Standards Aligned Individualized Education Programs

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Standards Aligned Individualized Education
Programs
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PaTTANs Mission

• The Pennsylvania Training and Technical
  Assistance Network is an initiative of the
  Pennsylvania Department of Education working in
  partnership with families and local education
  agencies to support programs and services to
  improve student learning and achievement for all
  students.

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Standards Aligned Individualized Education
Programs

• Recognizing that the placement decision is an
  Individualized Education Program (IEP) team
  decision, our goal for each child is to ensure
  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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Accessing the General Education Curriculum
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• 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 students 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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Outcomes

• Recognize the direct relationship between IEP
  development, implementation, and progress
  monitoring to the general education curriculum
  and the connections to Pennsylvania academic
  standards and anchors
• Develop present levels of academic achievement
  that inform goal selection
• Recognize and practice steps for writing goals
  that are aligned to PA standards
• Designate specially designed instruction that is
  clear and effective
• Explore methods to effectively monitor student
  progress
• Recognize importance of providing opportunities
  to demonstrate knowledge and skills by
  incorporating Universal Design for Learning
  principles.
• Generate next steps towards training teachers to
  write effective standards aligned IEP goals

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Advance Organizer

• Standards Aligned System
• Standards, Anchors Curriculum Frameworks
• Using Assessment Data and Present Levels of
  Academic
• Achievement to Develop Standards Aligned IEP
  Goals
• Relationship of Assessment Data and Standards
  Aligned IEP Goals
• to Specially Designed Instruction and
  Progress Monitoring

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Navigating the PowerPoint

• Slides Section
• 1 15 Introduction
• 16 86 Standards Aligned System
• 87 105 Present Levels
• 106 137 Standards Aligned Goals
• 138 155 Specially Designed Instruction
• 156 176 Monitoring of Progress
• 177 187 Resources

Handout Pg. 3
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Traditional or Standards Aligned Classroom?

• Write a T if the statement depicts a
  traditional classroom. Write an S if the
  statement depicts a standards aligned classroom.
• Whole class instruction dominates.
  _____
• Coverage of texts and curriculum drives
  instruction. _____
  
• Assessment is ongoing and used to make
  instruction
• responsive to student need.
  _____
  
• Teacher tests and then moves on in the
  curriculum. _____
• Lesson topic is selected based on standards.
  _____
• Lesson topic is selected based on curriculum and
  text. ____

Handout Pg. 4
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PA Academic Standards

• What students need to know and be able to do
• Required by state regulation as basis for
  curriculum and instruction in PA schools.
• Necessitate assessment, instruction, materials,
  strategies that are best suited to help all
  students achieve.
• Should be reflected in IEPs

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Academic Standards

• What students need to know and be able to do.

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Academic Standards

• Basis for curriculum and instruction in PA
  schools.

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• Standards first...

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Academic Standards

• Necessitate the selection and use of materials,
  methods and tools to enable students to achieve
  them.

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Standards Aligned System

• Powerful tools for educators.

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Standards Aligned System
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Why a Standards Aligned System in PA?
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• To support districts with curriculum, assessment,
  instruction
• To provide professional development
• To promote an ongoing learning community
• To help all students meet and when possible,
  exceed, the PA Academic Standards

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Standards Aligned Education Legal Background
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• Individuals with Disabilities Education Act
  (IDEA) 1997
• Access to and progress in the general education
  curriculum
• No Child Left Behind Act of 2001 (NCLB) / Chapter
  4
• Aligned system of standards and assessments
• Accountability for all students (disaggregated by
  subgroup)
• State and local Adequate Yearly Progress (AYP)
• IDEA 2004/Chapters 14 and 711
• Reinforces NCLB language and accountability

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Standards Aligned Education Research Support
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• 621 studies published reviewed since 1995
• 113 scientifically researched studies
• Meta-analysis Results
• Positive influence on student achievement
• Positive influence on instruction practice and
  choice of scientifically based instruction models
• Higher accountability for progress through data

Snow-Renner, R. Lauer, P. 2005
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National Press Release
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Pennsylvania was the only state to    Reduce
the percentage of students performing at the
lowest achievement ranking Increase the
percentage of students who are at least on grade
level and  Increase the percentage of students
who are at the highest achievement level.   We
are doing great things in Pennsylvania!!
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Standards Aligned System
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Standards Aligned System

• Elements to Ensure Student Achievement
• Clear Standards
• Fair Assessments
• Curriculum Framework
• Instruction
• Materials and Resources
• Interventions

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Getting to Know SAS

• Take out the Standards-Aligned System (SAS) in
  Pennsylvania handout.
• Read the clarifying statements next to each
  element.
• Highlight the key ideas for each element.
• Be prepared to explain each element in your own
  words.

Handout Pgs. 5 6
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Clear Standards

• Clear, high standards that establish what all
  students need to know and be able to accomplish.

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Fair Assessments

• Fair assessments aligned to the standards, which
  provide multiple ways to demonstrate and measure
  progress.

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Curriculum Framework

• A framework specifying Big Ideas, Concepts, and
  Competencies - the most important content in
  each subject area and at each grade level.

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Instruction

• Instruction aligned with standards - involves
  identifying strategies that are best suited to
  help students achieve the expected performance.

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Materials Resources

• Materials that address the standards and are
  flexible enough to meet the needs of diverse
  learners.

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Interventions

• An intervention system or safety net to ensure
  all students meet or exceed standards.

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Universal Design for Learning (UDL)

• UDL removes barriers to learning by anticipating
  needs of ALL students
• Multiple means of representation
• Multiple means of expression
• Multiple means of action and engagement
• Link to UDL slides for more information.

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The Standards - UDL- IEP Connection

• Standards are for all learners
• UDL assumes that students with varying needs
  will be involved in learning, and that the
  curriculum goals, methods, materials, and
  assessments need to address this diversity.
• The IEP articulates those goals, derived from
  assessment, and specially designed instruction
  incorporates flexible, effective means for
  reaching those goals.

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Standards Aligned System
Clear Standards

• Clear, high standards that establish what all
  students need to know and be able to accomplish
• Standard Enhancement Project- Standards per grade
  in Reading/Writing/Speaking/ Listening, Math,
  Social Studies, and Science
• Anchors and Eligible Content

Clear Standards
FairAssessments
Interventions
StudentAchievement
Materials Resources
Curriculum Framework
Instruction
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Standards Aligned Terminology
Terminology Activity

• Refer to handout, Standards Aligned Terminology
• Rate your understanding of the terms
• 1 no understanding
• 2 limited understanding
• 3 thorough understanding
• (The terms and descriptors are in three
  distinct groups.)
• If an item is rated as 2 or 3, find a match with
  a descriptor and place its letter in the given box

Handout Pgs. 7 8
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SAS Standards and Anchors
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• Standards
• Benchmark measures define what students should
  know and be able to do
• Assessment Anchors
• Provide clear examples of skills/knowledge that
  should be learned and will be assessed on state
  tests at specific grade levels

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Some SAS Tools for Writing Standards Aligned IEPs

• Standards
• Assessment Anchors
• Reporting Categories
• Assessment Blueprint/Reporting Clusters
• Performance level descriptors

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1.1.3 Learning to Read Independently

• STANDARD 1.1.3 E.
• Acquire a reading vocabulary by identifying
  and correctly using words (e.g. antonyms,
  synonyms, categories of words). Use a dictionary
  when appropriate.
• ALTERNATE STANDARD 1.1.3 B.2
• Demonstrate an understanding of the meaning
  of objects by showing how they are used
• Link to Alternate Standards
• http//www.pde.state.pa.us/special_edu/cwp/view.as
  p?a3Q118282pp12n1

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• Can you explain what the numbers and letters
  (coding) mean for the reading standard and anchor
  below?
• 1.3.5. GRADE 5
• ___________________________
• R5.B.1.1
• ___________________________

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Reporting Categories- Reading
Reporting Category Standard(s)
A. Comprehension and Reading Skills 1.1 Learning to read independently 1.2Reading critically in all content areas
B. Interpretation and Analysis of Fiction and Nonfiction Text 1.1 Learning to read independently. 1.2 Reading critically in all content areas 1.3 Reading, analyzing, and interpreting literature
PSSA scores will be reported for these
categories.
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Assessment Anchor Coding
R3.A.1.1
Descriptor
Reading
Assessment Anchor
Grade Level
Reporting Category
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Standard
Anchor
R5.B Interpretation and Analysis of Literature
ASSESSMENT ANCHOR R5.B.1 Describe and interpret
literary elements within and among texts.
Standard 1.3. Reading, Analyzing and
Interpreting Literature 1.3.5. GRADE 5  A. Read
and understand works of literature.  B. Compare
the use of literary elements within and among
texts including characters, setting, plot, theme
and point of view
R5.B.1.1 Compare characters, settings and plots Reference 1.3.5.B R5.B.1.1.1 Items may ask the students to compare or explain relationships among the following Characters main, supporting, actions, motives and emotions/feelings Settings where or when the story takes place, a detail that describes the setting, or information form the text that suggests a setting Plots conflict, rising action, climax and resolution. Note Items may ask students to utilize story maps or Venn diagrams to show sequence, cause effect, and/or comparison/contrast.
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Pennsylvania Department of Education
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Reporting Categories-Math
Reporting Category Standard(s)
A. Numbers and Operations 2.1 Numbers, number systems, and number relationships 2.2 Computation and estimation
B. Measurement 2.3 Measurement and estimation
C. Geometry 2.9 Geometry 2.10 Trigonometry
D. Algebraic Concepts 2.8 Algebra and functions
E. Data Analysis and Probability 2.6 Statistics and data analysis 2.7 Probability and predictions
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Standard
Anchor

• Standard 2.1. Numbers, Number Systems and
  Number Relationships
• 2.1.8. GRADE 8
•  A. Represent and use numbers in equivalent forms
  (e.g., integers, fractions, decimals, percents,
  exponents, scientific notation, square roots).
•  B. Simplify numerical expressions involving
  exponents, scientific notation and using order of
  operations.
•  

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Pennsylvania Department of Education
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PA Academic Standard 1.1.CRead Independently-
Phonics

• Read the grade level standards below.
  Determine which grade matches each description.
• Grade
• Root words, prefixes, suffixes, syllabication,
  picture and context clues
• Syllabication prefixes, suffixes, dictionary or
  context clues
• Root words context clues, glossaries
• Root words and words from literary works to
  recognize and understand new words

Handout Pgs. 9-11
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PDE/Grade Level Performance Level Descriptors
http//www.pde.state.pa.us
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Standards Aligned System

Clear Standards
FairAssessments
Interventions
StudentAchievement
Materials Resources
Curriculum Framework
Instruction
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Standards Aligned System
Clear Standards
FairAssessments
Interventions
StudentAchievement
Materials Resources
Curriculum Framework
Instruction
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Standards Aligned System
Fair Assessments
Fair assessments aligned to the standards,
anchors and curriculum frameworks big ideas
Clear Standards
FairAssessments
Interventions
StudentAchievement

• Four Types
• Summative
• Formative
• Benchmark
• Diagnostic

Materials Resources
Curriculum Framework
Instruction
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Summative Assessments

• Show progress at the end of a defined period of
  instruction
• Provide clear data on the students
  accomplishments at key points in his or her
  academic career
• Includes high-stakes assessments

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PSSA (Summative)

• Interpretation of information
• On the writing PSSA, Jens performance level is
  proficient she scored higher on the persuasive
  essay than on the narrative essay

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Summative Assessments

• Interpretation of information
• On the writing PSSA, Jens performance level is
  proficient she scored higher on the persuasive
  essay than on the narrative essay

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PVAAS Student Projection Report
This student also has an IEP, is Economically
Disadvantaged, and receives Title I services. She
has a 39 probability of being proficient or
higher on a future Reading PSSA, and a 58
probability of being proficient or higher on a
future Math PSSA.
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Formative Assessments
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• Classroom based
• Can consist of
• formal instruments
• informal observations
• Results should be used to shape teaching and
  learning
• adapt instructional practices
• meet individual student needs
• provide individual students corrective feedback
• "reach" set goals and targets

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Idioms (Formative)
Ask 6 times and tally of times can identify the
correct picture 9/9 111 9/10 11 9/11 1111
Interpretation of information Given auditory
and visual cues (including print and graphic) of
common idioms, Ken is able to demonstrate
comprehension by choosing the correct picture on
average of 3 out of 6 times
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Formative Assessments

• formal instruments
• curriculum-based measures
• observations using checklists, graphic
  organizers
• warm-up/review checks/ticket out the door checks
• questioning strategies, including checks for
  understanding - CFUs
• analysis of student performance based on set
  rubrics, including homework, worksheets,
• tests based on text and lectures,
• notebook checks, including specific criteria

DVD
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Formative Assessments

• performance in group projects
• oral reporting, verbal responses
• online products (online posts, blog wiki entries)
• presentations, videos, podcasts
• participation in class discussion groups
• active engagement check-ins, including response
  cards, white boards, think-pair-share, popsicle
  sticks random selection, thumbs up/down,
  red/greenstop go cards
• role plays/skits, human timelines

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Formative or Summative?

• Think of a Big Test from your own or your
  students experience.
• Pair with a neighbor, and discuss
• What test?
• How did you prepare?
• How did you do?
• What was the score used for?
• Which kind of test was it, really?
• Share with another group.

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Diagnostic Assessments
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• Identify, prior to instruction, each student's
  strengths, weaknesses, knowledge, and skills
• Permit the instructor to provide remediation and
  adjust instruction to meet each pupil's
  uniqueneeds
• Examples DRAs, Running Records, GRADE,GMADE,
  Key Math 3

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Phonological Processing(Diagnostic)
Interpretation of information Results of a
diagnostic test on phonological processing
indicate that Sherry is below average for her age
and needs to improve the skill of rapid naming
Average performance is this line. Sherrys scores
cluster below.
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Benchmark Assessments
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• Designed to provide feedback to both the teacher
  and the student about how the student is
  progressing towards demonstrating proficiency on
  grade level standards.

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Benchmark Assessments
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• Measure the degree to which students have
  mastered a given concept
• Measure concepts, skills, and/or applications
• Are reported by referencing the standards, not
  other students performance
• Serve as a test to which teachers want to teach
• Measure performance regularly, not only at a
  single moment in time
• Examples 4Sight, DIBELS, Riverside Assess2Know

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DIBELS Benchmark and Progress Monitoring
Individual Student Data (Benchmark)
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Interpretation of Information 3rd grade March
Benchmark 40 wcpm (expected level of 110 wcpm)
4th grade September Benchmark 40 wcpm
March Benchmark 55 wcpm exceeded her goal of
53.5 wcpm. Alice continues to be significantly
below grade level in oral reading fluency
(expected level is140 WCPM).
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4Sight Benchmark (Benchmark ex.)
Interpretation of information Mac scored below
basic on his last two 4Sight assessments. His
strengths are in Data Analysis and Geometry. He
needs to improve skills in Measurement, Algebra,
Numbers Operations
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Monitoring of Progress in A Standards Aligned
System
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• Includes a variety of assessment
  methods/techniques, using all four types of
  assessment
• Summative
• Formative
• Diagnostic
• Benchmark

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Monitoring of Progress in A Standards Aligned
System

• Purpose is to determine progress in the general
  education curriculum.
• Reflects progress toward mastery of subject
  matter content.

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Examples of Monitoring of Progress in A
Standards Aligned System
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• midterms, finals, skills tests, short term/long
  term
• benchmark assessments across grades
• portfolios, projects, tests, quizzes, homework
• class participation, observation
• standards/anchors mastery checklists
• PSSA results

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Examples of Monitoring of Progress in A
Standards Aligned System
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• pre and post assessments
• reading and math series unit and theme tests
• writing samples
• declarative and procedural knowledge strategy
  mastery (e.g. projects)
• understanding and comprehension checks

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Monitoring of Progress in A Standards Aligned
System
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• 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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My Schools Assessments
Grade/Age Level Summative Benchmark Formative Diagnostic
Presently using
May add
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Standards Aligned System
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Curriculum Framework

• Go to SAS website.

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www.pde.state.pa.us/sas
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Education Hub
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Math Processes 6-8
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Big Ideas Math 7
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Concepts Math 7
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Competencies Math 7
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Essential Questions Math 7
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Exploring SASThink- Pair- Share
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• The curriculum framework consists of the Big
  Ideas, Concepts and Competencies, Essential
  Questions, Vocabulary and Exemplars.
• How will the Curriculum Framework impact
  teachers classroom practices?
• How will the Curriculum Framework impact student
  learning?
• www.pde.state.pa.us/sas

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PSSA Modified (PSSA-M)

• A standards aligned IEP is required for students
  with disabilities who qualify for the PSSA-M.

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SAS- IEP connection
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Standards Aligned IEPs in a Standards Aligned
System

• Standards Aligned Assessment
• Present levels of Academic Achievement
• Standards Aligned IEP goals
• Specially Designed Instruction
• Progress Monitoring

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Standards Aligned SystemStandards-Aligned IEPs
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Present Levels of Academic Achievement

• Provide a summary of baseline academic
  achievement data/assessment data indicating what
  the student is currently able to do and a
  description of how the disability effects
  students progress in the general education
  curriculum
• include at least 3 of the 4 types of
  assessment

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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

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Present Levels of Academic Achievement and
Functional Performance

• It is impossible to write clear and measurable
  goals if you dont have clear and measurable
  present levels of academic achievement and
  functional performance.

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Present Levels Include

• Present levels of academic achievement
• Present levels of functional performance
• Present levels related to current postsecondary
  transition goals (if a student is 14, or younger
  if determined by the IEP team)
• Strengths/skills
• Parental input and concerns
• How students disability affects involvement and
  progress in the general education curriculum and
  his/her needs

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Present Levels Must

• Be data driven (measurable and observable)
• Provide a starting point (baseline) for
  development of measurable annual goals
• Reference gaps in instructional level vs. grade
  level standards/expectations
• Reference post-school transition goals
• Include relevant, useful and understandable
  information

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Present Levels Must

• Incorporate information from all team members
• Describe effect of disability on performance
• Identify strengths and prioritize needs
• Guide development of other areas of the IEP

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Example

• Jessies 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.

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Present Levels Sample Data Sample Items

• Pennsylvania System of School Assessment (PSSA)
• Pennsylvania Value-Added Assessment System
  (PVAAS)
• 4Sight
• Dynamic Indicators of Basic Early Literacy Skills
  (DIBELS)
• Group Mathematics Assesment and Diagnostic
  Evaluation (G-MADE)
• Group Reading Assessment and Diagnostic
  Evaluation (GRADE)
• WIDA (ESL Assessment)

• Student work samples
• Career inventories
• Grades (report card)
• Curriculum-Based Assessment (CBA)
• Specific skills assessment
• Progress monitoring in content areas related to
  reading, mathematics, writing
• Previous years IEP
• W-APT (ESL Assessment)

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Present Levels Data Functional/Other

• Occupational Therapy
• Physical Therapy
• Vision Support
• Support Students who are Deaf or Hard of
  Hearing

• Behavior
• Attendance
• Tardy
• Speech / Language

Note The above data is critical information for
many students however, todays focus is on
aligning IEPs to academic standards.
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Your perspective

• What might a students PLAA look like if all
  assessments and data were based on instructional
  level?
• What might a students PLAA look like if all
  assessments and data were based on grade level?
• How can we encourage teachers to include all four
  types of assessment data?

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Meet David

• Completing his 7th grade year ( 12 years old)
• IEP Written for 8th grade year
• Review handout, Davids Present Levels of
  Academic Achievement
• Underline or highlight his needs.

Handout Pg. 12
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General Observations Davids PLAA

• Davids Present Levels in Reading, Writing and
  Math Are they..
• Connectied to standards?
• Descriptive?
• strengths, needs, input from teachers
• Data types? interpretations of the data?
• Summative
• Formative
• Diagnostic
• Benchmark
• Instructional level information?
• grade level information?

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General Observations Davids PLAA

• Davids Present Levels in Reading, Writing and
  Math
• There are connections to standards
• They are descriptive
• strengths, needs, input from teachers
• They discuss data and provide interpretations of
  the data
• Summative
• Formative
• Diagnostic
• Benchmark
• Both instructional and grade level information
  is noted

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Access to General EducationBRIDGE

• Where they need to be

SDI

• Where they are

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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

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B R I D G E - sampleStudent__________________Grad
e ____Subject____________
David
Reading
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Summative PSSA 2007 District KTEA Feb 2007 Strengths Needs Below Basic 65 in reading skills
Benchmark 4Sight Nov Jan 2008 Item Analysis DiBELS Factual Questions, Text features, titles, subtitles, pictures and bold print Instructional 5th grade 125 WCPM 97acc. Below Basic Read Critically in Content Areas Inferences, figurative language 8th Grade 92 WCPM 46 acc.
Diagnostic-Not given this year
Formative Report Cards Teacher Survey Class Assignments English Social Studies Science Health Passing all classes Science and Health SDI, factual info, Text features, organization Factual Questions 100 acc. English and Social Studies Reading /writing skills Assertions about text Inferences/figurative language 42 acc.
Last Years 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 All from left. Begin to fade oral summarizing, develop partner work/procedures
Prioritize- ask What skills are needed to close
the gap achieve at or above grade level?
Reading Standards 1.1 Learning to Read
Independently C,E, F, G 1.2 Read Critically in
all Content Areas A B 1.3 Reading, Analyzing
and Interpreting Literature B, C, E
Standards for Success
1.1.8 F Understand the meaning of and apply key
vocabulary across various subject areas. 1.1.8G
Demonstrate after reading understanding and
interpretation of both fiction and non fiction
text, including public documents. 1.2.8A Read
and understand essential content of information
texts and documents in all academic areas.
(inferences) Anchor R8A1.3 1.3.8 E Analyze drama
to determine the reasons for a characters actions
taking into account the situation and basic
motivation of the character.
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PLAA on the IEP you wrote

• Read the PLAA on the IEP you wrote
• Highlight the measurable data written
• How many different types of assessment do you see
  referenced?
• Check all that apply from the list below
• There are connections to standards
• They are descriptive (strengths, needs, input
  from teachers)
• They discuss data and provide interpretations of
  the data
• Summative
• Formative
• Diagnostic
• Benchmark
• Both instructional and grade level information is
  noted

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Standards Aligned IEPs
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STANDARDS ALIGNED IEP GOALS

• Are derived from the PA Academic Standards
• Use language from Standards (including Concepts
  and/or Competencies from the Standards Aligned
  System) or Assessment Anchor Content Standards
• Are required by law for students who take the
  PSSA-Modified

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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

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Measurable Annual Goals at a Glance Measurable Annual Goals at a Glance Measurable Annual Goals at a Glance Measurable Annual Goals at a Glance Measurable Annual Goals at a Glance Measurable Annual Goals at a Glance
Condition Name Clearly Defined Behavior Performance Criteria Performance Criteria Performance Criteria
Describe the situation in which the student will perform the behavior. Materials, settings, accommodations? Given visual cues During lectures in math Given active response checks Describe behavior in measurable, observable terms. Use action verbs. What will she/he actually DO? Locate Point to Rank State Academic Standards, Big Ideas, Competencies from the Standards Aligned System provide the content for goals. The level the student must demonstrate for mastery How well? of the time times/ times With the or accuracy X or better on a rubric or checklist Number of times needed to demonstrate mastery How consistently? How consistently will the student need to perform the skill(s) before considered mastered? Evaluation Schedule How often? How often will the student be assessed? What will be the method of evaluation?
Students Name
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Measurable Annual Goals at a Glance Measurable Annual Goals at a Glance Measurable Annual Goals at a Glance Measurable Annual Goals at a Glance Measurable Annual Goals at a Glance Measurable Annual Goals at a Glance
Condition Name Clearly Defined Behavior Performance Criteria Performance Criteria Performance Criteria
Describe the situation (materials, settings, accommodations) in/with which the student will perform the behavior. Describe behavior (what will she/he actually DO) in measurable, observable terms using stems from standards. The level (how well?) the student must demonstrate for mastery Number of times needed to demonstrate mastery. Evaluation Schedule (how often) and method, (measured how)
Given, he she will do this, this well, this many days/times, as measured this often using this.
Students Name
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Measurable Annual Goals at a Glance Measurable Annual Goals at a Glance Measurable Annual Goals at a Glance Measurable Annual Goals at a Glance Measurable Annual Goals at a Glance Measurable Annual Goals at a Glance
Condition Name Clearly Defined Behavior Performance Criteria Performance Criteria Performance Criteria
Given, he/she will do this , this well, this many days/times, as measured this often using
Handout Pg. 14
112
The 4 Components of an IEP Goal

• Condition
• Name
• Behavior
• Criteria

113
Measurable Annual Goals

• Given,
• the student
• will do this ,
• this well
• this many days/times,
• as measured this often using

114
Prioritizing Needs for David

• KEY QUESTIONS TO ASK
• What prerequisite skills/knowledge does David
  need to close the gap between his present levels
  of academic achievement and the grade-level
  standards?

Handout Pgs. 12 13
115
What are Davids Reading Needs?

• Questions requiring inferences (Reading
  Standard1.2.8A3) are accurate on average of 42
  from classroom work samples.
• David needs to be able to make and support, with
  evidence, assertions about texts (Reading
  Standard 1.1.8G1).

Handout Pgs. 12 13
116
Inference - Standards Aligned Goal Sample

• Category 1.2 Reading Critically in All Content
  Areas
• Standard 1.2.8A Read and understand essential
  content of informational texts and documents in
  all academic areas Draw inferences based on a
  variety of information sources.
• Anchor R8.A.1.3 Make inferences, draw
  conclusions, and make generalizations based on
  text.
• 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.

117
Standard 1.2.8A 3 - Inference Sample
Read the Rule Statement. Next read the Passage
and Inference Question. Mark the words that will
help you answer the question. Record your answer.
Rule Statement Passage and Inference Question
1. The more weight you lift, the bigger your muscles get. 1. Davids and Dawns muscles were the same size in January. Now Davids muscles are smaller than Dawns muscles. Who lifted more weight?
2. The faster you run, the more energy you use. 2. On Tuesday Cindy ran 3 miles in 15 minutes. On Wednesday she ran 3 miles in 13 minutes. On which day did she use more energy?

118
What are Davids Writing Needs?

• When writing and editing, David needs to use
  appropriate conventions including correct
  grammar, capitalization, spelling, punctuation,
  and sentence formation, and score a minimum of 56
  on the Correct Word Sequence Grade 8 assessment
  (Writing 1.5.5, 1.5.8).

Handout Pgs. 12 13
119
Writing Conventions Standards Aligned Goal Sample

• Category 1.5 Quality of Writing (conventions)
• Standard 1.5.8F 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 56
  on the Correct Word Sequence Grade 8 assessment,
  for three out of four prompts.

120
For example. . .
Because the period is considered essential
punctuation, it is joined with the words before
and after it to make 2 correct writing sequences.
Since the first word is correct, it is marked as
a correct writing sequence.
It was dark . Nobody could seen the
trees of the forrest.
Grammatical or syntactical errors are not correct.
Misspelled words are not counted.
121
CWS Probe and Data SampleA spaceship landed
in my backyard! I

• I was outside when a spasce ship
  5
• landed. I jumped so hight of the
  swing 6
• I hit my head on the bar. Out of
  the 10
• space ship came a puppy dog he
  6
• looked around and, said Where am I. 5
• 32
• Correct Word Sequence looks at the units of
  writing and their relationship to one another

122
What are Davids Math Needs?

• Difficulty in mathematical written problem
  solving and needs to verify and interpret, using
  precise mathematical language (Math Standard
  2.5.8B).
• Needs to describe and generalize patterns
  including linear, exponential and simple
  quadratic relationships (Math Standard 2.8.8B).

Handout Pgs. 12 13
123
Interpret Math LanguageStandard Aligned Goal
Sample

• Category 2.5 Mathematical Problem Solving and
  Communication
• Standard 2.5.8.B Verify and interpret results
  using precise mathematical language, notation and
  representations, including numerical tables and
  equations, simple algebraic equations and
  formulas, charts graphs and diagrams.
• Goal David will verify and interpret results
  (state and/or write), using precise mathematical
  language, notation and representations, including
  numerical tables and equations, simple algebraic
  equations and formulas, charts, graphs and
  diagrams, 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.

124
Math Probe SampleThe histogram below shows the
ages of the people attending a sporting event.

• Estimate the mean age of the people attending
  this sports event.
• Describe the distribution of these ages.
• What type of sports event might this be? Explain
  your reasoning.

80
70
60
50
40
30
20
10
0
0 10 20 30 40 50 60 70 80
Frequency
Age in Years
125
Describe and Generalize Patterns Standards
Aligned Goal Sample

• Category 2.8 Algebra and Functions
• Standard 2.8.8 B Discover, describe and
  generalize patterns, including linear,
  exponential and simple quadratic relationships.
• Goal Given pre-teaching and re-teaching of
  mathematical vocabulary and graphic organizers,
  David will describe and generalize patterns,
  including linear, exponential and simple
  quadratic relationships, by increasing to 90
  accuracy using probes every two weeks.

126
Steps for writing a standards-aligned IEP goal
(see handout)
127
1.1.3 Learning to Read Independently (elem. ex.)
Lets create an IEP goal

• 1.1.3 E. Acquire a reading vocabulary by
  identifying and correctly using words (e.g.
  antonyms, synonyms, categories of words). Use a
  dictionary when appropriate.
• - Condition/Name given student friendly
  definitions and a
• Word Map, Tate will
• - Stem/Action identify and correctly use
  antonyms, synonyms, and categories of words
• - Criteria score a minimum of 4 on a 5-point
  Vocabulary Retell Rubric on weekly vocabulary
  probes
• See Word Maps
• Stem Language taken from the standard, anchor,
  Curriculum Framework

Handout Pg. 15
128
1.3.11 Reading, Analyzing and Interpreting
Literature (elem. ex.)
Lets create an IEP goal

• 1.3.11 E. Analyze how a scriptwriters use of
  words creates tone and mood, and how choice of
  words advances the theme or purpose of the work.
• Condition/Name using graphic organizers, and
  highlighters, Tate will
• Stem/Action analyze a script by identifying
  words and/or phrases that create tone and mood
  and advance the theme or purpose of the work
• Criteria and highlight 90 of the words and/or
  phrases on a minimum of 5 consecutive
  opportunities.

129
1.4. Types of Writing
Lets create an IEP goal

• 1.4.3. C. Write an opinion and support it
  with facts.

• Condition/Name_________________________________
• Stem/Action ___________________________________
• Criteria ________________________________________

Handout Pg. 16
130
Summary SAS IEP Goals

• PA measurable goal statements include
• Condition
• Student name
• Behavior
• Criteria

• Standards Aligned Steps
• Prioritize student needs
• Locate the standard (stem) that correlates with
  academic need
• Add the skill
• Complete performance criteria and evaluation
  schedule

131
Goals on the IEP you wrote

• Read the goals on the IEP you wrote.
• Highlight the following
• What you want the student to do
  (action/performance) in GREEN
• Using what under what conditions in YELLOW
• The performance criteria information in BLUE
• The student name N/A for confidentiality
  purposes
• Use PINK to highlight the standard or anchor
  information that is written.

132
How well were the goals written?

• A I want to send them to PDE!
• B The goals include information from the
  standards most of the time.
• C Im moving in the right direction!
• D The goals are vague - not measurable enough.
• F I want to shred this and start over!

133
A COUPLE MORE EXAMPLES BEFORE WE MOVE FORWARD
134
Additional Examples of Math Goals

• Using a part of a standard
• Standard (5th grade)
• Apply place-value concepts to order and compare
  decimals and to express whole numbers and
  decimals in expanded notation

135
Example Goal Using Part of a Standard

• Condition When provided with problems
  involving decimals
• Name/Stem/Action Tate will correctly order and
  compare sets of decimals
• Criteria with 90 accuracy on 4 of 5 attempts
  from weekly assessments
• Related sample SDI
• Use of appropriate manipulatives for initial
  instruction
• Use of graph paper to support place value
  alignment
• Use of a calculator/Instruction on the use of the
  calculator related to performing operations with
  decimals

136
Additional Examples of Math Goals

• Using SAS Curriculum Framework
• Competency(4th grade)
• Apply increasingly sophisticated strategies to
  solve multiplication and division problems that
  include, and go beyond, basic facts and one-digit
  multiplier problems, using properties of addition
  and multiplication. Select and apply appropriate
  strategies to estimate and/or solve a variety of
  problems, including problems involving addition
  and subtraction of decimals and of fractions with
  like denominators

137
Example Goal Using SAS Curriculum Framework

• Condition/Name When provided with in- and
  out-of-class assignments and assessments, Tate
  will
• Stem/Action correctly solve problems requiring
  the multiplication of two-digit numbers (and
  beyond)
• Criteria with 90 accuracy on 6 consecutive
  trials from assignments and assessments collected
  weekly
• Related sample SDI
• Instruction on alternative algorithms
• Pre-teaching of alternative algorithms using
  manipulatives
• Computer-based or web-based instruction/practice
  designed to increase basic fact fluency
  (multiplication and division)

138
Standards Aligned SystemStandards-Aligned IEPs
138
139
Program Modifications and Specially Designed
Instruction
139

• Standards and Anchors
• The WHAT of education for all students
• Specially Designed Instruction
• The HOW of education for students with
  disabilities

140
Program Modifications and Specially Designed
Instruction
140

• SDI is based on identified student needs.
• SDI connects to the goal, which comes from needs
  identified in present levels, which comes from
  assessment.

141
The What of SDI
141

• May involve any aspect of the students
  instruction, including materials, techniques,
  assessments, and activities.
• May proceed to modifications of content, but only
  after modifying the instruction.
• Must consider the regular education curriculum
  first, then modifications to the regular
  education curriculum, and only then can specially
  designed instruction involve a special course.

142
Where is SDI Implemented?
142

• Anywhere inside or outside the school, as
  stipulated in the IEP.
• Implemented in any classroom.
• Implemented by all teachers, although a special
  education teacher directs it.

143
SDI Focus of Interventions
143

• Whole Class
• Small Group
• Individual

144
SDI for Assessment and Instruction

• Assessment accommodations on IEP should be those
  used routinely by the student.
• For PSSA and PSSA-M, see Accommodations
  Guidelines
• Directions for all assignments and assessments
  may be read aloud or clarified.
• Additional spacing provided for writing on
  worksheets and assessments.
• Use of word processor for tasks requiring
  written responses more than 2 sentences in
  length. Spell checker/grammar disabled for
  writing assessments.
• Use of highlighter, graphic organizers for
  reading assignments in all classes.
• Allow highlighting, marking answers on the
  actual test form.

144
145
UDL as SDI Multiple Means of Representation

• Physical objects and spatial models to convey
  perspective or interaction
• Key concepts presented in illustrations or
  diagrams
• Provision of content area textbooks or literature
  selections in audio/digital format.
• Embed support for vocabulary and symbols within
  the text
• Text equivalents in the form of captions or
  automated speech-to-text
• Highlight or emphasize key elements in text,
  graphics, diagrams, formulas

Handout Pgs. 17 18
145
146
UDL as SDI Multiple Means of Expression

• Provide alternatives for physically responding or
  indicating selections among alternatives
• Provide alternatives writing tools (word
  processing, word prediction, text-to-speech
  spellcheck, grammar check)
• Composing in multiple media text, speech
  drawing, illustration, physical manipulatives,
  film or video, multimedia (Web designs,, comic
  strips) music, visual art, sculpture
• Provide differentiated models, mentors,
  scaffolds, feedback
• Templates that guide self-reflection on quality
  and completeness
• Differentiated models of self-assessment
  strategies

Handout Pgs. 17 18
147
UDL as SDI Multiple Means of Action/Engagement

• Vary the level of novelty or risk. sensory
  stimulation social demands required for learning
  or performance
• Provide tasks that allow for active
  participation, exploration and experimentation
• Persistent display, concrete or symbolic, of goal
  
• Division of long-term goals into short-term
  objectives
• Use of hand-held or computer-based scheduling
  tools with reminders
• Prompts or scaffolds for visualizing desired
  outcome

Handout Pgs. 17 18
148
SDI Instruction in Math
148

• Consistent use of structured study guides for
  completion of various problem types
• Provide models of completed problem samples to
  assist in homework completion
• Strategic assignment of homework problems to
  provide practice in targeted math concept
  minimized mixed problems
• Instruction in the use of alternative
  algorithm(s)
• Use of manipulatives during initial concept
  instruction and practice

149
Non-examples

• Small group instruction listed without any
  clarifiers.
• One-on-one instruction listed without any
  clarifiers.
• Materials as Appropriate needs clarification.
• Student responsible SDI is the responsibility
  of regular and special education teachers to
  implement.
• Paraeducator will assist with computer program
  is too general just what will the assistant do?
• Preferential seating is too general where and
  why is it necessary?
• Score no less than a C specially designed
  instruction should state what the student needs
  and is expected to do.
• Paraeducator as scribe/reader for all
  reading/writing tasks.

149
150
SDI Considerations - IEPs

• Does the SDI item relate directly to assessment
  information on the student?
• Can another adult read the SDI item and have a
  reasonable idea of what to do with the student?
• Does the SDI item include brand names?
• Does the SDI item define who is going to
  implement it, and how often a day or week it will
  be implemented?
• Is it possible to measure the effectiveness of
  the SDI item?
• Is As needed or Requested by student used?

151
Small Group Work
151

• Form groups of 3-5 people
• Develop at least 3 SDI for David
• Remember to refer to Davids Present Levels and
  SA Goals
• Use the UDL Checklist when creating the SDI
• Be prepared to share one with whole group

Handout Pgs. 12 13
152
Additional questions for your group

• Which SDI support Davids reading goals?
• Which SDI support Davids math goals?
• Are there SDI that support both?
• What SDI support Davids achievement in content
  areas (e.g. Social Studies, Science)
• Link to Content Area activity

153
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 length
• Math
• Use of graphic organizers (partially completed
  initially, then fade)
• Graphic representations of word problem types/use
  of templates
• Use of rubrics to guide written responses to
  problems
• Pre teaching related to describing and
  generalizing patterns

154
SDI on the IEP you wrote
154

• Read the SDI on the IEP you wrote and reflect on
  the items state below
• Does the SDI item relate directly to assessment
  information on the student?
• Can another adult read the SDI item and have a
  reasonable idea of what to do with the student?
• Does the SDI item include brand names? (there
  should be no mention of brand name approached in
  the IEP)
• Does the SDI item define who is going to
  implement it, and how often a day or week will it
  be implemented?
• Is the SDI specific enough?
• Is it possible to measure the effectiveness of
  the SDI item?
• Is As Needed or Request by student used?
  (The school must delineate according to specific
  student needs)

155
Your perspective

• Are we able to measure the effectiveness of a
  students SDI? How?

156
Standards Aligned SystemStandards Aligned IEPs
157
Progress Monitoring in A Standards Aligned System

• Purpose determine progress in the general
  education curriculum
• Progress in the general education curriculum is
  determined according to progress in mastery of
  subject matter content

158
Progress Monitoring in A Standards Aligned System

• Includes effective standards aligned teaching
• midterms, finals, skills tests
• benchmark assessments across grades
• portfolios, projects, tests, quizzes, homework
• class participation, observation
• Standards/anchors mastery checklists

159
Describe Progress on IEP

• HOW the childs progress toward meeting the
  standard goal will be measured
• WHEN periodic reports on progress will be
  provided to parents
• The criteria in special education is that the
  student make progress in the general education
  curriculum.

160
Measuring Progress

• There are many effective ways to measure progress
  on the goals and progress in the general
  education curriculum.
• There is no specific procedure in the rules.
• Taking instructional data often and modifying
  instruction based on data are key.

161
Applying Progress Monitoring - David

• Read the following list. Write one example of
  what could be collected to monitor and measure
  Davids progress for reading, writing, or math.
• Summative ______________________________
• Formative _______________________________
• Diagnostic ______________________________
• Benchmark ______________________________

Handout Pgs. 12 13
162
Examples of Davids Progress Monitoring

• Summative
• PSSA, District Achievement Test
• Formative
• Checklists, rubrics, probes, work samples
• Diagnostic
• Gray Oral Reading Test, Test of Written Language,
  Key Math3
• Benchmark
• 4Sight Benchmark in Reading/Math, words correct
  per minute in reading, correct word sequence in
  writing, digits correct in math.

163
Sample of Davids 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 April
• PSSA Reading April (parent report over summer)

164
Reading IEP Format
Nov. Jan, Apr June
Nov. Jan, Apr June
Nov. Jan, Apr June
165
Graph on Inference Progress
166
Teacher Data Keeping
167
Sample of Davids 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 April
• PSSA Reading April (parent report over summer)

168
Davids Year at a Glance in Math Language
169
Sample of Davids 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

170
Correct Word Sequence - Graph
9/1 9/14 10/1 10/14 11/2 11/16

171
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173
TRAIT RUBRIC - STYLE Score
4 Dynamic robust vocabulary Variety of words Notable wide range of a variety of sentence structure