Aligning IEP Goals to State Standards

Part 3Jennifer Jewell

Kristin Fehr

Recap Sessions 1 and 2 Remember:

› Standards are…………› Standards are not…………› Use Assessment to drive Instruction.

Why align?•For students to show progress in academic content, they need academic instruction.•Well-aligned IEPs can promote meaningful academic instruction.•Align with state and grade level standards to facilitateprogress.•Align to help identify the skills needed to progress in a specific grade level curriculum.

Illinois Guidelines

Each IEP shall include: 1) A statement of measurable annual goals that reflect consideration of the State Goals for Learning and the Illinois Learning Standards…

How do we use the standards to inform our instruction as special education

teachers? Grade level placement standards Careful planning

› Instructional supports› Accommodations› Assistive technology

Paradigm ShiftStudents with disabilities are

general education students first.

• Raise the bar for students with disabilities by using students’ current grade level standards to develop IEP goals •Use assessment data to do this• Collaboration between all educators is imperative

More on Alignment…..Aligning IEP goals with general ed curriculum

can be especially challenging when the gap between general ed and the student’s

current academic skills is large.

What if students are not performing at grade level?

Important to identify students’:› Starting points/baseline› Level of discrepancy with peers› Grade-level goal› Next steps

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IEP Goals

PresentlevelGeneralof ed Performance E Expectations

Writing High Quality IEP Goals

Measurable Progress monitoring plan identified Goal is aligned to grade-level standard Objectives may be seen as stepping

stones to the goal Objectives can reflect student’s rate of

progress toward mastery of the goal

Parking Lot Questions

•How familiar are you with the progression of standards?•How do you use different assessments to gauge your students’ progress toward goals?•How can you efficiently identify your students PLOP for the purpose of determining the access point to a particular standard to then write an IEP goal that is aligned to a standard.

Writing IEP Goals Aligned to Standards

1. Identify a standard2. Unpack the standard3. Identify present levels of performance.4. Develop a goal based on the student’s PLOP and the grade level expectation(s)5. Write short-term objectives and benchmarks.6. Develop a plan to monitor progress toward goals.

Identify a Standard Math, Measurement and Data, Grade 2 Tell and write time from analog and

digital clocks to the nearest five minutes, using a.m. and p.m.

This standard could be referenced as 2.MD.7

Unpack the Standard2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

Verbs Nouns Skills Needed-Tell time-Write time

-Time-Analog clocks-Digital clocks-5 minutes-a.m.-p.m.

-Define analog-Define digital-Define a.m. -Define p.m.-Count by 5’s-Tell time to the hour and half hour-Write time in the correct format

I’ve unpacked the standard, now what?Look at the student’s PLOP-Given the student’s PLOP with regard to the standard, what is the student’s access point that could be a focus for an IEP goal?

-Given ten digital and ten analog printed representations of clocks, Johnny will identify the time on the clock verbally and by writing the time in the correct format to the nearest five minutes with 16/20 correct responses in 4/5 trials.

Let’s try another standard…Step 1: Identify a StandardRL6.1Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn.

Identify the Verbs

Identify the Nouns

Identify theSkills Needed

-Cite-Support-Analyze

-Textual evidence-Analysis-inferences

-Reading comprehension-Draw inferences-Cite specific examples-Cite details to support inferences-Analyze the text

Unpack the Standard

Identify the 6th Grade Student’s Starting Point/PLOP

RL.4.1 RL.5.1 RL.6.1Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn.

Creating a Goal and ObjectivesWith the 4th grade level and the skill progression in mind, an appropriate goal for this students may be something like:The student will identify sequential details in a text with 90% accuracy 4/5 trials.

The objectives for this goal would move along how the skill progression is outlined in the 4th grade to 5th grade standard and then eventually the 5th to 6th grade one.

Let’s look at the SAME standard but at the 9th/10th grade levelRL6.1Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn.

RL9-10.1Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn.

Identify the Verbs

Identify the Nouns

Identify the Skills Needed

6th -Cite-Support-Analyze

-Textual evidence-Analysis-inferences

-Reading comprehension-Draw inferences-Cite specific examples-Cite details to support inferences-Analyze the text

9th/10th -Cite-Support-Analyze

-Explicit textual evidence-strong, thorough evidence-Analysis-inferences

-analyze the text-identify explicit textual evidence-cite evidence-draw inferences-support inference using several pieces from the text-Provide varying degrees of support (evidence)

Example of Goal:9th Grade Student performing at the 6th Grade level

In a small group setting, when reading a passage at the independent reading level (6th grade), the student will use both explicit and inferential information to draw a comprehensive conclusion about the passage and be able to identify explicit and inferential information that leads to that conclusion with 75% accuracy as measured by informal assessment.

Another example: Notice the PLOP was found via assessment dataSue is a 4th grade student who enjoys school and works hard in class. At this time, she has not yet mastered all addition and subtraction facts through 20. For those facts she has mastered, Sue is able to add with regrouping (3.1.C). She is beginning to master multiplication facts with factors of 1, 2, 5, and 10 (3.2.E). When using curriculum based measures of these multiplication facts Sue achieves an average of 50% accuracy.By end of 4th grade students are expected to be able to solve single- and multi-step word problems involving multi-digit multiplication (CCSS 4.OA.A.2). Currently, when given a teacher created assessment of single- and multi-stepword problems involving multi-digit multiplication she was able to solve 0 of 15.

We’ve identified the student’s starting point, the next step is to write a measurable goal.

When given a teacher created assessment of single- and multi-step word problems involving multi-digit multiplication, Sue will increase her accuracy from 0 of 15 correct to 10 of 15 correct over three consecutive assessments (CCSS 4.OA.A.2) as measured by curriculum based assessment.

Progress Monitoring Plan How often will be progress be

monitored? Who will do the monitoring? What assessment tool will be used? Who will analyze the data?

Remember: data should be used to drive instruction

Connecting Standards to IEP Implementation for students with Significant Intellectual Disabilities

Dynamic Learning Maps (DLM) Essential Elements were developed to build a bridge between content in the NILS and academic expectations for students with the most significant intellectual disabilities

Essential Elements are specific statements of the content and skills linked to NILS with grade level specific expectations.

DLM Essential Elements and IEP Goals

NILS - RL.4.1 – Refer to details and examples in text when explaining what the text says explicitly and when drawing inferences from the text

Essential Elements - RL.4.1 - Use details from the text to recount what the text says

IEP Goal: Given a content area passage orally read to the Student, student will use communication device and give 2 factual details answering who, what, where, or when about the passage with 100% accuracy 4 out of 5 trials by June, 2015 (EE.RL.4.1)

Things to Remember Use CCSS as a foundation Strategies to implement IEP goals

should be related to CCSS Standard does not equal the goal Align the standard with the student’s

grade level regardless of the performance/instructional level

Teach students the grade level standard at their performance/instructional level

Parking Lot Questions

•Are you writing IEP goals that are measurable and aligned to standards?•Are your objectives stepping stones towards mastery of the goal? •Are you identifying a progress monitoring plan that frequently assesses student progress?•Are you using the progress monitoring data to drive instruction?

Resources-ISBE Guidance Document (Attached: Downloads and Additional Resources)

-IEP Quality Project Websitehttps://iepq.education.illinois.edu/

Thank you!

jjewell@wcsea.uskfehr@wcsea.us