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A standards-based Individualized Education Program (IEP) is a document that addresses how a student’s disability impacts his or her ability to access the curriculum standards at his or her enrolled grade level. While IEPs for all students with disabilities must be written to address how the student will participate in the general curriculum, educators continue to be challenged by HOW to develop, implement and monitor an IEP that will ensure access to state standards. This session will address critical information pertaining to the components of a standards-based IEP, the importance of precision in determining students’ level of performance, and steps for writing meaningful and measurable goals and objectives. Participants will receive an overview of the process and some practical tools to aid them in future practice. For more information, visit our website: http://stetsonassociates.com/services/staff-development/writing-standards-based-ieps/
Citation preview
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
ecti
ve
Shor
t-Te
rm
Obj
ecti
ve An
nual
G
oal
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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