Webinar 2: Understanding the

Connection Between the Baseline and Annual Goal

Developing A High-Quality IEP Credit Course

12/08/16

Objectives

Special Education Professionals will: Understand the connection between the baseline

and a student’s annual goal Increase skills in development of a high-quality

IEP that includes all required components

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Identifying Student Needs

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Identifying Student Needs

Review results of: - Classroom assessments- Statewide assessments

Data from current IEP goals- Look for patterns within the data

Conduct classroom observations

Review current eligibility information

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Skill vs. Performance Deficit

Skill Deficit

The student lacks the skill. - Completing long division- Changing topic in a

conversation- Filling out personal

information on an application- Sorting by color- Using commas to

separate lists

Performance Deficit

The student has the skill, but does not use it. - Raising hand in class- Asking before taking an

item from a peer- Correct spacing between

words when writing- Speaking slow enough to

understand - Walking on the blacktop

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Analyzing Data

Analyze student responses, types of errors Example (Math): - What questions did the student skip, or make

errors on?- Did the student complete the process correctly?- Does the student have number sense?

Example (Self Care Skills): - Complete a task analysis: What steps are

missed? What steps does the student already have?

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Identifying Prerequisite Skills

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Prerequisite Skills To identify the prerequisite skills

students need, teams might consider reviewing: - Content standards that lead to the

current grade level standard- Developmental milestone tools - Progression of skills assessed during

the eligibility process - Task analysis of the steps within a

skill

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Grade 4 Language Standard

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Conventions of Standard English

What are the prerequisite skills necessary to demonstrate use of correct capitalization?

What are the prerequisite skills?

Kindergarten: Capitalize the first word in a sentence and the pronoun I.

1st Grade: Capitalize dates and names of people.

2nd Grade: Capitalize holidays, product names, and geographic names.

3rd Grade: Capitalize appropriate words in titles.

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Early Childhood eGuidelines

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What are the prerequisite skills necessary for pretend play?

What are the prerequisite skills?

Verbal imitation skills Gross motor imitation

skills Engagement with play

items Observational

learning skills

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Workplace/Career Readiness Skills

What are the prerequisite skills necessary to demonstrate critical-thinking and problem-solving skills?

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What are the prerequisite skills?

Ability to: - Identify a problem when it

occurs- Choose from a list of solutions- Generate solutions with support- Independently generate

solutions- Understand cause and effect

(”If I make this choice, that happens”)

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Establishing Baseline Data

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What does baseline data tell us?

Where the student currently is in his or her skill acquisition

The baseline can serve as the first progress monitoring point for the IEP goal

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Collecting Baseline Data Define the target skill or behavior - Observable- Measurable

Ensure you are measuring the correct skill Ways to collect data- Time sample - Observation of student engaged with peers- Curriculum-based assessments- Anecdotal data- Work samples - Probe data

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Baseline Data Components

Condition: Under what circumstances is the student currently able to exhibit the target skill or behavior?

Target Skill or Behavior: What is the targeted skill or behavior that the student is currently able to perform?

Criteria: At what rate/frequency/accuracy is the student currently able to exhibit the skill and/or adaptive behavior?

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Example Student: Emma

Emma is a 10th grade student. As part of this year’s transition assessment, Emma identified that she would like to work as a nursing assistant after high school.

Emma has difficulty remaining focused to fluently move from one step to another when working on math tasks. On the most recent ISAT, Emma scored Below Basic and her main area of struggle was Concepts and Procedures Claims.

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Example Student: Emma Student Need: In order to support her goal of working in the medical field, Emma needs to become more fluent in accurately expressing the steps taken to solve a math problem. This relates to the ability to understand, follow and explain the steps of medical processes.

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Example Student: Emma

Baseline Data: Given a teacher selected math problem, Emma currently accurately expresses the steps taken to solve the problem on 57% of opportunities over a two week period.

Annual Goal: Given a teacher selected math problem, Emma will accurately express the steps taken to solve the problem on 80% of opportunities over a two week period by (date).

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How did the team develop Eric’s goals?

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Skill Area: Reading Comprehension

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Identifying Eric’s Needs

The team used Eric’s current eligibility information:

Woodcock Johnson - Passage Comprehension (SS 72, 3rd percentile)- Indicates Eric has difficulty making inferences and

recalling non-literal portions of text

Social Language (SLDT)- Making inferences (SS 75, 5th percentile)

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Eric’s Baseline Data

Eric was asked to complete Easy CBM comprehension tasks with the following results:

- Probe 1: 0 out of 3 “why” questions correct- Probe 2: 1 out of 2 “why” questions correct- Probe 3: 1 out of 2 “why” questions correct- Probe 4: 0 out of 3 “why” questions correct

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Eric’s Baseline Data

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This information led to Eric’s baseline data statement:

Reading Comprehension Goal

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Which lead the team to Eric’s Annual Goal:

Skill Area: Social Skills

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Identifying Eric’s Needs

The team used Eric’s current eligibility information:

Student observation- Isolated, imaginative play- Refusal to have social contact with peers

Social Language (SLDT)- Interpersonal Negotiation (SS <60, <1st percentile)

Behavior (BASC-2)- Clinically significant in the areas of Anxiety and

Withdrawal by both raters

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Eric’s Baseline Data

1. Eric was presented with a peer conflict scenario and four solutions to choose from (one being the positive option). He was able to choose the positive solution from the list on 5/5 opportunities.

2. Eric was presented with a peer conflict scenario and asked to come up with a positive solution to the problem. He was able to independently provide a positive solution to 1/5 scenarios, even when provided with scenarios his teacher knew he experienced and had worked through with an adult.

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Eric’s Baseline Data

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This information led to Eric’s baseline data statement:

Social Skills Goal

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Which lead the team to Eric’s Annual Goal:

Tying it together

1. Identify student needs

2. Identify prerequisite skills

3. Establish baseline data

4. Develop the annual goal

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Questions?

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Next Steps

If you are taking this course for credit: - Complete the quiz with a passing grade (70% or better) prior to

the next webinar

Prior to the next webinar: - Please read page 31 (SMART Goals) of the Idaho IEP Guidance

Handbook

Attend Webinar 3 on January 12, 2017 at 4:00MT/3:00PT

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www.IdahoSESTA.org

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVESHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION