Developing Quality IEPs

Part 2: Writing Quality PresentLevel Statements, Annual Goals, and Short-Term Objectives/Benchmarks

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You Will Learn to…

Use the problem-solving process to developQuality present level of academic

achievement and functional performance statements

Quality annual goals, short-term objectives, or benchmarks

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IEP Components

In a quality IEP, all components are clearly aligned.3

Present Level of Academic Achievementand Functional Performance

Present level statements contain comprehensive and understandable information about the student's needs related to the disability that is based on data from a variety of sources across applicable domains/transition service areas.

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Present Level of Academic Achievement and Functional Performance

The student's strengths What the student currently can do How the disability affects the student's

involvement and progress in the general curriculum or participation in appropriate activities

The student's educational needs

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Present Level Statement Using the Problem-Solving Process

Step 1: Problem Identification (What's the problem?) • What is the student's current level of performance and

rate of progress?

• What is the student expected to do?

• What is the gap between expected/current performance?

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Step 2: Problem Analysis (Why is it taking place?) • Why is the expected skill/behavior not occurring?

• What factors are contributing to the gap?

• What is the impact of disability on progress?

Step 1: What's the Problem?

Determine the gap between what is expected of a student at a current age or grade level and the current performance of the student.Review information about student progress to

identify general areas of concern and strengths.Then investigate each area of concern to

pinpoint specific needs.

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Sources of Information

Use current, objective data from a variety of sources

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Academic Achievement•State assessments (FCAT, FCAT 2.0, FAA)•End-of-Course (EOC) Assessments•District achievement assessments•Report cards and progress reports•Curriculum-based and progress- monitoring assessments (RtI)•Diagnostic assessments•Work samples and observations

Functional Performance

Sources of Information

Use current, objective data from a variety of sources

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Academic Achievement•State assessments (FCAT, FCAT 2.0, FAA)•End-of-Course (EOC) Assessments•District achievement assessments•Report cards and progress reports•Curriculum-based and progress- monitoring assessments (RtI) •Diagnostic assessments•Work samples and observations

Functional Performance•Discipline and attendance records•Functional behavioral assessments•Reports of motor and sensory proficiency•Speech and language evaluations•Observations/anecdotal records•Interviews with teachers, parents, and the student

Relevant Strengths

Areas of curriculum where student is performing on or above grade level

Student's abilities or behaviors in home, school, and community work setting

Preferences or interests

Examples: Is performing on grade level in mathematics When information is presented in an audible format, is

able to recall main ideas and details Is interested in environmental issues

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Step 2: Why Is It Taking Place?

For each area of concern, analyze factors that may be affecting student performanceCurriculum and instruction (standards,

instructional methods and materials)Environment (barriers and supports)

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Step 2: Why Is It Taking Place?

For each area of concern, analyze factors that may be affecting student performanceCurriculum and instruction (standards,

instructional methods and materials)Environment (barriers and supports)The effect of the student's disability

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Step 2: Why Is It Taking Place?Determine the effects of the disability and identify educational needs resulting from the disability.

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Give Me an Example

Student Name: TiaGrade: 2Age: 7 years, 6 monthsExceptionality:Specific Learning DisabilityAnnual IEP review date: March 7, 2012Domain: Curriculum and Learning Environment

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What's the Problem?

General Area of Concern: Reading Specific Problem:

Difficulty blending sounds quickly to read new words containing three or more phonemes (c-ar-t) or two syllables (ex-it)

Decoding problem impacts reading fluency Reading fluency below grade level

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What is the Gap?

Decoding: Current/Baseline: Can decode words with two

phonemes/one syllable Expected: Decode words with three or more

phonemes/two syllables Fluency:

Current/Baseline: 34 words correct/minute (first-grade reading passages)

Expected: 90 words correct/minute (second-grade reading passages)

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What's Causing the Problem?

Curriculum: Is working on the correct standards

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Instruction: Supplemental phonics instruction has been effective but not intensive enough (need to increase)

Environment: No impact

What's Causing the Problem?Effect of Disability/Needs

Effect of disability: Difficulty identifying, manipulating, and blending

individual sounds Attempts to sound out letters in isolation w/o blending Impacts fluency and reading comprehension

Educational needs: Use word-blending skills and knowledge of spelling

patterns to decode second-grade words with fluency Increase fluency rate/reading passages orally

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Strengths: Tia

Good listening comprehension skills Enjoys listening to books read aloud on

computer Performing on grade level with

accommodations in other academic areas

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What is the Format?

Strengths Related to the area of concern and domain

Current student performance based on data Overall statement ("Based on…") Followed by supporting statements with specific

information and sources Name the assessments and dates

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What is the Format?

Strengths Related to the area of concern and domain

Current student performance based on data Overall statement ("Based on…") Followed by supporting statements with specific

information and sources Name the assessments and dates

Description of the effect of disability/needs How disability affects learning and behavior Need for special education services and supports

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Checking for Quality

Present Level of Academic Achievement and Functional PerformanceSpecific Data and SourcesEffects of DisabilityEducational NeedsDo and Don't

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IEP Quick Check

Handout P-6

Writing Present Level Statements

How many to write? Based on identified needsMay write multiple separate or one

comprehensiveAddress domains, transition service areas

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Using the Problem-Solving Process

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Step 3. Intervention Planning and Implementation

What are we going to do about it?

• Measurable Annual Goals• Special Education Services

and Supports

• Present Level of Academic Achievement and Functional Performance

MTSS IEPStep 1. Problem IdentificationWhat's the problem?Step 2. Problem AnalysisWhy is it taking place?

Quality Indicator: Annual Goals

Measurable annual goals describe the behaviors and skills that will enable the student to achieve in the general education curriculum or participate in age-appropriate activities, based on the student's need(s) reflected in the present level statement.

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Step 3: Measurable Annual Goals

What specific knowledge, skill, or behavior does the student need to learn to be involved and make progress in the general curriculum?

What does the student need to learn to meet other educational needs that result from the disability?

How will student progress be monitored to determine the effectiveness of the intervention and support?

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Make It Measurable

Specific The action, behavior, or skill to be measured Tells what to measure and how to measure it

Objective Yields same result no matter who measures it

Quantifiable Numerical or descriptive information that can be

compared to baseline to calculate progress Clear

Understandable by all involved

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Bateman & Herr, 2003

Measurable Annual Goals: Three Parts

1. Observable behavior: An explicit, observable statement of what the student will do

2. Conditions: The tools, situation, or assistance to be provided

3. Mastery criteria: Acceptable performance (how well the student must perform)

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Observable/Measurable Behavior?

Read aloudKnowWrite an essayImproveLearn

Point toCount objectsUnderstandIllustrateRemember

Is it observable and measurable... or not?

Will you know it when you see it?

✓✗

✓✗✗

✓✓

✓✗

✗

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Conditions

Describe conditions, such as tools, assistance, situation, etc., under which the skill or behavior will be performed or usedGiven a (visual timer, large-print book, etc.)Using a (communication device, checklist, etc.)Without prompting In three academic classes/when eating in the

cafeteria

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Mastery Criteria

Accuracy90% accuracy; 9 out of 10 items correct

Duration (time)Stays on task for 10 minutes

Speed/RateWith fluency of 85 words correct per minuteWithin two minutes

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Other Mastery Criteria

Timeframe (period of time) Over five consecutive assignments Over three consecutive weekly probes

Distance Travels independently for 50 yards

Set of required characteristics Score at least four out of six on the district writing

rubric Complete all steps in a 10-step process on the job

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Cautions for Using Percent or Number of Items correct

Does it make sense?Cross the street safely four out of five times

Is it reasonable?Exhibit appropriate behavior 90% of the time

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Measurable Annual Goals: Examples

Given 10 two-step addition word problems, Leroy will solve 9 out of 10 problems correctly.

Behavior: Solve the problems

Conditions: Given 10 two-step addition word problems

Criteria: 9 out of 10 correctly

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Measurable Annual Goals: Examples

Given a five-paragraph third-grade reading passage, Sam will correctly state the main idea and three supporting details over five consecutive trials.

Behavior: State the main idea and three supporting details

Conditions: Given a five-paragraph third-grade reading passage

Criteria: Correctly, over five consecutive trials

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Measurable Annual Goals: Examples

Non-exampleKeisha will visualize the key elements of a passage with 90% accuracy.

Good exampleKeisha will accurately describe at least four of five key elements of a grade-level passage using a visualizing strategy.

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Checking for Quality

Measurable Annual GoalsBehavior relates to needs describedin present level statementCriteria relates to data described in present levelDo and Don't

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IEP Quick Check

Handout P-6

Annual Goals: Things to Remember

State the specific skill or behavior the student is expected to master as a result of specially designed instruction

✔ Write an expository essay with five paragraphs

✗ Express ideas in writing

Avoid including multiple skills in one goal

Avoid restating the curriculum or standards

Avoid naming commercial materials or programs

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Measuring and Reporting Progress Assessment Procedures:

Teacher Developed Checklist or Chart Test(s): Teacher and/or Standardized Student Work Product Interview Graded Work Sample Curriculum-Based Assessments Documented Observation Other:

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How often will progress be reported?

Jenny's Annual Goal

Present Level (Baseline): Follows one-step directions presented orally

Annual Goal: Given three-step directions presented orally in classroom activities, Jenny will complete the steps in order in four out of five opportunities over three consecutive weekly trials.

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Ralph's Annual Goal

Present Level (Baseline): Currently responds to his name and simple commands, does not initiate conversation with adults and peers

Annual Goal: Ralph will express needs by initiating conversation with adults and peers in school settings, two times in three consecutive daily 30-minute observation periods.

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Part 2: What You've Learned

You can nowDevelop a quality present level statement

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