Individualized Education Program

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Individualized Education Program

• AccountabilityMeasurable Annual Goals
• EC Teachers Meeting
• January 27th and 29th

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"Accountability breeds response-ability."

• Stephen R. Covey

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EXTEND I

• For children with disabilities who take
  alternate assessments on the extensions of the
  North Carolina Course of Study Extensions (EXTEND
  1) must have benchmarks and/or objectives.
• Nothing has really changed for these students.
• Must have the following components
• PLAAFP
• Annual Goal
• Benchmarks/Objectives

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EXTEND 2

• Title 1/No Child Left Behind requires that
  students with disabilities assessed through
  modified achievement standards (EXTEND 2) have
  annual goals aligned to grade level competencies.
  
• In NC, students in grades 3-8 10 who are
  assessed via the Extend 2 are subject to this
  requirement. 9th, 11th and 12 graders
• What has changed? Extend 2 students must have
  the following components
• -PLAAFP
• -Measurable Annual Goal
• -Competency Goal based on their assigned grade
  level

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Review

• All students must have PLAAFP and Annual Goal
• EXTEND 2 students must have a PLAAFP, Annual Goal
  and Competency Goal
• EXTEND 1 students must have a PLAAFP, Annual Goal
  and Benchmarks and/or objectives

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Related Services

• Related Service Providers must have PLAAFP,
  Annual Goals, and Benchmarks and/or Objectives
  for all students.
• NO CHANGE

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Components of PLAAFP

• Data-based student specific information related
  to current academic achievement and functional
  performance
• Strengths of the student
• Needs resulting from the disability
• Effects of the disability on involvement and
  progress in the general education curriculum

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• The measurable annual goal is a statement that
  links directly to the areas of need identified in
  the present levels of academic achievement and
  functional performance.

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Measurable Annual Goals

• The annual goals in the IEP are
  statements that describe what a child with a
  disability can reasonably be expected to
  accomplish within the duration of the IEP.

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Measurable Annual GoalsMajor Components

• Any important givens/conditions (when, with what,
  where)as applicable.
• A skill/domain area (academic, behavioral,
  functional).
• An observable learner performance (what the
  learner will be doing, an action).
• Measurable criteria which specify the level at
  which the students performance will be
  acceptable (e.g., speed, accuracy, frequency)

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Measurable Annual Goals

• What exactly does measurable mean?
• Unfortunately, IDEA doesnt define it.
• Characteristics of Measurability
• Yields the same conclusion if measured by several
  people.
• A measurable goal allows us to know how much
  progress has been made since the last measured
  performance.
• A measurable goal can be measured as written,
  without additional information.

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Measurable Annual Goals

• Criterion or Level of Performance
• (How well the learner must do)
• Frequently used examples of criteria
• 4 of 5 trials
• 3 consecutive days
• accuracy

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Measurable Annual Goals

• Observable means
• Clearly defined
• Visible
• Countable behavior

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Measurable Annual Goals

• Examples of observable behavior
• Reading orally
• Dressing ones self
• Speaking to adults without vulgarities
• Pointing, drawing, identifying, writing, etc.

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Measurable Annual Goals

• Non-Examples of Observable Behavior
• Becoming independent
• Respecting authority
• Enjoying literature
• Improving, feeling, knowing, etc.

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Sample PLAAFP

• Based on informal language assessments, Mary can
  decode simple words, however she has difficulty
  decoding multi-syllabic words and words with
  prefixes and suffixes. She needs to increase her
  word vocabulary bank in order to understand text.
  She spends so much time trying to figure out
  words that it causes her to forget the content of
  what she is reading Because she struggles to get
  the words she loses focus on what she is supposed
  to be doing. Mary does not use proper
  subject-verb agreement and correct punctuation
  (end of sentence punctuation, commas, and proper
  indentions) when writing. Improper punctuation
  and subject-verb agreement impacts the
  readability of her writing and impacts her
  progress in the general curriculum.

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Marys Language Arts Annual Goal

• When given selected 9th grade reading material,
  Mary will use decoding strategies, context clues
  and word banks to increase her reading
  comprehension by answering 80 of comprehension
  questions correctly.

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Marys Writing Goal

• When given a topic, Mary will form a 2-3
  paragraph narrative depicting a complete thought
  using correct grammar and punctuation (end of
  sentence punctuation and subject verb-agreement)
  with 80 accuracy.

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Jack

• Present Level of Academic Achievement and
  Functional Performance
• Based upon classroom informal math assessment,
  Jack can count to 25, count objects to 25,
  recognize and write numerals 0-9, and group
  objects in sets. He recognizes a line, square,
  and circle, but not a rectangle or triangle. He
  cannot add or subtract 2 digit by 1 digit
  problems without regrouping, These skill
  deficits impact his ability to apply his
  knowledge to the third grade curriculum.
• Annual Goal When given a model of each shape
  Jack will correctly name a rectangle, triangle,
  cube, and cylinder, 8 of 10 trials.
• Annual Goal When directed by the teacher, Jack
  will rote count to 100 with no errors.

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JACK

• Present Level of Academic Achievement and
  Functional Performance
• Based on informal teacher assessment and review
  of observations from class observation records,
  Jack can sort one dollar bills, up to four
  dollars. Jack is unable to make coin
  combinations to equal one dollar. This affects
  his ability to calculate and problem solve in the
  general curriculum as well as in daily life skill
  activities.
• Annual Goal
• Given coins (quarter, dime, nickel, penny),
  Jack will make coin combinations to equal one
  dollar, in 3 different ways, 9 of 10 trials.

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Dwight PLAAFPReading

• According to formal reading screenings and
  classroom observations, Dwight contributes to
  classroom discussions and completes assignments.
  According to the reading screening, he can decode
  1 syllable CVC words and can decode some words
  with long vowel sound combinations. He can read
  25 words per minute. When given a sentence he can
  answer simple WH questions. He needs to decode
  multi-syllable long and short vowels words. He
  needs to increase his reading fluency to 55 words
  per minute and increase his reading comprehension
  to access the first grade curriculum.

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Annual Goals

• Dwight will decode two and three closed syllable
  words, words with long vowel letter combinations
  and words containing R control vowels with 70
  accuracy.
• When given a grade level passage, he will read
  fluently at 55 words per minute and answer 8 out
  of 10 WH questions relating to each passage.

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Individualized Education Program

• "Accountability breeds response-ability."

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Autism Training

• Autism TrainingFebruary 10Communicating with
  Parents
• ECAC Meeting for Parents and Teachers
• Board Room 530 to 730February 10th

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Early Out Staff DevelopmentFebruary 11

• Speech TherapistRochelle Middle School
• OCS TeachersCentral Office Board Room
• Low Incidence Classes(Joyner, Parks (Rouse and
  Morris), Potter, Britt, Stout, Radford, Sutton,
  Corey, Lane, Garris, and Connerly

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Math Foundation Training

• Math Foundationsnext session January 30th.

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Testing

• Review your testing accommodations.