Developing a Baseline for the Present Levels of Academic Achievement and Functional Performance Summary Statement

State Board of Education Goals 5-Year Strategic Plan for 2016-2020 February 2017 Webinar State Board of Education Goals 5-Year Strategic Plan for 2016-2020 All Students Proficient and Showing Growth in All Assessed Areas Every Student Graduates From High School and is Ready for College and Career Every Child Has Access to a High-Quality Early Childhood Program Every School Has Effective Teachers and Leaders Every Community Effectively Using a World-Class Data System to Improve Student Outcomes Every School and District is Rated “C” or Higher

Office of Special Education Strong Readers=Strong Leaders Campaign February 2017 Webinar Strong Readers=Strong Leaders Statewide public awareness campaign promotes literacy, particularly among PreK-3 students Campaign aims to equip parents and community members with information and resources to help children become strong readers The Strong Readers=Strong Leaders campaign supports the Literacy-Based Promotion Act by educating parents about the important of literacy and giving them resources to help children at home. Almost two-thirds of a child’s waking hours are spent with parents or other caregivers. Family involvement is key to helping children become successful readers. The campaign officially launched in late May with a press conference at the Eudora Welty Library featuring our campaign spokesperson, Miss Mississippi Jasmine Murray. We partnered with the Mississippi Library Commission on this event and timed it to kick off the summer reading season. We got good local coverage of the event, which included Jasmine Murray reading to preschoolers.

Office of Special Education Strong Readers=Strong Leaders Campaign February 2017 Webinar How districts can get involved: Post logo and link to strongreadersMS.com on district website. Share PSA on website and social media. Like Strong Readers on Facebook and follow @StrongReadersMS on Twitter. Help implement mentoring program. Distribute bookmarks and posters. We need your help to promote this campaign. You can download the logo, PSA, posters and bookmarks from the “Educators” section on the Strong Readers website. We would love for you to post the logo on your websites and link it to StrongReadersMS.com. Also, please follow Strong Readers on social media and encourage the parents in your districts to do the same. Follow up with your superintendents after the MASS conference to see about the feasibility of starting a mentoring program. Also, please share any literacy information you have with us so we can post it on StrongReadersMS.com. You can email your stories and photos to Jean Cook - jcook@mde.k12.ms.us.

Office of Special Education Teacher Listserv February 2017 Webinar The OSE has a teacher listserv available for special education teachers. The purpose of the listserv is to inform special education teachers of upcoming trainings, upcoming webinars, and other resources provided.

Office of Special Education Teacher Listserv February 2017 Webinar

©MDE – Office of Special Education Session Outcomes Participants will: Determine if the Present Levels of Academic Achievement and Functional Performance (PLAAFP) contains a detailed description of the student’s strengths and weaknesses. Prioritize annual goals based on the student’s deficit skills. Obtain a baseline measure of the deficit skill. 2016-2017 ©MDE – Office of Special Education

Office of Special Education Laying the Foundation February 2017 Webinar “Without a solid foundation, you’ll have trouble creating anything of value.” ~Erika Oppenheimer Creating a meaningful, compliant IEP that drives instruction and improves outcomes begins with developing a thorough Present Levels of Academic Achievement and Functional Performance (PLAAFP). 2016-2017 @MDE – Office of Special Education

©MDE – Office of Special Education Laying the Foundation The PLAAFP is a descriptive narrative summary of the most relevant information (educational impact). Relevant, achievable, measurable IEP goals CANNOT be developed without knowing the student’s present levels of performance compared to grade-level expectations. 2016-2017 ©MDE – Office of Special Education

Office of Special Education February 2017 Webinar Development of the PLAAFP Includes: Student’s strengths, preferences, and interests Student’s needs (educational and/or functional impact of the disability) Measurable and observable data Expectation statement Parent’s/student’s interests PLAAFP summary (baseline data) Expectation statements compare current performance to grade level expectations. 2016-2017 ©MDE – Office of Special Education

Office of Special Education Areas to Consider in PLAAFP Development February 2017 Webinar Academic skills aligned to grade-level standards Communication Social/emotional/behavioral development Independent living skills Gross/fine motor skills Vocational skills Self-determination Technology skills Health, vision, hearing 2016-2017 @MDE – Office of Special Education

Office of Special Education Areas to Consider in PLAAFP Development February 2017 Webinar Student’s Strengths, Preferences and Interests: What are the individual strengths of the student in accessing the general curriculum? What academic skills aligned to content standards is the student able to perform? What functional skills/behaviors is the student able to perform? What strategies, accommodations and/or interventions have been successful in helping the student access and make progress in the general curriculum? What are the student’s interests and preferences related to school (preferred activities, subject areas, hobbies)? If the student is 14 or older, what are his or her strengths, interests, and preferences related to post-secondary goals? What progress has student made towards previous IEP goals? 2016-2017 @MDE – Office of Special Education

Office of Special Education Areas to Consider in PLAAFP Development February 2017 Webinar Impact of Disability and Student Needs: Where is student performing in relation to grade-level standards? How does the student’s identified disability affect involvement and progress in the general curriculum? What are the individual prioritized needs of the student in accessing the general curriculum (related to content standards)? What functional needs (social skills, communication, behavior, organization, motor skills) impact involvement and progress in the general curriculum? If 14 or older, how will disability impact his or her post-secondary goals? 2016-2017 @MDE – Office of Special Education

Office of Special Education Important PLAAFP Considerations February 2017 Webinar The PLAAFP contains educationally valuable information and is written in an easily understood manner. Multiple data sources are vital. One data source, such as a Star report, may not give a clear picture of a child’s strengths and needs. Areas of need are those in which the student is not commensurate with typically developing peers. For areas of need, the PLAAFP must include relative strengths, needs or concerns, and baseline for each need. Baseline data is related to expectation in the general education setting (norms are included). The PLAAFP contains information about the student’s ability to achieve grade-level proficiency. Any teacher would know where to begin instruction based on information provided in the PLAAFP and the remainder of IEP. 2016-2017 @MDE – Office of Special Education

@MDE – Division of Instructional Support Tips for PLAAFP Writing February 2017 Webinar Use objective, measurable terms. Ashley’s STAR report indicates difficulty in 4th grade algebraic thinking. OR Based on STAR assessments and classroom assessments , Ashley has difficulty solving two-step word problems using addition, subtraction, multiplication and division. She cannot represent word problems using equations with a letter standing for an unknown quantity (4.OA.8). The first one is not measurable. Does not provide enough information to develop annual goals and objectives. IEP Institute 2016 PLAAFP @MDE – Division of Instructional Support

@MDE – Division of Instructional Support Tips for PLAAFP Writing February 2017 Webinar Use objective, measurable terms. Tevin can be difficult to work with because he does not follow directions and is frequently off task. OR Based on classroom observations, when given verbal directions requiring multiple steps for an activity, Tevin must have the directions repeated after the completion of each step. Based on classroom observations, during independent seat work, Tevin can remain on task for 10 minutes. Typically, students in the 4th grade can remain on task for 30 or more minutes. First example is not objective. IEP Institute 2016 PLAAFP @MDE – Division of Instructional Support

@MDE – Division of Instructional Support Tips for PLAAFP Writing February 2017 Webinar Use current, relevant data that can be understood by teachers, parents and students. Based on Tim’s initial comprehensive evaluation conducted in 3rd grade in the fall of 2012, Tim scored well below the average range on the WIAT-II in reading comprehension. OR Based on classroom assessments and work samples, Tim has difficulty using context clues to determine the meanings of unknown or multiple-meaning words (L.6.4). Tim’s inability to use context clues negatively impacts his ability to comprehend grade-level text. The first example is not current for a student who is in 6th grade. Provides little information that can be used to develop a goal. IEP Institute 2016 PLAAFP @MDE – Division of Instructional Support

@MDE – Division of Instructional Support Tips for PLAAFP Writing February 2017 Webinar When using scores, they should be self-explanatory. If not, be sure to include an explanation. Based on curriculum-based measures, Andrea’s Lexile reading range is 330L to 500L. OR Based on curriculum-based measures, Andrea can independently read and comprehend materials with a range of 330L to 500L. Typically, students in the 5th grade can independently read and comprehend materials with a Lexile range of 565L to 910L. IEP Institute 2016 PLAAFP @MDE – Division of Instructional Support

©MDE – Office of Special Education Tips for PLAAFP Writing Vague phrases Specific phrases Is friendly and loves attention Greets peers appropriately for her age level Received a math score of 50 Can count to 25 Can’t talk well Speaks in one- or two-word sentences Has a language difficulty and will have trouble meeting language arts standards Her language impairment affects her progress in grade-level standards that include words with multiple meaning Seldom completes assignments Completes 25 percent of her homework and turns in 10 percent of the assignments 2016-2017 ©MDE – Office of Special Education

©MDE – Office of Special Education The PLAAFP Summary Statement / Baseline Includes: Identified areas of need to be addressed on the IEP (check the appropriate area) Data source A performance summary statement (baseline/starting point) of the student’s current function in direct relation to the annual goal 2016-2017 ©MDE – Office of Special Education

©MDE – Office of Special Education IEP Documentation: PLAAFP Summary 3-5 2016-2017 ©MDE – Office of Special Education

©MDE – Office of Special Education IEP Documentation: PLAAFP Summary 6-20 2016-2017 ©MDE – Office of Special Education

Office of Special Education February 2017 Webinar The PLAAFP Summary Statement / Baseline The performance (PLAAFP) summary statement (i.e. baseline) should include: data source(s), a clear description of the observable target skill or behavior, the condition under which the target skill can be observed, and the current rate of performance. 2016-2017 ©MDE – Office of Special Education

Office of Special Education February 2017 Webinar Steps to Determining Baseline Identify all areas of need using several data sources such as Star, interviews with parent, student, general educators, and work samples. Determine areas of critical, prioritized areas of need that can be reasonably addressed during the school year. These areas will become annual goals. Use scaffolding documents to unpack standards and determine which skills are embedded in the standards. Once these areas are identified, determine the baseline directly related to the annual goal. The baseline provides the starting point for progress monitoring. 2016-2017 @MDE – Office of Special Education

©MDE – Office of Special Education Developing the PLAAFP Summary Statement / Baseline Based on classroom assessments, when given 10 2-step word problems, Ashley is able to set up an equation to solve the problem using letters for unknown quantities with 30% accuracy (4.OA.8). Based on classroom observations, during independent seat work, Tevin can remain on task for 10 minutes. Based on classroom assessments and therapy data, when given a grade-level paragraph, Tim is able to use context clues to determine the meanings of unknown or multiple-meaning words with 20% accuracy (L.6.4). 2016-2017 ©MDE – Office of Special Education

©MDE – Office of Special Education Development of Measurable Annual Goals Measurable annual goals are academic and/or functional goals that are written to meet the child’s needs that result from the child’s disability to enable the child to be involved in and progress in the general education curriculum and meet each of the child’s other educational needs that result from the child’s disability (C.F.R. §300.320(a)(2)). They must be meaningful, understandable, and able to be accomplished within one school year. If multiple areas of need are identified in the PLAAFP, prioritize goals based on critical needs that have the greatest impact on progress. 2016-2017 ©MDE – Office of Special Education

©MDE – Office of Special Education IEP Documentation: Measurable Annual Goal 2016-2017 ©MDE – Office of Special Education

Measurable Annual Goals ©MDE – Office of Special Education Tina requires multiple prompts before complying to whole-group instructions . Identified Need from PLAAFP Based on three 20- minute observations, Tina follows directions when teacher is in close proximity and at least 2 prompts are given. Baseline Data from PLAAFP In 36 weeks, when given a teacher directive, Tina will comply with directive in less than 30 seconds with no verbal prompts per opportunity with 80% accuracy daily as measured by a behavior checklist. Measurable Annual Goal 2016-2017 ©MDE – Office of Special Education

Office of Special Education February 2017 Webinar Measurable Annual Goals Academic annual goals should be aligned to grade-level standards in ELA and/or math; or alternate standards for students who participate in MAP-A. The goal is NOT a copy and paste of the Standard. Annual goals must be based on academic and/or functional needs identified in the PLAAFP. Measurable annual goals focus on the skills the student needs to access the grade-level standard. Annual goals reflect what a student can reasonably be expected to accomplish in one school year. Data-based, accurate baseline information is essential when developing appropriate, measurable annual goals. 2016-2017 @MDE – Office of Special Education

©MDE – Office of Special Education Measurable Annual Goals There is a direct relationship between the needs identified in the PLAAFP, the baseline data, and the measurable annual goal. Because the PLAAFP Summary Statement is baseline data for the development of measurable annual goals, the same criteria used in establishing the PLAAFP Summary Statement must also be used in setting the annual goal. Example: If the baseline was established using a CBM, use the same CBM to determine mastery of annual goal. 2016-2017 ©MDE – Office of Special Education

©MDE – Office of Special Education Annual Goals based on Baselines In 36 weeks, when given 10 2-step word problems, Ashley will set up an equation to solve the problem using letters for unknown quantities with at least 70% accuracy (4.OA.8). By the end of the school year, when given independent seat work, Tevin will remain on task for 30 minutes with minimal prompting (1 verbal reminder). By the end of the 4th 9 weeks, when given a grade-level paragraph, Tim will be able to use context clues to determine the meanings of unknown or multiple-meaning words with 80% accuracy on 3 separate attempts (L.6.4). 2016-2017 ©MDE – Office of Special Education

©MDE – Office of Special Education Components of the Annual Goal Measurable annual IEP goals must have 4 components: Condition: Situation, setting, or given material under which behavior will be performed Behavior: Specific action child will be expected to perform Criteria: level of mastery child must demonstrate and/or number of times child must demonstrate the skill or behavior Timeframe: Start and end date for each goal. 2016-2017 ©MDE – Office of Special Education

©MDE – Office of Special Education Components of the Annual Goal Timeframe Condition Behavior Criteria In 36 weeks when given 10 2-step word problems, Ashley will set up an equation to solve the problem using letters for unknown quantities with at least 70% accuracy. By the end of the school year when given independent seat work Tevin will remain on task for 30 minutes with minimal prompting (1 verbal reminder). By the end of the 4th 9 weeks when given a grade-level paragraph, Jordan will retell a sequence of events from a paragraph or short story in his own words in clear sentences (containing a subject and verb) with 80% accuracy on 3 separate attempts (L.6.4). 2016-2017 ©MDE – Office of Special Education

Office of Special Education February 2017 Webinar Measurable Annual Goals Considerations when determining measurability: A measurable goal allows the IEP Committee to determine progress since last measured performance. A measurable goal can be measured as written without additional information. A measurable goal identifies how to measure progress and mastery of desired skill. A measurable goal yields the same outcome if measured by several people. Avoid using vague, unobservable terms that do not target specific skill or behavior such as appropriate, improve, increase/decrease, participate. 2016-2017 @MDE – Office of Special Education

Office of Special Education Resources for Unpacking Standards February 2017 Webinar Resources for unpacking standards: MS CCRS Scaffolding Documents http://www.mde.k12.ms.us/ESE/ccr South Dakota Scaffolding Documents http://sdccteachers.k12.sd.us/home/disaggregated-standards For students who are alternately assessed http://www.dynamiclearningmaps.org/content/essential-elements http://www.k12.wa.us/Assessment/WA-AIM/Frameworks.aspx Put documents side by side and step through writing a goal. 2016-2017 ©MDE – Office of Special Education

Office of Special Education February 2017 Webinar MS CCRS Scaffolding Document 2016-2017 @MDE – Office of Special Education

Office of Special Education February 2017 Webinar South Dakota Scaffolding Document 2016-2017 @MDE – Office of Special Education

Office of Special Education February 2017 Webinar South Dakota Scaffolding Document 2016-2017 @MDE – Office of Special Education

Office of Special Education February 2017 Webinar Contact Information Stacey Todd, Professional Development Coordinator stodd@mdek12.org Teresa Laney, Speech/Language Instructional Specialist tlaney@mdek12.org Sharon Strong Coon, Office Director scoon@mdek12.org Tanya Bradley, Bureau Director tbradley@mdek12.org Office of Special Education (601) 359-3498 2016-2017 ©MDE – Office of Special Education