Pennsylvania Training and Technical Assistance Network

Developing Standards Aligned IEPs

February 15, 2011Webinar

Teri Duckett

In preparation for the webinar, please read the handout “David’s Present Levels of Academic Achievement.”

PaTTAN’s Mission

The mission of the Pennsylvania Training and Technical Assistance

Network (PaTTAN) is to support the efforts and initiatives of the

Bureau of Special Education, and to build the capacity of local

educational agencies to serve students who receive special

education services.

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PDE’s Commitment to Least Restrictive Environment (LRE)

Our goal for each child is to ensure Individualized Education Program (IEP) teams begin with the general education setting with the use of Supplementary

Aids and Services before considering a more restrictive environment.

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Learner Objectives

•Utilize student data to determine present academic levels. •Create IEP goals relative to the Pennsylvania academic standards.•Align goals to specially designed instruction that addresses a student’s needs across settings. •Determine progress monitoring tools and schedules to evaluate and improve instruction. 4

POLL :What are your beliefs?

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1) “I agree”2) “I disagree”

When students with disabilities are provided with appropriate instruction and supports, they can learn grade-level academic knowledge & skills and communicate in ways that are commensurate with their same age peers without disabilities.

6Accessing the General Education Curriculum

• What is meant by the general education curriculum?

• The full range of courses, activities, lessons, and materials routinely used by the general population of a school

• What is meant by access?• Active engagement in learning the

content and skills of the curriculum that is being taught to general education students.

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What is a Standards-Aligned IEP?

An IEP that connects a student’s learning to grade level Pennsylvania

standards and evaluates their progress through the lens of the general education curriculum,

standards, assessment anchors and curriculum frameworks.

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wwwwwwww

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Standards Aligned System

Clear Standards

FairAssessments

CurriculumFramework

Instruction

Materials & Resources

Interventions

StudentAchievement

www.pdesas.org8

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Standards Aligned IEPs

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SAS: Standards and Anchors

Standards and Alternate Standards• Benchmark measures that define what

students should know and be able to do.

Assessment Anchors (PSSA, PASA, Keystone)

• Clear examples of the skills/knowledge that should be learned and will be assessed on state tests at specific grade levels.

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PA Academic Standard 1.1.BReading Independently- Word Recognition Skills

Read an excerpt from the grade level standards below. Determine which grade matches each description.

Which is a Grade 3, 5, 8 or 11 standard?A. Root words, prefixes, suffixes, syllabication,

picture and context cluesB. Syllabication, root words, prefixes, suffixes,

dictionary or context cluesC. Root words, context clues, dictionaries,

glossariesD. Root words, context clues, word origins and

reference sources to recognize and understand new words 11

12Monitoring of Progress in A Standards Aligned System

All information is obtained and all judgments are made with the standards and anchors as both the starting and ending point

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Present Levels of Academic Achievement

It is critical that assessment, present levels, goals and progress monitoring include both the instructional and grade levels

– Instructional level alone does not meet the criteria of the general education curriculum

–Grade level alone does not meet the criteria of an IEP based on identified skill deficits

Example…

“Jessie’s classroom performance is inconsistent.”

What is meant by classroom performance?• Maintains 3-ring binder of study guides for each

core academic class

What is meant by inconsistent?• Ranges from 1 – 8 missing guides per week

Put it all together for a clearer statement:“Jessie maintains study guides for her academic classes, and averages 4 missing guides per week.” 14

Meet David…

Completing his 4th grade year ( 10 years old)

IEP Written for 5th grade year

Review handout, "David's Present Levels of Academic Achievement”

Underline or highlight his needs.

Handout 15

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General Observations: David’s PLAA

David’s Present Levels in Reading, Writing and Math: Are they..

Connected to standards?Descriptive?

• strengths, needs, input from teachers on successful SDI

Data types? interpretations of the data?SummativeFormativeDiagnostic Benchmark

Instructional level information?Grade level information?

Prep for the IEP

B ring all data

R esources: Standards/Anchors/SAS Curriculum Framework/PSSA BluePrint

I ndividualize!

D escribe SDI that works

G rade level requirements

E nter your suggested Standard Aligned Goals 17Handout

SummativePSSA 2010 -Below Basic

StrengthsLearning to Read Independently

NeedsOpen Ended Response, Reading, Analyzing, Interpreting Literature

Benchmark 4Sight Nov. 2010 & Jan 2011Item Analysis - Below Basic

DIBELS (Fall)

Factual questions, text features, titles, subtitles, pictures and bold print

Instructional 3rd gradeLow risk- 107ORF, 80%acc.

Read Critically in Content Areas, Inferences, figurative language

At risk-5th Grade 83 ORF, 50%acc.

DiagnosticWoodcock Reading Mastery Test-Overall Grade Equivalency Score-3.6

Word identification, word attack skills

Reading comprehension

FormativeReport CardsTeacher Survey

Class Assignments English Social Studies Science Health

Passing all classesScience and HealthSDI, factual info, text features, organization

Factual Questions 100% acc.

English and Social StudiesReading /writing skills

Assertions about textInferences/figurative language 42% acc.

Last Year’s IEP Specific skill goals met main idea, text features, narrative elements with 95% acc.

Supporting details, cause and effect, paraphrasing, multisyllabic decoding, vocabulary

SDI Reciprocal teaching, oral summarizing, word study, preteaching, reteaching, notetaking concept maps, graphic organizers, word processing

Begin to fade oral summarizing, develop partner work/procedures

B R I D G E - sampleStudent__________________Grade __4__Subject____________

Prioritize- ask…What skills are needed to close the gap & achieve at or above grade level?

Standards for Success

David Reading

Reading Standards1.1.5 Learning to Read Independently-C,D,E

1.2.5 Reading, Analyzing and Interpreting Text – D,E

1.3.5 Reading, Analyzing and Interpreting Literature, Fiction and Non Fiction-A,C

1.1.5 C Use meaning and knowledge of words across content areas to increase reading vocabulary.1.2.5D Make inference about similar concepts in multiple texts and draw conclusions, citing evidence from the text to support answers.1.3.5A Read, understand and respond to various genres. (inferences) Anchor R5A.1.31.3.5 C Compare the use of literary elements within and among texts including characters, setting, plot, theme, and point of view. Anchor R5B.1.1.1

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Characteristics of Standards Aligned Goals:

Address student needs identified in PLAA

Project student performance at the end of one year of instruction

Begin from baseline of skill Describe skill attainment level Need to be prioritized: 3-5 goals Are NOT the curriculum or program State measurable, countable data Lead to visual countable progress

monitoring 19

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Inference Standards Aligned Goal

SampleCategory 1.2 Reading Analyzing and Interpreting Text

Standard 1.2.5D Make inference about similar concepts in multiple texts and draw conclusions, citing evidence from the text to support answers.

Anchor R8.A.1.3.1 and 2 Make inferences, draw conclusions, and make generalizations based on text. Cite evidence from text to support generalizations.

Goal: Using classroom reading materials and graphic organizers, David will identify evidence from text to support generalizations in order to make inferences with 80% accuracy on 8 work samples collected bi-monthly.

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Writing Conventions Standards Aligned Goal Sample

Category 1.5 Quality of Writing (conventions)• Standard 1.5.5.F: Use grade appropriate

conventions of language when writing and editing. • Spell common, frequently used words correctly. • Use capital letters correctly. • Punctuate correctly. • Use correct grammar and sentence formation.

Goal: Given a writing prompt, David will write a three-paragraph essay and score a minimum of 41 on the Correct Word Sequence Grade 5 assessment, for three out of four prompts.

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Interpret Math LanguageStandards Aligned Goal Sample

Category 2.5 Mathematical Problem Solving and Communication

Standard 2.5.5.B: Use appropriate mathematical terms, vocabulary, language, symbols, and graphs to explain clearly and logically solutions to problems.

Goal: David will use correct mathematical terms, vocabulary, language, and graphs to explain (state and/or write) clearly and logically solutions to problems as evidenced by a minimum score of 4 out of 5 on the Math Language Rubric used in conjunction with assessments given every two weeks.

Steps for writing a standards-aligned IEP goal:

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SDI for David

Reading…• Digital/audio versions of social studies and science text

books. • Access to online (auditory) glossary in content area

texts• Instruction in use of outlining/concept mapping software• Teacher-made graphic organizers and templates for

organizing information prior to each unit• Checklists and guides for note-taking • Access to word processor in class for writing

assignments greater than one paragraph in lengthMath• Use of manipulatives to solve equalities• Graphic representations of word problem types/use of

templates• Use of rubrics and word banks to guide written/oral

responses to problems

SDI and theUniversal Design for Learning

(UDL)

UDL removes barriers to learning by anticipating the needs of ALL students.

Multiple means of representation Multiple means of expression Multiple means of action and

engagement

www.cast.orgttp://www.ihdi.uky.edu/IEI/

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Sample of David’s Reading Progress Monitoring

Every 9 weeks parents will receive a report of Reading goals measured by:

• Weekly probes in specific skills graphed

• Accuracy graphed on related classroom worksheets/quizzes and tests

• 4Sight Reading Benchmark in Nov., Jan., and March

• PSSA Reading April (parent report over summer)

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Sample of David’s Math Progress Monitoring

Every 9 weeks parents will receive a report of math goals measured by

• Biweekly probes in math specific skills graphed

• 4Sight Math Benchmark in Nov., Jan., and March

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Sample of David’s Writing Progress Monitoring

Every 9 weeks parents will receive a report of Writing goals measured by

• Bi-weekly writing prompts – Correct Word Sequence graphed – formative assessment

• Self and/or teacher analysis of use of style on writing prompts every two weeks

• PSSA Writing (parent report over summer) – summative assessment

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Supplementary Aids and Services Toolkit

• Analyzes from a student perspective

• Enhances participation

• Involves a team approach

* (Toolkit is not for every student with an IEP)

Contact Information www.pattan.net

Teri Ducketttduckett@pattan.net1-800- 441-3215

Diane Funstendfunsten@pattan.net1-800-441-3215

Commonwealth of PennsylvaniaTom Corbett, Governor

Pennsylvania Department of EducationRonald J. Tomalis, Secretary

Dr. Carolyn Dumaresq, Deputy SecretaryOffice for Elementary and Secondary

Education

John J. Tommasini, DirectorBureau of Special Education

Patricia Hozella, Assistant DirectorBureau of Special Education 30