Presentation on theme: "Individualized Education Program Accountability—Measurable Annual Goals EC Teacher’s Meeting January 27 th and 29th."— Presentation transcript:
Individualized Education Program Accountability—Measurable Annual Goals EC Teacher’s Meeting January 27 th and 29th
" Accountability breeds response-ability." Stephen R. Covey
EXTEND I For children with disabilities who take alternate assessments on the extensions of the North Carolina Course of Study Extensions (EXTEND 1) must have benchmarks and/or objectives. Nothing has really changed for these students. Must have the following components: –PLAAFP –Annual Goal –Benchmarks/Objectives
EXTEND 2 Title 1/No Child Left Behind requires that students with disabilities assessed through modified achievement standards (EXTEND 2) have annual goals aligned to grade level competencies. In NC, students in grades 3-8 & 10 who are assessed via the Extend 2 are subject to this requirement. ***9 th, 11 th and 12 graders What has changed? Extend 2 students must have the following components: -PLAAFP -Measurable Annual Goal -Competency Goal based on their assigned grade level
Review All students must have PLAAFP and Annual Goal EXTEND 2 students must have a PLAAFP, Annual Goal and Competency Goal EXTEND 1 students must have a PLAAFP, Annual Goal and Benchmarks and/or objectives
Related Services Related Service Providers must have PLAAFP, Annual Goals, and Benchmarks and/or Objectives for all students. NO CHANGE
Components of PLAAFP Data-based student specific information related to current academic achievement and functional performance Strengths of the student Needs resulting from the disability Effects of the disability on involvement and progress in the general education curriculum
The measurable annual goal is a statement that links directly to the areas of need identified in the present levels of academic achievement and functional performance.
Measurable Annual Goals The annual goals in the IEP are statements that describe what a child with a disability can reasonably be expected to accomplish within the duration of the IEP.
Measurable Annual Goals Major Components Any important givens/conditions (when, with what, where)…as applicable. A skill/domain area (academic, behavioral, functional). An observable learner performance (what the learner will be doing, an action). Measurable criteria which specify the level at which the student’s performance will be acceptable (e.g., speed, accuracy, frequency)
Measurable Annual Goals What exactly does “measurable” mean? Unfortunately, IDEA doesn’t define it. Characteristics of Measurability: Yields the same conclusion if measured by several people. A measurable goal allows us to know how much progress has been made since the last measured performance. A measurable goal can be measured as written, without additional information.
Measurable Annual Goals Criterion or Level of Performance (How well the learner must do) Frequently used examples of criteria: 4 of 5 trials 3 consecutive days % accuracy
Measurable Annual Goals Examples of “observable” behavior Reading orally Dressing one’s self Speaking to adults without vulgarities Pointing, drawing, identifying, writing, etc.
Measurable Annual Goals Non-Examples of Observable Behavior Becoming independent Respecting authority Enjoying literature Improving, feeling, knowing, etc.
Sample PLAAFP Based on informal language assessments, Mary can decode simple words, however she has difficulty decoding multi- syllabic words and words with prefixes and suffixes. She needs to increase her word vocabulary bank in order to understand text. She spends so much time trying to figure out words that it causes her to forget the content of what she is reading Because she struggles to get the words she loses focus on what she is supposed to be doing. Mary does not use proper subject-verb agreement and correct punctuation (end of sentence punctuation, commas, and proper indentions) when writing. Improper punctuation and subject-verb agreement impacts the readability of her writing and impacts her progress in the general curriculum.
Mary’s Language Arts Annual Goal When given selected 9th grade reading material, Mary will use decoding strategies, context clues and word banks to increase her reading comprehension by answering 80% of comprehension questions correctly.
Annual Goal ComponentAnnual Goal Statement 1. Given/Conditions (when or under what conditions), as applicable Given 9 th grade passages 2. Skill/Curriculum/Behavior Area or Domain (Academic/Functional) Read 3. Observable Learner Performance (Action) Read words using decoding strategies Comprehend using context clues Use of word banks when comprehending 4. Desired Level of Achievement/Outcome (Measurable Criteria…how well, how many times, over what period of time) 80% of comprehension skills
Mary’s Writing Goal When given a topic, Mary will form a 2-3 paragraph narrative depicting a complete thought using correct grammar and punctuation (end of sentence punctuation and subject verb-agreement) with 80% accuracy.
Annual Goal ComponentAnnual Goal Statement 1. Given/Conditions (when or under what conditions), as applicable When given a topic 2. Skill/Curriculum/Behavior Area or Domain (Academic/Functional) Written expression 3. Observable Learner Performance (Action) Correct grammar and punctuation Complete thought 4. Desired Level of Achievement/Outcome (Measurable Criteria…how well, how many times, over what period of time) 80% accuracy
Jack Present Level of Academic Achievement and Functional Performance Based upon classroom informal math assessment, Jack can count to 25, count objects to 25, recognize and write numerals 0-9, and group objects in sets. He recognizes a line, square, and circle, but not a rectangle or triangle. He cannot add or subtract 2 digit by 1 digit problems without regrouping, These skill deficits impact his ability to apply his knowledge to the third grade curriculum. Annual Goal: When given a model of each shape Jack will correctly name a rectangle, triangle, cube, and cylinder, 8 of 10 trials. Annual Goal: When directed by the teacher, Jack will rote count to 100 with no errors.
JACK Present Level of Academic Achievement and Functional Performance Based on informal teacher assessment and review of observations from class observation records, Jack can sort one dollar bills, up to four dollars. Jack is unable to make coin combinations to equal one dollar. This affects his ability to calculate and problem solve in the general curriculum as well as in daily life skill activities. Annual Goal: Given coins (quarter, dime, nickel, penny), Jack will make coin combinations to equal one dollar, in 3 different ways, 9 of 10 trials.
Annual Goal ComponentAnnual Goal Statement 1. Given/Conditions (when or under what conditions), as applicable Given coins 2. Skill/Curriculum/Behavior Area or Domain (Academic/Functional) Math readiness 3. Observable Learner Performance (Action) Combine coins to equal one dollar 4. Desired Level of Achievement/Outcome (Measurable Criteria…how well, how many times) 3 different ways, 9 of 10 trials
Dwight PLAAFP Reading According to formal reading screenings and classroom observations, Dwight contributes to classroom discussions and completes assignments. According to the reading screening, he can decode 1 syllable CVC words and can decode some words with long vowel sound combinations. He can read 25 words per minute. When given a sentence he can answer simple WH questions. He needs to decode multi-syllable long and short vowels words. He needs to increase his reading fluency to 55 words per minute and increase his reading comprehension to access the first grade curriculum.
Annual Goals Dwight will decode two and three closed syllable words, words with long vowel letter combinations and words containing R control vowels with 70% accuracy. When given a grade level passage, he will read fluently at 55 words per minute and answer 8 out of 10 WH questions relating to each passage.
Individualized Education Program " Accountability breeds response-ability."
Autism Training Autism Training—February 10— Communicating with Parents ECAC Meeting for Parents and Teachers Board Room 5:30 to 7:30—February 10th
Early Out Staff Development February 11 Speech Therapist—Rochelle Middle School OCS Teachers—Central Office Board Room Low Incidence Classes—(Joyner, Parks (Rouse and Morris), Potter, Britt, Stout, Radford, Sutton, Corey, Lane, Garris, and Connerly
Math Foundation Training Math Foundations—next session January 30 th.