Standards-Based IEPs

Report
Standards-Based IEPs
Writing Goals and Objectives
2012-2013
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An IEP that is based on standards is one
in which individual educational goals are
directly linked to grade-level content
standards. These IEPs define an
individual plan of accommodations and
supports that are designed for each child
and intended to enable the child to meet
the standards.
Standards-based IEPs
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All states have academic content standards
that describe what students are expected to
do in each content area
Annual goals aligned with and chosen to
facilitate the student’s achievement of gradelevel academic standards
Developing a standards-based IEP requires
team members to have an understanding of
the state standards for each grade and for
each academic content area
The Basics
Write down three things that you think
are the most important components of a
good IEP:
1. __________________
2. __________________
3. __________________
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What is the most important component?
IEPs
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Step 1: Consider the grade-level content
standards for the grade in which the student
is enrolled or would be enrolled based on
age.
Step 2: Examine classroom and student data
to determine where the student is functioning
related to grade-level standards.
Step 3: Identify the present level of
academic achievement and functional
performance.
Things to consider…
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Step 4: Develop measurable annual goals
aligned with grade-level academic content
standards.
Step 5: Assess and report the student’s
progress throughout the year.
Step 6: Identify specifically designed
instruction, including accommodations and/or
modifications needed to access and progress
in the general education curriculum.
Step 7: Determine the most appropriate
assessment options.
Things to consider continued…
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What type of assessments are offered in
my state?
What types of responses do different state
assessments require?
What accommodations are allowed on the
assessment(s)
Has the student received standardsbased, grade-level instruction?
Was the instruction evidenced based?
Step 7 continued:
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Current performance in relationship to the
standards for the student’s enrolled grade
PLOP should be formulated using a variety of
objective information and should be written
in terms that are both understandable and
measurable
Individual Achievement data such as the WJIII should NOT be used as evidence of
Present Levels of Performance- WJ-III or any
other standardized achievement test data is
NOT related to our content and grade level
standards
Present Levels of Performance
(PLOP)
Skills and knowledge already attained
relative to grade level standards
 This information is used to decide what
academic standards the student has
achieved and what standards remain to
be accomplished
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Should also include….
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Student’s most recent performance on
state and district assessments
Classroom based testing data
Progress monitoring data
District benchmarks/assessments
Documented observations
Sources of Information to Develop
PLOP
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In order to facilitate gap closures students
must have the skills necessary to
demonstrate achievement on standardized
assessments or growth (TVAAS)
Students must have exposure to and
instruction based upon the grade-level
standards that are being assessed
Think…
Could you solve an Algebraic equation with
only continued exposure to basic addition and
subtraction?
Why a Standards-Based IEP
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Choose a goal(s) that is broad enough to
encompass objectives from most of the
learning categories or strands;
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Know and apply grade-level phonics and
word analysis skills in decoding words
Annual goals
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Each exceptional PLOP identified must
have a Grade-Level Annual Goal in place
for addressing the deficit
Annual Goals
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The student….(who)
Will do what…(Behavior)
To what level or degree…(Criterion)
Under what conditions…(Condition)
In what length of time…(Timeframe)
Example: Maria (who) will read 90-110 words
(criterion) with fluency and expression,
(behavior) per minute with 100% accuracy
(condition) at the end of 36 weeks (timeframe)
5 Critical Elements of an ANNUAL
GOAL:
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Elementary and/or CDC- Read with
sufficient accuracy and fluency to support
comprehension.
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Secondary- Write arguments to support
claims with clear reasons and relevant
evidence.
Practice using these Common Core
aligned goals:
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Lenore will read with sufficient accuracy and
fluency to support comprehension by reading
grade level text with 80% accuracy as measured
by the DRA/progress monitoring (DRA level
beginning 40 to a 50) by the end of 36 weeks.
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Who: Lenore
Behavior: Will read with sufficient accuracy and
fluency
Criterion: Grade level text
Condition: 80% accuracy
Time frame: End of 36 weeks
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Our answer
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Jeanne will write arguments to support claims
with clear reasons and relevant evidence by
participating in grade level appropriate prompts
and achieving a minimum score of 3 at least
80% of the time by the end of 36 weeks.
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Who: Jeanne
Behavior: participate in grade level appropriate
prompts
Criterion: Achieving a minimum score of 3
Condition: At least 80% of the time
Time frame: At the end of 36 weeks
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Our answer:
Sequential steps needed to master the grade-level annual goal
Prioritized by the student’s individual need
Things to think about:
What skills must the student learn in order to become proficient on the
annual goal(s).
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What prerequisite skills related to the annual goal must the student
learn?
What growth and progress can reasonably be expected of the student in
the up coming year?
Will the expected growth and rate of progress CLOSE THE
ACHIEVEMENT GAP?
THE GOAL IS PROGRESS TOWARD MASTERY! HAVE HIGH
EXPECTATIONS!
Objectives
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Read with sufficient accuracy and fluency to
support comprehension
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Objectives:
◦ Lenore will read on-level text with purpose and
understanding
◦ Read on-level prose and poetry orally with
accuracy, appropriate rate, and expression on
successive readings
◦ Use context to confirm or self correct word
recognition and understanding, rereading as
necessary
Objectives:
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Standards establish clear expectations for
what students should know and be able to do
at each grade level and content area.
Educators can use innovative instructional
methods to engage students in academic
content, while ensuring that students are
taught appropriate grade-level academic
content.
IEP team decisions can be more focused now
that states have identified the bottom line of
what students must know and be able to do.
Conclusion
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With greater clarity comes opportunities
for special and general education
teachers, parents, and other stakeholders
to share common understandings that
result in improved access to learning, and
ultimately, to improved student
achievement.
Conclusion

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