Arkansas Department of Education
Special Education
June 2012
Overview of ModulesOverview of Modules Train the TrainerTrain the Trainer
Purpose Module 1 Overview and importance of
Standards Module 2 Present Level and Student Profile Module 3 Measurable Goals and Objectives
Options
Timeline April 1, 2013 - Implement Standards-Based IEPS
Respectful◦ Electronics used only for session◦ Listen to each other
Active Participant◦ Share work◦ Ask questions◦ Contribute to ideas
Responsible◦ Stay focused◦ Complete activities
Facilitator Time Keeper Recorder Reporter
SpringdaleMagnoliaBryantSheridan
Aligned with college and work expectations Focused and coherent Include rigorous content and application of knowledge
through high-order skills Build upon strengths and lessons of current state
standards Internationally benchmarked so that all students are
prepared to succeed in our global economy and society Based on evidence and research State led – coordinated by NGA Center and CCSSO
Currently, every state has its own set of academic standards, meaning public education students in each state are learning to different levels
All students must be prepared to compete with not only their American peers in the next state, but with students from around the world
STANDARDS FORENGLISH LANGUAGE ARTS
&LITERACY IN HISTORY/SOCIAL STUDIES,
SCIENCE, AND TECHNICAL SUBJECTS
Major design goals Align with best evidence on college and career readiness
expectations Built on the best standards-work of the participating states Maintain focus on what matters most for readiness
Three main sections K−5 (cross-disciplinary) 6−12 English Language Arts 6−12 Literacy in History/Social Studies
(Science and Technical Subjects have a shared responsibility for students’ literacy development)
Three appendices• A: Research and evidence; glossary of key terms• B: Reading text exemplars; sample performance tasks• C: Annotated student writing samples
Four strands Reading (including Reading Foundational Skills) Writing Speaking and Listening Language
An integrated model of literacy
Media requirements blended throughout
College and Career Readiness (CCR) anchor standards Broad expectations
consistent across grades and content areas Based on evidence
about college andworkforce trainingexpectations
Range and content
K−12 standards Grade-specific end-of-
year expectations Developmentally
appropriate, cumulative progression of skills and understandings
One-to-one correspondence with CCR standards
STANDARDS FORMATHEMATICS
Standards for Mathematical Practice Carry across all grade levels Describe habits of mind of a mathematically expert student
Standards for Mathematical Content K-8 standards presented by grade level Organized into domains that progress over several grades Grade introductions give 2–4 focal points at each grade level High school standards presented by conceptual theme
(Number & Quantity, Algebra, Functions, Modeling, Geometry, Statistics & Probability)
Content standards define what students should understand and be able to do
Clusters are groups of related standards Domains are larger groups that progress across grades
Focal points at each grade level
http://www.commoncorearkansas.org/
Carol B. [email protected]
Carol B. [email protected]
Carol B. [email protected]
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
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
Knowing where you want to go Using data as the basis
Good IEPs are: Reasonably calculated to result in
educational benefit
Connected to state standards as a fundamental component to educational benefit
Good IEPs are: Dependent upon knowledge of
curriculum/effective practice
Not an isolated event
Consistent with regulation/best practice
Requires: Consideration of individualized data/needs
Different goals for different students based on needs
Why: Are standards important?
Should we consider them?
Standards-Based IEPs?
Added accountability by requiring: Demonstrated progress on state standards
Assessment on grade level standards
Students with disabilities as a reported subgroup
Regulations for the 2% (modified performance standards)
“…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)
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)
“ 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
Finish this sentence:
Standards-Based IEPs are important because…
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-Alabama Department of Education
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
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
How are you using the standards in your school to shape your curriculum?
How are you using the standards to develop IEP goals?
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
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
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
Content is determined through planning process
Development is like using a GPS
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
High achievement always takes place in the framework of high expectation.
Jack Kinder.
Module 2: Present Levels of Academic Achievement and
Functional Performance
Desired Outcomes
OrInstructional
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
Provide instructional accountability and access to general curriculum
Support instruction in least restrictive environment
Link the IEP to the general curriculum
Essential for closing the achievement gap Promote a single system of education and
consistency across schools and the district Are best for kids – assume more, not
less
Refer to standards to determine expectations at grade level
Use the standards as a guide to determine what is important for the student to learn or be able to do
Conduct an analysis to determine the gap between grade expectations and the student’s current skills/knowledge
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-Alabama Department of Education
(1) . . .a statement of the child’s Present Levels of Academic and Functional Performance, including—
(i) how the child’s disability affects the child’s involvement and progress in the general education curriculum (i.e., the same curriculum as for nondisabled children);
(ii) for preschool children, as appropriate, how the disability affects the child’s participation in appropriate activities;
34 CFR §300.324(a)(1)
General Curriculum
Expectations
Current Skills and
Knowledge
Areas of Instructional
Need
PLAAFP Statements
on IEP Form
What do I want to know? Expectations of state/district standards;
classroom/grade level; social/emotional
Instructional strategies/approaches used in the general classroom
Extracurricular activities of school life for students at this grade level
State and district standards Course outlines/teacher descriptions Curriculum guides Assessments
State Classroom (curriculum-based)
Textbooks Extracurricular offerings and expectations for
participation
Academic Social emotional Communication Recreation/Leisure Health, Physical,
Medical Technology
For secondary consider:
Jobs/job training Post-secondary
education Community
participation Home/independent
living
Academic Tests
Work samples
Curriculum based assessments
Statewide assessments
Evaluation results
Social/emotional behavior Classroom reports
Observation
Office referral data
Family input
Attendance
Communication Reports Observation Language
evaluation
Health/Physical Family reports
Comprehensive evaluation
In-school nurse reports
Physical education
Self-report
Recreation/Leisure Family reports
Physical education
Self-report
Extracurricular participation
Jobs & Job training Vocational training
records
Vocational/Transition assessment results
Student interview
Post-secondary Education Counselor and
student interviews
Transition assessments
Community Participation Family report
Student self-report
Transition assessments
Home/Independent Living Family report
Student self-report
In-school observations
Transition assessments
Other reports (use of assistive technology, accommodations, modifications) Family
Teacher
Student
What: Can the student do in school; at home?
Accommodations have helped in the past?
Is the student’s performance level on state assessments and in the classroom?
Curriculum based measurement or formative assessment
Tools designed to connect to the curriculum
Data to clearly describe what the student can do
Compares student growth over time
Discuss intent of standards:
What are the knowledge and skills necessary for the student to achieve to a level that is expected in the standards?
What are the prerequisite skills?
Common Core State Standards for English Language Arts Reading Standards for Informational Text
Grade 6
College and Career Readiness Anchor Standard CCR2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Grade 5 Standard RI.5.2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
Grade 6 Standard RI.6.2: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
Grade 7 Standard RI.7.2: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
Essence Know What do students need to know?
Understand What do students need to understand?
Do What should students be able to do?
Determine two or more main ideas and supporting details
Summarize text
Central idea conveyed through particular details
Characteristics of an effective summary (distinct from personal opinions or judgments)
The central idea is the unifying broad idea of the text and ties all of the main ideas together.
Details support each main idea along with the central idea.
Summaries include central ideas and supporting details distinct from personal opinion or judgment.
I can determine a central idea of a text.
I can explain how particular details convey the central idea.
I can summarize a text, capturing the most important part of the original piece.
I can summarize a text distinct from personal opinions or judgment.
Common Core State Standards for English Language Arts Reading Standards for Informational Text
Grade 6
Skills Understanding(Learning Goal)
Success Criteria
Say the topic that all the paragraphs address.
All the paragraphs in a text are about the same topic.
1. I can determine the main idea of the text.
Explain the specific focus of all the individual paragraphs.
Within paragraphs there is information that goes together that is related to the main topic.
2. I can recount the key details from the text and explain how they support the main idea.
Explain how the individual paragraphs relate to the main topic.
Within paragraphs the author has a particular focus that is related to the main topic.
Determine which standards are most important for each student (based on progress in the general education curriculum)
Compare standard(s) with student’s areas of need and the impact of the disability
Use data to determine the areas the student will find difficult without additional supports
Leverage-standards in one subject that support student’s success in other subjects
Endurance-standards that help students across the years rather than respond to the testing of a single grade level
Readiness-essential for the next grade/standards that help students prepare for the next level of learning
Which standards: Can be met with accommodations in
the general classroom?
Require specialized instruction?
Which standards are most essential to: Accelerate the ability to progress in the general
curriculum?
Result in educational benefit?
Describe performance in academic and non-academic areas
Include relationship between evaluation/assessment data and Present Level Statements
Use objective, measurable terms
Ensure data is self-explanatory (or provide an explanation of score)
Specific Verb Phrases
Greets peer appropriately
Counts to 25
Speaks in one to two word sentences
Solves problems involving double-digit addition
Names five careers and jobs associated with each
Vague Verb Phrases
Is friendly
Received a math score of 90
Can’t talk well
Knows his letters
Knows different careers
Talks excessively
Is a loner
Jim is fluent (reads 120 words per minute) when reading material that is written at a 3rd grade reading level.
Susie can answer comprehension questions with 90 to 100% accuracy when listening to
material that is used in her classroom.
When interacting with peers, Paul is quick to get into arguments using inappropriate language (profanity) and a loud voice.
Becky is able to put together a 50 piece jigsaw puzzle without assistance.
Wendell can use a computer to locate information and to communicate with friends via email.
Receives reading in the resource room
STAR reading of 340
The disability impacts progress in the general education classroom
General Curriculum
Expectations
Current Skills and
Knowledge
Areas of Instructional
Need
PLAAFP Statements
on IEP Form
Part I Description of what the student can do;
strengths, based on general curriculum expectations
Part II Conversation to identify the gaps in
skills/knowledge associated with the disability
What: Skills/knowledge are expected for the student in the
general classroom?
Skills/knowledge does the student currently have?
Is the gap, or what skills/knowledge is critical for the student to be able to access the general curriculum at grade level?
Do you know about the student’s learning rate?
Accommodations have been used successfully to support the student’s learning?
Consider the target grade level standards
RI.6.2: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
1. Consider the target grade level standards
Identify critical knowledge and skills within the standards
Use a data analysis process to conduct a drill down
2. Of these skills, where does the student demonstrate proficiency? (These could become descriptors in the Present Level Statements)
Formal assessment
Informal assessment
3. Can the standard(s) be achieved with an accommodation?
For example, can the student:
Demonstrate the central idea of a text if given orally rather than being asked to read the items independently?
Summarize the text when it is read orally?
4. Given these responses:
What skills need to be taught explicitly to demonstrate proficiency on the targeted standard/s?
Which skills/knowledge can be acquired in the general classroom with an accommodation/assistive technology?
Consider other functional skill areas that may not be directly connected to the academic standards, and determine which areas need specialized instruction through the IEP.
Just as a review, we have already talked about:
Identifying critical standards
Collecting/analyzing data relative to the student’s current academic performance
Collecting/analyzing data relative to the student’s functional performance
Identifying instructional need
Present Level Statements
Assignment:
1. Review the selected standard for English/Language Arts
2. Make notes of critical expectations
3. Document the student’s current skills and knowledge specific to the standard
4. Conduct an analysis of data using the process we have just been talking about and document results
Hang on to your notes. We’ll be using them later
2.1.1 •Expectations and Current Knowledge and Skills •IEP Handout A: Karen
On the IEP:The Present Level Statements must include:
Academic and functional performance: strengths, needs and data sources
Adverse affect of the disability in the general education curriculum - The Impact Statementfor preschool children, the affect on participation in age appropriate activities
Strengths:Student’s response to: Learning strategies Accommodations Interventions Standards instruction
Ask…What have we learned about this student’s academic skills and knowledge?
Needs:Focus on needs that affect progress in the general education curriculum
progress in learning grade level standards
Ask…What prerequisite skills/knowledge does the student need to close the gap between his/her Present Level and the grade-level content standards?
Use up-to-date descriptive data:
Cory reads 24 wpm, while the benchmark for 2nd graders in the regular curriculum is 60-80 wpm. Cory can say 5 out of 10 short and long vowel sounds. He cannot read multi-syllabic words.
Student’s: social/emotional (behavioral) performance communication skills performance in areas of recreation/leisure, self-
management, independent living, etc.
Ask…“ What have we learned about this student’s ability to function independently and appropriately with peers and adults?”
Use up-to-date descriptive data:
In a classroom observation, Cory sat quietly in his seat for 10 minutes. At the 10-minute mark, he began to look around the room, followed by twirling his pencil and playing with his paper. When placed with a partner to complete his work, he was able to remain on task and complete the assignment…
How does the disability affect performance?
Consider how it affects progress in learning the grade-level content standards – the Impact Statement.
Do not use the student’s exceptionality to explain how the disability affects involvement/progress in the general curriculum when developing the Impact Statement.
What not to write:Marley’s learning disability affects his progress in the general curriculum.
What to write:Marley’s weakness in applying strategies, such as making inferences and complex predictions, affect his progress in comprehending sixth-grade literary materials.
Some states require: A single comprehensive statement One for each goal /area
Remember: Gather information; then record it Process first; form second
The profile should include general statements regarding:
Strengths Needs Assessment/Evaluation Status of prior IEP goals Teacher/Parent/Student input Transition needs (at least by age 16)
Student’s response to: Learning strategies
Accommodations
Interventions
Standards or classroom instruction
Ask…“What have we learned about this student’s skills and knowledge?”
Use data to write student profiles
Similarities: Data-based Provide a description of the student Provide a sense of where the student is
functioning in regard to areas of need
Differences:Profile is an overview of where student is functioning in relation to their school experiencesProfile is a general picture of the student’s functioning in all areas relevant to the IEPPresent level addresses priorities for goal writingPresent level provides a summary of baseline information that indicates the student’s achievement on specific standards or functional skills
Carol B. [email protected]
Carol B. [email protected]
Practice identifying Student Profile components.
• IEP Handout A: Karen
• Karen Student Profile
The Present Level should include specificstatements regarding:
Strengths Needs Assessment/Evaluation Impact of the disability
As they relate to the specific standard or area of functional performance chosen for the goal.
Briefly review the Present Level examples at your table.
Carol B. [email protected]
Writing Present Level Statements
2.3.1 Writing
Present Level
Statements
Rosie has trouble controlling her behavior. She gets easily upset when interacting with peers and does not take direction from authority. Once off task it is really hard to reengage her.
2.3.1 Writing
Present Level
Statements
Rosie enjoys socializing with peers, and will play cooperatively with them some of the time. Her teacher reports that more often, Rosie is off task and interacts inappropriately with her peers. Observations of Rosie indicated that when interacting with peers, Rosie became upset (cried, threw material, left the group) 55% of the time within the first five minutes of a group activity. Once off task, it took up to 20 minutes for her to reengage in the activity.
Rosie has improved in mathematics since last year. She can add and subtract and do some multiplication. She has difficulties solving word problems. Rosie currently has a grade of 71% in math.
2.3.1 Writing
Present Level
Statements
Curriculum Based Assessments indicate Rosie can add and subtract within 100 to solve one-step words problems, involving “adding to”, “taking from”, etc. She has memorized the multiplication facts for 0 – 5 and 10. She is able to use a multiplication table for facts she does not have memorized. Classroom assessments demonstrate that Rosie can apply the correct operation when presented with the terms or symbols for “multiply”, and “divide”. Rosie cannot describe a context in which a total number of objects can be expressed as a multiplication problem, such 35 = 5 groups of 7 objects. She is not able to interpret a multiplication equation as a comparison when given word problem, such as: “A pack of pencils costs 9 times as much as a single pencil, which costs 5 cents. How much is a pack?” Rosie’s disability impacts her ability to use multiplication equations to solve real world problems.
1. Are they related to the vision (desired outcome) for this student?
2. Do they reflect what the student knows in relation to the general curriculum or standards expectations?
3. Are they stated in measurable terms?
4. Do they include strengths, needs, and disability’s affect on access to the general curriculum?
5. Are they self-explanatory?
Using the IEP Handout A (student description) IEP Handout B, and the information you gathered in activity 2.1.1, through conversation (as a team) discuss and write a Present Level based on: General curriculum considerations
Critical expectations specific to standard
Present Level Statements (academic and functional) that describe skills and knowledge Strengths/needs
Impact Statement (how disability affects involvement/progress in the general education curriculum).
• IEP Handout A: Karen• Blank IEP
Goal Page• Karen
Student Profile
Remember…
The Present Level of Academic Achievement and Functional Performance sets the stage for developing IEP goals!
Quick Check
2.4.1 Quick
Check
We cannot always We cannot always build the build the future for our future for our children...children...
-- Franklin D. Roosevelt.
……but we but we can build can build our our children children for the for the future.future.
Module 3: Writing Quality Goals and
Objectives
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
Annual goals are related to needs resulting from the student’s disability that directly affect involvement and progress in the general education curriculum
For preschool children, as appropriate, to participate in age-appropriate activities
Annual Goals answer the question—
“What should the student be doing?”
Are they: Relevant? Reasonable or attainable? Challenging? Attainable in time given?
Need to Know
Evaluate how an author uses words to create mental imagery, suggest mood and set tone
Nice to Know
Recognize stylistic elements such as voice, tone and style
Target a particular hole and fix it – that’s leverage!
If multiple areas of need are identified in the Present Level, the IEP Team must consider how each need impacts the students’ progress in the general education curriculum.
Select the need that has the greatest impact on progress, and develop a goal to address that need.
Annual goals are related to needs resulting from the student’s disability that directly affect involvement and progress in the general education curriculum. (Preschool: As needed to participate in age-
appropriate activities)
Developing SMART Goals
Specificbased on PLAAFPMeasurableprogress determined at data points Achievablerealistic, related to critical needs Results-orienteddeveloped with outcome in mind Time-bounddefined beginning/ending
3.4.1•Developing SMART Goals•Tina Student Profile and Goal Page
The Student...(Who) Will do what…(Behavior) To what level/degree…(Criterion) Under what conditions…(Context) In what length of time…(Timeframe)
Focus on what the student will do:
“Janice will read and analyze a short story for the literary elements of main idea, point of view, plot, setting, and characterization.”
Not the process:
“Janice will use a graphic organizer to analyze a short story.”
Use behavioral terminology:“Janice will read and analyze a short
story for literary elements.”
Not the process:“Janice will review short stories.”
Add the criterion:
“Janice will read and analyze a short story for literary elements of main idea, point of view, setting and characterization with 90% accuracy using a literature passage from the sixth grade classroom.”
Include the context/timeframe:
“By the end of the school year, Janice will read and analyze a short story for literary elements of main idea, point of view, setting, and characterization with 90% accuracy using a literature passage from the sixth grade classroom.”
The student (Janice)
Will do what (read and analyze a short story)
To what level or degree (90% accuracy)
Under what conditions (sixth grade literature passage)
In what time frame (end of school year)
Refer to Present Level data:
Ask what: Are the performance expectations in
the general classroom?
Has been the rate of growth?
Will it take to be successful in the general classroom?
Is the gap in current and desired skill?
What: Are the criteria/expectations of the
general curriculum for demonstrating mastery ?
Is necessary to ensure the skill is at a mastery level?
Are the expected gains over a year’s period of time?
A Present Level Example:
“Karen is in the sixth grade; she has challenges with reading fluency which impact her ability to comprehend longer passages and summarize central themes in a text.”
3.5.1•Reviewing What We Know•Karen Student Profile•IEP Handout A: Karen
Reviewing What We Know: Area of need
Past instruction and progress
Experience with similar students/situations
Expectations for the next year
3.5
3.5.1•Reviewing What We Know•Karen Student Profile•IEP Handout A
Make it better:
When tested, Sara will read at the fifth grade level.
Make it better:
When tested, Sara will read at the fifth grade level.
New and improved:
Given a passage in the fifth grade literature book, Sara will read 130-150 wpm with fewer than 5 errors in one minute
in three consecutive trials over a three week period of time.
Make it better:
June will turn in homework on time, complete in-class assignments, and complete tests given in class.
Make it better:
June will turn in homework on time, complete in-class assignments, and complete tests given in class.
New and improved:
June will meet all required classroom activities (including submitting homework on time, completion of in-class assignments, and completing tests) in accordance with classroom standards for maintaining a “C” or better letter grade for the class consistently for a time period of six months.
Make it better:
Randy will have basic needs met by making appropriate requests to a variety of adults.
Make it better:Randy will have basic needs met by making
appropriate requests to a variety of adults.
New and improved:Across all settings, Randy will use his
communication system to indicate all needs (e.g., bathroom, drink or eat, go outside) throughout the school day for five consecutive days.
Use your data on Karen to write a SMART Goal tied to the reading standard:
RI.6.2: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
Carol B. [email protected]
• IEP Handout A
• Karen Profile Page
• Karen Present Level
• IEP Handout A
• Karen Profile Page
• Karen Present Level
1. Read the IEP goal statements.
2. Are they SMART goals?
Specific
Measurable
Achievable
Results-oriented
Time-bound
3. Are they connected to the Present Level and include a reference to the standards?
4. Will the goal support the student’s ability to meet grade level standards and make progress in the general curriculum?
3.6.1•SMART Goals•Karen Goal Page
Measurable A logical breakdown of the major
components of an annual goal
Short-term objectives and benchmarks are steps that measure the child's progress toward the annual
goals in the IEP. When written correctly, short-term objectives provide teachers with a roadmap and a
clear mechanism to evaluate the child's progress.
Could be incremental steps, or
A set of skills that together will lead to meeting the annual goal
Adatped from Wright, P. and Wright, P. (2006). Wrightslaw: From Emotions to Advocacy, 2nd Edition. Hartfield, VA: Harbor House Law Press, Inc.
Given vowels, consonants, digraphs, and 5 common diphthongs, Jay will say the correct sounds at 30 sounds per minute with no more than 2 errors.
Given the 200 most common sight vocabulary words, Jay will read them aloud at 110 wpm with only random error.
Given first grade material, Jay will read a passage orally at 50-80 wpm with no more than 5 errors.
By the end of the first reporting period, JJ will answer “who” questions.
By the end of the second reporting period, JJ will answer “what” questions.
By the end of the third reporting period, JJ will answer “where” questions.
By the end of the fourth reporting period, JJ will answer “why” questions.
Consider: How expected progress will be determined?
What is the rate of growth expected from initiation of IEP to goal achievement?
What will be done if progress is not occurring?
Involves frequent, ongoing, systematic monitoring of performance
Occurs in core, supplemental, and intensive instruction with varied frequency
Answers whether or not: Student is making progress compared
to self, peers and/or the standard?
Instructional adjustments are needed?
Periodic Review of IEP Goals:
Are we on track?
Is student making progress at the expected rate?
Yes. Continue
No. Adjust
Even if you are on the right track, you’re still going to get run over if you don’t keep moving.
Will Rogers
Periodic Review of IEP Goals:Are we on track?
Is student progressing at a higher rate than expected?
Yes. Adjust intervention, continue for a while longer, or discontinue
Is student progressing slower than expected? Yes. Adjust frequency/intensity of, or select different
intervention
Assessment: Strategies for Tracking and Reporting Progress
3.7.1AssessmentStrategies
for Tracking and Reporting
Progress
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
The modules used as a basis for developing this training can be found at http://sites.google.com/site/individualedplans/
The Standards-Based IEP module project was funded wholly or in part by the U.S. Department of Education under cooperative
agreement S283B050024. The views expressed do not necessarily reflect the position of the U.S. Department of Education and no
official endorsement should be inferred.
Alabama Department of Education http://www.alsde.edu/html/sections/
documents.asp?section=65&sort=16&footer=sections
COUNCIL OF CHIEF STATE SCHOOL OFFICERS (CCSSO)
&NATIONAL GOVERNORS ASSOCIATION
CENTER FOR BEST PRACTICES(NGA CENTER)
JUNE 2010
Democracy does not guarantee equality, only equality of opportunity.
-- Irving Kristol.
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