standards based ieps: vision, myths & process

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Standards Based IEPs:

Vision, Myths & Process

Governor’s Advisory Council for Exceptional Citizens (GACEC) Retreat

October 4, 2014

Sarah Celestin, Ed.D.

Exceptional Children Resources



Discussion Points

Vision & Goals for Standards based IEP (SB IEP)

Results-driven Accountability and Rigor

What is a SBIEP?

Myth Busting

The SB IEP Process

Unpacking the Standards to Create Rigorous Goals



Vision of the SB IEP Process

Students receiving special education services will have

IEPs that are…

Highly individualized and data-driven

Standards-based including academic and non-academicgoals (behavior, social, life skills, etc.)

Supporting access to the same educational content as their

general education peers



Goals of the SB IEP Process

Outcomes Measure – Increasing Student’s Academic &

Functional Performance

Supporting Results Driven Accountability

Facilitating increase rigor of curriculum for students withdisabilities

Fidelity Measure - After 2 years of implementation, 80%

of participating schools will achieve fidelity ofintervention of implementing standards based IEPs.

U.S. Department of Education Grant Performance Report

(ED 524B)



Balancing Priorities within the IEP

Instructional-Level Content

EnrolledGrade-Level

Content

Standards-based

goals

Adaptation orModification of

Grade-level Content

Grade-Level

Standards

Access Skills

Accommodations &SpecializedInstruction

Present Levels



Debunking the SB-IEP Myths

SB-IEPs take individuality away from students by

making them learn from the same menu.

The CCSS are not a menu for special educators to

pick and write from.

SB-IEPs focus on the prioritized skills needed for

students with disabilities to have ACCESS to the

same standards as non-disabled peers.



SB-IEP Myths

SB-IEPs will be much longer since there are so

many standards.

SB-IEPs are focused on the specific skills needed

to access a particular standard(s).



SB-IEP Myths

General Education and Special Education will

become further separated due to gaps between

CCSS and students with disabilities.

Creating SB-IEPs is a collaborative process.

General Educators will share content withSpecial Educators providing insight on adaptation

and modification.



SB-IEP Myths

SB-IEPs are not appropriate for students with

moderate to severe disabilities.

Learning life and functional skills IS important;

we must find the balance between these skills

and access and engagement in the academic

curriculum.

Other

Concerns?



SB IEP Process

Data Considerations

Prioritizing Needs

Present Levels, Goal Development & Benchmarks

Specialized Instruction, Services & Supports



Data Considerations

3. What multiple data

sources (including

district or statewide

assessments) are beingused to create this

IEP?

Needs and PLEPs



Multiple Data Sources

Data sources are the ‘proof’ of your IEP

Needs, Services, Goals, and Present Levels are all based

on the information found from data sources.

The data sources should be a point of reference for the

rest of the IEP.

Though the question asks “what” sources are used- best

practice would be to include the results (particularlythose that reflect PLEP data).



Data Considerations

4. How does the child’s

disability affect the child’s

involvement and progress

in the general education

curriculum?



Structure of an Educational Impact

Statement

What skills are affected?

Where (classes, activities, etc.) do those skills manifest

themselves?

How do they affect educational progress and access to

the curriculum?

When does this affect the student (specific

environments or throughout the day)?



Data Considerations

How does this student compare to his/her same-age

peers?

Looking to the grade-level standards for understanding and

to identify gaps

For students participating in the alternate assessment,

using Grade Band Extensions (modified curriculum)

What specific skills related to academic achievement do

they display or need in order to participate in a general

education classroom?



Other Factors

Data

Considerations

CommunicationNeeds

AssistiveTechnology

Behaviorsupports and

strategiesAIM Supports ELL



Process of DevelopingStandard-based IEP Goals

PLEP

• Collect Data

• Identify Strengths

• Identify Needs

• Develop Impact Statement

ConductData/GapAnalysis

• Review of PLEP

• Review Grade Level Standards

• Determine the gap-Wherestudent is and where we needto go

WritingMeasureableAnnual Goals

•Prioritizingskills• ABCDs•SMART(S)



AnnualGoal

Learner

Characteristics

Gaps between

Instructional(PLEP)and Grade-Levels

Common CoreState Standards &

Grade BandExtensions



Annual Goals:

Instructional and Grade Level

The two types of goals together (instructionaland grade level) allow the student to makeprogress in the general education

curriculum, while also addressing identifiedneeds.

Grade level goals allow for focus onprioritized grade level content with enhancedsupports.



Developing Academic Goals

‘Unpacking’ Content Standards What must the student KNOW and what should

they DO? (Determine nouns and verbs)

What barriers prevent the student fromachieving these standards? (Gap Analysis)

What goals, accommodations, modifications,

and services will teach the student the skillsneeded to close the gap?



Unpacking Standards

Begin with the content area and review the

standards by grade

Identify“essentials” for that content and grade

based on what students need for success – in

school and in life for college and career readiness



When Unpacking State Standards

Circle the verbs(these are often the skills thestudent needs to know)

Underline the nouns

Name the context or topic



Unpacking a Standard

CCSS.ELA-LITERACY.RI.6.1

Cite textual evidence to support analysis of what the

text says explicitly as well as inferences drawn from the

text.

Additional Resources for teachers include the Learning

Progression documents developed by the DOECurriculum Work Group.

Activity

http://www.corestandards.org/ELA-Literacy/RI/6/1/







Unpacking the Standards Chart

Verbs/Skills Nouns/Concepts Context /Topic

CITE TEXTUAL EVIDENCE LITERATURE

SUPPORT ANALYSIS EXPLICIT

INFERENCES



Goals with SMART(S)

S. Specific- Are specific skills addressed that could be identified and duplicated bysomeone else?

M. Measurable- Can it be measured with quantifiable numbers? (Completion %,Opportunities, Frequency, etc.)

A. Achievable- Given a year’s worth of instruction, is it feasible for the student tobe able to achieve them within a year?

R. Results-Focused- Do the goals focus on an end product or ability to bedemonstrated? Does it relate to overall student improvement?

T. Time-Bound- Are there time limits set forth for the goal to be completed?(benchmarks, timed-assignment criteria, frequency duration)

S. Standards-based- Does the goal seek to teach the skills needed in order toaccess and achieve the Common Core State Standards for the student’s gradelevel?



Statement of Services

Statement of Services

includes an outline of

all services, supports,

accommodations andmodifications needed

to address the need.

Bridges the gaps and

barriers which preventthe student from

accessing the general

curriculum.



Services, Aids, and Modifications

What specializedinstruction is neededfor the student to gainaccess to the general

curriculum? Where and how can

this service beimplemented?

How many hours perweek does the studentrequire the service?



Questions?

Delaware Department of Education

Sarah Celestin – [email protected]

302-735-4210

University of Delaware, Center for Disabilities Studies

Steve Smith – [email protected] 302-831-1052

mailto:[email protected]




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