Standards-Based IEPs Writing Goals and Objectives

Standards-based IEPs An IEP that is based on standards is one in which individual educational goals are directly linked to grade-level content standards. These IEPs define an individual plan of accommodations and supports that are designed for each child and intended to enable the child to meet the standards.

The Basics All states have academic content standards that describe what students are expected to do in each content area Annual goals aligned with and chosen to facilitate the student’s achievement of grade- level academic standards Developing a standards-based IEP requires team members to have an understanding of the state standards for each grade and for each academic content area

IEPs Write down three things that you think are the most important components of a good IEP: 1. __________________ 2. __________________ 3. __________________ What is the most important component?

Things to consider… Step 1: Consider the grade-level content standards for the grade in which the student is enrolled or would be enrolled based on age. Step 2: Examine classroom and student data to determine where the student is functioning related to grade-level standards. Step 3: Identify the present level of academic achievement and functional performance.

Things to consider continued… 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 specifically designed instruction, including accommodations and/or modifications needed to access and progress in the general education curriculum. Step 7: Determine the most appropriate assessment options.

Step 7 continued: What type of assessments are offered in my state? What types of responses do different state assessments require? What accommodations are allowed on the assessment(s) Has the student received standards- based, grade-level instruction? Was the instruction evidenced based?

Present Levels of Performance (PLOP) Current performance in relationship to the standards for the student’s enrolled grade PLOP should be formulated using a variety of objective information and should be written in terms that are both understandable and measurable Individual Achievement data such as the WJ- III should NOT be used as evidence of Present Levels of Performance- WJ-III or any other standardized achievement test data is NOT related to our content and grade level standards

Should also include…. Skills and knowledge already attained relative to grade level standards This information is used to decide what academic standards the student has achieved and what standards remain to be accomplished

Sources of Information to Develop PLOP Student’s most recent performance on state and district assessments Classroom based testing data Progress monitoring data District benchmarks/assessments Documented observations

Why a Standards-Based IEP In order to facilitate gap closures students must have the skills necessary to demonstrate achievement on standardized assessments or growth (TVAAS) Students must have exposure to and instruction based upon the grade-level standards that are being assessed Think… Could you solve an Algebraic equation with only continued exposure to basic addition and subtraction?

Annual goals Choose a goal(s) that is broad enough to encompass objectives from most of the learning categories or strands; Know and apply grade-level phonics and word analysis skills in decoding words

Annual Goals Each exceptional PLOP identified must have a Grade-Level Annual Goal in place for addressing the deficit

5 Critical Elements of an ANNUAL GOAL: The student….(who) Will do what…(Behavior) To what level or degree…(Criterion) Under what conditions…(Condition) In what length of time…(Timeframe) Example: Maria (who) will read words (criterion) with fluency and expression, (behavior) per minute with 100% accuracy (condition) at the end of 36 weeks (timeframe)

Practice using these Common Core aligned goals: Elementary and/or CDC- Read with sufficient accuracy and fluency to support comprehension. Secondary- Write arguments to support claims with clear reasons and relevant evidence.

Our answer Lenore will read with sufficient accuracy and fluency to support comprehension by reading grade level text with 80% accuracy as measured by the DRA/progress monitoring (DRA level beginning 40 to a 50) by the end of 36 weeks. Who: Lenore Behavior: Will read with sufficient accuracy and fluency Criterion: Grade level text Condition: 80% accuracy Time frame: End of 36 weeks

Our answer: Jeanne will write arguments to support claims with clear reasons and relevant evidence by participating in grade level appropriate prompts and achieving a minimum score of 3 at least 80% of the time by the end of 36 weeks. Who: Jeanne Behavior: participate in grade level appropriate prompts Criterion: Achieving a minimum score of 3 Condition: At least 80% of the time Time frame: At the end of 36 weeks

Objectives Sequential steps needed to master the grade-level annual goal Prioritized by the student’s individual need Things to think about: What skills must the student learn in order to become proficient on the annual goal(s). What prerequisite skills related to the annual goal must the student learn? What growth and progress can reasonably be expected of the student in the up coming year? Will the expected growth and rate of progress CLOSE THE ACHIEVEMENT GAP? THE GOAL IS PROGRESS TOWARD MASTERY! HAVE HIGH EXPECTATIONS!

Objectives: Read with sufficient accuracy and fluency to support comprehension Objectives: ◦Lenore will read on-level text with purpose and understanding ◦Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings ◦Use context to confirm or self correct word recognition and understanding, rereading as necessary

Conclusion Standards establish clear expectations for what students should know and be able to do at each grade level and content area. Educators can use innovative instructional methods to engage students in academic content, while ensuring that students are taught appropriate grade-level academic content. IEP team decisions can be more focused now that states have identified the bottom line of what students must know and be able to do.

Conclusion With greater clarity comes opportunities for special and general education teachers, parents, and other stakeholders to share common understandings that result in improved access to learning, and ultimately, to improved student achievement.