Presentation on theme: "Writing IEPs to Standards Alabama Department of Education Special Education Services July, 2011."— Presentation transcript:
Writing IEPs to Standards Alabama Department of Education Special Education Services July, 2011
Reproductions of the slides and/or information from the slides in this PowerPoint related to Writing IEPs to Standards should be credited to: Alabama Department of Education, Special Education Services P.O. Box Montgomery, AL
Objectives Review access to the general education curriculum Provide an overview of state curriculum guides Discuss steps in developing standards- based IEPs Discuss similarities and differences in IEPs based on AL COS Standards and AL Extended Standards
Standards-Based Reform in Alabama Higher Academic Standards Alabama Courses of Study Alabama Extended Standards Aligned Assessments Alabama Reading and Math Test (ARMT) Alabama High School Graduation Exam (ASHGE) Alabama Alternate Assessment (AAA) Increased Accountability Adequate Yearly Progress (AYP)
Alabama Courses of Study and Academic Content Standards A course of study is a document that specifies what students should know and be able to do in a particular subject area by the end of each grade level or course. Minimum content for each grade level is delineated in the academic content standards.
Alabamas College and Career Readiness Standards
Expecting Excellence! Alabamas College and Career Readiness Standards
Purpose of Standards Access to the general education curriculum Access means that all students have opportunities to participate in the knowledge and skills that make up the general education curriculum
Access Is Not… Special Education students sitting in a general education classroom doing activities unrelated to the general education curriculum Teachers writing an IEP goal based on content standards but teaching material unrelated to the content standards Teaching the content standards after all other classroom activities have occurred
Opportunity to Learn Teachers create opportunities for students to learn grade-level expectations (content standards).
Content Standards and Extended Standards IEPs must be based on either content standards or extended standards. Content standards are measured by the ARMT and/or the AHSGE. Extended standards are measured by the AAA.
Students Who Are Not Performing at Grade Level Alabama Curriculum Guides Include objectives that are prerequisite to the standard and/or break the standard down into smaller instructional units Alabama Curriculum Guides
Mathematics (Grades 1-8) Prereqs. to Alg. I (Grades 9-12) Revised version Mathematics Grades K-12 pending, January Language Arts (Grades K-12) Revised version scheduled, January Social Studies (Grades K-12) Science (Grades K-12) To access Alabama Curriculum Guides: Click on Curriculum
Alabama Curriculum Guides LA 5.2: Use a range of strategies, including drawing conclusions such as opinions about characters based on their actions and summarizing passages, to comprehend fifth-grade literary/recreational materials in a variety of genres. LA5.2.1: Relate character traits from a provided list to characters from a given passage. LA5.2.2: Compare characters in a given passage who have similar character traits. LA5.2.3: Compare characters in a given passage who have contrasting character traits.
Alabama Curriculum Guides LA5.2.4: Write a sentence describing characters from a given passage. LA5.2.5: Write sentences retelling key ideas from a given passage. LA5.2.6: Retell a story in a few sentences.
Content Standards Legend for IEPs grade level content standard objective Standard R 3. 3 Use a wide range of strategies, including using context clues and predicting outcomes, to comprehend third-grade literary/recreational materials in a variety of genres. subject R Make and confirm predictions based on information from a story.
Developing Standards-Based IEPs The IEP is the cornerstone of access to the general curriculum.
What steps do IEP Teams need to follow to develop effective standards-based IEPs? Developing Standards-Based IEPs
Step 1:Collect and examine materials for making data-based IEP decisions. Courses of study and/or curriculum guides Current assessment data State assessments Classroom assessments (curriculum-based) Eligibility data (if current and related to learning the standards) Student work samples Previous years IEP Other information (e.g., grades, discipline referrals, attendance reports)
Step 2:Analyze data to develop the student profile. The profile should include general statements regarding: Strengths Needs How the disability affects involvement/progress in the general education curriculum Assessment/Evaluation Status of prior IEP goals Teacher/Parent/Student input Transition needs (at least by age 16)
Student Profile vs. Present Level Similarities Data-based Provides a snapshot of the student Provides a sense of where the student is functioning in regard to specific area Differences Profile is overview of where student is functioning in relation to their school experiences Profile is general picture of the students functioning in all areas relevant to the IEP Present level provides a summary of baseline information that indicates the students academic achievement on specific standards or skills.
Assessment Evaluation Strengths Needs Impacts performance Katie is a fifth grade student who is experiencing difficulty achieving grade level academic content standards in all areas. Katie repeated kindergarten and has received supplemental support in reading and math since she was in the second grade. Katies scores on achievement tests indicate that she falls in the below-average range in mathematics and reading. Her fourth-grade state assessment results showed math as a relative strength. Katie takes pride in finishing her work and frequently requests more time to complete her assignments. When given an accommodation of additional time, Katie will continue to work until she is told that time is up. As her skills improve, Katie will work to decrease the time it takes for her to complete her assignments. Katie has problems with oral reading fluency and comprehension. She scored in the at risk range on the fifth grade DIBELS Oral Reading Fluency spring benchmark. Katie can read words of connected text per minute with 100% accuracy. Her performance is consistent with the expectations for a student at the end of second grade. Katies problems with oral reading fluency affect comprehension skills in all academic areas of the general curriculum. She is improving in the areas of reading with expression and in self-correcting when she misses a word. Sample Student Profile
Katie is working on fourth grade academic content standards in math. Results from state and classroom-based assessments (CBAs), indicate that Katie has learned math third-grade content standards with the exception of word problems. Progress monitoring data support the need for additional instruction in solving word problems at the third-and fourth-grade levels. Home and school rating scales reveal significant difficulty in the areas of social interaction and communication skills. Teachers report that Katie is quiet in class and rarely volunteer answers or seeks teacher assistance. She does not often initiate interaction with peers or adults. Katies parents state that she does not frequently interact with others in church/community activities, but she likes to play with her younger sister and younger children. Katie loves music and has recently begun to take dance lessons. Her mother hopes that dance will help Katie feel more comfortable with children her age and improve communication skills. Teacher/ Parent/ Student Input Assessment Evaluation Sample Student Profile - continued
Step 3:Use data to summarize the present level. The present level answers the question: What is the student doing now?
Present Level Purposes To provide a summary of baseline information that indicates the students academic achievement To identify current functional performance To provide an explanation of how the disability affects the students involvement/progress in participating in the general curriculum
Characteristics Standards centered Data driven Understandable Measureable Present Level
Components Strengths Needs How the students disability affects performance in the general education curriculum (for preschool children, how the disability affects the childs participation in age appropriate activities) Present Level
Strengths Students response to: Learning strategies Accommodations Interventions Standards Instruction Ask…What have we learned about this students strengths? Present Level
Needs Focus on needs that affect progress in the general education curriculum Ask…What prerequisite skills/knowledge does the student need to close the gap between his/her present level and the grade-level content standards? Present Level
How disability affects performance Consider how the students disability affects progress in learning the grade-level content Standards Example: Tasha's limited vocabulary knowledge is affecting her progress in achieving reading standards that include synonyms, antonyms, and multiple-meaning words. Present Level
DO NOT use the students exceptionality to explain how the disability affects involvement/progress in the general curriculum! o Example of what NOT to write: Marcus learning disability affects his progress in the general curriculum. o Example of what to write: Marcus weakness in applying strategies, such as making inferences and making complex predictions, affect his progress in comprehending sixth-grade literary materials. Present Level
Sample Present Level How Disability Impacts Learning Standards-Based Includes Assessments Includes Strengths and Weaknesses Present Level of Academic Achievement and Functional Performance Results from classroom assessments show that Katie is experiencing difficulty solving math word problems (M 4.6) that involve addition and subtraction of four-digit numbers. She averages one of four word problems correct on weekly grade five classroom assessments. Katie can solve simple word problems involving single-digit numbers (M 3.2.2) and, when given additional time, can solve addition and subtraction problems (with the exception of word problems) involving two and three-digit numbers with and without regrouping (M 4.6.4) Katies difficulties with reading passages containing complex sentences and her lack of reading fluency negatively affect her progress in solving word problems within time limits specified for fifth-grade classroom assessments.
Remember… The present level of academic achievement and functional performance sets the stage for developing IEP goals! Present Level
Step 4:Write Annual Goals. Purpose To describe what a student can reasonably expect to accomplish in one school year Annual Goals answer the question What should the student be doing?
Selecting the Content Standards Consider content standards Look at all grade-level content standards Discuss intent of standard Determine which standards are most important for each student (based on progress in the general education curriculum) Compare standard(s) with students areas of needs and the impact of the disability Use data to determine the areas the student will find difficult without additional supports
Annual Goals Annual goals are related to needs resulting from the students disability that directly affect involvement and progress in the general education curriculum. oFor preschool children, as appropriate, to participate in age-appropriate activities
Annual Goals If a large number of needs 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.
Academic goals are based on: –Alabama content standards listed in the Alabama COS or –Alabama Extended Standards (for students with significant cognitive disabilities) Annual Goals
Five Components Who Time frame Conditions Behavior Criterion Annual Goals
Measurable annual goals must include the following: The student …(WHO) Will do what …(BEHAVIOR) To what level or degree…(CRITERION) Under what conditions…(CONDITIONS) In what length of time…(TIMEFRAME) Annual Goals
Example of Annual Goal with Five Components Jacob will read words of connected text per minute with 100% accuracy at the end of 36 weeks. The student (Jacob) Will do what (read words per minute) To what level or degree (100% accuracy) Under what conditions (connected text) In what time frame (end of 36 weeks)
Annual Goals Remember…! The IEP goal is NOT the content standard. The IEP goal is part of a plan to make the content standard immediate and individualized for the student. Do not copy the content standard word for word to become an IEP goal.
Incorrect Standards-Based IEP Annual Goal 7 th Grade Content Standard Apply strategies appropriate to the type of reading material, including setting purposes for reading and making generalizations, to comprehend seventh-grade reading material (LA 7.1). By the end of the ninth grading period, Sami will apply strategies appropriate to the type of reading material, including setting purposes for reading and making generalizations, to comprehend seventh grade reading material with 90% accuracy.
Present Level notes that Angela has difficulty making generalizations and answering comprehension questions. IEP Goal By the end of the sixth grading period, Angela will use prior knowledge and life experiences to make generalizations from her personal experience to answer comprehension questions from Grade 7 recreational reading materials (LA. 7.1) with an average of 90% accuracy on classroom assessments. Example of Correct IEP Annual Goal
Individualized Education Programs § Definition of individualized education program. General. As used in this part, the term individualized education program or IEP means a written statement for each child with a disability that is developed, reviewed, and revised in a meeting in accordance with §§ through , and that must include… (ii) For children with disabilities who take alternate assessments aligned to alternate achievement standards, a description of benchmarks or short-term objectives; Benchmarks
Measurable Minimum of 2 per goal A logical breakdown of the major components of an annual goal
Benchmarks 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. Wright, P. and Wright, P. (2006). Wrightslaw: From Emotions to Advocacy, 2nd Edition. Hartfield, VA: Harbor House Law Press, Inc.
Remember… The Present Level has three required components. 1.Students strengths 2.Students needs 3.How the students disability impacts progress in the general education curriculum
Remember… Annual IEP goals should have the following five components. 1.Who 2.Time frame 3.Conditions 4.Behavior 5.Criterion
Developing SMART IEP Goals Specific – based on the students Present Level of Academic Achievement/Functional Performance Measurable – progress is objectively determined at frequent data points Achievable – realistic, related to the most critical needs Results-oriented –developed with a standards outcome in mind Time-bound – clearly defined beginning and ending dates
IEP Goals Extended Standards… Students must have IEP goal(s) for each of five academic areas (math, reading, science, social studies, and English/language arts); and any other areas of need. General Education Course of Study…
Instruction and Assessment Extended Standards… All extended standards must be taught and evidence must be submitted for each standard regardless of number of IEP goals. General Education Course of Study…
Grade of Enrollment Extended Standards… IEPs must be developed based on extended standards in the students grade of enrollment. General Education Course of Study…
Assessing Progress Extended Standards… The AAA, not the IEP, is the state assessment that measures how well students have achieved the standards. General Education Course of Study…
Teaching to Mastery Extended Standards… All pieces of evidence submitted for the AAA should show that the student has achieved the standard rather than demonstrate progress the student has made on the standard. General Education Course of Study…
Are there gaps? and if so, what specific gaps need to be addressed when transitioning from the current standards to the new standards? What do these new standards mean for instruction? What do districts need to do in preparation for their implementation? Transitioning to Alabamas College and Career Readiness Standards
Components of the Course of Study High School Course Progressions Standards for Mathematical Practice Literacy Standards for Grades 6-12 Domains of Study and Conceptual Categories Analyzing the Standards Sample Units of Study Building Teacher Capacity Formative Assessments Differentiating Instruction for RtI Resources Phase IPhase II Transitioning to Alabamas College and Career Readiness Standards
Designed for continuous support based on Local Education Agency needs Phase III Transitioning to Alabamas College and Career Readiness Standards