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Gold Star. Making our IEPs Compliant AND Well Written: A Shift in Thinking. SST 13 Deb McGraw & Sean Riley. Gold Star. How can well written IEPs increase student performance and close the gap?. Goals for Today.
Deb McGraw & Sean Riley
Foundation of IEP – Connection to ETR
(i.e. Assistive Technology assessment was done but why the student doesn’t have AT on the IEP , Dismissal from a related service, Why accommodations are needed (i.e. dictation)
Present Levels of Performance
Anthony’s ETR data, collected November 2012, indicates that his performance in the area of Reading Comprehension is below average with 40% accuracy.
MAZE reading comprehension data, collected in September 2013, records a score of 13. The benchmark for 19th grade, fall semester, is 28+
Devin reads 101 words per minute on 5th grade material. On indicator assessments, Devin scored 70% or above on figurative language, character, and point of view. He scored 30% on his setting assessment. He is slowly making progress with identifying the main idea with 2 supporting details, sequencing events, and summarizing text.
Given grade level text, Devin will answer literal and inferential questions about what he has read, and/or had been read aloud with 75% accuracy.
Now only 3* elements are needed:
Also see http://www.adprima.com/examples.htm
Both must be present to be compliant
1. Criteria - examples:
2. Mastery – how many times before the skill is considered mastered – examples:
When given a 10th grade reading probe, Anthony will apply reading comprehension strategies, such as skimming, scanning, highlighting, visualizing, predicting and questioning, to demonstrate knowledge of the text, by answering comprehension questions with 89% accuracy.
Given a reading passage, Adrianna will increase her phonemic awareness, word recognition, and comprehension with 80% accuracy.
Mark will improve his fluency of basic math skills, increase his ability to solve word problems independently and increase his math reasoning skills so that he can perform grade level work.
You can have a bad compliant goal
By December 2014, Todd will use strategies to follow classroom routines and meet classroom expectations in 4 out of 5 instances. He will follow three step directions given to him by his teacher. He will demonstrate behavior that causes peers and teachers to react in a positive manner to him. Todd will accept consequences and direction from adults
Go back to your PLOP and be sure to have the baseline measurement that matches your goal. It will have a lesser level of achievement but this statement MUST be in the PLOP.
(i.e. given __ grade material, in 3 minutes, with a topic sentence/2 supporting details and a conclusion, using a 3+ word sentence….)
B. Make it specific
(i.e. double digit problems with regrouping, inferential questions, finding the main idea within the text read by the student…)
(i.e. %tage, __documented occasions, __ times in science class, …)
B. Mastery – how many times does the student have to do it, for you to consider it mastered?
(i.e. 3 consecutive sessions/days, __ out of __ documented occasions/opportunities, at least__ times a day…)
*We think this is not needed in the goal but was part of the original 6
B. Mention how this compares to typical peers
Frequent feedback and checks of understanding
What is the knowledge/ skills you have that are needed???
Breaking down tasks
Simplify vocabulary- examples/pre-teach
Direct instruction with a multisensory approach -using visuals and kinesthetic (touch- tracing letters, and movement) in basic reading skills, to include:
Intervention in the area of reading to include:
Time:Should be in minutes/hours
Frequency: Should be per day/week/month/quarter
All the same elements as SDI
Speech and Language:
Any service that directly assists in the selection, acquisition or use of an assistive technology device. The term includes:
You need to indicate :
Be as specific as possible!!
IEP specifies when, where, how and under what conditions accommodations will occur..
Goal, Time , Frequency and Location is not required
Which will be delivered by an Aide – it should be documented under Support for School Personnel
Cannot appear in the Specially Designed Instruction section
Notice, no indirect services; such as adapting materials and meetings are on an IEP, they are part of your workload.
From Annotated IEP Guide