School District of Philadelphia Standards-Aligned IEPs August 2011.

School District of Philadelphia

Standards-Aligned IEPs

August 2011

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Session Objectives

• Participants will be able to apply a six step process for developing annual measurable IEP goals

• Participants will be able to:• Make necessary data collection decisions• Establish baseline data• Collect ongoing progress monitoring data• Analyze data collected to make

appropriate instructional changes

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Agenda

• Welcome• Warm Up• Six Step Process for writing annual

measurable IEP goals

PA Academic Standards

What students need to know and be able to do

Required by state regulation as basis for curriculum and instruction in PA schools.

Necessitate assessment, instruction, materials, strategies that are best suited to help all students achieve.

Should be reflected in IEPs

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Standards and Anchors

Standards Benchmark measures define what

students should know and be able to do

Assessment Anchors Provide clear examples of

skills/knowledge that should be learned and will be assessed on state tests at specific grade levels

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R5.B.1.1 Compare characters, settings and plots

Reference: 1.3.5.B

R5.B.1.1.1Items may ask the students to compare or explain relationships among the following:

Characters: main, supporting, actions, motives and emotions/feelings;

Settings: where or when the story takes place, a detail that describes the setting, or information form the text that suggests a setting;

Plots: conflict, rising action, climax and resolution.

Note: Items may ask students to utilize story maps or Venn diagrams to show sequence, cause & effect, and/or comparison/contrast.

ASSESSMENT ANCHORR5.B.1 Describe and interpret literary elements within and among

texts.

R5.B Interpretation and Analysis of Literature

Standard: 1.3. Reading, Analyzing and Interpreting Literature

1.3.5. GRADE 5

A. Read and understand works of literature.

B. Compare the use of literary elements within and among texts including characters, setting, plot, theme and point of view

Pennsylvania Department of Education

StandardStandardStandardStandard AnchorAnchorAnchorAnchor

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Standard: 2.1. Numbers,

Number Systems and Number Relationships

2.1.8. GRADE 8 A. Represent and use

numbers in equivalent forms (e.g., integers, fractions, decimals, percents, exponents, scientific notation, square roots).

 B. Simplify numerical expressions involving exponents, scientific notation and using order of operations.

M8.A Numbers and Operations

Assessment Anchor

M8.A.1 Demonstrate an understanding of numbers, ways of representing numbers, relationships among numbers, and number systems.

ELIGIBLE CONTENT

M8.A.1.1 Represent numbers in equivalent forms.

Reference: 2.1.8.A, 2.1.8.B

M8.A.1.1.1 Convert fractions, decimals and/or percents to equivalent forms (i.e., 1/3 = 33 1/3% = .333).

M8.A.1.1.2 Use scientific notation or exponential forms to express numbers.

M8.A.1.1.3 Find the square or cube of a whole number and/or the square root of a perfect square (without a calculator).

Pennsylvania Department of Education

StandardStandardStandardStandard AnchorAnchorAnchorAnchor

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Access to General EducationBRIDGE

Where they need to be

Where they are

SDI

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Accessing the General Education Curriculum

• What is meant by the general education curriculum?

• The full range of courses, activities, lessons, and materials routinely used by the general population of a school

• What is meant by access?• Active engagement in learning the

content and skills of the curriculum that is being taught to general education students

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What is a Standards-Aligned

IEP?

An IEP that connects a student’s learning to grade level standards and evaluates their progress through the lens of the general education curriculum and state standards

Standards-Aligned IEP Goals

Are derived from the PA Academic Standards

Use language from Standards (including Big Ideas, Concepts and/or Competencies from the Standards Aligned System) and Assessment Anchor Content Standards

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Characteristics of Standards Aligned Goals

• Address student needs identified in Present Levels of Academic Achievement and Functional Performance (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: 3-5 goals • Are NOT the curriculum or program • State measurable, countable data• Lead to visual countable progress

monitoring12

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Steps to Writing Measurable IEP Goals

• Step 1: Consider Grade Level Standards and Content

• Step 2: Exam the Data• Step 3: Develop the PLAAFP (baseline

data)• Step 4: Develop Measurable Annual Goals• Step 5: Assess and Report Progress• Step 6: Specially Designed Instruction

(SDI), Supplementary Aids and Services, Accommodations / Modifications

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Step 1 Consider Grade Level Content

• What is the intent of the content standard?

• What is the content standard saying that the student must know and be able to do?

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Step 2Exam the Data

• Examine classroom and student progress monitoring data to determine where the student is functioning in relation to the grade level standards

• Include at least 3 to 4 types of assessment data

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Data Collection Decisions

• What kind of data will be collected?• Who will collect the data?• Where will data be collected?• How often will data be collected?

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Data Collection Decisions

What type of data will be collected?• Frequency or rate• Fluency• Percentage or accuracy• Duration• Latency• Quality• Level of Assistance• Number

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Data Collection Decisions

Who will collect the data?• Special education teacher• Regular education teacher• Paraprofessional• Parent• Related service provider• Student

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Data Collection Decisions

Where will the data be collected?• Settings (classroom, home,

playground, cafeteria, community, etc.)

• Situations (during instruction, transitions, free time, etc.)

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Data Collection Decisions

How often will the data be collected?• Daily• Twice a week• Weekly• Every other week

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Sample Data – Sample Items

• Pennsylvania System of School Assessment

• Pennsylvania Value-Added Assessment System (PVAAS)

• 4Sight

• Dynamic Indicators of Basic Early Literacy Skills (DIBELS)

• Group Mathematics Assessment and Diagnostic Evaluation (G-MADE)

• Group Reading Assessment and Diagnostic Evaluation (GRADE)

• Student work samples

• WIDA (ESL assessment)

• Career inventories

• Grades (report card)

• Curriculum-Based Assessment (CBA)

• Specific skills assessment

• Progress monitoring in content areas related to reading, mathematics, writing

• Previous years’ IEP

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Sample Data – Functional/Other

• Behavior

• Attendance

• Tardy

• Speech / Language

Occupational Therapy

Physical Therapy

Vision Support

Support – Students who are Deaf or Hard of Hearing

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Assessment Data

• Summative Assessments• Formative Assessments• Benchmark Assessments

• Screening• Progress Monitoring

• Diagnostic Assessments

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Step 3Develop the PLAAFP

Provide a summary of baseline academic

achievement data/assessment data indicating what the student is currently able to do and a description of how the disability effects student’s progress in the general education curriculum

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Example

“Jessie’s classroom performance is inconsistent.”

Does this example provide an explicit description of what Jessie is able to do?

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Your perspective…

• What might a student’s PLAAFP look like if all assessments and data were based on instructional level?

• What might a student’s PLAAFP look like if all assessments and data were based on grade level?

• What would be missing if only formative assessment was used?

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Step 4 Measurable IEP Goals

• Non-Measurable Annual Goal• John will decrease calling out in class.

• Measurable Annual Goal• John will increase hand raising and

waiting to be called on by the teacher to 10 times per day using event recording.

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Measurable GoalsJust Checking

• Condition• Student’s name• Clearly defined behavior• Performance criteria

Example

Given a random selection of 20 words from a pool of 100 words, Eva will spell 95% of the words correctly on three consecutive weekly spelling tests.

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Measurable Annual Goals at a GlanceCondition Name Clearly

Defined Behavior

Performance Criteria

Describe the situation in which the student will perform the behavior.Materials, settings, accommoda-tions?

Given visual cues…

During lectures in math…

Given active response checks…

Describe behavior in measurable, observable terms.Use action verbs.What will she/he actually DO?

Locate…Point to…Rank…State…

The level the student must demonstrate for mastery:How well?

% of the time

#times/# times

With the # or % accuracy

“X” or better on a rubric or checklist

Number of times needed to demon-strate mastery:How consistent-ly?

How consistently will the student need to perform the skill(s) before considered “mastered?”

Evaluation Schedule:

How often?

How often will the student be assessed?

What will be the method of evaluation?St

uden

t’s N

ame

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Measurable Annual Goals at a GlanceCondition Name Clearly

Defined Behavior

Performance Criteria

Describe the situation (materials, settings, accommoda-tions) in/with which the student will perform the behavior.

Describe behavior (what will she/he actually DO) in measurable, observable terms using stems from standards.

The level (how well?)the student must demon-strate for mastery:

Number of times needed to demonstrate mastery.

Evaluation Schedule (how often) and method, (measured how)

Given…, Given…, he he sheshe will do this,will do this, this well,this well, this many this many

days/times,days/times,

as as measured measured this often this often using using this.this.

Stud

ent’s

Nam

e

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Measurable Annual Goals at a Glance

ConditionName

Clearly Defined Behavior

Performance Criteria

Given…, Given…, he/he/sheshe

will do this … ,will do this … , this this well,well,

this many this many days/days/times,times,

as measured as measured this often using this often using ……

Short-term Objectives

Measurable

Developed for each annual goal

Serve as a plan for reaching the annual goal

Provide the process to objectively measure progress toward the annual goal

Short-term Objectives

Build Toward Annual Goal1. Sequential/Hierarchical

Goal: …multiple digit, multiple addends addition problems…

Basic math facts to 18 Double digit addition, no regrouping Double digit addition with regrouping

2. Target Important Skills in DomainGoal: …demonstrate appropriate social contacts…

Appropriate social proximity Greet peers Request peer assistance

Short-term Objectives

Annual Goal: Given a bank of 25 survival words, John will correctly identify the word and it’s meaning with 100% accuracy on 4 out of 5 daily trials.Objectives: Given a bank of 10 survival words, John will correctly identify the

word and its meaning with 100% accuracy on 4 out of 5 daily trials by the end of November.

Given a bank of 15 survival words, John will correctly identify the word and its meaning with 100% accuracy on 4 out of 5 daily trials by the end of February.

Given a bank of 20 survival words, John will correctly identify the word and its meaning with 100% accuracy on 4 out of 5 daily trials by the end of April.

Sequential/

Hierarchical

Short-term Objectives

Annual Goal: In weekly classroom simulations, John will apply self-determination skills independently, 4 out of 5 opportunities.Objectives In weekly classroom simulations, John will call and

appropriately make an inquiry about a job advertisement using telephone conduct guidelines in 4 out of 5 opportunities.

In weekly classroom simulations, John will complete a standard job application, providing accurate, legible information in 5 out of 5 opportunities.

In weekly classroom simulations, John will use the newspaper advertisements to develop a weekly shopping list that stays within a given budget and provides enough food in 5 out of 5 opportunities.

Skills in Domain

Short-term Objectives

While at his sheltered workshop, John will place items “in, on and under” upon request with 100% accuracy in 5 out of 6 requests as assessed weekly.

• Condition – While at his sheltered workshop• Student’s name – John• Clearly defined behavior – placing objects upon

request• Performance criteria

• Performance criterion – 100% accuracy• Number – 5 out of 6 requests• Evaluation schedule – weekly

Short-term Objectives

During lunchtime, John will use a spoon or fork during meal time, as appropriate for the food he’s eating, with 1 verbal reminder per meal 4 out of 5 days.

• Condition – During lunchtime• Student’s name – John• Clearly defined behavior – use a spoon or fork, as

appropriate for the food he’s eating• Performance criteria –

• Performance criterion – 1 verbal reminder• Number – 4 out of 5 days• Evaluation schedule – daily (lunchtime)

Short-term Objectives

Given her 8th grade science or social studies text, Marie will read assigned passages aloud at a rate of 125 wpm with 90% accuracy on weekly probes.

•Condition –

•Student’s name –

•Clearly defined behavior –

•Performance criteria –

•Performance criterion –

•Number –

•Evaluation schedule –

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Measurable GoalsJust Checking Activity

1. Look at the following examples and decide if they meet the criteria for a measurable goal.

2. If the example does not meet the criteria, identify the missing part and rewrite the goal to make it measurable.

3. Be prepared to share one of your amended goals with your table group.

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Measurable GoalsJust Checking Activity

1. Bruce will clap his hands when he hears the target sound produced during a series of isolated sound productions (e.g. ssss, rrr, t, k,zzzz, etc.) by November 2011.

2. Following the reading of a story at Jane’s independent level, she will orally retell the story to a peer buddy. Jenna must identify the setting and at least two characters who were in the story.

3. Rodger will identify sight words weekly after receiving teacher instruction and participating in related word study activities on a daily basis.

4. When given a probe sheet with words beginning with bl, cl, and fl consonant blends, Michael will see-say the words at a rate of 60 words per minute with two or fewer errors.

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Measurable GoalsJust Checking Activity

5. Given an opportunities to ask a question or make a comment, David will wait to be acknowledged with 100 % accuracy on 3 consecutive sets of opportunities as measured on a weekly checklist.

6. Given a calculator; a pencil; and a set of word problem, the teacher will explain and demonstrate a strategy for solving them, including all for steps each time.

7. Given a story at the 3rd grade level, the student will read silently with 90% comprehension.

8. At the end of the weekly spelling lesson, Jackie will correctly spell 5 of 10 single syllable words featuring the long a sound with 100% accuracy.

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Step 5 Assess and Report Progress

Consider:• How does the student demonstrate what

they know and is able to do?• How does the teacher evaluate student

progress?• Are a variety of assessments used to

measure progress?• How will progress be reported to

parents?

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Step 6Identify Specially Designed Instructionand Supplementary Aids and Services

• Available to all students who need them. • Designed to provide meaningful

educational benefit.• Provided in a manner that avoids

stigmatizing students • Enable students to access the general

education curriculum

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Meet David…

Completing his 7th grade year

( 12 years old)

IEP Written for 8th grade year

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Application Activity: The Six Step Process for Writing Measurable

Annual Goals

• Review handout, “David’s Present Levels of Academic Achievement”

• Underline his needs

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General Observations: David’s PLAAFP

Are they…• Connected to standards?• Descriptive?• Include strengths, needs, and input

from teachers?

General Observations: David’s PLAAFP

• Which data types are included in the PLAAFP?

• List examples of data types included in the PLAAFP

• Summarize the interpretations of the data and tell how it would impact David’s instruction

• Identify David’s instructional level• Are there areas where David’s

achievement are at grade? Where?

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Prep for the IEP

B ring all data

R esources: Standards

I ndividualize!

D escribe SDI that works

G rade level requirements

E nter your suggested measurable goals

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Prioritizing Needs for David

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?

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Program Modifications and Specially Designed Instruction

Standards (Big Ideas, Concepts, and/or Competencies from the Standards Aligned

System):The WHAT of education for all students

Specially Designed Instruction (SDI): The HOW of education for students with

disabilities

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Program Modifications and Specially Designed Instruction

SDI is based on identified student needs.

SDI connects to the goal, which comes from

needs identified in present levels, which

comes from assessment.

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The “What” of SDI

• May involve any aspect of the student’s instruction, including materials, techniques, assessments, and activities.

• May proceed to modifications of content, but only after modifying the instruction.

• Must consider the regular education curriculum first, then modifications to the regular education curriculum, and only then can specially designed instruction involve a special course.

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• Anywhere inside or outside the school, as stipulated in the IEP.

• Implemented in any classroom.

• Implemented by all teachers, although a special education teacher directs it.

Where is SDI Implemented?

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SDI for Assessment and Instruction

Assessment accommodations on IEP should be those used routinely by the student.

• “Directions for all assignments and assessments may be read aloud or clarified”.

• “Additional spacing provided for writing on worksheets and assessments.”

• “Use of word processor for tasks requiring written responses more than 2 sentences in length. Spell checker/grammar disabled for writing assessments. ”

• “Use of highlighter, graphic organizers for reading assignments in all classes.”

• “Allow highlighting, marking answers on the actual test form.”

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SDI Considerations - IEPs

• Does the SDI item relate directly to assessment information on the student?

• Can another adult read the SDI item and have a reasonable idea of what to do with the student?

• Does the SDI item include “brand names?”• Does the SDI item define “who” is going to implement

it, and how often a day or week it will be implemented?• Is it possible to measure the effectiveness of the SDI

item? • Is “As needed” or “Requested by student” used?

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Small Group Work

1. Work with a partner

2. Develop at least 3 SDI for David

3. Remember to refer to David’s “Present Levels” and “Goal”

4. Share with other diads at your table

5. Be prepared to share one with whole group

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Applying Progress Monitoring - David

Read the following list. Write one example of what could be collected to monitor and measure David’s progress for reading.

• Summative: ______________________________

• Formative: _______________________________

• Diagnostic: ______________________________

• Benchmark:______________________________

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Sample of David’s Reading Progress

Every 9 weeks parents will receive a report of

Reading goals measured by

Weekly probes in specific skills graphed

Accuracy graphed on related classroom worksheets/quizzes and tests

4Sight Reading Benchmark in Nov. Jan. and April

PSSA Reading April (parent report over summer)

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Graph on Inference Progress

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Sample of David’s Math Progress

Every 9 weeks parents will receive a report

of math goals measured by

Biweekly probes in math specific skills graphed

4Sight Math Benchmark in Nov. Jan. and April

PSSA Reading April (parent report over summer)

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David’s Year at a Glance in Math Language

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Sample of David’s Writing Progress

Every 9 weeks parents will receive a report of Writing goals measured by

Bi-weekly writing prompts – Correct Word Sequence graphed – formative assessment

Self and/or teacher analysis of use of style on writing prompts every two weeks

PSSA Writing (parent report over summer) – summative assessment

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Correct Word SequenceStudent 2

0

10

20

30

40

50

60

10/3

1/20

05

11/1

4/20

05

11/2

3/20

05

12/8

/200

5

12/1

5/20

05

1/18

/200

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Correct Word Sequence Scores

AIM LINE

Correct Word Sequence - Graph

9/1 9/14 10/1 10/14 11/2 11/16

Practice Activity

1. Individually read the IEP provided and complete the IEP Review Activity worksheet

2. Discuss your findings from the IEP Review Activity with the colleagues at your table.

Select a facilitator, time keeper, and recorder Each person should be prepared to share the

group’s responses to each section

3. Whole group reporting

Assignment for October 3

Select 4 IEPs Review the 4 IEPs selected looking for

trends (prunes and plums) in data collection, PLAAFPs, goals, and SDI

Summarize the trends found in the 4 IEPs selected for review

Based on these trends, what would be the next steps for…YouTeacher/sBuilding Administrator