Doing It Better and Easier:
School Year 2012-2013
Learning Objectives
 Identify tips and specific strategies to create a high
quality Individual Education Program (IEP) as an
instructional document to meet the needs of students
with disabilities.
 Develop an IEP section by section to include specific
information and effectiveness of past interventions
regarding a student's individual needs.
 Develop measurable annual IEP goals and benchmarks
to support access to the general education curriculum.
General Considerations (Section 7)
 Student Strengths: Information describing multiple
strengths which includes academic, social, and
independent functioning and/or student interests.
 Academic: Jon can recognize Dolch word vocabulary. He
can count up to 100…
 Social: Jon is well liked and age appropriate with his peers.
He is able to socially participate with his peers without any
peer conflicts...
 Independent Functioning: Jon is able to independently
complete his classroom tasks with one physical prompt.
When he finishes his task, he will notify the staff.
 Student Interest: Jon is very handy. He is interested in
building things…
Section 7: Academic Needs
 Academic Needs: Specific information and effectiveness of
past interventions are provided regarding academic needs and
skill acquisition.
 THIS IS NOT A LAUNDRY LIST
Jon has difficulty with reading fluency and comprehension.
He is unable to recognize more than 15 Dolch words on the 1st
grade level or sound out the words independently. Therefore,
using word attack strategies has been successful and prereading to identify unknown words has been successful. Using
audio text has been helpful to assist in comprehension.
However, we will continue to work on his reading fluency and
comprehension.
Remember: Area of Academic Need with Skill (s) + Measurable
Data (when available) + Interventions
Section 7: Preferred Learning Style
 What is the student’s learning style? It can consist of
visual, auditory, kinesthetic, or combination of styles.
 Jon’s learning style is combination of auditory
and kinesthetic. He will benefit from a multimodal, multi-sensory approach. He is not
sensitive or resistant to any one method, but
since he struggles with reading, he will be more
apt to benefit from other senses for input.
Section 7: Assessments
 Classroom/curriculum based and/or other assessment results
include an analysis of student strengths and weaknesses. If
included, district/state test results provide scores, date, and
narrative description of strengths and weaknesses.
 Curriculum Based: Pablo had the following scores for the
Brigance Inventory of Basic Skills subsections in June 2012,
which reflect the following…He demonstrated a strength in
math reasoning; this category was his highest score.
 District/State: Identify current assessment within one year.
Must include narrative description of strengths and
weakness. Use ISAT, PSAE, or IAA results. Describe where
the student falls on the band of scores (i.e., Pablo is 10 scale
score points away from meeting standards in Reading).
Section 7: Developmental/Functional Needs
 Specific information and effectiveness of past interventions
are provided regarding social/emotional, physical,
behavioral and/or independent functioning needs.
Describe how the student is managing daily activities to
participate in the general education setting.
 Jon requires his daily schedule to be successful in the
general educational setting. He requires support from the
social worker to address the most prominent behavior
concerns. He has a behavior management system in order
to target his undesired behaviors, such as…
 Pablo interacts very well with his peers socially.
Unfortunately, sometimes he talks out of turn and
interrupts his classmates. He is working on becoming more
self-aware of his environment and learning more
appropriate pragmatic skills in conversation…
Section 7: Relevant Transition
Information
 Consideration of transition from one LRE
setting to another is documented and
describes the current LRE setting and what
has and has not been effective in the past.
 This section may also include other
transitions such as within the school,
subject to subject, elementary to high
school, or post high school.
Sample Relevant Transition Information
 Johnnie is able to transition independently within the school, between
classes, and LRE settings. (Transition)
 The team has used a written schedule, peer buddy system, extended time,
SRA and Harcourt reading interventions. Explicit teaching and differentiated
lessons allowing for a multi-modal approach has been utilized to assist with
developing mastery of the fifth grade curricula. (Strategies to increase
access)
 He is removed from the general education setting for 38% of his school
day. Johnnie has been making gains in his language arts through his
participation in Read 180 and the Tier Two interventions of SRA and Harcourt
leveled readers in his balanced literacy program. (LRE decision)
 To increase Johnnie’s participation with his non-disabled peers, he will
participate in ______________ during________________; ________ times
per (week, month, quarter, or year) for _________ minutes per session to
develop (should be related to the deficit).
Section 7 (continued)
 Language and Cultural Considerations: Indicate language
spoken at home by the student and family. Discuss the
cultural background and its potential impact.
 Communication Needs: Do not leave this section blank. In
a narrative tell how the student is communicating, whether or
not he/she is receiving Speech and Language services. Jon is
able to verbally communicate his wants and needs with
assistance, prompting, and choices. He receives speech
and language services for…
 Amy is able to communicate in an age appropriate
manner with peers and adults.
 Medical Concerns: Only if the nurse is invited should this
section be completed.
Section 10: Accommodations and Modifications
 Accommodations and modifications are specifically selected to
address the student's academic needs and learning style.
 Must stay consistent with the section 9 Area of Needs. The A/Ms
allows students to access the general curriculum and other learning
materials and activities and to demonstrate what they have learned
 Some additional ideas not listed but you can write in “Other”:
1) Study guides, outlines, and copies of notes
2) Vocabulary flashcards
3) Open note or open book quizzes
4) Reduce number of questions or arrange in multiple choice
5) Allow for alternative forms of presentation (visuals, digital) to
assess
6) Provide math equations, formulas, and charts to aid in problem
solving
Section 10: Accommodations and Modifications
for Low Incidence Students
 Token Economy with First Then Routines
 Interactive Visual Schedules
 Social Stories
 Video Modeling
 Activities coupled with Visual Supports
 Work Break Routine
 Tiered Work System
 Using Graphic Organizers for Problem Solving
 Reducing Language during Periods of Frustration
 Sensory Supports (compression vests)
 Calming Area/Sensory Area
ILS
PLAAFP
GOAL
BENCHMARKS
13
What is Present
Level of Academic
Achievement?
CCSS
PLAAFP
GOAL
BENCHMARKS
Academic Achievement refers to your student’s performance in academic areas.

Identifies how your student’s strengths and weaknesses affect academic
performance.

Expands on academic information provided in Section 7 by describing
student's strengths and needs that relate to the goal(s) and benchmarks.

For students 14 ½ or older, transition goal(s) and benchmarks are included.

Information gathered from standard scores, percentile ranks, age and grade
equivalent scores on tests and assessments.

Areas of Development: All parts of a school day where a student receives a
grade.








Reading or language arts Art
PE
Music
Career classes
World Languages
Math
Science
History
14
Sample Present Level of
Academic Achievement
for Writing Goal
CCSS
PLAAFP
GOAL
BENCHMARKS
(Manuel is a third grade student.) Per classroom assessments, Manuel is able to spell, in isolation, first grade level
words with 90% accuracy, second grade level words with 70% accuracy and grade level words with 40% accuracy.
When using words in written sentences Manuel demonstrates a decline in accuracy of approximately 10% when using
second and third grade level words.
Manuel met his goal from the previous year which required him to begin sentences with a capital letter and to end
them with proper punctuation with 90% accuracy. Per analysis of Manuel’s writing portfolio, he does not
demonstrate a consistent understanding of other rules of capitalization or punctuation i.e. when to capitalize proper
names and proper nouns or when to use quotation marks to indicate dialogue.
Per analysis based upon school-wide rubric, Manuel writes in paragraph formation (he indents and uses appropriate
spacing), however he does not understand the concept of the writing process (prewriting, drafting, revising, etc.)
or how to develop paragraphs that contain a main idea and supporting details or essay organizational structure
(introduction, body, conclusion). Manuel would benefit from using separate graphic organizers for the three
different types of writing – opinion, informational/explanatory and narrative. Utilizing graphic organizers would
enable him to document his thoughts as well as verbally brainstorm thoughts and ideas.
Per both classroom assessments and upon analysis and review of Manuel’s writing portfolio, Manuel is able to
consistently identify one supporting detail, but struggles with identifying additional details. In addition, he
exhibits a great deal of difficulty with crafting informational/explanatory and narrative texts. When writing an
informational/explanatory piece, Manuel consistently identifies his topic verbally, but struggles to translate it in
writing. Manuel struggles with narrative pieces, especially when required to develop texts that require her to use
imaginative thinking because she struggles with the abstract and would prefer to refer to text.
15
Sample Present Level of
Academic Achievement
for Social Emotional Goal
CCSS
PLAAFP
GOAL
BENCHMARKS

 Manuel is a eighth grade student at Montefiore Special
Education Center. Manuel currently receives a C and a D in
English and Mathematics special education classes due to
academic skills and behaviors during class activities.
 Why is this PLAAFP shorter than the previous example?
16
What is Present
Level of Functional
Performance?
ILS
PLAAFP
GOAL
BENCHMARKS
Functional is a term that generally refers to skills or activities that are not
considered academic or related to a student’s academic achievement.
Expands on functional information provided in Section 7 or
“day to day behaviors” that may impact progress on the
goal(s) and benchmarks.
Used in the context of routine activities of everyday living. For students 14
½ or older, transition goal(s) and benchmarks are included.
Areas of Development:
Daily living or self-help skills—dressing, eating, toileting, etc.
Social skills—making friends
Behavior
Sensory skills—hearing, seeing
Communication skills—talking
Mobility—getting around in school
and the community
 Vocational skills—working






17
Sample Present
Level of Functional
Performance
(Writing Goal)
ILS
PLAAFP
GOAL
BENCHMARKS
During reading/language arts class Manuel is often one of the first
students to complete written assignments. Typically, Manuel does not ask
for assistance from the teacher. If seated with a group, he still will not ask
for assistance or clarification, but if one of his peers asks a question se will
listen to the question and will respond attentively. Manuel uses word
banks that are provided for him and visual models such as a reference
sheet. Manuel will look back in a book or story to get ideas. Manuel
responds well when the instructor uses a scaffolding approach for new
and developing skills. Manuel is comfortable responding spontaneously
through verbal means, but utilizes avoidance techniques when asked to
read aloud his written responses to the class.
18
Sample Present
Level of Functional
Performance (Social
Emotional Goal)
ILS
PLAAFP
GOAL
BENCHMARKS
 Manuel is currently struggling to make positive decisions when engaging in social
situations during his lunch period, during passing periods in the hallway and after
school when exiting the building. Manuel will act out verbally toward peers, often
threatening peers and yelling obscenities at least 2 out of 5 days per week. Manuel often
engages in verbal altercations when he feels disrespected by peers or feels pressured by
them to participate in their activities. Additional adult supervision has not been
successful during these times as Manuel will engage in verbal altercations with the staff
member. Manuel has had some insight as to what provokes his verbal altercations
during social and unstructured times as she can identify individuals who anger him.
 In class activities that involve peer group work or sharing materials to complete tasks,
Manuel is often be unable to work with peers to share responsibilities for a group task
and make decisions as a group member without engaging in verbal altercations at least
2 times per week. When approached by staff during these times, Manuel’s verbal
outbursts escalate and he will verbally attack the staff member. Providing choices at the
beginning of the activity and assigning roles for group activities has proven helpful for
Manuel.
 Why is this PLAAFP longer than the previous example?
19
Other Considerations
 Includes additional factors that may impact
progress on the goal(s) and benchmarks AND
Does Not:
1) Reference the student's disability as reason for
justification.
2) State the student cannot access the general
education curriculum.
 List information here that is helpful for a teacher
to know (e.g., easily distracted, needs frequent
repetition of concepts, impulsive).
Other Considerations Example:
 Manuel’s behaviors impact his performance at school
when he is disciplined for acting out throughout the
building. This causes him to miss out on instruction
in the classroom. During the last 5 weeks, Manuel has
missed at least 7 class periods and 2 full days of school
due to being in the discipline office, speaking with the
counselor or being suspended.
CCSS
PLAAFP
GOAL
BENCHMARKS
22
CCSS
PLAAFP
GOAL
BENCHMARKS
What are Goals?
 Goals describe what your student can be expected to
do or learn within a 12-month period and are
designed to:
 Enable your student to be involved in
and make progress in the
general education curriculum
 Meet each of your student’s other
educational needs that result from
the student’s disability
23
CCSS
PLAAFP
GOAL
BENCHMARKS
SMART Goals & Objectives
S
Specific
M
Measurable
A
Action words
R
Realistic/relevant
T
Time-limited
I
Include Strategy
24
CCSS
PLAAFP
GOAL
BENCHMARKS
Specific Goals
 Target areas of academic achievement
and functional performance
 Include clear descriptions of the
knowledge and skills that will be
taught
 Define each skill in measurable terms
25
CCSS
PLAAFP
GOAL
BENCHMARKS
Measurable Goals
 Measurable means you can count or observe it.
 Allow parents and teachers to know how much
progress your student has made since the performance
was last measured.
 With measurable goals, you
will know when your student
reaches the goal.
 Do not just use minimum or maximum assistance
26
CCSS
PLAAFP
GOAL
BENCHMARKS
Action Words
 Three components that must be stated in measurable
terms:
 Direction of behavior

increase, decrease, maintain, etc.
 Area of need

reading, writing, social skills, communication, etc.
 Level of attainment

without assistance, at x% rate, trials, etc.
 Use action words:
 The child will. . .
27
CCSS
PLAAFP
GOAL
BENCHMARKS
Realistic & Relevant
Goals
 Assist the student’s access and make progress in the
age appropriate curriculum.
 Are not solely based on district curricula,
state or district tests, or other
external standards.
28
CCSS
PLAAFP
GOAL
BENCHMARKS
Time-limited Goals
 What does your student need to know and be able to
do after one year of special education services?
 What is the starting point for each of your student’s
needs (present levels of academic achievement and
functional performance)?
 Enables you to monitor your
student’s progress at regular intervals.
29
CCSS
PLAAFP
GOAL
BENCHMARKS
Strategies and
interventions in goals
 Goals should be specific about strategies to
help the student meet the expectations.
 Basic examples of some interventions can be
found in the OSS Resource Manual for
Substitute Teachers
 More specific examples can be found at
 www.interventioncentral.org
 www.cast.org/teachingeverystudent
 http://www.ssawikipage2011.wikispaces.com
30
Where do we begin when
developing a goal aligned to
the Common Core State
Standards?
CCSS
PLAAFP
GOAL
BENCHMARKS
1.
Unpack the Common Core State Standards to become familiar with the academic
expectations outlined.
2.
Analyze standards across grade level spans to determine the skills that must be
mastered within the life span of the IEP.
3.
Analyze data and other information gathered from IEP team members to develop
the Present Level of Academic Achievement and Functional Performance (PLAAP)
in the context of the CCSS.
4.
Determine academic and/or functional need in this new context.
5.
Develop goals that address academic and/or functional needs with the
understanding that, in some cases, to meet the unique needs of all students,
several goals should be crafted.
6.
Cross check goals and benchmarks against the CCSS to ensure that the goals that
have been developed address the needs of the student.
31
CCSS
PLAAFP
GOAL
Manuel in the
context of the CCSS
BENCHMARKS
 Review the CCSS for Writing across the grade level
span
 Text Types and Purposes
 Production and Distribution of Writing
 Research to Build and Present Knowledge
 Range of Writing
 Gather baseline data that speaks to the
expectations of the standards
32
CCSS
Sample ELA Goal
Aligned to the CCSS
PLAAFP
GOAL
BENCHMARKS
IEP Goal: When given a variety of writing prompts (opinion,
informative/explanatory and narrative writing) related to texts
read or topics discussed in class, Manuel will utilize the writing
process (prewriting, drafting, revising) to provide a written
response that (a)introduces the text or topic to convey his
thoughts, (b) includes main ideas, (c) supporting evidence, (d)
use of sentences that link words and phrases or signal event
order and adjectives/action words and (e) has an organizational
structure that includes an introduction, body, and conclusion on
8 out of 10 attempts using strategies such as scaffolding
instruction, graphic organizers for brainstorming thoughts and
ideas, visual models of paragraph structure, and
word banks.
33
CCSS
PLAAFP
GOAL
Sample Social
Emotional Goal
BENCHMARKS
IEP Goal: Manuel will apply good decision
making skills by demonstrating positive
interactions with peers and staff through
utilizing calm-down breaks, identifying anger
triggers and appropriate responses to peer
conflict in academic and social situations in 8
out of 10 attempts.
34
ILS
PLAAFP
GOAL
BENCHMARKS
Benchmarks:
Benchmarks: The steps to reaching the goal
 Breaks the annual goal down into specific smaller components
and/or skills and identifies strategies and/or interventions that
will be used to teach the identified skills
 Establishes expected measurable performance levels that are
monitored quarterly to determine progress
 Contain action words to define how the student will complete
component or skill
 Are realistic
 Time limited- monitored quarterly to determine progress
35
CCSS ELA Elementary
Benchmarks Example:
ILS
PLAAFP
GOAL
BENCHMARKS

Benchmark 1: When given a short answer prompt about texts read in class, Manuel will verbally state his
opinion or topic, complete a graphic organizer that identifies the topic or opinion and supporting details
from the story to support his thoughts, then using a visual model of paragraph structure develop a
paragraph of at least five sentences on 8 out of 10 attempts.

Benchmark 2: When given a short answer prompt about texts read or topics discussed in class, Manuel
will verbally state his opinion or topic, complete a graphic organizer that identifies the topic or opinion
and supporting details from the story to support his thoughts, then using a visual model of paragraph
structure develop a paragraph of at least five sentences including a sentence that links least two
thoughts together on 8 out of 10 attempts using word banks, graphic organizer, visual model of paragraph
structure and scaffolding instruction.
Benchmark 3: When given a writing prompt about texts read or topics discussed in class, Manuel will
discuss these with a group of peers, then produce a written document with an organizational structure
(introduction, body, conclusion) that consists of three paragraphs with five well developed sentences
each that include linking ideas or signal event order and adjectives and/or action words (at least one per
paragraph), along with the topic, supporting details such as definitions, facts, or reasons signaling use of
strategies such as graphic organizers and a visual model of organizational structure on 8 out of 10
attempts using scaffolding
instruction, reference charts, graphic organizer and word banks.

36
Sample Social
Emotional Benchmarks:
ILS
PLAAFP
GOAL
BENCHMARKS
 Benchmark 1: Manuel will take 'calm-down' breaks: by identifying when he is getting too
tense, excited, or angry; when to take a short break away from the setting or situation
until they have calmed down sufficiently; how long the student needs to take a calmdown break; and identifying an adult or location to take a “calm-down” break in 7 of 10
attempts using such strategies as verbalization or journaling.
 Benchmark 2: Manuel will actually identify Anger /Defensiveness triggers by identifying
peers who trigger defensive responses, identifying situations that trigger defensive
responses; identifying times when he becomes more defensive; and identifying places
where he has had repeated defensive responses in 7 out of 10 attempts.
 Benchmark 3: Manuel will demonstrate an appropriate range of responses with such
strategies as peer interactions by learning how to negotiate with peers about
assignments or work expectations; learning how to request some 'leeway' on
assignment or classroom expectations (as an acknowledgement of the life- or situational
stress that they might be experiencing); learning non-stigmatizing ways to get academic
help, support in the classroom when peer interactions break down and learning how to
walk away or use non-escalating language to interact with peers in 7 out of 10 attempts.
37
Diagram of Goal Writing= Paragraph
Writing
Turn and Talk
 Turn and talk with the nearest group to
compare, review and discuss the following goals
using these guided questions:
 Do they meet the criteria for SMART(I) goals?
 Do the goals address the deficit area discussed
in the PLAAFP?
 Can you implement this goal and progress
monitor the results?
Important IEP Components to
Consider:
 Most student deficits include social emotional and







independent functioning needs: goals should be developed
If an FBA is warranted- then goals to support the interventions
should be developed
Communication & social goals are not only for SW and SLP to
create
Revise goals at any time if goal is not met or student is making
progress past the quarterly period
The importance of collecting data on goals- otherwise its
strictly your opinion
Maintain a minimum of 80% accuracy
Special factors- list items within school for assistive tech
Special factors- list specific details in need for paraprofessional
support and connect to in
Sample Goal 1
Sample Goal 2
Malik will be able to comprehend a broad
range of reading materials.
Sample Goal 3
Determine the main idea of a text; recount
the key details and explain how they support
the main idea.
Sample Goal 4
By using pre-reading strategies such as previewing
reading materials, making predictions, composing
questions, and using an outline (with sentence
starters) Andy will be able to strengthen his short
term / working memory/verbal reasoning skills
while building a solid base of knowledge of
assigned text that will guide him through his
reading and help her retain important information
(such as key ideas) and comprehend what is read
with 70% success.
Sample Goal 5
Using strategies such as prewriting and
creating graphic organizers along with visual
aids such as wall posters and visual/auditory
prompting Andy will strengthen his attention
and concentration while composing wellorganized and coherent writing for specific
purposes and audiences with 70% success.
Sample Goal 6
Given 5-10 items, Jimmy will apply word analysis
skills (e.g., phonics, word patterns) to recognize
new words, through the use of graphic
organizers, wall charts, and other visual aids,
with 65% mastery.
Learning Objectives
 Identify tips and specific strategies to create a high
quality Individual Education Program (IEP) as an
instructional document to meet the needs of students
with disabilities.
 Develop an IEP section by section to include specific
information and effectiveness of past interventions
regarding a student's individual needs.
 Develop measurable annual IEP goals and benchmarks
to support access to the general education curriculum.
Determining Instructional Setting:
Making the LRE Decision
Discuss and Analyze General Consideration
What has worked in the past? What has not worked? Where is the student now?
Develop Student Outcomes
Where do we want the student to be? What we expect the student to know and be able to do ?
Identify Specific Areas of Need
In what areas does the student need additional supports in order successfully reach their outcomes?
Identify Supports and Services Needed to Address Areas of Need
What services does the student need to address each specific area of need?
No
Accommodations
Accommodations
Modifications
Specialized
Instruction
Making the LRE Decision:
How can the identified services and supports be implemented in the least restrictive environment?
Discuss the following for each Area of Need:
1. Will the student be successful with the services and supports provided in the general education setting?
2. Will the additional supports and services identified by the team enable the student to be successful in the
general education classroom?
3. Will the benefits of the general education classroom outweigh the benefits of a more restrictive setting?
4. Determine amount of time required in separate setting to meet student’s needs
5. Once you have completed steps 1 through 4 for each Area of Need, add up all Areas of Need to determine LRE
for the student.
48
Determining Instructional Setting: LRE Decision Tree*
Start Here for Each Area of Need
1. Will the student be successful with the services /
supports provided in the general classroom?
Yes
Setting is General
Education Classroom
Yes
Setting is General
Education Classroom
Yes
Setting is General
Education Classroom
Yes
Repeat Steps 1 through 4
for next Area of Need
No
2. Would the additional supports / services identified by
the team enable the student to be successful in the
general education classroom?
No
3. Will the benefits of remaining in the general classroom
outweigh the benefits of a more restrictive setting?
No
4. Determine amount of time required in separate
setting to meet student’s needs
5. Is there another Area of Need?
No
Less Restrictive
6. Add all Areas of Need to determine
LRE for the student.
Separate
classroom
up to 20%
Most Restrictive
Separate
Classroom
21-60%
Separate
Classroom
60% & above
Separate
Day
School
Residential
School
49
Questions?