Standards-based IEPs Oct. 24, 2012

• All students will receive instruction on state
standards with opportunities for instruction in
general education
• The student will receive instruction and supports
to achieve academic and functional goals
• The student’s unique needs will be considered
• An IEP developed through planning based on the
student’s grade level standards (or grade level
extended evidence outcomes)
• Strengths and needs based on standards
• Planning process should identify ways to close the
gap between current performance and grade‐level
• Equity and accountability
• IDEA 1997, 2004
• Involvement and progress in the general
• Measureable goals that enable students to
make progress in that curriculum
• Required outcome of achievement in reading,
math, and science
What it is
• An IEP that incorporates
grade level appropriate
academic goals based on state
standards or extended
evidence outcomes
What it is NOT
• An IEP that is focused solely on
academic standards
• A generic IEP that does not
meet the individual needs of
the student
Always consider long range goals:
The criterion of ultimate functioning
• Why is alignment important?
• IEPs aligned with state standards can
prepare students for state assessments
• For students to show progress in
academic content, they need academic
• Well aligned IEPs can promote meaningful
academic instruction.
• Become familiar with state standards
• Common Core State Standards:
English Language Arts
• Common Core State Standards:
• Become Familiar with the State’s Approach to
Extended Evidence Outcomes
• 4th Grade Standard
• Identify and interpret elements of fiction and nonfiction and
support by referencing the text to determine the:
i. plot.
ii. theme.
iii. main idea and supporting details.
iv. author’s choice of words.
Extension of the Standard
• Use objects or pictures to identify main idea or theme
• Sequence pictures to retell plot
• Keep the planning student focused
• Begin with an overview of recent progress
and strengths.
• The student might lead the meeting
• Members of the team who have
conducted recent assessments can
present their findings
• The student’s preferences and individual
goals can be a starting point for planning.
• Consider both specific academic
goals and broad access goals
• The IEP creates access to the
curriculum, but is not a
curriculum itself
• In an IEP for a student with severe disabilities
• Is academic content enough?
• Not all of your objectives will align with state
standards…DO NOT “force fit” them
• What else is needed to support the student?
• OT, PT, self‐determination skills, etc.
• Overall focus should be individualized skills that
consider the criterion of ultimate functioning
• Personally relevant skills
• Ask the question: Is it really
• Sometimes in extending the state
standard, the essence of the academic
component is lost.
• General educators can be especially
helpful as resource people in making sure
that the final goals have clear links to
academic content.
Camilla is a 12 year old 7th grader with severe disabilities.
• Camilla will use her AAC device to greet peers in English class.
• Camilla will acquire 20 sight words that relate to activities in her
community and home.
• Camilla will select two major themes using pictures with
phrases after hearing a text summary read aloud; she will
categorize 2‐3 events in each chapter of the text during read
alouds using additional pictures related to the story and will
summarize by presenting a chart of these categories.
• Camilla will identify initial consonant and vowel sounds and use
this skill in writing words with software that anticipates the
spelling from the first letters.
• Do not force fit all IEP objectives into
alignment with academic standards
• What else should be part of the
• Common Core State
Standards in English
Language Arts
• Reading
• Writing
• Speaking and listening
• Language
• There also are literacy
standards for
history/social studies,
science, and technology.
• National Reading
Panel components
• Phonemic awareness
• Phonics
• Fluency
• Vocabulary
• Text comprehension
• Common Core State
Standards in Math K-8
• Counting & Cardinality (K)
• Operations and Algebraic Thinking
• Numbers and Operations in Base Ten
• Numbers and Operations‐Fractions
• Measurement & Data (K‐5)
• Geometry (K‐8)
• Ratios & Proportional Relationships
• Ratios & Proportional Relationships
• Expressions & Equations (6‐8)
• Statistics & Probability
• Common Core State
Standards in Math High
• Numbers and Quantity
• Algebra
• Functions
• Modeling
• Geometry
• Statistics & Probability
• Describe what students
can do in each content
• Consider using level
of symbol use to
describe current
• In math Jerry can put one
object with an object to
show 1:1
correspondence. He
does not yet use or
recognize numbers or
count. He can imitate a
model to create sets to
show the solution to a
• Comprehensive health standards address making choices
and decisions regarding one's quality of life free from
undue external influence
• Use general curriculum activities as context for learning
self-determination skills that contribute to increased
autonomy for students
• Skills can promote learning of the general curriculum,
while at the same time foster the acquisition of skills
with lifelong benefits
Comprehensive Health Standards
Make choices within an activity
Choose between two or more activities
Decide topic for class project
Determine best resource to use to get
Look at a picture to determine why DVD
player is not working
Identify three alternative ways character in
story could resolve a conflict
Goal Setting
Self Management/Self Evaluation
Self Awareness
Set a goal for number of books to be read in
a month
Identify and communicate IEP goals
Use a bar graph to track number of
assignments completed
Rate self on how well performed on given
Develop picture/word list of likes and
Develop and learn to read a list of “facts
about me”
• Examples
• David will count tasks to determine how many
jobs he completed.
• Sam will use a picture/word journal to rate
characteristics of potential jobs based on
• Assistive Technology
• Should enable the student to engage in the task
more independently
• Examples
• Photos, picture symbols, pencil grips, stamps,
switches, software, touch screens
Original Objective
• John will read 5 three
word phrases that use
known words.
• David will watch as a
peer counts manipulatives
in sets of 1 to 10 items
With AT
• John will read 10 complete
sentences composed with
a picture support program
using picture cues to
identify at least one novel
word per sentence.
• David will use a math
software program with
virtual manipulatives and
a head switch to choose
the correct number of
manipulatives that have
been counted for sets 1‐10.
Original Objective
• Chuck will choose 5
pictures to put in a
journal and dictate a
description of the
• Randy will partially
participate in a
science lesson.
With AT
• Personal relevance/ functionality
• Using a real life activity to help make the standard
• Creates a picture symbol homework list (writing)
• Locates a room by its number (math)
• Uses a keypad in the cafeteria (math)
• Locates the sports page using newspaper index
• Follows a picture schedule (reading)
Examples of
Real Life Applications of Geometry Skills
Geometric shapes
Age: 7
Play video
games that
use shapes
Shape cues for
chores at
school (e.g.,
rectangle for
toys in toy box;
circle for help
to set the
round table for
Forming shapes
while playing
games in P.E.
(e.g., Let’s
make a circle;
boys in a line).
Identify shape
signs (e.g., stop
at red circle
Perimeter and
Age: 12
(Middle School)
Make a
“where I
live” chart
area of
Use laser
measure to
perimeter of
perimeter of
playing field to
show concept
of “out of
Identify what
foods are
located in
perimeter of
grocery store.
• Lisa’s Scenario
• Lisa is a 3rd grade student with Rhett’s syndrome.
She is nonverbal and currently uses objects to
communicate. She shows an interest in books read
to her by peers. She will also sometimes look at
pictures in a magazine. Lisa is ambulatory, but has
limited use of her hands. She enjoys social contexts
and will sometimes make her meaning known by
eye gazing or laughing.
• See Lisa’s ELA handout
• Team targets one standard for each component of
3rd grade ELA
• Defines priority skills
• Based on Lisa’s needs (challenges accessing the
general curriculum: few foundational skills, limited
hand dexterity)
1. Lisa will choose books to be read aloud during individual
reading times.
2. Lisa will independently engage with books using
technology for read alouds.
3. Lisa will initiate use of picture communication for
1. Lisa will use a voice output device with picture symbols
to communicate requests.
2a. Given two pictures presented on a VOD or computer
touch screen Lisa will answer "what" and "who"
comprehension questions.
2b. Given two pictures presented on a VOD or computer
touch screen Lisa will select one to fill in a sentence.
3. Lisa will use a touch screen computer to print a sentence
she composed or activate a recorded book.
• Lisa can use pictures for requesting during lunch and
break times as well as during class times.
• During times when the class chooses literature for
independent reading, Lisa can have options that relate to
her special interests which are horses and swimming as
well as other stories from the 3rd grade reading list. The
teacher may begin with some literature on these topics to
teach her how to answer comprehension questions.
• Lisa can be taught to generalize her "who" and "what"
answers and sentence writing to compose daily reports to
share with her family about her day.
• Lisa can also generalize her emerging literacy skills to
social stories the teacher will use to help her learn skills
needed for the school environment like how to eat in the cafeteria.
Lisa will select a research topic using a picture request and
copy/paste at least 5 pictures from the internet to create a report
about the topic. (Writing Standard 3.7)
*see handout for additional examples
• Jerome’s Scenario
• Jerome is a student with Down syndrome and a moderate
intellectual disability. He has mastered about 50 sight words
and is learning to apply them in activities of daily living.
Jerome also has learned to recognize initial and final
consonants and short vowels can decode many simple words.
With his sight words and decoding skills, he can often help
the teacher read short passages of text that have been
prepared with controlled vocabulary. He communicates using
a picture wallet and single spoken words to make requests,
answer questions, and socialize. In math, he rote counts from
1‐10, but cannot count objects consistently or recognize
numbers consistently. Jerome does understand the purpose
of money and likes to make purchases, but needs help
counting out the correct number of dollars. Jerome is 11
years old and in 6th grade.
• See Jerome’s Mathematics Handout
• IEP team targets at one or two priority standards in each of
these areas based on the recommendation of the math
• Develops priority skills
• Based on Jerome’s needs (few numeracy skills‐inconsistent
number identification, no computation)
When presenting a math story, Jerome could choose the numbers
to use in that days story. He could also choose which manipulatives
to put into sets.
As Jerome masters using a graphic organizer, he can more easily
self‐direct his learning. He can learn to say, then do, the steps to
solve the problem.
Jerome might set a goal for how many math problems to try that
day. He could count and graph the number completed. This
self‐monitoring and self‐evaluation also promotes his emerging
numeracy skills.
1. The calculator is an important form of assistive technology for
Jerome. Once he learns to enter numbers on the calculator, he will be
able to perform more of the problems from the 6th grade text. Once
he can find the numbers 1‐9, the operation symbols, and equal, he
will be able to compute problems.
2. Many of the skills Jerome needs to acquire can be practiced on the
computer. For example, he could move items on a touch screen to
create sets or perform computation on an on screen calculator.
3. The graphic organizers Jerome will learn to use are also a form of
assistive technology. For example, he will have a graphic organizer to
help him write fractions as ___ (how many are in part of the
set)/___how many are in the whole.
Jerome can divide materials for projects into sets for the class or
his small group and use this experience to practice matching
numbers to sets and creating fractions and ratios.
By having a class store or token economy, Jerome can apply his
general knowledge of money and interest in purchasing to practice
counting accurately and learning the concept of debt (negative
numbers) and zero (no money).
Identifying points on a plane can become very meaningful when
applied to planning a route through a neighborhood or store.
When given a cluster of up to 20 objects, Jerome will divide them
into 1‐5 sets and identify the number that represents each set
for 8/10 trials. He will subdivide these sets to show division of
fractions and ratios and represent this second number using a
graphic organizer for 8/10 trials. (Mathematics: Rations and
Proportional Relationships, Standard 6.1; Number System, Standard
* see handout for additional objectives
• Your IEP is not complete…
• Also include daily living skills, social skills, therapy goals, etc. based on
individual needs and preferences

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