1. Making Sense of Standard Based IEPs Ellen Waters, MS
Educational Diagnostician

2. Do You Feel This Way?

3. Agenda Regulations Data Collection
Present Levels of Academic Achievement and Functional Performance (PLAAFPs)
Goals and Objectives
Examples

4. Federal Regulations IDEA NCLB
Individuals with Disabilities Education Improvement Act (IDEA 2004)
NCLB
Elementary and Secondary Education Act of 2001 (No Child Left Behind Act - NCLB)

5. State Regulations - Standards-Based Individualized Education Program (IEP) Guidance
The Individuals with Disabilities Education Improvement Act (IDEA 2004) and the Elementary and Secondary Education Act (No Child Left Behind Act of 2001 (NCLB)) are designed to provide students with disabilities greater access to the general education curriculum. A standards-based Individualized Education Program (IEP) is a process and document that is framed by the state standards and that contains goals aligned with, and chosen to facilitate the student’s achievement of, state grade-level academic standards, according to the National Association of State Directors of Special Education (NASDSE).

6. State Regulations - Standards-Based Individualized Education Program (IEP) Guidance
The required general education curriculum used in Texas public schools for grades Kindergarten -12 is the Texas Essential Knowledge and Skills (TEKS). Students enrolled in Preschool Programs for Children with Disabilities (PPCD) or prekindergarten programs should have goals that are aligned with either the Texas Prekindergarten Guidelines or district standards for prekindergarten for students ages 4 and 5.

7. State Regulations - Standards-Based Individualized Education Program (IEP) Guidance
The Texas Prekindergarten Guidelines have been developed for district use and offer detailed descriptions of expected behaviors across multiple skill levels to be observed in 4 to 5 year old children by the end of their prekindergarten experience.

8. Definitions
Standard-based goals are annual, measurable goals aligned to enrolled grade level Texas Essential Knowledge and Skills (TEKS). These goals
should focus on closing the gap between the achievement and enrolled grade-level standards.
Advocacy Brief NCLD
“Standard-Based IEP” is used to describe a process
and document that is framed by the state standards
and that contains annual goals aligned with, and
chosen to facilitate the student’s achievement of,
state grade-level academic standards. NASDSE, May 2006
2nd definition is TEXAS the other is from NASDSE National Association of Special Education Directors

9. PLAAFPs 34CFR (a)(1)(l)
FEDERAL A statement of the child’s present levels of academic achievement and functional performance, including how the child’s disability affects the child’s involvement and progress in the general education curriculum.
STATE
ARD Committee Decision-Making Process for the Texas Assessment Program Manual (p.11)
The PLAAFP is the basis of the IEP because it defines where a student is, both academically and functionally. PLAAFPs can be created using :
Formal Evaluation Data
Classroom Data
Accommodations and Modifications
Parent Information
Additional Supports
By reviewing the PLAAFP, the ARDC should have a clear understanding of the student’s performance in the grade-level TEKS, including the student’s strengths, current areas of need, and accommodations, modifications, or supports the student has used.
FIE—34CFR Whether the child has a disability under

10. Goals Federal State Standards-Based IEP Development:
A statement of measurable annual goals, including academic and functional goals designed to—
(a) 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
(b) Meet each of the child’s other educational needs that result from the child’s disability;
State
Standards-Based IEP Development:
Question & Answer Document provide by TEA
The four critical components of measurable goal:
Timeframe
Condition
Behavior
Criterion

11. Where do we begin? Keys to creating Standard-Based IEPs
Use PLAAFPs
Be familiar with grade level standards
Use Sub-skills/ Pre-requisite skills
Develop an IDEA-compliant goal
Must include: Timeframe, Condition, Behavior, and Criterion
Write the short-term objectives/benchmarks
Monitor the goal
On-line training is offered through Region 20
588 Educational Cooperative has requested that all of the general education teachers have this training.

12. The Process--Data Collection
Sources of Data
Evaluations,
Assessments
School records
Parents
Teachers
Observation
IEP Progress Reports
If you gather it, use it!

13. DATA provides: Strengths and weaknesses of child
Information on limits which interfere with the child’s learning
Objective data from current evaluations
Evidence based, observable, and measurable information
Progress indicating a baseline

14. Good Data
Provides specific and factual information about the student—academic, behavioral, and functional
Is interpreted in a way that any two people reading or hearing the description would come to the same conclusion.
Shows that quality is more important than quantity
Needs to be comprehensive—address all areas that impact the disability
A variety of sources, formal and informal

15. PLAAFPs
Tell the committee about the student—describes strengths and disability related challenges
Linked to the grade level standards
Establish measurable baseline for data driven development of annual goals and short term objectives.
Describe how the child’s disability affects his/her involvement and progress in the general education curriculum (areas of need)

16. Goals Developed from the statement of present levels
Academic goals must be TEKS based
Helps to form and guide instructional decisions
Determine appropriate special education and related services
Guide discussion about curriculum accommodations or modifications
If it is a deficit, there should be a goal

17. What does a Standard-based measurable goal look like
What does a Standard-based measurable goal look like? Four Critical Components.
Time-frame—identifies the amount of time in the goal period (In what length of time)
Condition—the manner in which progress toward the goal is reached (under what conditions)
Behavior—the performance that is being monitored (Will do what)
Criterion– identifies how much, how often, or to what standard the behavior must occur in order to demonstrate that the goal has been achieved (to what level or degree)

18. Critical Components - Time Frame
Timeframe—amount of time in the goal period and is usually specified in the number of weeks or a certain date for completion.
Within 36 instructional weeks
By the end of the first six weeks
In three instructional weeks
By October 1, 2011
By the end of the final grading cycle

19. Critical Components - Condition
The manner in which progress toward the goal occurs. The specific resources that must be present for a child to reach the goal.
Graphic organizers
Guided practice
Decodable text
Using prompts, repetitive practice, accommodations, modifications, etc.

20. Critical Components - Behavior
Identifies the performance that is being monitored. An action that can be directly observed and measured.
Student will ________
(Knowledge)—count, draw, list, point, read
(Comprehension)---compare, interpret, predict,
(Application)---classify, solve, calculate
(Analysis)---infer, order, summarize, explain
(Synthesis)---integrate, prepare, organize
(Evaluation)---compare, predict, estimate

21. Critical Components - Criterion
Criterion—identifies how much, how often, or to what standard the behavior must occur in order to demonstrate that the goal has been achieved (to what level or degree)
70 word per minute with fewer than 10 errors
A three paragraph essay using transition words in sentences and between paragraphs with 5 or less errors
85% of all assigned problems
_______of ________times
At _____% on________

22. Short-term Objectives
Incremental steps to achieving the annual goal, and are required to have the same four components as the goal: time, condition, behavior, and criteria
2 Methods--Build on mastery criteria toward the annual goal.
Written in the same manner as the annual goal except the criteria would increase for each short-term objective as the student came closer to meeting the annual goal’s criteria
Write short-term objectives by building on skills to reach the annual goal.
Short-term objectives are not required, but if needed, there
must be at least two.
Gigi Maez, Attorney at Law & Juanell Isaac, Director of Elementary Special

23. Examples

24. PLAAFPs Examples
Implication of Disability: Ellen a sixth grade student with Special Education eligibility of Other Health Impaired due to Attention Deficit Hyperactivity Disorder and a Learning Disability in Reading Comprehension, Basic Reading Skill and Math Calculation……….
The cooperative then continues with the G’s—and how deficits in basic reading skill, and the other disabilities may affect the students learning

25. PLAAFPs Examples Reading Levels:
Ellen has demonstrated through grades, daily assignments, teacher-made assessments, benchmark assessments, and the Reading Plus program that she reads 107 word per minute. The student uses contextual clues with 60% accuracy, and comprehends 71% of the time, oral directions 65% of the time. This student uses critical thinking skills 67% of the time and utilizes various reading strategies 45% of the time. Ellen met passing standards on the Reading TAKS-Modified, achieving a scaled score of Ellen did well on Objective One understanding, correctly answering 9 of 11 questions;……………..
This information gathered from the teacher, through classroom assessments, classroom assignments, criterion testing, formal and informal measures,TAKS testing, parent input, benchmark testing, etc….

26. PLAAFPs Examples
Ellen has demonstrated through daily assignments, teacher observations, and grades that she understands living and non-living characteristics with 70% accuracy. The student understands the water cycle with 70% accuracy, various states of matter with 75% accuracy, identifies basic human body parts with 75% accuracy, and identifies objects from the environment with 90% accuracy. This student has lab skills that are 80% accurate. Ellen achieved a scaled score of 1928 on science TAKS-Modified test. The student did best on Objective Two, Life Sciences, correctly answering 5 of 7 questions.

27. Data Gathering Sheet Functional PLAAFPs
588 Educational Cooperative uses these forms.

28. Data Gathering Sheet Social Studies PLAAFPs

29. Data Gathering Sheet Science PLAAFPs
Not tolls, it’s tools

30. Data Gathering Sheet Math PLAAFPs

31. Data Gathering Sheet Reading PLAAFPs

32. Data Gathering Sheet Writing PLAAFPs

33. Data Gathering Sheet Behavior PLAAFPs

34. Goals Examples
By the end of the 5th six weeks, (time) the student will be able to read wpm (behavior)with no more than 3 errors(criteria). WRONG
When presented with a grade level reading passage of ____ number of words……” should be added.

35. Goals Examples
By the end of the school year, Ellen will achieve70% mastery of 11th grade TEKS in US History, with inclusion support of 25 mpw, as demonstrated by mastery of 6 of 8 objectives.
Short term goals:
The student will be able to analyze the causes of the Great Depression, including the decline in world wide trade, the stock market crash, and bank failures with 70% accuracy.

36. Goals Examples
By the end of 36 weeks of instruction, given a small group setting and guided/individual practice, reduced assignments by 25%, limiting multiple choice tests to 3 choices, Ellen a 7th grade student with a Learning Disability in Listening Comprehension, Reading Comprehension, Basic Reading Skill, Written Expression, Math Calculation, and Math Problem Solving will independently compare and order integers and positive rational numbers, simplify numerical expressions involving order or operations and exponents, locate and name points on a coordinate plane using ordered pairs of integers, estimate measurements, select and use an appropriate representation for presenting and displaying relationships among collected data, answering them with 70% accuracy on 5 of 6 objectives to demonstrate mastery.
Only one goal---there are several, compare and order, simplify numerical expressions-----discussion

37. Goals Examples
Ellen, a 7th grade student with a Learning Disability in Listening Comprehension, Reading Comprehension, Basic Reading Skill, Written Expression, Math Calculation, and Math Problem Solving, within 36 instructional weeks, will utilize assistance in Content Mastery to master 7th grade TEKS in English, Math, Science and Social Studies at 70% mastery and will master 4 of 4 objectives.
short term goal--access assistance by coming to content mastery for 120 mpw

38. Resources The Special Edge www.calstat.org
Advocacy Brief National Center of Learning Disabilities
inForum NASDSE—National Association of State Directors of Special Education
Texas State Guidance
Seven Step Process to Creating Standard Based IEP’s (inForum)

39. Sound Familiar?

40. Contact Information
Ellen Waters, M. ED. Educational Diagnostician 588 Educational Cooperative 704 W Sul Ross Ave Alpine, Texas

41. I Hope You Feel This Way!