BEST PRACTICES IN IEP WRITING Connections Present levels

BEST PRACTICES IN IEP WRITING

Connections Present levels LRE Goals Services

“First of all, you will find it difficult to write a clear and measurable goal if you have not first written a clear and measurable present level of performance. ” Peter W. D. Wright and Pamela Darr Wright

PLAAFP = Foundation Contains information about present levels that leads to goals A description of the student’s strengths, learning needs and progress in the General Curriculum

The PLAAFP provides: Baseline data for measurable IEP goals Baseline might be in PLAAFP or might be with goals. A “link” between present levels and goals is developed. Information that relates to the most recent evaluation data as well as the current classroom data.

Things to think about All areas pertinent to the student’s needs must be addressed in the PLAAFP. Documentation must be more extensive than a test score or grade-level equivalency. The PLAAFP includes qualitative as well as quantitative data. Remember to consider the previous IEP.

Present Levels Contains a Description of Academic Achievement Data driven CBA Informal performance Functional Performance Social Behavioral Learning Characteristics Progress in General Curriculum Data from classroom teacher

Questions to Ask What data supports those statements? When was this data taken? What supports were needed to collect this data? What does this data, when taken as a whole, tell you about my child’s strengths? Needs? How does my child compare to grade level peers?

Your turn Look at your child’s IEP. What questions would you like to ask the team about the present levels?

Connections Present levels LRE Goals Services

The PLAAFP Drives the Goals Looking at the present levels (academic and functional) the goals will make sense. If you begin by trying to find the goals before writing the PLAAFP you are set for failure. The goals won’t relate to the student’s needs. --Peter Wright and Pamela Wright

Meaningful Goals Specifies a level of performance and an expectation that is reasonable The skill or knowledge is necessary for success in school or post school activities The team believes the accomplishment of the goal is important

Clear and Effective Measurable Goal Statements: One specific behavior you can observe and count. Must be something you actually see the student doing. Once you see it, you can count it. Once you can count it, you can measure changes in that skill or behavior. Measurable goals must be skill based not curriculum based. Goals are not standards.

Goals Aligned to Standards AZ Academic Standards PEA Curriculum Classroom Instruction Skill Needed Measurable Goal

How to Choose Goals Most impact for general education for this year What goals does student need to gain more independence Outcomes that will help students with post secondary goals Skill deficits Not lessons Not curriculum

Basic Guidelines Set reasonable expectations. Be specific in descriptions of skills and behaviors. Use data to make decisions about the student’s education.

A well written annual IEP goal should contain a specific skill/behavior to be achieved (do) level of attainment to show mastery (extent or criteria) a measurement tool or assessment strategy (how measured) a baseline (if not in the PLAAFP) Even new skills must be assessed

Measurable Goal Worksheet ~~Baselines can be contained in the PLAAFP and/or the Goal Statement~~ Do (what is the specific skill/behavior to be achieved in this goal? ) To What Extent or Criteria (How will the student show that he/she has mastered the goal? ) As Evaluated (Identify the specific measurement tool or assessment strategy. ) Baseline Does this (What is the goal make present sense? level of the student related to this skill? ) Is this goal measurable?

Do What is the specific skill/behavior to be achieved in this goal? Observable Draw Retell Match Sequence Label State Trace

To What Extent or Criteria How will the student show that he/she has mastered the goal? Percentage correct On number of occasions Percent accuracy

Be careful If you say a student will do something “ 80% of the time” ~80% of what? 24 hr day? Must state accountability: 80% of 60 minute time period 80% of writing assignments 80% of problems solved correctly Use of percentage doesn’t make a goal measurable; it has to make sense!

How will you measure? Teacher made charts End of unit test DIBELS Weekly paragraph assignments Work samples Six Trait Rubric Informal Reading Inventory (Not an exhaustive list)

Measurement Tools “Teacher observation” by itself is not a measurement tool. “Formal/informal assessments” are not specific descriptions of the tool being used.

Baseline It describes how often the skill or behavior occurred at the time the goal was written 2/5 attempts 50% of problems solved correctly It should be in the PLAAFP and the goal The baseline tool must match the tool used to evaluate progress

AIMS-A Goals Measurable annual goals for students taking AIMS-A or alternative assessment MUST include objectives Goal must be measurable on its own

AIMS-A Goal Using money manipulatives, student will count the total value of a group of bills (1's and 5's) up to $5. 00, scoring 80% accuracy as measured by a teacher made test. (AZ Math Standards Strand 1, Concept 1, Grade 1 PO 16) Baseline data 20% Benchmark 1 30% Benchmark 2 60% Benchmark 3 80%

AIMS-A Goal Student will demonstrate improved reading skills by increasing her sight word vocabulary by 30 new words that are based on environmental print around school when given words in isolation and or context in various activities as measured quarterly by teacher made tests and data sheets. Benchmark 1 signs around school (restroom, cafeteria, library, office, etc. ) Benchmark 2 personal schedule (language arts, math, science, lunch, break, etc) Benchmark 3 names of teachers and friends

Questions to Ask What is the specific skill/behavior to be achieved in this goal? How will the student show that he/she has mastered the goal? What will be the specific measurement tool or assessment strategy? What is the present level of the student related to this skill? Does this goal make sense?

Your Turn Look at your child’s IEP. What questions would you like to ask the team about the goals?

Progress Reports A progress report must address the same skill and reflect the same measurement tool and data used in the goal. Goal: Given 100 high frequency spelling words, Teresa will correctly spell a minimum of 75/100 on 4 of 5 times tested on weekly quizzes by December 15, 2010. Her baseline is 20/100 words. Progress Report: As of October 7, Teresa is correctly spelling 40/100 words on weekly quizzes. She has difficulty with words with a silent e.

Progress Reports Provided for each goal Addresses the same skill Uses same measurement tool Uses same type of data Provides sufficient information for the team to project whether or not the student will achieve the goal by the end of the IEP If no progress is being made, IEP should be revisited

Connections Present levels LRE Goals Services

Services Must be specific to the needs of the child based on the present levels and the goals. How much time a week does this child need direct specialized instruction to meet the goals as written?

Service Time on the IEP Specially Designed Instruction (with a detailed explanation of) Provider Special Ed Teacher Preschool Teacher Location Resource Room Gen Ed Classroom Amount of Time Math Calculation Skills Basic Reading Instruction Social Skills Instruction Behavior Management Hours Frequency (per week) Date of Initiation On/About Duration of Service

Accommodations Provided to allow student to access general education curriculum Based on student NEED Not a menu Must be implemented

Connections Present levels LRE Goals Services

LRE Based on the present levels, goals, and service time Explains specifically when the child will be in the general education environment.

Service Code A B C Description Inside Regular Class 80% or more of the day. (These are children who received special education and related services outside the regular class for less than 21% of the school day. )This may include children placed in: regular class with special education/related services provided within regular classes; regular class with special education/related services provided outside the regular classes; or regular class with special education provided in resource rooms. Inside Regular Class for no more than 79% of day and no less than 40% of the day. (These are children who received special education and related services outside the regular classroom for at least 21% but no more than 60% of the school day. ) This may include children placed in: resource rooms with special education/related services provided within the resource room; or resource rooms with part-time instruction in a regular class. Inside Regular Class less than 40% of the day. (These are children who received special education and related services outside the regular classroom for more than 60% of the schoolday. ) This may include children placed in: self-contained special classrooms with part-time instruction in a regular class; or selfcontained special classrooms with full-time special education instruction on a regular school campus. Time in Resource Elem Middle Up to 85 min Up to 87 min 86 -246 min 88 -252 min 247 -410 min 253 -420 min

Your Turn Look at your child’s IEP. What questions would you pose to the team about services, accommodations or LRE?

IEP Best Practices Follow the process Listen to concerns Solutions oriented “The district” is any district employee All participants stay for entire meeting unless parent signs release Adhere to dates Family should leave with IEP

Coming together is a beginning. Keeping together is progress. Working together is success. --Henry Ford