The Standards-based IEP Process: What You Need to Know Standards-Based IEP State-Directed Project - January 2011

What is a Standards-based IEP? A Standards-based IEP describes a process in which the IEP team has incorporated state content standards in its development Standards-Based IEP State-Directed Project - January 2011

What is the difference between the traditional and Standards-based IEP? Traditional IEPStandards-based IEP Focused on acquiring basic academic, access, and/or functional skills Little relationship to a specific academic area or grade-level expectations Directly tied to the state’s content standards Both the student’s present level of academic achievement and functional performance (PLoP) and the annual IEP goals are aligned with and based on the state’s grade-level standards Standards-Based IEP State-Directed Project - January 2011

What are the components of a Standards-based IEP? The components are the same as the traditional IEP Standards-Based IEP State-Directed Project - January 2011

What are the benefits of a Standards-based IEP? Ties the IEP to the general education curriculum Provides positive directions and goals for intervention Utilizes standards to identify specific content critical to a student's successful progress in the general education curriculum Promotes a single educational system that is inclusive through common language and curriculum for special and general education students Ensures greater consistency across schools and districts Encourages higher expectations for students with disabilities MacQuarie (2009) Standards-Based IEP State-Directed Project - January 2011

Are all special education students required to have a Standards- based IEP? Best practice would suggest that a Standards-based IEP would be beneficial for all students. However, only students being considered for or meets the criteria to participate in one or more Virginia Modified Achievement Standards Test (VMAST) require a Standards-based IEP. Standards-Based IEP State-Directed Project - January 2011

Does a standard based IEP imply that the student is on grade-level in that content area? No, the student may not be on grade- level in that content area. However, they are working toward meeting grade- level expectations and are receiving grade-level content instruction. Standards-Based IEP State-Directed Project - January 2011

How do you develop a grade- level Standards-based IEP when a student is not on grade-level? The National Association of State Directors of Special Education (NASDSE) has produced a document that illustrates a recommended seven-step process, with accompanying guiding questions, to assist special education teachers and other professionals in developing a standards-based IEP. Standards-Based IEP State-Directed Project - January 2011

Standards-based Individualized Education Program (IEP): Developing the Present Level of Academic Achievement and Functional Performance (PLOP) Standards-Based IEP State-Directed Project - January 2011

A. Consider the grade-level content standards for the grade in which the student is enrolled Ask: What is the intent of the content standard? What is the content standard saying that the student must know and be able to do? Resources:  Standards of Learning  Curriculum Framework  SOL Test Blueprint Standards-Based IEP State-Directed Project - January 2011

Ask: What does the data tell the IEP team about the student’s performance regarding the knowledge and skills the student has demonstrated in relation to the grade-level content standards? Are there assessment data (i.e.., state, benchmark, and/or classroom) that can provide useful information for making decisions about the student’s strengths and needs ? Where are the gaps in knowledge and skills? What did we learn about the way the student responded to accommodations? Analyze the classroom and student data to determine where the student is functioning in relation to the grade-level standards. B. Examine Classroom and Student Data Standards-Based IEP State-Directed Project - January 2011

Ask: Were the previous interventions successful? Are there skills that the student missed learning over time that are necessary to support the grade-level standard? Which are most likely to support progress? Are there authentic performance tasks that provide evidence of student learning? Is there data to include student reflection and self-assessment? Are there multiple measures being used? By whom? B. Examine Classroom and Student Data, continued Standards-Based IEP State-Directed Project - January 2011

Consider the factors related to the student’s disability and how they affect how the students learns and demonstrates what he or she knows. Ask: What are the content standards for the grade-level that the student is enrolled? Where is the student performing in relation to the grade-level standards? What are the individual strengths of the student in accessing and mastering the general curriculum? Include sources of information. What are the individual areas of need of the student in accessing and mastering the general curriculum? Include sources of information. C. Writing the Present Level of Performance Standards-Based IEP State-Directed Project - January 2011

Ask: What skills/behaviors (academic/functional) is the student able/unable to perform? What other needs, such as functional, organizational, and social skills impact the student involvement and progress in the general curriculum? What strategies, accommodations and/or interventions have been successful in helping the student make progress in the general curriculum? How does the identified disability affect involvement and progress in the general curriculum? C. Writing the Present Level of Performance, continued Standards-Based IEP State-Directed Project - January 2011

Ask: What are the parent concerns? What are the student’s interests, preferences, and goals? Include post-secondary aspirations, based on age appropriate transition assessments. (Refer to VDOE’s assessment transition packet at Is the student on track to achieve grade-level proficiency within the year? C. Writing the Present Level of Performance, continued Standards-Based IEP State-Directed Project - January 2011

PLOP Activity Jackson’s Present Level of Performance: Rising 5 th grader Standards-Based IEP State-Directed Project - January 2011

Jackson’s Present Level of Performance: Rising 5 th grader … His teachers report that he has a good grasp of computation when working with whole numbers but struggles with computation involving fractions and decimals which will affect his involvement and progress in the 5 th grade general curriculum… Standards-Based IEP State-Directed Project - January 2011 Questions to consider when developing a Standards-Based PLOP 4. How does the identified disability affect involvement and progress in the general curriculum?

Standards-based Individualized Education Program (IEP): Developing Standards-based Measurable Annual Goals Standards-Based IEP State-Directed Project - January 2011

Ask: What are the student’s needs as identified in the present level of performance? What skills does the student require to master the content of the curriculum? What can the student reasonably be expected to accomplish in one school year? Develop measurable annual goals aligned with grade- level academic content standards. Standards-Based IEP State-Directed Project - January 2011

The information contained herein is provided only as a resource that educators may find helpful and should be used in guiding their special education standards-based IEP development process.

Who Student Timeframe Length of Time Conditions Under What Conditions Behavior Will Do What Criterion To What Level or Degree A. Writing Annual Goal Components Standards-Based IEP State-Directed Project - January 2011

When given a grade level activity, the student will be able to compare and order a set of 3 to 5 numbers including decimals, fractions and mixed numbers with denominators less than 12 with 80% accuracy on class work by the end of the third nine weeks. (3) Using the order of operations, the student will be able to accurately simplify 2 out 3 numerical expressions on quizzes and tests by the end of the school term. (5) Using the 5 th grade mathematics formula sheet, the students will solve problems involving area, perimeter, and volume with 80% accuracy on class work by the end of the school term. (1) Given a grade level activity, the student will create and solve one-step linear equations with 75% accuracy on tests by the end of the school term. (4) By the end of the school term, when given a graph, including line, picture and bar, the student will read, analyze and interpret the represented information with 80% accuracy on work samples by the end of the school term. (2) 5.7 The student will evaluate whole number numerical expressions, using the order of operations limited to parentheses, addition, subtraction, multiplication, and division. (96) 5.15 The student, given a problem situation, will collect, organize, and interpret data in a variety of forms using stem-and-leaf plots and line graphs. (99) 5.18 The student will a) investigate and describe the concept of variable; c) model one-step linear equations in one variable, using addition and subtraction; and d) create a problem situation based on a given open sentence, using a single variable.(97) 5.2 The student will a) recognize and name fractions in their equivalent decimal form and vice versa; and b)compare and order fractions and decimals in a given set from least to greatest and greatest to least.(98) 5.8 The student will a) find perimeter, area, and volume in standard units of measure; b) differentiate among perimeter, area, and volume and identify whether the application of the concept of perimeter, area, or volume is appropriate for a given situation; and d) estimate and then measure to solve problems, using U.S. Customary and metric units.(100) 6.2The student will (98) a)investigate and describe fractions, decimals, and percents as ratios; b)identify a given fraction, decimal, or percent; c) demonstrate equivalent relationships among fractions, decimals, and percents; and d) Compare & order fractions, decimals, & percents. 6.8The student will evaluate whole number numerical expressions, using the order of operations. (96) 6.10 The student will a)define pi (π) as the ratio of the circumference of a circle to its diameter; b)solve practical problems involving circumference and area of a circle, given the diameter or radius; a c) solve practical problems involving area and perimeter. (100) 6.18The student will solve one-step linear equations in one variable involving whole number coefficients and positive rational solutions. (97) 6.14The student, given a problem situation, will a)construct circle graphs; c)draw conclusions and make predictions, using circle graphs; and d)compare and contrast graphs that present information from the same data set. (99) January 2011

Goals Activity Jackson’s Present Level of Performance: Rising 5 th grader Standards-Based IEP State-Directed Project - January 2011 Draft Goals: Given a math probe of 20 single-step problems involving addition, subtraction, multiplication & division of decimals through the hundredths place, Jackson will solve them with minimum 70% accuracy by the end of the 3 rd grading period. Given a math probe of 20 single-step problems involving fractions with like and unlike denominators (limited to 2, 3, 4, 5, 6, 8, 10 & 12), Jackson will solve them with minimum 70% accuracy, by the end of the 3 rd grading period. When given multi-step problems that incorporate two or more of the same operational steps, Jackson will solve the problems with 80% accuracy, by the end of the school term. When given a 20-item multiple choice probe/test of fifth grade math vocabulary presented orally and in written form, Jackson will be able to define and demonstrate the use of the vocabulary with 80% accuracy by the end of the school term.

B. Develop measurable postsecondary goals and transition needs Ask: What do you want to do when you finish high school? If you go to college, what do you want to study? What kind of work do you want to do? What do you want to learn more about? Where do you plan on living? Standards-Based IEP State-Directed Project - January 2011

Standards-based Individualized Education Program: Assessing and Reporting Student Progress Standards-Based IEP State-Directed Project - January 2011

Assess and report the student’s progress throughout the year. Ask: How does the student demonstrate what he/she knows on classroom, benchmark, and state assessments? Are a variety of assessments used to measure progress? How will progress be reported to parents? Standards-Based IEP State-Directed Project - January 2011

Assess and report the student’s progress throughout the year, continued. (Continued from previous slide) Ask: Did the student make the progress expected by the IEP team? (criteria) How does the student’s performance compare with the performance of general education students? Is the student more independent in the goal area? Will work in the goal be continued or will student be dismissed from this goal area? Standards-Based IEP State-Directed Project - January 2011

A. Progress Monitoring: At the time the IEP is developed, specify how progress will be measured, including;  What will be monitored,  Who will monitor it,  When it will be monitored,  Where the monitoring will be conducted,  How will the data be reported. Standards-Based IEP State-Directed Project - January 2011

B. Reporting Student Progress Progress on IEP goals and short-term objectives (if required) is reported to parents as often as non- disabled students receive academic progress reports.  Timeline: Mid-Quarter (Interim Reports), Quarterly  Format: Compilation Forms, Graphs, Narratives Standards-Based IEP State-Directed Project - January 2011

Standards-based Individualized Education Program (IEP): Identifying Special Education and Related Services Standards-Based IEP State-Directed Project - January 2011

Ask: What related services or accommodations are needed to enable the student to access the knowledge in the general education curriculum? What accommodations have been used with the student and were they effective? Has the complexity of the materials been changed in such a way that the content has been modified? Identifying Special Education and Related Services Standards-Based IEP State-Directed Project - January 2011

 Direct Services – Related service professional interacts directly with the student i.e.. – one on one counseling  Indirect Services – Related service professional interacts with other personnel i.e.. – training teacher how to implement a behavior management program Types of Related Service interventions offered by schools include: Standards-Based IEP State-Directed Project - January 2011

B. Identifying the Supplementary Aids and Services:  Accommodations - Accommodations do not reduce learning expectations. They provide access.  Modifications - Modifications refer to practices that change, lower or reduce learning expectations. Standards-Based IEP State-Directed Project - January 2011

Standards-based Individualized Education Program: Determining the Most Appropriate Assessment Option Standards-Based IEP State-Directed Project - January 2011

Ask: What types of assessments are offered in the state? What types of responses do different state assessments require? Has the student received Standards-based, grade-level instruction? A. Selecting the most appropriate assessment option. Standards-Based IEP State-Directed Project - January 2011

Ask: What was the student’s instructional level? Can the student make progress toward grade- level standards in same timeframe? Can the student demonstrate what he/she knows on the assessment option under consideration? (Continued from previous slide) A. Selecting the most appropriate assessment option, continued. Standards-Based IEP State-Directed Project - January 2011

Standards-based IEP Resources Standards-Based IEP State-Directed Project - January 2011