Baseline Statements that Lead to Measurable Goals Aug 2010

Baseline Statements that Lead to Measurable Goals Aug 2010 PowerPoint PPT Presentation


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The Rowley (US Supreme Court) Decision. An appropriate IEP:Is calculated to provide educational benefit, according to the student's individual needs as assessed at the time the offer is made.Is likely to produce more than trivial educational advancement, does not solely rely on grade advancement.

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Baseline Statements that Lead to Measurable Goals Aug 2010

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1. 1 Baseline Statements that Lead to Measurable Goals Aug 2010 We are going to focus on the components of the good baseline, which will lead to measurable goals.. This is to make sure that they are very measurable, and if the student is making progress we can report on it with precision and there is no argument about whether or not progress was made. If you know of a recent case in your district in which the district prevailed on the issue of methodology or amount or type of services, share it. This is also how we document “educational benefit” for SESR, which we just finished.We are going to focus on the components of the good baseline, which will lead to measurable goals.. This is to make sure that they are very measurable, and if the student is making progress we can report on it with precision and there is no argument about whether or not progress was made. If you know of a recent case in your district in which the district prevailed on the issue of methodology or amount or type of services, share it. This is also how we document “educational benefit” for SESR, which we just finished.

2. The Rowley (US Supreme Court) Decision An appropriate IEP: Is calculated to provide educational benefit, according to the student’s individual needs as assessed at the time the offer is made. Is likely to produce more than trivial educational advancement, does not solely rely on grade advancement. There is no requirement to maximize the student’s abilities, or to include what a parent might choose as an optimum program or service 2 Rowley is the Supreme decision which established the precedent for how much progress is enough. It is still the standard by which IEPs are judged for compliance as well as case law.Rowley is the Supreme decision which established the precedent for how much progress is enough. It is still the standard by which IEPs are judged for compliance as well as case law.

3. 3 Documenting “Educational Benefit” Connecting the “Docs” This is the road map to showing the student is making progress.This is the road map to showing the student is making progress.

4. 4 So What's New? Measuring progress is not new: We assess We set goals We document progress What is new: Using meaningful data to set and evaluate goals Collecting quantifiable baseline data Linking baseline data to goals/objectives Basing evaluation of progress on data comparing baseline to goal Demonstrating educational benefit at each annual review and triennial In the old days, we might have gauged progress on standardized tests. Now, progress is measured by the team collecting data for baseline, setting goals that are reasonable for one year, then quantifying the progress that is made, based on baseline and periodic reports on progress.In the old days, we might have gauged progress on standardized tests. Now, progress is measured by the team collecting data for baseline, setting goals that are reasonable for one year, then quantifying the progress that is made, based on baseline and periodic reports on progress.

5. Writing good progress toward goals statements and baseline will help us to do well on Special Education Review and to win cases based on whether or not the student is making reasonable progress. 5 :15- If you know of a case in which the district prevailed due to being able to show good data, mention it. :15- If you know of a case in which the district prevailed due to being able to show good data, mention it.

6. 6 Top Section of the Annual Goals page Elements should include: Progress from last year (if applicable) and explanation of why new goal is needed (“continues to struggle with…” “needs to learn..”) or Reason for new goal (the Ed. Benefit links) Baseline: - Observable behavior or skill at this time Accuracy (how well) Consistency (time period/number of trials)) How measured :17- Some people might feel that doing present levels as well as progress toward/reason for baseline is redundant. The present levels give the reader an overall general picture of the student as a learner. They provide us information on the areas in which to develop goals. But the description/baseline is the actual performance level of the student in that area, from which we will measure progress and explains where the goal comes from in terms of assessment or past performance. It is the stepping off point for the goal. Review the elements. If we carefully define the baseline, then the progress should be very clear. Also, writing the goal should be a piece of cake.:17- Some people might feel that doing present levels as well as progress toward/reason for baseline is redundant. The present levels give the reader an overall general picture of the student as a learner. They provide us information on the areas in which to develop goals. But the description/baseline is the actual performance level of the student in that area, from which we will measure progress and explains where the goal comes from in terms of assessment or past performance. It is the stepping off point for the goal. Review the elements. If we carefully define the baseline, then the progress should be very clear. Also, writing the goal should be a piece of cake.

7. Baseline should always start with “currently” and describe what the student can do at the time of the IEP. Baseline should be written in the same terms (behavior, accuracy, consistency and as measured by) as will the goal. 7 :20- If you use the same accuracy, consistency and as measured by for the baseline as the goal, the goal will be very simple to write!:20- If you use the same accuracy, consistency and as measured by for the baseline as the goal, the goal will be very simple to write!

8. 8 Example…. Progress/Need: Jim met his goal of three column addition with carrying (progress toward last year’s goal) but continues to struggle with 1-step variable equations with addition or subtraction (explanation). Ed. Benefit link Baseline: Currently, Jim will combine like terms in equations containing two or more terms (behavior) with 50% correct (accuracy) over three tests, (consistency) as measured by teacher made tests (how measured). :23- Use assessments that are criterion-referenced or curriculum-based for baseline to plan relevant goals so that student is measured against his/her own performance. It is important to remember that the purpose of the baseline is to give a measure of the student’s “starting point” so that progress toward the goal can actually be measured. :23- Use assessments that are criterion-referenced or curriculum-based for baseline to plan relevant goals so that student is measured against his/her own performance. It is important to remember that the purpose of the baseline is to give a measure of the student’s “starting point” so that progress toward the goal can actually be measured.

9. Sample Progress/Need Statement Jim met his prior goal giving the value of a penny, nickel, dime, and quarter, but he is not yet able to combine any other combination of coins to equal the same value (i.e., 2 nickels equal 1 dime. 9 This is a sample Progress/Need Statement. The next two slides show 3 acceptable baselines that could be written from this same statement.This is a sample Progress/Need Statement. The next two slides show 3 acceptable baselines that could be written from this same statement.

10. Acceptable Variations for Baseline 1. Currently, Jim will indicate combinations of coins to equal the same value (i.e. 2 nickels equal one dime; 5 nickels equals a quarter, and 4 quarters equal a dollar) with no more than 8 prompts for 3 consecutive trials, as measured by observation record. Behavior ? Accuracy Consistency ? As measured by 10 Ask participants to identify each of the 4 required components of the baseline.Ask participants to identify each of the 4 required components of the baseline.

11. 11 2. Currently, Jim will indicate combinations of coins to equal the same value (i.e. 2 nickels equal one dime; 5 nickels equals a quarter, and 4 quarters equal a dollar) with 60% correct for 4 out of 5 trials, as measured by observation record. Behavior ? Accuracy Consistency ? As measured by Repeat as in #1, identifying the 4 required components.Repeat as in #1, identifying the 4 required components.

12. 12 3. Currently, Jim will indicate combinations of coins to equal the same value (i.e. 2 nickels equal one dime; 5 nickels equals a quarter, and 4 quarters equal a dollar) within 10 minutes, for 3 observations of 10 minute each, as measured by duration recording form. Behavior ? Accuracy Consistency ? As measured by Again, identify the 4 required components of the baseline. Indicate that any of these three examples would be acceptable, depending upon the goal. The goal should measure the behavior using the same type of accuracy and consistency measures and the same measurement instrument. It is important that the baseline and goal are consistent. A change in the way the components are stated could make it difficult to measure progress from the baseline.Again, identify the 4 required components of the baseline. Indicate that any of these three examples would be acceptable, depending upon the goal. The goal should measure the behavior using the same type of accuracy and consistency measures and the same measurement instrument. It is important that the baseline and goal are consistent. A change in the way the components are stated could make it difficult to measure progress from the baseline.

13. 13 Turn the following information into an appropriate description with baseline: Mary is a 3rd Grader Met goals from last year: - 5 short vowel sounds - 20 out of 23 consonant sounds in isolation Current performance: - 18/18 of kindergarten High Freq. words (2 trials) 1st Grade High Freq. words: 1st trial: 15/30; 2nd trial: 12/30; 3rd trial: 18/30 Based on grade level assessment :25- Give participants a blank goal sheet. Have them practice writing the top section for Mary. They need to include all the required elements. Review as a large group and make sure everyone got it right. Possible correct answers: Mary has met her goals for short vowel sounds and consonant sounds, but needs to work on sight vocabulary. Currently, Mary will identify 1st grade high frequency words with an average of 15/30 correct, in three trials, as measured by grade level assessment. -or- Currently, Mary will identify 1st grade high frequency words with an average of 50% correct, over three trials, as measured by grade level assessment. :25- Give participants a blank goal sheet. Have them practice writing the top section for Mary. They need to include all the required elements. Review as a large group and make sure everyone got it right. Possible correct answers: Mary has met her goals for short vowel sounds and consonant sounds, but needs to work on sight vocabulary. Currently, Mary will identify 1st grade high frequency words with an average of 15/30 correct, in three trials, as measured by grade level assessment. -or- Currently, Mary will identify 1st grade high frequency words with an average of 50% correct, over three trials, as measured by grade level assessment.

14. What’s missing? Currently, Johnny will read a grade level story and answer who, what and where questions with 80% correct. Currently, Johnny will read a grade level story and answer who, what and where questions correctly as measured by work samples. Johnny will read a grade level story and answer who what and where questions correctly in three trials. 14 :30- Have them call out the elements that are missing from each. Top example missing consistency & measurement instrument. Middle example missing “specific” accuracy & consistency. Bottom example missing “specific” accuracy and measurement instrument.:30- Have them call out the elements that are missing from each. Top example missing consistency & measurement instrument. Middle example missing “specific” accuracy & consistency. Bottom example missing “specific” accuracy and measurement instrument.

15. Try another…. Eric is an 8th grader with autism Met goal from last year: Accepting social contacts from other children. Teacher is concerned that he does not ask others to play games in the classroom or to sit with others at lunch. Current performance: - Asked another student to play chess: - 1st trial: 3 verbal prompts; 2nd trial:5 verbal prompts Per classroom teacher observation record. 15 :35 If time, practice another. Possible answers. Progress/Need – Eric met his goal from last year for accepting social contacts from other children, but his teacher is concerned that he does not ask others to play games in the classroom or to sit with others at lunch. Baseline – Currently, Eric will ask another student to play chess with less than 6 verbal prompts in 2 out of 2 trials as measured by classroom teacher observation record.:35 If time, practice another. Possible answers. Progress/Need – Eric met his goal from last year for accepting social contacts from other children, but his teacher is concerned that he does not ask others to play games in the classroom or to sit with others at lunch. Baseline – Currently, Eric will ask another student to play chess with less than 6 verbal prompts in 2 out of 2 trials as measured by classroom teacher observation record.

16. Use Your Goal Builder Click on “Baseline” Develop the goal using the Builder Drop into the green envelope by baseline Can use the same elements for the goal without changing much Just add the “conditions” and up the accuracy!!!!! 16 Model and practice a couple in SESP. You should be able to do this whole presentation in 45 minutes. If you don’t have that much time, cut down the practice!Model and practice a couple in SESP. You should be able to do this whole presentation in 45 minutes. If you don’t have that much time, cut down the practice!

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