Standards-Based IEPs
College and Career Ready
Objectives
1. Discuss what College and Career Ready means
for students with disabilities
2. Learn the steps to create Standards-Based IEPs
3. Practice creating baseline in the PLAAFP and
Goals relating to the standards
College and Career
Ready
All Students Graduate from High School
Academical
______________
Prepared andSociall
_________ and
ly
y
Emotionally
_____________ Competent...
Academically Prepared,
Socially/Emotionally Competent
KNOWLEDGE (academic) - Proficient in Academic
Content
SKILLS (functional) - Critical Thinking, Communication,
Collaboration, Creativity
HABITS (self-determination)
Perseverance, Responsibility, Adaptability,
Leadership
IEP Should Address:
Academic Standards
Functional Expectations
Most Needed for Student to Access Instruction
and Accelerate Achievement
Today:
Focusing on the
Academic Content
and Standards
Think
About...Discuss...
If you wait to get these kids mastering basic skills,
then there will never be time to learn and master the
critical skills and knowledge they need to
progress in their grade-level curriculum. ~ Dr.
McLaughlin, Advocacy Brief
It is not about the childs deficits, but the deficits in
relation to the grade-level standards:
- computational skills vs. skills to master geometry
standards
Step 1
Prioritize Student
What are the academic AREAS of need related to
Needs
the disability?
- Reading
- Writing/Language Arts
- Math
Prioritize Needs
Example: Mary, 9th grader
Delays in:
Reading Comprehension
Math Application and Calculation
Written Language
Your Turn
- Use chart provided at beginning of session
- Retrieve your students information/IEP
- Fill in Step 1 of chart
Step 2
Identify Grade-Level Standards
What Do All Students Need to
Know?
Should focus on skills and knowledge that are
important to long-term success
- In areas that directly affect involvement in the
general education curriculum
Identify Grade-Level
ExampleStandards
- Students in 9th grade should be able to:
Reading - determine the central ideas or information of a
primary or secondary source
Math - solve linear equations and
inequalities
Writing - develop a topic with well-chosen, relevant,
and sufficient facts, concrete details, quotations
IMPORTANT
There may be more than one standard
per area of need that you will need to
address
Example Determine the central ideas or information of a primary or secondary source
Determine the meaning of words and phrases as they are used in a text.
Your Turn
- Grab standards you printed or use link emailed
- Identify standards most related to your
students needs
- Fill in Step 2 of chart
Step
3
Indicate Performance in Relation to
Standards
Classroom-Based Data (ex., work samples,
tests)
Informal Tests (ex., grade-level passages or
math problems)
Recent Standardized Test Data (ex., MAP)
Observation Data (ex., behavior, social)
Performance in Relation to
Standards - Assess
Example -
Reading - Informal tests (grade-level reading
passages/questions)
Math - Classroom Data (Score on in-class assessment)
Writing - Classroom Data (Writing sample scored with a
6-point rubric)
Links for Informals Tests
(Common Core Skills)
https://www.opened.com
http://achievethecore.org
http://www.insidemathematics.org
http://bridges1.mathlearningcenter.org
http://catalog.mathlearningcenter.org
Performance in Relation to
Standards
What are they able to do independently?
Strengths? Needs?
Example - Mary can:
Reading - determine central ideas of grade-level, non-fiction
texts with 60% accuracy (90% when read aloud)
Math - solve 1-step linear equations without help 2 out of 5
times; correctly solve inequalities 1 out of 5 times (3 out of 5
times with 1 prompt)
Writing - Ideas: 2, Organization: 2, Voice: 3, Word Choice: 1,
Sentence Fluency: 3, Conventions: 3
Your Turn
- Use chart
- Retrieve your students assessment data you
brought
- Fill in Step 3 of chart
Step
Identify Skill Deficits
4 in order to become proficient
Skills student must learn
Skills and knowledge that are important to long-term
success
- Skills that directly affect involvement in the general
education curriculum
- Clear picture of what needs to be accomplished in the
coming year
Example - To progress in standard, Mary needs to
make gains in:
Reading - Multi-syllabic word decoding
Math - Using correct operation
Writing - Ideas - Providing 1 supporting detail per fact
More Assessment May be
Needed word decoding (Grade-level word lists
Reading - Multi-syllabic
from core areas)
Math - Using correct operation (Data from 1st assessment,
itemized errors)
Writing - Ideas - Providing 1 supporting detail per fact (Data
from 1st assessment, narrowed down to one area of focus)
Baseline
Example Reading - Multi-syllabic word decoding: 55% accuracy
Math - Use correct operation (baseline: 2/5 times)
Writing - Ideas - 1 supporting detail per fact 1/5 times
IMPORTANT
There may be more than skill deficit
area that is preventing the progress
toward standard
(example - decoding, fluency)
Your Turn
- Use chart
- Identify skill deficits
- Fill in Step 4 of chart
What this May Look Like in the
PLAAFP
Reading
- Mary struggles with reading comprehension
Students in 9th grade are expected to be able to determine
the central ideas within a grade-level, nonfiction text.
Currently, Mary is able to do this with 60% accuracy. Her
deficits in decoding multisyllabic words provide a barrier to
her understanding grade level words and whole texts. She
is able to decode grade-level, multisyllabic words with 55%
accuracy.
Step
Write
5
Goals
IEP goals = skills a student needs to develop in
order to make progress in the academic
standards.
Goals Designate Specialized Instruction
The students goal should not contain a
restatement of the enrolled grade-level content
standards.
Example Goals:
Write Goals
Reading - Mary will increase her reading skills by correctly
decoding grade-level, multi-syllabic words with 70% accuracy.
Math - Mary will increase her grade-level math skills by
identifying the correct operation to use in one-step linear
equations 4/5 times.
Writing - Mary will increase her grade-level writing skills by
providing at least one supporting detail, per fact, in her
writing at least 3/5 times.
Your Turn
- Write IEP goals in Step 5 of chart
The Short
Version
1. Select Area of weakness
2. Identify Grade-level standard affected
3. Indicate students Performance in relation to the
standard (Assess/data)
4. Identify the skill Deficit that is preventing
mastering of standard
5. Write a goal addressing the skill deficit
https://www.surveymonkey.com/r/NovTINIEPs
Thank you!
