Standards-Based IEPs
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Transcript of Standards-Based IEPs
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Standards-Based IEPs
Module 3: Present Levels of Academic Achievement and Functional Performance
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IEP Development Process
Desired Outcomes/
Instructional Results
Write Measurable
Goals
Select Instructional Services & Program
Supports
Implement & Monitor Progress
General Curriculum
Expectations
Current Skills and
Knowledge
Area of Instructional
Need
PLAAFP Statements on IEP Form
Developing PLAAFP Statements
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Process of Developing Standards-Based IEPs
Determine general education curriculum
expectations
Identify current skills, knowledge
and area(s) of instructional need
Conduct data/gap analysis and
develop impact statement
• NxGCSOs/Support for SB-IEPs (ELA, Math)• NxGECEs/Community Readiness• Unwrap the Standards
• What is the big picture?• Which are most important?• Which are critical needs?• Develop student data profile
• Review student data profile• Review Grade-Level CSOs• Review Learning Progressions• Determine Gap• Where student is and where student needs to go
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Develop student data profile which is an overview of student’s functioning in all areas relevant to the IEP. The profile should include general information regarding:
• Strengths• Needs• How the exceptionality affects involvement/progress in
the general education curriculum including Career and Technical Education
• Assessment/Evaluation• Status of prior IEP goals• Teacher/Parent/Student input• Transition needs (at least by age 16)• Learning Style (UDL)
Step 2: Identify current skills, knowledge and area (s) of instructional need
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Provide instructional accountability and access to general curriculum
Support instruction in least restrictive environment
Link the IEP to the general curriculum
Standards Drive IEPs
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Essential for closing the achievement gap
Promote a single system of education and consistency across schools and the district
Are best for kids – assume more, not less
Standards Drive IEPs
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Refer to standards to determine expectations at grade-level
Use the standards as a guide to determine what is important for the student to learn or be able to do
Conduct an analysis to determine the gap between grade expectations and the student’s current skills/knowledge
What Does it Mean to Connect IEPs to Standards?
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• What is meant by the general education curriculum? The full range of courses, activities, lessons, and
materials routinely used by the general population
• What is meant by access? Participation in the knowledge and skills that make
up the general education curriculum
Accessing the General Education Curriculum
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Developing Present Level Statements
General Curriculum
Expectations
Current Skills and
Knowledge
Areas of Instructional
Need
PLAAFP Statements
on IEP Form
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• Academic• Social emotional• Communication• Recreation/Leisure• Health, Physical,
Medical• Technology
• For secondary consider: Jobs/job training Post-secondary
education Community
participation Home/independent
living
Collect Data Current Skills/KnowledgeConsider the Whole Child
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• Academic Tests Work samples Curriculum based
assessments Statewide assessments Evaluation results Classroom observation Formative assessment IEP Progress Reports
Social/emotional behavior Classroom reports Observation Office referral data Family input Attendance
Collect Data Current Skills/Knowledge
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Communication Reports Observation Language evaluation Language skills (including
English Language Learners ELLs with exceptionalities)
Health/Physical Family reports
Comprehensive evaluation
In-school nurse reports
Physical education
Self-report
Collect Data Current Skills/Knowledge
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• Recreation/Leisure Family reports Physical education Self-report Extracurricular
participation
• Jobs & Job training Vocational training
records
Vocational/Transition assessment results
Student interview
Collect Data Current Skills/Knowledge
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Post-secondary Education Counselor and student
interviews Transition assessments
• Community Participation Family report Student self-report Transition assessments
Collect Data Current Skills/Knowledge
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• Home/Independent Living Family report Student self-report In-school observations Transition assessments
• Other reports (use of assistive technology, accommodations, modifications) Family Teacher Student
Collect Data Current Skills/Knowledge
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• What: Can the student do in school; at home? Accommodations have helped in the past? Is the student’s performance level on state assessments
and in the classroom?
Present Performance or Current Skills/Knowledge
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Activity 3.1
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Present Level Statements:More than One Step
General Curriculum
Expectations
Current Skills and
Knowledge
Areas of Instructional
Need
PLAAFP Statements
on IEP Form
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Selecting the Standard
Discuss intent of standards:
What are the knowledge and skills necessary for the student to achieve to a level that is expected in the standards?
What are the prerequisite skills?
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Determine which standards are most important for each student (based on progress in the general education curriculum)
Compare standard(s) with student’s areas of need and the impact of the disability/giftedness
Use data to determine the areas in which the student will need additional supports
Selecting the Standard
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Think about…Essential Knowledge and Skills
Leverage-standards in one subject that support student’s success in other subjects
Endurance-standards that help students across the years rather than respond to the testing of a single grade level
Readiness-essential for the next grade/standards that help students prepare for the next level of learning
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Which standards: Can be met with accommodations in the general
classroom? Require specialized instruction?
Impact Considerations
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Which standards are most essential to: Accelerate the ability to progress in the general
curriculum? Result in educational benefit?
Impact Considerations
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1. Consider the target grade level standards Identify critical knowledge and skills within the
standards Use a data analysis process to conduct a drill
down
Identifying Instructional Need
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ELA.6.R.C1.5
determine a central idea of an informational text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
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2. Of these skills, where does the student demonstrate proficiency? (These could become descriptors in the Present Level Statements)
Formal assessment Informal assessment
Data Analysis, continued
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3. Can the standard(s) be achieved with an accommodation? For example, can the student:
Demonstrate the central idea of a text if given orally rather than being asked to read the items independently?
Summarize the text when it is read orally?
Data Analysis, continued
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4. Given these responses: What skills need to be taught explicitly to
demonstrate proficiency on the targeted standards?
Which skills/knowledge can be acquired in the general classroom with an accommodation/assistive technology?
Data Analysis, continued
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Consider other functional skill areas that may not be directly connected to the academic standards, and determine which areas need specialized instruction through the IEP.
Data Analysis, continued
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Just as a review, we have already talked about:
Identifying critical standards Collecting/analyzing data relative to the
student’s current academic performance Collecting/analyzing data relative to the
student’s functional performance Identifying instructional need Present Level Statements
Let’s review…
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Assignment:
1. Review the selected objective for English Language Arts
2. Make notes of critical expectations
3. Document the student’s current skills and knowledge specific to the objective
4. Conduct an analysis of data using the process we have just been talking about and document results
Practice Data AnalysisActivity 3.2
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Impact Statement
Answers the question of how the child's exceptionality affects (impacts) his/her involvement and progress in the general education curriculum.
• Discuss learner characteristics and examine how the characteristics affect student learning.
• Do not use student’s exceptionality to explain how the disability/giftedness affects involvement/ progress in the general curriculum.
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Learner Characteristics
Consider the learner characteristics typical of the student’s exceptionality and through observation how these characteristics may affect progress in learning the content state standard.
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Activ
Learner Characteristics
Activity
Activity 3.3
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Examples of Learner Characteristics
• Easily distracted
• Difficulty processing information in specific ways
• Difficulty organizing materials/time
• Difficulty completing written tasks
• Difficulty with problem-solving
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What is a Gap Analysis?
A gap analysis is used to measure the difference between the student's current levels of performance and grade-level content standard expectations.
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Karen’s Impact StatementKaren’s deficit in reading fluency causes her to have difficulties in summarizing and identifying the main idea of a text. This adversely affects her in classes when she has to read lengthy text materials, summarize them, and provide central idea of a text.
What areas are affected due to the exceptionality?
How does the student’s exceptionality impact the student’s involvement in the general education curriculum?
What academic areas are impacted due to the exceptionality?
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Sample Impact Statements
Eli’s tendency to reverse numbers will impact his ability to accurately write numbers and will also impact computation/problem solving in mathematics.
Samantha’s difficulties with reasoning skills affect her ability to draw inferences from literary and informational passages and impact all other academic areas.
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Sample Impact StatementsAnn’s disability in the areas of auditory processing an auditory memory cause her to have difficulty processing problems and remembering information presented orally. This impacts her ability to follow multi-step directions, to comprehend and recall complex concepts. This also impacts her academic success with oral presentations in all instructional settings, reading, written language, and math, and to a lesser degree, science and social studies.
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Jane’s exceptional intellectual ability and achievement as shown in Part V Assessment Data indicates that she may be under-challenged in the grade-level content instruction normally provided in the general education classroom. This impacts her educational progress in that she may need grade-level curriculum enriched to include more depth and complexity.
Sample Impact Statements
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Unacceptable Impact StatementsWhat is missing?
• Lisa has difficulty organizing her materials and beginning assignments because she has an attention deficit disorder.
• Ethan’s learning disability impacts his phonemic awareness.
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Activity 3.4 Karen Shaw
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Develop Present Levels of Academic Achievement and
Functional Performance
Choose content standard and objective(s)
Write measurable goals and
objectives
• Collect Data• Identify Strengths• Identify Needs• Develop Impact Statement
• What standard(s) and objective(s) best address the gap?
• What standard(s) and objective(s) are critical for accelerating student learning?
• Develop 4-Point Goal• In what length of time (Timeframe)• Under what context (Conditions)• The student (Who) - Will do what (Behavior)• Through what assessment (Evaluation) - To what
degree/level (Criterion) • Accommodations/Modifications/Specially Designed
Instruction
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Step 4:Develop Present Levels of Academic Achievement and Functional Performance
The present level provides a summary of baseline information that indicates the student’s academic achievement on specific standards or skills. The present level must be data-based.Components of Present Levels:
• Grade-level expectations• Strengths• Needs• How the student’s exceptionality affects involvement/progress in the general
education curriculum (for preschool children, how the disability affects the child’s participation in age- appropriate activities).
• Impact Statement DO NOT use the student’s eligibility to explain how the exceptionality affects involvement/progress in the general education curriculum! Remember: the present levels of academic achievement and functional performance set the stage for developing IEP goals!
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Present Levels of Academic Achievement and Functional Performance (PLAAFP)
(1) “. . .a statement of the child’s present levels of academic and functional performance, including—
(i) how the child’s disability affects the child’s involvement and progress in the general education curriculum (i.e., the same curriculum as for nondisabled children);…..”
§300.320(a)(1)
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Part I Description of what the student can do; strengths,
based on general curriculum expectations
Part II Conversation to identify the gaps in skills/knowledge
associated with the exceptionality
Present Level & the IEP:A Two-Step Process
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Present Levels of Academic Achievement and Functional Performance
Present levels must be:
• Measurable—use terms that are observable, specific, and based on evidence
• Understandable—use clear language that can be understood by all members of the IEP Team
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Subjective Statements Objective Statements
Richie talks too much. Richie interrupts the teacher during classroom discussions with verbal outbursts
Stephanie did not turn in her homework assignments.
Stephanie did not turn in her homework assignments 17 out of 20 times this grading period resulting in a grade of “Incomplete” in Math I.
Tom has difficulty writing a summary. On 50% of his assignments related to summarizing a passage, Tom will list the main idea instead of providing a summary.
Objective vs. Subjective StatementsActivity 3.5
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Components of Present Levels of Academic Achievement and Functional Performance
1. Strengths
2. Needs
3. Impact statement
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PLAAFP: Component 1
Strengths must be specific to the knowledge/skills that are needed to learn grade level standards.
Strengths may include:
• Skills related to the state standard(s)
• Student’s response to learning strategies
• Successful Core, Targeted and Intensive Instruction interventions or accommodations
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PLAAFP: Component 2
Needs should focus on the skill sets the student requires to access and make progress in general education curriculum.
The student’s needs will inform the IEP Team which measurable annual goals to develop.
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PLAAFP: Component 3
Impact Statement: Answers the question of how the child's exceptionality affects (impacts) his/her involvement and progress in the general education curriculum.
• Discuss learner characteristics and examine how the characteristics affect student learning.
• Do not use student’s exceptionality to explain how the exceptionality affects involvement/ progress in the general curriculum.
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On the IEP: The Present Level Statements must include:
Academic and functional performance: strengths, needs and data sources
Affect of the exceptionality in the general education curriculum - The Impact Statement
for preschool children, the affect on participation in age appropriate activities
Putting it All Together, continued…
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Strengths:Student’s response to:
Learning strategies Accommodations Interventions Standards instruction
Ask…What have we learned about this student’s academic skills and knowledge?
Putting it All Together, continued…
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Needs:Focus on needs that affect progress in the general education curriculum
progress in learning grade-level standards
Ask…What prerequisite skills/knowledge does the student need to close the gap between his/her Present Level and the grade-level content standards?
Putting it All Together, continued…
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• Use up-to-date descriptive data:
Cory reads 24 wpm, while the benchmark for 2nd graders in the regular curriculum is 60-80 wpm. Cory can say 5 out of 10 short and long vowel sounds. He cannot read multi-syllabic words.
Academic Performance Example
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Student’s: social/emotional (behavioral) performance communication skills performance in areas of recreation/leisure, self-
management, independent living, etc.
Ask…“ What have we learned about this student’s ability to function independently and appropriately with peers and adults?”
Functional Performance
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Use up-to-date descriptive data:
In a classroom observation, Cory sat quietly in his seat for 10 minutes. At the 10-minute mark, he began to look around the room, followed by twirling his pencil and playing with his paper. When placed with a partner to complete his work, he was able to remain on task and complete the assignment…
Functional Performance Example
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How does the disability affect performance? Consider how it affects progress in learning the
grade-level content standards – the Impact Statement.
Performance in the General Education Curriculum
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Do not use the student’s exceptionality to explain how the disability/advanced learning affects involvement/progress in the general education curriculum when developing the Impact Statement.
What not to write:Marley’s learning disability affects his progress in the general curriculum.
What to write:Marley’s weakness in applying strategies, such as making inferences and complex predictions, affect his progress in comprehending sixth-grade literary materials.
Caution
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Activity 3.6 Karen Shaw
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Rosie has trouble controlling her behavior. She gets easily upset when interacting with peers and does not take direction from authority. Once off task it is really hard to reengage her.
Can you improve this Present Level statement?
Activity 3.7
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Rosie enjoys socializing with peers, and will play cooperatively with them some of the time. Her teacher reports that more often, Rosie is off task and interacts inappropriately with her peers. Observations of Rosie indicated that when interacting with peers, Rosie became upset (cried, threw material, left the group) 55% of the time within the first five minutes of a group activity. Once off task, it took up to 20 minutes for her to reengage in the activity.
One way…
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Rosie has improved in mathematics since last year. She can add and subtract and do some multiplication. She has difficulties solving word problems. Rosie currently has a grade of 71% in math.
Putting it all togetherActivity 3.7 (Continued)
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Curriculum Based Assessments indicate Rosie can add and subtract within 100 to solve one-step words problems, involving “adding to”, “taking from”, etc. She has memorized the multiplication facts for 0 – 5 and 10. She is able to use a multiplication table for facts she does not have memorized. Classroom assessments demonstrate that Rosie can apply the correct operation when presented with the terms or symbols for “multiply”, and “divide”. Rosie cannot describe a context in which a total number of objects can be expressed as a multiplication problem, such 35 = 5 groups of 7 objects. She is not able to interpret a multiplication equation as a comparison when given word problem, such as: “A pack of pencils costs 9 times as much as a single pencil, which costs 5 cents. How much is a pack?” Rosie’s disability impacts her ability to use multiplication equations to solve real world problems.
One way…
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Review of Present Level Statements
1. Are they related to the vision (desired outcome) for this student?
2. Do they reflect what the student knows in relation to the general curriculum or standards expectations?
3. Are they stated in measurable terms?
4. Do they include strengths, needs, and exceptionality affect on access to the general curriculum?
5. Are they self-explanatory?
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Review of Steps to Develop PLAAFP
1. Review NxGCSOs for student’s grade level2. Review various data sources to determine the
student’s strengths and needs3. Determine what the priorities are for the
student in relation to the grade-level standards4. After the strengths and priority needs have
been identified, now write the Present Levels statement for each relevant area
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PLAAFP Reading Example-Grade 4 StrengthsSally can identify 1-2 details from text read. She can identify the main idea when reading content area passages. She can verbally explain events in chronological order. She can compare and contrast events from text using a Venn diagram.
NeedsHowever, Sally is unable to write a complete summary and will often add her opinion. She has difficulty identifying author’s evidence or purpose in text read, she only states why she likes the text. In addition, Sally can not determine the cause or effect of a situation.
Impact StatementSally’s inability to understand key components of reading literature affects her progress in the 4th grade general education curriculum.
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PLAAFP Phrase ExamplesVague Verb Phrases Specific Verb Phrases
Received a math score of 90 Can count to 25
Knows his letters Can verbally identify 23/26 letters
Can add Using a calculator, solves double-digit addition problems
Expressive language is at 27 Communicates wants and needs in 2-3 word sentences
Can read Can locate 2 -3 details in a reading selection
Knows fractions Can reduce equivalent fractions
Can measure Can accurately use various types of measurement tools such as rulers, weights, and volume (liters)
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Present Levels: Instructional and Grade Levels
It is critical that the PLAAFP and annual goals include both the instructional AND grade levels. Why?
1. Instructional level alone does not meet the criteria of the general education curriculum.
2. Grade level alone does not meet the criteria of an IEP based on identified skill deficits.
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Present Levels: Instructional and Grade Level
• The two levels together (instructional and grade) allow the student to make progress in the general education curriculum, while also addressing skill deficits (needs).
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Present Levels: The End Result
Instructional Level and Grade Level
The information then translates into content for goals and specially designed instruction in order for the student to work toward mastery in the general education curriculum.
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Present Level
Remember…
The Present Levels of Academic Achievement and Functional Performance set the stage for developing IEP goals!
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Let’s ReviewPLAAFP Reminders
Activity 3.9