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2013 How to write Standard Based IEP's
Transcript of 2013 How to write Standard Based IEP's
How has your year started?
What support do you need now? What support do you need later in the year?
What do you wish you had?
What are your most valuable resources so far?
Why we are doing this?
Staff Created List of Training Needs at PLC Meeting
Step by Step walk through “how to” write each section of the IEP
How to write a Standards based IEP
How to keep wording consistent throughout district?
How to write present levels of performance?
How can we tie goals to standards and present levels of performance?
How to write SMART goals?
How to write functional goals? How can we find standards at low levels?
7:45-8:30 Misc. Questions
8:30-10:00 Standards Based IEP Work
Page 2 details
Page 3 PLEP: what information to include-tie to goals
Page 4 How to write a goal and what data to use to help write it
Guide~Where can I find examples
10:15-11:30 Standards Based IEP work continued with practice
11:30-12:30 LUNCH :o)
12:30-3:45 Standards Based IEP work with support
Information obtained from:
teachers, parent(s), student, progress reports, evaluations
Information may include:
general strengths, interests, work ethic, academics, study habits, parental support, positive responses to interventions, appropriate behaviors, social skills, and personal characteristics.
If the student is 16 or older
Should also include strengths related to the areas of transition: employment, post secondary training, daily living skills, and community involvement
If parent has no concerns YOU MUST type:
“Parent has no concerns at this time.”
If a parent concern IS requested:
follow-up is REQUIRED and action must be implemented as a function of the IEP
If the IEP team decides NOT to implement such action:
“District’s Decision” document must be completed and submitted to Director of Special Services for consideration prior to sending to parents
Initial or Recent evaluation
Copy and Paste Summary Statement from MDT:
EXAMPLE: The results of the current comprehensive psycho-educational evaluation reveal that STUDENT does indeed meet the verification criteria to qualify for Special Education services as a student with a Specific Learning Disability
as defined by Rule 51 of Nebraska Law
. There was a significant discrepancy between her average IQ and her academic performance in the areas of reading comprehension, math reasoning, and written expression.
For complete evaluation results, refer to current MDT report
Behavior Impedes Learning
IF behavior impedes learning…
Student needs to have a BEHAVIOR GOAL and BEHAVIOR INTERVENTION PLAN
IF behavior DOES NOT impede learning…
Student should NOT have a behavior goal
REFER to GUIDE (pg. 18-19)
state and district
Example MAP Statement:
STUDENT has taken the Measures of Academic Progress Assessment (MAP). MAP is a state-aligned computerized adaptive assessment program that provides information that guides instructional planning. These assessments are aligned with the State of Nebraska’s curriculum content standards in the areas of reading, math and language usage. RIT scores reflect the instructional level at which the STUDENT is currently performing. HE/SHE has performed as follows:
Current RIT RANGE; Norm RIT
(Ex. Winter 2013: 202-208; Norm 218)
Mathematics Goals Performance - Winter 2013
Number Sense LoAvg
Geometry & Measurement Low
Algebraic Concepts LoAvg
Data Analysis & Probability Low
See Attached Individual Student Progress Form for complete evaluation results and performance history (pg 8)
CAN SCAN MAP GRAPHS INTO IEP!
Used to Develop Standard Based Goal
Prioritize needs of the student
are the most appropriate for the student
Think of the students
that will be met through specialized instruction.
DATA DRIVEN & MEASURABLE
Describe what the student
to learn next, as opposed to a list of things the student CAN’T do (gap analysis/scope and sequence)
Include enough detail so that anyone working with the student will know where to start instruction.
“Sally is able to add and subtract two digit numbers without regrouping. She has been introduced to regrouping and multiplying single digit numbers. This needs to continue to be the focus of her instruction and eventually lead to….”
DATA DRIVEN & measurable...
Specific information to describe what impact the student’s disability has on meeting expectations within the general education curriculum.
help teachers understand how critical their implementation of accommodations will be for the student
What critical skills, knowledge or behaviors are needed for success on the state standards
Example: STUDENTS learning disability affects HIS/HER involvement and progress in the general education curriculum because of their difficulties with
(refer to characteristics below).
HE/SHE would benefit from small group instruction to introduce, reinforce, and review skills that are taught in the general education classroom to help HIM/HER be academically successful. Instruction may vary from the general education curriculum in order to teach HIM/HER at HIS/HER instructional level and allow more time on content that is difficult for STUDENT.
Disability characteristics for impact statements :
ADHD: can’t sit still, off task, trouble following multi-step directions, blurts out, fidgety, impulsivity, distractible, avoidance (can’t get started), hyper-focused, generalization, apply to other situations
LD: lacks retention, memorization, focus, tune it out (blank stare), frustration, organization, recall, trouble with abstract concepts (idioms)
Autism: literal interpretations, social cues, sensory, high need for visuals
Do not “Force Fit” ALL IEP Goals and Objectives into Alignment with Academic Standards
Students with moderate and severe disabilities may require therapy and life skills goals that do not have any clear links to state standards.
Develop academic goals by beginning with the academic standards rather than “backmapping” functional goals into grade level standards
(G. Courtade, p.28)
Will do WHAT
(BEHAVIOR-area to improve on)
To what level (trials) or degree %
Under what condition
(CONDITION-probe/prompt given to student)
In what length of time
(STUDENT) will be able to
a grade level writing prompt and an opportunity to take the writing through the writing process,
STUDENT will be able to
write at least five paragraphs with a topic sentence, at least 3 details, and a concluding sentence with correct grammar and conventions
in 3 out of 4 trials.
Objectives & Standards
Break the skill down into discrete components
Objectives must be observable/measurable
Short-term objectives are required only for students using alternative assessments
However, South Sioux City encourages use for ALL students
Standards drive the PLEP which drive the goals and objectives
Standards Based IEP
Standards-based IEPS are IEPs that use content standards as the criteria for developing the students present levels of performance and measurable annual goals
How to write standard based IEP guide
Student IEP at a Glance
IEP technical guide..reference
An outline to follow
Teacher input form
Time to Practice
Practice writing an upcoming Standard Based IEP using the information learned today.
Present Levels of Performance
Information on page 2
Goals are developed based on the needs stated in the present level of academic achievement (PLEP).
Standards drive the Present Level which drives the goals
Look at examples...
By Alissah Albert
Time to Practice working on page 2 areas
Take a little break and
Practice writing a PLEP
Break for lunch
one hour :)
Practice writing a standards based goal using the PLEP from earlier
(refer to drive)