2.  Remember: › Standards are………… › Standards are not………… › Use Assessment to drive Instruction.

3. For students to show progress in academic content, they need academic instruction. Well-aligned IEPs can promote meaningful academic instruction. Align with state and grade level standards to facilitate progress. Align to help identify the skills needed to progress in a specific grade level curriculum.

4.  Each IEP shall include: 1) A statement of measurable annual goals that reflect consideration of the State Goals for Learning and the Illinois Learning Standards…

5.  Grade level placement standards  Careful planning › Instructional supports › Accommodations › Assistive technology

6. Students with disabilities are general education students first. Raise the bar for students with disabilities by using students’ current grade level standards to develop IEP goals Use assessment data to do this Collaboration between all educators is imperative

8. Important to identify students’: › Starting points/baseline › Level of discrepancy with peers › Grade-level goal › Next steps 38

10.  Measurable  Progress monitoring plan identified  Goal is aligned to grade-level standard  Objectives may be seen as stepping stones to the goal  Objectives can reflect student’s rate of progress toward mastery of the goal

11. How familiar are you with the progression of standards? How do you use different assessments to gauge your students’ progress toward goals? How can you efficiently identify your students PLOP for the purpose of determining the access point to a particular standard to then write an IEP goal that is aligned to a standard.

14.  Math, Measurement and Data, Grade 2  Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.  This standard could be referenced as 2.MD.7

15. 2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. VerbsNounsSkills Needed -Tell time -Write time -Time -Analog clocks -Digital clocks -5 minutes -a.m. -p.m. -Define analog -Define digital -Define a.m. -Define p.m. -Count by 5’s -Tell time to the hour and half hour -Write time in the correct format

16. Look at the student’s PLOP - Given the student’s PLOP with regard to the standard, what is the student’s access point that could be a focus for an IEP goal? - Given ten digital and ten analog printed representations of clocks, Johnny will identify the time on the clock verbally and by writing the time in the correct format to the nearest five minutes with 16/20 correct responses in 4/5 trials.

17. Step 1: Identify a Standard RL6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn.

18. Identify the Verbs Identify the Nouns Identify theSkills Needed -Cite -Support -Analyze -Textual evidence -Analysis -inferences -Reading comprehension -Draw inferences -Cite specific examples -Cite details to support inferences -Analyze the text

19. RL.4.1RL.5.1RL.6.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn.

20. With the 4 th grade level and the skill progression in mind, an appropriate goal for this students may be something like: The student will identify sequential details in a text with 90% accuracy 4/5 trials. The objectives for this goal would move along how the skill progression is outlined in the 4 th grade to 5 th grade standard and then eventually the 5 th to 6 th grade one.

21. RL6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn. RL9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn. Identify the Verbs Identify the Nouns Identify the Skills Needed 6th-Cite -Support -Analyze -Textual evidence -Analysis -inferences -Reading comprehension -Draw inferences -Cite specific examples -Cite details to support inferences -Analyze the text 9 th /10th-Cite -Support -Analyze -Explicit textual evidence -strong, thorough evidence -Analysis -inferences -analyze the text -identify explicit textual evidence -cite evidence -draw inferences -support inference using several pieces from the text -Provide varying degrees of support (evidence)

22. In a small group setting, when reading a passage at the independent reading level (6 th grade), the student will use both explicit and inferential information to draw a comprehensive conclusion about the passage and be able to identify explicit and inferential information that leads to that conclusion with 75% accuracy as measured by informal assessment.

23. Sue is a 4th grade student who enjoys school and works hard in class. At this time, she has not yet mastered all addition and subtraction facts through 20. For those facts she has mastered, Sue is able to add with regrouping (3.1.C). She is beginning to master multiplication facts with factors of 1, 2, 5, and 10 (3.2.E). When using curriculum based measures of these multiplication facts Sue achieves an average of 50% accuracy. By end of 4th grade students are expected to be able to solve single- and multi-step word problems involving multi-digit multiplication (CCSS 4.OA.A.2). Currently, when given a teacher created assessment of single- and multi-step word problems involving multi-digit multiplication she was able to solve 0 of 15.

24.  When given a teacher created assessment of single- and multi-step word problems involving multi-digit multiplication, Sue will increase her accuracy from 0 of 15 correct to 10 of 15 correct over three consecutive assessments (CCSS 4.OA.A.2) as measured by curriculum based assessment.

25.  How often will be progress be monitored?  Who will do the monitoring?  What assessment tool will be used?  Who will analyze the data? Remember: data should be used to drive instruction

26. Dynamic Learning Maps (DLM) Essential Elements were developed to build a bridge between content in the NILS and academic expectations for students with the most significant intellectual disabilities Essential Elements are specific statements of the content and skills linked to NILS with grade level specific expectations.

27. NILS - RL.4.1 – Refer to details and examples in text when explaining what the text says explicitly and when drawing inferences from the text Essential Elements - RL.4.1 - Use details from the text to recount what the text says IEP Goal: Given a content area passage orally read to the Student, student will use communication device and give 2 factual details answering who, what, where, or when about the passage with 100% accuracy 4 out of 5 trials by June, 2015 (EE.RL.4.1)

28.  Use CCSS as a foundation  Strategies to implement IEP goals should be related to CCSS  Standard does not equal the goal  Align the standard with the student’s grade level regardless of the performance/instructional level  Teach students the grade level standard at their performance/instructional level

29. Are you writing IEP goals that are measurable and aligned to standards? Are your objectives stepping stones towards mastery of the goal? Are you identifying a progress monitoring plan that frequently assesses student progress? Are you using the progress monitoring data to drive instruction?

30. - ISBE Guidance Document (Attached: Downloads and Additional Resources) -IEP Quality Project Website https://iepq.education.illinois.edu/

31. jjewell@wcsea.us kfehr@wcsea.us