better ieps

Better IEPsBuilding a Strong and Compliant Document

PURPOSE

• A well written IEP guides our instructional decisions.• The State is directing our districts to comply with targeted IEP

indicators.

OUTCOMES• By the end of the day, participants will be

able to:• Understand the relationship between Goals,

Needs and data-driven PLAAFPs.• Begin to examine our own IEPs for how well

our current goals are driven by the data in PLAAFPs.

• Begin the process of writing the kind of thoughtful PLPs that produce well written goals

• Your Subtopics Go Here

5 Principles from Legal Rulings on IEPs

• Address all unique needs, not just academics• Write the IEP based on needs, not availability of

services• IEP is a binding commitment of resources• IEPs must be individualized• All required components of the IEP must be

included -- Barbara Bateman

There is no such thing as a behavior IEP, a transition IEP, an inclusion IEP, a speech IEP, an LD IEP…

An IEP is an IEP!

YOUR TOPIC GOES HERE


Simple vs. Easy

• It’s simple… write goals that address needs that are spelled out in the PLAAFPs by data. Simple…right?However, anything but easy.

PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE

“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

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PLAAFPs are the foundation of the IEP

– Basing an IEP on a poorly written PLAAFP is like building a new house on a crumbling foundation…

…it won’t stand up

PLAAFPs are the foundation of the IEP

• The PLAAFP provides the informational basis for generating goals, objectives, supports, accommodations, and services that are specifically designed to meet the student’s individual needs.

PLAAFPs Must:

• Identify where the student is NOW, including their unique strengths, preferences and needs, parent and student concerns, and post-secondary interests/needs (Baseline)

– Student voice– How student has grown or changed

PLAAFPs Must:

• Address how the student’s disability impacts their involvement and progress in the general curriculum (Relationship to standards)

• Identify areas of educational need

PLAAFPs Should:

• Use clear, understandable language that all can understand. No jargon. Avoid vague terms such as:“understands”, “good student”, “misbehaves”

• Identify supports and accommodations that have been used successfully in the past

• Be specific and use data. Without data, the PLAAFP is only your opinion!

PLAAFPs Should:

Create a clear picture of the student:

If the student moved to California tomorrow, could their new teacher read the PLAAFP and have a good idea what to do with them?

Questions to Think About

1. What is the child’s learning style?

– Visual– Auditory– Tactile– Kinesthetic

2. What skill is the student’s strength?

– Decoding words– Comprehending– Rote Memory– Creativity– Listening

3. What is their current independent learning level?

4. What does this child need in order to learn?

5. If the student is 14, what are the student’s strengths, needs, preferences and interests, as they relate to transition from school to post-school activities?


1. What type of relationship does this student have with his/her peers and adults?

2. How does he/she interact with others? Does this student have difficulty meeting new people making friends, or keeping friends?

3. How does this student feel about himself?

4. How does this student adjust socially to the school and community environment?

Support Staff


1. Does this student require:– Small group instruction– Cooperative learning

groups– Working

independently

2. Does this student need:– Preferential seating– To have a consistent

room arrangement and seating assignment

– To have a consistent routine

3. Does this student require a paraprofessional to assist the student locate classes and follow schedules?

4. Does this student need daily assistance organizing material?

5. Does the student need assistance with extracurricular activities?


1. Does this child have physical skills or limitations that pertain to the learning process?

2. Are there motor, sensory, or health development concerns?

3. Is fatigue a concern?

4. What are the results of the latest physical, hearing, and vision exams? (i.e./check with school nurse)

Communication Needs

Language skills or limitations related to learning

Assistance or Interpreting

Ability to communicate effectively with peers and teachers


1. Is the student speech and/or language impaired?

2. How does he/she communicate with others? Does this student have difficulty being understood or does not communicate clearly?

3. Is the student hearing impaired an in need of an interpreter?

4. Does the student’s communication deficits interfere with their ability to participate in instruction?

PLAAFP statements should answer these questions:1. What are the student’s unique needs that result from

his or her disability?2. What is it that the student can and cannot do at this

time? (student voice)3. What are the student’s strengths in this area? (student

voice)4. How do these needs affect the student’s participation

and progress in the general curriculum, or for a preschool student, participation in age appropriate activities?

5. What are the parents’ concerns for the education of their child?

PLAAFP statements should answer these questions:6. What instructional and/or behavioral supports or

services have been effective or not effective in addressing the need area in the past year?

7. What accommodations and/or program modifications or supplementary aids and services have been effective or not effective in addressing the need area in the past year?

8. What instructional supports and services will likely be supported and used by the student?

9. What transition needs of the student must be addressed to prepare the student for living, learning, and working in the community as an adult?

Where does the PLAAFP data come from?

• Evaluations– Individual, group, curriculum based, norm referenced– State and district assessments– Structured observations– Functional Behavior Assessment (FBA)– Work Samples– Strength-based assessments/informal discussions– Student interviews

• The student, parents, past teachers• Factors related to the disability• Transcripts, credits earned, exams taken (HS age)• Student’s performance in relation to the standards

Critique this Academic PLAAFP

Billie is a 3rd grader who has difficulty with written language.

?: What is difficulty

REWRITE: Billie is in 3rd grade. Billie spells at an early 1st grade level. She knows that sentences begin with a capital letter and end with a period, but has no other consistent use of capitals or punctuation. She is unable to write a complete simple sentence.

Critique this Social PLAAFP

Dolly dislikes school and teachers. She violates school rules. She refuses to take responsibility for her actions.?s: What do “dislikes school and teachers” “refusal to take

responsibility” look like? What rules does she violate?

REWRITE: Dolly does not initiate conversation with adults in school and only responds when asked a direct, factual (not personal) question. Dolly argues with peers when in the cafeteria or hallway without direct adult supervision. She has slapped or kicked a peer 1 out of every 3 arguments. Once agitated, Dolly is not able to de-escalate on her own and has resisted adult attempt to intervene through discussion. Cueing Dolly to take a 5 minute time out has been successful.

Critique this Academic PLAAFP

Bob has moderate academic delays that adversely affect his educational performance.?s: Specific delay areas & degree of delay? Impact?

Rewrite: Bob’s reading decoding skills are 3 years below his 8th grade level; comprehension skills are 2years below; listening comprehension is on grade level. Bob’s reading deficits interfere with his ability to independently read and comprehend grade level academic texts. He avoids reading tasks during class and has demonstrated argumentative refusals to do assignments on 10 occasions when there was a substitute in his English or social studies class. These incidents have resulted in Bob’s removal from the class and after school detention.

PLAAFP Quality Indicators

• Covers all domain areas• Uses data from multiple

sources to describe current functioning

• Includes student strengths• Focuses on priority needs• Includes parent and student

concerns and desires, needs and preferences for the future

• Includes progress on current IEP goals

• Includes how the disability impacts performance in general education curriculum

• Identifies supports and accommodations that have been successful

• Uses clear language and avoids jargon in order to create a clear picture of the learner


• Reflect individual-need determinations.• Provide instructionally relevant information about

the student.• Identify how the student is progressing towards the

Sunshine State Standards.• Are descriptive and specific.• Provide the basis for annual goals and direction for

provision of appropriate educational programs and services.

• Are written in such a way that parents, professionals and paraprofessionals can understand.


• Are based on the results of the individual evaluation.• Reflect the priorities and concerns of the parents for

the education of their child.• Reflect transition service needs.• Identify where the student is now so it is clear what

it is he/she has to learn next and what supports and services he/she needs to get there.

• Identify what impact the student’s disability is having on his or her ability to participate and progress in age appropriate activities or in the same curriculum as nondisabled peers.

Putting it All Together

Based on what we have learned, you will be asked to thoroughly review your own students’ IEPs to answer these questions:

• Are your PLAAFP statements clear and detailed?• Do they answer all the questions?• Does the PLAAFP describe the student as a person?• Is there an identifiable relationship between your IEP

goals, the needs statements and PLAAFP data?

PLAAFP ACTIVITY

• Review present level statements to determine if the following information is in evidence:

1. Strengths2. Weaknesses3. Objective data4. Priority educational need

WRITING MEASURABLE IEP GOALS

“The heart of the IEP includes measurable annual goals and short-term objectives or benchmarks that describe each student’s expected learning outcomes.”

Measurable annual goals are statements that describe what a student can reasonably be expected to accomplish within a 12 month period in ‐ the student’s special education program.

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 students needs.

Peter Wright and Pamela Wright

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Baseline Data Defined

Baseline data is the rate at which the goal behavior is being performed at the time the goal is written.

Baseline data is obtained using a measurement tool that will also be used to measure progress each quarter.

Measurement tools must be specific to the goal behavior.

Prerequisites of a Measurable Goal

Must be a correlation between the goal and PLAAFP

Must describe the SKILL or level of performance that will be achieved in the year

Must meet the child’s needs that result from the disability to enable the child to be involved in and make progress in the general curriculum.

Annual goals are useful in making decisions.• Data collection/performance monitoring and data reporting are

helpful in determining the effectiveness of an IEP and in related problem solving.

Annual goals are able to be monitored

• Goal(s) include evaluation strategies and criteria. Does the IEP state how will the student’s performance, resulting from instruction, be documented?

Developing SMART IEP Goals

Measurable Terms

Not MeasurableDemonstrate

ImproveSeekFeel

DevelopAppropriateUnderstandDistinguish

Apply

MeasurableRead orally

SayRetell

ListLabelDraw

MatchWriteState

Skill Building/Observable Behavior

Memory Classify DescribeCompare/contrast EstimateCompute RecognizePredict SolveDefine PracticeCount OrderQuote WriteRecallRecite


Time Self SelfManagement Regulation AdvocacyPlan Prepare PlanSpecify Recognize ProposeComplete State CreateEstimate Discuss DesignPredict Distinguish Practice


Communication OrganizationRestate PlanDefine ArrangeDraw SequencingIdentify SolvePoint CombineRecite OrderWrite GroupInterpret ClassifyDiscuss SpecifySolve PrepareSummarize ArrangePredict Sort

Goals typically address student needs in academic and functional domains such as:• Reading (e.g., vocab, fluency, phonics, comprehension)• Writing (e.g., spelling, punctuation, sentences,

paragraphs)• Math• Communication (listening, speaking)• Physical development• Motor skills• Vocational skills

• Cognitive processing (e.g., memory, problem-solving, attention)

• Organization• Social skills• Play skills• Visual perception• Auditory perception• Behavior• Career and community living skills

Clear and EffectiveMeasurable Goal StatementsOne specific behavior you can observe and

count.Must be something you actually see the

student doing.Measurable goals must be skill based not

curriculum basedGoals are not standards

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Caution! Annual Goals

• should not– restate the general education curriculum – address areas that are not affected by the student’s

disability

• generally do not– address specific subject areas such as social studies,

art and English

The Four Parts of a Goal1. The condition under which the

student will perform the behavior.2. The student’s name3. The clearly defined observable

behavior.4. The performance criteria

Sample Current Performance:

• “Billie is a 3rd grader who has difficulty with reading and, written language.”

• REWRITE: Billie is a 3rd grader who consistently decodes CVC words. She has not demonstrated mastery of vowel- consonant- e words. In written language, she knows to begin a sentence with a capital letter and end with a period, but she has no other consistent understanding of capitalization or punctuation. She is unable to write a complete simple sentence.

Sample Goal:

• “Billie will increase written language skills to 3rd grade.

• REWRITE: Given 5 sentences with errors in capitalization and punctuation Billie will identify* and correct* the errors with 80% accuracy for 3 consecutive days.

* Observable Behavior(Skill: memory, communication)

Sample Goal

• Condition: Given a random selection of 20 words from a pool of 100 words with CVC or CVCC pattern

• Student Name: Rick• Clearly Defined Behavior: Will write (Skills:

memory, organization, communication)• Performance Criteria: 80% of the words

correctly on three consecutive weekly spelling tests

Goals May Include Accommodations

• Condition: Given a random selection of 20 words from a pool of 100 words with CVC or CVCC pattern

• Accommodating Procedure: And oral spelling practice prior to testing,

• Student Name: Rick• Clearly Defined Behavior: Will write• Performance criteria: 80% of the words correctly on

three consecutive weekly spelling tests

Objectives and Benchmarks

• Objectives: break the Measureable Annual Goal into discrete components that are short-term, measureable, intermediate steps.

• Benchmarks: break the Measureable Annual Goal into major milestones that the student is expected to reach within a specified period of time.

Annual Measurable Goals:Benchmarks or short-term objectives• The requirement for pairing of short term objective or

benchmarks with annual goals was removed with the 2004 Amendment to IDEA.

• EXCEPT… for students with disabilities who take alternative assessment, you must have short term objectives and also students identified as Speech and/or Language Impaired

Sample Objectives• Goal: Given a worksheet with 20 addition problems up to

3digit+3 digit+3digit with and without regrouping, Larry will write correct answers with 90% accuracy on 3 consecutive weekly classroom exercises.

• Objective 1: Given a worksheet with 10 addition problems with sums less than less than 19 and both addends less than 10, Larry will write correct answers with 90% accuracy on 3 consecutive weekly classroom exercises.

• Objective 2: Given a worksheet with 10 addition problems up to 3digit +3digit without regrouping, Larry will write correct answers with 90% accuracy on 3 consecutive weekly classroom exercises

• Objective 3: Given a worksheet with 10 addition problems up to 3digit +3digit with and without regrouping, Larry will write correct answers with 90% accuracy on3 consecutive weekly classroom exercises.

Sample Benchmarks• Goal: By the end of the 4th quarter, Jillian will use the public

transportation system to get to and from her job, independently arriving at work on time, for five consecutive Monday through Fridays.

• Benchmark 1: By the end of 1st quarter, accompanied by an adult, Jillian will walk to the bus stop, ride the bus to work, and get off at the correct work stop, for five consecutive Monday through Fridays.

• Benchmark 2: By the end of the 2nd quarter, Jillian will walk to the bus stop accompanied by an adult, ride independently, and depart to awaiting staff at the work bus stop, for five consecutive Monday through Fridays.

• Benchmark 3: By the end of 3rd quarter, Jillian will leave her home on time, independently walk to the bus stop, ride the bus to work and depart to awaiting staff at the work bus stop, for five consecutive Monday through Fridays.

Examining goals in the context of the whole IEP, a team should consider…

• Is the goal aligned with the student’s PLAAFP?• Is the goal aligned with the student and family’s

vision?• Is the goal practical and relevant to the student’s

academic, social and vocational needs?• Is the goal practical and relevant when the student’s

age and remaining years in school are considered?• Does the goal reflect appropriate growth within the

instructional area?• Can the goal be accomplished within one year?

from www.spedforms.com/goals/criteria.html

http://www.spedforms.com/goals/criteria.htm

Examples of academic goals

• Given sample passages of at least 200 words or more from high school level textbooks, Michelle will read grade levels materials at an average rate of 100 words per minute with 98% accuracy or better in word identification.

• In 36 weeks John will write at least a six sentence paragraph using at least three different sentence types scoring 45/50 on the writing rubric.

NICHCY, 2007

Examples of functional goals

• In 32 weeks, across all settings, Ian will identify 20 major warning words and symbols (e.g., Stop, Poison, Danger, Hazard, etc.) with 95% accuracy and will identify appropriate actions to take when these words are seen with 100% accuracy.

• In 32 weeks, when a grocery item or items are needed, Marlo will go shopping at the grocery store, pay for her purchases using the nearest dollar strategy and count change (+-$1.00), on three consecutive trips to the store.

NICHCY, 2007

Be Careful Of Percentages• If you say a student will do something 80% of the time…

80% of what? A 24 hour day?• Must state accountability.• 80% of 15 minute period, 80% of writing assignments etc.• Use of percentage doesn’t mean measurable.• Curriculum vs. Skills

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YOUR TOPIC GOES HERE


You make the call…

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You Make the Call

1. Given 100 high frequency spelling words, Darleen will correctly spell 75/100 4/5 times tested.

Service Provider

Baseline Data Criteria Evaluation Method

Evaluation Frequency

Special EducationTeacher

20/100 words spelled correctly 4/5 times

75/100 words spelled correctly 4/5 times

Teacher Test

As often as same age/grade peers

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You Make the Call 2. Barbara will use proper conventions addressing the

mechanics of writing, including capitalization, punctuation, spelling, grammar and usage, paragraph breaks, and legibility with 1-2 verbal cues.

Service Provider

Baseline Data

Criteria Evaluation Method



Barbara applies conventions incorrectly in most of her writing

Barbara will use proper conventions addressing the mechanics of writing, including capitalization, punctuation, spelling, grammar and usage, paragraph breaks, and legibility with 1-2 verbal cues

Writing Samples


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You Make the Call

Given a writing sample with errors, Barbara will read the sample and make written corrections to errors in capitalization and punctuation 8/10 errors 4/5 opportunities.

Service Provider




Barbara can correct 5/10 errors 4/5 opportunities

Barbara will correct 8/10 errors 4/5 opportunities

Teacher Testing


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You Make the Call

3. Given 5 scenarios involving wh-questions (who, what, when, where, why, how) Mariah will ask a wh-question w/100% accuracy in 4/5 opportunities.

Service Provider




2/5 opportunities

4/5 opportunities

Teacher charting


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You Make the Call

4. Herman will cut out a circle correctly 3/5 opportunities.

Service Provider




Herman can cut out 5 circles.

3/5 times. Teacher observation and data collection


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You Make the Call

Given a pre-drawn circle, Herman will cut out the circle staying within 1/4 inch of the line 4/5 times.

Service Provider




Herman can cut out a circle staying within ½ inch 1/5 times.

¼ inch 4/5 times

Teacher observation and data collection


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You Make the Call

5. Given 10 coins of different values, Elaine will be able to match coins to their corresponding value 8/10 coins.

Service Provider




Elaine is inconsistent with matching money values

8/10 coins Teacher Test


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You Make the Call

Given a set of coins that are a random mix of pennies, nickels, dimes and quarters, Elaine will be able to match coins to their corresponding value 8/10 opportunities.

Service Provider




Elaine can match coins to their corresponding value 2/10 opportunities

8/10 opportunities

Teacher Test


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You Make the Call

6. Jacqueline will use correct regular and irregular past tense verbs.

Service Provider




1 out of 5 times.

70% of the time

Teacher Test


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You Make the Call

Given a list of 20 verbs, Jacqueline will produce orally the regular or irregular past tense form of the word 18 out of 20 words.

Service Provider




5/20 words 18/20 words

Teacher Test


83

You Make the Call

7. Dan will transition from standing with a walker to sitting in the cafeteria chair/bench independently 5 out of 5 times.

Service Provider

Baseline Data

Criteria Evaluation Method



5 out of 5 times with full assistance

5 out of 5 times independently

Teacher observation and charting


84

You Make the Call

8. Stanley will put on and take off his FM receiver and take the microphone to his teachers daily without prompting 4/5 opportunities.

Service Provider




2 out of 5 opportunities




85

You Make the Call

9. Julie will decode words, using knowledge of phonics, syllabication, and word parts.

Service Provider




60% accuracy 80% accuracy

Teacher Test


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You Make the Call

Given a weekly list of 10 CVC pattern words, Julie will correctly read 8/10 words weekly.

Service Provider




3/10 words weekly

8/10 words weekly

Teacher Test


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You Make the Call

10. Brenda will reduce inappropriate behavior in the classroom 5 outbursts over a period of 4 weeks.

Service Provider




Brenda expresses her anger inappropriately in class.

5 outbursts over 4 weeks.

Data charting


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You Make the Call

Given a stress-inducing situation, Brenda will orally describe one strategy she can use to calm herself (count to 10, take a walk, write in journal, three deep breaths, talk to adult) 4 out of 5 opportunities.

Service Provider




2/5 opportunities


Data charting


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You Make the Call

11. Olga will correctly follow a set of 4 step directions in sequence with one verbal cue 8/10 opportunities.

Service Provider




When given four steps to follow, Olga can follow 2 out of 4 steps with one cue 5/10 opportunities

Olga will correctly follow a set of 4 step directions in sequence with one verbal cue 8/10 opportunities



90

You Make the Call

12. Scott will apply gross motor movements, motor planning, and healthy interactive skills into purposeful games and physical activities.

Service Provider




Scott can use healthy interactive skills 45% with moderate assistance.

75% with moderate assistance

Teacher Test


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You Make the Call

Given a game situation, Scott will take turns with no less than 3 prompts 4 out of 5 game situations as measured by observation and charting.

Service Provider




Scott can take turns 2/5 games with at least 5 prompts

Scott will take turns 4 out of 5 games with 3

prompts

Teacher observe and chart


QUESTIONS?

References

• Bateman, Barbara D. and Linden, Mary Anne. (2006) Better IEPs – How to Develop Legally Correct and Educationally Useful Programs. IEP Resources.

• Wright, Peter and Pam. (2009) All About IEPs. Retrieved June 15, 2011, from Wrightslaw, Web site http://www.wrightslaw.com/bks/aaiep/index.htm

• Van Acker, Richard Ed.D. (University of Illinois – Chicago), Boreson, Lynn (WDPI) and Potterton, Tom (CESA 12)(2002).BIPs and IEPs [PowerPoint slides].

• Higgins, Jim (2008). IEP Development, Present Level of Performance and Measurable Annual Goals. [PowerPoint slides].

• Taunton Schools. Writing Measurable IEP Goals. [PowerPoint slides].

http://www.wrightslaw.com/bks/aaiep/index.htm

References

• New Mexico Public Education Department (2009). Determining & Writing Effective IEP Goals. [PowerPoint slides].

• Region IX Education Cooperative. Strategies for Building Strong and Compliant IEPs. [PowerPoint slides].

• Tucson Unified School District Exceptional Education Department with Arizona Department of Education. Writing IEP Goals: A New Focus on Measurability. [PowerPoint slides].

better ieps

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