Quick Overview- Seven Step Process to Creating Standards Based IEPs This is designed to be a refresher on the key steps of the seven step process. If you are unfamiliar with this process, access this free online class for a deeper understanding of key elements of this process. ESC 20 IEP Goal Development Training session # 49038

Project Forum – A Seven-Step Process to Creating Standards-based IEPs Consider/Examine enrolled grade-level standards. Step 2 Examine classroom and student data to determine where the student is functioning in relation to enrolled grade-level standards. Step 3 Develop the present level of academic achievement and functional performance Step 4 Develop measurable annual goals aligned with grade-level academic content standards. Step 5 Assess and report the student’s progress throughout the year. Step 6 Identify specially designed instruction including accommodations and/or modifications needed to access and progress in the general curriculum. Step 7 Determine the most appropriate assessment option.

Step 1 Consider/Examine enrolled grade-level standards. When considering the grade-level content standards for the grade in which the student is enrolled or would be enrolled based on age, ask: What is the intent of the content standard? What is the content standard saying the student must know and be able to do?

This/These conversations/discussions Step 1 This/These conversations/discussions are NOT required to be documented Could happen prior to/outside of ARD meeting This is not the point that we are developing goals, it is just ensuring that those who do develop the goals understand and consider these standards throughout the process

Step 2 Examine classroom and student data to determine where the student is functioning in relation to enrolled grade-level standards. Has the student been taught content aligned with grade-level standards? Has the student been provided appropriate instructional scaffolding to attain grade-level expectations? Were the lessons and teaching materials used to teach the student aligned with state grade-level standards? Was the instruction evidence-based?

This/These conversations/discussions: Step 2 This/These conversations/discussions: are NOT required to be documented Could happen prior to/outside of ARD meeting

Data Sources may include but are not limited to: Step 2 Data Sources may include but are not limited to: Performance on previous IEP goals Behavior data (i.e., periodic progress reports on behavior) Learning style preferences Classroom-based assessments Work samples Portfolios Anecdotal records Student input For a 3 or 4 year-old student, input from ECI or child care providers

Develop the Present Level of Academic Achievement and Functional Performance Step 3 34 CFR §300.320(a)(1) IEP must include…“a statement of the child’s present levels of academic achievement and functional performance…” PLAAFP statement must include: “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); or For preschool children, as appropriate, how the disability affects the child’s participation in appropriate activities”

PLAAFP Importance Foundation of the IEP Step 3 PLAAFP Importance Foundation of the IEP Source drives the other IEP components Statement that links all IEP components together Used to determine critical area(s) of need that will be developed into measurable annual goals (in Step 4)

The PLAAFP is: Individualized Step 3 The PLAAFP is: Individualized Information on where the student is currently functioning/performing Based on multiple sources of current data that are relevant to the areas being addressed Information regarding how the child’s disability impacts his/her progress

The PLAAFP does not have to: Step 3 The PLAAFP does not have to: Include the terminology “critical needs” Detail or explicitly break out information on every content/subject/functional area Look the same (cover the same areas) for every student Be written using a specific format Be in a specific “place” on the ARD/IEP document (local decision) Does not have to cite or list data sources

The PLAAFP is not: The same for every student Step 3 The PLAAFP is not: The same for every student A restatement of grades, FIE information, etc. Simply a grade-level equivalent Inclusive of every piece of data that exists on the student A restatement of why/how the child qualifies for special education services

When developing the present level of academic achievement and functional performance, ask: Step 3 What do we know about the student’s response to academic instruction (e.g., progress monitoring data)? What programs, accommodations (i.e., classroom and testing) and/or interventions have been successful with the student? What have we learned from previous IEPs and student data that can inform decision making? Are there assessment data (i.e., state, district, and/or classroom) that can provide useful information for making decisions about the student’s strengths and needs (e.g., patterns in the data)?

PLAAFP Noncompliance Issues Step 3 PLAAFP Noncompliance Issues No PLAAFP PLAAFP is same for multiple years (lack of educational benefit) PLAAFP does not clearly demonstrate student is multiple years behind grade level expectations (tied to state assessment)

Step 4 Develop measurable annual goals aligned with grade-level academic content standards. 34 CFR §300.320(a)(2) The IEP must include…“A statement of measurable annual goals, including academic and functional goals…” Annual goals must be designed to: “Meet the child’s needs that result from the child’s disability to enable the child to be involved in and make progress in the general education curriculum; and Meet each of the child’s other educational needs that result from the child’s disability”

Step 4 The Legal Requirement 34 CFR §300.320(a)(2) For students who take STAAR Alternate, benchmarks/short-term objectives must be included.

Step 4 What are annual goals? Statements that describe what a student with a disability can reasonably be expected to accomplish within a 12 month period in the students’ special education program. These goals are skills and/or knowledge that will be mastered - not an activity!

What is the purpose of an annual goal? Step 4 What is the purpose of an annual goal? To identify the areas in which a student with a disability needs special education services/specially designed instruction The goal addresses critical needs identified in the PLAAFP – that are keeping the student from accessing or progressing in the general curriculum!

What is a Measurable Goal? Step 4 What is a Measurable Goal? Defined as statements that contain four critical components: Timeframe Conditions Behavior Criterion Includes the behavior or skill that can be measured at periodic intervals against a criterion of success

Four Elements of a Measurable Goal Step 4 Timeframe Identified the amount of time in the goal period and is usually specified in the number of weeks or a certain date for completion. For example, “within 36 instructional weeks” might be the timeframe for an annual goal. Conditions Specify the manner in which progress toward the goal occurs. Conditions describe the specific resources that must be present for the child to reach the goal. The condition of the goal should relate to the behavior being measured. For example, a graphic organizer could be a condition. Behavior Clearly identifies the skill or performance that is being monitored. It represents an action that can be directly observed and measured. For example, “points to the yellow object” could be a behavior. Criterion Identifies how much, how often, or to what standard the behavior must occur in order to demonstrate that the goal has been achieved. The goal criterion specifies the amount of growth that is expected. For example, “in 7 out of 10 trials” might be a criterion. Voice Over: The timeframe identifies the amount of time in the goal period and is usually specified in the number of weeks or a certain date for completion. The timeframe tells how long (no longer than one year) the student will work on the goal. Conditions describe the specific resources that must be present for the child to reach the goal. The condition of the goal should relate to the behavior being measured. The behavior clearly identifies the skill or performance that is being monitored. Behavior does not necessarily mean behavior in the context of discipline. Behavior means an action that can be directly observed and measured. For example, “points to the yellow object” could be a behavior. The criterion in the goal identifies how much, how often, or to what standard the behavior must occur in order to demonstrate that the goal has been achieved. The goal criterion specified the amount of growth that is expected. For example, “in 7 out of 10 trials” might be a criterion. It is important to note that when progress toward mastering the goal is reported, it must be done so in the same manner as the criterion is specified in the goal. We will discuss this more later when we talk about reporting progress toward mastery of goals and the associated benchmarks/short-term objectives. Note to Developer: Please have this available as a printable pdf, with the copyright and training title on it.

When developing measurable annual goals aligned with grade-level Step 4 When developing measurable annual goals aligned with grade-level academic content standards, ask: What are the student’s needs as identified in the present level of performance? What does the child need to learn or do academically? (grade level standards discussed in Step 1) What can the student reasonably be expected to accomplish in one school year? Are the conditions for meeting the goal addressed? Does the goal have a specific timeframe? How will the outcome of the goal be measured? Standards based goals are annual, measurable goals aligned to enrolled grade level TEKS (Texas Essential Knowledge and Skills)

Accommodations and Modifications Step 4 Accommodations and Modifications Accommodations DO NOT change the content expectations for the student; intended to reduce or eliminate the effect of the student’s disability Modifications DO change the nature of the task or skill

Specially Designed Instruction Step 4 Specially Designed Instruction IDEA 2004 defines special education services as “specially designed instruction, at no cost to parents, to meet the unique needs of a child with a disability…” IDEA 2004 defines specially designed instruction as “adapting, as appropriate to the needs of … an eligible child…the content, methodology, or delivery of instruction to: Address the unique needs of the child that result from the child’s disability; and Ensure access of the child to the general curriculum, so that the child can meet the educational standards…that apply to all children

Academic vs. Functional Step 4 The two different types of goals have different purposes. There are two types of measurable annual goals. A student may have measurable academic and/or functional goals. Based on the student's PLAAFP, measurable annual goal(s) must be developed. All students who receive special education services must have a PLAAFP. Present Levels of Academic Achievement and Functional Performance (PLAAFP) Measurable Annual Goals Academic Goals (Standards-Based) - based on TEKS Focus on student learning/ progressing in the general curriculum Functional Goals (not Standards-Based) - not based on TEKS Focus on student accessing the general curriculum

Both Academic and Functional Goals Needed? Step 4 Both Academic and Functional Goals Needed? Based on PLAAFP ARDC determines: If decision is made that no functional goals are necessary in order for the student to access the general cucrriculum, then the student’s IEP would only need academic goals.

Annual Goals Noncompliance Issues Step 4 Annual Goals Noncompliance Issues Goals do not demonstrate modified content (tied to state assessment) Goals are not measurable Not clear who is responsible for implementing goal

Assess and report the student’s progress throughout the year. Step 5 Assess and report the student’s progress throughout the year. 34 CFR §300.320 (a)(3) The IEP must include a description of – (i) How the child’s progress toward meeting the annual goals will be measured; and (ii) When periodic reports on the progress the child is making toward meeting the annual goals will be provided - such as through the use of quarterly or other periodic reports, concurrent with the issuance of report cards.

Reporting Progress Toward Annual Goals Step 5 Reporting Progress Toward Annual Goals How often? Determined by ARD committee How? Best Practice = Same manner as goal criteria

When assessing and reporting the student’s progress throughout the Step 5 When assessing and reporting the student’s progress throughout the year, ask: How does the student demonstrate what he/she knows on classroom, district, and state assessments? Are a variety of assessments used to measure progress? How will progress be reported to parents?

Progress Reporting Noncompliance Issues Step 5 Progress Reporting Noncompliance Issues No progress report to parent Progress report to parents not in compliance with ARD-established timelines

Identify specially designed instruction including accommodations and/or modifications needed to access and progress in the general curriculum. Step 6 34 CFR §300.320 (a)(4) The IEP must include… A statement of the special education and related services and supplementary aids and services, based on peer-reviewed research to the extent practicable, to be provided to the child, or on behalf of the child… A statement of the program modifications or supports for school personnel that will be provided to enable the child– (i) To advance appropriately toward attaining the annual goals; (ii) To be involved in and make progress in the general education curriculum and to participate in extracurricular and other nonacademic activities; and (iii) To be educated and participate with other children with disabilities and nondisabled children

The Legal Requirement 34 CFR §300.320 (a)(7) The IEP must include… Step 6 The Legal Requirement 34 CFR §300.320 (a)(7) The IEP must include… The projected date for the beginning of the services and modifications …and the anticipated frequency, location, and duration of those services and modifications.

Frequency, Duration, Location Step 6 Frequency is how often the child will receive the service(s). If the service is less than daily then the conditions for the provision of the services must be clearly specified within he ARD documents using a weekly reference (ex: 1 hour per week, 30 minutes every two weeks) Duration is how long each “session” will last (number of minutes) and when services will begin and end (starting and ending dates) Location is where services will be provided (in the general education classroom or another setting such as a special education resource room) - From TEA’s document “Documenting the Frequency, Location and Duration of Related Services”

Step 6 Frequency, Duration, and Location CANNOT be based on administrative convenience!

Specially Designed Instruction Noncompliance Issues Step 6 Specially Designed Instruction Noncompliance Issues No specially designed instruction in IEP Specially designed instruction delivered by a paraprofessional – not supervised by a certified special educator Frequency, duration, location not in accordance with TEA Guidance No documentation that specially designed instruction was delivered in accordance with ARD-established requirements

Determine the most appropriate assessment option. Step 7 Determine the most appropriate assessment option. ARD committees must follow the state assessment decision-making process established by TEA If the ARD committee is considering an alternate assessment, the student must meet eligibility requirements and the proper supplement must be filled out and signed

State Assessments Step 7 All students must take state assessments, with or without accommodations NO EXEMPTIONS All assessments are aligned with enrolled grade-level curriculum standards.

State Assessment Noncompliance Step 7 Decision not made in accordance with TEA- established guidelines