Module 1: IEP Overview – A Plan for Guiding Instruction and Service Provision.

Standards-Based IEPs

Module 1: IEP Overview – A Plan for Guiding Instruction and

Service Provision

Product: An individualized plan reasonably

calculated to result in educational benefit (FAPE)

Process: Planning to determine what is needed for

student to benefit from education

Product vs. Process

IEP Development Process

Desired Outcomes/

Instructional Results

Write Measurable

Goals

Select Instructional Services & Program

Supports

Implement & Monitor Progress

General Curriculum

Expectations

Current Skills and

Knowledge

Area of Instructional

Need

PLAAFP Statements on IEP Form

Developing PLAAFP Statements

• You: Know where you want to go Enter data about where you are Create a map Adjust to opportunities/barriers Arrive and choose a new long-term goal

IEP Development: a “GPS”

Knowing where you want to go Using data as the basis

Planning: Two Critical Components

• Good IEPs are: Reasonably calculated to result in

educational benefit Connected to state standards as a

fundamental component to educational benefit

Assumptions

• Good IEPs are: Dependent upon knowledge of

curriculum/effective practice Not an isolated event Consistent with regulation/best practice

Assumptions

• Requires: Consideration of individualized data/needs Different goals for different students based on

needs

The “I” in IEP

• Why: Are standards important? Should we consider them? Standards-Based IEPs?

Reflect & Note:

Activity 1.1

Added accountability by requiring: Demonstrated progress on state standards Assessment on grade-level standards Students with disabilities as a reported

subgroup

Elementary and Secondary Education Act (ESEA)

“…meet the child's needs . . . to enable the child to be involved in and make progress in the general education curriculum . . . ”

34 CFR 300.320(a)(2)(i)(A)

Individuals with Disabilities Education Act (IDEA)

• Successful educational outcomes for all students• Statewide Assessment Accountability for all

students• Consequences for not assessing all students• Access to the general curriculum is essential to

closing the achievement gap and reaching Annual Measurable Objectives (AMO)

ESEA/IDEA Intersect

“ It means that all our kids, even the ones our system calls ‘hard to teach’ can learn.”

-Rod Paige, former Secretary of Education

“Ready means ‘never’ if we continuously focus on the lowest-level skills.”

-Maggie McLaughlin, Autumn 2009

Ultimately…

Finish this sentence:

Standards-Based IEPs are important because…

In Your Own Words…

Activity 1.2

• What is meant by the general education curriculum? The full range of courses, activities, lessons, and

materials routinely used by the general population

• What is meant by access? Participation in the knowledge and skills that

make up the general education curriculum

Accessing the General Education Curriculum

Access to the General Education Curriculum for Students with Disabilities

ACCESS is not:

• Students with disabilities sitting in the general education classroom completing work that is unrelated to the grade-level standards.

• Students with disabilities sitting in the general education classroom exposed to content that is out of their reach.

Access to the General Education Curriculum for Students with Disabilities

• It is essential to determine how students with disabilities will participate in the content of the general education curriculum.

• The student’s strengths provide the best information to determine how the student can access the knowledge and skills of the general education curriculum.

• Provide instructional accountability

• Drive general education content instruction

• Support instruction in the least restrictive environment

• Define the expectations of all students with or without disabilities

• Create a structure for linking the IEP to the general curriculum

Standards Drive Curriculum

• High stakes accountability, performance goals and indicators

• IDEA – access to the general curriculum

• Essential for closing the achievement gap

• Promotes a single system of education – inclusion and a common language

• Encourages greater consistency across schools and districts

• It’s best for kids – assumes more, not less

Why Connect IEPs to Standards?

• How are you using the standards in your school to shape your curriculum and instruction?

• How are you using the standards to develop IEP goals?

Think and Discuss

Activity 1.3

• Does not mean – Writing goals that restate the standards Using the academic standards alone to

determine goals Assuming that every student will work

only on grade-level content

Connecting IEPs to Standards…

• Does mean – Referring to standards to determine

expectations at grade level Using the standards as a guide to determine

what is important for the student to learn or be able to do

Conducting an analysis to determine gap between grade expectations and current skills/knowledge

Connecting IEPs to Standards…

What is a Standards-Based IEP?• A process and a document (product) that is

framed by the state standards to ensure instructional accountability for each student with an exceptionality.

• A plan that contains goals individually designed to facilitate the student’s achievement of grade-level state standards.

• The cornerstone of access to the general education curriculum for students with exceptionalities.

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1. Consider the grade-level content standards Examine benchmarks

Discuss expected knowledge and skills

Consider prerequisite knowledge and skills

2. Examine student data to determine where student is in relation to grade-level standards Compare expectations with student’s current

instructional level

Gap Analysis

General Steps:

Content is determined through planning process

Development is like using a GPS

Standards-Based IEPs: Review and Wrap-up

• Depend on good data from multiple sources• Start with discussion about the desired outcome• Include vision with parent and student as a source

of data• Determine instructional need(s) by a gap analysis• Include data from comprehensive evaluation as

one source of data

Standards-Based IEPs: Review & Wrap-up

Process of Developing Standards-Based IEPs

Determine general education curriculum

expectations

Identify current skills, knowledge

and area(s) of instructional need

Conduct data/gap analysis and

develop impact statement

• NxGCSOs/Support for SB-IEPs (ELA, Math)• NxGECEs/Community Readiness• Unwrap the Standards

• What is the big picture?• Which are most important?• Which are critical needs?• Develop student data profile

• Review student data profile• Review Grade-Level CSOs• Review Learning Progressions• Determine Gap• Where student is and where student needs to go

Develop Present Levels of Academic Achievement and

Functional Performance

Choose content standard and objective(s)

Write measurable goals and

objectives

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

• 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

High achievement always takes place in the framework of high expectation.

Activity 1.4

Which Came First?

StandardPresent Levels of Academic Achievement and Functional Performance