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					Developing Standards Aligned IEPs
                 February 15, 2011
                   Teri Duckett

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

        Pennsylvania Training and Technical Assistance Network
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.
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.
Learner Objectives

•Utilize student data to determine present academic
•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.

POLL : What are your beliefs?

  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.

                   1) “I agree”
                   2) “I disagree”
   Accessing the General Education                         6

• What is meant by the general education
   • 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.
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

Standards Aligned System

          Interventions                 Assessments


           Materials &                  Curriculum
           Resources                    Framework

Standards Aligned IEPs

              Progress          Standards
             Monitoring          Aligned

        Specially              Present Educational
        Designed               Levels of Academic
       Instruction                Achievement

                     Aligned IEP

   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.

             PA Academic Standard 1.1.B
    Reading 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 clues
 B. Syllabication, root words, prefixes, suffixes,
    dictionary or context clues
 C. Root words, context clues, dictionaries, glossaries
 D. Root words, context clues, word origins and
    reference sources to recognize and understand new
Monitoring of Progress in A Standards        12

          Aligned System

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

         Present Levels of Academic
 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
   “Jessie’s classroom performance is
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

Underline or highlight his needs.

General Observations: David’s PLAA

David’s Present Levels in Reading, Writing and Math:
Are they..
 Connected to standards?
   • strengths, needs, input from teachers on successful SDI
  Data types? interpretations of the data?
  Instructional level information?
16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
    B R I D G E - sample
    Student__________________Grade __4__Subject____________
             David                               Reading
     Summative                                      Strengths                            Needs
     PSSA 2010 -Below Basic                         Learning to Read                     Open Ended Response,
                                                    Independently                        Reading, Analyzing,
                                                                                         Interpreting Literature
                                                                                                                                       Prioritize- ask…
     Benchmark                                      Factual questions, text              Read Critically in Content
     4Sight Nov. 2010 & Jan 2011                    features, titles, subtitles,         Areas, Inferences, figurative                 What
     Item Analysis - Below Basic                    pictures and bold print              language                                      skills are
     DIBELS (Fall)                                  Instructional 3rd grade              At risk-5th Grade 83 ORF,
                                                                                                                                       needed to
                                                    Low risk- 107ORF, 80%acc.            50%acc.                                       close the gap &
     Diagnostic                                     Word identification, word            Reading comprehension                         achieve at or
     Woodcock Reading Mastery Test-Overall          attack skills                                                                      above grade
     Grade Equivalency Score-3.6
     Formative                                                                                                                         Reading Standards
     Report Cards                                   Passing all classes                  English and Social Studies                    1.1.5 Learning to Read
     Teacher Survey                                 Science and Health                   Reading /writing skills                       Independently-C,D,E
                                                    SDI, factual info, text features,
     Class Assignments                              organization                                                                       1.2.5 Reading,
        English                                                                          Assertions about text                         Analyzing and
        Social Studies                              Factual Questions 100% acc.          Inferences/figurative                         Interpreting Text – D,E
        Science                                                                          language 42% acc.
         Health                                                                                                                        1.3.5 Reading,
     Last Year’s IEP                                Specific skill goals met main        Supporting details, cause and                 Analyzing and
                                                    idea, text features, narrative       effect, paraphrasing,                         Interpreting
                                                    elements with 95% acc.               multisyllabic decoding,                       Literature, Fiction and
                                                                                         vocabulary                                    Non Fiction-A,C

     SDI                                            Reciprocal teaching, oral            Begin to fade oral
                                                    summarizing, word study,             summarizing, develop
                                                    preteaching, reteaching,             partner work/procedures
                                                    notetaking concept maps,
                                                    graphic organizers, word
                                     Standards for Success
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.1.3
1.3.5 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
         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
     Standards Aligned Goal Sample
Category 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
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-
                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.
            Interpret Math Language
         Standards 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:

                     SDI for David
• 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 length
• Use of manipulatives to solve equalities
• Graphic representations of word problem types/use of
• Use of rubrics and word banks to guide written/oral
  responses to problems
            SDI and the
Universal 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

           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

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

• PSSA Reading April (parent report over summer)
        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

        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
Supplementary Aids
and Services Toolkit

• Analyzes from a student

• Enhances participation

• Involves a team approach

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

Contact Information

   Teri Duckett
   1-800- 441-3215

                              Commonwealth of Pennsylvania
                                 Tom Corbett, Governor

   Diane Funsten          Pennsylvania Department of Education
                                 Ronald J. Tomalis, Secretary
                            Dr. Carolyn Dumaresq, Deputy Secretary
   1-800-441-3215        Office for Elementary and Secondary Education

                                  John J. Tommasini, Director
                                  Bureau of Special Education

                               Patricia Hozella, Assistant Director
                                  Bureau of Special Education

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