areas of need, providing links to classroom resources Integrated and aligned with the Standards Aligned System (SAS)

13. PA Keystone Exams NEW! • End-of-course assessments designed to assess proficiency in Algebra I, Algebra II, Geometry, Literature, English Composition, Biology, Chemistry, U.S. History, World History, and Civics & Government • Aligned with SAS -- supporting resources include: • Standards-Based Instruction • Voluntary Model Curriculum • Classroom Diagnostic Tools. • Component of PA’s new graduation requirements. • Will help districts guide students toward meeting state standards - aligned with expectations for success in college and the workplace.

14. SAS and IEP • SAS provides for many different instructional techniques in order to reach standards • Instruction • Materials and Resources • Interventions

15. SAS and IEP SAS represents effective practices in Teaching Learning Curriculum SAS represents the general education curriculum

16. SAS and IEP The general education curriculum is not just the “What” but also “The How” (the language of instruction: SDI)

17. Standards-Aligned IEPs 17

18. A Process for Addressing Transition Step One: Use assessment to identify the student’s post- secondary desired goals or vision. Step Two: Describe the student’s Present Levels of Academic Achievement / Functional Performance (PLAAFP), embedding Assessment data Step Three: Establish Transition Team partnerships Step Four: Design a Transition Plan that includes courses of study and Services/Activities (transition grid) Step Five: Determine Measurable Annual Goals that address skill deficits and lead to post-secondary goals Step Six: Monitor progress and adjust instruction based on data

20. Step Two: Describe the student’s Present Levels of Academic Achievement / Functional Performance (PLAAFP) (incorporating Assessment data)

21. Present Levels of Academic Achievement and Functional Performance (PLAAFP) It is impossible to write clear and measurable goals if you don’t haveclearandmeasurablepresent levels of academic achievement and functional performance. 21

22. Address Each Bullet: Leave No Area Blank Present levels of academic performance Present levels of functional performance Present levels related to current post-secondary transition goals (if student is 14, or younger if determined by the IEP team) Parental concerns for enhancing the education of the student How student’s disability affects involvement and progress in general education curriculum Strengths Academic, developmental, and functional needs related to the student’s disability 22

23. Present levels of academic achievement • Helpful to address by skill area: • Reading, Writing, Math, etc. • Include the following types of data: • Summative, benchmark, formative assessment data (and diagnostic if relevant) • Progress monitoring data on current goals • Other measurable data to serve as baseline • Both instructional level AND grade level information • Interpret all assessment data!

24. Present levels of academic achievement (cont.) • Include input from classroom teachers: • Observations, reports, grades • Specially designed instruction that works for the student • Listening comprehension (esp. if reading is a need) • Any use of assistive technology • How student’s current performance in this area relates to reaching his/her future goals?

25. Alignment: Assessment to Goals

26. Step Five: Develop Measurable Annual Goals that address skill deficits and lead to post-secondary goals

27. Measurable Annual Goal (MAG) For students age 14-21, every measurable annual goal (MAG) and short term objective (STO) supports the student’s _________ _________________ ____________

28. Measurable Annual Goals (MAG) • Build skills (identified in Needs) • Prioritized: 3-5 goals for most • Communicate expectations-projects student performance at the end of one year of instruction • Begin from baseline of skill (present levels) • Contain measurable, countable d_________ • Are written to include p____________ m_______________

29. Measurable Annual Goals and Objectives What they are NOT NOT curriculum NOT for _______ areas NOT _______ averages or passing a course NOT only for students instructed in special education classes NOT ____________ such as visiting a college fair or job shadowing NOT specified as “transition goals” NOT the same as post-secondary goals

30. Measurable Annual Goals Must Be Skill-Building In order that the student is able to • Access, participate, and make progress in the general curriculum and the life of the school/community, • AND progress towards his/her post-secondary goals… • A measurable annual goal (and short term objectives) must buildskills. • Goals must focus on an area of need that will make the biggest difference to the student.

31. Measurable Annual Goals for Academics Are based in the PA Academic S_________, Assessment A_________, or, Big Ideas, Concepts and/or C__________ from the C___________ Framework. Students who take the ______________ must have IEP goals for academic skills aligned to the standards.

32. Curriculum vs. Skills If the student needs to develop skills in reading, writing and math in order to access, participate and progress in the general curriculum or his/her postsecondary goals, then reading, writing and math move from CURRICULUM to SKILLS– and those skills then are prioritized as Measurable Annual Goals.

33. Steps for developing a standards-aligned IEP goal:

35. I DO: Caroline’s Present Levels- Math Caroline (gr. 10) is included for Algebra I class, with the support of a co-teacher. She is cooperative in class, although she already has three missing assignments the first three weeks of school. Accommodations that work for her include breaking assignments into chunks, frequent feedback and encouragement, and use of graphic organizers or drawings. Caroline has scored Basic on the last three 4Sight Math Benchmark assessments (which assess skills on 11th grade standards/anchors). Her Scaled Scores have continually increased since beginning at the Low Below Basic level last fall. Most frequent errors are with Algebraic concepts (solving equations and inequalities), with great improvement noted in Numbers and Operations since last year.

36. I DO (cont.) : Caroline’s Present Levels- Math Caroline expressed pride in having mastered last year’s math goal of performing basic operations with fractions and percents with 80% accuracy on biweekly probes. She will continue to practice Numbers and Operations skills during her resource period in preparation for her Cosmetology program. Since January, Caroline has been assessed biweekly using the AIMSS Algebra Foundations. This 42-item (50 point) measure was designed to reflect five core concepts and skills that are viewed as the foundations of algebra, using five minute probes. She has improved from 7 correct answers to 13 correct answers. Consistent attainment of 22 correct answers in a five minute probe would be indicative of improved overall skill and fluency in foundational skills for algebra. Caroline states that she enjoys seeing her progress on the probes. Priority Need: Improve skills with algebraic concepts including solving equations and inequalities.

38. Caroline’sMeasurable Annual Goal - Algebra Sample for training purposes only!

39. Aligning Math in Caroline’s IEP

41. Let’s Review: Measurable Annual Goals Four required parts: • Condition • Student’s Name • Clearly Defined Behavior • Performance Criteria Adapted from Strategies for Writing Better Goals and Short Term Objectives or Benchmarks by Benjamin Lignugaris/Kraft Nancy Marchand-Martella and Ronald Martella Sept/Oct 2001 Teaching Exceptional Children

42. Measurable Annual Goals 1. Condition Measurable Annual Goals 1. Condition • Describes the situation in which the student will perform the behavior (e.g., accommodations, assistance provided prior to or during assessment) • Describes material that will be used to evaluate the learning • May describe the setting for evaluation • Examples: • During lunch breaks on the job … • Given picture checklists to follow ….. • Using graphic organizers for writing assignments… • Using grade level passages… • Given a two step direction… • Given a grocery list and $20… • Using the alarm feature on his cell phone…

43. Measurable Annual Goals2. Student Name 43 • Should not be a problem! • Caution if using “copy/paste” • Names • Pronouns (she/he and him/her)

44. Measurable Annual Goals 3. Clearly Defined Behavior • Use Standards, Anchors or Curriculum Framework as the basis to describe the behavior in measurable, observable terms • Ask yourself…what will the student actually DO? • Examples: • Say, print, write, read orally, point to, solve… • Non-examples: • Understand, know, recognize, behave, comprehend, improve…

45. Measurable Annual Goals 4. Performance Criteria 3 Parts of Performance Criteria: Criterion Level How well- the level the student must demonstrate for mastery Number of Times Needed to Demonstrate Mastery How consistently the student needs to perform the skill(s) before it’s considered “mastered” Evaluation Schedule How frequently the teacher plans to assess the skill HOW progress will be monitored (Note: On the IEP form, this is placed in the column to the right of the goal.) 45

46. Reminder: Measurability • Measurable Annual Goals (and Objectives if required) must pass the “Measurability” test • Working Definition of Measurability - A goal is considered measurable if it contains all four required components of a goal and responds to a “Data Collection Strategy.”

48. WE DO: Jen’s Present Levels: Comprehension Jen (gr. 9) has mastered her current fluency goal of reading 110 words per minute at 6th grade level, and will continue to build oral reading fluency. The San Diego Quick Assessment also suggests that her instructional level is 6th grade, and frustration level is 8th grade. She scores at low Basic on 4Sight. 4Sight data as well as classroom assessments indicate that Jen struggles particularly with summarizing and identifying key concepts in fiction and nonfiction, and interpreting and analyzing concepts and organization of nonfictional text. She can keep up with classwork in English and Social Studies with pre-teaching and re-teaching of important concepts, graphic organizers, and material presented orally whenever possible. PRIORITY NEED: Jen needs to develop comprehension skills with summarizing and identifying key concepts.

49. Writing the Measurable Annual Goal to the Standards: Jen • Look at the PA Academic Standards for Reading, Writing, Speaking, and Listening– you may also use Assessment Anchors or Big Ideas, Concepts, or Competencies from the Curriculum Framework. • Given Jen’s data, which standard and/or anchor or element from the Curriculum Framework would best address her needs in reading comprehension? ________________________________ ________________________________

50. Developing Jen’s Comprehension Goal… We chose to use this Assessment Anchor • R11.A.2.5 Summarize a nonfictional text as a whole. • R11.A.2.5.1 Summarize the major points, processes, and/or events of a nonfictional text as a whole.