Standards-based Individualized Education Program (IEP) Module One: Introduction SBIEP Module one: Introduction - The standards-based reform movement has focused on improving the quality of instruction in the schools by establishing high standards of achievement and accountability for general education content for all students. This includes students with disabilities. In order to ensure that students with disabilities access the general curriculum and achieve at higher levels, a standards-based IEP development process called a “standards-based IEP” is required. The change to using standards-based IEPs was supported by the 2004 reauthorization of the Individuals with Disabilities Education Act that emphasizes access to the general education curriculum for students with disabilities. In November 2015, a Dear Colleague letter was issued by the Office of Special Education and Rehabilitative Services to clarify the requirement for standards-based IEPs. According to OSEP, an individualized education program (IEP) for an eligible child with a disability under the IDEA must be aligned with the State’s academic content standards for the grade in which the child is enrolled. As a result of recent U.S. OSEP guidance, the Virginia Department of Education has revised the 2011 standards-based IEP guidance document. This guidance document has been updated to reflect current OSEP guidance, changes in the state assessment program, including credit accommodations, and diploma options. Standards-based IEP Guidance-June 2016

What is a Standards-based IEP? A standards-based IEP describes a process in which the IEP team has incorporated state content standards in its development A standards-based IEP describes a process in which the IEP team has incorporated state content standards in its development. The IEP is directly linked to and framed by Virginia’s course content Standards of Learning (SOL) for the grade in which the student is enrolled or will be enrolled. The state standards can be found at the Virginia Department of Education’s website at the link on your screen. http://www.doe.virginia.gov/testing/sol/standards_docs/index.shtml. Specific accommodations and modifications addressing individual student needs to access the general education instructional program are included in the standards-based IEP for student’s present grade-level and course content requirements. http://www.doe.virginia.gov/testing/sol/standards_docs/index.shtml. Standards-based IEP Guidance-June 2016

What is the difference between the traditional and standards-based IEP? Traditional IEP Standards-based IEP Focused on acquiring basic academic, access, and/or functional skills Little relationship to a specific academic area or grade-level expectations Directly tied to the state’s content standards Both the student’s present level of academic achievement and functional performance (PLOP) and the annual IEP goals are aligned with and based on the state’s grade-level standards Traditionally, IEPs have focused on a student acquiring basic academic, access, and functional skills and have had little relationship to a specific academic area or grade-level expectations. In contrast, the process used to develop a standards-based IEP is directly tied to the state’s content standards. Both the student’s present level of performance and some of the annual IEP goals are aligned with and based on the state’s grade-level standards which creates a plan that is aimed at getting the student to a proficient level on the state standards. Standards-based IEP Guidance-June 2016

What are the components of a standards-based IEP? The components are the same as the traditional IEP The components of a standards-based IEP are the same as the traditional IEP. Virginia requires that all IEPs contain a present level of academic achievement and functional performance, commonly referred to as the present level of performance (PLOP), goals statement, accommodations and /or modifications and service statements. The IEP also includes the student’s level of nonparticipation with peers in the general education setting, how the student will participate in state assessments, and methods of assessing and reporting student progress. In addition, for students beginning with the first IEP to be in effect when the student is age 14, the IEP must address secondary transition. It should be noted that in a standards-based IEP, the PLOP and some or all of the annual goals are connected to the specific grade-level SOL. This creates a program that is aimed at getting the student to a proficient level on state standards in addition to addressing functional and/or behavioral needs of the student, as needed. Standards-based IEP Guidance-June 2016

What are the benefits of a standards-based IEP? Links the IEP to the general education curriculum based on the state SOL Provides positive directions and goals for intervention Utilizes standards to identify specific content critical to a student's successful progress in the general education curriculum Promotes a single educational system that is inclusive through common language and curriculum for special and general education students Ensures greater consistency across schools and districts Encourages higher expectations for students with disabilities A properly implemented standards-based IEP will improve the student’s opportunity to receive specifically designed instruction linked to the general educational curriculum for the enrolled grade and appropriate accommodations to support achievement of grade-level expectations. A standards-based IEP links the IEP to the general education curriculum based on the state SOL, provides positive directions and goals for intervention, and utilizes standards to identify specific content critical to a student's successful progress in the general education curriculum. Additionally, it promotes a single educational system that is inclusive through common language and curriculum for special and general education students, it ensures greater consistency across schools and divisions, and encourages higher expectations for students with disabilities.   MacQuarie (2009) Standards-based IEP Guidance-June 2016

Are all special education students required to have a standards-based IEP? Yes, an individualized education program (IEP) for an eligible child with a disability under the Individuals with Disabilities Education Act (IDEA) must be aligned with the State’s academic content standards for the grade in which the child is enrolled. This includes the student whose IEP team determines that he or she should take an alternate assessment based on Virginia’s alternate academic achievement standards. Yes, a standards-based IEP is required for all students with disabilities, including the student whose IEP team determines that he or she should take an alternate assessment based on Virginia’s alternate academic achievement standards. In this case, the team must develop annual goals and short-term objectives based on the aligned standards of learning (ASOL) which are aligned to the Standards of Learning. Standards-based IEP Guidance-June 2016

Does a standards-based IEP imply that the student is on grade-level in that content area? No, the student may not be on grade-level in that content area. However, the student is working toward meeting grade-level expectations and receiving grade-level content instruction. A standards-based IEP does not necessarily imply that a student is on grade level in that content area. However, the student is working toward meeting grade-level expectation and receiving grade-level content instruction. The IEP should address what needs to happen in order for the student to meet the standards. Once the IEP team has analyzed the student’s current performance and determined what the student needs to learn, the specialized instruction and related services and supports should be addressed. Standards-based IEP Guidance-June 2016

How do you develop a grade-level standards-based IEP when a student is not on grade-level? The National Association of State Directors of Special Education (NASDSE) has produced a document that illustrates a recommended seven-step process, with accompanying guiding questions. The National Association of State Directors of Special Education (NASDSE) has produced a document that illustrates a recommended seven-step process for developing a grade-level standards-based IEP with accompanying guiding questions at the link on your screen. http://www.nasdse.org/portals/0/standards-basediepexamples.pdf http://www.nasdse.org/portals/0/standards-basediepexamples.pdf Standards-based IEP Guidance-June 2016

What resources are available to assist in development of a standards-based IEP? NASDSE: http://www.nasdse.org/portals/0/standards-basediepexamples.pdf VDOE: http://www.doe.virginia.gov/special_ed/iep_instruct_svcs/stds-based_iep/index.shtml Guidance Document Standards-based Skills Inventory Worksheets Online Training Modules In addition to the seven step process, NASDSE has posted examples of standards-based IEPs available on the web link on your screen: http://www.nasdse.org/portals/0/standards-basediepexamples.pdf The VDOE has modified and utilized the NASDSE guidance document to create teacher support materials which are available on the VDOE Web site. These materials include a Guidance Document, Standards-based Skills Inventory Worksheets, and these online Training Modules. http://www.doe.virginia.gov/special_ed/iep_instruct_svcs/stds-based_iep/index.shtml Standards-based IEP Guidance-June 2016

Standards-based Individualized Education Program (IEP) Module One: Introduction This concludes the 1st of 8 training modules on developing Standards-based IEPs. Additional information can be found on the Virginia Department of Education’s website by accessing the link on the screen. http://www.doe.virginia.gov/special_ed/iep_instruct_svcs/stds-based_iep/index.shtml The resources used during the development of this training module are listed on pages 38 through 40 of the guidance document found on the web-link listed above. Standards-based IEP Guidance-June 2016