Enhancing IEP Development for Academic Success

1. IEPs and the Common Core Standards: Implications for Students with E/BD Jim Shriner Illinois Council for Children with Behavioral Disorders February 2014 Lisle, IL Preparation of this presentation was supported, in part, by grants (R324J060002 and R324A120081) from the U. S. Department of Education, Institute of Education Sciences, National Center on Special Education Research, and from the Illinois State Board of Education (Part B- Discretionary Programs) awarded to the author. Opinions expressed herein do not necessarily reflect those of the U. S. Department of Education, ISBE or Offices within these agencies.

2. IEP-Q Focus Support provided by the Tutorial will result in the development of higher quality IEPs that: • Help prioritize annual goals in relation to state standards and the general education curriculum. • Are used routinely in planning and implementing instruction on general curricular skills. As a result, IEP goals will be reviewed and met with a higher frequency and there will be an increase in students’ standards-based achievement.

4. Status: Most states use SB-IEPs. Reason: Access “Standards-based IEP” • Where is the student with respect to standards for enrolled grade? • Which standards warrant attention? • What goals are needed to designate the “necessary learning –the specially designed instruction” – that will lead the student’s program toward achievement of standards? • Sources: Project Forum at NASDSE, 2010.

6. Access Skills General Curriculum Standards Transition Skills IEP Parameters Standards-based, not Standards-bound. The IEP is the boundary, not the standards

7. IEP Parameters Standards-based, not Standards-bound. The IEP is the boundary, not the standards General Curriculum Standards Access Skills Transition Skills

8. IEP-Q Project Caveats • Instructional Time is Limited • Opportunity to Learn is Important • Procedural and Substantive Components of IEPs Matter

9. Project Logic • What standards? (CCSS +) • Not all Standards are “Equal” • Match to needs/deficit areas • Match to Present Levels of Academic Achievement and Functional Performance – (PLAAFP)

10. PLAAFP Are multiple sources of data used? Does the PLAAFP provide a descriptive snapshot of the student? Could you begin standards-referenced instruction? Resource: Planning Sheet example

12. Site Features Toolbox The IEP Tools are intended to help instructors write Academic, Functional and Transition goals that are referenced to Illinois Learning and Social/Emotional Standards. Tools include reference charts, worksheets for teachers, parents and students, and links to other tools on the web.

16. Common Core State Standards “Fail to deal with the reality of factors that interfere with learning for students manifesting behavior and emotional problems.” Barriers may be external or internal UCLA Center for Mental Health in Schools or more texts.

17. Common Core State Standards “Beyond academic learning problems (attention, processing), students for whom unsatisfactory interpersonal relationships are of concern will face additional challenges in meeting the standards. Nearly 1/3 of ELA and Math standards required social problem solving skills.” Sweigart & Landrum, 2013

18. IEP-Q Tutorial Goal Assistant Write Goals and Objectives Implementation Plan • If a Goal is Needed: • Identify specially designed instruction including or modifications needed to access and make progress in the general curriculum • What student-specific and focused instruction is to be offered? (e.g., intense reading support, supplemental math foundational skills) • Are alterations to the complexity or focus of material needed?

19. CCSS English/Language Arts Reading Informational Texts RI.5.5 Common Core State Standards Complex, but neither Common nor Standard RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. two or more texts.

20. CCSS English/Language Arts Reading Informational Texts RI.5.5 Multiple Variations of Skills/Content Skill: Compare/Contrast 1. Chronology 2. Comparison/similarity 3. Cause/effect 4. Problem solution Text Focus/Content 1. News Events –Social Studies- History – Science Concepts/Ideas – Informational – Daily Living/ Job Skills Given 2 accounts of same event, Jimmy will identify - in writing - the main idea in each article/artifact and will select from provided options how the authors present the information with 100% accuracy on 3 of 4 trials.

21. CCSS Math – Numbers/Operations/Base 10 4.NBT.5 Common Core State Standards Complex, but neither Common nor Standard 4.NBT.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. two or more texts.

22. Influences on IEPs Response to Intervention (RtI), Progress Monitoring, Standards, and IEPs Observations from the current IEP Quality Project: 1. Skill Articulation 2. Measurement Articulation 3. Level of Goal Complexity

23. Response to Intervention “influences” on IEPs . Criterion of Acceptable Performance We are seeing many IEPs with the goal: “… will improve his score on the progress monitoring program to X percentile by the end of the school year.” Similar to the overuse of percentages as progress measures (Bateman & Linden, 2006; Yell, 2012), normative-only criteria also are of concern. What is the replicable criterion? What are the articulated instructional skill needs?

24. Response to Intervention “influences” on IEPs Progress Monitoring/Benchmarking Depending on the product used: - will tell you that a student is improving or failing to make progress in the area of reading fluency (ORF) or overall comprehension (MAZE). - will not tell you which specific reading skills or strategies are contributing to the results. (Decoding, vocabulary knowledge, question/context confusion, form of error analysis or reading behavior) What are the articulated instructional skill needs?

25. . Applicability to Standards-referenced IEPs Shinn (2012) Beyond early reading skills, some progress monitoring measures have reduced consistency (i.e., content validity) with the standards (esp. Reading for Informational Text). - Content Knowledge & Vocabulary

26. Multiple Variations of Skills/Content Multiply a whole number of up to four digits by a one-digit whole number 2. Multiply two two-digit numbers 3. Use strategies based on place value 4. Use strategies properties of operations Illustrate and explain the calculation Goal Ideas? CCSS English/Language Arts Reading Informational Texts RI.5.5

32. Where in the IEP? • Present levels • Special factors • Annual goals • Program summary • Attached Supplements

33. PLAAFP – All Students Referral Data Attendance Data Description of School/Classroom System Strength(s) – 3 is good Strategies used and effects

34. PLAAFP – Some Students - FBA Approach and Team - Observable, measurable definition of Priority Problem Behavior(s) – limit(?) -Checklists, Interviews, Observations – and persons completing - Hypothesis

35. IDEA and Behavior Focus on Positive Supports If a student’s behavior(s) negatively affects his or her learning or the learning of others, the IEP team shall consider strategies including positive behavior(s)al interventions, strategies, and supports to address that behavior(s) (IDEA 20 U.S.C. § 1414(d)(3)(B)(I)

36. IDEA and Behavior As with academic goals, behavioral goals must follow from the PLAAFP and be supported with data. Interventions should be based upon peer-reviewed research.

37. Functional Behavioral Assessment Participants / Student Strengths Operational Definition of Target Behavior Setting / Antecedents / Consequences Hypothesis of Behavioral Function

38. IDEA and Behavior Critical Phrases of Functional Hypothesis 1. When this occurs…(describe circumstances/antecedents) 2. the student … (describe target behavior)  3. to get/to avoid…(describe consequences)

39. Base the BIP on a Functional Behavioral Assessment(FBA) • Define target behavior • Develop a hypothesis as to the function of the behavior • Collect data(direct and indirectly) • Validate the function and key context variables • Triangulate data • Data analysis • Develop the BIP

41. Support desired alternatives that allow student to meet their needs Make the current undesired behavior less effective in meeting the student’s need Behavior Intervention Plans...

42. 2 Components of a BIP • Teaching plan • Crisis plan

43. Programming and Specially Designed Instruction • Observable, measurable definition of Replacement Behavior(s) • Antecedent Strategies – prevent and teach • Consequences (Reinforcement and Reductive)

45. Teaching Model Problem Behavior Trigger (antecedent) Setting Event Naturally Maintaining Consequence LTO Replacement Behavior short term objective meet desired criteria Artificial Reinforcers (teacher controlled) short term objective meet desired criteria short term objective meet desired criteria

49. Evaluating the BIP • Systematic review • Data collection • Communication • Criteria for success (long and short term)