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Writing IEPs to Standards Alabama Department of Education Special Education Services July, 2011.
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Transcript of Writing IEPs to Standards Alabama Department of Education Special Education Services July, 2011.
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Writing IEPs to Standards
Alabama Department of Education
Special Education Services
July, 2011
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Reproductions of the slides and/or information from the slides in this
PowerPoint related to Writing IEPs to Standards
should be credited to:
Alabama Department of Education, Special Education Services
P.O. Box 302101Montgomery, AL 36130
[email protected] 334.242.8114
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Objectives
Review access to the general education curriculum
Provide an overview of state curriculum guides
Discuss steps in developing standards-based IEPs
Discuss similarities and differences in IEPs based on AL COS Standards and AL Extended Standards
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Standards-Based Reform
Major Elements:Increased AccountabilityAligned Assessments Higher Academic Standards
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Standards-Based Reform in Alabama
Higher Academic Standards Alabama Courses of Study Alabama Extended Standards
Aligned Assessments Alabama Reading and Math Test (ARMT) Alabama High School Graduation Exam
(ASHGE) Alabama Alternate Assessment (AAA)
Increased Accountability Adequate Yearly Progress (AYP)
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Alabama Courses of Study and Academic Content Standards
A course of study is a document that specifies what students should know and be able to do in a particular subject area by the end of each grade level or course.
Minimum content for each grade level is delineated in the academic content standards.
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Alabama’s College and Career Readiness Standards
2012-2013 2013-2014
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Expecting Excellence!
Alabama’s College and Career Readiness Standards
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Purpose of Standards
•Access to the general education curriculum
•Access means that all students have opportunities to participate in the knowledge and skills that make up the general education curriculum
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Access Is Not…
• Special Education students sitting in a general education classroom doing activities unrelated to the general education curriculum
• Teachers writing an IEP goal based on content standards but teaching material unrelated to the content standards
• Teaching the content standards after all other classroom activities have occurred
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Opportunity to Learn
Teachers create opportunities for students to learn
grade-level expectations (content standards).
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Content Standards and Extended Standards
IEPs must be based on either content standards or extended standards.
Content standards are measured by the ARMT and/or the AHSGE.
Extended standards are measured by the AAA.
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Students Who Are Not Performing at Grade Level
Alabama Curriculum Guides Include objectives that are prerequisite to the standard and/or break the standard
down into smaller instructional units
Alabama Curriculum Guides
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Alabama Curriculum Guides
•Mathematics (Grades 1-8) •Prereqs. to Alg. I (Grades 9-12) Revised version Mathematics Grades K-12 pending, January 2012.
•Language Arts (Grades K-12) Revised version scheduled, January 2013.
•Social Studies (Grades K-12)
•Science (Grades K-12)
To access Alabama Curriculum Guides:www.alex.state.al.us/specialed
Click on Curriculum
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Alabama Curriculum Guides
LA 5.2: Use a range of strategies, including drawing conclusions such as opinions about characters based on their actions and summarizing passages, to comprehend fifth-grade literary/recreational materials in a variety of genres.
LA5.2.1: Relate character traits from a provided list to characters from a given passage.
LA5.2.2: Compare characters in a given passage who have similar character traits.
LA5.2.3: Compare characters in a given passage who have contrasting character traits.
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Alabama Curriculum Guides
LA5.2.4: Write a sentence describing characters from a given passage.
LA5.2.5: Write sentences retelling key ideas from a given passage.
LA5.2.6: Retell a story in a few sentences.
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Content Standards Legend for IEPs
grade level
content standard
objective
Standard R 3. 3Use a wide range of strategies, including using context clues and predicting outcomes, to comprehend third-grade literary/recreational materials in a variety of genres.
subject
R 3. 3. 2 Make and confirm predictions based on information from a story.
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Developing Standards-Based IEPs
The IEP is the cornerstone of access to the
general curriculum.
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What steps do IEP Teams need to follow to develop effective
standards-based IEPs?
Developing Standards-Based IEPs
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Step 1:Collect and examine materials for making data-based IEP decisions.
Courses of study and/or curriculum guides Current assessment data
• State assessments • Classroom assessments (curriculum-based)• Eligibility data (if current and related to
learning the standards) Student work samples Previous year’s IEP Other information (e.g., grades, discipline
referrals, attendance reports)
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Step 2: Analyze data to develop the student profile.
The profile should include general statements regarding:
Strengths Needs How the disability affects
involvement/progress in the general education curriculum
Assessment/Evaluation Status of prior IEP goals Teacher/Parent/Student input Transition needs (at least by age 16)
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Student Profile vs. Present Level
Similarities• Data-based• Provides a snapshot of the student• Provides a sense of where the student is functioning in
regard to specific area
Differences• Profile is overview of where student is functioning in
relation to their school experiences
• Profile is general picture of the student’s functioning in all
areas relevant to the IEP
• Present level provides a summary of baseline information that indicates the student’s academic achievement on specific standards or skills.
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Assessment
Evaluation
Strengths
Needs
Impacts performance
Katie is a fifth grade student who is experiencing difficulty achieving grade level academic content standards in all areas. Katie repeated kindergarten and has received supplemental support in reading and math since she was in the second grade. Katie’s scores on achievement tests indicate that she falls in the below-average range in mathematics and reading. Her fourth-grade state assessment results showed math as a relative strength. Katie takes pride in finishing her work and frequently requests more time to complete her assignments. When given an accommodation of additional time, Katie will continue to work until she is told that time is up. As her skills improve, Katie will work to decrease the time it takes for her to complete her assignments.
Katie has problems with oral reading fluency and comprehension. She scored in the at risk range on the fifth grade DIBELS Oral Reading Fluency spring benchmark. Katie can read 85-90 words of connected text per minute with 100% accuracy. Her performance is consistent with the expectations for a student at the end of second grade. Katie’s problems with oral reading fluency affect comprehension skills in all academic areas of the general curriculum. She is improving in the areas of reading with expression and in self-correcting when she misses a word.
Sample Student Profile
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Katie is working on fourth grade academic content standards in math. Results from state and classroom-based assessments (CBAs), indicate that Katie has learned math third-grade content standards with the exception of word problems. Progress monitoring data support the need for additional instruction in solving word problems at the third-and fourth-grade levels.
Home and school rating scales reveal significant difficulty in the areas of social interaction and communication skills. Teachers report that Katie is quiet in class and rarely volunteer answers or seeks teacher assistance. She does not often initiate interaction with peers or adults. Katie’s parents state that she does not frequently interact with others in church/community activities, but she likes to play with her younger sister and younger children. Katie loves music and has recently begun to take dance lessons. Her mother hopes that dance will help Katie feel more comfortable with children her age and improve communication skills.
Teacher/ Parent/
Student Input
Assessment
Evaluation
Sample Student Profile - continued
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Step 3:Use data to summarize the present level.
The present level answers the question:
What is the student doing now?”
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Present Level
Purposes•To provide a summary of baseline
information that indicates the student’s academic achievement
•To identify current functional performance
•To provide an explanation of how the disability affects the student’s involvement/progress in participating in the general curriculum
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Characteristics•Standards centered
•Data driven
•Understandable
•Measureable
Present Level
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Components Strengths Needs How the student’s disability affects
performance in the general education curriculum (for preschool children, how the disability affects the child’s participation in age appropriate activities)
Present Level
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Strengths Student’s response to:
Learning strategies Accommodations Interventions Standards Instruction
Ask…What have we learned about this student’s strengths?
Present Level
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NeedsFocus on needs that affect progress in the general education curriculum
Ask…What prerequisite skills/knowledge does the student need to close the gap between his/her present level and the grade-level content standards?
Present Level
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How disability affects performanceConsider how the student’s disability affects progress in learning the grade-level content Standards
Example: Tasha's limited vocabulary knowledge is affecting
her progress in achieving reading standards that include synonyms, antonyms, and multiple-meaning words.
Present Level
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DO NOT use the student’s exceptionality to explain how the disability affects involvement/progress in the general curriculum!
o Example of what NOT to write: Marcus’ learning disability affects his
progress in the general curriculum.
o Example of what to write:Marcus’ weakness in applying strategies,
such as making inferences and making complex predictions, affect his progress in comprehending sixth-grade literary materials.
Present Level
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Sample Present Level
How DisabilityImpacts Learning
Standards-Based
IncludesAssessments
Includes Strengths and Weaknesses
Present Level of Academic Achievement and Functional Performance
Results from classroom assessments show that Katie is experiencing difficulty solving math word problems (M 4.6) that involve addition and subtraction of four-digit numbers. She averages one of four word problems correct on weekly grade five classroom assessments. Katie can solve simple word problems involving single-digit numbers (M 3.2.2) and, when given additional time, can solve addition and subtraction problems (with the exception of word problems) involving two and three-digit numbers with and without regrouping (M 4.6.4)
Katie’s difficulties with reading passages containing complex sentences and her lack of reading fluency negatively affect her progress in solving word problems within time limits specified for fifth-grade classroom assessments.
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Remember…
The present level of academic achievement and functional performance sets the stage for developing IEP goals!
Present Level
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Step 4: Write Annual Goals.
Purpose•To describe what a student can
reasonably expect to accomplish in one school year
•Annual Goals answer the question“What should the student be doing?”
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Selecting the Content Standards
Consider content standards• Look at all grade-level content standards• Discuss intent of standard• 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 needs and the impact of the disability
• Use data to determine the areas the student will find difficult without additional supports
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Annual Goals
Annual goals are related to needs resulting from the student’s
disability that directly affect involvement and progress in the general education curriculum.
o For preschool children, as appropriate, to participate in age-appropriate activities
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Annual Goals
If a large number of needs are identified in the present level, the IEP Team must consider how each need impacts the students’ progress in the general education curriculum.
Select the need that has the greatest impact on progress, and develop a goal to address that need.
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Academic goals are based on:
–Alabama content standards listed in the Alabama COS or
–Alabama Extended Standards (for students with significant cognitive disabilities)
Annual Goals
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Five Components • Who • Time frame • Conditions• Behavior• Criterion
Annual Goals
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Measurable annual goals must include the following:
The student …(WHO) Will do what …(BEHAVIOR) To what level or degree…(CRITERION) Under what conditions…(CONDITIONS) In what length of time…(TIMEFRAME)
Annual Goals
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Example of Annual Goal with Five Components
Jacob will read 90-110 words of connected text per
minute with 100% accuracy at the end of 36 weeks.
The student (Jacob)Will do what (read 90-110 words per minute)To what level or degree (100% accuracy)Under what conditions (connected text)In what time frame (end of 36 weeks)
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Annual Goals
Remember…!
The IEP goal is NOT the content standard.
The IEP goal is part of a plan to make the content standard immediate and individualized for the student.
Do not copy the content standard word for word to become an IEP goal.
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Incorrect Standards-Based IEP Annual Goal
7th Grade Content StandardApply strategies appropriate to the type of reading
material, including setting purposes for reading and
making generalizations, to comprehend seventh-grade
reading material (LA 7.1).
By the end of the ninth grading period, Sami will apply
strategies appropriate to the type of reading material,
including setting purposes for reading and making
generalizations, to comprehend seventh grade reading
material with 90% accuracy.
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Present Level notes that Angela has difficulty making
generalizations and answering comprehension questions.
IEP Goal
By the end of the sixth grading period, Angela will use prior knowledge and life experiences to make generalizations from her personal experience to answer comprehension questions from Grade 7 recreational reading materials (LA. 7.1) with an average of 90% accuracy on classroom assessments.
Example of Correct IEP Annual Goal
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Individualized Education Programs§ 300.320 Definition of individualized
education program.General. As used in this part, the term individualized education program or IEP means a written statement for each child with a disability that is developed, reviewed, and revised in a meeting in accordance with §§ 300.320 through 300.324, and that must include…
(ii) For children with disabilities who take alternate assessments aligned to alternate achievement standards, a description of benchmarks or short-term objectives;
Benchmarks
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Benchmarks
• Measurable
• Minimum of 2 per goal
• A logical breakdown of the major components of an annual goal
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Benchmarks
Short-term objectives and benchmarks are steps that measure the child's progress toward the annual goals in the IEP. When written correctly, short-term objectives provide teachers with a roadmap and a clear mechanism to evaluate the child's progress.
Wright, P. and Wright, P. (2006). Wrightslaw: From Emotions to Advocacy, 2nd Edition. Hartfield, VA: Harbor House Law Press, Inc.
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Remember…
The Present Level has three required components.
1. Student’s strengths2. Student’s needs3. How the student’s disability impacts
progress in the general education curriculum
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Remember…
Annual IEP goals should have the following five components.
1. Who2. Time frame3. Conditions4. Behavior5. Criterion
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Developing SMART IEP Goals
• Specific – based on the student’s Present Level of Academic Achievement/Functional Performance
• Measurable – progress is objectively determined at frequent data points
• Achievable – realistic, related to the most critical needs
• Results-oriented –developed with a standards’ outcome in mind
• Time-bound – clearly defined beginning and ending dates
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IEP Goals
Extended Standards…Students must have IEP goal(s) for
each of five academic areas (math, reading, science, social studies, and English/language arts); and any other areas of need.
General Education Course of Study…
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Instruction and Assessment
Extended Standards…All extended standards must be
taught and evidence must be submitted for each standard regardless of number of IEP goals.
General Education Course of Study…
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Grade of Enrollment
Extended Standards…IEPs must be developed based on
extended standards in the student’s grade of enrollment.
General Education Course of Study…
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Assessing Progress
Extended Standards…The AAA, not the IEP, is the state
assessment that measures how well students have achieved the standards.
General Education Course of Study…
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Teaching to Mastery
Extended Standards…All pieces of evidence submitted for the
AAA should show that the student has achieved the standard rather than demonstrate progress the student has made on the standard.
General Education Course of Study…
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Sample IEPs
www.alex.state.al.us/specialed
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Are there gaps? and if so, what specific gaps need to be
addressed when transitioning from the current standards to the new standards?
What do these new standards mean for instruction?
What do districts need to do in preparation for their implementation?
Transitioning to Alabama’s College and Career Readiness
Standards
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Components of the Course of Study
High School Course Progressions
Standards for Mathematical Practice
Literacy Standards for Grades 6-12
Domains of Study and Conceptual Categories
Analyzing the Standards
Sample Units of Study
Building Teacher Capacity
Formative Assessments
Differentiating Instruction for RtI
Resources
Phase I Phase II
Transitioning to Alabama’s College and Career Readiness
Standards
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Designed for continuous support based on Local Education Agency needs
Phase III
Transitioning to Alabama’s College and Career Readiness
Standards
![Page 61: Writing IEPs to Standards Alabama Department of Education Special Education Services July, 2011.](https://reader035.fdocuments.us/reader035/viewer/2022062409/5697bfd61a28abf838cadb31/html5/thumbnails/61.jpg)
Questions and Comments…