IEP GOALS

1
IEP GOALS

• Turn to Narrative tab-page 24
• Put a stickie here that says Goal Info.
• Turn to Examples Billy Sampsons Goals pgs 11
  12

2
Baselines

• Evidence of what the student can do now in the
  standards in the identified area of need.
• Determined by Data
• Samples, portfolio
• Informal and formal assessment
• Current records
• Observations
• HINT-Your PLOP statements should be baseline
  information.

3
San Diego to Miami

• X-------------1-----------2----------------X
• Baseline Benchmark Benchmark Annual Review
• Last benchmark is not the same as the goal
  think Dallas

4
Turn to page 26

• Parts of the goal

5
Mandatory Components of Goals and Benchmarks (Any
Order)

• Who student
• Does what observable behavior
• When by reporting date
• Given what under what conditions
• Mastery how many times, at what accuracy
• How measuredrecording strategy of data

6
Review parts of the goal

• By AR 2003, when given a narrative or expository
  reading passage at the fifth grade level, Mike
  will read the passage with appropriate pacing,
  intonation, and expression at a rate of 120
  correct words per minute with 100 accuracy in 4
  of 5 trials as measured by teacher-charted
  records. (Must ALWAYS reference the standard)

7
5.2.3 Reading Comprehension

• By ____, when given____pages of grade five text,
  Mike will state the main idea of the text and
  identify at least _____ statements within the
  text that support that main idea with at least
  ____ accuracy in at least ____ of ___ trials as
  measured by work samples/teacher charted records.
  
• (RC 5.2.3)

8
Sample Goals and Benchmarks

• See Billy goal and benchmarks
• Examples section Pgs. 1112
• Notice two types of benchmarks in first two
  goals.
• See Mathematics-Number Sense 6.2.1

9
For Jay

• Find an academic goal that would meet one of his
  needs as identified on PLOP.
• Write or find a non-academic (adaptive goal) that
  would meet one of his identified areas of need.
• Check in with group ______

10
Accommodations and Modifications

• An Introduction
• Make a note to see Teacher Handbook Graduation
  Requirements and Adaptations pg 17

11
Adaptations

• Accommodations
• Modifications
• Either must be based on need because of the
  disability and have a rationale stated in the IEP.

12
Accommodations

• Provide access to general ed .curriculum.
• Change the HOW (not the WHAT).
• Does not fundamentally alter the standards or
  expectations of the course
• Examples
• Sit up front, study buddy
• Progress report on weekly basis
• NCR Paper
• Extra time
• Has same amount of work, same standards, same
  course title.

13
Modifications

• Provide access to the general ed. curriculum.
• Change the WHAT is being expected.
• Fundamentally changes standards or expectations
• Examples
• Reduced content in breadth and focus
• Has 5 vocabulary words not 20
• Condensed curriculum-doesnt cover all of the
  standards
• Altered grading
• One page essay graded on 5th grade standards
• Modified tests
• Has formulas and simplified problems
• Oral

14
Modifications Continued

• Altered goal
• Social skill development not physics content
• Modifications may impact acquisition of skills
  and knowledge needed to pass HSEE and/or meet
  performance standards.
• Must have a code on transcript.

15
Accommodations Modifications

• Instructional
• Class
• Assessment
• Class
• District
• State

16
Accommodations Modifications

• IEP team decision based on the disability and
  student need.
• Team considers input from parent and general
  education teacher(s)
• The difference between an accommodation and
  modification is not always black and white.

17
Instructional Adaptation

• Is No spelling penalty an accommodation or
  modification?
• English class - 20 of grade on the essay is
  spelling
• US History - essay graded on content

18
Which is it?

• The IEP team makes the decision and designates
  codes.

19
Know the objective to determine if its an
accommodation or modification!

• Word Bank for test
• Chunk fill in and completion items into sections
  of 5 items
• Matching questions have equal number of responses
• Multiple Choice is limited to 2 choices
• Arrange answers vertically
• Eliminate all of the above, both A and C,
  which is NOT
• Scribe for Scantron
• Student copies key words into notebook

20
Know the objective!

• Read the directions aloud
• Extra time on essay test
• Highlight study guide for items on test
• Change fill-ins to a specific question.
• Finish questions and answers on one page
• Give adapted reading level of novel
• A question signal is developed between teacher
  and student
• Grade is based on a contract which focuses on
  appropriate participation and use of skills.

21
Instructional Accommodations and Modifications

• Skim this form.
• IEP Team decides on needs and if the adaptation
  is an accommodation or modification for each
  class.
• If it is a modification, then we note which
  classes need to be coded at the bottom of the
  form.

22
Assessment Accommodations vs Modifications

• Test publishers decide if the adaptation
  fundamentally alters what is being measured.
• Look at the adaptations listed.
• SettingTest in small group
• Note if there is a series of letters in
  parentheses after the adaptation.
• If not, then it is an accommodation.

23
Assessment Modifications

• Look at Use of Aids or Tools(For a mathematics
  computation test, use a calculator)
• (HSEE, CAT, CST, SABE)
• Key to Codes designates for which test the
  adaptation is considered a modification.
• For Assessments initials modification

24
CAHSEE WAIVER

• Used Modification on CAHSEE.
• Received passing score of 350 or higher on both
  sections.
• District will present waiver petition to local
  school board to waive the requirement of CAHSEE
  for diploma.

25
Thanks for all you do.

• Anyone who has never made a mistake has never
  tried anything new.
• Albert Einstein (1879-1955)