The Standards-Based IEP - Norfolk Public Schools

THE STANDARDS-BASED IEPPart Two: Writing Annual GoalsLearning Support – Special Education Services

PURPOSE To review the components of Standards-Based annual goals To provide an opportunity to work collaboratively to develop PLoPand Standards-Based goals

ANNUAL MEASURABLE GOALS Reading4.5 Student will read and demonstrate comprehension of nonfiction and fiction. Hewill increase his DRA level from an independent 30 instructional 30 to anindependent 34, instructional 38. WritingGiven writing prompts and activities, student will write in accordance with theGrade 3 Composition Evaluation rubric. MathStudent will use problem solving, mathematical communication, mathematicalreasoning, connections, and representations to solve problems throughcomputation.

Develop measurable annual goals alignedwith grade level academic contentstandards.Ask: What are the student’s needs as identified in the present level ofperformance? What skills does the student require to master the content of thecurriculum? What can the student reasonably be expected to accomplish in one schoolyear?

GRADE LEVEL EXPECTATIONSAND THE STUDENT ’SFUNCTIONING The grade level standards are required for all students,regardless of special education status (with the exception ofstudents participating in the VAAP) Where does a student’s disability affect his/her ability to accessthe grade level standard? This is where the a Standards-Based goal comes from

GRADE LEVEL EXPECTATIONSAND THE STUDENT ’SFUNCTIONINGIt is possible and acceptable to have a Standards-Based goal that is off gradelevel because the student requires specially designed instruction in a skill thatwill allow access to the grade level standard (note – the farther away fromgrade level changes the goal from Standards-Based to functional)5th Grade Math 5.18c: model one-step linear equations using addition/subtraction 4.3a) read/write/represent/ID decimals through thousandths; b) round towhole, tenth, hundredth; c) compare/order; d) write decimal and fractionequivalent from a model 3.6 represent multiplication/division using area/set/number line models,create/solve problems involving multiplication of two whole numbers 99 orless and 5 or less

Annual Goal ComponentsWhoStudentTimeframeLength of TimeConditionsUnder WhatConditionsBehaviorCriterionWill Do WhatStandards-based IEP State-Directed Project – Winter 2011To What Level orDegree

Sample: Annual Academic Goal forReading Content Standard 4.54.5 The student will read and demonstrate comprehension of nonfiction.a)b)c)d)e)f)g)h)i)Use text organizers, such as type, headings, and graphics, to predictand categorize information.Formulate questions that might be answered in the selection.Explain the author’s purpose.Make simple inferences, using information from texts.Draw conclusions, using information from texts.Summarize content of selection, identifying important ideas andproviding details for each important idea.Describe relationship between content and previously learnedconcepts or skills.Distinguish between cause and effect and between fact and opinion.Identify new information gained from reading.Standards-Based IEP State-Directed Project – Winter 2011

Reading Content Standard 4.5 d-fd) Make simple inferences, using information from texts.e) Draw conclusions, using information from texts.f) Summarize content of selection.Standards-Based IEP State-Directed Project – Winter 2011

Sample: Annual Academic Goal forMathematics Content Standard 4.2 and 4.34.2 The student willa)identify, model, and compare rational numbers (fractions and mixednumbers) , using concrete objects and pictures;b) represent equivalent fractions; andc) relate fractions to decimals, using concrete objects.4.3 The student will compare the numerical value of fractions (with likeand unlike denominators) having denominators of 12 or less, usingconcrete materials.Standards-Based IEP State-Directed Project – Winter 2011

Mathematics Content Standard 4.2, a, b and 4.34.2 (a) identify, model, and compare rational numbers (fractions and mixed numbers) ,using concrete objects and pictures; (b) represent equivalent fractions4.3 The student will compare the numerical value of fractions (with like and unlikedenominators) having denominators of 12 or less, using concrete materials.Standards-Based IEP State-Directed Project – Winter 2011

Quick Check: Writing Annual GoalComponents Goals are related to information in the PLOP Goals are written to address academic and/orfunctional disability related needs, such as behaviors Goals are measurable and include a projected level ofattainment Goals are instructionally relevant and supportparticipation and progress in the general curriculumStandards-Based IEP State-Directed Project – Winter 2011

WORDS TO AVOID Improve Appropriate Inappropriate Increase Expand

DEVELOPINGGOALS Group Development of Standards-BasedAnnual Goals Gallery Walk Whole Group Discussion

LEARNING SUPPORT – SPECIALEDUCATION SERVICES’EXPECTATIONS The present level of academic achievement functionalperformance must be disability-based answer the NASDSE and/or the Questions to Consider WhenDeveloping a Standards-Based PLoP Special education teachers must be familiar with theircase load students’ disability-based needs and how thedisability will affect progress in the general curriculum All reading, writing, and math annual goals must beStandards-Based (except students who qualify for andparticipate in the VAAP)

LEARNING SUPPORT – SPECIALEDUCATION SERVICES’EXPECTATIONS Case managers should maintain a data tracking systemspecific to IEP goals (e.g., progress monitoring) and how thestudent is able to access the curriculum (e.g., DLR, DMR,teacher observations, common formative assessments, exittickets, task analysis) Case managers should maintain a system to keep track ofinput from general education teachers and related servicepersonnel, as appropriate

LEARNING SUPPORT – SPECIALEDUCATION SERVICES’RECOMMENDATIONS Check weekly: Events Due in Next 7 Days, Events Duein Next 30 Days, and Overdue Events Draft IEP at least 30 days before the annual reviewdate In-building checks and balances system: Peer review NPS Rep review Department Chair review

LEARNING SUPPORT – SPECIALEDUCATION SERVICES’RECOMMENDATIONS Collaboration between special and generaleducation teachers Collaboration between special educationcase managers and special education teacherswho provide the specially designed instruction Data Progress monitoring

QUESTIONS

Standards-Based IEP State-Directed Project - Winter 2011 Quick Check: Writing Annual Goal Components Goals are related to information in the PLOP Goals are written to address academic and/or functional disability related needs, such as behaviors Goals are measurable and include a projected level of attainment