Standards-Based Individualized
Education Programs (IEPs)
The Overview and How to Write Them
2014-2015
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FYI
Note from MDE
This event is being funded with State and/or
Federal funds and is being provided for employees
of school districts, employees of the Mississippi
Department of Education and Department
contractors. Miss. Const. Art. 4, Section 66
prohibits governing authorities from making
donations. According to the Mississippi Attorney
General, once the Federal funds are turned over to
the State, the rules for the expenditure of State
funds apply. Based on Mississippi law, this event is
not being provided for third party vendors or
external providers.
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Ice Breaker
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
SB-IEP
NCLB
IDEA
PLAAFP
TA
MAAESF
FBA
ROI
PAG
STIOs/B
ESEA
S/L
SLD
PAG
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“Name that Acronym”
15. SCD
16. CCSS
17. DLM-EE
18. ACT
19. SATP3
20. MCT3
21. AT
22. BIP
23. ESY
24. LRE
25. MKAS2
26. MST2
27. PARCC
28. MOM
3
Ice Breaker
Answers…
1.
2.
3.
4.
SB-IEP (Standards-Based IEP)
NCLB (No Child Left Behind)
IDEA (Individuals with Disabilities Act)
PLAAFP (Present Level of Academic
5.
6.
TA (Transition Activity)
MAAESF (Mississippi Alternate Assessment
7.
8.
9.
10.
FBA (Functional Behavior Assessment)
ROI (Rate of Improvement)
PAG (Progress on Annual Goal)
STIOs/B (Short-Term Instructional
Achievement and Functional Performance)
of Extended Science Framework)
Objectives/Benchmarks (STIO/B)
11. ESEA (Elementary and Secondary Education
Act)
12. S/L (Speech/Language)
13. SLD (Specific Learning Disability)
14. PAG (Progress on Annual Goal)
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“Name that Acronym”
15.
16.
17.
SCD (Significant Cognitive Disability)
CCSS (Common Core State Standards)
DLM-EE (Dynamic Learning Maps- Essential
Elements)
18.
19.
20.
21.
22.
23.
24.
25.
ACT (American College Test)
SATP3 (Subject Area Testing Program, 3rd Edition)
MCT3 (Mississippi Curriculum Test, 3rd Edition)
AT (Assistive Technology)
BIP (Behavior Intervention Plan)
ESY (Extended School Year)
LRE (Least Restrictive Environment)
MKAS2 (Mississippi K-3 Assessment
Support System)
26.
27.
MST2 (Mississippi Science Test, 2nd Edition)
PARCC (Partnership for Assessment of Readiness for
College and Careers)
28.
MOM (Method of Measurement)
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Training Objectives
Participants will:
• understand the link between the PLAAFP and IEP
goals;
• understand the link between education standards
and IEP goals;
• understand the components of Standards-Based
IEP goals; and
• understand the process for developing StandardsBased IEP goals.
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Standards-Based IEPs
A process and document that is framed by State
standards and contains goals aligned with, and
chosen to facilitate, the student’s achievement
of State grade-level standards.
• Standards-Based IEPs:
• Are not the curriculum.
• Support the curriculum.
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Standards-Based IEPs
The Standards-Based IEP identifies:
• Where educators want the child to be
academically;
• Where the child is relative to grade-level
standards; and
• A plan to support the child by accelerating
learning and moving from where he is to where
he needs to be.
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Standards-Based IEP and Its Regulatory
Reference
• Individuals with Disabilities Education Act
(IDEA) emphasizes access to the general
education curriculum (§300.320(a)(4)).
• Elementary and Secondary Education Act
(ESEA) permits states to implement an
alternate assessment based on modified
academic achievement standards
(§200.1(f)(2)).
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REMEMBER
When creating an educational program for
students, always begin with the end in mind.
To start the process, begin with the end in mind.
Ask:
• What does the child expect to be doing or what
do you expect the child to be doing in the next
five (5) years? ten (10) years? fifteen (15) years?
• What skills and behaviors does the child need to
move toward this vision?
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Seven-Step Process to Creating a
Standards-Based IEP
Created by National Association of
State Directors of Special Education’s
(NASDSE) Project Forum
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7 Step Process for Developing
Standards-Based IEPs
• Step 1: Consideration of grade-level content standards.
• Step 2: Examination of classroom and child data.
• Step 3: Development of the present levels of academic
achievement and functional performance (PLAAFP).
• Step 4: Development of measurable annual goals.
• Step 5: Assessment and monitoring of the child’s progress.
• Step 6: Identification of specially-designed instruction.
• Step 7: Determination of the most appropriate assessment
option.
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Step 1: Consideration of Grade-Level
Content Standards
Consider the grade-level content standards for the
grade in which the children is enrolled or would be
enrolled based on age.
• Describe the knowledge and skills that children
should attain, often called the "what" of "what
children should know and be able to do. "
In considering the grade level content standard, ask:

What is the intent of the content standard?

What does the content standard say the child must know and be able to
do?
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Step 2: Examination of Classroom and
Child Data
Examine the classroom setting and child data to
determine where the child is functioning in relation
to the grade-level standards.
Sources of data include, but are not limited to:








Universal Screeners
Work Samples
Classwork
Criterion-Referenced Tests
Progress Monitoring
Interventions
Child and Parent Surveys
Transition Assessments
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



Curriculum-Based Assessments
Functional Behavioral Assessment
Behavior Intervention Plan
State- and District-wide
Assessments
 Interviews
 Formal/Informal Observations
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Step 3: Development of the PLAAFP
The PLAAFP is a synthesis of Steps 1 and 2 and a description
of the child’s strengths, preferences, and interests as it
relates to accessing and mastering the general education
curriculum as well as their preferences toward postsecondary outcomes should be identified.
Examine:
1.
2.
3.
4.
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Student’s strengths, preferences and interests
Student’s needs and impact of his or her disability.
Parent/student interests
PLAAFP Summary
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Step 3: Development of the PLAAFP
Student’s strengths, preferences and interests identify
the child’s educational and/or developmental
strengths, interest areas, significant personal attributes
and personal accomplishments as indicated by formal
or informal assessment.
• Identify the skills or behaviors the child has mastered.
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PLAAFP
(Speech Language)
1
Addison is an outgoing student who is eager to participate in oral presentations and classroom discussions
(SL.1.1a). Addison engages well with her peers and adults. According to classroom assessments, Addison
is able to distinguish long from short vowel sounds in spoken single-syllable words (RF.1.2a). Based on
Accelerated Reader, she is able to read grade-level text with purpose and understanding (RF.1.4a). In a
structured speech therapy room, Addison is able to produce sounds with auditory and visual cueing;
however, according to her teacher, she does not carry over the skill outside of the structured speech
therapy room.
2
Classroom/Teacher observations and interviews, Classroom Assessments, Accelerated Reader
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PLAAFP (SLD-5th)
1
According to the MCT2, Johnny consistently scored proficient in the subject of math. Johnny displays many strengths in the
math area, for example, Johnny can represent and solve problems; multiply basic facts to 10X10 vertically (5.NBT.2), model
whole numbers multiplication and division algorithms (5.NBT.5); use algebraic reasoning to solve problems involving equality
(5.OA.2); solve problems using tables; identify numbers as composite; add money with regrouping; convert between cups, pints
and quarts (5.MD.1); interpret a pictograph, organize data to create a simple bar graph (5.MD.2); compare whole numbers to
100 given place value terms; and subtract and add fractions with like denominators without reducing (5.NF.1-2). In reading,
Johnny shows strengths in identify words, answering questions about meanings of a single word in context, short and long vowel
sounds, consonant and vowel blends (RF.5.3). Whenever Johnny receives redirection and small group activities, he responds
well to the lesson being taught with eagerness to learn and more.
2
Mississippi Curriculum Test-2 (MCT2), CASE 21, Classroom Assessments
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PLAAFP (Behavior-High)
1
Based on teacher and parent input, statewide and/or formal assessments, math and reading are areas of strength for Lisa. Her TABE Math
(math computation and applied math) score is 10.3 and her TABE Reading (language, vocabulary, spelling, and mechanics) score is 9.7. In
2013-2014, Lisa passed the SATP-2 Algebra I test and is prepared to take the SATP-3 English II test this year.
Based on an interview with Lisa, teacher and parent observations, and an interest inventory, Lisa’s interests and strengths include:
excelling in sports (especially basketball) and has a competitive edge. She prefers activities that move at a fast pace and enjoys outside
activities. Her preferences are activities that she can do alone, such as computer games and riding her bike. Lisa likes coming up with
unique ideas and being in charge. Lisa plays on the varsity basketball team.
2
Statewide and formal assessments, student interview, teacher and parent interviews and/or observations, and an
interest inventory
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Step 3: Development of the PLAAFP
The student’s needs and impact of his or her disability
describes the effects of the child’s disability on involvement
and progress in the general education curriculum.
• Describe the effect of the individual’s disability on involvement in
appropriate activities for a preschool child.
• Describe the effect of the individual’s disability on the pursuit of
post-secondary expectations (education, employment or training
and daily living if appropriate) if age 14 and above.
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PLAAFP
(Speech Language-2nd)
1
Addison exhibits a moderate articulation disorder that is characterized by sound substitutions, omissions and distortions
during conversational speech. Her speech errors consist of the following sounds: /ch/, /l/, /s/, /z/, /t/, /l/ blends and the /s/
blends. Speech intelligibility requires a careful listener when the context of conversation is unknown. Addison’s moderate
articulation disorder affects her progress in the general education curriculum during activities that involve phonics, which
require her to identify spelling-sound correspondence when the words consist of /ch/, /l/, /s/, /z/, /t/, /l/ blends and the /s/
blends (RF.2.3e). In addition, she has difficulty in spelling, oral reading, oral expression and discussion and social
interactions with her peers. Specifically, Addison has difficulty decoding two-syllable words when breaking the words into
syllables that consists of /ch/, /l/, /s/, /z/, /t/, /l/ blends and the /s/ blends (RF.1.3e). During conversational speech, when
Addison mispronounces a word, her peers try to assist her with the correct pronunciation.
2
Goldman-Fristoe Test of Articulation, 2nd Edition (GFTA-2), Classroom/General Education Teacher Observations and
Classroom Assessments
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PLAAFP (SLD-5th)
1
Johnny’s inability to read on grade level impacts him from reading grade-level text with purpose and understanding
(RF.5.4a). Johnny is unable to read grade-level text with accuracy and fluency dye to his inability to recognize syllabication
patterns and morphology (RF.5.3a). Johnny is reading on a 2.5 reading level according to curriculum-based measurements
and work samples. According to Dibels, which tested Johnny’s oral fluency, he is below the average benchmark and needs
strategic supports. The MCT2 scores reflects that in 3rd grade Johnny ranked minimal and in 4th grade he ranked basic.
Johnny thas used The Academy of Reading online intervention program and it revealed that he is functioning below grade
level in reading/language arts.
2
Curriculum-based test and work samples, Dibels-oral fluency test, Mississippi Curriculum Test-2 (MCT2), The
Academy of Reading online intervention program
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PLAAFP
(Behavior-High)
1
Lisa functions at or above grade level in comparison to same-age peers when assessed in core academic content areas
(i.e., math and reading); however, her social skills deficits prevent her from participating consistently in the general
education curriculum. Her social skills deficits result in frequent confrontations and verbal/physical aggression toward
peers, which negatively impact positive peer interactions in structured settings (e.g., classroom, athletic events) and nonstructured settings (e.g., hallway, lunchroom, bus, community, home). As a result, Lisa frequently misses instructional
time due to removals. In addition, her social skill deficits adversely affect Lisa’s progress in achieving her postsecondary
goal of having a career in coaching basketball. Lisa’s inability to effectively identify and apply self-regulation strategies
impacts her ability to interact with peers in social situations (structured and unstructured settings) and to engage in
collaborative discussions (class discussion and cooperative groups).
2
School-wide behavioral universal screener, office discipline referrals, suspension records, Scatterplot data, Executive
Functioning/Emotional Control Rating Scale (EF/ECRS), Child Behavior Checklist(CBCL), teacher interviews and
observations, ABC/classroom observations, TABE and SATP-2
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Step 3: Development of the PLAAFP
Parent/student interests highlight the parent’s and/or
child’s concerns.
• Include any concerns of the parent/child for enhancing
the education of the child.
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PLAAFP (Speech Language-2nd)
Addison’s mom has expressed concerns regarding her speech intelligibility. According to Addison’s
mother, Addison is not embarrassed about her speech deficits; however, it is noticeable among family
members and friends. She is eager to assist her with completing her speech homework.
In considering the input of the parent and/or child, ask:

What academic (e.g., reading and math) concerns do parents have about their child’s
education?

What concerns do the parents have about their child’s life skills, social skills, emotional
development and/or behavior?

What concerns do the parents have about their child’s future life after school?

What strategies do the parents use at home to help their child learn?
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PLAAFP-(SLD-5th)
The main concern of the parent and child are the improvement of reading skills for Johnny.
In considering the input of the parent and/or child, ask:

What academic (e.g., reading and math) concerns do parents have about their child’s
education?

What concerns do the parents have about their child’s life skills, social skills, emotional
development and/or behavior?

What concerns do the parents have about their child’s future life after school?

What strategies do the parents use at home to help their child learn?
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PLAAFP
(Behavior-High)
According to her mother, Lisa does not maintain friendships within the community. Based on
informal interviews with Lisa, her needs are in the area of interpersonal and intrapersonal
skills.
In considering the input of the parent and/or child, ask:

What academic (e.g., reading and math) concerns do parents have about their child’s
education?

What concerns do the parents have about their child’s life skills, social skills, emotional
development and/or behavior?

What concerns do the parents have about their child’s future life after school?

What strategies do the parents use at home to help their child learn?
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Step 3: Development of the PLAAFP
PLAAFP Summary identifies the area(s) of need that will be
addressed (academic achievement and/or functional
performance) in the IEP.
• It is summation of the data and where the child needs to be
compared to typical peers.
• It includes results of the initial or most recent evaluation (e.g.,
the results of any interventions, progress monitoring and gap
analyses, and the child’s ability to generalize his/her learning).
• It includes a baseline (a minimum or a starting point) of the
student’s current functioning.
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PLAAFP (ages 3-5)
1a
2
For
Ages
3-5
3a
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PLAAFP (ages 6-20)
1b
2
3b
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Performance Summary Statement
The performance summary statement (i.e., baseline) should include (a) a
clear description of the observable “target” skill or behavior, (b) the condition
under which the target skill can be observed, and (c) the current rate of
performance. Examples include:
• Given a 3rd grade reading probe, Jami can read aloud 50 words per minute
correctly with 75% accuracy.
• When given independent seatwork, Tom can work independently for 6
minutes before taking a break.
• When given verbal prompts, Chandra can select the appropriate symbol on
her communication device 3 out of 5 times.
Kosnitsky, Carol. "Writing IEPs That Align to Common Core Standards." Alabama CASE, 5 Mar. 2012. Web. 17 Sept. 2013.
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Table Activity
Utilizing the PLAAFP provided at your table,
determine Anthony’s
• Strengths
• Deficits
• Impact it has on his disability
Then link his deficits to be addressed to CCSS
and create and activity to teach one of them.
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PLAAFP: Anthony-4th Grade
A review of brief classroom assessments indicates that Anthony needs to
improve reading for fluency, which will increase his reading
comprehension. He can read 80 words per minute of connected text with
100% accuracy (equivalent to 2nd grade skills). He is working toward
automaticity by reading passages at the second grade level for which he
has achieved a high level of accuracy in oral reading fluency. Determining
the meaning of unknown words by reading words in context and applying
word structure (prefix, base-words, and suffix) are relative strengths.
Behaviors associated with Anthony’s disability, such as limited attention
span and distractibility, can detract from completing assigned tasks,
focusing on the details of reading passages/assignments (reading
comprehension) and remaining on task.
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PLAAFP
Remember…
The present levels of academic achievement and
functional performance set the stage for
developing IEP goals!
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Step 4: Development of Measurable
Annual Goals
Measurable annual goals are academic and functional
goals that are written to meet the child’s needs from the
child’s disability to enable the child to be involved in and
progress in the general education curriculum and meet
each of the child’s other educational needs that result
from the child’s disability (§300.320(a)(2)).
• It must be meaningful, understandable, and able to be
accomplished within one school year.
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Step 4: Development of Measurable
Annual Goals
• Academic annual goals must address the child’s needs as
they relate to grade-level content.
• They must identify the academic needs addressed in the
PLAAFP.
• Choose skills that:
• Are the most powerful standard that targets foundational
skills;
• Target high leverage skills;
• Will bridge the gap from where the student is to where he
or she needs to be compared to his or her peers; and/or
• Can be generalized across topics and grade levels.
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Measurable Annual Goals
1
2
3
NEW
5
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All
students
will have
STIOs
36
Example of Measurable Annual Goal
When given a 3rd grade reading text, John will retell stories, including the
main character(s), the problem, and the resolution of the problem,
independently in 8 out of 10 occasions by December.
Condition
When given a 3rd
grade reading text
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Behavior
Criteria
Timeframe
John will retell stories, including the independently in 8 by December.
main character(s), the problem, and out of 10 occasions
the resolution of the problem
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Example of Measurable Annual Goal
During small group instruction and class discussions, John will take turns
while others speak without any prompting, on 4 out of 5 occasions within 36
weeks.
Condition
During small
group instruction
and class
discussions
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Behavior
John will take turns while others
speak
Criteria
without any
prompting, on 4
out of 5 occasions
Timeframe
within 36
weeks.
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Example of Measurable Annual Goal
By the end of the 2014-2015 school year, when given mixed fraction
problems using all operations, Jose, a 6th grade student, will solve 85% of all
assigned problems correctly.
Condition
When given mixed
fraction problems
using all
operations
2014-2015
Behavior
Jose, a 6th grade student, will solve
Criteria
Timeframe
85% of all assigned By the end of
problems correctly. the 20142015 school
year
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Example of Measurable Annual Goal
Specific Learning Disability - Anthony
MEASURABLE ANNUAL GOAL
Goal #
Measurable Annual Goal
1
In 36 weeks, when given a grade-level reading passage (connected text), Anthony will
read 100 words correctly per minute aloud fluently with 10 or fewer errors. (RF.4.4A)
TA
*
MOM
CBM
Obj. #
Short-Term Instructional Objectives/Benchmarks (STIO/B)
1
In 9 weeks, when given 60 words from a 3rd grade Dolch word list, Anthony will read 55 or more
words correctly with intonation and stress. (RF.3.3A-D)
2
In 18 weeks, when given a 3rd grade level reading passage (connected text), Anthony will read 90
words per minute with correct intonation and stress with 10 or fewer errors. (RF.34A)
3
In 27 weeks, when given 60 words from a 4th grade Dolch word list, Anthony will read 55 or more
words correctly with intonation and stress. (RF.4.3A)
4
5
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Example of Measurable Annual Goal
for Speech Language
MEASURABLE ANNUAL GOAL
Goal #
Measurable Annual Goal
1
In 36 weeks, when given visual, tactile and auditory cues, Addison will improve speech
intelligibility by producing /s/, /z/, /ch/, /l/, and /t/ at the sentence level with 80%
accuracy. (ELA-RF.2.3e)
TA*
MOM
D/P
Obj. #
Short-Term Instructional Objectives/Benchmarks (STIO/B)
1
In 4 weeks, when given visual, tactile and auditory cues, Addison will auditorily discriminate the /s/, /z/,
/ch/, /l/, and /t/ with 95% accuracy. (ELA-RF.2.3e)
In 9 weeks, when given visual, tactile and auditory cues, Addison will correctly produce the /s/, /z/, /ch/,
/l/, and /t/ sounds in isolation with 80% accuracy. (ELA-RF.2.3e)
In 13 weeks, with decreasing cueing with visual, tactile and auditory cues, Addison will correctly
produce the /s/, /z/, /ch/, /l/, and /t/ sounds in syllables and single words with 80% accuracy. (ELARF.2.3e)
In 18 weeks, when given visual, tactile and auditory cues, Addison will correctly produce the /s/, /z/,
/ch/ , /l/, and /t/ sounds in all positions of words with 80% accuracy. (ELA-RF.2.3e)
In 27 weeks, with minimal cueing visual, tactile and auditory cues, Addison will correctly produce the
/s/, /z/, /ch/, /l/, and /t/ sounds in phrases and sentences with 60% accuracy. (ELA-RF.2.3e)
2
3
4
5
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Example of Measurable Annual Goal
Specific Learning Disability-High-Math
MEASURABLE ANNUAL GOAL
MOM
Goal #
Measurable Annual Goal
1
By the end of 18 weeks, when given 5 problems that involve adding and subtracting
complex numbers, Sue will use the correct properties (associative, commutative,
and distributive) to solve problems with 80% accuracy. (N.CN.2)
Obj. #
1
2
3
TA*
*
CBM
Short-Term Instructional Objectives/Benchmarks (STIO/B)
By the end of 2 weeks, Sue will define complex, associative, commutative, and distributive with
100% accuracy. (3.OA.5)
By the end of 6 weeks, when given a problem, Sue will identify the correct property (associative,
commutative, and distributive) with 90% accuracy. (5.OA.1)
By the end of 9 weeks, Sue will combine like terms and substitutions for problems containing
adding and subtraction of complex numbers with 90% accuracy. (6.EE.3)
4
5
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Example of Measurable Annual Goal
Behavior
MEASURABLE ANNUAL GOAL
Goal #
Measurable Annual Goal
1
During 9 of 10 cooperative group activities, Lisa will apply a metacognitive strategy
for self-regulation (i.e., Think Before Act: T-B-A) with 100% accuracy through use of a
visual prompt by the teacher while participating in collegial discussions.
Obj. #
1
TA
*
*
MOM
OBS,
Other
Short-Term Instructional Objectives/Benchmarks (STIO/B)
2
Lisa will verbally identify 4 of 4 steps of the T-B-A strategy during 3 consecutive teacher guided
decision-making process situations.
Lisa will use 2 of 4 steps of the T-B-A strategy following verbal teacher prompts 100% of the time.
3
Lisa will use 4 of 4 steps of the T-B-A strategy following verbal teacher prompts 100% of the time.
4
Lisa will use 4 of 4 steps of the T-B-A strategy following visual teacher prompts 50% of the time.
5
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Annual Goals
For students with significant cognitive
disabilities, does this mean that I should not
include skills on the IEP which are not directly
related to a standard?
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Annual Goals
For each annual goal, develop benchmarks or
short term instructional objectives that align
with DLM Essential Elements.
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Example of Measurable Annual Goal
Significant Cognitive Disability
MEASURABLE ANNUAL GOAL
Goal #
1
Measurable Annual Goal
TA
*
MOM
In 36 weeks, when reading a picture book, Dorian will use context clues (e.g., the
picture, other words in the sentence) to identify an unfamiliar word with 75%
accuracy. (ELA-EERF.4.3A)
Obj. #
Short-Term Instructional Objectives/Benchmarks (STIO/B)
1
In 6 weeks, given letter flash cards, Dorian will identify the sounds for each letter with 90%
accuracy.
In 10 weeks, given a familiar word, Dorian will apply letter-sound knowledge to identify the
beginning sound of the word with 90% accuracy.
In 14 weeks, given a sentence with one unfamiliar word, Dorian will apply letter-sound knowledge
to identify the beginning sound of the word with 90% accuracy.
In 24 weeks, given a sentence with one unfamiliar word and a picture, Dorian will apply lettersound knowledge and use the picture to identify the word with 50% accuracy.
In 30 weeks, given a sentence with one unfamiliar word and a picture, Dorian will apply lettersound knowledge and use the picture or other words in the sentence to identify the word with 50%
accuracy.
2
3
4
5
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Checking for Knowledge
Activity One
Given the PLAAFP for Jasmine and/or James,
write two measurable annual goals and three
STIOs/Bs for that deficit area identified in the
annual goal.
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Annual Goal Activity
Jasmine
Ages 3-20
PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE
Child’s Strengths, Preferences, and Interests
Identify the child’s educational and/or developmental strengths, interest areas, significant personal attributes and personal
accomplishments as indicated by formal or informal assessment. Identify the skills or behaviors the child has mastered.
Be sure to include specific feedback from the child. If 14 years of age or older, describe the child’s strengths, preference
and interests related to their postsecondary expectations (education, employment/training and daily living if appropriate).
Jasmine is able to use extensive background knowledge in order to develop new meaning through inferen ces (RI.4.1).
She can understand small segments of text and is able to answer multiple-choice questions concerning the text. Jasmine
th
received a 560 Lexile (beginning 4
grade level), as measured at the end of grade reading test, through Measures of
rd
Academic Progress (MAP)(RF.4.4). This is an increase from her beginning year score of 400 (3
grade level). The Lexile
th
score for the end of the 6
grade is the 925-950 range. Jasmine’s DIBELS oral reading fluency rate is 90 words per
th
th
minute, which is beginning 4
grade fluency expectation. The expected fluency rate for beginning of 6
grade is 109
wpm. She is able to use letter-sound correspondence and identify syllabication patterns (RF.4.3).
List data sources relative to describing the child’s strengths, preferences and interests (e.g. interviews, formal
assessments, informal assessments etc.).
MAP, DIBELS, Curriculum-Based Weekly Test, MCT2
Impact of Disability and Child Needs (Critical Skills and Behaviors or Developmentally Appropriate Activities)
Describe the effects of the child’s disability on involvement and progress in the general education curriculum, including the
impact on the child’s current level of functioning in reading and math and the functional implications of the child’s skills.
For a preschool child, describe the effect of this child’s disability on involvement in developmentally appropriate activities.
If 14 years of age or older, describe the effect of this child’s disability on the pursuit of postsecondary expectations
(education, employment/training and daily living if appropriate).
Jasmine’s deficit in reading fluency results in her having difficulties in summarizing and identifying the main idea of a tex t
(RI.4.2). This adversely affects her in classes when she has to read lengthy grade-level text materials, summarize text,
and provide a central idea of the text. When developing a conclusion from a text, Jasmine does not use information
directly from the text to support her conclusion (RI.4.3). She has difficulty synthesizing those small bits of information into
a comprehensive understanding of the text as a whole due to her lack of fluency. Although she is able to answer multiple choice questions about the text, she is unable to adequately identify the main idea of the text or provide summary. She
has difficulty with reading multisyllabic words in context and out of context (RF.4.3).
List data sources relative to describing the child’s needs and impact of his/her disability (e.g. progress monitoring,
observations, assessments, etc.).
MAP, DIBELS, Curriculum-Based Weekly Test, MCT2
Parent/Child Input
Include any concerns of the parent and, as appropriate, the child for enhancing the education of the child.
Jasmine’s mother is concerned about Jasmine’s reading. She notices at home that Jasmine struggles with reading gradelevel material when completing her homework. She really feels that if Jasmine could improve her reading, she will do
better in school.
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Example of Measurable Annual Goal
Specific Learning Disability-Jasmine
MEASURABLE ANNUAL GOAL
Goal #
1
Measurable Annual Goal
Given a 4-5 paragraph passage on a 6th grade level, Jasmine will identify the main
idea of the text in 4 out of 5 trials in 36 weeks. (RI.6.2)
TA
*
MOM
CBM
Obj. #
Short-Term Instructional Objectives/Benchmarks (STIO/B)
1
In 9 weeks, when given four sentences, Jasmine will identify which three sentences provide details
and which one sentence states the main idea in 4 out of 5 trials. (RI.4.2)
In 18 weeks, when given the main idea of a grade level passage, Jasmine will identify a minimum of
three key details in the passage that support the main idea in 4 out of 5 trials. (RI.4.2)
In 27 weeks, when given a series of details, Jasmine will create a main idea supported by the details
in 4 out of 5 trials. In 18 weeks, when given the main idea of a grade level passage, Jasmine will
identify a minimum of three key details in the passage that support the main idea in 4 out of 5
trials. (RI.4.2)
In 30 weeks, when given a grade level paragraph, Jasmine will identify the main idea and
supporting details of the paragraph in 4 out of 5 trials. (RI.5.2)
2
3
4
5
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Annual Goal Activity
James
Ages 3-20
PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE
Child’s Strengths, Preferences, and Interests
Identify the child’s educational and/or developmental strengths, interest areas, significant personal attributes and personal
accomplishments as indicated by formal or informal assessment. Identify the skills or behaviors the child has mastered.
Be sure to include specific feedback from the child. If 14 years of age or older, describe the child’s strengths, preference
and interests related to their postsecondary expectations (education, employment/training and daily living if appropriate).
According to classroom observations, James often attempts to initiate conversations with peers during small group
activities and social situations 60% of the time. He will listen to others talk about topics not directly related to his interest.
The data collected on the observation sheets used for social skills lessons show that James demonstrates appro priate
greeting and conversational skills with peers 70% of the time in role modeling situations, and 40% of the time in real-life
situations. Teacher observation checklists indicate that verbal cues and prompts increase James ’ success rate by 20%.
List data sources relative to describing the child’s strengths, preferences and interests (e.g. interviews, formal
assessments, informal assessments etc.).
Teacher observation checklists
Impact of Disability and Child Needs (Critical Skills and Behaviors or Developmentally Appropriate Activities)
Describe the effects of the child’s disability on involvement and progress in the general education curriculum, including the
impact on the child’s current level of functioning in reading and math and the functional implications of the child’s skills.
For a preschool child, describe the effect of this child’s disability on involvement in developmentally appropriate activities.
If 14 years of age or older, describe the effect of this child’s disability on the pursuit of postsecondary expectations
(education, employment/training and daily living if appropriate).
James’ deficits in social skills decrease the opportunities he has to develop appropriate relationships with peers, and limits
his opportunity to practice his social skills in real-life situations. When James initiates conversations with peers, and they
do not immediately respond, he often yells at them to get their attention. He stands very close to others when he is talking
with them, sometimes actually pressing his body next to theirs. James often grabs the other person’s arm when he is
excited, or when they want to end the conversation before he does. At school, James social behavior deficits often lead
to peers rejecting his attempts to talk or interact.
List data sources relative to describing the child’s needs and impact of his/her disability (e.g. progress monitoring,
observations, assessments, etc.).
Teacher observation checklists
Parent/Child Input
Include any concerns of the parent and, as appropriate, the child for enhancing the education of the child.
James’ parents are pleased with his progress in academics but are concerned about his communication and social skills.
They can see the improvements in Reading and Math when they assist him with his homework. They are worried his
deficits in communication and social skills will cause him to be socially isolated from his peers and cause him to be
unsuccessful when he graduates from school. James’ parents are concerned about his social skills in the community.
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Example of Measurable Annual Goal
Specific Learning Disability-James
MEASURABLE ANNUAL GOAL
Goal #
Measurable Annual Goal
1
In 36 weeks, when given a naturally occurring opportunity to talk with a peer,
James will initiate and participate in a conversation using accepted social behaviors
and norms in 3 out of 4 trials.
TA
*
MOM
OBS
Obj. #
Short-Term Instructional Objectives/Benchmarks (STIO/B)
1
In 4 weeks, James will greet another person using appropriate greeting language in 3 out of 4 trials.
2
In 9 weeks, James will use appropriate physical proximity, standing no closer than 6 inches to the
peer in 3 out of 4 trials.
In 18 weeks, James will not touch the person he is talking to without their permission in 3 out of 4
trials.
In 27 weeks, James will use appropriate words and phrases at the end of a conversation in 3 out of
4 trials.
3
4
5
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Think-Pair-Share
• What is the difference between academic and
functional goals?
• How many annual goals should a student have
on his/her IEP?
• How many STIOs should a student have for
each annual goal?
• Should all goals be measured at 70%
accuracy?
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Step 5: Assessment and Monitoring
the Child’s Progress
To assess and monitor the child’s progress requires
the IEP Committee to determine the best way to
assess and monitor the student’s progress towards
his/her annual goal.
• Consider:
•
•
•
•
2014-2015
The child’s rate of learning/change;
How the student demonstrates what he/she knows;
A variety of assessments used to measure progress; and
How to report progress to parents.
53
Report of Progress
2b
1
3b
2a
3a
4
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Report of Progress
Sufficient ROI =
(Outcome Behavior Rate - Baseline Behavior Rate)
Timeframe from introduction to mastery of STIO/B
PLAAFP: Given a 4th grade reading word list, Dorian can use
decoding skills to read unfamiliar words with prefixes with 36%
accuracy.
STIO 1: In 9 weeks, given a 4th grade word list, Dorian will use
decoding skills to read unfamiliar words with prefixes with 90%
accuracy.
Baseline
Outcome &
Time Frame
(90% accuracy - 36% accuracy)
9 weeks
= 54 percentage points of improvement / 9 weeks
= 6 percentage points of improvement per week
Sufficient ROI =
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Report of Progress-NOT showing ROI
Judith
Judith: Percent Accurate on Weekly
Judith
Tests
40%
44%
47%
50%
47%
51%
15 percentage points over
6 weeks
Week
1
40%
100
2
44%
90
3
47%
80
4
50%
70
5
47%
60
6
51%
50
40
Total ROI
15 percentage
points over 6
weeks
2.5 percentage
points per
week
10
AVG ROI
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30
20
0
Baseline
2.5
percentage
points
per6 week
1
2
3
4
5
7
8
9
56
Anthony- 3rd Grade Word List
STIO 1
Child:
Anthony
Suff.
ROI
Baseline
25
25
Week 1
27
Week 2
Week 3
30
32
35
 Yes
 No
Week 4
Week 5
Week 6
38
44
46
45
 Yes
 No
Week 7
47
Week 8
Week 9
53
56
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Review:
On-Track
Lesson/Intervention Plan
Assessment
 Yes
 No
Word practice activities
with peers using flash
cards 10 minutes 3x/week
“
“
“
Change: increase word
practice activities to 10
minutes 5x/week; send a
pack of word flash cards
home for additional
practice
“
“
“
“
“
“
Continue word practice
activities
“
“
“
“
“
“
Attained STIO: move to
next STIO
57
Anthony- 3rd Grade Reading
STIO 2
Baseline
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Week 13
Week 14
Week 15
Week 16
Week 17
Week 18
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Child: Anthony
Suff. ROI
60
58
61
64
65
71
68
75
69
70
76
77
81
84
79
84
88
89
91
60
65
70
75
80
85
90
Review: On-Track
 Yes
 Yes
 Yes
 Yes
 Yes
 Yes
 No
 No
 No
 No
 No
 No
Lesson/Intervention Plan
Assessment
Intensive reading program
“
“
Change: add extra time for reading
“
“
“
“
Change: increase word attack practice
“
“
“
“
Change: increase read aloud practice
“
“
“
“
Continue intensive reading program
“
“
“
“
Change: add extra time for reading
“
“
“
“
Attained STIO: move to next STIO
“
“
“
“
“
“
“
“
“
“
“
58
Anthony- 3rd Grade Reading Passage-STIO 2
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Anthony- 4th Grade Word List
STIO 3
Child:
Anthony
Suff
.
ROI
Baseline
Week 19
28
29
28
Week 20
Week 21
31
36
Week 22
Week 23
39
44
Week 24
Week 25
Week 26
Week 27
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Review:
On-Track
37
 Yes
 No
46
46
 Yes
 No
50
53
56
55
 Yes
 No
Lesson/Intervention Plan
Assessment
Word practice activities
with peers using flash
cards 10 minutes
5x/week
“
“
“
Change: send a pack of
word flash cards home for
additional practice
“
“
“
“
“
“
Continue word practice
activities
“
“
“
“
“
“
Attained STIO: move to
next STIO
60
Anthony- 4th Grade Reading PassageSTIO 4
Child: Anthony
Suff. ROI
Baseline
Week 19
Week 20
Week 21
76
79
77
75
76
Week 22
Week 23
Week 24
Week 25
Week 26
Week 27
Week 28
Week 29
Week 30
Week 31
Week 32
Week 33
Week 34
Week 35
Week 36
82
80
85
89
86
90
93
89
96
94
97
96
99
98
102
2014-2015
Review: On-Track
80
 Yes
 No
84
 Yes
 No
88
 Yes
 No
92
 Yes
 No
96
 Yes
 No
100
 Yes
 No
Lesson/Intervention Plan
Assessment
Intensive reading program
“
“
“
Change: increase read aloud practice and extra time for
reading
“
“
“
“
“
“
Continue intensive reading program
“
“
“
“
“
“
Continue intensive reading program
“
“
“
“
“
“
Continue intensive reading program
“
“
“
“
“
“
Continue intensive reading program
“
“
“
“
“
“
Attained Goal
61
Anthony- 4th Grade Reading PassageSTIO 4
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Activity Two
Given an measurable annual goal; develop three
STIOs and link them to CCSS.
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Special Considerations
Communication
When considering the child’s communication needs, ask:
 What communicative demands and opportunities does the child have?
 Does the child have the skills and strategies necessary to meet those
communicative demands and take advantage of communicative opportunities?
 Can the child fulfill his or her need to communicate in different settings?
 Does the child communicate appropriately and effectively, and if not, why not?
 How would the communication be described?
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Special Considerations
Assistive Technology
When considering the child’s assistive technology needs, ask:
 Does the child require an assistive technology assessment to see if he/she
would benefit from assistive technology?
 What type of assistive technology might increase the child’s participation in
the general education curriculum (or developmentally appropriate activities)?
 Is the child currently using any assistive technology device or services? If so,
does the child’s assistive technology device work?
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Special Considerations
Blind or Visually Impaired
2
1
3
4
5
When considering services for a child who is blind or visually impaired, ask:
 Has the child received a functional vision evaluation, learning media
assessment, or clinical low vision assessment? If so, what are the results?
 Does the child require instruction in the use of a new reading and writing
medium because the child can no longer effectively use the current medium?
 What are the current supports and instruction used to address the child’s
needs as they relate to the child’s blindness or visual impairment?
 Which medium is most appropriate for the current visual limitations? Is the
child receiving instruction in that medium?
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Special Considerations
Deaf or Hearing Impaired
1
2
3
4
5
When considering services for a child who is Deaf or Hearing Impaired, ask:
 What is the child’s first or preferred language and mode of communication?
 Can the child use multiple modes to communicate (e.g., oral and manual
methods, etc.)? Does the child need to learn a new mode of communication?
 What type of instruction has been provided or is needed to enhance the
child’s ability to use his/her language and mode of communication?
 What are the current supports and instruction used to address the child’s
needs as they relate to the child’s deafness or hearing impairment?
 What are the opportunities of direct communications with peers and
professional personnel in the child’s language and communication mode?
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Special Considerations
Behavior Intervention
1
2
3
4
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Special Considerations
Limited English Proficiency
1
2
When considering services for children with limited English proficiency, ask:
 What languages are spoken in the child’s home? What is the dominant
language spoken in the child’s home?
 What languages does the child know and/or use? What is the child’s primary
language at home and in the school setting?
 Have the cultural values and beliefs of the parents been considered in
planning for the child’s education?
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Step 6: Identification of Specially
Designed Instruction
To identify specially designed instruction, identify
any special education and related services a child
needs to be able to access and progress in the
general education curriculum.
• Examine:
•
•
•
•
•
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Special education services
Instructional/functional accommodations
Program modifications
Related services
Supports for personnel
70
Special Education and
Related Services
1
A
B
C
D
E
F
For classroom usage document here
2
4
3
5
G
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Step 6: Identification of Specially
Designed Instruction
• Special education services identify the type of
specially designed instruction to meet the unique
needs of the child. It includes, but is not limited to:
• Social skills instruction
• Intervention
• Counseling
• Learning strategies
• Specialized reading or
math program
• Anger and stress
management
• Specialized instruction
in an inclusive setting
• Behavior management
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• Braille instruction
72
Step 6: Identification of Specially
Designed Instruction
• Instructional/functional accommodations are
intended to lessen the effect of the child’s disability,
not reduce the learning expectations. The four types
of instructional/functional accommodations are:
• Presentation accommodations make it possible for
children to gain access to information for instruction and
assessments that is presented in text, graphic, or spoken
formats.
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Step 6: Identification of Specially
Designed Instruction
• Response accommodations allow children to use response
supports to facilitate the use of standard methods for
responding.
• Setting accommodations involve changes in the location or
conditions of the educational setting or environment.
• Scheduling accommodations involve changes in time
allocation, scheduling, and time management. (See Section
on State Testing for additional guidance questions.)
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Step 6: Identification of Specially
Designed Instruction
• Program modifications are a change in what is
taught or expected of the child (e.g., alternate
curriculum).
• Related services help children with disabilities
benefit from their special education by providing
extra help and support in needed areas, such as
speaking or moving (e.g., physical therapy).
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Step 6: Identification of Specially
Designed Instruction
• Supports for personnel ensure that personnel have
what is needed to help the child with a disability be
successful (e.g., training on characteristics of various
disabilities, behavior intervention plan, or the use of
equipment).
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Step 7: Determine the Most
Appropriate Assessment Option
To determine the most appropriate assessment
option, the IEP Committee must identify if the
student is a student with a significant cognitive
disability (SCD).
• If the student is SCD, the student takes the alternate
assessment (Dynamic Learning Maps (DLM)).
• All other students without an SCD will take the
standard assessment (Partnership for Assessment of
Readiness for College and Careers (PARCC)).
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Step 7: Determine the Most
Appropriate Assessment Option
Determine the most appropriate assessment
option.
• SATP2/SATP3 2014 (accommodations, if necessary)
• MCT2/MCT3 (PARCC) 2014 (accommodations, if necessary)
• MAAECF/DLM-2014 (significantly cognitively disabled)
• Portfolio (alternative assessment)
Consider:
• Conditions (setting, delivery of instructions, time allotted,
etc.) of the assessment
• Testing accommodations (to be used in classroom also)
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State-Wide Assessment
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State- or District-Wide Assessment
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State- or District-Wide Assessment
NEW
NEW
NEW
NEW
1
2
3
NEW
Use when applicable
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State-Wide Assessment
New
2
1
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3
82
State-Wide/District-Wide
Assessment
1
3
2
A
B
State-wide/District-wide
C
4
D
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Activity Three
Now, add appropriate instructional
accommodations and/or modifications for the
classroom and testing accessibility
features/accommodations (district and/or
State).
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Transition
1
2014-2015
2
85
Transition
1
2014-2015
2
3
4
5
86
Transition
1
2
3
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Transition
4
5
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Transition
1
2
3a
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3b
3c
89
Transition
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90
Transition
1
2014-2015
2
3
91
Transition
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Least Restrictive Environment (LRE)
1
2
3
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Example of Placement Option
An example of the determination of placement for an 8th grade child with Autism follows:
• The IEP Committee first placed the child in an inclusive setting, with accommodations,
curriculum modifications, and personnel. However, the child was unsuccessful in this
placement and exhibited significant behavioral disruptions that impeded his learning due to
his inability to acclimate to the sights and sounds of the environment, the large number of
peers, and the frequent transitions even when supported with an intensive behavior
intervention plan.
• The IEP Committee next placed the child in resource classes with accommodations,
curriculum modifications, and personnel. However, the child was unsuccessful in this
placement as he continued to exhibit significant behavioral disruptions that impeded his
learning. Although his behavior and learning had improved when he was in his resource
classes with reduced environmental stimulation and a smaller class size, he had increased
behavioral disruptions when transitioning to and during his regular classes.
• Finally, the IEP Committee considered placement in a self-contained class with
accommodations, curriculum modifications, and personnel. Since this placement, the child
had shown marked improvement in his development of academic and functional skills and
required less intensive behavioral interventions. The IEP Committee determined this was the
child’s current LRE.
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Least Restrictive Environment (LRE)
1
2
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Least Restrictive Environment (LRE)
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Extended School Year
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Extended School Year (ESY)
1
2
3
4
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Extended School Year (ESY)
2
1
5
4
3a
3b
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Extended School Year (ESY)
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Extended School Year Services
1-3
A
B
C
D
E
F
4
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101
The Result
A well-thought-out set of prioritized goals and
objectives, directly related to day-to-day
academic content instruction (Common Core
State Standards or alternate standards),
carefully monitored and adjusted as the year
goes by, coupled with a set of fully implemented
accommodations designed to take care of other
associated concerns yields a sound, StandardsBased IEP.
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Additional Information
•
•
•
•
•
Ahearn, Eileen, Ph.D. "Standards-Based IEPs: Implementation
Update." Standards-Based IEPs: Implementation Update. The National
Association of State Directors of Special Education, June 2010.
“A Seven-Step Process to Creating a Standards-based IEP." A Seven-Step
Process to Creating a Standards-based IEP. The National Association of State
Directors of Special Education, June 2007.
Cortiella, Candace. "No Child Left Behind: Determining Appropriate
Assessment Accommodations for Students with Disabilities." LD OnLine: The
World's Leading Website on Learning Disabilities and ADHD. N.p., 2005.
Kosnitsky, Carol. "Writing IEPs That Align to Common Core Standards."
Alabama CASE, 5 Mar. 2012.
"Present Levels." National Dissemination Center for Children with Disabilities.
National Dissemination Center for Children with Disabilities, n.d.
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Questions/Answers
How do you feel about Standards-Based IEP now?
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Contact Information
M. Pleshette Smith
mcsmith@mde.k12.ms.us
M. April Rice
marice@mde.k12.ms.us
Tanya Bradley
tbradley@mde.k12.ms.us
Office of Technical Assistance
(601) 359-3498
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