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Better IEPs. Building a Strong and Compliant Document. PURPOSE. A well written IEP guides our instructional decisions. The State is directing our districts to comply with targeted IEP indicators. OUTCOMES. By the end of the day, participants will be able to: - PowerPoint PPT Presentation
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Better IEPsBuilding a Strong and Compliant Document
PURPOSE
• A well written IEP guides our instructional decisions.• The State is directing our districts to comply with targeted IEP
indicators.
OUTCOMES• By the end of the day, participants will be
able to:• Understand the relationship between Goals,
Needs and data-driven PLAAFPs.• Begin to examine our own IEPs for how well
our current goals are driven by the data in PLAAFPs.
• Begin the process of writing the kind of thoughtful PLPs that produce well written goals
• Your Subtopics Go Here
5 Principles from Legal Rulings on IEPs
• Address all unique needs, not just academics• Write the IEP based on needs, not availability of
services• IEP is a binding commitment of resources• IEPs must be individualized• All required components of the IEP must be
included -- Barbara Bateman
There is no such thing as a behavior IEP, a transition IEP, an inclusion IEP, a speech IEP, an LD IEP…
An IEP is an IEP!
YOUR TOPIC GOES HERE
• Your Subtopics Go Here
Simple vs. Easy
• It’s simple… write goals that address needs that are spelled out in the PLAAFPs by data. Simple…right?However, anything but easy.
PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE
“First of all, you will find it difficult to write a clear and measurable goal if you have not first written a clear and measurable present level of performance.”
Peter W. D. Wright and Pamela Darr Wright
10
PLAAFPs are the foundation of the IEP
– Basing an IEP on a poorly written PLAAFP is like building a new house on a crumbling foundation…
…it won’t stand up
PLAAFPs are the foundation of the IEP
• The PLAAFP provides the informational basis for generating goals, objectives, supports, accommodations, and services that are specifically designed to meet the student’s individual needs.
PLAAFPs Must:
• Identify where the student is NOW, including their unique strengths, preferences and needs, parent and student concerns, and post-secondary interests/needs (Baseline)
– Student voice– How student has grown or changed
PLAAFPs Must:
• Address how the student’s disability impacts their involvement and progress in the general curriculum (Relationship to standards)
• Identify areas of educational need
PLAAFPs Should:
• Use clear, understandable language that all can understand. No jargon. Avoid vague terms such as:“understands”, “good student”, “misbehaves”
• Identify supports and accommodations that have been used successfully in the past
• Be specific and use data. Without data, the PLAAFP is only your opinion!
PLAAFPs Should:
Create a clear picture of the student:
If the student moved to California tomorrow, could their new teacher read the PLAAFP and have a good idea what to do with them?
Questions to Think About
1. What is the child’s learning style?
– Visual– Auditory– Tactile– Kinesthetic
2. What skill is the student’s strength?
– Decoding words– Comprehending– Rote Memory– Creativity– Listening
3. What is their current independent learning level?
4. What does this child need in order to learn?
5. If the student is 14, what are the student’s strengths, needs, preferences and interests, as they relate to transition from school to post-school activities?
Questions to Think About
1. What type of relationship does this student have with his/her peers and adults?
2. How does he/she interact with others? Does this student have difficulty meeting new people making friends, or keeping friends?
3. How does this student feel about himself?
4. How does this student adjust socially to the school and community environment?
Support Staff
Questions to Think About
1. Does this student require:– Small group instruction– Cooperative learning
groups– Working
independently
2. Does this student need:– Preferential seating– To have a consistent
room arrangement and seating assignment
– To have a consistent routine
3. Does this student require a paraprofessional to assist the student locate classes and follow schedules?
4. Does this student need daily assistance organizing material?
5. Does the student need assistance with extracurricular activities?
Questions to Think About
1. Does this child have physical skills or limitations that pertain to the learning process?
2. Are there motor, sensory, or health development concerns?
3. Is fatigue a concern?
4. What are the results of the latest physical, hearing, and vision exams? (i.e./check with school nurse)
Communication Needs
Language skills or limitations related to learning
Assistance or Interpreting
Ability to communicate effectively with peers and teachers
Questions to Think About
1. Is the student speech and/or language impaired?
2. How does he/she communicate with others? Does this student have difficulty being understood or does not communicate clearly?
3. Is the student hearing impaired an in need of an interpreter?
4. Does the student’s communication deficits interfere with their ability to participate in instruction?
PLAAFP statements should answer these questions:1. What are the student’s unique needs that result from
his or her disability?2. What is it that the student can and cannot do at this
time? (student voice)3. What are the student’s strengths in this area? (student
voice)4. How do these needs affect the student’s participation
and progress in the general curriculum, or for a preschool student, participation in age appropriate activities?
5. What are the parents’ concerns for the education of their child?
PLAAFP statements should answer these questions:6. What instructional and/or behavioral supports or
services have been effective or not effective in addressing the need area in the past year?
7. What accommodations and/or program modifications or supplementary aids and services have been effective or not effective in addressing the need area in the past year?
8. What instructional supports and services will likely be supported and used by the student?
9. What transition needs of the student must be addressed to prepare the student for living, learning, and working in the community as an adult?
Where does the PLAAFP data come from?
• Evaluations– Individual, group, curriculum based, norm referenced– State and district assessments– Structured observations– Functional Behavior Assessment (FBA)– Work Samples– Strength-based assessments/informal discussions– Student interviews
• The student, parents, past teachers• Factors related to the disability• Transcripts, credits earned, exams taken (HS age)• Student’s performance in relation to the standards
Critique this Academic PLAAFP
Billie is a 3rd grader who has difficulty with written language.
?: What is difficulty
REWRITE: Billie is in 3rd grade. Billie spells at an early 1st grade level. She knows that sentences begin with a capital letter and end with a period, but has no other consistent use of capitals or punctuation. She is unable to write a complete simple sentence.
Critique this Social PLAAFP
Dolly dislikes school and teachers. She violates school rules. She refuses to take responsibility for her actions.?s: What do “dislikes school and teachers” “refusal to take
responsibility” look like? What rules does she violate?
REWRITE: Dolly does not initiate conversation with adults in school and only responds when asked a direct, factual (not personal) question. Dolly argues with peers when in the cafeteria or hallway without direct adult supervision. She has slapped or kicked a peer 1 out of every 3 arguments. Once agitated, Dolly is not able to de-escalate on her own and has resisted adult attempt to intervene through discussion. Cueing Dolly to take a 5 minute time out has been successful.
Critique this Academic PLAAFP
Bob has moderate academic delays that adversely affect his educational performance.?s: Specific delay areas & degree of delay? Impact?
Rewrite: Bob’s reading decoding skills are 3 years below his 8th grade level; comprehension skills are 2years below; listening comprehension is on grade level. Bob’s reading deficits interfere with his ability to independently read and comprehend grade level academic texts. He avoids reading tasks during class and has demonstrated argumentative refusals to do assignments on 10 occasions when there was a substitute in his English or social studies class. These incidents have resulted in Bob’s removal from the class and after school detention.
PLAAFP Quality Indicators
• Covers all domain areas• Uses data from multiple
sources to describe current functioning
• Includes student strengths• Focuses on priority needs• Includes parent and student
concerns and desires, needs and preferences for the future
• Includes progress on current IEP goals
• Includes how the disability impacts performance in general education curriculum
• Identifies supports and accommodations that have been successful
• Uses clear language and avoids jargon in order to create a clear picture of the learner
PLAAFP Quality Indicators
• Reflect individual-need determinations.• Provide instructionally relevant information about
the student.• Identify how the student is progressing towards the
Sunshine State Standards.• Are descriptive and specific.• Provide the basis for annual goals and direction for
provision of appropriate educational programs and services.
• Are written in such a way that parents, professionals and paraprofessionals can understand.
PLAAFP Quality Indicators
• Are based on the results of the individual evaluation.• Reflect the priorities and concerns of the parents for
the education of their child.• Reflect transition service needs.• Identify where the student is now so it is clear what
it is he/she has to learn next and what supports and services he/she needs to get there.
• Identify what impact the student’s disability is having on his or her ability to participate and progress in age appropriate activities or in the same curriculum as nondisabled peers.
Putting it All Together
Based on what we have learned, you will be asked to thoroughly review your own students’ IEPs to answer these questions:
• Are your PLAAFP statements clear and detailed?• Do they answer all the questions?• Does the PLAAFP describe the student as a person?• Is there an identifiable relationship between your IEP
goals, the needs statements and PLAAFP data?
PLAAFP ACTIVITY
• Review present level statements to determine if the following information is in evidence:
1. Strengths2. Weaknesses3. Objective data4. Priority educational need
WRITING MEASURABLE IEP GOALS
“The heart of the IEP includes measurable annual goals and short-term objectives or benchmarks that describe each student’s expected learning outcomes.”
Measurable annual goals are statements that describe what a student can reasonably be expected to accomplish within a 12 month period in ‐ the student’s special education program.
The PLAAFP Drives the Goals
Looking at the present levels (academic and functional) the goals will make sense.
If you begin by trying to find the goals before writing the PLAAFP you are set for failure. The goals won’t relate to the students needs.
Peter Wright and Pamela Wright
41
Baseline Data Defined
Baseline data is the rate at which the goal behavior is being performed at the time the goal is written.
Baseline data is obtained using a measurement tool that will also be used to measure progress each quarter.
Measurement tools must be specific to the goal behavior.
Prerequisites of a Measurable Goal
Must be a correlation between the goal and PLAAFP
Must describe the SKILL or level of performance that will be achieved in the year
Must meet the child’s needs that result from the disability to enable the child to be involved in and make progress in the general curriculum.
Annual goals are useful in making decisions.• Data collection/performance monitoring and data reporting are
helpful in determining the effectiveness of an IEP and in related problem solving.
Annual goals are able to be monitored
• Goal(s) include evaluation strategies and criteria. Does the IEP state how will the student’s performance, resulting from instruction, be documented?
Developing SMART IEP Goals
Measurable Terms
Not MeasurableDemonstrate
ImproveSeekFeel
DevelopAppropriateUnderstandDistinguish
Apply
MeasurableRead orally
SayRetell
ListLabelDraw
MatchWriteState
Skill Building/Observable Behavior
Memory Classify DescribeCompare/contrast EstimateCompute RecognizePredict SolveDefine PracticeCount OrderQuote WriteRecallRecite
Skill Building/Observable Behavior
Time Self SelfManagement Regulation AdvocacyPlan Prepare PlanSpecify Recognize ProposeComplete State CreateEstimate Discuss DesignPredict Distinguish Practice
Skill Building/Observable Behavior
Communication OrganizationRestate PlanDefine ArrangeDraw SequencingIdentify SolvePoint CombineRecite OrderWrite GroupInterpret ClassifyDiscuss SpecifySolve PrepareSummarize ArrangePredict Sort
Goals typically address student needs in academic and functional domains such as:• Reading (e.g., vocab, fluency, phonics, comprehension)• Writing (e.g., spelling, punctuation, sentences,
paragraphs)• Math• Communication (listening, speaking)• Physical development• Motor skills• Vocational skills
• Cognitive processing (e.g., memory, problem-solving, attention)
• Organization• Social skills• Play skills• Visual perception• Auditory perception• Behavior• Career and community living skills
Clear and EffectiveMeasurable Goal StatementsOne specific behavior you can observe and
count.Must be something you actually see the
student doing.Measurable goals must be skill based not
curriculum basedGoals are not standards
56
Caution! Annual Goals
• should not– restate the general education curriculum – address areas that are not affected by the student’s
disability
• generally do not– address specific subject areas such as social studies,
art and English
The Four Parts of a Goal1. The condition under which the
student will perform the behavior.2. The student’s name3. The clearly defined observable
behavior.4. The performance criteria
Sample Current Performance:
• “Billie is a 3rd grader who has difficulty with reading and, written language.”
• REWRITE: Billie is a 3rd grader who consistently decodes CVC words. She has not demonstrated mastery of vowel- consonant- e words. In written language, she knows to begin a sentence with a capital letter and end with a period, but she has no other consistent understanding of capitalization or punctuation. She is unable to write a complete simple sentence.
Sample Goal:
• “Billie will increase written language skills to 3rd grade.
• REWRITE: Given 5 sentences with errors in capitalization and punctuation Billie will identify* and correct* the errors with 80% accuracy for 3 consecutive days.
* Observable Behavior(Skill: memory, communication)
Sample Goal
• Condition: Given a random selection of 20 words from a pool of 100 words with CVC or CVCC pattern
• Student Name: Rick• Clearly Defined Behavior: Will write (Skills:
memory, organization, communication)• Performance Criteria: 80% of the words
correctly on three consecutive weekly spelling tests
Goals May Include Accommodations
• Condition: Given a random selection of 20 words from a pool of 100 words with CVC or CVCC pattern
• Accommodating Procedure: And oral spelling practice prior to testing,
• Student Name: Rick• Clearly Defined Behavior: Will write• Performance criteria: 80% of the words correctly on
three consecutive weekly spelling tests
Objectives and Benchmarks
• Objectives: break the Measureable Annual Goal into discrete components that are short-term, measureable, intermediate steps.
• Benchmarks: break the Measureable Annual Goal into major milestones that the student is expected to reach within a specified period of time.
Annual Measurable Goals:Benchmarks or short-term objectives• The requirement for pairing of short term objective or
benchmarks with annual goals was removed with the 2004 Amendment to IDEA.
• EXCEPT… for students with disabilities who take alternative assessment, you must have short term objectives and also students identified as Speech and/or Language Impaired
Sample Objectives• Goal: Given a worksheet with 20 addition problems up to
3digit+3 digit+3digit with and without regrouping, Larry will write correct answers with 90% accuracy on 3 consecutive weekly classroom exercises.
• Objective 1: Given a worksheet with 10 addition problems with sums less than less than 19 and both addends less than 10, Larry will write correct answers with 90% accuracy on 3 consecutive weekly classroom exercises.
• Objective 2: Given a worksheet with 10 addition problems up to 3digit +3digit without regrouping, Larry will write correct answers with 90% accuracy on 3 consecutive weekly classroom exercises
• Objective 3: Given a worksheet with 10 addition problems up to 3digit +3digit with and without regrouping, Larry will write correct answers with 90% accuracy on3 consecutive weekly classroom exercises.
Sample Benchmarks• Goal: By the end of the 4th quarter, Jillian will use the public
transportation system to get to and from her job, independently arriving at work on time, for five consecutive Monday through Fridays.
• Benchmark 1: By the end of 1st quarter, accompanied by an adult, Jillian will walk to the bus stop, ride the bus to work, and get off at the correct work stop, for five consecutive Monday through Fridays.
• Benchmark 2: By the end of the 2nd quarter, Jillian will walk to the bus stop accompanied by an adult, ride independently, and depart to awaiting staff at the work bus stop, for five consecutive Monday through Fridays.
• Benchmark 3: By the end of 3rd quarter, Jillian will leave her home on time, independently walk to the bus stop, ride the bus to work and depart to awaiting staff at the work bus stop, for five consecutive Monday through Fridays.
Examining goals in the context of the whole IEP, a team should consider…
• Is the goal aligned with the student’s PLAAFP?• Is the goal aligned with the student and family’s
vision?• Is the goal practical and relevant to the student’s
academic, social and vocational needs?• Is the goal practical and relevant when the student’s
age and remaining years in school are considered?• Does the goal reflect appropriate growth within the
instructional area?• Can the goal be accomplished within one year?
from www.spedforms.com/goals/criteria.html
Examples of academic goals
• Given sample passages of at least 200 words or more from high school level textbooks, Michelle will read grade levels materials at an average rate of 100 words per minute with 98% accuracy or better in word identification.
• In 36 weeks John will write at least a six sentence paragraph using at least three different sentence types scoring 45/50 on the writing rubric.
NICHCY, 2007
Examples of functional goals
• In 32 weeks, across all settings, Ian will identify 20 major warning words and symbols (e.g., Stop, Poison, Danger, Hazard, etc.) with 95% accuracy and will identify appropriate actions to take when these words are seen with 100% accuracy.
• In 32 weeks, when a grocery item or items are needed, Marlo will go shopping at the grocery store, pay for her purchases using the nearest dollar strategy and count change (+-$1.00), on three consecutive trips to the store.
NICHCY, 2007
Be Careful Of Percentages• If you say a student will do something 80% of the time…
80% of what? A 24 hour day?• Must state accountability.• 80% of 15 minute period, 80% of writing assignments etc.• Use of percentage doesn’t mean measurable.• Curriculum vs. Skills
70
YOUR TOPIC GOES HERE
• Your Subtopics Go Here
You make the call…
73
You Make the Call
1. Given 100 high frequency spelling words, Darleen will correctly spell 75/100 4/5 times tested.
Service Provider
Baseline Data Criteria Evaluation Method
Evaluation Frequency
Special EducationTeacher
20/100 words spelled correctly 4/5 times
75/100 words spelled correctly 4/5 times
Teacher Test
As often as same age/grade peers
74
You Make the Call 2. Barbara will use proper conventions addressing the
mechanics of writing, including capitalization, punctuation, spelling, grammar and usage, paragraph breaks, and legibility with 1-2 verbal cues.
Service Provider
Baseline Data
Criteria Evaluation Method
Evaluation Frequency
Special EducationTeacher
Barbara applies conventions incorrectly in most of her writing
Barbara will use proper conventions addressing the mechanics of writing, including capitalization, punctuation, spelling, grammar and usage, paragraph breaks, and legibility with 1-2 verbal cues
Writing Samples
As often as same age/grade peers
75
You Make the Call
Given a writing sample with errors, Barbara will read the sample and make written corrections to errors in capitalization and punctuation 8/10 errors 4/5 opportunities.
Service Provider
Baseline Data Criteria Evaluation Method
Evaluation Frequency
Special EducationTeacher
Barbara can correct 5/10 errors 4/5 opportunities
Barbara will correct 8/10 errors 4/5 opportunities
Teacher Testing
As often as same age/grade peers
76
You Make the Call
3. Given 5 scenarios involving wh-questions (who, what, when, where, why, how) Mariah will ask a wh-question w/100% accuracy in 4/5 opportunities.
Service Provider
Baseline Data Criteria Evaluation Method
Evaluation Frequency
Special EducationTeacher
2/5 opportunities
4/5 opportunities
Teacher charting
As often as same age/grade peers
77
You Make the Call
4. Herman will cut out a circle correctly 3/5 opportunities.
Service Provider
Baseline Data Criteria Evaluation Method
Evaluation Frequency
Special EducationTeacher
Herman can cut out 5 circles.
3/5 times. Teacher observation and data collection
As often as same age/grade peers
78
You Make the Call
Given a pre-drawn circle, Herman will cut out the circle staying within 1/4 inch of the line 4/5 times.
Service Provider
Baseline Data Criteria Evaluation Method
Evaluation Frequency
Special EducationTeacher
Herman can cut out a circle staying within ½ inch 1/5 times.
¼ inch 4/5 times
Teacher observation and data collection
As often as same age/grade peers
79
You Make the Call
5. Given 10 coins of different values, Elaine will be able to match coins to their corresponding value 8/10 coins.
Service Provider
Baseline Data Criteria Evaluation Method
Evaluation Frequency
Special EducationTeacher
Elaine is inconsistent with matching money values
8/10 coins Teacher Test
As often as same age/grade peers
80
You Make the Call
Given a set of coins that are a random mix of pennies, nickels, dimes and quarters, Elaine will be able to match coins to their corresponding value 8/10 opportunities.
Service Provider
Baseline Data Criteria Evaluation Method
Evaluation Frequency
Special EducationTeacher
Elaine can match coins to their corresponding value 2/10 opportunities
8/10 opportunities
Teacher Test
As often as same age/grade peers
81
You Make the Call
6. Jacqueline will use correct regular and irregular past tense verbs.
Service Provider
Baseline Data Criteria Evaluation Method
Evaluation Frequency
Special EducationTeacher
1 out of 5 times.
70% of the time
Teacher Test
As often as same age/grade peers
82
You Make the Call
Given a list of 20 verbs, Jacqueline will produce orally the regular or irregular past tense form of the word 18 out of 20 words.
Service Provider
Baseline Data Criteria Evaluation Method
Evaluation Frequency
Special EducationTeacher
5/20 words 18/20 words
Teacher Test
As often as same age/grade peers
83
You Make the Call
7. Dan will transition from standing with a walker to sitting in the cafeteria chair/bench independently 5 out of 5 times.
Service Provider
Baseline Data
Criteria Evaluation Method
Evaluation Frequency
Special EducationTeacher
5 out of 5 times with full assistance
5 out of 5 times independently
Teacher observation and charting
As often as same age/grade peers
84
You Make the Call
8. Stanley will put on and take off his FM receiver and take the microphone to his teachers daily without prompting 4/5 opportunities.
Service Provider
Baseline Data Criteria Evaluation Method
Evaluation Frequency
Special EducationTeacher
2 out of 5 opportunities
4 out of 5 opportunities
Teacher observation and charting
As often as same age/grade peers
85
You Make the Call
9. Julie will decode words, using knowledge of phonics, syllabication, and word parts.
Service Provider
Baseline Data Criteria Evaluation Method
Evaluation Frequency
Special EducationTeacher
60% accuracy 80% accuracy
Teacher Test
As often as same age/grade peers
86
You Make the Call
Given a weekly list of 10 CVC pattern words, Julie will correctly read 8/10 words weekly.
Service Provider
Baseline Data Criteria Evaluation Method
Evaluation Frequency
Special EducationTeacher
3/10 words weekly
8/10 words weekly
Teacher Test
As often as same age/grade peers
87
You Make the Call
10. Brenda will reduce inappropriate behavior in the classroom 5 outbursts over a period of 4 weeks.
Service Provider
Baseline Data Criteria Evaluation Method
Evaluation Frequency
Special EducationTeacher
Brenda expresses her anger inappropriately in class.
5 outbursts over 4 weeks.
Data charting
As often as same age/grade peers
88
You Make the Call
Given a stress-inducing situation, Brenda will orally describe one strategy she can use to calm herself (count to 10, take a walk, write in journal, three deep breaths, talk to adult) 4 out of 5 opportunities.
Service Provider
Baseline Data Criteria Evaluation Method
Evaluation Frequency
Special EducationTeacher
2/5 opportunities
4 out of 5 opportunities
Data charting
As often as same age/grade peers
89
You Make the Call
11. Olga will correctly follow a set of 4 step directions in sequence with one verbal cue 8/10 opportunities.
Service Provider
Baseline Data Criteria Evaluation Method
Evaluation Frequency
Special EducationTeacher
When given four steps to follow, Olga can follow 2 out of 4 steps with one cue 5/10 opportunities
Olga will correctly follow a set of 4 step directions in sequence with one verbal cue 8/10 opportunities
Teacher observation and charting
As often as same age/grade peers
90
You Make the Call
12. Scott will apply gross motor movements, motor planning, and healthy interactive skills into purposeful games and physical activities.
Service Provider
Baseline Data Criteria Evaluation Method
Evaluation Frequency
Special EducationTeacher
Scott can use healthy interactive skills 45% with moderate assistance.
75% with moderate assistance
Teacher Test
As often as same age/grade peers
91
You Make the Call
Given a game situation, Scott will take turns with no less than 3 prompts 4 out of 5 game situations as measured by observation and charting.
Service Provider
Baseline Data Criteria Evaluation Method
Evaluation Frequency
Special EducationTeacher
Scott can take turns 2/5 games with at least 5 prompts
Scott will take turns 4 out of 5 games with 3
prompts
Teacher observe and chart
As often as same age/grade peers
QUESTIONS?
References
• Bateman, Barbara D. and Linden, Mary Anne. (2006) Better IEPs – How to Develop Legally Correct and Educationally Useful Programs. IEP Resources.
• Wright, Peter and Pam. (2009) All About IEPs. Retrieved June 15, 2011, from Wrightslaw, Web site http://www.wrightslaw.com/bks/aaiep/index.htm
• Van Acker, Richard Ed.D. (University of Illinois – Chicago), Boreson, Lynn (WDPI) and Potterton, Tom (CESA 12)(2002).BIPs and IEPs [PowerPoint slides].
• Higgins, Jim (2008). IEP Development, Present Level of Performance and Measurable Annual Goals. [PowerPoint slides].
• Taunton Schools. Writing Measurable IEP Goals. [PowerPoint slides].
References
• New Mexico Public Education Department (2009). Determining & Writing Effective IEP Goals. [PowerPoint slides].
• Region IX Education Cooperative. Strategies for Building Strong and Compliant IEPs. [PowerPoint slides].
• Tucson Unified School District Exceptional Education Department with Arizona Department of Education. Writing IEP Goals: A New Focus on Measurability. [PowerPoint slides].