Arkansas Department of Education
Special Education
June 2012
Overview of Modules

Train the Trainer


Purpose
 Module 1 Overview and importance of Standards
 Module 2 Present Level and Student Profile
 Module 3 Measurable Goals and Objectives

Options

Timeline

April 1, 2013 - Implement Standards-Based IEPS

Respectful
◦ Electronics used only for session
◦ Listen to each other

Active Participant
◦ Share work
◦ Ask questions
◦ Contribute to ideas

Responsible
◦ Stay focused
◦ Complete activities




Facilitator
Time Keeper
Recorder
Reporter
 Springdale
 Magnolia
 Bryant
 Sheridan

Aligned with college and work expectations

Focused and coherent

Include rigorous content and application of knowledge
through high-order skills

Build upon strengths and lessons of current state
standards

Internationally benchmarked so that all students are
prepared to succeed in our global economy and society

Based on evidence and research

State led – coordinated by NGA Center and CCSSO

Currently, every state has its own set of academic
standards, meaning public education students in each state
are learning to different levels

All students must be prepared to compete with not only
their American peers in the next state, but with students
from around the world
STANDARDS FOR
ENGLISH LANGUAGE ARTS
&
LITERACY IN HISTORY/SOCIAL STUDIES,
SCIENCE, AND TECHNICAL SUBJECTS
Major design goals



Align with best evidence on college and career readiness
expectations
Built on the best standards-work of the participating states
Maintain focus on what matters most for readiness
Three main sections



K−5 (cross-disciplinary)
6−12 English Language Arts
6−12 Literacy in History/Social Studies
(Science and Technical Subjects have a shared responsibility
for students’ literacy development)
Three appendices
•
•
•
A: Research and evidence; glossary of key terms
B: Reading text exemplars; sample performance tasks
C: Annotated student writing samples
Four strands




Reading (including Reading Foundational Skills)
Writing
Speaking and Listening
Language
An integrated model of literacy
Media requirements blended throughout
College and Career
Readiness (CCR)
anchor standards



Broad expectations
consistent across
grades and content
areas
Based on evidence
about college and
workforce training
expectations
Range and content
K−12 standards



Grade-specific end-ofyear expectations
Developmentally
appropriate,
cumulative
progression of skills
and understandings
One-to-one
correspondence with
CCR standards
STANDARDS FOR
MATHEMATICS
Standards for Mathematical Practice


Carry across all grade levels
Describe habits of mind of a mathematically expert student
Standards for Mathematical Content




K-8 standards presented by grade level
Organized into domains that progress over several grades
Grade introductions give 2–4 focal points at each grade level
High school standards presented by conceptual theme
(Number & Quantity, Algebra, Functions, Modeling,
Geometry, Statistics & Probability)



Content standards define what students should understand
and be able to do
Clusters are groups of related standards
Domains are larger groups that progress across grades
Focal points at each grade level

http://www.commoncorearkansas.org/
Carol B. Massanari
ckmassanari@earthlink.net
Carol B. Massanari
ckmassanari@earthlink.net
Carol B. Massanari
ckmassanari@earthlink.net
Module 1: IEP Overview – A Plan for
Guiding Instruction and
Service Provision

Product:


An individualized plan reasonably
calculated to result in educational benefit
(FAPE)
Process:

Planning to determine what is needed for
student to benefit from education
Desired
Outcomes/
Instructional
Results
General
Curriculum
Expectations
Developing PLAAFP
Statements
Area of
Instructional
Need
Implement &
Monitor Progress
PLAAFP
Statements
on IEP Form
Current
Skills and
Knowledge
Select Instructional
Services & Program
Supports
Write
Measurable
Goals

You:





Know where you want to go
Enter data about where you are
Create a map
Adjust to opportunities/barriers
Arrive and choose a new long-term goal


Knowing where you want to go
Using data as the basis

Good IEPs are:

Reasonably calculated to result in
educational benefit

Connected to state standards as a
fundamental component to
educational benefit

Good IEPs are:

Dependent upon knowledge of
curriculum/effective practice

Not an isolated event

Consistent with regulation/best practice

Requires:

Consideration of individualized data/needs

Different goals for different students based on
needs

Why:

Are standards important?

Should we consider them?

Standards-Based IEPs?

Added accountability by requiring:

Demonstrated progress on state standards

Assessment on grade level standards


Students with disabilities as a reported
subgroup
Regulations for the 2% (modified performance
standards)
“…meet the child's needs . . . to
enable the child to be involved in
and make progress in the general
education curriculum . . . ”
34 CFR 300.320(a)(2)(i)(A)




Successful educational outcomes for all students
Statewide Assessment Accountability for all
students
Consequences for not assessing all students
Access to the general curriculum is essential to
closing the achievement gap and reaching
Annual Measurable Objectives (AMO)
“ It means that all our kids, even the ones our
system calls ‘hard to teach’ can learn.”
-Rod Paige, former Secretary of Education
“Ready’ means ‘never’ if we continuously
focus on the lowest-level skills.”
-Maggie McLaughlin, Autumn 2009
Finish this sentence:


Standards-Based IEPs are important because…

What is meant by the general education
curriculum?
 The full range of courses, activities, lessons, and
materials routinely used by the general
population

What is meant by access?
 Participation in the knowledge and skills that
make up the general education curriculum
-Alabama Department of Education

Provide instructional accountability

Drive general education content instruction



Support instruction in the least restrictive
environment
Define the expectations of all students with or
without disabilities
Create a structure for linking the IEP to the general
curriculum

High stakes accountability, performance goals
and indicators

IDEA – access to the general curriculum

Essential for closing the achievement gap



Promotes a single system of education –
inclusion and a common language
Encourages greater consistency across
schools and districts
It’s best for kids – assumes more, not less


How are you using the standards in your
school to shape your curriculum?
How are you using the standards to
develop IEP goals?

Does not mean –
 Writing goals that restate the standards
 Using the academic standards alone to
determine goals
 Assuming that every student will work
only on grade level content

Does mean –

Referring to standards to determine
expectations at grade level

Using the standards as a guide to
determine what is important for the
student to learn or be able to do

Conducting an analysis to determine
gap between grade expectations and
current skills/knowledge
1. Consider the grade-level content
standards

Examine benchmarks

Discuss expected knowledge and skills

Consider prerequisite knowledge and skills
2. Examine student data to determine
where student is in relation to grade-level
standards

Compare expectations with student’s
current instructional level

Gap Analysis
 Content is determined through
planning process
 Development is like using a GPS





Depend on good data from multiple sources
Start with discussion about the desired outcome
Include vision with parent and student as a
source of data
Determine instructional need(s) by a gap
analysis
Include data from comprehensive evaluation as
one source of data
High Jack Kinder.
achievement
always takes
place
in the framework
of high
Module 2: Present Levels of Academic
Achievement and Functional
Performance
Desired
Outcomes
Or
Instructional
Results
General
Curriculum
Expectations
Developing PLAAFP
Statements
Area of
Instructional
Need
Implement &
Monitor Progress
PLAAFP
Statements
on IEP Form
Current
Skills and
Knowledge
Select Instructional
Services & Program
Supports
Write
Measurable
Goals



Provide instructional accountability and
access to general curriculum
Support instruction in least restrictive
environment
Link the IEP to the general curriculum



Essential for closing the achievement gap
Promote a single system of education and
consistency across schools and the district
Are best for kids – assume more, not less



Refer to standards to determine expectations
at grade level
Use the standards as a guide to determine
what is important for the student to learn or
be able to do
Conduct an analysis to determine the gap
between grade expectations and the
student’s current skills/knowledge



What is meant by the general education
curriculum?
The full range of courses, activities, lessons, and
materials routinely used by the general
population
What is meant by access?
 Participation in the knowledge and skills that
make up the general education curriculum
-Alabama Department of Education
(1) . . .a statement of the child’s Present Levels of
Academic and Functional Performance, including—
(i) how the child’s disability affects the child’s
involvement and progress in the general education
curriculum (i.e., the same curriculum as for
nondisabled children);
(ii) for preschool children, as appropriate, how the
disability affects the child’s participation in
appropriate activities;
34 CFR §300.324(a)(1)
General
Curriculum
Expectations
Areas of
Instructional
Need
Current
Skills and
Knowledge
PLAAFP
Statements
on IEP
Form

What do I want to know?
 Expectations of state/district standards;
classroom/grade level; social/emotional
 Instructional strategies/approaches used in the
general classroom
 Extracurricular activities of school life for
students at this grade level

State and district standards

Course outlines/teacher descriptions

Curriculum guides

Assessments

State

Classroom (curriculum-based)

Textbooks

Extracurricular offerings and expectations for
participation






Academic
Social emotional
Communication
Recreation/Leisure
Health, Physical,
Medical
Technology

For secondary
consider:
 Jobs/job training
 Post-secondary
education
 Community
participation
 Home/independent
living

Social/emotional
behavior

Academic
 Tests
 Classroom reports
 Work samples
 Observation
 Curriculum based
assessments
 Office referral data
 Family input
 Attendance
 Statewide
assessments
 Evaluation results

Communication

Health/Physical
 Reports
 Family reports
 Observation
 Comprehensive
evaluation
 Language
evaluation
 In-school nurse
reports
 Physical education
 Self-report

Jobs & Job training

Recreation/Leisure
 Vocational training
records
 Family reports
 Vocational/Transition
assessment results
 Self-report
 Student interview
 Physical education
 Extracurricular
participation

Post-secondary
Education

Community
Participation
 Counselor and
student interviews
 Family report
 Transition
assessments
 Transition assessments
 Student self-report

Home/Independent
Living
 Family report
 Student self-report
 In-school
observations
 Transition
assessments

Other reports (use
of assistive
technology,
accommodations,
modifications)
 Family
 Teacher
 Student

What:

Can the student do in school; at home?

Accommodations have helped in the
past?

Is the student’s performance level on state
assessments and in the classroom?

Curriculum based measurement or formative
assessment

Tools designed to connect to the curriculum

Data to clearly describe what the student can do

Compares student growth over time
Discuss intent of standards:


What are the knowledge and skills necessary
for the student to achieve to a level that is
expected in the standards?
What are the prerequisite skills?
Common Core State Standards for English Language Arts
Reading Standards for Informational Text
Common Core State Standards for English Language Arts
Gradefor6 Informational Text
Reading Standards
Grade 6
College and Career Readiness Anchor Standard
CCR2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Grade 5 Standard
Grade 6 Standard
Grade 7 Standard
RI.5.2: Determine two or more main ideas of a text RI.6.2: Determine a central idea of a text and how RI.7.2: Determine two or more central ideas in a
and explain how they are supported by key details; it is conveyed through particular details; provide a text and analyze their development over the
summarize the text.
summary of the text distinct from personal
course of the text; provide an objective summary
opinions or judgments.
of the text.
Essence


Determine two or
more main ideas and
supporting details
Summarize text
Know
What do students need to know?


Central idea conveyed
through particular details
Characteristics of an effective
summary (distinct from
personal opinions or
judgments)
Understand
Do
What do students need to understand? What should students be able to do?



The central idea is the
unifying broad idea of the text
and ties all of the main ideas
together.
Details support each main
idea along with the central
idea.
Summaries include central
ideas and supporting details
distinct from personal opinion
or judgment.




I can determine a central idea
of a text.
I can explain how particular
details convey the central
idea.
I can summarize a text,
capturing the most important
part of the original piece.
I can summarize a text distinct
from personal opinions or
judgment.
Skills
Understanding Success Criteria
(Learning Goal)
Say the topic that all the
paragraphs address.
All the paragraphs in a text
are about the same topic.
1. I can determine the main
idea of the text.
Explain the specific focus of
all the individual
paragraphs.
Within paragraphs there is
information that goes
together that is related to
the main topic.
Within paragraphs the
author has a particular
focus that is related to the
main topic.
2. I can recount the key
details from the text and
explain how they support
the main idea.
Explain how the individual
paragraphs relate to the
main topic.



Determine which standards are most important for
each student (based on progress in the general
education curriculum)
Compare standard(s) with student’s areas of need
and the impact of the disability
Use data to determine the areas the student will
find difficult without additional supports



Leverage-standards in one subject that support
student’s success in other subjects
Endurance-standards that help students across
the years rather than respond to the testing of a
single grade level
Readiness-essential for the next grade/standards
that help students prepare for the next level of
learning
Which standards:
 Can be met with accommodations in
the general classroom?
 Require specialized instruction?
Which standards are most essential to:


Accelerate the ability to progress in the
general curriculum?
Result in educational benefit?




Describe performance in academic and
non-academic areas
Include relationship between
evaluation/assessment data and Present
Level Statements
Use objective, measurable terms
Ensure data is self-explanatory (or provide
an explanation of score)
Specific Verb Phrases
Vague Verb Phrases

Greets peer appropriately


Counts to 25

Speaks in one to two word
sentences

Can’t talk well

Knows his letters

Knows different careers

Talks excessively

Is a loner



Solves problems involving
double-digit addition
Names five careers and
jobs associated with each
Is friendly
Received a math score
of 90



Jim is fluent (reads 120 words per minute) when
reading material that is written at a 3rd grade
reading level.
Susie can answer comprehension questions with
90 to 100% accuracy when listening to
material that is used in her classroom.
When interacting with peers, Paul is quick to get
into arguments using inappropriate language
(profanity) and a loud voice.


Becky is able to put together a 50 piece
jigsaw puzzle without assistance.
Wendell can use a computer to locate
information and to communicate with
friends via email.

Receives reading in the resource room

STAR reading of 340

The disability impacts progress in the
general education classroom
General
Curriculum
Expectations
Areas of
Instructional
Need
Current
Skills and
Knowledge
PLAAFP
Statements
on IEP
Form

Part I
 Description of what the student can do;
strengths, based on general curriculum
expectations

Part II
 Conversation to identify the gaps in
skills/knowledge associated with the disability

What:
 Skills/knowledge are expected for the student in the
general classroom?
 Skills/knowledge does the student currently have?
 Is the gap, or what skills/knowledge is critical for the
student to be able to access the general curriculum at
grade level?
 Do you know about the student’s learning rate?
 Accommodations have been used successfully to
support the student’s learning?

Consider the target grade level standards
RI.6.2: Determine a central idea of a text and how it
is conveyed through particular details; provide a
summary of the text distinct from personal opinions or
judgments.
1. Consider the target grade level standards
 Identify critical knowledge and skills within the
standards
 Use a data analysis process to conduct a drill
down
2. Of these skills, where does the student
demonstrate proficiency? (These could
become descriptors in the Present Level
Statements)
 Formal assessment
 Informal assessment
3. Can the standard(s) be achieved with an
accommodation?

For example, can the student:

Demonstrate the central idea of a
text if given orally rather than being
asked to read the items
independently?

Summarize the text when it is read
orally?
4. Given these responses:


What skills need to be taught explicitly to
demonstrate proficiency on the targeted
standard/s?
Which skills/knowledge can be acquired in
the general classroom with an
accommodation/assistive technology?
Consider other functional skill areas that
may not be directly connected to the
academic standards, and determine which
areas need specialized instruction through
the IEP.

Just as a review, we have already talked
about:

Identifying critical standards

Collecting/analyzing data relative to the
student’s current academic performance

Collecting/analyzing data relative to the
student’s functional performance

Identifying instructional need

Present Level Statements
2.1.1
• Expectations
and Current
Knowledge
and Skills
• IEP Handout
A: Karen
Assignment:
1.
Review the selected standard for English/Language
Arts
2.
Make notes of critical expectations
3.
Document the student’s current skills and knowledge
specific to the standard
4.
Conduct an analysis of data using the process we
have just been talking about and document results

Hang on to your notes. We’ll be using them later
On the IEP:
 The Present Level Statements must include:
 Academic and functional
performance: strengths, needs and
data sources
 Adverse affect of the disability in the
general education curriculum - The
Impact Statement
for preschool children, the affect on
participation in age appropriate
activities

Strengths:
Student’s response to:
 Learning strategies
 Accommodations
 Interventions
 Standards instruction
Ask…What have we learned about this
student’s academic skills and knowledge?

Needs:
Focus on needs that affect progress in the
general education curriculum

progress in learning grade level standards
Ask…What prerequisite skills/knowledge does
the student need to close the gap between
his/her Present Level and the grade-level
content standards?

Use up-to-date descriptive data:
Cory reads 24 wpm, while the benchmark
for 2nd graders in the regular curriculum is 6080 wpm. Cory can say 5 out of 10 short and
long vowel sounds. He cannot read multisyllabic words.

Student’s:



social/emotional (behavioral) performance
communication skills
performance in areas of recreation/leisure,
self-management, independent living, etc.
Ask…“ What have we learned about this student’s
ability to function independently and
appropriately with peers and adults?”

Use up-to-date descriptive data:
In a classroom observation, Cory sat quietly in
his seat for 10 minutes. At the 10-minute mark, he
began to look around the room, followed by
twirling his pencil and playing with his paper. When
placed with a partner to complete his work, he was
able to remain on task and complete the
assignment…

How does the disability affect
performance?
 Consider how it affects progress in
learning the grade-level content
standards – the Impact Statement.

Do not use the student’s exceptionality to explain
how the disability affects involvement/progress in
the general curriculum when developing the
Impact Statement.
 What not to write:
Marley’s learning disability affects his progress in
the general curriculum.
 What to write:
Marley’s weakness in applying strategies, such
as making inferences and complex predictions,
affect his progress in comprehending sixthgrade literary materials.

Some states require:



A single comprehensive statement
One for each goal /area
Remember:


Gather information; then record it
Process first; form second
The profile should include general
statements regarding:






Strengths
Needs
Assessment/Evaluation
Status of prior IEP goals
Teacher/Parent/Student input
Transition needs (at least by age 16)

Student’s response to:
 Learning strategies
 Accommodations
 Interventions
 Standards or classroom instruction
Ask…“What have we learned about this
student’s skills and knowledge?”

Use data to write student profiles
Similarities:



Data-based
Provide a description of the student
Provide a sense of where the student is
functioning in regard to areas of need
Differences:
 Profile is an overview of where student is
functioning in relation to their school
experiences
 Profile is a general picture of the student’s
functioning in all areas relevant to the IEP
 Present level addresses priorities for goal
writing
 Present level provides a summary of baseline
information that indicates the student’s
achievement on specific standards or
functional skills
Carol B. Massanari
ckmassanari@earthlink.net
Carol B. Massanari
ckmassanari@earthlink.net
• IEP
Handout
A: Karen
• Karen
Student
Profile

Practice identifying Student Profile
components.
The Present Level should include specific
statements regarding:





Strengths
Needs
Assessment/Evaluation
Impact of the disability
As they relate to the specific standard or area of
functional performance chosen for the goal.

Briefly review the Present Level examples at
your table.
Carol B. Massanari
ckmassanari@earthlink.net
2.3.1
Writing
Present
Level
Statements
 Writing Present Level Statements
2.3.1
Writing
Present
Level
Statements
Rosie has trouble controlling her behavior.
She gets easily upset when interacting with
peers and does not take direction from
authority. Once off task it is really hard to
reengage her.
Rosie enjoys socializing with peers, and will
play cooperatively with them some of the
time. Her teacher reports that more often,
Rosie is off task and interacts inappropriately
with her peers. Observations of Rosie
indicated that when interacting with peers,
Rosie became upset (cried, threw material,
left the group) 55% of the time within the first
five minutes of a group activity. Once off
task, it took up to 20 minutes for her to
reengage in the activity.
2.3.1
Writing
Present
Level
Statements

Rosie has improved in mathematics since
last year. She can add and subtract and
do some multiplication. She has difficulties
solving word problems. Rosie currently has
a grade of 71% in math.
Curriculum Based Assessments indicate Rosie can add and
subtract within 100 to solve one-step words problems, involving
“adding to”, “taking from”, etc. She has memorized the
multiplication facts for 0 – 5 and 10. She is able to use a
multiplication table for facts she does not have memorized.
Classroom assessments demonstrate that Rosie can apply the
correct operation when presented with the terms or symbols for
“multiply”, and “divide”. Rosie cannot describe a context in
which a total number of objects can be expressed as a
multiplication problem, such 35 = 5 groups of 7 objects. She is
not able to interpret a multiplication equation as a comparison
when given word problem, such as: “A pack of pencils costs 9
times as much as a single pencil, which costs 5 cents. How
much is a pack?” Rosie’s disability impacts her ability to use
multiplication equations to solve real world problems.
1. Are they related to the vision (desired outcome)
for this student?
2. Do they reflect what the student knows in relation
to the general curriculum or standards
expectations?
3. Are they stated in measurable terms?
4. Do they include strengths, needs, and disability’s
affect on access to the general curriculum?
5. Are they self-explanatory?
•
•
•

Using the IEP Handout A (student description) IEP
Handout B, and the information you gathered in
activity 2.1.1, through conversation (as a team)
discuss and write a Present Level based on:

General curriculum considerations


Present Level Statements (academic and
functional) that describe skills and knowledge


Critical expectations specific to standard
Strengths/needs
Impact Statement (how disability affects
involvement/progress in the general education
curriculum).
IEP
Handout A:
Karen
Blank IEP
Goal Page
Karen
Student
Profile
Remember…
The Present Level of Academic Achievement
and Functional Performance sets the stage
for developing IEP goals!
2.4.1
Quick
Check
 Quick Check
We cannot always build the
future for our children...
…but we
can build
our children
for the future.
-- Franklin D. Roosevelt.
Module 3: Writing
Quality Goals and
Objectives
Desired
Outcomes/
Instructional
Results
General
Curriculum
Expectations
Developing PLAAFP
Statements
Area of
Instructional
Need
Implement &
Monitor Progress
PLAAFP
Statements
on IEP Form
Current
Skills and
Knowledge
Select Instructional
Services & Program
Supports
Write
Measurable
Goals

Annual goals are related to needs
resulting from the student’s disability that
directly affect involvement and progress in
the general education curriculum
 For preschool children, as appropriate,
to participate in age-appropriate
activities
Annual Goals answer the question—
“What should the student be doing?”

Are they:




Relevant?
Reasonable or attainable?
Challenging?
Attainable in time given?

Evaluate how an
author uses words to
create mental
imagery, suggest
mood and set tone

Recognize stylistic
elements such as
voice, tone and style
Target a particular hole and fix it – that’s leverage!
Need to Know
Nice to Know

If multiple areas of need are identified in the
Present Level, the IEP Team must consider how
each need impacts the students’ progress in
the general education curriculum.

Select the need that has the greatest impact
on progress, and develop a goal to address
that need.

Annual goals are related to needs resulting from
the student’s disability that directly affect
involvement and progress in the general
education curriculum.
 (Preschool: As needed to participate in ageappropriate activities)
 Developing SMART Goals
Specific
based on PLAAFP
Measurable
progress determined at data points
Achievable
realistic, related to critical needs
Results-oriented
developed with outcome in mind
Time-bound
defined beginning/ending
3.4.1
• Developing
SMART
Goals
• Tina Student
Profile and
Goal Page





The Student...(Who)
Will do what…(Behavior)
To what level/degree…(Criterion)
Under what conditions…(Context)
In what length of time…(Timeframe)
 Focus on what the student will do:
“Janice will read and analyze a short story
for the literary elements of main idea, point
of view, plot, setting, and characterization.”
 Not the process:
“Janice will use a graphic organizer to
analyze a short story.”
 Use behavioral terminology:
“Janice will read and analyze a short
story for literary elements.”
 Not the process:
“Janice will review short stories.”

Add the criterion:
“Janice will read and analyze a short story
for literary elements of main idea, point of
view, setting and characterization with 90%
accuracy using a literature passage from the
sixth grade classroom.”

Include the context/timeframe:
“By the end of the school year, Janice will
read and analyze a short story for literary
elements of main idea, point of view,
setting, and characterization with 90%
accuracy using a literature passage from
the sixth grade classroom.”
 The student (Janice)
 Will do what (read and analyze a short story)
 To what level or degree (90% accuracy)
 Under what conditions (sixth grade literature
passage)
 In what time frame (end of school year)
Refer to Present Level data:
Ask what:
 Are the performance expectations in
the general classroom?
 Has been the rate of growth?
 Will it take to be successful in the
general classroom?
 Is the gap in current and desired skill?

What:

Are the criteria/expectations of the
general curriculum for demonstrating
mastery ?

Is necessary to ensure the skill is at a
mastery level?

Are the expected gains over a year’s
period of time?
3.5.1
• Reviewing
What We
Know
• Karen
Student Profile
• IEP Handout
A: Karen
A Present Level Example:
“Karen is in the sixth grade; she has
challenges with reading fluency which
impact her ability to comprehend longer
passages and summarize central themes
in a text.”
3.5.1
• Reviewing
What We
Know
• Karen
Student Profile
• IEP Handout A
3.5
 Reviewing What We Know:
 Area of need
 Past instruction and progress
 Experience with similar
students/situations
 Expectations for the next year

Make it better:
When tested, Sara will read at the fifth
grade level.
Make
it better:
When tested, Sara will read at the fifth
grade level.
New
and improved:
Given a passage in the fifth grade
literature book, Sara will read 130-150
wpm with fewer than 5 errors in one minute
in three consecutive trials over a three week
period of time.

Make it better:
June will turn in homework on time,
complete in-class assignments, and
complete tests given in class.

Make it better:
June will turn in homework on time, complete in-class
assignments, and complete tests given in class.

New and improved:
June will meet all required classroom activities
(including submitting homework on time,
completion of in-class assignments, and completing
tests) in accordance with classroom standards for
maintaining a “C” or better letter grade for the class
consistently for a time period of six months.

Make it better:
Randy will have basic needs met by
making appropriate requests to a
variety of adults.

Make it better:
Randy will have basic needs met by making
appropriate requests to a variety of adults.

New and improved:
Across all settings, Randy will use his
communication system to indicate all needs
(e.g., bathroom, drink or eat, go outside)
throughout the school day for five consecutive
days.
IEP
•• IEP
HandoutAA
Handout
Karen
•• Karen
Profile
Profile
Page
Page
Karen
•• Karen
Present
Present
Level
Level

Use your data on Karen to write a SMART Goal
tied to the reading standard:
RI.6.2: Determine a central idea of a text and how
it is conveyed through particular details; provide a
summary of the text distinct from personal opinions
or judgments.


Carol B. Massanari
ckmassanari@earthlink.net
3.6.1
• SMART
Goals
• Karen
Goal Page
1. Read the IEP goal statements.
2. Are they SMART goals?
Specific
Measurable
Achievable
Results-oriented
Time-bound
3. Are they connected to the Present Level and include a
reference to the standards?
4. Will the goal support the student’s ability to meet grade level
standards and make progress in the general curriculum?


Measurable
A logical breakdown of the major
components of an annual goal



Short-term objectives and benchmarks are steps that
measure the child's progress toward the annual goals
in the IEP. When written correctly, short-term
objectives provide teachers with a roadmap and a
clear mechanism to evaluate the child's progress.
Could be incremental steps, or
A set of skills that together will lead to meeting the
annual goal
Adatped from Wright, P. and Wright, P. (2006). Wrightslaw: From Emotions to Advocacy, 2nd
Edition. Hartfield, VA: Harbor House Law Press, Inc.



Given vowels, consonants, digraphs, and 5
common diphthongs, Jay will say the correct
sounds at 30 sounds per minute with no more
than 2 errors.
Given the 200 most common sight vocabulary
words, Jay will read them aloud at 110 wpm
with only random error.
Given first grade material, Jay will read a
passage orally at 50-80 wpm with no more than
5 errors.




By the end of the first reporting period, JJ will
answer “who” questions.
By the end of the second reporting period, JJ
will answer “what” questions.
By the end of the third reporting period, JJ will
answer “where” questions.
By the end of the fourth reporting period, JJ will
answer “why” questions.

Consider:



How expected progress will be
determined?
What is the rate of growth expected from
initiation of IEP to goal achievement?
What will be done if progress is not
occurring?



Involves frequent, ongoing, systematic
monitoring of performance
Occurs in core, supplemental, and
intensive instruction with varied
frequency
Answers whether or not:
 Student is making progress compared
to self, peers and/or the standard?
 Instructional adjustments are needed?
Periodic Review of IEP Goals:
Are we on track?

Is student making progress at the
expected rate?
 Yes. Continue
 No. Adjust
Even if you are on the right track, you’re still going to get
run over if you don’t keep moving.
Will Rogers
Periodic Review of IEP Goals:
Are we on track?

Is student progressing at a higher rate than
expected?


Yes. Adjust intervention, continue for a while
longer, or discontinue
Is student progressing slower than expected?

Yes. Adjust frequency/intensity of, or select
different intervention
3.7.1
Assessment
Strategies
for Tracking
and Reporting
Progress
 Assessment: Strategies for Tracking and
Reporting Progress
Desired
Outcomes/
Instructional
Results
General
Curriculum
Expectations
Developing PLAAFP
Statements
Area of
Instructional
Need
Implement &
Monitor Progress
PLAAFP
Statements
on IEP Form
Current
Skills and
Knowledge
Select Instructional
Services & Program
Supports
Write
Measurable
Goals
The modules used as a basis for developing this training can be found
at http://sites.google.com/site/individualedplans/
The Standards-Based IEP module project was funded wholly or in part
by the U.S. Department of Education under cooperative agreement
S283B050024. The views expressed do not necessarily reflect the
position of the U.S. Department of Education and no official
endorsement should be inferred.


Alabama Department of Education
http://www.alsde.edu/html/sections/doc
uments.asp?section=65&sort=16&footer=
sections
COUNCIL OF CHIEF STATE SCHOOL OFFICERS
(CCSSO)
&
NATIONAL GOVERNORS ASSOCIATION
CENTER FOR BEST PRACTICES
(NGA CENTER)
JUNE 2010
Democracy
does not
guarantee
equality, only
equality of
opportunity.
-- Irving
Kristol.