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Standards-Based IEPs . Module 4: Writing Measurable Next Generation-Linked Individualized Education Program Goals. IEP Development Process. Desired Outcomes/ Instructional Results. General Curriculum Expectations. Developing PLAAFP Statements. Area of Instructional Need.

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standards based ieps

Standards-Based IEPs

Module 4: Writing Measurable

Next Generation-Linked Individualized Education Program Goals

iep development process
IEP Development Process

Desired Outcomes/

Instructional Results

General

Curriculum Expectations

Developing PLAAFP Statements

Area of Instructional Need

PLAAFP Statements on IEP Form

Current Skills and Knowledge

Implement & Monitor Progress

Select Instructional Services & Program Supports

Write Measurable Goals

slide3

Develop Present Levels of Academic Achievement and Functional Performance

  • Collect Data
  • Identify Strengths
  • Identify Needs
  • Develop Impact Statement

Choose content standard and objective(s)

  • What standard(s) and objective(s) best address the gap?
  • What standard(s) and objective(s) are critical for accelerating student learning?
  • Develop 4-Point Goal
  • In what length of time (Timeframe)
  • Under what context (Conditions)
  • The student (Who) - Will do what (Behavior)
  • Through what assessment (Evaluation) - To what degree/level (Criterion)
  • Accommodations/Modifications/Specially Designed Instruction

Write measurable goals and objectives

slide4

Step 5:Choose content standard(s) and objective(s)

  • Determine which NxGCSOs/NxGECEs are most important for each student (based on progress in the general education curriculum)
  • Compare standard(s) with student’s areas of need and the impact of the exceptionality
  • Use data to determine the areas the student will find difficult without additional supports
  • Backward/forward map using learning progressions
you are on the road to developing standards based annual goals
You Are on the Road to Developing Standards-Based Annual Goals
  • You have shown that you have knowledge of the general curriculum standards and you have carefully considered those standards
  • You have spent an adequate amount of time gathering and analyzing information used to outline the Present Levels of Academic Achievement and Functional Performance (PLAAFP)
  • Now you have a strong foundation for developing measurable goals
idea requirements for measurable annual goals
IDEA Requirements for Measurable Annual Goals

(a)(2)(i) “ A statement of measurable annual goals, including academic and functional goals designed to--

(A) Meet the child\'s needs that result from the child\'s disability to enable the child to be involved in and make progress in the general education curriculum; and

(B) Meet each of the child\'s other educational needs that result from the child\'s disability;

(ii) For children with disabilities who take alternate assessments aligned to alternate achievement standards, a description of benchmarks or short-term objectives;…”

§300.320

measurable annual goals
Measurable Annual Goals

Measurable annual goals are related to the student’s needs as identified in the Present Levels of Academic Achievement and Functional Performance (PLAAFP) resulting from the student’s disability that directly affects his or her access to and progress in the general education curriculum.

when developing measurable goals aligned with grade level standards
When Developing Measurable Goals Aligned with Grade Level Standards
  • Goals and objectives should build on current strengths or address specified needs of the student
  • Goals and objectives are targeted WITHIN the general education curriculum
    • Not arestatementof the standard/element
    • Do not take the place of the curriculum
    • General and life skills may also be targeted
characteristics of measurable annual goals
Characteristics of Measurable Annual Goals
  • Based on state content standards for the child’s grade level
  • Address the need stated in the PLAAFP
  • State measurable data
  • Describe skill attainment
  • Project student performance at the end of the twelve month IEP period
consideration of the standards
Consideration of the Standards

• Intent of the standard

• Skills needed to meet standard

  • Includes depth of knowledge
  • New skills and extensions

• Knowledge and skills that should be in place in order for student to meet standards

  • Prerequisites
  • Connections to previous learning

• Methods for showing what the student knows and can do within the standard

determining areas for goal writing
Determining Areas for Goal Writing
  • Using the PLAAFP data, review area(s) ofinstructional need:
  • English Language Arts
  • Mathematics
  • Additional Content
  • Behavior
  • Functional Skills
  • Access Skills

(Continued)

determining areas for goal writing continued
Determining Areas for Goal Writing (continued)

2. Choose the state content standard(s) most essential for

  • Accelerating the student’s ability to progress in the general education curriculum, and
  • Result in educational benefit
      • Difference between student’s performance and grade-level standards (Where is the gap?)

3. Unwrap the standard

determining areas for goal writing continued1
Determining Areas for Goal Writing (continued)

4. Identify the critical skill(s) needed todemonstrate mastery of general education curriculumexpectations at student’s enrolled grade level

Skills/knowledge that are:

  • Essential to desired outcomes
  • Challenging, yet attainable
  • Essential to participation in the general education curriculum
think about essential knowledge and skills
Think about…Essential Knowledge and Skills
  • Leverage-standards in one subject that support student’s success in other subjects
  • Endurance-standards that help students across the years rather than respond to the testing of a single grade level
  • Readiness-essential for the next grade/standards that help students prepare for the next level of learning
prioritizing iep goals
Prioritizing IEP Goals

The IEP Team must:

  • Select the need(s) with the greatest impact on skill acquisition for goal development
  • Consider impact of goal on the student’s need for future progress
  • Determine the content standard that correlates with each prioritized need
identifying priorities for the student
Identifying Priorities for the Student

Need to Know

Nice to Know

Recognize stylistic elements such as voice, tone and style

  • Evaluate how an author uses words to create mental imagery, suggest mood and set tone

Target a particular hole and fix it – that’s leverage!

remember
Remember
  • Annual goals are related to needs resulting from the student’s disability that directly affect involvement and progress in the general education curriculum.
  • (Preschool: As needed to participate in age-appropriate activities)
changes in the process of instructional planning
Changes in the Process of Instructional Planning

In standards-based instruction, the teacher must plan backward and forward from the required content standards to the assessments and then to the lessons that will be needed for students to achieve at that level.

backward mapping for goal development using learning progressions
Backward Mapping for Goal Development Using Learning Progressions

Adapted From: Figure 6.12: Checklist for Standards Backward Mapping for Goal

Development, Common Core and the Special Education Student, LRP, 2014.

slide21

Develop Present Levels of Academic Achievement and Functional Performance

  • Collect Data
  • Identify Strengths
  • Identify Needs
  • Develop Impact Statement

Choose content standard and objective(s)

  • What standard(s) and objective(s) best address the gap?
  • What standard(s) and objective(s) are critical for accelerating student learning?
  • Develop 4-Point Goal
  • In what length of time (Timeframe)
  • Under what context (Conditions)
  • The student (Who) - Will do what (Behavior)
  • Through what assessment (Evaluation) - To what degree/level (Criterion)
  • Accommodations/Modifications/Specially Designed Instruction

Write measurable goals and objectives

slide22

Step 6:Write measurable goals and objectives

Annual goals describe what a student can reasonably expect to accomplish in one school year.

Components of Annual Goals:

·Timeframe

·Conditions

·Who/Behavior

·Evaluation/Criterion

If a large number of needs are identified, the IEP Team must consider how each need impacts the student’s progress in the general education curriculum. Select the needs that have the greatest impact on progress and develop goals to address those needs.

Utilize Support for Standards-Based Individualized Education Programs: English Language Arts K-12, Mathematics K-8, Math 9 to provide:

·Accommodations/Modifications/Specially Designed Instruction

·Scaffolding

iep annual goals
IEP Annual Goals

The characteristics of effective IEP goals can be captured in the SMART acronym

  • Specific
  • Measurable
  • Action Oriented
  • Realistic and Relevant
  • Time Bound (within one year)
parts of a smart goal
Parts of a SMART Goal

Specific, Realistic and Relevant (Conditions)

  • The student (who)
  • Description of relevant instruction (under what conditions or context)

Measurable

  • Performance level
  • Number of demonstrations
  • Evaluation schedule
  • To what level or degree (criterion)
parts of a smart goal continued
Parts of a SMART Goal (continued)

Action Oriented- Clearly Defined Behavior

  • Observable action verb (student will do what?)

Relevantand Realistic

  • Address the child’s unique needs which are a result of the child’s exceptionality (learner characteristics)

Time Bound

  • Monitor student progress at regular intervals
  • In what length of time (time frame)
smart measurable annual goals
SMART Measurable Annual Goals
  • In what amount of time (by annual review date)
  • Under what conditions (a variety of reading passages)
  • The student (Sean) will do what (answer literal and informational comprehension questions)
  • To what level or degree (80% accuracy on 15-20 questions per reading)
slide27

solve

calculate

extend

translate

SMART IEP Goals

use action words.

“The student will…”

contrast

classify

find

read

identify

compare

compose

remember1
Some action words require specific descriptors to tell exactly how the student will perform the action.

Identify by:

pointing telling

writing touching

stating

Demonstrate by:

writing responding verbally

pointing following directions

touching

Remember
the structure annual goals
The Structure: Annual Goals

Timeframe

Condition

Who/Behavior

Evaluation/Criterion

kim s needs and annual goal
Kim’s Needs and Annual Goal

Need

Kim needs to learn how to apply phonics and word analysis to decode words. (ELA.4.R.C7.1)

Measurable Annual Goal

By the annual review date Given a list of 25 unfamiliar multi-syllable words out of context, Kim will correctly decode the words with an average of 90% accuracy on classroom assessments.

measurable goal for sara
Measurable Goal for Sara

Within a school year, given a passage in the fifth grade literature book, Sara will read 130-150 wpm with fewer than 5 errors in one minute in three consecutive trials over a three week period of time.

components of an annual goal
Components of an Annual Goal
  • In what length of time? (Timeframe)
  • Under what context? (Conditions)
  • The student will do what? (Who/Behavior)
  • Through what assessment? (Evaluation)- To what level or degree? (Criterion)
let s review this annual goal
Let’s Review this Annual Goal

When tested, Sara will read at the fifth grade level.

Does this goal meet our SMART acronym?

writing goal statements
Writing Goal Statements
  • Focus on what the student will do:

“Janice will read and analyze a short story for the literary elements of main idea, point of view, plot, setting, and characterization.”

    • Not the process:

“Janice will use a graphic organizer to analyze a short story.”

writing goal statements1
Writing Goal Statements
  • Use behavioral terminology:

“Janice will read and analyze a short story for literary elements.”

  • Not the process:

“Janice will review short stories.”

writing goal statements2
Writing Goal Statements
  • Add the criterion:

“Janice will read and analyze a short story for literary elements of main idea, point of view, setting and characterization with 90% accuracy using a literature passage from the sixth grade classroom.”

writing goal statements3
Writing Goal Statements
  • Include the condition/timeframe:

“By the end of the school year, Janice will read and analyze a short story for literary elements of main idea, point of view, setting, and characterization with 90% accuracy using a literature passage from the sixth grade classroom.”

let s review
Let’s Review
  • The student (Janice)
  • Will do what (read and analyze a short story)
  • To what level or degree (90% accuracy)
  • Under what conditions (sixth grade literature passage)
  • In what time frame (end of school year)
choosing a measure criterion
Choosing a Measure (criterion)

Refer to Present Level data:

Ask what:

  • Are the performance expectations in the general classroom?
  • Has been the rate of growth?
  • Will it take to be successful in the general classroom?
  • Is the gap in current and desired skill?
choosing a measure
Choosing a Measure
  • What:
    • Are the criteria/expectations of the general curriculum for demonstrating mastery?
    • Is necessary to ensure the skill is at a mastery level?
    • Are the expected gains over a year’s period of time?
putting it all together activity
Putting it All Together Activity

Activity 4.3

A Present Level Example:

“Karen is in the sixth grade; she has challenges with reading fluency which impact her ability to comprehend longer passages and summarize central themes in a text.”

activity
Activity

Activity 4.3

  • Reviewing What We Know:
    • Area of need
    • Past instruction and progress
    • Experience with similar students/situations
    • Expectations for the next year
give it a try
Give it a Try
  • Make it better:

When tested, Sara will read at the fifth grade level.

give it a try1
Give it a Try
  • Make it better:

When tested, Sara will read at the fifth grade level.

  • New and improved:

By June 2014 given a passage in the fifth grade literature book, Sara will read 130-150 wpm with fewer than 5 errors in one minute in three consecutive trials and will maintain with 85% accuracy on all teacher tests.

give it a try2
Give it a Try
  • Make it better:

June will turn in homework on time, complete in-class assignments, and complete tests given in class.

give it a try3
Give it a Try
  • Make it better:

June will turn in homework on time, complete in-class assignments, and complete tests given in class.

  • New and improved:

June will meet all required classroom activities (including submitting homework on time, completion of in-class assignments, and completing tests) in accordance with classroom standards for maintaining a “C” or better letter grade for the class consistently for a time period of six months.

give it a try4
Give it a Try
  • Make it better:

Randy will have basic needs met by making appropriate requests to a variety of adults.

give it a try5
Give it a Try
  • Make it better:

Randy will have basic needs met by making appropriate requests to a variety of adults.

  • New and improved:

Across all settings, Randy will use his communication system to indicate all needs (e.g., bathroom, drink or eat, go outside) throughout the school day for five consecutive days.

review and reflect
Review and Reflect
  • Annual goals are related to needs resulting from the student’s exceptionality thatdirectly impact involvement and progress in the general education curriculum.
  • The IEP is not meant to restate the state content standards, but should specify the skills the student needs to acquire in order to make progress in achieving the standards, thereby accessing the general education curriculum.
let s review1
Let’s Review

Activity 4.4

IEP Goals

Reminders Checklist

developing next generation linked iep goals
Developing Next Generation-Linked IEP Goals

Adapted From: Figure 6.37: Developing Common Core-Linked IEP Goals, Common Core and the Special Education Student, LRP, 2014.

scaffolding teaching practice
Scaffolding – Teaching Practice

Scaffolding is defined as an instructional practice in which the teacher:

  • Provides models of the desired strategy or skill
  • Provides supports as a student learns to do a task which might include breaking a complex task into a cumulative progression of sub-tasks
  • Gradually shifts responsibility to the students

Scaffolding is removed to the greatest extent possible in response to individual student progress.

application to students with disabilities by common core state standards initiative
Application to Students with Disabilitiesby Common Core State Standards Initiative
  • Instruction for SWD must incorporate supports and accommodations, including:
    • Scaffolds and related services
    • IEP annual goals aligned with grade-level academic standards
    • Personnel delivering high-quality, evidence-based, individualized instruction
application to students with disabilities by common core state standards initiative1
Application to Students with Disabilitiesby Common Core State Standards Initiative
  • Participation in the GE curriculum for SWD, may be provided:
    • Universal Design for Learning (UDL)
    • Instructional accommodations
    • Assistive technology (along with accessible instructional materials) to ensure access
accommodation vs modification
Accommodation vs. Modification

Accommodation:

An effort to alter the representation or presentation to alter the student’s engagement with the curriculum to enhance access and progress.

  • Changes in the assessment or curriculum that do not alter the validity, reliability, or security of the test or curriculum.

Modification: Substantive changes in an assessment or academic curriculum that change the rigor or expectation.

various accommodations
Various Accommodations
  • Presentation Accommodations— change how an assignment or assessment is given to a student. These include alternate modes of access which may be auditory, multisensory, tactile, or visual.
  • Response Accommodations— allow students to complete assignments, assessments, and activities in different ways (alternate format or procedure) or to solve or organize problems using some type of assistive device or organizer.
  • Setting Accommodations— change the location in which an assignment or assessment is given or the conditions of the setting.
  • Timing/Scheduling Accommodations—increase the allowable length of time to complete an assignment or assessment, or change the way the time is organized for an assignment or assessment.
  • Equipment and Material Accommodations— allow students to use additional equipment and/or materials such as calculator, amplification equipment and manipulative, assistive and instructional technology.

(Minnesota Manual of Accommodations 2009, 12)

accommodations
Accommodations

The individual supports each student needs to successfully participate in key learning experiences varies.

Some SWDs may need only limited support while others may need more extensive accommodations or modifications.

accommodation examples
Accommodation Examples
  • Teaching students to use mnemonic strategies
  • Providing audio-recorded, highlighted or large-print textbooks and materials
  • Presenting material in smaller, more discrete steps (a type of scaffolding)
  • Using supplemental aids, such as vocabulary or multiplication cards or charts
  • Designing guided notes that include the most salient information
  • Providing instructions in multiple ways (differentiated instruction)
accommodation examples1
Accommodation Examples
  • Shortening assignments, tests or other learning activities
  • Teaching self-management strategies
  • Giving additional time to complete assignments or tests
  • Arranging classroom seating to reduce distractions
  • Providing assistance with note taking from a teacher, peer or someone else
  • Allowing the use of a word processor, spell checker or calculator
accommodation examples2
Accommodation Examples
  • Establishing peer support arrangements
  • Providing additional reviews or drills
  • Providing tutoring or one-to-one assistance
  • Assisting students with organizational and planning strategies
  • Offering breaks as needed
reasonable accommodation
Reasonable Accommodation
  • Survey teachers about accommodation requests.
  • Be prepared to offer alternative accommodations.
  • Promptly provide alternatives for students.
  • Keep track of requests for accommodations and responses.
summary
Summary
  • Curriculum and instructional accommodations and modifications allow students to access interesting and exciting general education activities that are challenging but not frustrating and overwhelming.
  • An accommodation provides a student with access to information in order to create an equal opportunity for that student to demonstrate knowledge and skills.
  • A modification is an actual change in what a student is expected to learn and/or demonstrate.
slide68

Credits

Standards-Based IEPs

Arkansas Department of Education

Special Education

June 2012

Standards-Based Individualized Education Programs (IEPs)

Council of Chief State School Officers

Assessing Special Education Standards (ASES)

State Collaborative on Assessment and Student Standards (SCASS), 2012

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