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Writing Standards Based IEPs

Learn how to align IEPs with academic standards to promote meaningful instruction, active participation, and student success. Guidelines and examples provided.

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Writing Standards Based IEPs

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  1. Writing Standards Based IEPs Courtade-Little, G. and Browder, D. Aligning IEPs to Academic Standards, 2005

  2. Two Principles to Remember • Alignment • Active Participation Courtade-Little, G. and Browder, D. Aligning IEPs to Academic Standards, 2005.

  3. What Does Alignment to Academic Standards Mean? Alignment is a matching of two educational components which strengthens the goals and purpose of both. Courtade-Little, G. and Browder, D. Aligning IEPs to Academic Standards, 2005.

  4. Instruction can be aligned with assessment • Assessment can be aligned with state standards • IEP’s can be aligned with state standards to help align instruction with the general curriculum Courtade-Little, G. and Browder, D. Aligning IEPs to Academic Standards, 2005.

  5. Why is alignment important? • It prepares students for state assessments • Students need academic instruction to learn academic skills. • It promotes meaningful academic instruction. Courtade-Little, G. and Browder, D. Aligning IEPs to Academic Standards, 2005.

  6. The IEP is not meant to restate all of these content standards, but should specify skills for students to acquire that will promote access to this curriculum and help the student meet the alternate achievement standards. Courtade-Little, G. and Browder, D. Aligning IEPs to Academic Standards, 2005.

  7. Writing Goals for Active Participation • Occurs when the student acquires independent responses that demonstrate understanding of the academic content standard. • Possible for any student if he has at least one reliable movement. Courtade-Little, G. and Browder, D. Aligning IEPs to Academic Standards, 2005.

  8. Passive Response Brittany will circle the correct answer with physical guidance to answer comprehension questions. Example 1: Courtade-Little, G. and Browder, D. Aligning IEPs to Academic Standards, 2005.

  9. Active Response Brittany will use a laser head pointer (or small flashlight) to select between two pictures projected on a screen to answer comprehension questions. Example 1:

  10. Passive Response Kevin will listen to a story the teacher is reading. Active Response Kevin will touch the page to indicate it is time to turn it after the teacher has read each page. Example 2: Courtade-Little, G. and Browder, D. Aligning IEPs to Academic Standards, 2005.

  11. Passive Response Kirsten will accompany her peer to buy lunch. Active Response Kirsten will ask a peer to help her purchase lunch by finding the symbol $ on her AAC, to communicate “help me pay.” Example 3: Courtade-Little, G. and Browder, D. Aligning IEPs to Academic Standards, 2005.

  12. Selecting IEP Goals to Promote Alignment Courtade-Little, G. and Browder, D. Aligning IEPs to Academic Standards, 2005.

  13. Writing IEPs aligned to academic standards requires input from all team members. Each discipline brings a vital and unique point of view and resources. Each person will need to make his resources and expertise available to other team members before and during the IEP meeting. Courtade-Little, G. and Browder, D. Aligning IEPs to Academic Standards, 2005.

  14. Selecting IEP Goals to Promote Alignment • Become Familiar with State Standards • Become Familiar with the State’s Approach to Alternate Assessment Standards • Keep the Planning Student Focused • Consider Both Specific Academic Goals and Broad Access Goals • Ask the Question, “Is it Really Reading and Really Math?” • Do Not “Force Fit” All IEP Objectives into Alignment with Academic Standards Courtade-Little, G. and Browder, D. Aligning IEPs to Academic Standards, 2005.

  15. Guideline One: Become Familiar with State Standards • In focusing on alignment, consider how to create access to the student’s assigned grade level while also using information on instructional level to pinpoint objectives. • Information on state standards is available at http://louisianaschools.org on the curriculum tab and Access Guide website. Courtade-Little, G. and Browder, D. Aligning IEPs to Academic Standards, 2005.

  16. Guideline Two:Become Familiar with the State’s Approach to Alternate Assessment Standards • LAA1 • Extended Standards and Complexity Levels Courtade-Little, G. and Browder, D. Aligning IEPs to Academic Standards, 2005.

  17. 4th Grade ELA GLE 5. Identify a variety of story elements, including: • the impact of setting on character • multiple conflicts • first- and third-person points of view • development of theme

  18. 3rd – 4th Grade ELA Extended Standards ES-8/5: Identify story • elements, including: • character Complexity Levels • 3. Identify the main character in a story • 2. Identify two characters in a story • 1. Identify one character in a story

  19. Guideline Three:Keep the Planning Student Focused • Symbolic Levels • Awareness • Pre-symbolic • Early Symbolic • Symbolic • Recent progress • Strengths • Preferences • Individual Goals Courtade-Little, G. and Browder, D. Aligning IEPs to Academic Standards, 2005.

  20. Guideline Four: Consider Both Specific Academic Goals and Broad Access Goals • Focus on priorities for academic learning and skills to access the broader curriculum • Do not attempt to include every standard Courtade-Little, G. and Browder, D. Aligning IEPs to Academic Standards, 2005.

  21. Guideline Five: Ask the Question, “Is it Really Reading and Really Math?” • Objectives should clearly link to academic content. Courtade-Little, G. and Browder, D. Aligning IEPs to Academic Standards, 2005.

  22. Let’s look at some examples: The State Standard Standard One: Students read, comprehend, and respond to a range of materials, using a variety of strategies for different purposes.

  23. 4th Grade Benchmark ELA-1-E4: recognizing story elements (e.g., setting, plot, character, theme) and literary devices (e.g., simile, dialogue, personification) within a selection

  24. 4th Grade GLE 5. Identify a variety of story elements, including: • the impact of setting on character • multiple conflicts • first- and third-person points of view • development of theme (ELA-1-E4)

  25. 4th Grade Extended Standard ES-8/5: Identify story elements, including: character Complexity Levels 3. Identify the main character in a story 2. Identify two characters in a story 1. Identify one character in a story

  26. Example 1: James will use his AAC device to greet peers. Is this really reading? Courtade-Little, G. and Browder, D. Aligning IEPs to Academic Standards, 2005.

  27. Is this really reading? No. Greeting peers is an important social skill and may still be included on the IEP. However, James also needs objectives that focus on “real reading.” No. Courtade-Little, G. and Browder, D. Aligning IEPs to Academic Standards, 2005.

  28. Example 2: James will identify 20 personally significant sight words. Is this really reading? Courtade-Little, G. and Browder, D. Aligning IEPs to Academic Standards, 2005.

  29. Is this really reading? Yes, it is reading, but it does not align to the 4th grade reading standards. Yes, but it doesn’t align. Courtade-Little, G. and Browder, D. Aligning IEPs to Academic Standards, 2005.

  30. Example 3: James will use eye gaze to select an object to represent the main character of a story. Is this really reading? Courtade-Little, G. and Browder, D. Aligning IEPs to Academic Standards, 2005.

  31. Is this really reading? Yes. James can not read 4th grade stories independently, but he can access them by listening to a peer read or listening to an audio or e-text. This objective allows James to access the 4th grade GLE for comprehension. Yes, this is a well-aligned objective! Courtade-Little, G. and Browder, D. Aligning IEPs to Academic Standards, 2005.

  32. Example 4: James will indicate when to turn the page by activating his AAC device when the reader pauses Is this really reading? Courtade-Little, G. and Browder, D. Aligning IEPs to Academic Standards, 2005.

  33. Is this really reading? Yes. Although this objective does not directly address the 4th grade GLEs, it does address a broad literacy skill that will enable James to access the General Education Curriculum. Yes, this is a goal that broadly accesses the curriculum! Courtade-Little, G. and Browder, D. Aligning IEPs to Academic Standards, 2005.

  34. Guideline Six:Do Not “Force Fit” All IEP Objectives into Alignment with Academic Standards • Not all skills will be related to the standards • Examples: feeding, toileting mobility • Functional skills are important in their own right and it is neither necessary nor appropriate to attempt to align these skills to the standards. Courtade-Little, G. and Browder, D. Aligning IEPs to Academic Standards, 2005.

  35. Strategies for Alignment to State Standards Courtade-Little, G. and Browder, D. Aligning IEPs to Academic Standards, 2005.

  36. Strategies for Alignment to State Standards • Select skills that promote overall literacy and numeracy • Focus on self-determination skills • Use assistive technology to increase active, independent responding • Use functional activities to give meaning to the academic concept Courtade-Little, G. and Browder, D. Aligning IEPs to Academic Standards, 2005.

  37. Strategy 1: Select skills that promote overall literacy and numeracy • Literacy Skills • 1. Phonemic awareness • 2. Phonics • 3. Fluency • 4. Vocabulary • 5. Text comprehension National Reading Panel

  38. Strategy 1: Select skills that promote overall literacy and numeracy • Numeracy Skills • Number and Operations • Algebra • Geometry • Measurement • Data Analysis and Probability National Council of Teachers of Math-Principals and Standards for School Mathematics http://standards.nctm.org/document/chapter3/index.htm (Accessed Sept. 24, 2004).

  39. Strategy 2: Consider both state standards and current level of performance • Awareness • Beginning Symbolic • Early Symbolic • Symbolic Courtade-Little, G. and Browder, D. Aligning IEPs to Academic Standards, 2005.

  40. Strategy 3: Focus on self-determination skills • Choice-Making • Decision-Making • Problem-Solving • Goal Setting • Self Management/ Self Evaluation • Self Awareness Courtade-Little, G. and Browder, D. Aligning IEPs to Academic Standards, 2005.

  41. Strategy 4: Use assistive technology to increase active, independent responding • Low Tech • Pictures, symbols, pencil grips, etc. • High Tech • Switches, Augmentative Communication Devices, Computer programs, etc. (AT team will discuss in more detail) Courtade-Little, G. and Browder, D. Aligning IEPs to Academic Standards, 2005.

  42. Strategy 5: Use functional activities to give meaning to the academic concept • Accessing the general curriculum places emphasis on academic instruction. • Make sure these skills are age- appropriate and also applied in functional and meaningful contexts. Courtade-Little, G. and Browder, D. Aligning IEPs to Academic Standards, 2005.

  43. Let’s Look at an Example 4th Grade GLE17: Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including: • sequencing events (ELA-7-E1) Tiera applies this GLE by following directions written with picture communication symbols to: • Unpack her book sack • Make a peanut butter and jelly sandwich • Work with a partner to complete a science experiment Courtade-Little, G. and Browder, D. Aligning IEPs to Academic Standards, 2005.

  44. Two Principles to Remember • Alignment • Active Participation Courtade-Little, G. and Browder, D. Aligning IEPs to Academic Standards, 2005.

  45. Selecting IEP Goals to Promote Alignment • Become Familiar with State Standards • Become Familiar with the State’s Approach to Alternate Assessment Standards • Keep the Planning Student Focused • Consider Both Specific Academic Goals and Broad Access Goals • Ask the Question, “Is it Really Reading and Really Math?” • Do Not “Force Fit” All IEP Objectives into Alignment with Academic Standards Courtade-Little, G. and Browder, D. Aligning IEPs to Academic Standards, 2005.

  46. Strategies for Alignment to State Standards • Select skills that promote overall literacy and numeracy • Focus on self-determination skills • Use assistive technology to increase active, independent responding • Use functional activities to give meaning to the academic concept Courtade-Little, G. and Browder, D. Aligning IEPs to Academic Standards, 2005.

  47. Now Let’s Put Those Ideas into Practice! Brian is a 10th grade student. He communicates using picture symbols and an 8 location voice output device. He reads by using an adapted switch to turn pages and listen to e-texts and by listening to peers or adults read as he follows along. Brian needs to have books adapted to an emergent literacy level with picture symbols for key words. He can select a symbol or object to indicate the main character of a story.

  48. The IEP team has identified the following 10th grade GLE as a priority for Brian: 2. Analyze the development of story elements, including: • characterization • plot and subplot(s) • theme • mood/atmosphere (ELA-1-H2)

  49. This GLE is related to one of our Extended Standards: ES-2/2: Identify story elements, including: • character • character trait • setting • main idea • 3. Identify the main idea in a selection • 2. Identify details/event/idea in a selection • 1. Describe the setting of a selection

  50. The IEP team selected this GLE to build on Brian’s strength of identifying main characters. It will also provide opportunities to learn new vocabulary and to use his communication device.

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