Product: An individualized plan reasonably
calculated to result in educational benefit (FAPE)
Process: Planning to determine what is needed for
student to benefit from education
Product vs. Process
IEP Development Process
Desired Outcomes/
Instructional Results
Write Measurable
Goals
Select Instructional Services & Program
Supports
Implement & Monitor Progress
General Curriculum
Expectations
Current Skills and
Knowledge
Area of Instructional
Need
PLAAFP Statements on IEP Form
Developing PLAAFP Statements
• You: Know where you want to go Enter data about where you are Create a map Adjust to opportunities/barriers Arrive and choose a new long-term goal
IEP Development: a “GPS”
• Good IEPs are: Reasonably calculated to result in
educational benefit Connected to state standards as a
fundamental component to educational benefit
Assumptions
• Good IEPs are: Dependent upon knowledge of
curriculum/effective practice Not an isolated event Consistent with regulation/best practice
Assumptions
• Requires: Consideration of individualized data/needs Different goals for different students based on
needs
The “I” in IEP
• Why: Are standards important? Should we consider them? Standards-Based IEPs?
Reflect & Note:
Activity 1.1
Added accountability by requiring: Demonstrated progress on state standards Assessment on grade-level standards Students with disabilities as a reported
subgroup
Elementary and Secondary Education Act (ESEA)
“…meet the child's needs . . . to enable the child to be involved in and make progress in the general education curriculum . . . ”
34 CFR 300.320(a)(2)(i)(A)
Individuals with Disabilities Education Act (IDEA)
• Successful educational outcomes for all students• Statewide Assessment Accountability for all
students• Consequences for not assessing all students• Access to the general curriculum is essential to
closing the achievement gap and reaching Annual Measurable Objectives (AMO)
ESEA/IDEA Intersect
“ It means that all our kids, even the ones our system calls ‘hard to teach’ can learn.”
-Rod Paige, former Secretary of Education
“Ready means ‘never’ if we continuously focus on the lowest-level skills.”
-Maggie McLaughlin, Autumn 2009
Ultimately…
• What is meant by the general education curriculum? The full range of courses, activities, lessons, and
materials routinely used by the general population
• What is meant by access? Participation in the knowledge and skills that
make up the general education curriculum
Accessing the General Education Curriculum
Access to the General Education Curriculum for Students with Disabilities
ACCESS is not:
• Students with disabilities sitting in the general education classroom completing work that is unrelated to the grade-level standards.
• Students with disabilities sitting in the general education classroom exposed to content that is out of their reach.
Access to the General Education Curriculum for Students with Disabilities
• It is essential to determine how students with disabilities will participate in the content of the general education curriculum.
• The student’s strengths provide the best information to determine how the student can access the knowledge and skills of the general education curriculum.
• Provide instructional accountability
• Drive general education content instruction
• Support instruction in the least restrictive environment
• Define the expectations of all students with or without disabilities
• Create a structure for linking the IEP to the general curriculum
Standards Drive Curriculum
• High stakes accountability, performance goals and indicators
• IDEA – access to the general curriculum
• Essential for closing the achievement gap
• Promotes a single system of education – inclusion and a common language
• Encourages greater consistency across schools and districts
• It’s best for kids – assumes more, not less
Why Connect IEPs to Standards?
• How are you using the standards in your school to shape your curriculum and instruction?
• How are you using the standards to develop IEP goals?
Think and Discuss
Activity 1.3
• Does not mean – Writing goals that restate the standards Using the academic standards alone to
determine goals Assuming that every student will work
only on grade-level content
Connecting IEPs to Standards…
• Does mean – Referring to standards to determine
expectations at grade level Using the standards as a guide to determine
what is important for the student to learn or be able to do
Conducting an analysis to determine gap between grade expectations and current skills/knowledge
Connecting IEPs to Standards…
What is a Standards-Based IEP?• A process and a document (product) that is
framed by the state standards to ensure instructional accountability for each student with an exceptionality.
• A plan that contains goals individually designed to facilitate the student’s achievement of grade-level state standards.
• The cornerstone of access to the general education curriculum for students with exceptionalities.
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1. Consider the grade-level content standards Examine benchmarks
Discuss expected knowledge and skills
Consider prerequisite knowledge and skills
2. Examine student data to determine where student is in relation to grade-level standards Compare expectations with student’s current
instructional level
Gap Analysis
General Steps:
Content is determined through planning process
Development is like using a GPS
Standards-Based IEPs: Review and Wrap-up
• Depend on good data from multiple sources• Start with discussion about the desired outcome• Include vision with parent and student as a source
of data• Determine instructional need(s) by a gap analysis• Include data from comprehensive evaluation as
one source of data
Standards-Based IEPs: Review & Wrap-up
Process of Developing Standards-Based IEPs
Determine general education curriculum
expectations
Identify current skills, knowledge
and area(s) of instructional need
Conduct data/gap analysis and
develop impact statement
• NxGCSOs/Support for SB-IEPs (ELA, Math)• NxGECEs/Community Readiness• Unwrap the Standards
• What is the big picture?• Which are most important?• Which are critical needs?• Develop student data profile
• Review student data profile• Review Grade-Level CSOs• Review Learning Progressions• Determine Gap• Where student is and where student needs to go
Develop Present Levels of Academic Achievement and
Functional Performance
Choose content standard and objective(s)
Write measurable goals and
objectives
• Collect Data• Identify Strengths• Identify Needs• Develop Impact Statement
• What standard(s) and objective(s) best address the gap?• What standard(s) and objective(s) are critical for
accelerating student learning?
• Develop 4-Point Goal• In what length of time (Timeframe)• Under what context (Conditions)• The student (Who) - Will do what (Behavior)• Through what assessment (Evaluation) - To what
degree/level (Criterion) • Accommodations/Modifications/Specially Designed
Instruction