The Individualized Education Plan

Creating IEP Goals and Objectives

Overview and Objectives

Goals
Clarify case study assignment Revisit problem-solving Review specific elements of RtI Introduction to Individual Education Programs (IEPs) Examine various formal and informal assessments

SWBAT
Find specific elements in an IEP Discuss the role of a general educator within an IEP team

Assignment Clarification
For your case study:
Interviews (both student and family) are done in partnerships. Write-up of your experience with tutoring and interviews done independently to reflect your experience and analysis. PhotoStory 3 presentation is created in partnerships.

Concerns about benefit

Shared Problem Solving

Working with your partner(s)

Discuss how things are going with (1) tutoring,

(2) interviews, and (3) coordinating with the site directors. What issues are apparent? How can these issues become learning experiences?
Refer to pages 86-90 in the text for specific steps to shared problem solving.

Direct from the Utah State Office of Education . . . .

PROCESS

At-Risk Documentation
Response to Intervention
Pre-referral interventions Tried and failed Data

RTI Overview

1. Estimate the academic skill gap between the target student and typically-performing peers:
There are three general methods for estimating the typical level of academic performance at a grade level:
Local Norms: A sample of students at a school is screened in an academic skill to create grade norms Research Norms: Norms for typical growth are derived from a research sample, published, and applied by schools to their own student populations Criterion-Referenced Benchmarks: A minimum level, or threshold, of competence is determined for a skill. The benchmark is usually defined as a level of proficiency needed for later school success

2. Determine the likely reason(s) for the students depressed academic performance:
There can be several possible underlying reasons why a student is doing poorly in an academic area. It is crucial to determine the reason(s) for poor performance in order to select an appropriate intervention:
Skill Deficit: The student lacks the necessary skills to perform the academic task. Fragile Skills: The student possesses the necessary skills but is not yet fluent and automatic in those skills. Performance (Motivation) Deficit: The student has the necessary skills but lacks the motivation to complete the academic task.

3. Select a scientifically-based intervention likely to improve the student's academic functioning:

Any intervention idea chosen for the student should be backed by scientific research (e.g., research articles in peer-reviewed professional journals) demonstrating that the intervention is effective in addressing the students underlying reason(s) for academic failure.

4. Monitor academic progress frequently to evaluate the impact of the intervention:

Under RTI, interventions are monitored frequently (e.g., weekly) using valid and reliable measures that are sensitive to short-term gains in student performance:
Measures for Basic Academic Skills: Curriculum-Based Measurement (CBM) probes are short, timed assessments that have been developed to measure phonemic awareness, oral reading fluency, math computation, writing, and spelling skills Measures for Classroom Academic and General Behaviors: Daily Behavior Report Cards (DBRCs): These customized teacher rating forms allow the instructor to evaluate the students behaviors each day Direct Observation: An external observer visits the classroom to observe the students rates of on-task and academically engaged behaviors

5. If the student fails to respond to a series of several well-implemented interventions, consider a referral to Special Education
In the RTI model, the student would be referred for a special education evaluation if: A series of research-based interventions have been attempted There is documentation that the interventions were carried out as designed (treatment/intervention integrity) Progress-monitoring data shows that the student failed to meet the goal set for his or her improvement (that is, the student shows a discrepancy in rate of learning relative to grade-peers).

Reminder: RTI Tier Supports

The school can organize its intervention efforts into 3 levels, or Tiers, that represent a continuum of increasing intensity of support. Tier I is the lowest level of intervention and Tier III is the most intensive intervention level.

Tier I Tier II Tier III

Universal intervention: Available to all students Example: Additional classroom literacy instruction Individualized Intervention: Students who need additional support than peers are given individual intervention plans. Example: Supplemental peer tutoring in reading to increase reading fluency Intensive Intervention: Students whose intervention needs are greater than general education can meet may be referred for more intensive services. From: Example: Special Education
www.interventioncentral.org

Referral
From: any staff member, parent

To: building principal or special ed department chair; or special ed teacher or district office staff
Determination if evaluation appropriate

Evaluation
Consent & Procedural Safeguards Specify test areas Gather existing data Administer additional assessments Summarize data in evaluation report Notice of eligibility meeting

Eligibility
Special team for SLD Team decision, including parents Consider all data, parent input Does student meet criteria for one of 13 classifications? Develop IEP within 30 days of eligibility determination

IEP Team Meeting

Notice of Meeting
Notice requirements

Members Attendees: Not needed? Excusal?

IEP Contents
(Well come back to this one with a scavenger hunt)

PLAAFP Measurable Goals Objectives if appropriate Progress measured, reported

Extended School Year (ESY) Special Factors

School-Wide Assessment

Special Education and Related Services

Type Amount Frequency Accommodations, modifications, supplementary aids and supports for student or teacher

Placement
Start from regular education full time with supports
Initial consent for placement and services

Annual review
Written notice of change

Continuum of Services
General education classroom Resource room Self-contained class Special day school Residential school Hospital school Homebound services Other (e.g. Head Start, work site, etc.)

WRITING GOALS & OBJECTIVES

Annual Goals
A statement of what a student can reasonably accomplish during the duration of the IEP (one year)
1. 2. 3. 4. 5.

Direction of change Areas of excess or deficit Present levels of performance Expected annual ending level Resources needed to accomplish expected performance level

For example . . . .
1.
2. 3. 4. 5.

Susan will increase Reading readiness From pre-primer To primer level Using individual and small-group instruction

Another example . . .
Joe will decrease shouting out behavior from 5 times or more per class period to 0 times per class period using a point sheet with rewards and response cost
1. 2. 3. 4. 5.

Direction Behavior Present Level Ending Level Resource

Short-Term Objectives or Benchmarks

Provide a basis for determining a students progress towards meeting the goal. Must be observable and measurable! Minimum of 2 per goal. Four components include:
1.

2.
3. 4.

Performance of specific behavior Conditions under which the behavior is performed Criterion for attainment Evaluation procedures

For example . . . .
1.

2. 3. 4.

Given a list of ten words and a list of meanings selected from science units, James will match the word to its meaning with 90% accuracy as measured on end-of-unit tests.

Another example . . .
Given 5 word problems during each daily math class, Susan will select the correct answer from four options with 80% accuracy as charted by the teacher.
1. 2. 3. 4.

Performance of specific behavior Conditions under which the behavior is performed Criterion for attainment Evaluation procedures

What is wrong with these examples?

Andrew will play appropriately with his peers during lunch recess 9 out of 10 times as observed by his teacher.

Next example . . . .

The child will increase reading skills to grade-level performance.

And another . . . .

Billie will complete all assignments and turn them in 80% of the time.

And another . . .

Jonathan will stay on-task during math class as observed by his peer-tutor.

IEP Scavenger Hunt

Find the following:
PLAAFP, Measurable Goals (Objectives if appropriate), Progress measured, Extended School Year (ESY), Special Factors, School-Wide Assessment, team membership