writing measurable goals that align with the general ... · alabama common core standards alabama...

2/18/2013

Carol Kosnitsky 1

Writing IEPs that Align to

Alabama Common Core Standards

Alabama CASE February 25, 2013

Carol Kosnitsky

.

Learning Objectives

• Identify the instructional shifts in the

Common Core State Standards and how

students with disabilities may be impacted.

• Identify a process to develop IEPs aligned to

the general education curriculum.

• Identify relevant data to collect for progress

monitoring goals.

Importance of Aligning IEPs to Standards

• Supports access to the general education

curriculum.

• Focuses instruction on more challenging

content and skills.

• Promotes collaboration between general and

special educators.

Accommodation

s

Specialized

Instruction

Collaborative teams working

interdependently on a unified set of

activities designed to ensure

access to the general education

curriculum for all students.

Accessing Common Core Curriculum

Adapted from Scarborough

General Education

•Guaranteed Curriculum

•Universal Design of

Learning

•Response to Intervention

•Effective Use of

Instructional Technology

Special Education

•Curriculum Alignment

•Specially designed

instruction

•Related Services

•AAC Technology

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English Language Arts

• College and Career Readiness (CCR) Anchor Standards (broad standards)

• Reading

• Writing

• Listening & Speaking

• Language

• English Language Arts Standards provide greater specificity for each grade (K-12)

• Literacy in History, Social Studies, Science and Technical Subjects provide expectations in all content classes (6-12)

Shifts in ELA/ Literacy

engageNY.org

Shift 1 Balancing

Informational

& Literary Text

Students read a true balance of informational and

literary texts.

Shift 2 Knowledge in the

Disciplines

Students build knowledge about the world (domains/

content areas) through TEXT rather than the teacher

or activities

Shift 3 Staircase of

Complexity

Students read the central, grade appropriate text

around which instruction is centered. Teachers are

patient, create more time and space and support in

the curriculum for close reading.

Shift 4 Text-based Answers Students engage in rich and rigorous evidence

based conversations about text.

Shift 5 Writing from Sources Writing emphasizes use of evidence from sources to

inform or make an argument.

Shift 6 Academic Vocabulary Students constantly build the transferable

vocabulary they need to access grade level complex

texts. This can be done effectively by spiraling like

content in increasingly complex texts.

Major Instructional Shifts – ELA

Increased emphasis on informational text

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Staircase of text complexity

• Appendix A - Provides information on text complexity

Quantitative dimensions of text complexity

Qualitative dimensions of text complexity

Reader and task considerations

• Appendix B -Text Exemplars & Sample Performance

Tasks


Increased emphasis on informational &

evidentiary writing


Writing

Appendix A - Provides information on expectations for

writing including:

• Argument

• Informational/explanatory writing

• Narrative writing

Appendix C – Samples of Student Writing


Speaking and Listening

Appendix A - Provides information on speaking and

listening including:

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Major Instructional Shifts– ELA

Language - Acquiring Vocabulary

• Tier 1 Vocabulary – everyday speech learned in early grades

• Tier 2 Vocabulary - (general academic vocabulary) More likely to

appear in written text than speech; appear in allsorts of texts;

found across many types of texts; not unique to particular

discipline; not explicitly taught by anyone.

• Tier 3 Vocabulary - specific to domain or field of study; close ties

to content knowledge; explicitly defined by author or teacher.

Common Core Standards

Mathematics

• Standards for Mathematical Practice

• Standards for Mathematical Content

Shifts in Mathematics

Shift

1 Focus Teachers significantly narrow and deepen the scope of how time

and energy is spent in the math classroom. They do so in order to

focus deeply on only the concepts that are prioritized in the

standards.

Shift

2 Coherence Principals and teachers carefully connect the learning within and

across grades so that students can build new understanding onto

foundations built in previous years.

Shift

3 Fluency Students are expected to have speed and accuracy with simple

calculations; teachers structure class time and/or homework time

for students to memorize, through repetition, core functions.

Shift

4 Deep Understanding

Students deeply understand and can operate easily within a math

concept before moving on. They learn more than the trick to get

the answer right. They learn the math.

Shift

5 Application Students are expected to use math and choose the appropriate

concept for application even when they are not prompted to do so.

Shift

6 Dual Intensity Students are practicing and understanding. There is more than a

balance between these two things in the classroom – both are

occurring with intensity. engageNY.org

Math Resources

Common Core Standards for Mathematics

• Glossary

• Tables 1, 2 and 3

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Process to Develop

Standards-Based IEPs

1. Identify long-term outcome for the student.

2. Identify present levels of performance (define needs).

3. Based on student’s areas of need, analyze and select appropriate standards to guide instruction.

4. Develop accommodations that minimize barriers to access.

5. Establish annual goals that assist the student develop skills, knowledge and behaviors to progress toward standards/vision.

Long-term

Outcome Necessary

skills,

knowledge,

and behaviors

•

•

•

IEP - Standards Connection

Long-term

Present Level

Skills, knowledge, and behaviors student demonstrates • • •


Short-term (annual)

Long-term

Outcome Necessary

skills,

knowledge,

and behaviors

•

•

•

Long-term

Outcome Necessary

skills,

knowledge,

and behaviors

•

•

•

Present Level



Common Core

Skills, knowledge, and behaviors

the student will learn and be able

to do

•

•

•

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Progress Over Time

• Each year, successful attainment of IEP goals

should result in the student’s present levels

moving toward those skills, knowledge and

behaviors necessary to move toward the

vision and the standards. Present Level


Progress Over Time

Common Core

Skills, knowledge, and behaviors

the student will learn and be able

to do

•

•

• Annual IEP with

accommodations

and measurable

goals

Long-term

Outcome Necessary

skills,

knowledge,

and behaviors

•

•

•

Long term

Outcome Necessary

skills,

knowledge,

and behaviors

•

•

•

•

•

•

Progress Over Time

Present Level

Common

Core

Annual IEP with

accommodations

and measurable

goals

Example

Writing Standard:

• Write informative/explanatory texts to examine a topic and convey ideas and information clearly (Gr. 3-5).

Baseline:

• Given an assignment to write informative text, James scored 10 out of 24 on the attached Writing Informative Text Checklist (grade 5).

Goal:

• By June 2013, given an assignment to write informative text, James will score 20 out of 24 on the attached Writing Informative Text Checklist (grade 5). for 3 consecutive assignments.

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Writing Informative Text Checklist

Points

1 - 3 Essential Elements Qualitative Notes

Introduce a topic - clearly provides a general observation and

focus.

Group related information logically.

Include formatting (e.g., headings), illustrations, and multimedia

when useful to aiding comprehension.

Develop the topic with facts, definitions, concrete details,

quotations, or other information and examples related to the

topic.

Link ideas within and across categories of information using

words, phrases, and clauses (e.g., in contrast, especially).

Use precise language and domain-specific vocabulary to inform

about or explain the topic.

Provide a concluding statement or section related to the

information or explanation presented.

Total Points (Out of 27)

Example

Standard:

• Use information gained from illustration and the words in a text to

demonstrate understanding of the text (e.g. where, when, why and

how key events occur.)

Baseline:

• Currently, after listening to an informational text passage, Tracy

could not select a picture from a field of 3 options in response to

“who” and “what” questions relating to the article.

Goal:

• By June, 2012, after listening to an informational text passage, Tracy

will correctly select a picture from a field of 3 options in response to

“who” and “what” questions relating to the article for 4 out of 5

consecutive opportunities.

Steps to Building Skills-based IEPs

1. Based on comprehensive formal and informal

information, write skills-based present levels of

academic achievement and functional performance

(PLAAFP) that identify student’s area of need(s).

2. Write challenging, yet attainable skills based goals that

will enable the student to access the general education

curriculum and/or meet their unique disability-related

needs.

3. Develop a feasible and relevant plan to monitor the

student’s progress (based on objective data).

Step 1

Based on comprehensive formal and informal

information, write skills-based present levels

of academic achievement and functional

performance (PLAAFP) that identify student’s

area of need(s).

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Connect the Dots

Student

Strengths, interests

and preferences

PLAAFP

Parent Concerns

Accommodations

Needs

Baseline

Goal & Monitoring

Plan

Present Level Statements

Connect the Dots:

1. Describe the skills/behaviors the student demonstrates (scores are useful, but they don’t take the place of accurate descriptions of skills and behaviors - PLAAFP).

2. Describe the student’s performance compared to expectations in the general education curriculum (gap). This is where alignment happens!

3. Describe how the student performs in the classroom environment (how disability affects involvement…)

Present Level Statements

Connect the Dots:

4. Describe the skills the student needs to learn this year in order to narrow/close the gap (needs and priorities).

5. Describe the effective strategies and accommodations that support this student.

6. Describe motivators including student’s strengths, interests and preference (motivators).

7. Select target skill or behavior and collect baseline data.

Sally – Math Computation

PLAAFP

Sally, a fourth grader, is able to add and subtract two-

digit numbers without regrouping. Based on Standards,

Sally currently is performing at beginning second grade

level math in computation skills. 4th graders are

expected to do multi-digit multiplication with and without

regrouping and double digit division. Sally

demonstrates grade level skills in applying math

concepts when given the use of a calculator. This year,

the focus of Sally’s instruction will include multi-digit

addition, subtraction with regrouping and multiplication

without regrouping.

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PLAAFP:

Sally’s working memory weaknesses interfere with her

fluency in math facts as well as memorizing steps in the

procedures. However, she is a hard worker and

continues to show interest in learning math. Any

connection that can be made to real life applications and

models are motivating to her. Her mother reports Sally

enjoys cooking and tries to apply various math operations

during cooking time. She has shown improvement and

shows evidence of using a variety of learning strategies

to assist her computation.


PLAAFP:

These include use of math models and written checklists

of process steps. These should always be made

available to her during math instruction. She will also

need extended time in learning new facts and processes,

requiring repeated practice opportunities. As lack of

fluency interferes with problem-solving, she is allowed to

use a calculator when being asked to demonstrate

knowledge of concepts and applications.

Consider Access

Some student needs may be addressed through the

effective selection and use of instructional and

assessment accommodations.

• Accommodations are designed to remove or

minimize barriers that will interfere with the

student’s ability to engage with the general

education curriculum.

• The selection of accommodations are appropriate

when the instructional or assessment demands

can be altered without changing the expected

outcome (standard).

Accommodations for Access

Disability Student

Characteristic

Instructional/

Environment

-al Demand

How

Disability

Affects…

Accommodations

SLD

Vocabulary

deficits

Homework

requiring

independent

reading of text

Difficultly

independently

making

meaning of

text

Digital textbook

Orthopedic

Impairment

(CP)

Poor fine motor

control

Taking notes to

use as study

guide

Can’t write

fast enough

and may miss

key points

Provide student

with

study guide; tape

recorder, etc.

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Select Target Skill/Behavior

You can’t write an effective measurable goal

if you don’t know where you start from.

(baseline).

All measurable goals begin by:

• identifying an observable skill or behavior you want

the student to change, and

• counting how well the student currently performs that

skill or behavior.

Select Target Skill/Behavior

Goal writing begins with the selection of an

observable skill or behavior.

• If we can observe something, we can count it.

• If we can count it, we can come back after a period of

time and count it again.

“What will I see this student

do at the end of the IEP cycle?”

Instead of:

(non example)

• Social skills.

• Comprehension

• Writing

• Expressive language

Define it as:

(example)

• Join in cooperative play activities with peers.

• Answer “w” questions.

• Cite evidence in text.

• Sort words by categories

Select Target Skill/Behavior Select Target Skill/Behavior

• Determine what skill or behavior you want the

student to change and what dimension of that skill

or behavior needs to change. Dimensions of skill or

behavior that can be changed include:

Accuracy

Speed

Frequency

Latency

Duration

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Target Skill/Behavior

Level of Skills/Behaviors

• Acquisition – Has the student learned the skill?

• Fluency – Has the student demonstrated the ability

to do the skill?

• Maintenance – Can the student remember the skill

and do it repeatedly?

• Generalization – Has the student maintained the

skill to use it whenever/wherever?

Monitoring Student Progress

• Determine what is meaningful to monitor.

• In other words, how will we know that our

efforts (interventions) result in the student

moving toward his or her goal (objective

data).

Let’s take a look!

An example:

• Ellie is experiencing health related problems: • Weight

• Blood pressure

• Cholesterol

• Ellie’s doctor develops an individual health program (IHP).

• The ultimate goal of the IHP is Ellie will be healthier. An intervention plan is reduce caloric intake and increase metabolic rate.

• An indicator of better health is appropriate weight level. Progress will be measured through weight lose.

By June 2011, Ellie will decrease her weight from

150 lbs. to 130 lbs. – measured on a weekly basis.

Intervention Benchmarks:

Ellie will do aerobics 3 x

week.

By 1st quarter, Ellie will lose

5 pounds.

Ellie will do strength training

2 x week.

By 2nd quarter, Ellie will

lose 10 pounds.

Ellie will eat increased

portions of fruits and

vegetables.

By 3rd quarter, Ellie will lose

15 pounds.

Ellie will reduce the amount

of sugar.

By 4th quarter, Ellie will lose

20 pounds.

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Baseline

Template for Baseline

• Currently

• Under what conditions

• Student

• Does target skill/behavior

• How well (level of performance)

Baseline

• Currently – (data must be current).

• Under what condition -- the condition that must be present when the student is to demonstrate the targeted skill or behavior. For example:

• Assessment level • Degree of support • Setting/location

• Student

• Will do -- specific, observable behavior or skill that requires some “action” or “change”.

If the special education I provide is effective, what will the student do?

Baseline

• Performance Level -- Describes the level at

which the student currently performs the skill or

behavior.

For example:

• Completes 8/10 items on checklist over 5 days

• Within five minutes for 4/5 opportunities

• 112 words read correct with no more than 5

errors.

Sally’s Baseline for Math Comp.

• Currently, when provided a probe of mixed 3rd

grade level skills (+, -, x), Sally correctly

answered 4 out of 20 problems.

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Step 2

Write challenging, yet attainable skills

based goals that will enable the

student to access the general

education curriculum and/or meet their

unique disability-related needs.

Develop Goals

Template for a Measurable Goal

• By when …

• Under what conditions ...

• Student

• Will do (target skill or behavior) ...

• How well (level of performance)

Sally’s Math Goal

• By June, 2013, given a probe of 3rd grade

level mixed skills (+,-,x) Sally will correctly

answer 16 out of 20 problems, as measured

by weekly tests given by the special

education teacher.

Sally is expected to increase the # of

correct responses from 4/20 to 16/20.

Objectives or Benchmarks

Objectives

• Discrete components of the skill student

will demonstrate (task analysis).

• Mastery of a series of short-term

objectives -- sequence of skills in an

instructional hierarchy.

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Goal w/ Objectives

By June 2013, given verbal prompt, Sally will independently wash and dry her hands for 5 consecutive trials.

1. By September, Sally will independently dry her

hands…

2. By October, Sally will independently rinse soapy hands…

3. By December, Sally will independently create lather in both hands…

4. By March, Sally will independently wet her hands…

Objectives or Benchmarks

Benchmarks

• Designate a time period for a behavior to

occur (i.e., the amount of progress the

student is expected to make within a

specified segment of the year).

• Establish expected performance levels that

allow for regular checks of progress that

generally coincide with reporting periods.

Goal w/ Benchmarks

By June 2013, given a one minute 3rd-grade-level reading

passage, Sally will read 98 words correctly on a weekly

probe for 3 consecutive weeks administered by the special

education teacher.

• By November 2012, given a one minute 3rd grade level reading passage, Sally will read 62 words correctly.

• By January 2013, given a one minute 3rd grade level reading passage, Sally will read 74 words correctly.

• By April 2013, given a one minute 3rd grade level reading passage, Sally will read 86 words correctly.

• By June 2013, given a one minute 3rd grade level reading passage, Sally will read 98 words correctly.

Step 3

The IEP goal should identify a feasible and

meaningful plan to monitor the student’s

progress (based on objective data).

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Carol Kosnitsky 15


• Data should be collected on a regular basis

(formative assessment).

• This data is reported on a quarterly basis to the

parent and other team members (progress

reports).

• The progress report should address the following:

1. How much progress has student made?

2. Is this sufficient to achieve the goal by the end of

the IEP cycle?


• Quantitative data – specific data based on the metric in

the goal.

• # of words read

• minutes on task

• % of correct answers

• Qualitative data - Other indicators that support progress

- acquisition, fluency, maintenance and generalization

across environments.

• observation

• teacher reports

• other assessments

Curriculum-Based Measurement

Curriculum-Based Measurement (CBM)

General outcome measures – vital signs

Reliable and valid measures

Multiple, equivalent samples

Sensitive to small increments of change

Simple, accurate, and efficient to administer

Visually representation


CBM probes don’t measure everything, but they

measure the important things, for example:

Reading – # of correct words read in 1 minute.

Spelling – # of correct letter sequences

Writing – # of correct word sequences

Math – # of points

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Using CBMs for IEP goals

In 36 weeks, given a ____-grade-level

passage, the student will read _____

correct words with no more than ______

errors in one minute.

In 36 weeks, given a story starter, the

student will write _____ correct word

sequences in 3 minutes.

This student read 72 WRC/8 Errors

Oral Reading Fluency

Written Expression – Correct Word Sequence

The cave was very dark and I try to close my

eyes, so I couldn’t see anything, but that didn’t help.

Than I hear some one breathing. I try to stream, but

nother came out. The breathing became close and close

to me, and the worst part was that I couldn’t see athing.

At first I thought meslef that I an just emaging stuff.

M - Computation AIMSweb

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Carol Kosnitsky 17

M - Concepts & Applications CBM Resources

www.easycbm.com

http://dibels.uoregon.edu

www.interventioncentral.org

http://www.intensiveintervention.org

www.proedinc.com - Monitoring Basic Skills Progress

Other Tools

• Rubrics

• Checklists

• www.4teachers.org

Event/frequency

Duration

Latency

Interval recording

Behavioral Data

http://www.easycbm.com/

http://dibels.uoregon.edu/

http://www.interventioncentral.org/

http://www.intensiveintervention.org/

http://www.proedinc.com/

http://www.4teachers.org/

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Carol Kosnitsky 18

Event or Frequency

Date Time Period Recording Total number of times

behavior occurred

11/5 9:00 – 9:30 / / 2

11/6 9:00 – 9:30 / 1

11/7 9:00 – 9:30 / / / 3

11/8 9:00 – 9:30 / / / 3

11/9 9:00 – 9:30 / / / 3

Currently David initiates contact with peers 2-3 times in 30

minutes of independent play.

Event or Frequency

Baseline Given 5 days of observations during cooperative play

period (30 minutes each) David initiates contact with

peers 2-3 times per period.

Goal In one year, David will initiate at least 6 peer contacts

during cooperative play period (30 minutes each) as

measured by weekly observations (30 minutes) by the

SLP.

Duration

Date Enter time when

behavior began

Enter time when

behavior stopped

Length of time that

the behavior lasted

11/5 8:55 am 9:01 am 6 minutes

11/6 8:55 am 8:59 am 4 minutes

11/7 8:55 am 9:00 am 5 minutes

11/8 8:55 am 9:00 am 5 minutes

11/9 8:55 am 9:01 am 6 minutes

Currently Sarah is able to sit without physical supports for 5

minutes during circle time.

Duration

Baseline Currently Sarah is able to sit for 5 minutes during

circle time without adult physical supports.

Goal In one year, Sarah will sit in the circle without adult

physical support for 15 minutes during morning

meeting, as measured by daily observations by the

paraprofessional.

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Carol Kosnitsky 19

During independent work time, Michael remains on task

approximately 25% of the time (stays in seat and

discusses relevant topics with neighbor).

# times on task/# of intervals (8) = % of time on task

2/8 = 25% of time

X X

Interval

Baseline Given 10-minute interval observations for 5 consecutive days during independent work, Michael remains on task approximately 25% of the time (stays in seat and discusses relevant topics with neighbor).

Goal In one year, Michael will remain on-task during independent work time for 75% of the time as measured by a weekly 10-minute interval observation by the special education teacher.

Interval

Latency

Date Time when

instruction is

given

Time when behavior

starts

Length of time for

the behavior to

start

11/5 8:46 am 8:52 am 6 minutes

11/6 8:32 am 8:35 am 3 minutes

11/7 8:55 am 9:02 am 7 minutes

11/8 8:44 am 8:49 am 5 minutes

11/9 8:37 am 8:41 am 4 minutes

Currently, given a teacher directed assignment/ request, Jen

takes approximately 5 minutes to begin task.

Latency

Baseline Currently, given a teacher direction, Jen begins task in

approximately 5 minutes.

Goal In one year, Jen will begin the task in no more that 2

minutes after receiving a teacher direction as measured

by at least 4 random time checks each day by the

classroom teacher.

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Data Resources

www.interventioncentral.org

www.directbehaviorratings.com

Displaying Data

Thank You

Carol Kosnitsky [email protected]



http://www.directbehaviorratings.com/

http://www.directbehaviorratings.com/

mailto:[email protected]

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