Stetson & Associates Standards-Based IEP Training (Sample Slides)

An Overview for Special Education

Practitioners!

5 Challenges? Opportunities?

•  Crafting PLAAFP based on sure knowledge of enrolled grade level standards

•  Scaffolding low enough to allow access yet high enough to promote mastery

•  Teacher expertise and use of progress monitoring

•  Adjusting instruction to promote mastery

•  Deep knowledge of strategies for teaching reading and math.

Source: Council for Exceptional Children

Session Agenda Increasing our Understanding of Standards-Based IEP Development

•  Standards-Based IEP: Legal Basis

•  Steps for Writing a Standards-Based IEP

•  Crafting a PLAAFP based on CCSS

•  Writing Measurable Goals

•  Writing Short Term Objectives

•  Progress Monitoring

•  Questions, Answers and Next Steps

●  Locate a set of curriculum standards for a specific content area that range from Kindergarten through High School.

●  With your colleagues rank the standard by arranging them in sequential order so that each grade level is represented.

•  Go to your assigned Home Group

•  Read the assigned selection based on your number.

•  Move to your Expert Group •  Complete the note taking

tool concerning your assignment.

•  Return to your Home Group •  Share the information.

As    Designed?  

With  Instruc2onal  

Accommoda2ons?  

With  Curricular  

Modifica2ons?  

With    Personal  Support?  

Different  Loca2on?  

Think about how the student can participate in the Common Core

Curriculum Standards…

•  Review the documents assigned to you.

•  How might you use these documents in determining a student’s present level of performance?

•  Area of Difficulty Student Checklist

•  Cloze Test •  Behavior Checklist •  Student Profile •  Other??

Area of Difficulty Checklist

Area of Difficulty Student Checklist

Student:___________________________________ Directions: Review individual students relative to the areas of difficulty. Mark frequency of difficulty based on observed student academic and behavioral responses. Consider remedial strategies by referring to your “If Student Has Difficulty, Then Try This” sheets.

Area of Difficulty Frequent Issue (?)

Periodic Issue (?)

Not an Issue

(?)

Suggestions for Improvement:

Becoming interested

Getting started, give cue to begin work, self-initiative

Paying attention to spoken word

Following directions

Keeping track of materials or assignments

Turning in work or assignments

Paying attention to printed word

Reading textbooks or supplemental materials

Completing tasks on time

Expressing self verbally

Staying on task

Staying focused in a group activity

Understanding cause/effect, anticipating consequences

Seeing relationships

Expressing self in writing

Drawing conclusions and making inferences

Remembering

Taking meaningful notes

Expressing self in a group or participating

Responding to behavioral redirections

Self-discipline, or corrects own behavior

Learning by listening

Working independently

Understanding what is read

Write legibly

Spelling

Prepared for class (supplies)

Prepared for class (homework)

•  “Annual goals are statements that describe what a child with a disability can reasonably be expected to accomplish within a 12 month period in the child’s special education program.

•  These goals are skills and/or knowledge that will be mastered, not an activity.

•  The goals should focus on enabling students to demonstrate academic achievement related to enrolled grade level standards”.

Texas Education Agency(2008) Texas Essential Knowledge and Skills (TEKS)-Based Individualized Education Program (IEP) Development: Question and Answer Document

Component 1: Timeframe

Note: The amount of time is SPECIFIED and is described in number of weeks or a certain date for completion

Timeframe

Conditions

Behavior Statement

Criterion

While it seems obvious that “Annual Goals” implies a one-year timeframe there are many ways the timeframe can be stated.

Examples: ●  By the end of the fourth grading period… ●  In thirty-six instructional weeks… ●  By May 31, 20__(or other date)…. ●  By the end of the 20__-20__school year…

●  By the end of the sixth week grading period…

Timeframe

Conditions

Behavior Statement

Criterion

Component 2: Conditions ●  Refers to the manner in which

progress toward the goal occurs. ●  Describes the specific resources that

must be present for a student to reach the goal.

●  The condition relates to the behavior being measured.

●  They are the “givens” in the goal statement.

●  They can be stated or implied or imbedded.

Behavior Statement

Criterion

Timeframe

Conditions

Using your response cards indicate your answer of Yes or No to the following behavior statements:

Component 3: Behavior Statement

Juan will read…

Writing a Goal

Timeframe Condition Behavior Criteria

Shor

t-Te

rm

Obj

ecti

ve

Shor

t-Te

rm

Obj

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ve

Shor

t-Te

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Obj

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nual

G

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Short Term Objectives or Benchmarks ●  They state the steps to be

taken between the PLAAFP and Annual Goal.

●  They have the same required components as the Annual Goal (Timeframe, Condition, Behavior, Criteria).

●  At least two objectives for each goal is suggested.

●  They have the same requirement for measurability as the Annual Goal. (Action, Universality, Quantification, Completeness)

Clear and Measurable Annual

Goals that are Standard Based

A Progress Monitoring Plan

Frequent Assessment Using Multiple Measures

Charting and Recording Data

Use of Data to Inform and Improve

Instruction

Quenemoen, R., Thurlow, M., Moen, R., Thompson, S. & Morse, A. B. (2003). Progress monitoring in an inclusive standards-based assessment and accountability system (Synthesis Report 53). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes. Retrieved [today's date], from the World Wide Web: http://education.umn.edu/NCEO/OnlinePubs/Synthesis53.html

DIRECT

• A direct approach to measuring progress involves the use of objective measures that are observable, clearly scorable, and reference the skill desired (curriculum-based assessment, benchmarks, criterion referenced tests, Teacher made checklists).

INDIRECT

• An indirect approach to measuring progress involves the use of measures that support the objective measures. (student self monitoring, rubrics accuracy rating etc.

AUTHENTIC

• An authentic approach to progress monitoring involves the use of measures that further support the student’s progress (anecdotal records, conferences, portfolio, videotaping.

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