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Writing Standards Based IEP goals and Objectives and IEP Accountability

Writing Standards Based IEP goals and Objectives and IEP Accountability. EUP Summer Educators’ Conference Connie Cullip August 29,2012. 2011 Revisions to the Michigan Administrative Rules for Special Education. R 340.1721e (a) A statement of measurable annual

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Writing Standards Based IEP goals and Objectives and IEP Accountability

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  1. Writing Standards Based IEP goals and Objectives and IEP Accountability EUP Summer Educators’ Conference Connie Cullip August 29,2012

  2. 2011 Revisions to the Michigan Administrative Rules for Special Education • R 340.1721e (a) A statement of measurable annual goals, including measurable short-term objectives.

  3. Goal Writing SMART Goals • Specific • Measurable • Achievable • Relevant • Time Limited

  4. ANNUAL GOALS Key Question: What should the child be doing? • What areas of the general curriculum is the child having difficulty with because of his/her disability? • What are the most important areas of the general curriculum for the child to master? • What other areas are difficult for the child? Consider behavior, motor, social-emotional, communication, self-help. Purpose:To describe what a child can reasonably be expected to accomplish within 12 months with specially designed instruction and related services. Annual goals enable the child to be involved in and progress in the general curriculum. They are also intended to meet other educational needs that result from the child's disability. Definition: An annual goal: • is directly related to the present level of performance which provides baseline information about the child • sets the direction for working with the child • is written for specially designed instruction, not all aspects of the child's educational program, unless the total program is special education • provides a way of determining whether anticipated outcomes are being met, and whether placements and services are appropriate for the child's special needs. • has three parts:the child . . . does what. . . to what level/degree Key Characteristics: • describes what the child will do • measurable • functional • observable • meaningful • comprehensive Writing Strategy: Describe the behavior the child will be doing when the goal is reached.

  5. MDE says… • A well-written goal has four critical elements: • • Target date for achieving the goal. • • Identification of what the student will demonstrate. • • Under what conditions or to what level/degree the student will perform. • • How progress will be assessed/evaluated.

  6. Short Term Objectives • Objectives (or in other cases, benchmarks) are smaller steps. They break the annual goal down into smaller pieces.

  7. IEP Review • Lets review some IEP goals and objectives. Using the 4 critical elements of a goal, determine if the following goals are measureable goals. • Target date for achieving the goal. • Identification of what the student will • demonstrate. • Under what conditions or to what level/degree the student will perform. • How progress will be assessed/evaluated.

  8. Using the goals we just looked at, pick one and create a new goal. • New goal-Share

  9. You may want to write the goal like this….. • By ____ the student • date • will___________________ • demonstrate skill • when/at___________________ • Condition/Criteria • on _______________________________ • assessment/evaluation.

  10. Writing compliant Goals and Objectives • Pair up with someone for this exercise. • Assume you have a great PLAAFP with current data.. • Using the Common Core Standards, write measurable goals and objectives. • Use the 4 critical elements of a goal to write your goals. • Share

  11. Lets write some IEP goals and objectives, using MDE’s 4 critical elements… • Target date for achieving the goal. • Identification of what the student will demonstrate. • Under what conditions or to what level/degree the student will perform. • How progress will be assessed/ evaluated.

  12. Common Core State Standards • CCSS.LA.5.RI.CCR.1 - Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. • CCSS.LA.5.RI.5.1 - Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. • CCSS.LA.5.RI.CCR.2 - Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. • CCSS.LA.5.RI.5.2 - Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

  13. Common Core State Standards • CCSS.LA.5.RI.CCR.3 - Analyze how and why individuals, events, and ideas develop and interact over the course of a text. • CCSS.LA.5.RI.5.3 - Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

  14. What would it look like in Illuminate? • Eup.illuminateed.com

  15. Copy and paste the standard into the Modified goal description and make it measurable. Modified Goal Description:

  16. IEP Accountability • Who has to attend an IEP? • Who is responsible for the goals in an IEP? • How do staff get a copy of a students IEP? • What needs to be documented in an IEP/post IEP? • When does documentation need to be done? • Can a parent opt a student out of a Statewide Assessment? • What is PRN? When does it need to happen?

  17. Regular Education Teacher on IEP Team Is Required by IDEA '97.The final Part B regulations incorporate the requirements of IDEA '97 regarding regular education teachers in the IEP process, including specifying that -- • The IEP team for each child with a disability must include at least one regular education teacher of the child (if the child is, or may be, participating in the regular education environment) (see §300.344(a)(2)); and • The teacher must, to the extent appropriate, participate in the development, review, and revision of the child's IEP, including – • the determination of appropriate positive behavioral interventions and strategies for the child, and • the determination of supplementary aids and services, program modifications, and supports for school personnel that will be provided for the child consistent with the IEP content requirements in §300.347(a)(3). (See §300.346(e))

  18. Child's Teachers Must Have Access to IEP and Be Informed of their Responsibilities.§300.342(b)(2) (entitled "Implementation of IEPs") has been added to the regulations to specify that each public agency must ensure that -- THE IEP OF EACH CHILD WITH A DISABILITY IS ACCESSIBLE to each regular education teacher (as well as each special education teacher, related service provider, and other service provider) who is responsible for implementing the IEP; and EACH TEACHER AND PROVIDER IS INFORMED OF -- (A) his or her specific responsibilities related to implementing the IEP, and (B) the specific accommodations, modifications, and supports that must be provided to the child in accordance with the IEP. Mechanism for Informing Staff at Discretion of Agency.The above requirement is necessary to ensure proper implementation of the child's IEP and the provision of FAPE to the child. However, the mechanism that the public agency uses to inform each teacher or provider of his or her responsibilities is left to the discretion of the agency.

  19. Public agencies are required to maintain records to show compliance with program requirements, pursuant to § 76.731 of the Education Department General Administrative Regulations (EDGAR) and the MARSE. Documentation must include sufficient written detail to demonstrate compliance.http://www2.ed.gov/policy/fund/reg/edgarReg/edgar.html

  20. Can a parent opt a student out of a Statewide Assessment?

  21. What is Prior Written Notice? When does it need to happen?

  22. Special Education Acronyms • 1. IEPT • 2. LRE • 3. MET • 4. CCSS • 5. SLD • 6. DIBELS • 7. SSW • 8. START • 9. MARSE • 10.IDEA

  23. The Answers… • 1. IEPT-Individualized Education Plan Team • 2. LRE-Least Restrictive Environment • 3. MET- Multi-Disciplinary Evaluation Team • 4. CCSS-Common Core State Standards 5. SLD-Specific Learning Disability • 6. DIBELS-Dynamic Indicators of Basic Early Literacy Skills • 7. SSW-School Social Worker • 8. START-Statewide Autism Resources and Training 9. MARSE-Michigan Administrative Rules for Special Education 10.IDEA-Individuals with Disabilities Education Act

  24. Questions?? Connie Cullip ccullip@eup.k12.mi.us 906-632-3373 ext. 108

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