1. Writing Standards Based IEPs

2. Ground Rules

3. The I in IEP

4. IEP Development: a “GPS” 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

5. Key Components of the IEP Parental Participation and Concerns Student Profile Summary Standard Present Level of Performance – (Strengths, Needs, and Data Sources) Impact Statement Measurable Annual Goal

6. Parental Participation and Concerns Parents are key committee members for identifying Student strengths Growth Progress on goals Successes at home Challenges at home

7. Parental Participation Activity

8. Student Profile Paints a verbal picture of the students academically, functionally, socially, behaviorally. Student Profile Paints a verbal picture of the students academically, functionally, socially, behaviorally. Standard Area of need for the student Standard Area of need for the student Present Level of Performance The areas of strengths & needs pertaining to the identified standard Present Level of Performance The areas of strengths & needs pertaining to the identified standard Impact Statement How the stated needs keep the student from reaching the standard selected Impact Statement How the stated needs keep the student from reaching the standard selected Annual Goal

9. Student Profile Paints a verbal picture of the students academically, functionally, socially, behaviorally. Student Profile Paints a verbal picture of the students academically, functionally, socially, behaviorally. Standard Area of need for the student Standard Area of need for the student Present Level of Performance The areas of strengths & needs pertaining to the identified standard Present Level of Performance The areas of strengths & needs pertaining to the identified standard Impact Statement How the stated needs keep the student from reaching the standard selected Impact Statement How the stated needs keep the student from reaching the standard selected Annual Goal

10. Student Profile Summary The BIG picture of the student’s functioning in all areas Written so that a stranger reading the summary should feel as if he knows the student Created using input from student, parents, teachers Strengths and needs across the curriculum, including accommodations and learning styles Status of prior IEP goals Based on data, both quantitative and qualitative. A list of test scores A restatement of the psychological evaluation report Filled with acronyms Impossible (or even difficult) for the parent to understand.

11. Student Profile The profile should include general statements regarding overall:  Strengths  Needs  Assessment/Evaluation  Status of prior IEP goals  Teacher/Parent/Student input  Transition needs (at least by age 16)

12. Student Profiles Could Include: Student’s response to: ▪ Learning strategies ▪ Accommodations ▪ Interventions ▪ Classroom instruction Ask… “What have we learned about this student’s skills and knowledge?” Must be based on data!!

13. Data Sources Activity

14. Data Sources for Profile Summary Data Office Referrals Attendance Records Teacher Made Tests Work Samples PARCC Scores or other Standardized Testing Parent Input Rating Scales Medical Records Videos Vocational Training Observation NotesChecklists Photographs Interim Assessments

16. Student Profile Paints a verbal picture of the students academically, functionally, socially, behaviorally. Standard Area of need for the student Present Level of Performance The areas of strengths & needs pertaining to the identified standard Impact Statement How the stated needs keep the student from reaching the standard selected Annual Goal

17. Arkansas Standards Are to be used when creating goals for students with disabilities Should be used for at least one academic goal for every student with an IEP Are not the same as the Student Learning Expectations (SLEs) from the old Arkansas Frameworks

18. Standard Selection Considerations

19. ELA Learning Progressions

20. Locating Standards CoreStandards.org http://www.arkansased.gov/divisions/learning -services/curriculum-and- instruction/curriculum-framework- documents/science (Progressive implementation beginning 2016-17) http://www.arkansased.gov/divisions/learning -services/curriculum-and- instruction/curriculum-framework- documents/science

21. What knowledge and skills does Sam need? What are the prerequisite skills Sam will need for this standard?

22. Student Profile Paints a verbal picture of the students academically, functionally, socially, behaviorally. Standard Area of need for the student Present Level of Performance The areas of strengths & needs pertaining to the identified standard Impact Statement How the stated needs keep the student from reaching the standard selected Annual Goal

23. Student Profile vs. Present Level Profile is an overview of where the student is functioning in relation to his or her school experiences. Profile is a general picture of the student’s functioning in all areas. Present Level addresses skills tied to a standard. Present Level provides a summary of baseline information that indicates the student’s achievement on specific standards or functional skills.

24. Present Level of Performance Should be the student’s level of performance in relation to the chosen standard Should include strengths, needs, and data sources related to the chosen standard Should be easy for a parent or general education teacher to understand. Should not list the student’s strengths and needs in all academic areas Should not be copied and pasted from the profile Should not be copied from the psychological evaluation Should not be a list of test scores Should not include multiple acronyms

25. Present Levels of Performance Math Social Skills Behavior Daily Living Skills Reading

27. Present Level And Standard Activity

28. Student Profile Paints a verbal picture of the students academically, functionally, socially, behaviorally. Standard Area of need for the student Present Level of Performance The areas of strengths & needs pertaining to the identified standard Impact Statement How the stated needs keep the student from reaching the standard selected Annual Goal

29. Describes the barriers the student encounters related to his or her disability. Describes the barriers the student encounters in reaching the chosen standard. Does not provide a definition of the student’s disability Does not state how the disability impacts the student’s performance in all areas Is not copied and pasted from one goal page to another. Impact Statements

30. Impact Statement

31. StandardPresent Level

32. Caution What NOT to write: Marley’s learning disability affects his progress in the general curriculum. What TO write: Marley’s weakness in making inferences and making complex predictions, affects his progress in comprehending sixth grade literary materials.”

33. Impact Statement Activity

34. Student Profile Paints a verbal picture of the students academically, functionally, socially, behaviorally. Standard Area of need for the student Present Level of Performance The areas of strengths & needs pertaining to the identified standard Impact Statement How the stated needs keep the student from reaching the standard selected Annual Goal

35. Measurable Annual Goals Is created after analyzing the gap between the grade level expectation and the student’s current skill level Is a small piece of the student’s needs Is based on what is critically needed for the student to reach grade level expectations. Requires that the creators of the IEP know and understand the standards Is not a restatement of the standard Does not assume that every student will work only on grade- level content

36. Measurable Annual Goals Measurable goals contain 4 critical components : Timeframe Conditions Behavior Criterion 123

37. Using Arkansas Standards to Write Annual Goals Arkansas Standards are used to provide the framework for annual goal writing by establishing grade level expectations. Arkansas Standards statements alone are not measurable as written.

38. Measurable Annual Goals Timeframe Identifies the amount of time in the goal period and is usually specified in the number of weeks or a certain date for completion.

39. Measurable Annual Goals Conditions Describe the specific resources that must be present for a child to reach the goal. The condition of the goal should relate to the behavior being measured.

40. Measurable Annual Goals Behavior Clearly identifies the skill or performance that is being monitored. Represents an action that can be directly observed and measured. Remember the stranger test…What will you see?

41. Clearly Defined Behavior Measurable Terms Match Speak State Write Choose Order Sort Solve Summarize List Non-Measurable Terms Know Understand Listen Appreciate Enjoy Maintain Participate

42. Measurable Annual Goals Criterion Identifies how much, how often, or to what standard the behavior must occur in order to demonstrate that the goal has been achieved. The criterion specifies the amount of growth that is expected.

43. Criterion How will mastery be measured? Be clear and specific. Can be based on: – Curriculum based measurement – Rate – Time – Percentage – Descriptive statement

44. Measurable IEP Goals Checklist Does each goal meet a need that results from the child’s disability? Will the goal enable the child to be involved in and make progress in the general curriculum? ☑ ☑

45. Measurable IEP Goals Checklist Does each goal meet a need identified in the present level of performance? ☑

46. ACTIVITY

48. Annual Goal Examples ◦ When given a graphic organizer, Joe will write and edit a composition of at least 5 paragraphs each containing at least a main idea and two supporting ideas in 3 of 4 paragraphs by June 2016. ◦ At the end of 36 weeks, Nicole will solve 6 th grade level addition and subtraction problems involving mixed fractions when given step-by-step directions by earning 70% on class assignments. ◦ By the end of the first semester, Fred will answer a variety of comprehension questions related to an 8 th grade reading passage with 70% averages on assignments. Color Key: Whobehavior condition criteria timeframe

49. Annual Goal Examples ● By the end of the 2015-2016 school year, Carlos will remain on task for three minutes with no more than 2 verbal cues. ● Ricky will independently use words or pictures to express frustration and anger when presented with social conflict in four of five trials, by December of 2015. ● By the end of 36 instructional weeks, Julian will correctly sort eight out of ten objects by one characteristic (color, shape, etc.) when presented up to ten items and a mat with pictures to show groups. Color Key: Whobehavior condition criteria timeframe

50. Why should Objectives be Functional? Objectives must consider what skills the learner will need in order to function more independently. Skills are functional when they promote movement to less restrictive environments, are used frequently in everyday settings, and when they result in less dependence on others. Example: Which is more functional for the student? Knowing where Spain is or knowing their address

51. Benchmarks or Short Term Objectives Only required for students taking Portfolio Assessment; HOWEVER, districts may require objectives for all students Steps taken between the child’s Present Levels and the attainment of the annual goal

52. Put the Pieces Together Present Level of Performance Text here Objectives Student Profile Standard Selection Annual Goal

53. FAPE Impact Without measurability, progress cannot be monitored If a goal isn’t measurable, it cannot be measured If a goal cannot be measured, it violates IDEA and may result in a denial of FAPE

54. -- Michael Yudin Have high expectations for children, and there are no limits on what they can do.

55. Student Scenarios

56. Student Profile: Beginning Steps Locate the Student Description Handout: From the list of information, create a mental picture of the student: – What are his/her strengths? – What are his/her needs? – What do you know about his/her social skills and his/her personality? – What information do you feel is missing? Share at your table.

57. Student Profile Summary With a partner, write a student profile summary for the student. You are creating the Big Picture. Create a summary that enables a stranger to understand the student’s progress, strengths, and needs.

58. Choosing Standards For The Student Go to the Student Profile Summary. Read his/her Profile What needs are apparent? Be prepared to share out.

59. Practice Present Levels For The Student Table Activity. Look at the student’s information. Use the Present Level of Performance Worksheet. Share out.

60. Choosing Standards For The Student Keeping the student’s needs in mind, choose an appropriate standard Share at your table.

61. Impact Statement For The Student Table Activity Use the student’s IEP page. Share out.

62. Practice Measurable Goals Look at the IEP pages you have for the student. You have the Standard Present Level of Functioning Impact Statement Write a Goal for the student

63. Using Standards Based IEP Process Review and revise some of the IEPs you brought. – Student Profile – Standard Selection – Present Level of Performance – Impact Statement – Annual Goal

65. More Resources InterventionCentral.org/ LiteracyLearningProgressions.org www.newsela.com http://www.ric.edu/sherlockcenter/wwslist.html http://ideas.aetn.org/whatsnew/special_education_online_pd ! http://ideas.aetn.org/whatsnew/special_education_online_pd

66. Contact Information Insert Your District Contact Information