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Do Now As you enter the room, please work with your neighbor to rate the sample goals on your handout.

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Presentation on theme: "Do Now As you enter the room, please work with your neighbor to rate the sample goals on your handout."— Presentation transcript:

1 Do Now As you enter the room, please work with your neighbor to rate the sample goals on your handout.

2 Riding the Tide of Instructionally Appropriate Individual Education Plan (IAIEP) District Learning Day February 16, :50pm-3:00pm

3 Norms Active Listening – Be engaged in the meeting/conversation while others are talking. Sidebars – If you absolutely “must” discuss something, take it outside. Equity of Voice – Everyone has an opportunity to speak, no monopolizing discussions. Be fully Present – No texting, checking s, social media, etc. Honor Perspectives – Respect other views even when you do not agree. 3

4 KUD Know: Tennessee state mandated changes to IEP goal development Understand: How to align student present levels of educational performance in literacy with S.M.A.R.T. annual IEP goals Do: Write S.M.A.R.T. annual goals that address student literacy deficits 4

5 There must be a link between students’ needs and the interventions and supports they receive. Disability Associated Deficits Interventions and Supports 5

6 SLD: Associated Deficits Academics – Specific area of deficit: Basic Reading Skills Reading Fluency Reading Comprehension Written Expression Mathematics Calculation Mathematics Problem Solving

7 Areas of Deficit: Reading Reading Comprehension Text Comprehension Vocabulary Reading Fluency Fluency Basic Reading Phonological AwarenessPhonics

8 Present Levels of Educational Performance (PLEP) Describes the unique needs of the student that the IEP will address – Identifies the student’s level of performance using current data – Identifies the students area(s) of strength – Identifies area of exceptionality (deficit) – Written in positive terms Describes current academic and functional performance Current assessment data (at least within 1 year) Includes strengths and deficits Refer to District Assessment sheet Without proper PLEPs, the IEP team cannot develop appropriate goals, accommodations, or select an appropriate program for the student. The foundation of the IEP

9 Present Levels of Educational Performance (PLEP) The foundation of the IEP

10 Present Levels of Educational Performance (PLEP) The foundation of the IEP

11 PLEP Summary Provides the informational basis for generating goals, supports, accommodations, and services that are specifically designed to meet the student’s individual needs Align the student’s PLEP information with the following: – Measurable Annual goals – Supplementary aids/services/supports – Transition/Vocational needs – Interventions – Accommodations Identifies the student’s instructional needs that may be written as goals

12 6 Steps to Writing a Sound PLEP 1.Bring current data to the IEP meeting 2.Be specific and make sure it is an accurate reflection. – Not how a student functions on a particular day, but consistently (show a pattern) 3.Review current test scores, progress monitoring, and evaluation results prior to the meeting – Ensure understanding of the student’s specific needs and current functioning levels 4.Write in positive terms 5.Describe the impact of deficit area on Mastery of Standard(s) 6.Use the “stranger test” to assess PLEP – Another district/teacher should be able to begin instruction immediately with the details in the IEP

13 Ex. PLEP-Associated Deficit in Reading May be entered separately or entered under area of deficit (Basic Reading Skills) and all assessment in that specific area may be entered together. Brigance Diagnostic Comprehensive Inventory of Basic Skills-Revised Area Assessed: Academics- Reading Basic Reading: Susan scored a standard score of 81 in reading which is below average. For reading, she successfully decodes on a 1 st grade level. When assistance is given, she is able to understand the passage at a level commensurate with her 3 rd grade peers. Her area of deficit is in phonics and decoding which negatively impacts her each time instruction requires reading. Reading Comprehension: Susan read a group of passages quietly on her own and scored 100% accuracy on comprehension at the late 1 st grade level. Errors were random. Susan is currently in the 3 rd grade. Her assessment results indicate she is significantly behind grade level in comparison to the average of her peers and her low reading skills will negatively impact her mastery of grade level standards in all content areas that require reading. Date Administered: 01/30/2015 EXCEPTIONAL YES/NO (REQUIRED): Yes 13

14 PLEP-Associated Deficit in Reading Subtest: Basic Reading Letter Sound Fluency: Given a 1 minute letter sound fluency assessment, Susan accurately sounded 42 letters. This represents the 45th percentile. Word Identification Fluency: Susan identified 6 words from the Curriculum- Based Measure (CBM) third grade word list in one minute. This represents the 10th percentile according to winter norms. Date Administered: 01/30/2015 EXCEPTIONAL YES/NO (REQUIRED): Yes 14

15 Aligning Exceptional PLEP (deficit area) with Core Instruction (standards) Alignment of core instruction with area of deficit- Susan struggles in the area of pre-reading and reading skills. Susan’s reading deficits will impact her mastery of standards, specifically standards that include reading and reading comprehension. Other Example: Reading fluency deficit will impact student throughout core instruction in all content areas. 15

16 Measurable Annual Goal (MAG) 16 Present Level of Educational Performance (PLEP) Measurable Annual Goal (MAG) MAG is linked to Present Levels of Educational Performance

17 MAG Summary Individual needs are the basis for a student’s goal Directly linked to the exceptional area(s) of the PLEP Measurable and specific Numbers must be included in the goal – Rate of improvement may be used to set academic goals Must meet the student’s needs that result from the disability to enable the student to be involved and make progress in the general curriculum 17

18 Questions to Consider: Measurable Annual Goals When you are writing Measurable Annual Goals, ask: – Are they measurable? – Are they observable? – Are they reasonable? – Do they include criteria for mastery? Ask: What skills does the student require to master the content of the curriculum? Rather Than: What curriculum content does the student need to master?

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20 Measurable Annual Goal (MAG) Template: Given_______(condition/materials/setting/accommodation), _______(student name) will _______(do what measurable/ observable skill/behavior in functional terms), _____(to what extent/how well to determine mastery), ________(# of times/frequency/how consistently), by ________(how often) evaluated/determined by _____(measure) 20

21 Activity 21 Goals Are:Goals Are Not:

22 22 Goals Are:Goals Are Not: Specific, measurable, observable skills (written using action words) General concepts and ideas Individualized to the student’s needs, relevant, time-limited Grade level Related to an individual student’s deficits Standards Directly related to that individual student’s PLEP Tutoring

23 Examples of Literacy Goals Reading Given a Curriculum-Based Measure (CBM) at the student’s instructional level after 1 year, Jennifer will read 94 words per minute with 95% accuracy for 5 consecutive trials on a 1 minute reading probe that will be completed 1 x per week. Basic Word-Decoding Given a 1 st grade CBM, without prompting, Frank will decode consonant-vowel-consonant-e words with 90% accuracy for 4 consecutive opportunities on a 1 minute probe that will be completed 1x per week. 23

24 Examples of Literacy Goals Reading Decoding/Phonics Given a passage or story at a 6th grade reading level, Delia will read the passage at a rate of 75 words per minute with 95% accuracy on 4 consecutive weekly reading probes. Reading Comprehension Given a passage or story at a 6th grade level, Delia will answer comprehension questions, both implicit and explicit, with 80% accuracy on 3 consecutive reading probes. 24

25 How does it all tie together? PLEP: Current data Exceptional PLEP requires a MAG MAG drives specific intervention Present Level of Performance (PLEP) Measurable Annual Goal (MAG)

26 Final thoughts for Measurable Annual Goals Are your goals S.M.A.R.T.? S - Specific M - Measurable A - Do they have action words? R - Are they reasonable and relevant? T - Are they time-limited? 26

27 Review of “Do Now” Based on the information you’ve learned about MAGs, would you change your rating? Please work with a neighbor to review/revise your rating of the sample goals on your handout.

28 References Tennessee Department of Education Website TOPS (Transition Outcomes Project) Information GAO report on Problems that Impede Youth Transition NSTTAC - National Secondary Transition Technical Assistance Center Transition Innovation – Region V Technical Assistance & Continuing Education Center (TACE)

29 Helpful Links RTI Resources Tennessee Department of Education Website trans.shtml trans.shtml TOPS (Transition Outcomes Project) Information GAO report on Problems that Impede Youth Transition NSTTAC - National Secondary Transition Technical Assistance Center Transition Innovation – Region V Technical Assistance & Continuing Education Center (TACE) Special Education -- State Personnel Development Grants Program Re-Evaluation Temporary Solutions Universal Design for Learning Sample MAGS

30 State Department of Tennessee Contacts Tie Hodack Executive Director, Instructional Programs Theresa Nicholls Director, Special Education Eligibility Lori Nixon Director, Assessment Design


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