Standards Driven IEPs

1
Standards Driven IEPs

• The slides that follow are an excerpt from
  materials generated by the DOE (J.Phenicie) in
  regard to Writing Annual Goals and Objectives.
  Please utilize this information as you prepare
  your IEPs.
• If you have any questions, please feel free to
  call Mrs. Fussell at 434.799.6400 ext. 298.

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Annual Goal Content

• The learner
• Skill or behavior
• Criteria
• Time reference

3

• Fluffy is a 6th grade student who is identified
  with a learning disability in math. She has
  difficulty solving multi-step practical problems
  involving whole numbers, decimals and fractions
  by using estimation, a skill expected of students
  her age. She can add and subtract with
  regrouping, however classroom assignments
  disclose that without the use of multiplication
  charts, she cannot solve multiplication and
  division problems correctly. Fluffy has received
  resource support in addition to math instruction
  and earned a score of 300 on the 5th grade math
  SOL. Fluffys parents report that homework is
  confusing when different types of problems are
  mixed on the same homework sheet. In September
  2005, Careers for Me II a career assessment for
  elementary students was administered. It
  revealed that Fluffy has an interest in working
  with animals.

4
The PLOP does not address this area as a deficit
that is preventing Fluffy from accessing the
general curriculum. (100)

This is not a goal. It is the ultimate desired
outcome for the Fluffy. It does not communicate
what is preventing her from passing all of
her classes. (99)
This goal statement is part of the sixth grade
curriculum (math 6.3a), not an area of deficit t
hat prevents Fluffy from accessing the general
curriculum. (98)
According to information provided in the PLOP,
this goal targets a skill that is preventing
Fluffy from accessing the general curriculum.
(97)
5

• John is a 9th grader who is identified with a
  specific learning disability (SLD) in the area of
  reading. He repeated 1st grade. At the last
  triennial, OHI was added as a secondary
  disability due to a diagnosis of ADHD. Reading
  difficulties with fluency and comprehension along
  with his tendency to become distracted have
  hindered Johns access to the general education
  curriculum.
• John has not passed the 8th grade literacy test,
  even with accommodations. His recent
  standardized tests (Woodcock Johnson III-May 16,
  2006) reveal that he performs in the low average
  range and has difficulty with fluency and
  comprehension. This is consistent with reported
  difficulty in independent reading comprehension,
  identifying relevant content information for
  studying purposes, and working independently.
  John tends to talk over others and gets angry
  when redirected. John benefits from graphic
  organizers and repeated exposure to information
  (classroom observation and teacher reports
  submitted May, 10, 2006). John stated in an
  interview (April 10, 2006) that he likes to make
  things and wants to take an art class in high
  school. He thinks that being a chef might be a
  fun job. He does not read for pleasure, but uses
  cookbooks to prepare recipes. He is able to use
  the Internet to get information (April 10, 2006).
  Johns parents report that he does not follow
  directions and that he needs repeated reminders
  to complete tasks. During an interview with his
  counselor (May 15, 2006) John completed the
  Reading-Free Vocational Interest Inventory. His
  interests appear to lie in areas of Consumer
  Economics and Skilled Service. During the
  interview John stated that he wants an apartment
  but understands that he will need to live at home
  and save enough money to pay rent and bills. He
  takes care of personal grooming, but frequently
  forgets to take medication on his own.

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Annual Goal for John (Poorly Written) Behavior
(functional skill to access classroom setting)

• John
• will comply with school and classroom conduct
  expectations
  
• 95 of the time, measured and reported by student
  and teachers behavior charts
  
• by June 16, 2006.

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Example Annual Goal for JohnBehavior (functional
skill to access classroom setting)

• John
• will increase appropriate class participation by
  raising his hand and being recognized by the
  teacher before speaking
  
• to at least 2 times daily per class as measured
  by a self-monitoring system during English,
  History, and Science classes
  
• by June 16, 2006.

8
The PLOP does not address this area as a deficit
that is preventing John from accessing the
general curriculum. (98)

This is not a goal. It is the ultimate desired
outcome for John, but it does not communicate
what is preventing John from passing all of his
classes. (96)
According to information provided in the PLOP,
this goal targets a skill that is preventing John
from accessing the general curriculum. (100)

This goal statement is part of the 9th grade
curriculum (reading 9.3 a-b), not an area of
deficit that prevents John from assessing the
general curriculum. (97)
This is a postsecondary goal and needs to be
reviewed at least annually but not measured
annually. (99)

9

Using Aligned SOL

• Aligned Reading SOL ER4 The student will
  demonstrate comprehension of fiction and
  nonfiction.
  
• A) Use pictures to make predictions about
  content.
  
• B) Retell familiar stories, using beginning,
  middle, and end.C) Discuss characters, setting,
  and events.D) Use story language in discussions
  and retellings.E) Identify what an author does
  and what an illustrator does.F) Identify the
  topics of nonfiction selections.

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Example Kelseas Annual Goal Reading

• Learner
• Behavior
• Criteria
• Time reference

• Kelsea
• will demonstrate comprehension of fiction and
  non-fiction by using line drawings/picture
  symbols to make predictions about content
  
• with 90 accuracy
• by May 2006.

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Short -Term Objectives and Benchmarks are

• Required for students being instructed using the
  Aligned Standards of Learning (ASOL) and who will
  participate in the Virginia Alternate Assessment
  Program (VAAP).
• Measurable intermediate steps of the goal.
• A way for teachers, parents, and students to
  understand whether the student is making progress
  toward the goal.