Understanding The Standards-based Individualized Education .
Understanding theStandards-basedIndividualized EducationProgram (IEP)Many states and local school districts are embracing a newapproach to developing Individualized Education Programs(IEPs) for students receiving special education. Thisapproach—most often referred to as “standards-based IEPs”—is driven by changes to both the Individuals with DisabilitiesEducation Act (IDEA) and the current Elementary and Secondary EducationAct (ESEA)—known as No Child Left Behind (NCLB). Understanding thisstandards-based approach to IEP development and how it can benefitstudents with LD is the focus of this Advocacy Brief.While the requirement that every student receiving special educationhave an IEP is not new, linking the content of a student’s IEP to thestate’s academic standards for the student’s enrolled grade is both newand challenging. This approach seeks to raise the learning expectationsfor students with disabilities— including those with a specific learningdisability (SLD or LD)—providing opportunities for students to makesignificant achievement gains. Moving away from the old approach to IEPdevelopment, which lacked a focus on closing the student’s achievementgap, to a new process that focuses on alignment with what all students areexpected to know and do, holds significant promise for students with LD.Students with LD account for nearly half of all students that school districtsdetermine as eligible for special education under the IDEA. Based on theIDEA’s definition of “specific learning disability” and the determinationsrequired to find students eligible for this disability category (see boxon pg 2), students with LD should be expected to participate in generaleducation curricula and achieve at a proficient level on state assessments,when provided with specially designed instruction and appropriateaccommodations.1Understanding the Standards-based Individualized Education Program (IEP)National Center for Learning Disabilities www.LD.orgWhat is meant by a“standards-basedIEP?”In this Advocacy Brief, theterm “standards-based IEP”is used to describe a processand document that is framedby the state standards andthat contains annual goalsaligned with, and chosento facilitate the student’sachievement of, state gradelevel academic standards.Source: Standards-Based IEPs:Implementation in SelectedStates, Project Forum atNASDSE, May 2006Several states have begun touse a “standards-based” approach to IEP development.Be sure to check with yourstate or local school districtabout any available guidanceon this topic.
Requirements of Federal Education LawsThe IDEA 2004 requires every student eligible for special education to havean IEP in effect at the beginning of each school year.The student’s IEP must contain: a statement of the student’s present levels of academic achievementand functional performance including how the student’s disabilityaffects the student’s involvement and progress in the generaleducation curriculum*; anda statement of measurable annual goals, including academic andfunctional goals, designed to meet the student’s needs that result fromthe student’s disability to enable the student to be involved in and makeprogress in the general education curriculum*; anda statement of the special education and related services andsupplementary aids and services, based on peer-reviewed researchto the extent practicable, to be provided to the student, or on behalfof the student, that will be provided to enable the student to advanceappropriately toward attaining the annual goals and to be involved inand make progress in the general education curriculum*.*While the IDEA does not define the term “general education curriculum” it isgenerally considered to mean the full range of courses, activities, lessons, andmaterials routinely used by the general population of a school. The generaleducation curriculum is aligned to the state academic content standards.The IDEA also requires each state to ensure that all students withdisabilities are included in all general state- and district-wide assessmentswith appropriate accommodations, if necessary, as indicated in their IEPs.NCLB requires each state to test all students — including students withdisabilities— annually in reading/language arts and math in grades 3through 8 and once in high school (between grades 10 and 12). Theseassessments must be based on the state’s academic content standards andthe academic content standards must be the same for all students.An increasing number of states are requiring students to pass a “high-stakesexam” (or “exit exam”) in order to graduate from high school with a regulardiploma. Neither IDEA nor NCLB require exit exams. These exams alsofocus on a student’s proficiency in relation to state academic standards,so aligning IEPs with state standards helps ensure students with LD willbe prepared to earn a regular diploma in a state where an exit exam isrequired.2Understanding the Standards-based Individualized Education Program (IEP)National Center for Learning Disabilities www.LD.orgSpecific LearningDisability (SLD)DefinedIDEA 2004 federal regulationsdefine the term “specificlearning disability” as adisorder in one or more of thebasic psychological processesinvolved in understandingor in using language, spokenor written, that may manifestitself in the imperfect abilityto listen, think, speak,read, write, spell, or to domathematical calculations,including conditions suchas perceptual disabilities,brain injury, minimal braindysfunction, dyslexia, anddevelopmental aphasia.A determination must bemade that the disability isnot primarily the resultof a visual, hearing, ormotor disability; mentalretardation; emotionaldisturbance; cultural factors;environmental or economicdisadvantage; or limitedEnglish proficiency.Additionally, a determinationmust be made ensuringthat a student’s academicunderachievement is notdue to lack of appropriateinstruction in reading ormath.
The Basics of a Standards-Based IEPEvery state has academic content standards that describe what studentsare expected to know and be able to do in each content area (such asreading and math) and at each grade level. Used as a framework forteaching, the standards tell teachers what to teach, not how to teach.Because the content standards do not prescribe how to teach, thisdistinction allows for differentiated instruction for students with speciallearning needs.Since each state has developed its own set of academic content standards,there are significant differences across states. Some states have complexstandards at each grade level, others are less specific and cover a cluster ofrequired skills. Developing standards-based IEPs requires IEP team membersto have an understanding of the state’s standards— and if necessary, theyneed to understand the standards for each grade and for each academiccontent area.Present Level of Performance (PLOP)Every IEP begins with the development of a statement describingthe student’s current levels of academic achievement and functionalperformance (PLOP). In a standards-based IEP approach, the PLOP clearlyindicates how the student is currently performing in relationship to thestandards for the student’s enrolled grade. The PLOP should always beformulated using a variety of objective information and should be writtenin terms that are both understandable and measurable.Sources of information that should be used to develop the PLOP include: the student’s most recent performance on all state- and district-wideassessments;classroom-based testing data;progress monitoring data;parent information, including their concerns for enhancing the student’seducation.The PLOP should also identify the skills and knowledge the student hasalready attained relative to grade-level standards. This information isthen used to decide what academic standards the student has achievedand what standards remain to be accomplished. Determining the gapsbetween the student’s current level of academic achievement and theexpectations for grade-level performance provides a clear picture of whatneeds to be accomplished in the coming year.3Understanding the Standards-based Individualized Education Program (IEP)National Center for Learning Disabilities www.LD.orgRemember Don’t use the student’sdisability as the reason forachievement deficits. Rather,focus on the specific impactof the student’s disability onachievement of the standards.The statements made in theIEP should be curriculumbased, not deficit-based (seeexample below).Example of what not towrite in a PLOP“Marcus’ learningdisability affects hisprogress in the generalcurriculum.”Example of what to write ina PLOP“Marcus’ weakness inapplying strategies,such as makinginferences and makingcomplex predictions,affect his progress incomprehending sixthgrade literary materials.”Source: Alabama statewidetraining on standards-basedIEPs (January to March 2006)
Important questions to ask when developing a standards-basedPLOP include:What are the content standards for this student’s enrolled grade?Where is this student performing in relation to the grade-level standards?What strengths/needs does this student have related to learning thestandards?How does this student’s disability affect involvement and progress in thegeneral curriculum?What other needs—beyond academic skill deficits in areas such asorganizational skills and social skills— impact the student’s involvementand progress in the general curriculum?What strategies, accommodations, and/or interventions have beensuccessful in helping this student make progress in the general curriculum?What strategies, accommodations, and/or interventions have beenunsuccessful? Annual GoalsThe PLOP provides a picture of the student that is then used to develop thestudent’s annual goals linked to state standards. Using information in thePLOP, the IEP team: selects an area of weakness;identifies the grade level standard affected by the area of weakness;writes a goal addressing the grade level standard.Next, the IEP team: identifies the specific skill deficits that impact mastery of the standard;writes a goal addressing the skills needed to master the standard.Every goal must relate to a need identified in the PLOP. In many cases,the goal will require the student to make more than one year’s progress inan academic school year in order to close the gap.Also: Annual goals are written only in areas that directly affect involvement andprogress in the general education curriculum resulting from the student’sdisability.Goals don’t simply restate the state content standard(s). Academic contentstandards state what all students should know and be able to do.Goals should be prioritized, clearly indicating the skills and knowledgemost important to the student’s long-term academic success.Properly written, standards-based IEP goals make the content standardspecific for the student, ensuring that the student will receive instruction atgrade level.4Understanding the Standards-based Individualized Education Program (IEP)National Center for Learning Disabilities www.LD.orgDid you know In a 2004 national survey,only seven states requiredthat the IEPs of students withdisabilities address statecontent standards and only 57percent of special educationteachers said they were “very”familiar with their state’sacademic content for thesubjects they teach.Source: Quality Counts 2004:Count Me In, Education Week2004In a 2001 study of 41 state IEPforms, five addressed stateand district standards and29 specifically reflected thestatement of how presentlevels of performancewould affect the student’sperformance in the generalcurriculum.Source: Addressing standardsand assessment on state IEPforms, Synthesis Report 38,National Center on EducationalOutcomes
Important questions to ask when determining standards-basedannual goals include:What skills must this student learn in order to become proficient onthe grade-level standard(s)?What access skills related to the grade-level standard(s) must thisstudent learn?What growth and progress can be reasonably expected of this studentin the coming year?Will the expected growth and rate of progress close the achievementgap for this student? Regardless of whether the annual goal addresses an academic deficit orsome other skill that requires improvement, such as organizational skills orbehavior, goals must be written in a manner that are strategic, measurable,and attainable and must contain these five critical elements: The student (WHO)Will do what (BEHAVIOR)To what level or degree (CRITERION)Under what conditions (CONDITIONS)In what length of time (TIMEFRAME)Here is an example of a properly written goal that contains allof the elements above.Jacob (WHO) will read 90-110 words of connectedtext (CONDITION) per minute (BEHAVIOR) with100% accuracy (CRITERION) at the end of 36 weeks(TIMEFRAME).Source: Alabama statewide training on standards-based IEPs (January toMarch 2006)Special Education, Related Services, Supplementary Aids and ServicesIn a standards-based IEP approach, the IEP team will provide a statementof the special education and related services the student needs to take thestudent from the starting point (as described in the PLOP) to the goal ofmeeting grade-level content standards.Modifying grade-level expectations is appropriate only when the student’spresent level of performance is substantially below grade level. Unlikeaccommodations, modifications change the learning expectations of thestandard being taught. Accommodations are tools and procedures thatprovide equal access to instruction and assessment for students withdisabilities. Accommodations lessen the effects of a student’s disabilitybut do not change the learning expectation. Accommodations are notspecially designed instruction.5Understanding the Standards-based Individualized Education Program (IEP)National Center for Learning Disabilities www.LD.orgSpecial EducationThe IDEA defines specialeducation as “speciallydesigned instruction, atno cost to parents, to meetthe unique needs of a childwith a disability, includinginstruction conducted in theclassroom, in the home, inhospitals and institutions,and in other settings ” Inturn, specially designedinstruction is defined as“adapting, as appropriate tothe child’s needs, the content,methodology, or delivery ofinstruction to address theunique needs of the childthat result from the child’sdisability; to ensure accessof the child to the generaleducation curriculum, sothat the child can meet theeducational standardswithin the jurisdiction of thepublic agency that apply toall children.”This definition of “speciallydesigned instruction” clearlyindicates that the intent isfor students with disabilitiesto be provided with servicesthat allow them to achieveequal to their same age peerswithout disabilities.
Understanding the difference between accommodations and speciallydesigned instruction is essential when determining the special services astudent needs to accomplish IEP goals (see box at right).AccommodationSusan will be provided her textbook on tape because she isunable to read.Specially designed instructionSusan will be provided intensive instruction in phonemicawareness.Important questions to ask when developing standards-based speciallydesigned instruction include: Which special services will make the biggest impact toward this studentachieving grade-level proficiency?What is the direct instruction this student needs to support learning thegrade-level content standard(s)?What accommodations will this student need in order to minimize theeffects of his disability?Benefits of a Standards-Based IEP ApproachProperly implemented, a standards-based approach to developing IEPsblends the best of special education and standards-based education.Aligning a student’s special education program with the learningexpectations for all students helps ensure that students with disabilitieswill benefit from school accountability and improvement activities justas all other students. As stated earlier, students with LD need speciallydesigned instruction in order to achieve at grade level. Loweringexpectations instead of providing intensive services is an inadequateapproach to helping these student progress with his peers.Students, parents, general and special education teachers, and schools allbenefit from this approach.Students will: 6Receive specially designed instruction linked to the general educationcurriculum for their enrolled grade;Receive appropriate accommodations designed to support theirachievement at grade level;Be better prepared to earn a regular high school diploma and enjoysuccess beyond secondary school.Understanding the Standards-based Individualized Education Program (IEP)National Center for Learning Disabilities www.LD.orgAccommodationvs. ModificationAccommodations are notthe same as modifications.Accommodations areintended to lessen the effectsof a student’s disability; theyare not intended to reducelearning expectations.Changing, loweringor reducing learningexpectations is usuallyreferred to as a modificationor alteration. Unlikeaccommodations, consistentuse of modifications canincrease the gap betweenthe achievement of studentswith disabilities and the gradelevel expectations. This mayhave a negative impact onthe student’s educationalcareer as the student maynot continue to progress andbe able to obtain a regulardiploma.
Parents will: Have a better understanding of what is expected of all students in theirchild’s grade;Have a better understanding of where their child is functioning inrelationship to what the stateexpects of a child in the enrolled grade;Be able to support their child’s learning at home.General education and special education teachers will: Have a closer working relationship as they support student learning;Have a better understanding of what students with disabilities need tofacilitate grade-level achievement;Have higher expectations of students with disabilities.Schools will: Provide special education teachers with improved understanding ofacademic content standards;Provide time for general education and special education teachers tocollaborate and supportstudent learning;View students with disabilities as capable of achieving grade-levelproficiency.LinkingStandards-basedIEPs and AssessmentOptionsStudents with disabilitieswho participate in stateassessments required by NCLBvia an alternate assessmentbased on modified academicachievement standards arerequired to have annual goalsbased on academic contentstandards for their enrolledgrade.This provision is an importantsafeguard to ensure thatstudents continue to haveaccess to grade-levelinstruction, even when theirIEP team has determinedthe need for an alternateassessment.For additional information onthe assessment options see:“Accelerated growth toward, and mastery ofState-approved grade-level standards are goalsof special education.”U.S. Department of Education,71 Federal Register, pg. 46,6537Understanding the Standards-based Individualized Education Program (IEP)National Center for Learning Disabilities www.LD.orgUnderstanding AssessmentOptions for IDEA-eligibleStudents under No Child LeftBehind, National Center forLearning Disabilities, availableat www.LD.orgLearning Opportunities forYour Child Through AlternateAssessments: AlternateAssessments Based on ModifiedAcademic AchievementStandards, National Centeron Educational Outcomes,available at www.nceo.info
Tips for ParentsProvide expectations and concerns regarding your child’s school performanceto the IEP team in a organized and concrete manner.Have an understanding of how your child is performing compared to your stateacademic content standards for his enrolled grade.Confirm that all information used to develop your child’s present levelof performance is based on a variety of information that is objective anddocumented.Expect all language in the IEP to be clear, understandable, and focus on what
standards-based approach to IEP development and how it can benefit students with LD is the focus of this Advocacy Brief. While the requirement that every student receiving special education have an IEP is not new, linking the content of a student’s IEP to the
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