School District of Philadelphia Standards-Aligned IEPs August 2011

Session Objectives Participants will be able to apply a six step process for developing annual measurable IEP goals Participants will be able to: Make necessary data collection decisions Establish baseline data Collect ongoing progress monitoring data Analyze data collected to make appropriate instructional changes

Agenda Welcome Warm Up Six Step Process for writing annual measurable IEP goals

PA Academic Standards What students need to know and be able to do Required by state regulation as basis for curriculum and instruction in PA schools. Necessitate assessment, instruction, materials, strategies that are best suited to help all students achieve. Should be reflected in IEPs

Standards and Anchors Standards 5 Standards and Anchors Standards Benchmark measures define what students should know and be able to do Assessment Anchors Provide clear examples of skills/knowledge that should be learned and will be assessed on state tests at specific grade levels 5 5 5

Standard Anchor R5.B Interpretation and Analysis of Literature ASSESSMENT ANCHOR R5.B.1 Describe and interpret literary elements within and among texts. Standard: 1.3. Reading, Analyzing and Interpreting Literature 1.3.5. GRADE 5  A. Read and understand works of literature.  B. Compare the use of literary elements within and among texts including characters, setting, plot, theme and point of view R5.B.1.1 Compare characters, settings and plots Reference: 1.3.5.B R5.B.1.1.1 Items may ask the students to compare or explain relationships among the following: Characters: main, supporting, actions, motives and emotions/feelings; Settings: where or when the story takes place, a detail that describes the setting, or information form the text that suggests a setting; Plots: conflict, rising action, climax and resolution. Note: Items may ask students to utilize story maps or Venn diagrams to show sequence, cause & effect, and/or comparison/contrast. 6 Pennsylvania Department of Education 6 6 6

Standard Anchor Standard: 2.1. Numbers, Number Systems and Number Relationships 2.1.8. GRADE 8  A. Represent and use numbers in equivalent forms (e.g., integers, fractions, decimals, percents, exponents, scientific notation, square roots).  B. Simplify numerical expressions involving exponents, scientific notation and using order of operations.   7 Pennsylvania Department of Education 7 7 7

Access to General Education BRIDGE Where they need to be SDI Where they are 8

Accessing the General Education Curriculum 9 Accessing the General Education Curriculum What is meant by the general education curriculum? The full range of courses, activities, lessons, and materials routinely used by the general population of a school What is meant by access? Active engagement in learning the content and skills of the curriculum that is being taught to general education students 9 9 9

What is a Standards-Aligned IEP? An IEP that connects a student’s learning to grade level standards and evaluates their progress through the lens of the general education curriculum and state standards

Standards-Aligned IEP Goals Are derived from the PA Academic Standards Use language from Standards (including Big Ideas, Concepts and/or Competencies from the Standards Aligned System) and Assessment Anchor Content Standards 11

Characteristics of Standards Aligned Goals Address student needs identified in Present Levels of Academic Achievement and Functional Performance (PLAAFP) Project student performance at the end of one year of instruction Begin from baseline of skill Describe skill attainment level Need to be prioritized: 3-5 goals Are NOT the curriculum or program State measurable, countable data Lead to visual countable progress monitoring 12 12 12 12

Steps to Writing Measurable IEP Goals Step 1: Consider Grade Level Standards and Content Step 2: Exam the Data Step 3: Develop the PLAAFP (baseline data) Step 4: Develop Measurable Annual Goals Step 5: Assess and Report Progress Step 6: Specially Designed Instruction (SDI), Supplementary Aids and Services, Accommodations / Modifications 13 13 13

Step 1 Consider Grade Level Content What is the intent of the content standard? What is the content standard saying that the student must know and be able to do? 14

Step 2 Exam the Data Examine classroom and student progress monitoring data to determine where the student is functioning in relation to the grade level standards Include at least 3 to 4 types of assessment data 15

Data Collection Decisions What kind of data will be collected? Who will collect the data? Where will data be collected? How often will data be collected? 16

Data Collection Decisions What type of data will be collected? Frequency or rate Fluency Percentage or accuracy Duration Latency Quality Level of Assistance Number 17 17

Data Collection Decisions Who will collect the data? Special education teacher Regular education teacher Paraprofessional Parent Related service provider Student 18 18

Data Collection Decisions Where will the data be collected? Settings (classroom, home, playground, cafeteria, community, etc.) Situations (during instruction, transitions, free time, etc.) 19 19

Data Collection Decisions How often will the data be collected? Daily Twice a week Weekly Every other week 20 20

Sample Data – Sample Items Pennsylvania System of School Assessment Pennsylvania Value-Added Assessment System (PVAAS) 4Sight Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Group Mathematics Assessment and Diagnostic Evaluation (G-MADE) Group Reading Assessment and Diagnostic Evaluation (GRADE) Student work samples WIDA (ESL assessment) Career inventories Grades (report card) Curriculum-Based Assessment (CBA) Specific skills assessment Progress monitoring in content areas related to reading, mathematics, writing Previous years’ IEP 21 21 21

Sample Data – Functional/Other Behavior Attendance Tardy Speech / Language Occupational Therapy Physical Therapy Vision Support Support – Students who are Deaf or Hard of Hearing 22

Assessment Data Summative Assessments Formative Assessments Benchmark Assessments Screening Progress Monitoring Diagnostic Assessments

Step 3 Develop the PLAAFP Provide a summary of baseline academic achievement data/assessment data indicating what the student is currently able to do and a description of how the disability effects student’s progress in the general education curriculum 24

“Jessie’s classroom performance is inconsistent.” Example “Jessie’s classroom performance is inconsistent.” Does this example provide an explicit description of what Jessie is able to do? 25

Your perspective… What might a student’s PLAAFP look like if all assessments and data were based on instructional level? What might a student’s PLAAFP look like if all assessments and data were based on grade level? What would be missing if only formative assessment was used? 26

Step 4 Measurable IEP Goals Non-Measurable Annual Goal John will decrease calling out in class. Measurable Annual Goal John will increase hand raising and waiting to be called on by the teacher to 10 times per day using event recording. 27

Measurable Goals Just Checking Condition Student’s name Clearly defined behavior Performance criteria Example Given a random selection of 20 words from a pool of 100 words, Eva will spell 95% of the words correctly on three consecutive weekly spelling tests. 28

Measurable Annual Goals at a Glance Condition Name Clearly Defined Behavior Performance Criteria Describe the situation in which the student will perform the behavior. Materials, settings, accommoda-tions? Given visual cues… During lectures in math… Given active response checks… Describe behavior in measurable, observable terms. Use action verbs. What will she/he actually DO? Locate… Point to… Rank… State… The level the student must demonstrate for mastery: How well? % of the time #times/# times With the # or % accuracy “X” or better on a rubric or checklist Number of times needed to demon-strate mastery: How consistent-ly? How consistently will the student need to perform the skill(s) before considered “mastered?” Evaluation Schedule: How often? How often will the student be assessed? What will be the method of evaluation? Student’s Name 29 29 29

Measurable Annual Goals at a Glance Condition Name Clearly Defined Behavior Performance Criteria Describe the situation (materials, settings, accommoda-tions) in/with which the student will perform the behavior. Describe behavior (what will she/he actually DO) in measurable, observable terms using stems from standards. The level (how well?) the student must demon-strate for mastery: Number of times needed to demonstrate mastery. Evaluation Schedule (how often) and method, (measured how) Given…, he she will do this, this well, this many days/times, as measured this often using this. Student’s Name 30 30 30

Measurable Annual Goals at a Glance Condition Name Clearly Defined Behavior Performance Criteria Given…, he/she will do this … , this well, this many days/ times, as measured this often using … 31 31 31

Short-term Objectives Measurable Developed for each annual goal Serve as a plan for reaching the annual goal Provide the process to objectively measure progress toward the annual goal

Short-term Objectives Build Toward Annual Goal Sequential/Hierarchical Goal: …multiple digit, multiple addends addition problems… Basic math facts to 18 Double digit addition, no regrouping Double digit addition with regrouping Target Important Skills in Domain Goal: …demonstrate appropriate social contacts… Appropriate social proximity Greet peers Request peer assistance

Short-term Objectives Sequential/Hierarchical Annual Goal: Given a bank of 25 survival words, John will correctly identify the word and it’s meaning with 100% accuracy on 4 out of 5 daily trials. Objectives: Given a bank of 10 survival words, John will correctly identify the word and its meaning with 100% accuracy on 4 out of 5 daily trials by the end of November. Given a bank of 15 survival words, John will correctly identify the word and its meaning with 100% accuracy on 4 out of 5 daily trials by the end of February. Given a bank of 20 survival words, John will correctly identify the word and its meaning with 100% accuracy on 4 out of 5 daily trials by the end of April.

Short-term Objectives Skills in Domain Annual Goal: In weekly classroom simulations, John will apply self-determination skills independently, 4 out of 5 opportunities. Objectives In weekly classroom simulations, John will call and appropriately make an inquiry about a job advertisement using telephone conduct guidelines in 4 out of 5 opportunities. In weekly classroom simulations, John will complete a standard job application, providing accurate, legible information in 5 out of 5 opportunities. In weekly classroom simulations, John will use the newspaper advertisements to develop a weekly shopping list that stays within a given budget and provides enough food in 5 out of 5 opportunities.

Short-term Objectives While at his sheltered workshop, John will place items “in, on and under” upon request with 100% accuracy in 5 out of 6 requests as assessed weekly. Condition – While at his sheltered workshop Student’s name – John Clearly defined behavior – placing objects upon request Performance criteria Performance criterion – 100% accuracy Number – 5 out of 6 requests Evaluation schedule – weekly

Short-term Objectives During lunchtime, John will use a spoon or fork during meal time, as appropriate for the food he’s eating, with 1 verbal reminder per meal 4 out of 5 days. Condition – During lunchtime Student’s name – John Clearly defined behavior – use a spoon or fork, as appropriate for the food he’s eating Performance criteria – Performance criterion – 1 verbal reminder Number – 4 out of 5 days Evaluation schedule – daily (lunchtime)

Short-term Objectives Given her 8th grade science or social studies text, Marie will read assigned passages aloud at a rate of 125 wpm with 90% accuracy on weekly probes. Condition – Student’s name – Clearly defined behavior – Performance criteria – Performance criterion – Number – Evaluation schedule –

Measurable Goals Just Checking Activity Look at the following examples and decide if they meet the criteria for a measurable goal. If the example does not meet the criteria, identify the missing part and rewrite the goal to make it measurable. Be prepared to share one of your amended goals with your table group. 39

Measurable Goals Just Checking Activity Bruce will clap his hands when he hears the target sound produced during a series of isolated sound productions (e.g. ssss, rrr, t, k,zzzz, etc.) by November 2011. Following the reading of a story at Jane’s independent level, she will orally retell the story to a peer buddy. Jenna must identify the setting and at least two characters who were in the story. Rodger will identify sight words weekly after receiving teacher instruction and participating in related word study activities on a daily basis. When given a probe sheet with words beginning with bl, cl, and fl consonant blends, Michael will see-say the words at a rate of 60 words per minute with two or fewer errors.

Measurable Goals Just Checking Activity Given an opportunities to ask a question or make a comment, David will wait to be acknowledged with 100 % accuracy on 3 consecutive sets of opportunities as measured on a weekly checklist. Given a calculator; a pencil; and a set of word problem, the teacher will explain and demonstrate a strategy for solving them, including all for steps each time. Given a story at the 3rd grade level, the student will read silently with 90% comprehension. At the end of the weekly spelling lesson, Jackie will correctly spell 5 of 10 single syllable words featuring the long a sound with 100% accuracy.

Step 5 Assess and Report Progress Consider: How does the student demonstrate what they know and is able to do? How does the teacher evaluate student progress? Are a variety of assessments used to measure progress? How will progress be reported to parents? 42

Step 6 Identify Specially Designed Instruction and Supplementary Aids and Services Available to all students who need them. Designed to provide meaningful educational benefit. Provided in a manner that avoids stigmatizing students Enable students to access the general education curriculum 43

Completing his 7th grade year IEP Written for 8th grade year Meet David… Completing his 7th grade year ( 12 years old) IEP Written for 8th grade year 44

Application Activity: The Six Step Process for Writing Measurable Annual Goals Review handout, “David’s Present Levels of Academic Achievement” Underline his needs 45 45 45

General Observations: David’s PLAAFP Are they… Connected to standards? Descriptive? Include strengths, needs, and input from teachers? Ask the questions, have them look and then review the answer. We will be discussing David’s specific needs when we talk about his goals. There are some things you should have observed about his present levels. There were connections made to his grade level standards. It was descriptive and included his strengths, needs, and input from teachers. It included summative data (Kaufman Test of Education Achievement) Formative data (report cards, surveys of teachers, class assignments, work samples, writing rubric, classroom probes in math) Diagnostic data (Key Math3) and Benchmark data (4 Sight Benchmarks in reading and math and reading correct words per minute, and writing correct word sequence). 46 46

General Observations: David’s PLAAFP Which data types are included in the PLAAFP? List examples of data types included in the PLAAFP Summarize the interpretations of the data and tell how it would impact David’s instruction Identify David’s instructional level Are there areas where David’s achievement are at grade? Where?

Prep for the IEP B ring all data R esources: Standards I ndividualize! D escribe SDI that works G rade level requirements E nter your suggested measurable goals 48

Prioritizing Needs for David KEY QUESTIONS TO ASK… What prerequisite skills/knowledge does David need to close the gap between his present levels of academic achievement and the grade-level standards? 49 49

Program Modifications and Specially Designed Instruction Standards (Big Ideas, Concepts, and/or Competencies from the Standards Aligned System): The WHAT of education for all students Specially Designed Instruction (SDI): The HOW of education for students with disabilities 50

Program Modifications and Specially Designed Instruction 51 SDI is based on identified student needs. SDI connects to the goal, which comes from needs identified in present levels, which comes from assessment. 51

The “What” of SDI May involve any aspect of the student’s instruction, including materials, techniques, assessments, and activities. May proceed to modifications of content, but only after modifying the instruction. Must consider the regular education curriculum first, then modifications to the regular education curriculum, and only then can specially designed instruction involve a special course. 52

Where is SDI Implemented? Anywhere inside or outside the school, as stipulated in the IEP. Implemented in any classroom. Implemented by all teachers, although a special education teacher directs it. 53

SDI for Assessment and Instruction Assessment accommodations on IEP should be those used routinely by the student. “Directions for all assignments and assessments may be read aloud or clarified”. “Additional spacing provided for writing on worksheets and assessments.” “Use of word processor for tasks requiring written responses more than 2 sentences in length. Spell checker/grammar disabled for writing assessments. ” “Use of highlighter, graphic organizers for reading assignments in all classes.” “Allow highlighting, marking answers on the actual test form.” 54

SDI Considerations - IEPs Does the SDI item relate directly to assessment information on the student? Can another adult read the SDI item and have a reasonable idea of what to do with the student? Does the SDI item include “brand names?” Does the SDI item define “who” is going to implement it, and how often a day or week it will be implemented? Is it possible to measure the effectiveness of the SDI item? Is “As needed” or “Requested by student” used? 55

Small Group Work Work with a partner Develop at least 3 SDI for David Remember to refer to David’s “Present Levels” and “Goal” Share with other diads at your table Be prepared to share one with whole group 56

Applying Progress Monitoring - David Read the following list. Write one example of what could be collected to monitor and measure David’s progress for reading. Summative: ______________________________ Formative: _______________________________ Diagnostic: ______________________________ Benchmark:______________________________ 57 57

Sample of David’s Reading Progress Every 9 weeks parents will receive a report of Reading goals measured by Weekly probes in specific skills graphed Accuracy graphed on related classroom worksheets/quizzes and tests 4Sight Reading Benchmark in Nov. Jan. and April PSSA Reading April (parent report over summer) 58 58 58 58

Graph on Inference Progress 59 59

Sample of David’s Math Progress Every 9 weeks parents will receive a report of math goals measured by Biweekly probes in math specific skills graphed 4Sight Math Benchmark in Nov. Jan. and April PSSA Reading April (parent report over summer) 60 60 60 60

David’s Year at a Glance in Math Language 61 61 61

Sample of David’s Writing Progress Every 9 weeks parents will receive a report of Writing goals measured by Bi-weekly writing prompts – Correct Word Sequence graphed – formative assessment Self and/or teacher analysis of use of style on writing prompts every two weeks PSSA Writing (parent report over summer) – summative assessment 62 62 62 62

Correct Word Sequence - Graph 9/1 9/14 10/1 10/14 11/2 11/16 63 63 63

Practice Activity Individually read the IEP provided and complete the IEP Review Activity worksheet Discuss your findings from the IEP Review Activity with the colleagues at your table. Select a facilitator, time keeper, and recorder Each person should be prepared to share the group’s responses to each section Whole group reporting

Assignment for October 3 Select 4 IEPs Review the 4 IEPs selected looking for trends (prunes and plums) in data collection, PLAAFPs, goals, and SDI Summarize the trends found in the 4 IEPs selected for review Based on these trends, what would be the next steps for… You Teacher/s Building Administrator