Quality Skills Based Assessments→Quality PLAFFP→Quality Goal Development→Quality Progress Monitoring/Taking Effective Data

WRITING QUALITY IEPS: MAKING THE CONNECTION

Quality Skills Based Assessments→Quality PLAFFP→Quality Goal Development→Quality Progress Monitoring/Taking Effective Data

SKILLS BASED ASSESSMENT (SBA)

Why conduct the SBA? It’s a rule (24:05:24:01:01) Skill based assessment must be completed to provide

evidence of adverse affects on educational performance. (Prong 2)

Helps to identify specific skills in the area(s) of disability

Needed to develop the child’s strengths and needs for the present levels of academic achievement and functional performance (PLAAFP)

Allows the team to address the level of instruction needed to close the gap

SBA CONT’D

Skill Based data collected through the evaluation process is used when : Determining eligibility Developing PLAAFPs Developing educational goals Developing a program designed to provide

educational benefit

SBA CONT’D

When to do an SBA Must assess areas identified through

referral/standardized testing; such as, reading fluency, adaptive behavior, gross motor, transition, etc.

Other areas may be deemed appropriate; math concerns were mentioned on the referral but no eligible scores in that area –

OPTION: No math SBA required Conduct SBA if the team feels services may be provided

if eligible for special education in other areas

SBA CONT’D

What do I use? Informal check lists Teacher made materials Work samples Normed or standardized measures: use the

TA Guide Refer t-o your IEP Tech Guide pages88 - 94

Cannot use tests that are used for eligibility

SBA CONT’D

Written Report Information gathered must be documented in a written

report documenting strengths and needs for each skill area of concern

Include Assessment date(s) Name of the evaluator(s) Sources from which the information was gathered

Format Bullets or paragraph

The report must be shared with the IEP team and provided to the parents.

Refer to IEP Tech Guide pages 95 - 103

SBA CONT’D

Examples Written Expression Skills

Strengths Spell most words correctly Abe to relate to personal experiences Vocabulary age appropriate

Needs Capitalize first word in a sentence Appropriate end marks Keyboarding skills so he can type

SBA CONT’D

Reading Strengths

Has a strong sight word vocabulary Is able to use phonetic principles to sound out unknown words Is able to use context to figure out unknown words

Needs Reads approximately 15 words/minute Reading is very choppy with little attention to punctuation or

variation in voice Sounds out words letter by letter unable to use rules to

separate word parts Unable to sound out works with vowel teams Doesn’t know sounds of consonant digraphs

SBA CONT’D

Math Strengths

Knows addition and subtraction facts Can identify coins Can tell time to the half hour Is able to identify all major shapes Can identify fractions of shapes

Needs Unable to complete two step addition and subtraction problems Cannot add and subtract fractions Unable to count amounts of money including bills and coins Cannot write numerals above 10 Cannot skip count Recognizes the 1,5,8 for numerals

SBA CONT’D

Fine/Visual Motor Skills Strengths

Uses right hand for writing and grasping of small objects Able to pick up small objects with right Uses 2 hands together to string large beads (2-3 inch in

size) Able to print large numbers, letters and words on dry erase

board Needs

Decreased range of motion in left forearm Decreased strength in upper extremities and hands Unable to use regular keyboard due to size of letters Unable to catch a ball

PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE (PLAAFP)

Strengths of the student For area(s) affected by the disability (math

reasoning, math calculation, transition, fine motor, articulation, etc.) there needs to be a list of specific skills/concepts pinpointing what the student is able to perform in the general education curriculum.

These strengths represent the specific skills the student can demonstrate in an academic/educational setting.

DO NOT put test scores on the PLAAFP.

PLAAFP CONT’D

Needs For area(s) affected by the disability (math,

reading, behavior, transition, etc.) there needs to be a list of specific skills/concepts pinpointing what the student is unable to perform in the general education curriculum.

These needs represent the specific skills the student cannot demonstrate in an academic/educational setting.

DO NOT put test scores on the PLAAFP.

PLAAFP CONT’D

Effect of the disability on progress/involvement in the general curriculum (Prong 2) The team needs to discuss and document what

impact the disability is having on the student’s ability to perform in general education curriculum.

This statement must describe what the disability “looks like” as it presents itself in the general education setting.

DO NOT make or write placement decisions such as, “student needs assistance from the resource room in order to be successful”

PLAAFP CONT’D

Effect of the disability on progress/involvement in the general curriculum (Prong 2)

Answer these questions: Is the student receiving instruction in the general

curriculum? How is the disability affecting progress in the

general curriculum? What core content areas is the disability affecting? What is the observable effect of the disability in

the general education setting?"

PLAAFP CONT’D

Effect of the disability on progress/involvement in the general curriculum (Prong 2) Poor Example

Jenna’s deficit in reading comprehension makes it difficult for her to access the general education curriculum without support. Jenna's verbal processing deficit causes difficulty in all areas of general education instruction and she will need accommodations to gain access to the curriculum.

PLAAFP CONT’D

Effect of the disability on progress/involvement in the general curriculum (Prong 2) Better Example

Jenna's difficulty with reading comprehension results in difficulty with assignments in all classes that require grade-level text independent reading and comprehension. As such, text may need to be simplified for Jenna so that she can have access to the same curriculum using different materials.

Jenna's difficulty expressing her ideas in writing can result in poor grades since most assessments of learning involve writing.

PLAAFP CONT’D

Jenna's verbal processing deficit has a negative impact on her ability to comprehend verbal instructions and impacts all aspects of her school day. It is necessary for her case manager to conference with teachers to explain this deficit. In addition, steps and instruction may need to be repeated, slowed down, and simplified, This processing deficit affects her ability to process lecture material, and it may need to be reviewed later. She should be provided with copies of lecture notes or cloze note passages to fill in so he can concentrate on the lecture. Visual cues, such as pictures or diagrams, should be used whenever possible during lectures.

PLAAFP CONT’D

Better Examples Curtis's difficulty with decoding and, therefore, reading

comprehension, have negative impacts on most academic areas since he is required to read grade-level text independently. In order to learn and comprehend the general education curriculum at this grade level, Curtis will need text read to him, supplied on tape, or simplified reading assignments. Verbal instruction is best for Curtis.

Curtis's difficulty with spelling, grammar, and organization in his writing affect his ability to be able to communicate effectively what he has learned. He can often explain orally much more than he can write down. Without proper accommodations and instruction these deficits can affect his grades.

Refer to IEP Tech Guide pages 178-179

PLAAFP CONT’D

Parent/Guardian Input Document the parent/guardian concerns or

comments regarding the evaluation results, PLAAFPs, etc.

If the parent does not have concerns, note that as well.

PLAAFP CONT’D

Reminders If the student is eligible for services, the team

must identify, based on evaluation results, what skill areas should be addressed in the PLAAFP.

There must be strengths and needs in the PLAAFP for every “eligible” area

SBA gives both strengths and needs for PLAAFP SBA should help answer “how disability affects

progress in the general curriculum” Hint: not how it could be in the future


PLAAFP: ACADEMIC EXAMPLEMITCH

Mitch is a 4th grade student whose disability inhibits his ability to read required material in his class. Mitch can read orally 95/100 words correctly in 2 minutes from a 2.0 grade level paragraph and 40/100 in 2 minutes from a 3.0 level paragraph. Mitch can answer 4/5 literal comprehension questions from passages read to him at the 2.0 grade level and 0/5 literal comprehension questions at the 3.0 level. At 4th grade most students read about 100-150 words per minute, thus Mitch is well short of this fluency level. He also doesn’t answer literal comprehension questions well. These cues indicate that Mitch needs goals for improvement in these areas.

MITCH

Skill area: Reading comprehension

Mitch can answer 4/5 literal comprehension questions from passages read to him at the 2.0 grade level and 0/5 literal comprehension questions at the 3.0 level.

DOES MITCH’S EXAMPLE INCLUDE THE NECESSARY ELEMENTS?

States how the disability affects the student’s involvement and progress in the general curriculum

Mitch is a 4th grade student whose disability inhibits his ability to read required material in his class.

DOES MITCH’S EXAMPLE INCLUDE THE NECESSARY ELEMENTS?

Describes the student’s performance level in the skill areas affected by the disability Skill area: Reading Fluency Mitch can orally read 95/100 words

correctly in 2 minutes from a 2.0 grade level paragraph and 40/100 words correctly in 2 minutes from a 3.0 level paragraph.

PLAAFP NEEDS TO:

State how the disability affects the student’s involvement and progress in the general curriculum.

Describe the student’s performance level in the skill areas affected by the disability.

Include logical cues that lead to writing accompanying goals for improvement.

PLAAFP CONT’D

Improve on this statement:

Rosie has trouble controlling her behavior. She gets easily upset when interacting with peers and does not take direction from authority. Once off task it is really hard to reengage her.

PLAAFP CONT’D

Improved statement: Rosie’s teacher reports that Rosie is often

off task and interacts inappropriately with her peers. Observations of Rosie indicated that when interacting with peers, she became upset (cried, threw material, left the group) 50 percent of the time within the first five minutes of a group activity. Once off task, it took up to 20 minutes for her to reengage in the activity.

PLAAFP CONT’D

Improve on this statement:

Rosie has improved in mathematics since last year. She can add and subtract and identify most money. She has limited budgeting experience. She can estimate two-digit numbers but not more than that.

PLAAFP CONT’D

Improved statement: Rosie met her previous IEP goals. Rosie can add and

subtract single digit numbers with 90 percent accuracy. Rosie can add double digit numbers with 50 percent accuracy and is unable to subtract double digit numbers that require regrouping. She can identify coins and small bills (penny, nickel, dime, quarter, one and five dollar bills) but she cannot make change. Rosie can estimate two-digit numbers but not more than that. The 4th-grade benchmark for mathematics requires the following computation: add, subtract, multiply (three-digit by two-digit factors), and divide (two-digit dividends by one-digit divisors) to solve problems.

PLAAFP CONT’D

Activity

DEVELOPING QUALITY ANNUAL GOALS If you have written a clear and measureable

PLAFFP then it will make it much easier to write clear and measureable goals

Measureable means you can count it or observe it.

To make something measureable, SBA should specify a strength or need in an area of concern that is clear and definable using one or more ways to collect the information.

This provides a list of specific needs which aid the IEP team in developing goals.

DEVELOPING QUALITY ANNUAL GOALS CONT’D

Annual goals Condition Performance/Behavior Criteria

A goal must be written in each area affected by the disability. Does not have to be developed for every need listed in the PLAAFP Is what the student can be expected to accomplish with one year

( 12 months) If a large number of needs are identified in the present levels the

IEP team must consider how each need impacts the students’ progress in the general education curriculum Prioritize needs by selecting the need that has:

The greatest impact on progress Consider impact on multiple instructional areas Can it be accomplished in a year

DEVELOPING QUALITY ANNUAL GOALS Three components Condition

The conditions under which the behavior will occur Performance/Behavior

The desired behavior in a measurable, objective, observable way

Criteria The criterion for mastery and (optional) expected

date of achievement if there are no required objectives.



Example Given a paragraph at the 6th grade

reading level with a minimum of 10 multi-syllabic words (The conditions under which the behavior will occur), Curtis will independently and orally decode the paragraph (The desired behavior in a measurable, objective, observable way) with 3 or fewer errors in three consecutive trials (The criterion for mastery).

DEVELOPING QUALITY ANNUAL GOALS Conditions may start with phrases such as:

Given… From the _____ (text, material, etc..) Using… When provided with… While in a group of two or more other peers…

Conditions may include things such as: The curriculum materials that will be used The grade level of the materials The supports the student needs (With the use of a calculator, When

provided with text on tape…) The amount The circumstances (During transition periods, When asked a direct

question by a staff member that requires a verbal response…)


Performance/Behavior Observable, Measureable

Goals that fail to be observable or measurable usually involve the use of value words (demonstrates "respect", shows "anger", is "cooperative", is "nice", etc…) and phrases that refer to an internal process (“will understand”, “will improve”, “will learn”, “will realize”, “will master” ,“will appreciate” and so on). These words and phrases are subjective and likely will be judged and measured differently by different observers


For example, “John will be respectful to school staff” is not observable or measurable because different staff members may have different views on what constitutes respectful behavior.

Instead, the goal should state exactly the behaviors it is desired that John learn and exhibit, such as “John will speak to school staff without using profanity and at a voice level that is consistent with that being used by the staff member with whom he is conversing for the entire school day for three consecutive days.”

Writing the goal in this way also provides information about the specific behaviors John will be taught.


Criteria Three problems typically arise in this area

many annual goals fail to include a criterion statement

often written in such as way as to indicate that if a student meets a criteria once, the goal has been met

the default for criteria tends to be percentages even though percent correct is not always applicable to the goal behavior

DEVELOPING QUALITY ANNUAL GOALS

Possible criteria examples % Accuracy (85-95% correct) # of attempts / trials (on 5 out of 5 attempts) rate / speed (15 times per hour; 80 words per minute) fluency (speed and accuracy) (140 words read correctly per minute) time to respond / time limits (within 10 seconds of the question being

presented) minimum # of appropriate responses (a minimum of 3 times a day) level of prompting (full physical, verbal, with teacher assistance,

independently) duration (for a minimum of 10 minutes, maintained for 10 school days quality ratings / scores on scales/rubrics (a score of 4 for focus on the

state assessment writing rubric) number or words/paragraphs written (3 paragraphs, 80 correct words

sequences)

DEVELOPING QUALITY ANNUAL GOALS• Skill area: Reading Fluency

Mitch is a 4th grade student whose reading deficits inhibit his ability to read required material in his class. Mitch can read orally 95/100 words correctly in 2 minutes from a 2.0 grade level paragraph and 40/100 in 2 minutes from a 3.0 level paragraph.

Measurable Annual Goal:Given a text passage at grade level, Mitch will read 110 words correct per minute with 5 or fewer errors, by the end of the first semester.

SHORT TERM OBJECTIVES

• Task Analysis Approach Objectives for component skills of overall goal

• Sequential Approach Benchmarks for increasing complexity of skill

• Holistic Approach Objectives are “part of the whole”


Where to Start?...

It is possible that any of the three components of the goal (conditions, behaviors, and criteria) may be modified to produce good short-term objectives.

The instructional approach you are likely to use in order to meet the goal guides this decision.

Ask yourself how you will be teaching the skills in the

goal and this will help you decide how to break down the goal.


(Conditions are plain text, observable, measurable behaviors are italicized, and criteria are bolded :

At the end of the first 9 weeks, given a list of 20 end of fourth-grade vocabulary words, James will read aloud and correctly spell/write 9 of 10 words selected by the teacher on three occasions.


Changes of Complexity: If the teachers' instructional approach

throughout the year includes reading and writing the vocabulary at the same time to the 90% accuracy rate, then the option of beginning instruction with less complex vocabulary and gradually increasing the vocabulary levels might make sense.

In this case, short-term objectives for the goal might look like these (changes are highlighted in red)...


At the end of the first 9 weeks, given a list of 20 end-of-third-grade vocabulary words, James will read aloud and correctly write 9 of 10 words selected by the teacher on three occasions.

At the end of the first 9 weeks, given a list of 20

middle-fourth-grade vocabulary words, James will read aloud and correctly write 9 of 10 words selected by the teacher on three occasions.


Changes of Behavior:

The instructional plan might be to work with the fourth-grade materials throughout the year, and focus on the behaviors (reading/writing) one at a time.

In this case, short-term objectives for the goal might look like these:

SHORT TERM OBJECTIVE

At the end of the first 9 weeks, given a list of 20 end-of-fourth-grade vocabulary words, James will read aloud 9 of 10 words selected by the teacher on three occasions.

At the end of the first 9 weeks, given a list of 20 end-of-fourth-grade vocabulary words, James will correctly write 9 of 10 words selected by the teacher on three occasions.


Changes of Criteria: The instructional plan might be to work

with the fourth-grade materials and pair the behaviors (reading/writing) throughout the year. In this case, the accuracy targets (ending with 90% by year's end) might be gradually increased to reflect the student’s improvement on the fourth-grade words.

In this case, short-term objectives for the goal might look like these:


At the end of the first 9 weeks, given a list of 20 end-of-fourth-grade vocabulary words, James will read aloud and correctly write 5 of 10 words selected by the teacher on three occasions.

At the end of the first 9 weeks, given a list of 20 end-of-fourth-grade vocabulary words, James will read aloud and correctly write 7 of 10 words selected by the teacher on three occasions.

DEVELOPING QUALITY ANNUAL GOALS/STO

Social / Emotional / Behavioral Goal Examples When in a social situation with other peers in the

general education setting, Jenna will engage her peers in conversation by asking questions that are topic-appropriate in two out of four observations

In classroom settings when a teacher asks Diego if he needs assistance or redirects him back on task, Diego will use appropriate language (e.g., “Yes, Ma’am, Okay, Where do you want me to start?”) and volume similar to the peers in his class to respond to the teacher for 80-100% of opportunities within an observed class period.


When given a challenging academic task, Diego will use a 3-question self-monitoring tool to determine if he needs help and ask for that help by raising his hand or going up to the teacher’s desk without incident across all general education classes for a 2-week period By December 15, given a 3-question self-monitoring tool during

instruction in the resource room setting, Diego will use the tool to determine if he needs help and ask the teacher for help at least 1 time per instructional period and without incident for a period of 2 weeks

By March 15, given academic tasks in Science and Math classes, Diego will use a 3-question self-monitoring tool to determine if he needs help and ask for that help by raising his hand or going up to the teacher’s desk without incident for a 2-week period


Given at least 10 opportunities to ask a question or make a comment in any classroom setting, Seth will raise his hand and wait to be acknowledged before speaking with 100% accuracy on 3 consecutive sets of opportunities as measured on a weekly checklist

During all instructional periods and transition times, Moe will use appropriate language and tone of voice for 4 of 5 days a week as determined by a staff checklist.


When told by his teacher or other staff member that computer time is up, Jaime will stop his computer use within one minute for five consecutive trials When told by his teacher or other staff member that

computer time is up, Jaime will stop his computer use within two minutes for 4 out of 5 trials.

When told by his teacher or other staff member that computer time is up, Jaime will stop his computer use within 90 seconds for 4 out of 5 trials.

When told by his teacher or other staff member that computer time is up, Jaime will stop his computer use within 1 minute for 4 out of 5 trials


Learning Strategies / Study Skills In any classroom setting where notes are being

given, Curtis will take complete notes from the board in his class notebook in three out of four opportunities as evidenced by weekly collection and review of his notebooks in resource class.

When given an extended academic task, Marquis will work at his desk or teacher-specified work area for 15 minutes or until the task is completed on 4 of 5 occasions for a period of 2 weeks


When in need of a teacher’s assistance on academic tasks, Alandrea will raise her hand and wait until teacher responds on 9 of 10 occasions. In the resource room setting, Alandrea will learn and practice

the raise and wait procedure and demonstrate it with 100% accuracy in 90-100% of observed opportunities for 5 consecutive days.

In the general education mathematics setting, Alandrea will learn and practice the raise and wait procedure and demonstrate it with 100% accuracy in 90-100% of observed opportunities for 5 consecutive days.

When in need of a teacher’s assistance on academic tasks in all academic situations, Alandrea will raise her hand and wait until teacher responds in 90-100% of opportunities in 3 observations


Daily Living / Life Skills When given a prompt for changing tasks, Brittany will

stop the current task and transition to the next activity as directed by a teacher within one minute on 8 of 10 occasions

When given a prompt for changing tasks, Brittany will stop the current task and transition to the next activity as directed by a teacher within two minutes on 8 of 10 occasions.

When given a prompt for changing tasks, Brittany will stop the current task and transition to the next activity as directed by a teacher within 90 seconds on 8 of 10 occasions.

When given a prompt for changing tasks, Brittany will stop the current task and transition to the next activity as directed by a teacher within one minute on 8 of 10 occasions


When given a visual (pictorial) guidance of what to do when a change occurs (stay calm, ask teacher to explain change, ask teacher to write change on daily schedule, etc...) and presented with an unexpected change in daily routine (movement of desks, substitute teacher, etc...), Marcus will follow the visual guide without engaging in repetitive speech for a period of one week


When given a visual (pictorial) guidance of what to do when a change occurs (stay calm, ask teacher to explain change, ask teacher to write change on daily schedule, etc...) and presented with an unexpected change in daily routine (movement of desks, substitute teacher, etc...), Marcus will follow the visual guide for a period of one day.

When given a visual (pictorial) guidance of what to do when a change occurs (stay calm, ask teacher to explain change, ask teacher to write change on daily schedule, etc...) and presented with an unexpected change in daily routine (movement of desks, substitute teacher, etc...), Marcus will follow the visual guide for a period of three days.


When given a visual (pictorial) guidance of what to do when a change occurs (stay calm, ask teacher to explain change, ask teacher to write change on daily schedule, etc...) and presented with an unexpected change in daily routine (movement of desks, substitute teacher, etc...), Marcus will follow the visual guide without engaging in repetitive speech for a period of one day.

When given a visual (pictorial) guidance of what to do when a change occurs (stay calm, ask teacher to explain change, ask teacher to write change on daily schedule, etc...) and presented with an unexpected change in daily routine (movement of desks, substitute teacher, etc...), Marcus will follow the visual guide without engaging in repetitive speech for a period of three days


Activity

PROGRESS MONITORING/PROGRESS REPORTS

Purpose progress report is a method of communicating

with parents/guardians and the student.It should clearly state what progress a student has made on his or her IEP annual goals.

A progress report must be completed and mailed to the parent/guardian of the student at least as often as they are sent home for students in general education who do not receive special education services


Progress Codes The SD IEP Form offers four Progress Code options: P = Progress Being Made I = Insufficient Progress to meet goal X = Not addressed during this reporting period M - Met Goal

The progress report section of the IEP goals page SHOULD NOT JUST BE A PROGRESS CODE . This does not provide any information to parents on what is occurring during the school day. The comments section should include detailed information about what the student is currently able to do, what instructional techniques or methods are being used, and what the student is currently working on in relation to each IEP annual goal. :


This could be done: in a narrative form in the comments section of the

related IEP Goal page OR on a separate page attached to a copy of the IEP Goal page if more space is needed (as is often the case)

by using charts and graphs that show data related to IEP goal skills attached to the IEP Goal page (be sure to include an explanation of data displayed in the graphs/charts)

by explaining which objectives/benchmarks have been met for each goal in the comments section of the IEP Goal page next to each objective.

any combination of the above


How to address a goal where no progress has been made If a student has not made progress on an annual goal,

the reason should be clearly explained, along with what is being done to address the lack of progress.

For example, the progress report may say that sufficient time has not passed since the IEP goal was written and that this goal will be addressed in the coming month, or that the current intervention or instructional technique does not seem to be effective, and a new technique or intervention will be attempted during the next progress report time frame (the new technique should be briefly described).


Activity

Documents

Quality Skills Based Assessments→Quality PLAFFP→Quality Goal Development→Quality Progress Monitoring/Taking Effective Data