Planning for Students with IEPs According to Academic Anchors and Standards

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• Planning for Students with IEPs According to
  Academic Anchors and Standards
• Pennsylvania Training and Technical Assistance
  Network (PaTTAN)
• September, 2007

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Objectives

• Demonstrate the direct relationship between IEP
  development, implementation and progress
  monitoring to the general education curriculum
  via academic standards and anchors
• Demonstrate the direct relationship between
  assessment-present educational levels, IEP goals
  and, and specially designed instruction, as
  measured by progress monitoring data

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Objectives

• Demonstrate present educational levels in a more
  detailed narrative form, according to a standards
  aligned curriculum benchmark-based information
  system that actually uses classroom levels as
  part of the present level process

4
Objectives

• Demonstrate the impact of specially designed
  instruction that is directly related to
  assessment information and includes items that
  the student needs across all settings, and how it
  is to be implemented by all teachers who teach
  the student, and is not specific to a subject,
  but related to a students skills deficits

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Objectives

• Demonstrate that specially designed instruction
  must be more descriptive so that it can be
  implemented correctly and measured.
• Demonstrate that the IEP is not a lesson plan or
  curriculum it provides a detailed outline of
  what the student needs to be successful in the
  general education curriculum

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Developing Anchors and Standards Based Goals-IEPs
Specially Designed Instruction Across
Subjects Delivered by all instructors Delivered
in all settings
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PRESENT LEVELS OF ACADEMIC ACHIEVEMENT

• Present levels are derived from measures that
  are
• Curriculum based
• Descriptive
• Actual content to be learned
• Lead to skill development

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PRESENT LEVELS OF ACADEMIC ACHIEVEMENT

• David currently functions in each subject at or
  near grade level when academic supports are used.
  He has a particular strength in mathematics and
  in literal reading in the classroom. Decoding
  and fluency are at grade level. The difficulties
  in reading occur when he has to make inferences,
  analyze text for meaning, and interpret text for
  comprehension.

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PRESENT LEVELS OF ACADEMIC ACHIEVEMENT

• The difficulties are more apparent with literal
  interpretations, such as in English and Social
  Studies, than they are with direct and explicit
  texts, such as in Science and Health. In each of
  these texts he is able to read and answer factual
  questions at or near the 6th grade level. There
  is a need to improve reading for meaning and
  interpreting text in all subjects.

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PRESENT LEVELS OF ACADEMIC ACHIEVEMENT

• Achievement testing data using the KTEA shows
  that his overall reading skills place him in the
  65th percentile
• Acceptable to give the traditional tests yielding
  a score, but always combine with curriculum based
  measures

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PRESENT LEVELS OF ACADEMIC ACHIEVEMENT

• Writing skills are adequate for syntax and
  grammar, as well as for structure and for factual
  details to support position or opinion. Writing
  skills are impaired when writing involves
  introductory, transitional and concluding
  sentences and paragraphs. Presence of ideas
  developed through facts, examples, anecdotes,
  details, opinions, statistics and reasons is also
  a problem. There is a need to improve
  organizational skills for writing, as well as
  skills for writing for meaning that extend beyond
  literal details.

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PRESENT LEVELS OF ACADEMIC ACHIEVEMENT

• David exhibits a strength in mathematics.
  Achievement testing and curriculum based skills
  are at the grade level for computational skills
  and for direct problems in measurement, geometry,
  algebra and probability. Word problems and
  open-ended math items present difficulty, due to
  his inability to synthesize information and link
  it to prior experiences. There is a need to
  improve synthesis of mathematical information in
  order to successful solve open-ended math
  problems.

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GOALS AND OBJECTIVES

• Objectives are not required for most students and
  distract from anchors
• Goals are based on actual wording in the
  anchors/standards that correspond to the
  identified skill deficits obtained from present
  levels of educational achievement
• Skill deficits occur in reading, writing, math
  and possibly behavior/social skills

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GOALS

• The goal statement starts with the anchor stem
• Then the skill area-reason for the goal is added
• Then the measurable aspect is added

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GOALS

• When goals are based on the anchors/standards,
  instruction is automatically based in the general
  education curriculum

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GOALS - Writing

• David will write using well-developed content
  appropriate for the topic by gathering the data
  and determine validity and reliability and
  organizing, as evidenced by increasing the number
  of paragraphs written to 4 and the correct word
  sequences per three minute samples above 70.
  Criteria for progress monitoring include
  sustaining a logical order within sentences and
  between paragraphs using meaningful transitions.

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GOALS - Reading

• David will demonstrate after reading, an
  understanding and interpretation of both fiction
  and nonfiction text by developing assertions
  about texts with supporting evidence, as
  demonstrated 90 the accuracy with re-tells,
  paraphrasing, inferencing and cause-effect
  sequences.

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GOALS-Reading

• David will differentiate fact from opinion, as
  well as distinguish between essential and
  nonessential information across texts, including
  figurative language, as evidenced by increasing
  accuracy to 90 with specific assignments in each
  subject.

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GOALS-Math

• David will verify and interpret results using
  precise mathematical language, notation and
  representations, including numerical tables and
  equations, simple algebraic equations and
  formulas, charts, graphs and diagrams, as
  evidenced by increasing to 90 accuracy using
  probes every two weeks.

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GOALS-Math

• David will discover, describe and generalize
  patterns, including linear, exponential and
  simple quadratic relationships, by increasing to
  90 accuracy using probes every two weeks.

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GOALS-Math

• David will create and interpret expressions,
  equations or inequalities that model problem
  situations, as evidenced by 90 accuracy using
  weekly probes.

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PROGRAM MODIFICATIONS AND SPECIALLY DESIGNED
INSTRUCTION

• Anchors-based IEPs provide more time to focus on
  specially designed instruction - the reason for
  special education

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PROGRAM MODIFICATIONS AND SPECIALLY DESIGNED
INSTRUCTION

• Specially designed instruction flows from present
  levelsskill deficitsgoalsinstruction that is
  actually based on identified student needs
• Over reliance on standardized tests does not lead
  to specially designed instruction

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PROGRAM MODIFICATIONS AND SPECIALLY DESIGNED
INSTRUCTION

• Specially designed instruction is the basis for
  the student being in special education
• Specially designed instruction allows all
  teachers who teach the student to focus on
  similar skillsalthough intensity may vary,
  particularly when the student is with a special
  education teacher

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PROGRAM MODIFICATIONS AND SPECIALLY DESIGNED
INSTRUCTION

• Well developed specially designed instruction
  focuses directly on reading, writing and math
• Specially designed instruction is delivered
  across subjects and across teachers throughout
  the day
• A student does not only receive it when he is
  with the special education teacher

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PROGRAM MODIFICATIONS AND SPECIALLY DESIGNED
INSTRUCTION

• Reciprocal teaching implementation whereby
  student indicates understanding of subject
  content by placing content into his own words
  orally and then in writing

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PROGRAM MODIFICATIONS AND SPECIALLY DESIGNED
INSTRUCTION

• Predicting, questioning, clarifying and
  summarizing information from text materials in
  each subject
• Specific word study, analysis, spelling,
  pronunciation and use of words central to content
  understanding

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PROGRAM MODIFICATIONS AND SPECIALLY DESIGNED
INSTRUCTION

• Preteaching and reteaching of content vocabulary
  concept mapping or graphic organizers to guide
  both reading, \writing and math
• Assistance with/checking for use of graphic
  organizers for facts prediction and understanding
  to guide both reading and writing

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PROGRAM MODIFICATIONS AND SPECIALLY DESIGNED
INSTRUCTION

• Specific note taking teaching using key words,
  prediction, paraphrasing and verifying
  comprehension in a table format

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Progress Monitoring

• Describe HOW the childs progress toward meeting
  this goal will be measured and WHEN periodic
  reports on progress will be provided to parents
• Progress is reported to the goals
• Do not confuse taking data for the sake of taking
  data for accurate progress monitoring

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Progress Monitoring

• When the IEP is standards/anchors based, the
  monitoring of progress is direct and on purpose
  because the goal is from the general education
  curriculum
• The criteria in special education is that the
  student make progress in the general education
  curriculum

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Progress Monitoring

• If the IEP is not standards/anchors based, it is
  possible to confuse progress on goals with
  progress in the general education curriculum
• When goals are not developed according to
  anchors/standards, progress in the general
  education curriculum often has to be inferred
• In a standards/anchors based approach, the
  progress monitoring is explicit and direct

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Progress Monitoring

• There are many effective ways to measure progress
  on the goals and progress in the general
  education curriculum
• There is no specific procedure in the rules
• Taking instructional data often and modifying
  instruction based on data are key

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Progress Monitoring

• Progress in writing will be measured using
  specific criteria in words spelled correct during
  three minute samples, correct word sequences
  during the period and total number of words
  during the period, working from baseline
  measurements to the 90 accuracy level on a
  weekly basis

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Progress Monitoring

• Progress in reading will be measured using
  specific skills record keeping for correct
  responses in differentiating fact from opinion,
  essential and non essential information, and
  figurative language in different subject texts
  from the baseline levels to the 90 accuracy on
  weekly probes

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Progress Monitoring Sample
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Progress Monitoring

• Progress in math will be measured using
  curriculum based measures related to specific
  skills,, formulas and equations probes from the
  baseline level to the 90 accuracy level in
  weekly probes

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Progress Monitoring Sample
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Progress Monitoring

• Mixed fact drills in addition/subtraction, then
  multiplication/division administered weekly until
  criterion is reached. Instructional changes
  based on data analysis

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Progress Monitoring

• Computation and Concepts and Applications probes
  
• Visual charting of weekly probes in both
  computation and in problem solving.

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Progress Monitoring

• Benchmark assessment in reading and math each
  quarter.

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Progress Monitoring

• Writing probes weekly for fluency and correct
  word sequences