Instructionally Appropriate IEPs

Do Now
As you enter the room, please work with your neighbor
to rate the sample goals on your handout.
Riding the Tide of Instructionally
Appropriate Individual Education Plan
District Learning Day
February 16, 2015
• Active 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 emails, social
media, etc.
• Honor Perspectives – Respect other views even when
you do not agree.
• 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 goals
• Do: Write S.M.A.R.T. annual goals that address
student literacy deficits
There must be a link between students’
needs and the interventions and supports
they receive.
and Supports
SLD: Associated Deficits
• Academics
– Specific area of deficit:
• Basic Reading Skills
• Reading Fluency
• Reading Comprehension
• Written Expression
• Mathematics Calculation
• Mathematics Problem Solving
Areas of Deficit: Reading
Basic Reading
Phonological Awareness
Reading Fluency
Reading Comprehension
Text Comprehension
Present Levels of Educational Performance
• Describes the unique needs of the student that the IEP will address
Identifies the student’s level of performance using current data
Identifies the students area(s) of strength
Identifies area of exceptionality (deficit)
Written in positive terms
Describes current academic and functional performance
Current assessment data (at least within 1 year)
Includes strengths and deficits
Refer to District Assessment sheet
Without proper PLEPs, the IEP team cannot develop appropriate goals,
accommodations, or select an appropriate program for the student.
The foundation of the IEP
Present Levels of Educational Performance
The foundation of the IEP
Present Levels of Educational Performance
The foundation of the IEP
PLEP Summary
• Provides the informational basis for generating goals,
supports, accommodations, and services that are
specifically designed to meet the student’s individual
• Align the student’s PLEP information with the
Measurable Annual goals
Supplementary aids/services/supports
Transition/Vocational needs
Identifies the student’s instructional needs that
may be written as goals
6 Steps to Writing a Sound PLEP
Bring current data to the IEP meeting
Be specific and make sure it is an accurate reflection.
Review current test scores, progress monitoring, and evaluation
results prior to the meeting
Not how a student functions on a particular day, but consistently
(show a pattern)
Ensure understanding of the student’s specific needs and current
functioning levels
Write in positive terms
Describe the impact of deficit area on Mastery of Standard(s)
Use the “stranger test” to assess PLEP
Another district/teacher should be able to begin instruction
immediately with the details in the IEP
Ex. 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
PLEP-Associated Deficit in Reading
Subtest: Basic Reading
Letter 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 CurriculumBased Measure (CBM) third grade word list in one minute. This represents the
10th percentile according to winter norms.
Date Administered: 01/30/2015
Aligning Exceptional PLEP (deficit area)
with Core Instruction (standards)
Alignment of core instruction with area of deficitSusan 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.
Measurable Annual Goal (MAG)
Present Level of
MAG is linked to Present Levels of Educational Performance
Measurable Annual
MAG Summary
• Individual needs are the basis for a student’s goal
• Directly linked to the exceptional area(s) of the
• Measurable and specific
• Numbers must be included in the goal
– Rate of improvement may be used to set academic
• Must meet the student’s needs that result from
the disability to enable the student to be
involved and make progress in the general
Questions 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?
• What skills does the student require to master the content
of the curriculum?
Rather Than:
• What curriculum content does the student need to master?
Measurable Annual Goal (MAG)
_______(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)
Goals Are:
Goals Are Not:
Goals Are:
Goals Are Not:
Specific, measurable,
observable skills
(written using action words)
General concepts and ideas
Individualized to the student’s
needs, relevant, time-limited
Grade level
Related to an individual
student’s deficits
Directly related to that
individual student’s PLEP
Examples of Literacy Goals
• Given 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-Decoding
• Given 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.
Examples of Literacy Goals
Reading Decoding/Phonics
• Given 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 Comprehension
• Given 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.
How does it all tie together?
Current data
Present Level of Performance (PLEP)
Measurable Annual Goal (MAG)
PLEP requires a
MAG drives
Final thoughts for Measurable Annual
Are your goals S.M.A.R.T.?
S - Specific
M - Measurable
A - Do they have action words?
R - Are they reasonable and relevant?
T - Are they time-limited?
Review 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.
Tennessee Department of Education Website
TOPS (Transition Outcomes Project) Information
GAO report on Problems that Impede Youth Transition
NSTTAC - National Secondary Transition Technical Assistance Center
Transition Innovation – Region V Technical Assistance &
Continuing Education Center (TACE)
[email protected]
Helpful Links
RTI Resources
Tennessee Department of Education Website
TOPS (Transition Outcomes Project) Information
GAO report on Problems that Impede Youth Transition
NSTTAC - National Secondary Transition Technical
Assistance Center
Transition Innovation – Region V Technical Assistance &
Continuing Education Center (TACE)
[email protected]
Special Education -- State Personnel Development Grants
Re-Evaluation Temporary Solutions
Universal Design for Learning
Sample MAGS
State Department of Tennessee Contacts
Tie Hodack
[email protected]
Executive Director, Instructional Programs
Theresa Nicholls
[email protected]
Director, Special Education Eligibility
Lori Nixon
[email protected]
Director, Assessment Design

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