Standards Aligned Individualized Education Programs

1. Standards Aligned Individualized Education Programs Present Levels of Academic Achievement and Functional Performance

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. Standards Aligned System Standards-Aligned IEPs

5. Present Levels Provide a summary of baseline data related to academic achievement and functional performance indicating the student’s strengths and needs as well as a description of how the disability effects progress in the general education curriculum * Consider the 4 types of assessment 5 5

6. Present Levels It is critical that assessment, present levels, goals and progress monitoring include both the instructional and grade levels • Instructional level alone does not meet the criteria of the general education curriculum • Grade level alone does not meet the criteria of an IEP based on identified skill needs 6

7. Present Levels It is impossible to write clear and measurable annual goals if you don’t have clear and measurable present levels of academic achievement and functional performance.

8. Present Levels Include: • Present levels of academic achievement • Present levels of functional performance • Present levels related to current postsecondary transition goals (if a student is 14, or younger if determined by the IEP team) • Strengths/skills • Parental input and concerns • How student’s disability affects involvement and progress in the general education curriculum and his/her needs

9. Present Levels Must… • Be data driven (measurable and observable) • Provide a starting point (baseline) for development of measurable annual goals • Reference gaps in instructional level vs. grade level standards/expectations • Reference post-school transition goals • Include relevant, useful, understandable and measurable information

10. Present Levels Must… • Incorporate information from all team members • Describe effect of disability on performance • Identify strengths • Prioritize needs • Guide development of other areas of the IEP

11. Let’s Examine… “Jessie’s classroom performance is inconsistent.” What is meant by classroom performance? • Maintains 3-ring binder of study guides for each core academic class What is meant by inconsistent? • Ranges from 1 – 8 missing guides per week Put it all together for a clearer statement: “Jessie maintains study guides for her academic classes, and averages 4 missing guides per week.”

13. Pennsylvania System of School Assessment (PSSA) Pennsylvania System of School Assessment – Modified (PSSA-M) Pennsylvania Alternate State Assessment (PASA) Pennsylvania Value-Added Assessment System (PVAAS) Keystone Exams 4Sight Dynamic Indicators of Basic Early Literacy Skills (DIBELS Next) Group Mathematics Assessment and Diagnostic Evaluation (GMADE) Group Reading Assessment and Diagnostic Evaluation (GRADE) Student work samples Career inventories Grades (report card) Curriculum-Based Assessment (CBA) Specific skills assessment Progress monitoring in content areas related to reading, mathematics, writing Previous years’ IEP W-APT (ESL Assessment) ACCESS for ELLs (ESL Assessment) Present Levels Sample Data – Sample Items: 13

14. Behavior Attendance Tardy Speech / Language Behavior/social skills Occupational Therapy Physical Therapy Vision Support Support – Students who are Deaf or Hard of Hearing Daily living skills Present Levels Data – Functional/Other Note: The above data is critical information for many students; however, today’s focus is on aligning IEPs to state promulgated standards.

15. Your perspective… • What might a student’s PLAAFP look like if all assessments and data were based on instructional level? • What might a student’s PLAAFP look like if all assessments and data were based on grade level? • How can we encourage teachers to include all four types of assessment data?

16. Completing his 7th grade year ( 12 years old) IEP Written for 8th grade year Review handout, “David’s Present Levels of Academic Achievement: Underline or highlight his needs. Meet David…

17. General Observations: David’s PLAAFP David’s Present Levels in Reading, Writing and Math: Are they.. • Connected to standards? • Descriptive? • strengths, needs, input from teachers • Data types? interpretations of the data? • Summative • Formative • Diagnostic • Benchmark • Instructional level information? • Grade level information?

18. Access to General EducationBRIDGE Where they need to be Where they are SDI

19. Prep for the IEP B ring all data R esources I ndividualize! D escribe SDI that works G rade level requirements E nter your suggested Standard Aligned Goals

20. Completing her 6th grade year ( 11 years old) IEP Written for 7th grade year Review handout, “Mary’s Present Levels of Academic Achievement: Underline or highlight her needs. Meet Mary…

21. General Observations: Mary’s PLAAFP Mary’s Present Levels in Reading and Math: Are they.. • Connected to standards? • Descriptive? • strengths, needs, input from teachers • Data types? interpretations of the data? • Summative • Formative • Diagnostic • Benchmark • Instructional level information? • Grade level information? 21

22. B R I D G E - sampleStudent__________________Grade ____Subject____________ David 8 Reading Prioritize- ask… What skills are needed to close the gap & achieve at or above grade level? Reading Standards 1.1 Learning to Read Independently C,E, F, G 1.2 Read Critically in all Content Areas A B 1.3 Reading, Analyzing and Interpreting Literature B, C, E 1.1.8 F Understand the meaning of and apply key vocabulary across various subject areas. 1.1.8G Demonstrate after reading understanding and interpretation of both fiction and non fiction text, including public documents…. 1.2.8A Read and understand essential content of information texts and documents in all academic areas. (inferences) Anchor R8A1.3 1.3.8 E Analyze drama to determine the reasons for a characters actions taking into account the situation and basic motivation of the character. Standards for Success

23. B R I D G E - sampleStudent__Mary_________Grade ___Subject____________ 6 Reading Prioritize- ask… What skills are needed to access and align with the grade level reading standard? Reading Standards 1.1 Learning to Read Independently B, C, D, 1.2 Read Critically in all Content Areas E (Alternate Academic Content Standards for Reading) Standards for Success 1.1.7.B Use word analysis skills, context clues, knowledge of root words as well as dictionary/thesaurus or glossary….. (Grade 7/8 1.1.C) 1.1.7C Use meaning and knowledge of words across content areas to expand reading vocabulary. (Grade 7/8 1.1.D) 1.1.7D Demonstrate comprehension/understanding before reading, during reading, and after reading on grade level texts through strategies… (Grade 7/8 1.1.G) 1.2.7E Read and understand essential content of information texts and documents in all academic areas.

24. B R I D G E – sample - ContinuedStudent__Mary_________Grade ___Subject____________ 6 Reading Prioritize- ask… What skills are needed to access and align with the grade level reading standard? Reading Standards 1.1 Learning to Read Independently B, C, D 1.2 Read Critically in all Content Areas A (Alternate Academic Content Standards for Reading) Standards for Success 1.1.7.B Use word analysis skills, context clues, knowledge of root words as well as dictionary/thesaurus or glossary….. (Grade 7/8 1.1.C) 1.1.7C Use meaning and knowledge of words across content areas to expand reading vocabulary. (Grade 7/8 1.1.D) 1.1.7D Demonstrate comprehension/understanding before reading, during reading, and after reading on grade level texts through strategies… (Grade 7/8 1.1.G) 1.2.7E Read and understand essential content of information texts and documents in all academic areas.

25. PLAAFP on the IEP you wrote… • Read the PLAAFP on the IEP you wrote • Highlight the measurable data written • How many different types of assessment do you see referenced? • Check all that apply from the list below: • There are connections to standards • They are descriptive (strengths, needs, input from teachers) • They discuss data and provide interpretations of the data • Summative • Formative • Diagnostic • Benchmark • Both instructional and grade level information is noted