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Developing IEP Goals - Feeding Both Hands

Developing IEP Goals - Feeding Both Hands. Presented by Bridgette M. Alvarez St. John the Baptist School System IEP Coordinator July 2017. Overview. Why Do We Write Compliant, Meaningful IEP Goals ? Legal cases LDOE Requirements for IEP Goals Standards-based IEPs IEP Writing Checklist

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Developing IEP Goals - Feeding Both Hands

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  1. Developing IEP Goals - Feeding Both Hands Presented by Bridgette M. Alvarez St. John the Baptist School System IEP Coordinator July 2017

  2. Overview • Why Do We Write Compliant, Meaningful IEP Goals? • Legal cases • LDOE Requirements for IEP GoalsStandards-based IEPs • IEP Writing Checklist • How Do We Choose and Piece IEP Goals Together? • Goal-Writing Process • IEP Writing Checklist – Am I ready to write an IEP? (Data, Data, Data) • Present Level of Academic Achievement and Functional Performance • Progress Reports • What do IEP Goals look like? • SMART • Making goals rigorous and achievable • Depth of Knowledge (DOK) • Strategies • GAP Skills IEP Goals • Standards-based Goals • Samples goals – The good, The Bad and The Ugly • Review

  3. Why Do We Write Compliant, Meaningful IEP Goals? Legal Cases • Board of Education of the Hendrick Hudson Central School District v. Rowley • Individuals with Disabilities Education Act (IDEA) • The courts defined FAPE • Provide personalized instruction with sufficient support services to permit the child to benefit educationally from that instruction • The instruction need only to confer some educational benefit to qualify as FAPE • “Look for the small progress”

  4. Why Do We Write Compliant, Meaningful IEP Goals? Legal Cases • Endrew F. v. Douglas County School District • A boy with Autism and Attention Deficit Disorder who made almost no progress on his IEP goals • Parents augured that Drew was entitled to an equal opportunity to achieve success like other students • The Supreme Court ruled that Individualized Education Programs (IEPs) must give students with disabilities more than the minimal educational benefit • Chief Justice John G. Roberts wrote that IDEA aims for “grade level advancement for children with disabilities who can be educated in the regular classroom.” Therefore, a de minimis standard makes no sense • An educational program must be reasonably calculated to enable a child to make progress appropriate in light of the child’s circumstances.

  5. Why Do We Write Compliant, Meaningful IEP Goals? LDOE Requirements for IEP Goals - Standards-based IEPs • The standards-based IEP involves a process in which the IEP Team has incorporated state content standards in its development. • The IEP is directly linked to and framed by Louisiana’s course content standards for the grade in which the student is enrolled or will be enrolled. • In addition to grade level content standards, the IEP must also address other functional or developmental needs resulting from the student’s disability to include GAP skills. • We must feed both hands • Meeting students where they are through GAP skills goals. • Ensuring that all students address the general curriculum at their grade level through Standards-based Goals.

  6. Why Do We Write Compliant, Meaningful IEP Goals? LDOE Requirements for IEP Goals - Standards-based IEPs • All goals should be developed with the expectation of what the student can reasonably achieve within an IEP year • Too many goals could make the entire IEP unachievable • All goals should be meaningful and move a student forward • Goals should not be repeated without justification • Goals should be understandable to the receiving teacher, substitute, student, parent, administrator and others responsible for the goal

  7. Why Do We Write Compliant, Meaningful IEP Goals? IEP Writing Checklist • Purpose • To provide a meaningful and achievable program for students with special needs • IEPs should be • Parent friendly • Data driven • Free from jargon and subjective language • IEP rules to live by: • KISS – Keep it simple • Use the student’s initial’s, pronouns or “the student” throughout the IEP to protect the student‘s personally identifiable information (ACT 835) • Piece information together like a puzzle • Always write an IEP that moves a student forward • Use current data • NEVER CUT AND PASTE!!

  8. How Do We Choose and Piece IEP Goals Together? The Goal-Writing Process NEED ▼ PLAAFP ▼ GOAL ▼ MEASURING PROGRESS ▼ REPORTING PROGRESS

  9. How Do We Choose and Piece IEP Goals Together? IEP Writing Checklist – Am I ready to write an IEP? Do I have …. • The previous IEP and Progress Report • Data Collection Logs/Detailed Progress Reports • Current Grades and Statewide Test Scores • Current District testing results (detailed report) • A working knowledge of the curriculum/standards (past, present and future) • Student work samples • Student’s age and grade • Evaluation results • Discipline and attendance history • Parent concerns

  10. How Do We Choose and Piece IEP Goals Together? The Present Level of Academic Achievement and Functional PerformancePLAAFP • One PLAAFP needed for each identified skill-related need • Describes the strengths and needs of a student in relation to accessing and mastering the general curriculum • Contains detailed progress monitoring results from previous IEP goals • Contains information about how the student learns • Successful accommodations • Successful interventions • Contains assessment data (not just the scores)

  11. How Do We Choose and Piece IEP Goals Together? The Present Level of Academic Achievement and Functional PerformancePLAAFP • Contains information about how the student’s disability affects participation and progress in the general curriculum • without making placement decisions • Data, Data, Data • What are the supports that the student needs to obtain skills in the general education curriculum (move the student forward) • Contains data that supports that the student is on track to obtain grade-level proficiency within the IEP year

  12. How Do We Choose and Piece IEP Goals Together? Developing Present Level of Academic Achievement and Functional Performance (PLAAFP) • Gather data: Deficit areas from the evaluation/previous IEP, Illuminate, Fastbridge, etc.

  13. How Do We Choose and Piece IEP Goals Together? Present Level of Academic Achievement and Functional Performance (PLAAFP) Sample • Academic • When JK counts, he often reads two-digit numbers as one digit numbers. For example, he will read 47 as four-seven. JK has been working hard on his counting at home and at school. His strength with speed and accuracy are with numbers 1 through 13. He begins to make errors in the teens and with higher numbers. He understands the pattern of counting and does a better job counting when each number is presented in isolation rather than in a series of numbers in a row. JK is currently able to count to 50 with 80% accuracy. DOES THIS PLAAFP CHECK ALL OF THE BOXES? 1. Describes the strengths and needs of a student in relation to accessing and mastering the general curriculum 2. Contains information about how the student learns: Successful accommodations, Successful interventions 3. Contains assessment data (not just the scores) 4. Contains detailed progress monitoring results from previous IEP goals

  14. How Do We Choose and Piece IEP Goals Together? Present Level of Academic Achievement and Functional Performance (PLAAFP) Sample • Academic • When JK counts, he often reads two-digit numbers as one digit numbers. For example, he will read 47 as four-seven. JK has been working hard on his counting at home and at school. His strength with speed and accuracy are with numbers 1 through 13. He begins to make errors in the teens and with higher numbers. He understands the pattern of counting and does a better job counting when each number is presented in isolation rather than in a series of numbers in a row. JK is currently able to count to 50 with 80% accuracy. DOES THIS PLAAFP CHECK ALL OF THE BOXES? 1. Describes the strengths and needs of a student in relation to accessing and mastering the general curriculum 2. Contains information about how the student learns: Successful accommodations, Successful interventions 3. Contains assessment data (not just the scores) 4. Contains detailed progress monitoring results from previous IEP goals – THE ENTIRE STATEMENT

  15. How Do We Choose and Piece IEP Goals Together? Progress Reports • Should provide a wealth of information to: • Measure growth • Develop the next PLAAFP • Determine if the goal is working • Determine if the strategies that are being used are working • If the Progress Reports is not showing that the student is progressing: • The goal is not working or is not being implemented • Change the strategies • Change the goal • Changethe execution of the goal

  16. How Do We Choose and Piece IEP Goals Together? Progress Reports • JK is progressing satisfactorily. His ELA grade is 79C and progress monitoring score is 61F. • JK is able to identify 20 out of 26 letter sounds. He has met his goal on 0 out of 10 activities. • The End of the year Standardized ELA Benchmark indicates that the student performed a Basic. • JK is able to identify the correct inferred main purpose from 3 multiple choice options for 2 out of 3 passages on 8 out of 10 times. • He is at 15% of this goal. • DO THESE PROGRESS REPORT STATEMENTS GIVE USE USEFULL INFORMATION TO WRITE A PLAAFP? • 1. Measure growth • 2. Develop the next PLAAFP • 3. Determine if the goal is working • 4. Determine if the strategies that are being used are working

  17. How Do We Choose and Piece IEP Goals Together? Progress Reports • JK is progressing satisfactorily. His ELA grade is 79C and progress monitoring score is 61F. • JK is able to identify 20 out of 26 letter sounds using flashcards and prompting. He has met his goal on 0 out of 10 activities. • The End of the year Standardized ELA Benchmark indicates that the student performed a Basic. • JK is able to identify the correct inferred main purpose from 3 multiple choice options for 2 out of 3 passages on 8 out of 10 times. • He is at 15% of this goal. • DO THESE PROGRESS REPORT STATEMENTS GIVE USE USEFULL INFORMATION TO WRITE A PLAAFP? • 1. Measure growth • 2. Develop the next PLAAFP • 3. Determine if the goal is working • 4. Determine if the strategies that are being used are working

  18. What Do IEP Goals Look Like?Requirements for IEP Goals • The standards-based IEP involves a process in which the IEP Team has incorporated state content standards in its development. • The IEP is directly linked to and framed by Louisiana’s course content standards for the grade in which the student is enrolled or will be enrolled. • In addition to grade level content standards, the IEP must also address other functional or developmental needs resulting from the student’s disability to include GAP skills. • The Supreme Court ruled that Individualized Education Programs (IEPs) must give students with disabilities more than the minimal educational benefit.

  19. What Do IEP Goals Look Like?Measurable Goals WHOThe student BEHAVIORwill do what CRITERION to what level or degree CONDITIONSunder what conditions TIMEFRAMEin what length of time SMART: Specific, Measurable, Achievable, Realistic &Result-Oriented, Time-Bound

  20. What Do IEP Goals Look Like?Depth of Knowledge (DOK) • Use descriptors from the DOK to make your goal observable and rigorous

  21. What Do IEP Goals Look Like?Strategies • Choose strategies that are • Age and grade appropriate • Research-based • Move a student forward • Strategy Resources • Evaluation Results (recommended strategies) • Reading Rockets http://www.readingrockets.org • Intervention Central http://www.interventioncentral.org • LearnZillionhttps://learnzillion.com • KhanAcademy https://www.khanacademy.org

  22. What Do IEP Goals Look Like?Developing GAP Skills IEP Goals • Identify gap skills and deficit skills from District Assessment - Fastbridgeor from the Diagnostic Illuminate Assessment (non-grade level standards) • Choose critical area(s) to address based on students need and grade level 4th grader Vocabulary Teach whole word and word segmentation

  23. What Do IEP Goals Look Like?Developing GAP Skills IEP Goals • Diagnostic Illuminate Assessment (non-grade level standards)

  24. What Do IEP Goals Look Like?Vocabulary Development Gap skill Goal Sample Using context clues, DB will recognize unfamiliar words on 2nd grade level stories with at least 70% accuracy on 7 out of 10 assignmentsby the end of the IEP year. • Components of Measurable Annual Goals • Who The student • Behavior will do what • Criterion to what Level or Degree • Conditions Under what conditions • Timeframe in what length of time

  25. What Do IEP Goals Look Like?Developing a Standards-based Goal • Using Goalbook, develop standards-based goals addressing deficits identified from the Benchmark Illuminate Assessment (grade-level standards) • Choose level of support (Mild, Moderate, Intensive) • Modify Goalbook goals to meet the Components of Measurable Annual Goals • Make the Goalbook goal parent friendly as needed GoalbookRL.4.6 Standard Literacy.RL.4.6_1 Point of View

  26. What Do IEP Goals Look Like?Developing A Standards-based Goal Using Goalbook • Using Goalbook, develop standards-based goals addressing deficits identified from the Benchmark Illuminate Assessment (grade-level standards) • Choose level of support (Mild, Moderate, Intensive) GoalbookRL.4.6 • General Rule • Grade Level – missing strategy (Condition) • Mild – 1-2 grade levels below • Moderate - 3-4 grade levels below • Intense Level – Primary used for students with moderate disabilities

  27. What Do IEP Goals Look Like?Developing A Standards-based Goal Using Goalbook • Using Goalbook, develop standards-based goals addressing deficits identified from the Benchmark Illuminate Assessment (grade-level standards) • Choose level of support (Mild, Moderate, Intensive) Original Goalbook RL.4.6 – Mild Level of Support (2 grade levels below)

  28. What Do IEP Goals Look Like?Reading Comprehension Standards-based Goal From Goalbook-Modified & Parent Friendly By the end of the IEP year, after reading two grade level texts with key words highlighted and using a graphic organizer, DB will compare which passages are told from a first-person point of view, and which are from a third-person point of view on 7 out 10 assignments with 70% accuracy.   • Components of Measurable Annual Goals • Who The student • Behavior will do what • Criterion to what Level or Degree • Conditions Under what conditions • Timeframe in what length of time

  29. What Do IEP Goals Look Like?Samples goals – The good, The Bad and The Ugly • Student will improve reading skills for adult life and post-secondary training/education. • Student will improve math skills for adult life and post-secondary training/education. • Student will develop skills necessary for daily living.

  30. What Do IEP Goals Look Like?Samples goals – The good, The Bad and The Ugly • Student will improve reading skills for adult life and post-secondary training/education. • Student will improve math skills for adult life and post-secondary training/education. • Student will develop skills necessary for daily living. • BAD • MISSING COMPONENTS • NOT MEASURABLE • NOT SMART

  31. What Do IEP Goals Look Like?Samples goals – The good, The Bad and The Ugly • Student will demonstrate appropriate school behavior (keeping hands/feet to self (stay inside persona space), not yelling, not running) during unstructured/transitional times, 80% of the time, on weekly data collection charts.

  32. What Do IEP Goals Look Like?Samples goals – The good, The Bad and The Ugly • Studentwill demonstrate appropriate school behavior (keeping hands/feet to self (stay inside persona space), not yelling, not running) during unstructured/transitional times, 80% of the time, on weekly data collection charts. • Who The student • Behavior will do what • Criterion to what Level or Degree • Conditions Under what conditions • Timeframe in what length of time

  33. What Do IEP Goals Look Like?Samples goals – The good, The Bad and The UglyStandards-Based Goal • Using graphic organizers and context clues, JK will determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings with 70 % accuracy for 7 out 10 assignments during the IEP year.

  34. What Do IEP Goals Look Like?Samples goals – The good, The Bad and The UglyStandards-Based Goal • Using graphic organizers and context clues, JKwill determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings with at least 70 % accuracy for 7 out 10 assignmentsby the end of the IEP year. • Who The student • Behavior will do what • Criterion to what Level or Degree • Conditions Under what conditions • Timeframe in what length of time

  35. Developing IEP Goals - Feeding Both HandsReview • Gather data: Deficit areas from the evaluation/previous IEP, District Assessments, Formal and Informal Assessments, etc. • Identify gap skills and deficit skills from informal assessment (non-grade level standards) • Choose critical area(s) to address based on student’s need and grade level • Too many goals will make the IEP unachievable • Develop standards-based goals addressing deficits identified from the Informal Assessment (District Assessment) (grade-level standards) • Modify goals to meet the Components of Measurable Annual Goals • Make the goal parent friendly and easy to understand • Make the goal achievable • Too many goals will make the IEP unachievable

  36. Bridgette M. Alvarezbalvarez@stjohn.k12.la.us

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