Making Sense of

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Making Sense of Standard Based IEPs
Ellen Waters, MS Educational Diagnostician
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Do You Feel This Way?
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Agenda

• Regulations
• Data Collection
• Present Levels of Academic Achievement and
  Functional Performance (PLAAFPs)
• Goals and Objectives
• Examples

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Federal Regulations

• IDEA
• Individuals with Disabilities Education
  Improvement Act (IDEA 2004)
• NCLB
• Elementary and Secondary Education Act of 2001
  (No Child Left Behind Act - NCLB)

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State Regulations - Standards-Based
Individualized Education Program (IEP) Guidance

• The Individuals with Disabilities Education
  Improvement Act (IDEA 2004) and the Elementary
  and Secondary Education Act (No Child Left Behind
  Act of 2001 (NCLB)) are designed to provide
  students with disabilities greater access to the
  general education curriculum. A standards-based
  Individualized Education Program (IEP) is a
  process and document that is framed by the state
  standards and that contains goals aligned with,
  and chosen to facilitate the students
  achievement of, state grade-level academic
  standards, according to the National Association
  of State Directors of Special Education (NASDSE).

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State Regulations - Standards-Based
Individualized Education Program (IEP) Guidance

• The required general education curriculum used in
  Texas public schools for grades Kindergarten -12
  is the Texas Essential Knowledge and Skills
  (TEKS). Students enrolled in Preschool Programs
  for Children with Disabilities (PPCD) or
  prekindergarten programs should have goals that
  are aligned with either the Texas Prekindergarten
  Guidelines or district standards for
  prekindergarten for students ages 4 and 5.

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State Regulations - Standards-Based
Individualized Education Program (IEP) Guidance

• The Texas Prekindergarten Guidelines have been
  developed for district use and offer detailed
  descriptions of expected behaviors across
  multiple skill levels to be observed in 4 to 5
  year old children by the end of their
  prekindergarten experience.

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Definitions
Standard-based goals are annual, measurable goals
aligned to enrolled grade level Texas Essential
Knowledge and Skills (TEKS). These goals should
focus on closing the gap between the achievement
and enrolled grade-level standards. Advocacy
Brief NCLD www.LD.org
Standard-Based IEP is used to describe a
process and document that is framed by the state
standards and that contains annual goals aligned
with, and chosen to facilitate the students
achievement of, state grade-level academic
standards. NASDSE, May 2006
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PLAAFPs 34CFR 300.320 (a)(1)(l)

• FEDERAL
• A statement of the childs present levels of
  academic achievement and functional performance,
  including how the childs disability affects the
  childs involvement and progress in the general
  education curriculum.

• STATE
• ARD Committee Decision-Making Process for the
  Texas Assessment Program Manual (p.11)
• The PLAAFP is the basis of the IEP because it
  defines where a student is, both academically and
  functionally. PLAAFPs can be created using
• Formal Evaluation Data
• Classroom Data
• Accommodations and Modifications
• Parent Information
• Additional Supports
• By reviewing the PLAAFP, the ARDC should have a
  clear understanding of the students performance
  in the grade-level TEKS, including the students
  strengths, current areas of need, and
  accommodations, modifications, or supports the
  student has used.

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Goals

• Federal
• A statement of measurable annual goals, including
  academic and functional goals designed to
• (a) Meet the childs needs that result from the
  childs disability to enable the child to be
  involved in and make progress in the general
  education curriculum and
• (b) Meet each of the childs other educational
  needs that result from the childs disability

• State
• Standards-Based IEP Development
• Question Answer Document provide by TEA
• The four critical components of measurable goal
• Timeframe
• Condition
• Behavior
• Criterion

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Where do we begin?

• Keys to creating Standard-Based IEPs
• Use PLAAFPs
• Be familiar with grade level standards
• Use Sub-skills/ Pre-requisite skills
• Develop an IDEA-compliant goal
• Must include Timeframe, Condition, Behavior,
  and Criterion
• Write the short-term objectives/benchmarks
• Monitor the goal
• On-line training is offered through Region 20
• www.ilearning_at_esc20.net

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The Process--Data Collection

• Sources of Data
• Evaluations,
• Assessments
• School records
• Parents
• Teachers
• Observation
• IEP Progress Reports
• If you gather it, use it!

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DATA provides

• Strengths and weaknesses of child
• Information on limits which interfere with the
  childs learning
• Objective data from current evaluations
• Evidence based, observable, and measurable
  information
• Progress indicating a baseline

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Good Data

• Provides specific and factual information about
  the studentacademic, behavioral, and functional
• Is interpreted in a way that any two people
  reading or hearing the description would come to
  the same conclusion.
• Shows that quality is more important than
  quantity
• Needs to be comprehensiveaddress all areas that
  impact the disability
• A variety of sources, formal and informal

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PLAAFPs

• Tell the committee about the studentdescribes
  strengths and disability related challenges
• Linked to the grade level standards
• Establish measurable baseline for data driven
  development of annual goals and short term
  objectives.
• Describe how the childs disability affects
  his/her involvement and progress in the general
  education curriculum (areas of need)

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Goals

• Developed from the statement of present levels
• Academic goals must be TEKS based
• Helps to form and guide instructional decisions
• Determine appropriate special education and
  related services
• Guide discussion about curriculum accommodations
  or modifications
• If it is a deficit, there should be a goal

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What does a Standard-based measurable goal look
like? Four Critical Components.

• Time-frameidentifies the amount of time in the
  goal period (In what length of time)
• Conditionthe manner in which progress toward the
  goal is reached (under what conditions)
• Behaviorthe performance that is being monitored
  (Will do what)
• Criterion identifies how much, how often, or to
  what standard the behavior must occur in order to
  demonstrate that the goal has been achieved (to
  what level or degree)

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Critical Components - Time Frame

• Timeframeamount of time in the goal period and
  is usually specified in the number of weeks or a
  certain date for completion.
• Within 36 instructional weeks
• By the end of the first six weeks
• In three instructional weeks
• By October 1, 2011
• By the end of the final grading cycle

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Critical Components -
Condition

• The manner in which progress toward the goal
  occurs. The specific resources that must be
  present for a child to reach the goal.
• Graphic organizers
• Guided practice
• Decodable text
• Using prompts, repetitive practice,
  accommodations, modifications, etc.

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Critical Components - Behavior

• Identifies the performance that is being
  monitored. An action that can be directly
  observed and measured.
• Student will ________
• (Knowledge)count, draw, list, point, read
• (Comprehension)---compare, interpret, predict,
• (Application)---classify, solve, calculate
• (Analysis)---infer, order, summarize, explain
• (Synthesis)---integrate, prepare, organize
• (Evaluation)---compare, predict, estimate

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Critical Components - Criterion

• Criterionidentifies how much, how often, or to
  what standard the behavior must occur in order to
  demonstrate that the goal has been achieved (to
  what level or degree)
• 70 word per minute with fewer than 10 errors
• A three paragraph essay using transition words in
  sentences and between paragraphs with 5 or less
  errors
• 85 of all assigned problems
• _______of ________times
• At _____ on________

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Short-term Objectives

• Incremental steps to achieving the annual goal,
  and are required to have the same four components
  as the goal time, condition, behavior, and
  criteria
• 2 Methods--Build on mastery criteria toward the
  annual goal.
• Written in the same manner as the annual goal
  except the criteria would increase for each
  short-term objective as the student came closer
  to meeting the annual goals criteria
• Write short-term objectives by building on skills
  to reach the annual goal.
• Short-term objectives are not required, but if
  needed, there
• must be at least two.
• Gigi Maez, Attorney at Law Juanell Isaac,
  Director of Elementary Special Education/504Walsh
  Anderson.com/jisaac_at_coppellisd.com

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Examples
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PLAAFPs Examples

• Implication of Disability
• Ellen a sixth grade student with Special
  Education eligibility of Other Health Impaired
  due to Attention Deficit Hyperactivity Disorder
  and a Learning Disability in Reading
  Comprehension, Basic Reading Skill and Math
  Calculation.

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PLAAFPs Examples

• Reading Levels
• Ellen has demonstrated through grades, daily
  assignments, teacher-made assessments, benchmark
  assessments, and the Reading Plus program that
  she reads 107 word per minute. The student uses
  contextual clues with 60 accuracy, and
  comprehends 71 of the time, oral directions 65
  of the time. This student uses critical thinking
  skills 67 of the time and utilizes various
  reading strategies 45 of the time. Ellen met
  passing standards on the Reading TAKS-Modified,
  achieving a scaled score of 2280. Ellen did well
  on Objective One understanding, correctly
  answering 9 of 11 questions..

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PLAAFPs Examples

• Ellen has demonstrated through daily assignments,
  teacher observations, and grades that she
  understands living and non-living characteristics
  with 70 accuracy. The student understands the
  water cycle with 70 accuracy, various states of
  matter with 75 accuracy, identifies basic human
  body parts with 75 accuracy, and identifies
  objects from the environment with 90 accuracy.
  This student has lab skills that are 80
  accurate. Ellen achieved a scaled score of 1928
  on science TAKS-Modified test. The student did
  best on Objective Two, Life Sciences, correctly
  answering 5 of 7 questions.

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Data Gathering Sheet Functional PLAAFPs
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Data Gathering Sheet Social Studies PLAAFPs
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Data Gathering Sheet Science PLAAFPs
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Data Gathering Sheet Math PLAAFPs
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Data Gathering Sheet Reading PLAAFPs
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Data Gathering Sheet Writing PLAAFPs
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Data Gathering Sheet Behavior PLAAFPs
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Goals Examples

• By the end of the 5th six weeks, (time) the
  student will be able to read 30- 45 wpm
  (behavior)with no more than 3 errors(criteria).
  WRONG
• When presented with a grade level reading passage
  of ____ number of words should be added.

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Goals Examples

• By the end of the school year, Ellen will
  achieve70 mastery of 11th grade TEKS in US
  History, with inclusion support of 25 mpw, as
  demonstrated by mastery of 6 of 8 objectives.
• Short term goals
• The student will be able to analyze the
  causes of the Great Depression, including the
  decline in world wide trade, the stock market
  crash, and bank failures with 70 accuracy.

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Goals Examples

• By the end of 36 weeks of instruction, given a
  small group setting and guided/individual
  practice, reduced assignments by 25, limiting
  multiple choice tests to 3 choices, Ellen a 7th
  grade student with a Learning Disability in
  Listening Comprehension, Reading Comprehension,
  Basic Reading Skill, Written Expression, Math
  Calculation, and Math Problem Solving will
  independently compare and order integers and
  positive rational numbers, simplify numerical
  expressions involving order or operations and
  exponents, locate and name points on a coordinate
  plane using ordered pairs of integers, estimate
  measurements, select and use an appropriate
  representation for presenting and displaying
  relationships among collected data, answering
  them with 70 accuracy on 5 of 6 objectives to
  demonstrate mastery.

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Goals Examples

• Ellen, a 7th grade student with a Learning
  Disability in Listening Comprehension, Reading
  Comprehension, Basic Reading Skill, Written
  Expression, Math Calculation, and Math Problem
  Solving, within 36 instructional weeks, will
  utilize assistance in Content Mastery to master
  7th grade TEKS in English, Math, Science and
  Social Studies at 70 mastery and will master 4
  of 4 objectives.

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Resources

• The Special Edge www.calstat.org
• Advocacy Brief National Center of Learning
  Disabilities www.LD.org
• inForum NASDSENational Association of State
  Directors of Special Education
  http//www.projectforum.org
• Texas State Guidance http//ritter.tea.state.tx.u
  s/special.ed/guidance/sbIEP.html
• Seven Step Process to Creating Standard Based
  IEPs (inForum) http//www.alsde.edu/html/sections
  /section_detail.asp?section65footersections

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Sound Familiar?
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Contact Information

• Ellen Waters, M. ED.
• Educational Diagnostician
• 588 Educational Cooperative
• 704 W Sul Ross Ave
• Alpine, Texas 79830
• 432-837-3315
• ewaters_at_alpine.esc18.net

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I Hope You Feel This Way!