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Standards Aligned Individualized Education Programs. Measurable Annual Goals.

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### Standards Aligned Individualized Education Programs

Measurable Annual Goals

The mission of the Pennsylvania Training and Technical Assistance Network (PaTTAN) is to support the efforts and initiatives of the Bureau of Special Education, and to build the capacity of local educational agencies to serve students who receive special education services.PaTTAN’s Mission

Our goal for each child is to ensure Individualized Education Program (IEP) teams begin with the general education setting with the use of Supplementary Aids and Services before considering a more restrictive environment.PDE’s Commitment to Least Restrictive Environment (LRE)

STANDARDS ALIGNED MAGs

- Are derived from the PA Academic Standards
- Use language from Standards (including Big Ideas, Concepts and/or Competencies from the Standards Aligned System) or Assessment Anchor Content Standards
- Are based on needs as described in the PLAAFP
- Are required for students who take the PSSA-Modified

Characteristics of standards aligned goals:

- Address student needs identified in PLAAFP
- Project student performance at the end of one year of instruction
- Begin from baseline of skill
- Describe skill attainment level
- Need to be prioritized
- Are NOT the curriculum or program
- State measurable, countable data
- Lead to visual countable progress monitoring

Addressing Needs for David

See David’s Present Level of Academic Achievement Handout

KEY QUESTIONS TO ASK…

What prerequisite skills/knowledge does David need to close the gap between his present levels of academic achievement and the grade-level standards?

What are David’s Reading Needs?

See David’s Present Level of Academic Achievement Handout

- Questions requiring inferences (Reading Standard1.2.8A3) are accurate on average of 42% from classroom work samples.
- David needs to be able to make and support, with evidence, assertions about texts (Reading Standard 1.1.8G1).

Inference - Standards Aligned Goal Sample

Category 1.2 Reading Critically in All Content Areas

Standard 1.2.8A Read and understand essential content of informational texts and documents in all academic areas… Draw inferences based on a variety of information sources.

Anchor R8.A.1.3 Make inferences, draw conclusions, and make generalizations based on text.

Goal: Using classroom reading materials and graphic organizers, David will identify evidence from text to support generalizations in order to make inferences with 80% accuracy on 8 work samples collected bi-monthly.

Standard 1.2.8A 3 - Inference Sample

Read the Rule Statement. Next read the Passage and Inference Question. Mark the words that will help you answer the question. Record your answer.

Addressing Needs for Mary

KEY QUESTIONS TO ASK…

- What skills/knowledge are needed to access and align with the grade level reading standard?
- What is the standard all about? (Big Idea)
- Which Alternate Achievement Standards address Mary’s needs?

What are Mary’s Reading Needs?

See Mary’s Present Level of Academic Achievement Handout

- Mary averaged 40% on weekly probes, when answering ‘where’, ‘when’ and ‘why’ questions after reading a 1st grade reading passage (Reading Standard 1.1.7.D)
- Mary requires multiple prompts to identify and use text structures and graphic information (Reading Standard 1.1.7.D) and to respond to the essential content of the text (Reading Standard 1.2.7.E)

- Standards Aligned Goal Sample

Category 1.2 Reading, Analyzing and Interpreting Text

Standard 1.2.7.E Read, understand, and respond to essential content of text and documents in all academic areas.

Anchor R7.A.2.4 Identify and explain the main idea and relevant details.

PASA Assessment Anchor R7&8.AA.2.4 Identify and explain the main ideas and relevant details, including answering literal comprehension questions and sequencing events.

Goal: Using classroom reading materials, graphic organizers, visuals and symbols, Mary will identify relevant details in order to answer comprehension questions and/or sequence events with 80% accuracy on 5 consecutive weekly probes.

Short Term Objectives

- When provided with an array of choices that includes distractors , Mary will identify relevant details in response to teacher prompts with 80% accuracy across 5 consecutive weekly probes.
- When provided with relevant details, Mary will answer comprehension questions with 80% accuracy on 5 consecutive weekly probes.
- With provided with relevant details, Mary will sequence 4-6 events in text and/or picture format with 80% accuracy on 5 consecutive weekly probes.

Standard 1.2.7.E: Read, understand, and respond to essential content of text and documents in all academic areas.

Science Lesson: 7th grade Rock Cycle

http://www.learner.org/interactives/rockcycle/about.html

Standard 1.2.7.E: Read, understand, and respond to essential content of text and documents in all academic areas.

Word Bank

Igneous

Sedimentary

Metamorphic

Standard 1.2.7.E: Read, understand, and respond to essential content of text and documents in all academic areas.

Standard 1.2.7.E: Read, understand, and respond to essential content of text and documents in all academic areas.

What are David’s Writing Needs?

See David’s Present Level of Academic Achievement Handout

When writing and editing, David needs to use appropriate conventions including correct grammar, capitalization, spelling, punctuation, and sentence formation, and score a minimum of 56 on the Correct Word Sequence Grade 8 assessment (Writing 1.5.5, 1.5.8).

Writing Conventions Standards Aligned Goal Sample

Category 1.5 Quality of Writing (conventions)

Standard 1.5.8F Use grade appropriate conventions of language when writing and editing.

• Spell common, frequently used words correctly.

• Use capital letters correctly.

• Punctuate correctly.

• Use correct grammar and sentence formation.

Example Goal: Given a writing prompt, David will write a three-paragraph essay and score a minimum of 56 on the Correct Word Sequence Grade 8 assessment, for three out of four prompts given weekly.

For example. . .

Because the period is considered essential punctuation, it is joined with the words before and after it to make 2 correct writing sequences.

Since the first word is correct, it is marked as a correct writing sequence.

^It ^ was ^ dark ^ .^ Nobody ^ could seen the ^ trees ^ of ^ the forrest.

Grammatical or syntactical errors are not correct.

Misspelled words are not counted.

www.interventioncentral.org

What are David’s Math Needs?

Handout Pgs. 12 & 13

- Difficulty in mathematical written problem solving and needs to verify and interpret, using precise mathematical language (Math Standard 2.5.8B).
- Needs to describe and generalize patterns including linear, exponential and simple quadratic relationships (Math Standard 2.8.8B).

Interpret Math LanguageStandard Aligned Goal Sample

Category 2.5 Mathematical Problem Solving and Communication

Standard 2.5.8.B Verify and interpret results using precise mathematical language, notation and representations, including numerical tables and equations, simple algebraic equations and formulas, charts graphs and diagrams.

Goal: Given grade level story problems involving data, David will use notation and representations to interpret results, scoring 4 of 5 on three consecutive trials on a Math Language Rubric (used to score his answers) on assessments given every two weeks.

Math Probe SampleThe histogram below shows the ages of the people attending a sporting event.

Frequency

Age in Years

Estimate the mean age of the people attending this sports event.

Describe the distribution of these ages.

What type of sports event might this be? Explain your reasoning.

What are Mary’s Math Needs?

See Mary’s Present Level of Academic Achievement Handout

- Mary averaged 60% accuracy when adding single digit addition and subtraction problems with regrouping (Math Standard 2.2.7N).
- Needs to recognize, reproduce, extend, create and describe patterns, sequences and relationships verbally, numerically, symbolically and graphically, using a variety of materials (Math Standard 2.8.7A).

Interpret Math LanguageStandard Aligned Goal Sample

Category 2.8 Algebra and Functions

PA Standard 2.8.7.C Recognize, describe, extend, create, replicate, form a rule, and/or find a missing element for a variety of rational number patterns, sequences, and relationships verbally, numerically, symbolically, and graphically

Assessment Anchor Demonstrate an understanding of patterns, relations and functions

Big Idea Relations and functions are mathematical relationships that can be represented and analyzed using words, tables, graphs and equations

PA Alternate Achievement Standard 2.8.7.A Recognize, reproduce, extend, create and describe patterns, sequences and relationships verbally, numerically, symbolically and graphically, using a variety of materials

Interpret Math LanguageStandard Aligned Goal Sample

Category 2.8 Algebra and Functions

Goal: Given charts and tables involving data, Mary will use manipulatives and response boards to recognize and describe patterns and relationships, scoring 4 of 5 on three consecutive trials of specific skill assessments given every two weeks.

Math Probe Sample

Earning Money Task

Mary has $5 in her bank. She earns $5 per day cleaning the family swimming pool. List the amount of money Mary has on Day 3, Day 4, and Day 5.

1.1.3 Learning to Read Independently (elementary example)

Let’s create

an IEP goal

1.1.3 E. Acquire a reading vocabulary by identifying and correctly using words (e.g. antonyms, synonyms, categories of words). Use a dictionary when appropriate.

- Condition/Name: given student friendly definitions and a

*Word Map, Tate will

- Stem/Action: … identify and correctly use antonyms, synonyms, and categories of words…

- Criteria: score a minimum of 4 on a 5-point Vocabulary Retell Rubric on 5 consecutive weekly vocabulary probes

- See Word Maps

Stem = Language taken from the standard, anchor, Curriculum Framework

See Vocabulary Word Handout

1.3.11 Reading, Analyzing and Interpreting Literature (elem. ex.)

Let’s create

an IEP goal

1.3.11 E. Analyze how a scriptwriter’s use of words creates tone and mood, and how choice of words advances the theme or purpose of the work.

- Condition/Name: using graphic organizers and highlighters, Tate will
- Stem/Action: … analyze a script by identifying words and/or phrases that create tone and mood and advance the theme or purpose of the work…
- Criteria: and highlight 90% of the words and/or phrases on a minimum of 5 consecutive weekly opportunities.

1.4. Types of Writing

Let’s create

an IEP goal

1.4.3. C. Write an opinion and support it with facts.

Condition/Name:_________________________________

- Stem/Action: ___________________________________

Criteria: ________________________________________

Summary – SAS IEP Goals

PA measurable goal statements include:

- Condition
- Student name
- Behavior
- Criteria

Standards Aligned Steps

- Review Present Levels
- Prioritize student need
- Determine the PA standard that correlates with each need
- Write the goal, including the items in the left column

Goals on the IEP you wrote…

- Read the goals on the IEP you wrote.
- Highlight the following:
- What you want the student to do (action/performance) inGREEN
- Using what – under what conditions inYELLOW
- The performance criteria information inBLUE
- The student name … N/A for confidentiality purposes
- Use PINKto highlight the standard or anchor information that is written.

How well were the goals written?

A= I want to send them to PDE!

B= The goals include information from the standards most of the time.

C= I’m moving in the right direction!

D= The goals are vague - not measurable enough.

F = I want to shred this and start over!

Additional Examples of Math Goals

Using a part of a standard:

Standard (5th grade):

Apply place-value concepts to order and compare decimals and to express whole numbers and decimals in expanded notation

Sample Goal Using Part of a Standard

- Condition: When provided with problems involving decimals…
- Name/Stem/Action: … Tate will correctly order and compare sets of decimals…
- Criteria: …with 90% accuracy on 4 of 5 attempts from weekly assessments

Related sample SDI:

- Use of appropriate manipulatives for initial instruction
- Use of graph paper to support place value alignment
- Use of a calculator/Instruction on the use of the calculator related to performing operations with decimals

Additional Examples of Math Goals

Using a part of a standard:

Standard (5th grade):

Apply place-value concepts to order and compare decimals and to express whole numbers and decimals in expanded notation

Alternate Standard 2.1 Numbers, Number Systems and Number Relationships

2.1.K. Apply Place Value Concepts and Numeration to Counting, Ordering, and Grouping

*Matches numeral to quantities

* Orders consecutive and non-consecutive numbers (0-19)

Sample Goal Using Part of a Standard

- Condition: When provided with numerals 0-19 in numeric and word form…
- Name/Stem/Action: … Mary will match, count, and order sets of manipulativesincluding number cards
- Criteria: …with 90% accuracy on 4 of 5 attempts from weekly assessments

Related sample SDI:

- Use of multi-sensory manipulatives for initial instruction and reinforcement
- Use review and errorless learning to prime instruction
- Use of number chart as visual support

Additional Examples of Math Goals

Using SAS Curriculum Framework

Competency(4th grade):

Apply increasingly sophisticated strategies to solve multiplication and division problems that include, and go beyond, basic facts and one-digit multiplier problems, using properties of addition and multiplication. Select and apply appropriate strategies to estimate and/or solve a variety of problems, including problems involving addition and subtraction of decimals and of fractions with like denominators

Example Goal Using SAS Curriculum Framework

- Condition/Name: When provided with in- and out-of-class assignments and assessments, Tate will
- Stem/Action: … correctly solve problems requiring the multiplication of two-digit numbers (and beyond)
- Criteria: …with 90% accuracy on 6 consecutive trials from assignments and assessments collected weekly

Related sample SDI:

- Instruction on alternative algorithms
- Pre-teaching of alternative algorithms using manipulatives
- Computer-based or web-based instruction/practice designed to increase basic fact fluency (multiplication and division)

Additional Examples of Math Goals

Using a part of a standard:

Competency(4th grade):

Apply increasingly sophisticated strategies to solve multiplication and division problems that include, and go beyond, basic facts and one-digit multiplier problems, using properties of addition and multiplication. Select and apply appropriate strategies to estimate and/or solve a variety of problems, including problems involving addition and subtraction of decimals and of fractions with like denominators

Alternate Standard (2.1.3.L)

2.1.3.M Demonstrate knowledge of basic facts in four basic operations (addition, subtraction, multiplication, and division)

- Identify symbols +, -, x, /
- Solve basic facts (0-9)

Example Goal Using SAS Curriculum Framework

- Condition/Name: When provided with basic facts, including addition, subtraction, multiplication and division, Mary will
- Stem/Action: … correctly solve problems that include single whole numbers
- Criteria: …with 90% accuracy on 6 consecutive trials from assignments and assessments collected weekly

Related sample SDI:

- Provide manipulatives and use of computer software for support
- Create review cards/packets for daily practice
- Utilize chart to monitor progress on goals

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