Making Sense of Standard Based IEPs Ellen Waters, MS Educational Diagnostician.

Making Sense of Standard Based IEPs

Ellen Waters, MSEducational Diagnostician

Do You Feel This Way?

Agenda

Regulations Data Collection Present Levels of Academic Achievement

and Functional Performance (PLAAFPs) Goals and Objectives Examples

Federal Regulations

IDEA Individuals with Disabilities Education

Improvement Act (IDEA 2004) NCLB

Elementary and Secondary Education Act of 2001 (No Child Left Behind Act - NCLB)

State Regulations - Standards-Based Individualized Education Program (IEP) Guidance

The Individuals with Disabilities Education Improvement Act (IDEA 2004) and the Elementary and Secondary Education Act (No Child Left Behind Act of 2001 (NCLB)) are designed to provide students with disabilities greater access to the general education curriculum. A standards-based Individualized Education Program (IEP) is a process and document that is framed by the state standards and that contains goals aligned with, and chosen to facilitate the student’s achievement of, state grade-level academic standards, according to the National Association of State Directors of Special Education (NASDSE).


The required general education curriculum used in Texas public schools for grades Kindergarten -12 is the Texas Essential Knowledge and Skills (TEKS). Students enrolled in Preschool Programs for Children with Disabilities (PPCD) or prekindergarten programs should have goals that are aligned with either the Texas Prekindergarten Guidelines or district standards for prekindergarten for students ages 4 and 5.


The Texas Prekindergarten Guidelines have been developed for district use and offer detailed descriptions of expected behaviors across multiple skill levels to be observed in 4 to 5 year old children by the end of their prekindergarten experience.

“Standard-Based IEP” is used to describe a processand document that is framed by the state standards and that contains annual goals aligned with, and chosen to facilitate the student’s achievement of,state grade-level academic standards. NASDSE, May 2006

Standard-based goals are annual, measurable goals aligned to enrolled grade level Texas Essential Knowledge and Skills (TEKS). These goals should focus on closing the gap between the achievement and enrolled grade-level standards.Advocacy Brief NCLD www.LD.org

Definitions

PLAAFPs 34CFR 300.320 (a)(1)(l)

FEDERAL

A statement of the child’s present levels of academic achievement and functional performance, including how the child’s disability affects the child’s involvement and progress in the general education curriculum.

STATEARD Committee Decision-Making Process

for the Texas Assessment Program Manual (p.11)

The PLAAFP is the basis of the IEP because it defines where a student is, both academically and functionally. PLAAFPs can be created using :

Formal Evaluation Data Classroom Data Accommodations and Modifications Parent Information Additional Supports

By reviewing the PLAAFP, the ARDC should have a clear understanding of the student’s performance in the grade-level TEKS, including the student’s strengths, current areas of need, and accommodations, modifications, or supports the student has used.

Goals

FederalA statement of measurable annual goals,

including academic and functional goals designed to—

(a) Meet the child’s needs that result from the child’s disability to enable the child to be involved in and make progress in the general education curriculum; and

(b) Meet each of the child’s other educational needs that result from the child’s disability;

StateStandards-Based IEP Development:

Question & Answer Document provide by TEA

The four critical components of measurable goal:

Timeframe Condition Behavior Criterion

Where do we begin?

Keys to creating Standard-Based IEPs Use PLAAFPs Be familiar with grade level standards Use Sub-skills/ Pre-requisite skills Develop an IDEA-compliant goal

Must include: Timeframe, Condition, Behavior, and Criterion Write the short-term objectives/benchmarks Monitor the goal

On-line training is offered through Region 20 [email protected]

The Process--Data Collection

Sources of Data Evaluations, Assessments School records Parents Teachers Observation IEP Progress Reports

If you gather it, use it!

DATA provides:

Strengths and weaknesses of child Information on limits which interfere with the

child’s learning Objective data from current evaluations Evidence based, observable, and measurable

information Progress indicating a baseline

Good Data Provides specific and factual information

about the student—academic, behavioral, and functional

Is interpreted in a way that any two people reading or hearing the description would come to the same conclusion.

Shows that quality is more important than quantity

Needs to be comprehensive—address all areas that impact the disability

A variety of sources, formal and informal

PLAAFPs

Tell the committee about the student—describes strengths and disability related challenges

Linked to the grade level standards Establish measurable baseline for data driven

development of annual goals and short term objectives.

Describe how the child’s disability affects his/her involvement and progress in the general education curriculum (areas of need)

Goals

Developed from the statement of present levels Academic goals must be TEKS based Helps to form and guide instructional decisions Determine appropriate special education and related

services Guide discussion about curriculum accommodations

or modifications If it is a deficit, there should be a goal

What does a Standard-based measurable goal look like?

Four Critical Components.

Time-frame—identifies the amount of time in the goal period (In what length of time)

Condition—the manner in which progress toward the goal is reached (under what conditions)

Behavior—the performance that is being monitored (Will do what)

Criterion– identifies how much, how often, or to what standard the behavior must occur in order to demonstrate that the goal has been achieved (to what level or degree)

Critical Components - Time Frame Timeframe—amount of time in the goal period

and is usually specified in the number of weeks or a certain date for completion.

Within 36 instructional weeks By the end of the first six weeks In three instructional weeks By October 1, 2011 By the end of the final grading cycle

Critical Components - Condition The manner in which progress toward the

goal occurs. The specific resources that must be present for a child to reach the goal. Graphic organizers Guided practice Decodable text Using prompts, repetitive practice,

accommodations, modifications, etc.

Critical Components - Behavior Identifies the performance that is being monitored. An action

that can be directly observed and measured.

Student will ________

(Knowledge)—count, draw, list, point, read

(Comprehension)---compare, interpret, predict,

(Application)---classify, solve, calculate

(Analysis)---infer, order, summarize, explain

(Synthesis)---integrate, prepare, organize

(Evaluation)---compare, predict, estimate

Critical Components - Criterion Criterion—identifies how much, how often, or to what

standard the behavior must occur in order to demonstrate that the goal has been achieved (to what level or degree) 70 word per minute with fewer than 10 errors A three paragraph essay using transition words in

sentences and between paragraphs with 5 or less errors

85% of all assigned problems _______of ________times At _____% on________

Short-term Objectives

Incremental steps to achieving the annual goal, and are required to have the same four components as the goal: time, condition, behavior, and criteria

2 Methods--Build on mastery criteria toward the annual goal. Written in the same manner as the annual goal except the

criteria would increase for each short-term objective as the student came closer to meeting the annual goal’s criteria

Write short-term objectives by building on skills to reach the annual goal.

Short-term objectives are not required, but if needed, there

must be at least two.

Gigi Maez, Attorney at Law & Juanell Isaac, Director of Elementary Special Education/504—WalshAnderson.com/[email protected]

Examples

PLAAFPs Examples

Implication of Disability:

Ellen a sixth grade student with Special Education eligibility of Other Health Impaired due to Attention Deficit Hyperactivity Disorder and a Learning Disability in Reading Comprehension, Basic Reading Skill and Math Calculation……….

PLAAFPs Examples

Reading Levels: Ellen has demonstrated through grades, daily assignments,

teacher-made assessments, benchmark assessments, and the Reading Plus program that she reads 107 word per minute. The student uses contextual clues with 60% accuracy, and comprehends 71% of the time, oral directions 65% of the time. This student uses critical thinking skills 67% of the time and utilizes various reading strategies 45% of the time. Ellen met passing standards on the Reading TAKS-Modified, achieving a scaled score of 2280. Ellen did well on Objective One understanding, correctly answering 9 of 11 questions;……………..

PLAAFPs Examples

Ellen has demonstrated through daily assignments, teacher observations, and grades that she understands living and non-living characteristics with 70% accuracy. The student understands the water cycle with 70% accuracy, various states of matter with 75% accuracy, identifies basic human body parts with 75% accuracy, and identifies objects from the environment with 90% accuracy. This student has lab skills that are 80% accurate. Ellen achieved a scaled score of 1928 on science TAKS-Modified test. The student did best on Objective Two, Life Sciences, correctly answering 5 of 7 questions.

Data Gathering Sheet Functional PLAAFPs

Present Levels of Academic Achievement and Functional Performance (PLAAFPs) General Education Teacher Data Gathering Sheet

For ARD Committee Consideration

Student Name__________________________ Grade___________ Date______________ Completed By________________________________ Position______________________ ARD Date_______________ Return to _____________________by (date)_____________

Developmental Functional

Data Sources (Please check all that apply and attach copies for documentation) CSR / TAKS Assessments (Must be attached for any student who has taken

TAKS/TAKS Accom/TAKS M/TAKS Alt) Report Card / Grades Daily Assignments Current IEP Progress Teacher Made Assessments Dibbles TPRI My Reading Coach Reading Plus STAR Reading Benchmark Assessments ITBS ITED Criterion References Assessment (name)_______________________________ Other___________________________________________________________

Check all that apply:

Knows _____ colors (how many) Matches _____colors (how many) Knows Shapes: square circle triangle rectangle other_________________ Match _______shapes(how many) Know _____ body parts (how many) Safely maneuvers within the classroom with assistance independently Demonstrates age appropriate toileting skills with assistance independently Knows_____ months of the year (how many) Knows _____ seasons of the year (how many) Follow directions - _____ steps Sorts _____ Items (how many) Recognizes age appropriate rhymes with _____% accuracy Communicates verbally with _____% accuracy Communicates with signs with _____% accuracy Communicates with gestures with _____% accuracy Feeds self independently with _____% accuracy Feeds self with assistance with _____% accuracy Recognizes _____letters of the alphabet with _____% accuracy Correctly form _____letters of the alphabet with _____% accuracy Spells two letter words with _____% accuracy Spells three letter words with _____% accuracy Spells four letter words with _____% accuracy Spells five letter words with _____% accuracy Dresses self independently with _____% accuracy Zips clothing independently with _____% accuracy Buttons clothing independently with _____% accuracy Snaps clothing independently with _____% accuracy Other___________________________________________________________________________ Other___________________________________________________________________________

Comments

Data Gathering Sheet Social Studies PLAAFPs

Standards Based PLAAFPS Data Sheet Aug. 2010




Social Studies

Data Sources (Please check all that apply and attach copies for documentation) CSR / TAKS Assessments (Must be attached for any student who has taken Social

Studies TAKS/TAKS Accom/TAKS M/TAKS Alt) Report Card / Grades Daily Assignments Current IEP Progress Teacher Made Assessments Benchmark Assessments ITBS ITED Criterion References Assessment (name)_______________________________ Other___________________________________________________________

Check all that apply: Indentifies people who provide services to the community with _____ % accuracy Identifies organizations who provide services to the community with _____ % accuracy Identifies or explains institutions and process of local government systems with _____ % accuracy Identifies or explains institutions and process of state government systems with _____ % accuracy Identifies or explains institutions and process of national local government systems with _____ % accuracy Demonstrates understanding of map features such as cities, states, and countries with _____% accuracy Demonstrates understanding of geographic features such as continents, oceans, and land masses with _____%

accuracy Identifies activities in the American economic systems with _____ % accuracy Demonstrate an understanding of issues and events in U.S. history with _____ % accuracy. Demonstrate an understanding of geographic influences on historical issues and events with _____ % accuracy. Demonstrate an understanding of economic and social influences on historical issues and events with _____ %

accuracy. Demonstrates an understanding of political influences on historical issues and events with _____ % accuracy Uses critical-thinking skills to analyze social studies information with _____ % accuracy. Other___________________________________________________________________________ Other___________________________________________________________________________ Other___________________________________________________________________________ Other___________________________________________________________________________

Data Gathering Sheet Science PLAAFPs




Science


Science TAKS/TAKS Accom/TAKS M/TAKS Alt) Report Card / Grades Daily Assignments Current IEP Progress Teacher Made Assessments Benchmark Assessments ITBS ITED Criterion References Assessment (name)_______________________________ Other___________________________________________________________


Demonstrates understanding of living and non-living characteristics with _____% accuracy Demonstrates understanding of the food chain with _____% accuracy Demonstrates understanding of food webs with _____% accuracy Demonstrates understanding of the water cycle with _____% accuracy Demonstrates understanding of the various state of matter with _____% accuracy Demonstrates understanding the different characteristics of animals with _____% accuracy Demonstrates lab safety _____% of the time Demonstrate basic understanding of the Scientific Method with _____% accuracy Demonstrates understating of the Periodic Table of Elements with _____% accuracy Dement rates understanding of the laws of motion with _____% accuracy Demonstrates understanding of the uses of simple machines with _____% accuracy Demonstrates understanding of classifications of plants with _____ % accuracy Demonstrates understanding of classifications of animals with _____ % accuracy Identifies human body parts with _____ % accuracy Identifies changes and events that occur in weather with _____ % accuracy Classifies chemicals and their properties with _____ % accuracy Identifies objects from the environment with _____% accuracy Other___________________________________________________________________________ Other___________________________________________________________________________ Other___________________________________________________________________________ Other___________________________________________________________________________

Comments

Data Gathering Sheet Math PLAAFPs




Mathematics


Mathematics TAKS/TAKS Accom/TAKS M/TAKS Alt) Report Card / Grades Daily Assignments Current IEP Progress Teacher Made Assessments Sleek It Study Island Mentoring Minds STAR Math Benchmark Assessments ITBS ITED Criterion References Assessment (name)_______________________________ Other___________________________________________________________


Is able to write numerals to ___________ Knows place value through ___________ Recognizes money values through _________ Tells time with _____% accuracy Understands and utilizes basic addition facts in operations with _____ % accuracy Understands and utilizes basic subtraction facts in operations with _____ % accuracy Understands and utilizes basic multiplication facts in operations with _____ % accuracy Understands and utilizes basic division facts in operations with _____ % accuracy Demonstrates usage of fractions with _____% accuracy Demonstrates usage of decimals with _____% accuracy Recognizes patterns and relationships with _____% accuracy Demonstrates understanding of algebraic reasoning with _____% accuracy Utilizes mathematic measurements with _____% accuracy Demonstrates understanding of probability and statistics with _____% accuracy Demonstrates understanding of the mathematical process with _____% accuracy Other___________________________________________________________________________ Other___________________________________________________________________________ Other___________________________________________________________________________ Other___________________________________________________________________________

Comments

Data Gathering Sheet Reading PLAAFPs

Present Levels of Academic Achievement and Functional Performance (PLAAFPs) General Education Teacher Data Gathering Sheet For ARD

Committee Consideration


Reading Data Sources (Please check all that apply and attach copies for documentation) CSR / TAKS Assessments (Must be attached for any student who has taken

Reading/ELA TAKS/TAKS Accom/TAKS M/TAKS Alt) Report Card / Grades Daily Assignments Current IEP Progress Teacher Made Assessments Dibbles TPRI My Reading Coach Reading Plus STAR Reading Benchmark Assessments ITBS ITED Criterion References Assessment (name)_______________________________ Other___________________________________________________________


Fluency: Reads________ words per minute Reads _________ (how many) grade level sight words Uses Contextual Clues with ______% accuracy Comprehends _______% of materials read orally Comprehends _______% of materials read silently Follows Written Directions______% of the time Follows Oral Directions______% of the time Uses critical thinking skills _____% of the time Utilizes various reading strategies _____% of the time Understands that a person reads for different purposes _____% of the time Demonstrates understanding of various literary elements _____% of the time Other______________________________________________________________________________ Other______________________________________________________________________________ Other______________________________________________________________________________ Other______________________________________________________________________________

Comments

Data Gathering Sheet Writing PLAAFPs

Standards Based PLAAFPS




Writing


Writing TAKS/TAKS Accom/TAKS M/TAKS Alt) Report Card / Grades Daily Assignments Current IEP Progress Teacher Made Assessments Benchmark Assessments ITBS ITED Criterion References Assessment (name)_______________________________ Other___________________________________________________________


Uses manuscript with _____% accuracy Uses cursive with _____% accuracy Uses capitalization at the beginning of sentences with _____% accuracy Uses capitalization of proper names and titles with _____% accuracy Uses capitalization of days and months with _____% accuracy Uses correct punctuation with _____% accuracy Writes complete sentences _____% of the time Writes complete paragraphs______% of the time Uses correct noun-verb agreement with ______% accuracy Uses regular/irregular plurals with ______% accuracy Produces an effective composition for a specific purpose with _____% accuracy Uses pre-writing techniques and tolls to organize thoughts _____% of the time Uses correct and effective sentence construction in written text with _____% accuracy Recognizes standard usage and appropriate word choice in written text with _____% accuracy Proofreads for correct punctuation, capitalization, and spelling in written text_____% of the time Other___________________________________________________________________________ Other___________________________________________________________________________ Other___________________________________________________________________________ Other___________________________________________________________________________

Comments




Does the student display significant problem behavior(s) which impedes the learning of the student or others? YES NO If yes, please complete the following table:

Problems Behavior Frequency Intensity Duration

Frequency - How often does the behavior occur? Examples: 1 x hour, 15 x per hour, 4 x per day, 8 x per week

Intensity - How strong is the behavior? ( how loud is the tantrum)

Rubric: 1 2 3 4 5 6 7 8 9 10 Slight Mild Moderate Severe Very Severe

Duration Rubric

1. Less than 10 seconds 2. 10 Seconds to 30 seconds 3. 30 seconds to 1 minute 4. 1 minute to 5 minutes 5. 5 minutes to 10 minutes 6. 10 minutes to 15 minutes 7. 15 minutes to 30 minutes 8. 30 Minutes to 1 hour

9. More than 1 hour

EXAMPLE

Problem Behavior Frequency Intensity Duration Tantrums 3 x day 8 6 Out of seat 7x hour 2 1 Refuses to comply 2 x hour 7 5

Data Gathering Sheet Behavior PLAAFPs

Goals Examples

By the end of the 5th six weeks, (time) the student will be able to read 30- 45 wpm (behavior)with no more than 3 errors(criteria). WRONG

When presented with a grade level reading passage of ____ number of words……” should be added.

Goals Examples

By the end of the school year, Ellen will achieve70% mastery of 11th grade TEKS in US History, with inclusion support of 25 mpw, as demonstrated by mastery of 6 of 8 objectives.

Short term goals:

The student will be able to analyze the causes of the Great Depression, including the decline in world wide trade, the stock market crash, and bank failures with 70% accuracy.

Goals Examples

By the end of 36 weeks of instruction, given a small group setting and guided/individual practice, reduced assignments by 25%, limiting multiple choice tests to 3 choices, Ellen a 7th grade student with a Learning Disability in Listening Comprehension, Reading Comprehension, Basic Reading Skill, Written Expression, Math Calculation, and Math Problem Solving will independently compare and order integers and positive rational numbers, simplify numerical expressions involving order or operations and exponents, locate and name points on a coordinate plane using ordered pairs of integers, estimate measurements, select and use an appropriate representation for presenting and displaying relationships among collected data, answering them with 70% accuracy on 5 of 6 objectives to demonstrate mastery.

Goals Examples

Ellen, a 7th grade student with a Learning Disability in Listening Comprehension, Reading Comprehension, Basic Reading Skill, Written Expression, Math Calculation, and Math Problem Solving, within 36 instructional weeks, will utilize assistance in Content Mastery to master 7th grade TEKS in English, Math, Science and Social Studies at 70% mastery and will master 4 of 4 objectives.

Resources

The Special The Special EdEdge ge www.calstat.orgwww.calstat.org Advocacy Brief Advocacy Brief National Center of Learning Disabilities National Center of Learning Disabilities

www.LD.orgwww.LD.org inForuminForum NASDSE—National Association of State Directors of NASDSE—National Association of State Directors of

Special Education http://www.projectforum.orgSpecial Education http://www.projectforum.org Texas State Guidance Texas State Guidance

http://ritter.tea.state.tx.us/special.ed/guidance/sbIEP.htmlhttp://ritter.tea.state.tx.us/special.ed/guidance/sbIEP.html Seven Step Process to Creating Standard Based IEP’s

(inForum) http://www.alsde.edu/html/sections/section_detail.asp?section=65&footer=sections

Sound Familiar?

Contact Information

Ellen Waters, M. ED.

Educational Diagnostician

588 Educational Cooperative

704 W Sul Ross Ave

Alpine, Texas 79830

432-837-3315

[email protected]

I Hope You Feel This Way!

Making Sense of Standard Based IEPs Ellen Waters, MS Educational Diagnostician.

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