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:
1Do NowAs you enter the room, please work with your neighbor to rate the sample goals on your handout.
2District Learning Day February 16, 2015 1:50pm-3:00pm Riding the Tide of Instructionally Appropriate Individual Education Plan (IAIEP)District Learning DayFebruary 16, 20151:50pm-3:00pm
3NormsActive 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.
4KUD 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 goalsDo: Write S.M.A.R.T. annual goals that address student literacy deficits
5Interventions and Supports There must be a link between students’ needs and the interventions and supports they receive.DisabilityAssociated DeficitsInterventions and Supports
6SLD: Associated Deficits AcademicsSpecific area of deficit:Basic Reading SkillsReading FluencyReading ComprehensionWritten ExpressionMathematics CalculationMathematics Problem Solving
7Areas of Deficit: Reading Basic ReadingPhonological AwarenessPhonicsReading FluencyFluencyReading ComprehensionText ComprehensionVocabularyThere are other areas that children may have deficits; however, for the purposes of this presentation we will focus on the specific components of basic reading, fluency, and comprehension
8Present Levels of Educational Performance (PLEP) Describes the unique needs of the student that the IEP will addressIdentifies the student’s level of performance using current dataIdentifies the students area(s) of strengthIdentifies area of exceptionality (deficit)Written in positive termsDescribes current academic and functional performanceCurrent assessment data (at least within 1 year)Includes strengths and deficitsRefer to District Assessment sheetWithout proper PLEPs, the IEP team cannot develop appropriate goals, accommodations, or select an appropriate program for the student.Focus On:Current assessment data (at least within 1 year)Includes strengths and deficitsThe foundation of the IEP
9Present Levels of Educational Performance (PLEP) Focus On:Current assessment data (at least within 1 year)Includes strengths and deficitsThe foundation of the IEP
10Present Levels of Educational Performance (PLEP) Focus On:Current assessment data (at least within 1 year)Includes strengths and deficitsThe foundation of the IEP
11PLEP SummaryProvides the informational basis for generating goals, supports, accommodations, and services that are specifically designed to meet the student’s individual needsAlign the student’s PLEP information with the following:Measurable Annual goalsSupplementary aids/services/supportsTransition/Vocational needsInterventionsAccommodationsAll should “make sense.” All items in the second bullet should align with/address the PLEP.Identifies the student’s instructional needs that may be written as goals
126 Steps to Writing a Sound PLEP Bring current data to the IEP meetingBe specific and make sure it is an accurate reflection.Not how a student functions on a particular day, but consistently (show a pattern)Review current test scores, progress monitoring, and evaluation results prior to the meetingEnsure understanding of the student’s specific needs and current functioning levelsWrite in positive termsDescribe the impact of deficit area on Mastery of Standard(s)Use the “stranger test” to assess PLEPAnother district/teacher should be able to begin instruction immediately with the details in the IEP
13Ex. 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 1st grade level. When assistance is given , she is able to understand the passage at a level commensurate with her 3rd 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 1st grade level. Errors were random. Susan is currently in the 3rd 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
14PLEP-Associated Deficit in Reading Subtest: Basic ReadingLetter 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: 01/30/2015EXCEPTIONAL YES/NO (REQUIRED): Yes
15Aligning 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.
16Measurable Annual Goal (MAG) Present Level of Educational Performance(PLEP)MAG is linked to Present Levels of Educational PerformanceMeasurable Annual Goal(MAG)
17MAG Summary Individual needs are the basis for a student’s goal Directly linked to the exceptional area(s) of the PLEPMeasurable and specificNumbers must be included in the goalRate of improvement may be used to set academic goalsMust meet the student’s needs that result from the disability to enable the student to be involved and make progress in the general curriculum
18Questions 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?
20Measurable 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)
22Goals Are: Goals Are Not: Specific, measurable, observable skills(written using action words)General concepts and ideasIndividualized to the student’s needs, relevant, time-limitedGrade levelRelated to an individual student’s deficitsStandardsDirectly related to that individual student’s PLEPTutoring
23Examples of Literacy Goals ReadingGiven 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-DecodingGiven a 1st 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.
24Examples of Literacy Goals Reading Decoding/PhonicsGiven 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 ComprehensionGiven 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.
25How does it all tie together? Current dataPLEP:Exceptional PLEP requires aMAGMAG drives specific interventionPresent Level of Performance (PLEP)Measurable Annual Goal (MAG)
26Final thoughts for Measurable Annual Goals Are your goals S.M.A.R.T.?S - SpecificM - MeasurableA - Do they have action words?R - Are they reasonable and relevant?T - Are they time-limited?
27Review 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.
28References http://www.ksde.org www.pattan.net Tennessee Department of Education WebsiteTOPS (Transition Outcomes Project) InformationGAO report on Problems that Impede Youth TransitionNSTTAC - National Secondary Transition Technical Assistance CenterTransition Innovation – Region V Technical Assistance & Continuing Education Center (TACE)
29Helpful Links RTI Resources www.EasyCBM.com www.dibels.com Re-Evaluation Temporary SolutionsTennessee Department of Education WebsiteTOPS (Transition Outcomes Project) InformationGAO report on Problems that Impede Youth TransitionNSTTAC - National Secondary Transition Technical Assistance CenterTransition Innovation – Region V Technical Assistance & Continuing Education Center (TACE)Special Education -- State Personnel Development Grants ProgramUniversal Design for LearningSample MAGS
30State Department of Tennessee Contacts Tie Hodack Tie. Hodack@tn State Department of Tennessee Contacts Tie Hodack Executive Director, Instructional Programs Theresa Nicholls Director, Special Education Eligibility Lori Nixon Director, Assessment Design