standards-based ieps

Arkansas Department of Education

Special Education

June 2012

Overview of ModulesOverview of Modules Train the TrainerTrain the Trainer

Purpose Module 1 Overview and importance of

Standards Module 2 Present Level and Student Profile Module 3 Measurable Goals and Objectives

Options

Timeline April 1, 2013 - Implement Standards-Based IEPS

Respectful◦ Electronics used only for session◦ Listen to each other

Active Participant◦ Share work◦ Ask questions◦ Contribute to ideas

Responsible◦ Stay focused◦ Complete activities

Facilitator Time Keeper Recorder Reporter

SpringdaleMagnoliaBryantSheridan

Aligned with college and work expectations Focused and coherent Include rigorous content and application of knowledge

through high-order skills Build upon strengths and lessons of current state

standards Internationally benchmarked so that all students are

prepared to succeed in our global economy and society Based on evidence and research State led – coordinated by NGA Center and CCSSO

Currently, every state has its own set of academic standards, meaning public education students in each state are learning to different levels

All students must be prepared to compete with not only their American peers in the next state, but with students from around the world

STANDARDS FORENGLISH LANGUAGE ARTS

&LITERACY IN HISTORY/SOCIAL STUDIES,

SCIENCE, AND TECHNICAL SUBJECTS

Major design goals Align with best evidence on college and career readiness

expectations Built on the best standards-work of the participating states Maintain focus on what matters most for readiness

Three main sections K−5 (cross-disciplinary) 6−12 English Language Arts 6−12 Literacy in History/Social Studies

(Science and Technical Subjects have a shared responsibility for students’ literacy development)

Three appendices• A: Research and evidence; glossary of key terms• B: Reading text exemplars; sample performance tasks• C: Annotated student writing samples

Four strands Reading (including Reading Foundational Skills) Writing Speaking and Listening Language

An integrated model of literacy

Media requirements blended throughout

College and Career Readiness (CCR) anchor standards Broad expectations

consistent across grades and content areas Based on evidence

about college andworkforce trainingexpectations

Range and content

K−12 standards Grade-specific end-of-

year expectations Developmentally

appropriate, cumulative progression of skills and understandings

One-to-one correspondence with CCR standards

STANDARDS FORMATHEMATICS

Standards for Mathematical Practice Carry across all grade levels Describe habits of mind of a mathematically expert student

Standards for Mathematical Content K-8 standards presented by grade level Organized into domains that progress over several grades Grade introductions give 2–4 focal points at each grade level High school standards presented by conceptual theme

(Number & Quantity, Algebra, Functions, Modeling, Geometry, Statistics & Probability)

Content standards define what students should understand and be able to do

Clusters are groups of related standards Domains are larger groups that progress across grades

Focal points at each grade level

http://www.commoncorearkansas.org/

Carol B. [email protected]

Module 1: IEP Overview – A Plan for Guiding Instruction and

Service Provision

Product: An individualized plan reasonably

calculated to result in educational benefit (FAPE)

Process: Planning to determine what is needed

for student to benefit from education

Desired Outcomes/

Instructional Results

Write Measurable

Goals

Select Instructional Services & Program

Supports

Implement & Monitor Progress

General Curriculum

Expectations

Current Skills and

Knowledge

Area of Instructional

Need

PLAAFP Statements on IEP Form

Developing PLAAFP Statements

You: Know where you want to go Enter data about where you are Create a map Adjust to opportunities/barriers Arrive and choose a new long-term goal

Knowing where you want to go Using data as the basis

Good IEPs are: Reasonably calculated to result in

educational benefit

Connected to state standards as a fundamental component to educational benefit

Good IEPs are: Dependent upon knowledge of

curriculum/effective practice

Not an isolated event

Consistent with regulation/best practice

Requires: Consideration of individualized data/needs

Different goals for different students based on needs

Why: Are standards important?

Should we consider them?

Standards-Based IEPs?

Added accountability by requiring: Demonstrated progress on state standards

Assessment on grade level standards

Students with disabilities as a reported subgroup

Regulations for the 2% (modified performance standards)

“…meet the child's needs . . . to enable the child to be involved in and make progress in the general education curriculum . . . ”

34 CFR 300.320(a)(2)(i)(A)

Successful educational outcomes for all students

Statewide Assessment Accountability for all students

Consequences for not assessing all students Access to the general curriculum is essential

to closing the achievement gap and reaching Annual Measurable Objectives (AMO)

“ It means that all our kids, even the ones our system calls ‘hard to teach’ can learn.” -Rod Paige, former Secretary of Education

“Ready’ means ‘never’ if we continuously focus on the lowest-level skills.”

-Maggie McLaughlin, Autumn 2009

Finish this sentence:

Standards-Based IEPs are important because…

What is meant by the general education curriculum? The full range of courses, activities, lessons,

and materials routinely used by the general population

What is meant by access? Participation in the knowledge and skills that

make up the general education curriculum-Alabama Department of Education

Provide instructional accountability

Drive general education content instruction

Support instruction in the least restrictive environment

Define the expectations of all students with or without disabilities

Create a structure for linking the IEP to the general curriculum

High stakes accountability, performance goals and indicators

IDEA – access to the general curriculum

Essential for closing the achievement gap

Promotes a single system of education – inclusion and a common language

Encourages greater consistency across schools and districts

It’s best for kids – assumes more, not less

How are you using the standards in your school to shape your curriculum?

How are you using the standards to develop IEP goals?

Does not mean – Writing goals that restate the

standards

Using the academic standards alone to determine goals

Assuming that every student will work only on grade level content

Does mean – Referring to standards to determine

expectations at grade level

Using the standards as a guide to determine what is important for the student to learn or be able to do

Conducting an analysis to determine gap between grade expectations and current skills/knowledge

1. Consider the grade-level content standards Examine benchmarks

Discuss expected knowledge and skills

Consider prerequisite knowledge and skills

2. Examine student data to determine where student is in relation to grade-level standards Compare expectations with student’s current

instructional level Gap Analysis

Content is determined through planning process

Development is like using a GPS

Depend on good data from multiple sources Start with discussion about the desired

outcome Include vision with parent and student as a

source of data Determine instructional need(s) by a gap

analysis Include data from comprehensive evaluation

as one source of data

High achievement always takes place in the framework of high expectation.

Jack Kinder.

Module 2: Present Levels of Academic Achievement and

Functional Performance

Desired Outcomes

OrInstructional

Results

Write Measurable

Goals


Supports


General Curriculum

Expectations

Current Skills and

Knowledge


Need



Provide instructional accountability and access to general curriculum

Support instruction in least restrictive environment

Link the IEP to the general curriculum

Essential for closing the achievement gap Promote a single system of education and

consistency across schools and the district Are best for kids – assume more, not

less

Refer to standards to determine expectations at grade level

Use the standards as a guide to determine what is important for the student to learn or be able to do

Conduct an analysis to determine the gap between grade expectations and the student’s current skills/knowledge

What is meant by the general education curriculum?

The full range of courses, activities, lessons, and materials routinely used by the general population

What is meant by access? Participation in the knowledge and skills that

make up the general education curriculum-Alabama Department of Education

(1) . . .a statement of the child’s Present Levels of Academic and Functional Performance, including—

(i) how the child’s disability affects the child’s involvement and progress in the general education curriculum (i.e., the same curriculum as for nondisabled children);

(ii) for preschool children, as appropriate, how the disability affects the child’s participation in appropriate activities;

34 CFR §300.324(a)(1)

General Curriculum

Expectations

Current Skills and

Knowledge

Areas of Instructional

Need

PLAAFP Statements

on IEP Form

What do I want to know? Expectations of state/district standards;

classroom/grade level; social/emotional

Instructional strategies/approaches used in the general classroom

Extracurricular activities of school life for students at this grade level

State and district standards Course outlines/teacher descriptions Curriculum guides Assessments

State Classroom (curriculum-based)

Textbooks Extracurricular offerings and expectations for

participation

Academic Social emotional Communication Recreation/Leisure Health, Physical,

Medical Technology

For secondary consider:

Jobs/job training Post-secondary

education Community

participation Home/independent

living

Academic Tests

Work samples

Curriculum based assessments

Statewide assessments

Evaluation results

Social/emotional behavior Classroom reports

Observation

Office referral data

Family input

Attendance

Communication Reports Observation Language

evaluation

Health/Physical Family reports

Comprehensive evaluation

In-school nurse reports

Physical education

Self-report

Recreation/Leisure Family reports

Physical education

Self-report

Extracurricular participation

Jobs & Job training Vocational training

records

Vocational/Transition assessment results

Student interview

Post-secondary Education Counselor and

student interviews

Transition assessments

Community Participation Family report

Student self-report


Home/Independent Living Family report

Student self-report

In-school observations


Other reports (use of assistive technology, accommodations, modifications) Family

Teacher

Student

What: Can the student do in school; at home?

Accommodations have helped in the past?

Is the student’s performance level on state assessments and in the classroom?

Curriculum based measurement or formative assessment

Tools designed to connect to the curriculum

Data to clearly describe what the student can do

Compares student growth over time

Discuss intent of standards:

What are the knowledge and skills necessary for the student to achieve to a level that is expected in the standards?

What are the prerequisite skills?

Common Core State Standards for English Language Arts Reading Standards for Informational Text

Grade 6

College and Career Readiness Anchor Standard CCR2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Grade 5 Standard RI.5.2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

Grade 6 Standard RI.6.2: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

Grade 7 Standard RI.7.2: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

Essence Know What do students need to know?

Understand What do students need to understand?

Do What should students be able to do?

Determine two or more main ideas and supporting details

Summarize text

Central idea conveyed through particular details

Characteristics of an effective summary (distinct from personal opinions or judgments)

The central idea is the unifying broad idea of the text and ties all of the main ideas together.

Details support each main idea along with the central idea.

Summaries include central ideas and supporting details distinct from personal opinion or judgment.

I can determine a central idea of a text.

I can explain how particular details convey the central idea.

I can summarize a text, capturing the most important part of the original piece.

I can summarize a text distinct from personal opinions or judgment.

Common Core State Standards for English Language Arts Reading Standards for Informational Text

Grade 6

Skills Understanding(Learning Goal)

Success Criteria

Say the topic that all the paragraphs address.

All the paragraphs in a text are about the same topic.

1. I can determine the main idea of the text.

Explain the specific focus of all the individual paragraphs.

Within paragraphs there is information that goes together that is related to the main topic.

2. I can recount the key details from the text and explain how they support the main idea.

Explain how the individual paragraphs relate to the main topic.

Within paragraphs the author has a particular focus that is related to the main topic.

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 need and the impact of the disability

Use data to determine the areas the student will find difficult without additional supports

Leverage-standards in one subject that support student’s success in other subjects

Endurance-standards that help students across the years rather than respond to the testing of a single grade level

Readiness-essential for the next grade/standards that help students prepare for the next level of learning

Which standards: Can be met with accommodations in

the general classroom?

Require specialized instruction?

Which standards are most essential to: Accelerate the ability to progress in the general

curriculum?

Result in educational benefit?

Describe performance in academic and non-academic areas

Include relationship between evaluation/assessment data and Present Level Statements

Use objective, measurable terms

Ensure data is self-explanatory (or provide an explanation of score)

Specific Verb Phrases

Greets peer appropriately

Counts to 25

Speaks in one to two word sentences

Solves problems involving double-digit addition

Names five careers and jobs associated with each

Vague Verb Phrases

Is friendly

Received a math score of 90

Can’t talk well

Knows his letters

Knows different careers

Talks excessively

Is a loner

Jim is fluent (reads 120 words per minute) when reading material that is written at a 3rd grade reading level.

Susie can answer comprehension questions with 90 to 100% accuracy when listening to

material that is used in her classroom.

When interacting with peers, Paul is quick to get into arguments using inappropriate language (profanity) and a loud voice.

Becky is able to put together a 50 piece jigsaw puzzle without assistance.

Wendell can use a computer to locate information and to communicate with friends via email.

Receives reading in the resource room

STAR reading of 340

The disability impacts progress in the general education classroom

General Curriculum

Expectations

Current Skills and

Knowledge

Areas of Instructional

Need

PLAAFP Statements

on IEP Form

Part I Description of what the student can do;

strengths, based on general curriculum expectations

Part II Conversation to identify the gaps in

skills/knowledge associated with the disability

What: Skills/knowledge are expected for the student in the

general classroom?

Skills/knowledge does the student currently have?

Is the gap, or what skills/knowledge is critical for the student to be able to access the general curriculum at grade level?

Do you know about the student’s learning rate?

Accommodations have been used successfully to support the student’s learning?

Consider the target grade level standards

RI.6.2: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

1. Consider the target grade level standards

Identify critical knowledge and skills within the standards

Use a data analysis process to conduct a drill down

2. Of these skills, where does the student demonstrate proficiency? (These could become descriptors in the Present Level Statements)

Formal assessment

Informal assessment

3. Can the standard(s) be achieved with an accommodation?

For example, can the student:

Demonstrate the central idea of a text if given orally rather than being asked to read the items independently?

Summarize the text when it is read orally?

4. Given these responses:

What skills need to be taught explicitly to demonstrate proficiency on the targeted standard/s?

Which skills/knowledge can be acquired in the general classroom with an accommodation/assistive technology?

Consider other functional skill areas that may not be directly connected to the academic standards, and determine which areas need specialized instruction through the IEP.

Just as a review, we have already talked about:

Identifying critical standards

Collecting/analyzing data relative to the student’s current academic performance

Collecting/analyzing data relative to the student’s functional performance

Identifying instructional need

Present Level Statements

Assignment:

1. Review the selected standard for English/Language Arts

2. Make notes of critical expectations

3. Document the student’s current skills and knowledge specific to the standard

4. Conduct an analysis of data using the process we have just been talking about and document results

Hang on to your notes. We’ll be using them later

2.1.1 •Expectations and Current Knowledge and Skills •IEP Handout A: Karen

On the IEP:The Present Level Statements must include:

Academic and functional performance: strengths, needs and data sources

Adverse affect of the disability in the general education curriculum - The Impact Statementfor preschool children, the affect on participation in age appropriate activities

Strengths:Student’s response to: Learning strategies Accommodations Interventions Standards instruction

Ask…What have we learned about this student’s academic skills and knowledge?

Needs:Focus on needs that affect progress in the general education curriculum

progress in learning grade level standards

Ask…What prerequisite skills/knowledge does the student need to close the gap between his/her Present Level and the grade-level content standards?

Use up-to-date descriptive data:

Cory reads 24 wpm, while the benchmark for 2nd graders in the regular curriculum is 60-80 wpm. Cory can say 5 out of 10 short and long vowel sounds. He cannot read multi-syllabic words.

Student’s: social/emotional (behavioral) performance communication skills performance in areas of recreation/leisure, self-

management, independent living, etc.

Ask…“ What have we learned about this student’s ability to function independently and appropriately with peers and adults?”

Use up-to-date descriptive data:

In a classroom observation, Cory sat quietly in his seat for 10 minutes. At the 10-minute mark, he began to look around the room, followed by twirling his pencil and playing with his paper. When placed with a partner to complete his work, he was able to remain on task and complete the assignment…

How does the disability affect performance?

Consider how it affects progress in learning the grade-level content standards – the Impact Statement.

Do not use the student’s exceptionality to explain how the disability affects involvement/progress in the general curriculum when developing the Impact Statement.

What not to write:Marley’s learning disability affects his progress in the general curriculum.

What to write:Marley’s weakness in applying strategies, such as making inferences and complex predictions, affect his progress in comprehending sixth-grade literary materials.

Some states require: A single comprehensive statement One for each goal /area

Remember: Gather information; then record it Process first; form second

The profile should include general statements regarding:

Strengths Needs Assessment/Evaluation Status of prior IEP goals Teacher/Parent/Student input Transition needs (at least by age 16)

Student’s response to: Learning strategies

Accommodations

Interventions

Standards or classroom instruction

Ask…“What have we learned about this student’s skills and knowledge?”

Use data to write student profiles

Similarities: Data-based Provide a description of the student Provide a sense of where the student is

functioning in regard to areas of need

Differences:Profile is an overview of where student is functioning in relation to their school experiencesProfile is a general picture of the student’s functioning in all areas relevant to the IEPPresent level addresses priorities for goal writingPresent level provides a summary of baseline information that indicates the student’s achievement on specific standards or functional skills

Practice identifying Student Profile components.

• IEP Handout A: Karen

• Karen Student Profile

The Present Level should include specificstatements regarding:

Strengths Needs Assessment/Evaluation Impact of the disability

As they relate to the specific standard or area of functional performance chosen for the goal.

Briefly review the Present Level examples at your table.

Writing Present Level Statements

2.3.1 Writing

Present Level

Statements

Rosie has trouble controlling her behavior. She gets easily upset when interacting with peers and does not take direction from authority. Once off task it is really hard to reengage her.

2.3.1 Writing

Present Level

Statements

Rosie enjoys socializing with peers, and will play cooperatively with them some of the time. Her teacher reports that more often, Rosie is off task and interacts inappropriately with her peers. Observations of Rosie indicated that when interacting with peers, Rosie became upset (cried, threw material, left the group) 55% of the time within the first five minutes of a group activity. Once off task, it took up to 20 minutes for her to reengage in the activity.

Rosie has improved in mathematics since last year. She can add and subtract and do some multiplication. She has difficulties solving word problems. Rosie currently has a grade of 71% in math.

2.3.1 Writing

Present Level

Statements

Curriculum Based Assessments indicate Rosie can add and subtract within 100 to solve one-step words problems, involving “adding to”, “taking from”, etc. She has memorized the multiplication facts for 0 – 5 and 10. She is able to use a multiplication table for facts she does not have memorized. Classroom assessments demonstrate that Rosie can apply the correct operation when presented with the terms or symbols for “multiply”, and “divide”. Rosie cannot describe a context in which a total number of objects can be expressed as a multiplication problem, such 35 = 5 groups of 7 objects. She is not able to interpret a multiplication equation as a comparison when given word problem, such as: “A pack of pencils costs 9 times as much as a single pencil, which costs 5 cents. How much is a pack?” Rosie’s disability impacts her ability to use multiplication equations to solve real world problems.

1. Are they related to the vision (desired outcome) for this student?

2. Do they reflect what the student knows in relation to the general curriculum or standards expectations?

3. Are they stated in measurable terms?

4. Do they include strengths, needs, and disability’s affect on access to the general curriculum?

5. Are they self-explanatory?

Using the IEP Handout A (student description) IEP Handout B, and the information you gathered in activity 2.1.1, through conversation (as a team) discuss and write a Present Level based on: General curriculum considerations

Critical expectations specific to standard

Present Level Statements (academic and functional) that describe skills and knowledge Strengths/needs

Impact Statement (how disability affects involvement/progress in the general education curriculum).

• IEP Handout A: Karen• Blank IEP

Goal Page• Karen

Student Profile

Remember…

The Present Level of Academic Achievement and Functional Performance sets the stage for developing IEP goals!

Quick Check

2.4.1 Quick

Check

We cannot always We cannot always build the build the future for our future for our children...children...

-- Franklin D. Roosevelt.

……but we but we can build can build our our children children for the for the future.future.

Module 3: Writing Quality Goals and

Objectives

Desired Outcomes/


Write Measurable

Goals


Supports


General Curriculum

Expectations

Current Skills and

Knowledge


Need



Annual goals are related to needs resulting from the student’s disability that directly affect involvement and progress in the general education curriculum

For preschool children, as appropriate, to participate in age-appropriate activities

Annual Goals answer the question—

“What should the student be doing?”

Are they: Relevant? Reasonable or attainable? Challenging? Attainable in time given?

Need to Know

Evaluate how an author uses words to create mental imagery, suggest mood and set tone

Nice to Know

Recognize stylistic elements such as voice, tone and style

Target a particular hole and fix it – that’s leverage!

If multiple areas of need 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.

Annual goals are related to needs resulting from the student’s disability that directly affect involvement and progress in the general education curriculum. (Preschool: As needed to participate in age-

appropriate activities)

Developing SMART Goals

Specificbased on PLAAFPMeasurableprogress determined at data points Achievablerealistic, related to critical needs Results-orienteddeveloped with outcome in mind Time-bounddefined beginning/ending

3.4.1•Developing SMART Goals•Tina Student Profile and Goal Page

The Student...(Who) Will do what…(Behavior) To what level/degree…(Criterion) Under what conditions…(Context) In what length of time…(Timeframe)

Focus on what the student will do:

“Janice will read and analyze a short story for the literary elements of main idea, point of view, plot, setting, and characterization.”

Not the process:

“Janice will use a graphic organizer to analyze a short story.”

Use behavioral terminology:“Janice will read and analyze a short

story for literary elements.”

Not the process:“Janice will review short stories.”

Add the criterion:

“Janice will read and analyze a short story for literary elements of main idea, point of view, setting and characterization with 90% accuracy using a literature passage from the sixth grade classroom.”

Include the context/timeframe:

“By the end of the school year, Janice will read and analyze a short story for literary elements of main idea, point of view, setting, and characterization with 90% accuracy using a literature passage from the sixth grade classroom.”

The student (Janice)

Will do what (read and analyze a short story)

To what level or degree (90% accuracy)

Under what conditions (sixth grade literature passage)

In what time frame (end of school year)

Refer to Present Level data:

Ask what: Are the performance expectations in

the general classroom?

Has been the rate of growth?

Will it take to be successful in the general classroom?

Is the gap in current and desired skill?

What: Are the criteria/expectations of the

general curriculum for demonstrating mastery ?

Is necessary to ensure the skill is at a mastery level?

Are the expected gains over a year’s period of time?

A Present Level Example:

“Karen is in the sixth grade; she has challenges with reading fluency which impact her ability to comprehend longer passages and summarize central themes in a text.”

3.5.1•Reviewing What We Know•Karen Student Profile•IEP Handout A: Karen

Reviewing What We Know: Area of need

Past instruction and progress

Experience with similar students/situations

Expectations for the next year

3.5

3.5.1•Reviewing What We Know•Karen Student Profile•IEP Handout A

Make it better:

When tested, Sara will read at the fifth grade level.

Make it better:

When tested, Sara will read at the fifth grade level.

New and improved:

Given a passage in the fifth grade literature book, Sara will read 130-150 wpm with fewer than 5 errors in one minute

in three consecutive trials over a three week period of time.

Make it better:

June will turn in homework on time, complete in-class assignments, and complete tests given in class.

Make it better:

June will turn in homework on time, complete in-class assignments, and complete tests given in class.

New and improved:

June will meet all required classroom activities (including submitting homework on time, completion of in-class assignments, and completing tests) in accordance with classroom standards for maintaining a “C” or better letter grade for the class consistently for a time period of six months.

Make it better:

Randy will have basic needs met by making appropriate requests to a variety of adults.

Make it better:Randy will have basic needs met by making

appropriate requests to a variety of adults.

New and improved:Across all settings, Randy will use his

communication system to indicate all needs (e.g., bathroom, drink or eat, go outside) throughout the school day for five consecutive days.

Use your data on Karen to write a SMART Goal tied to the reading standard:

RI.6.2: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.


• IEP Handout A

• Karen Profile Page

• Karen Present Level

• IEP Handout A

• Karen Profile Page

• Karen Present Level

1. Read the IEP goal statements.

2. Are they SMART goals?

Specific

Measurable

Achievable

Results-oriented

Time-bound

3. Are they connected to the Present Level and include a reference to the standards?

4. Will the goal support the student’s ability to meet grade level standards and make progress in the general curriculum?

3.6.1•SMART Goals•Karen Goal Page

Measurable A logical breakdown of the major

components of an annual goal

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.

Could be incremental steps, or

A set of skills that together will lead to meeting the annual goal

Adatped from Wright, P. and Wright, P. (2006). Wrightslaw: From Emotions to Advocacy, 2nd Edition. Hartfield, VA: Harbor House Law Press, Inc.

Given vowels, consonants, digraphs, and 5 common diphthongs, Jay will say the correct sounds at 30 sounds per minute with no more than 2 errors.

Given the 200 most common sight vocabulary words, Jay will read them aloud at 110 wpm with only random error.

Given first grade material, Jay will read a passage orally at 50-80 wpm with no more than 5 errors.

By the end of the first reporting period, JJ will answer “who” questions.

By the end of the second reporting period, JJ will answer “what” questions.

By the end of the third reporting period, JJ will answer “where” questions.

By the end of the fourth reporting period, JJ will answer “why” questions.

Consider: How expected progress will be determined?

What is the rate of growth expected from initiation of IEP to goal achievement?

What will be done if progress is not occurring?

Involves frequent, ongoing, systematic monitoring of performance

Occurs in core, supplemental, and intensive instruction with varied frequency

Answers whether or not: Student is making progress compared

to self, peers and/or the standard?

Instructional adjustments are needed?

Periodic Review of IEP Goals:

Are we on track?

Is student making progress at the expected rate?

Yes. Continue

No. Adjust

Even if you are on the right track, you’re still going to get run over if you don’t keep moving.

Will Rogers

Periodic Review of IEP Goals:Are we on track?

Is student progressing at a higher rate than expected?

Yes. Adjust intervention, continue for a while longer, or discontinue

Is student progressing slower than expected? Yes. Adjust frequency/intensity of, or select different

intervention

Assessment: Strategies for Tracking and Reporting Progress

3.7.1AssessmentStrategies

for Tracking and Reporting

Progress

Desired Outcomes/


Write Measurable

Goals


Supports


General Curriculum

Expectations

Current Skills and

Knowledge


Need



The modules used as a basis for developing this training can be found at http://sites.google.com/site/individualedplans/

The Standards-Based IEP module project was funded wholly or in part by the U.S. Department of Education under cooperative

agreement S283B050024. The views expressed do not necessarily reflect the position of the U.S. Department of Education and no

official endorsement should be inferred.

Alabama Department of Education http://www.alsde.edu/html/sections/

documents.asp?section=65&sort=16&footer=sections

COUNCIL OF CHIEF STATE SCHOOL OFFICERS (CCSSO)

&NATIONAL GOVERNORS ASSOCIATION

CENTER FOR BEST PRACTICES(NGA CENTER)

JUNE 2010

Democracy does not guarantee equality, only equality of opportunity.

-- Irving Kristol.

standards-based ieps

Documents

best standardswork

research state

set of academic standards

public education students

different levelsall

best evidence

grade levelhttp

grade levelorganized