1. Quality IEPs
Fall 2013

2. Introductions
• Ice Breaker
• Norms
• Issue Bin

3. Overview
There will be 4 Main Focus sessions
– Student Profile & PLAAFP
– Quality Annual Goals & Progress Measurement
– Service Delivery & LRE statement
– Prior Written Notice – DEC 5
Snippets of Customer Service will be imbedded

4. Customer Service Activity
Are we a good host?
– Take a minute to list the things you do to
prepare to “host” an IEP meeting.

5. Being Prepared for the IEP Meeting
– Goals have been sent home 5 days earlier
(10 days if translation is needed)
– Room is ready
o projector is up, water, tissues, etc.
– Staff are ready
o EC teacher has confidential folder, Reg ed has CUM
– A team member escorts parents to the room
– Agenda is available

6. Session 2
Annual Goals & Progress Measurement

7. Measureable Annual Goals

8. Definition
– Meets the child’s needs that result from the
disability
– Links directly to the areas of need identified in
the PLAAFP
– Describes what can reasonably be expected to
accomplish within the duration of the IEP.

9. Major Components
– Givens/conditions (when, with what, where)…as
applicable
– Skill/domain area (academic, behavioral, functional)
– Observable learner performance (what the
learner will be doing, visible and countable)
– Measurable criteria - specifies the level at which
the student’s performance will be achieved (e.g., speed,
accuracy, frequency)
– NOTE: ONE skill per annual goal

10. What is Measurable Criteria?
– Yields the same conclusion when measured by
several people
– Criteria is specific:
– Ex. 4 of 5 trials, 3 consecutive days, % accuracy
– Is measurable “as written”
– Ex. - Will “count to 10 without error” in 5/5 trials
vs.
Will “improve counting skills” which needs more
information in order to measure

11. A note about percentage…
– The use of percentage needs to be carefully
limited to a narrow range of goals
o Appropriate use of %: Will correctly spell 95% of the 6th
grade spelling words dictated to her.
o Inappropriate use of %: Will improve behavior 80% of the
time with 90% accuracy.

12. Present Levels of Academic Achievement and
Functional Performance
Based on a review of curriculum-based measures and data collected
from teacher observations, given one minute to read a 4th grade passage, Kara
reads 48 words correctly (70% accuracy). Given a 3rd grade passage, Kara reads 50
words correctly (80% accuracy).
She is able to read basic sight words and uses picture clues to identify words in
a text. She decodes simple one syllable words with short vowels but has difficulty
reading words with multiple syllables. She fails to use word attack strategies to
read unknown words in a passage.
Kara’s oral reading is below beginning 4th grade reading level.
Therefore, she has difficulty reading 4th grade level material independently. Due to
these reading deficits, Kara has difficulty completing assignments independently in
reading, math, science, and social studies. Her independent work is often
incomplete and inaccurate.
`

13. What do we Know about Kara’s Performance in
Reading?
Strengths
• Reads some basic sight words
with success
• Sometimes uses picture clues
within the text to identify
unknown words
• Reads
Deficits
• Fluency rate is below level as
compared to her grade level
peers
• Has difficulty reading words of
multiple syllables
• Fails to use word identification
strategies to read unknown words
• Struggles with comprehension
when reading text independently

14. Kara
PLAAFP Component
1. Data-based student specific
information about the student’s
current academic achievement and
functional performance
PLAAFP Statement
1. Teacher observation and
based measures
curriculum
2. Reads sight words, one syllable words
and uses clues from pictures
2. Strengths of the student
3. Needs resulting from the disability
4. How the disability affects
involvement and progress in the
general education curriculum
3. Kara needs to use word identification
strategies to decode multi-syllabic words
4. She has difficulty completing
assignments independently in all content
areas. Her work is often incomplete and
inaccurate

15. Measureable Goal Examples
Measurable Annual Goal Statements
Goal 1
Given a 4th grade reading passage, Kara will accurately
read 105 words or more per minute in 4 out of five
trials.
Goal 2
Given a 4th grade reading passage, Kara will
independently read 4 – 5 syllable words with 95%
accuracy

16. Activity
With a partner:
– Critique 2 Annual Goals on each IEP
o Give a point for each component present
oList any missing components
oWrite a compliant Annual Goal if needed
We will share out in 15 minutes

17. How did we do?
– Share a quality Annual Goal
o How did it link to the PLAAFP?
– Share one that needs improvement
o What component is needed?
– Do we see any patterns that can be
addressed?

18. Progress Measurement

19. Definition
– The method used to measure progress
o Must list the tool used for data collection
o&
o The frequency of data collection

20. Activity
– Take a minute to list the methods you typically
use to for measuring progress on an annual
goal

21. Progress Monitoring Methods
– Response to Instruction
o Brief measures on a frequent basis
– Curriculum-Based Measures
o Repeated measurement – weekly or monthly
across extended periods of time
– Formative Assessment
o Results in informed instructional decisions

22. Criteria
The method used to measure progress MUST:
– Measures the skill stated in the annual goal
– Is measured on a regular basis
– Yields accurate data regarding that skill
– Provides clear evidence of progress/lack of
progress toward achieving the annual goal
– Uses language the parent can understand
– AND

23. Criteria continued
– Pass the stranger test:
o A stranger can pick up the IEP, read the annual
goal, read how progress will be measured, and
know what to do without asking ANY questions

24. Components
– Aligns with the Annual goal and its criteria
– Lists the Data collection tool/method
– Describes the Frequency
o Example:
• Daily behavior chart
• Weekly spelling test
• Periodic fluency sample

25. Activity
With a partner using the same annual goal from
the previous activity:
– Critique the Progress Measurement statements
o Give a point for each component listed
oWrite a correct statement if needed
We will share out in 8 minutes

26. How did we do?
– Someone share a quality Progress
Measurement statement
o How did it link to the Annual Goal?
– Someone share one that needs improvement
o What component is missing?
– Do we see any patterns that can be
addressed?

27. Exemplar
– Annual goal
o Given a 4th grade reading passage, ___ will read
175 words per minute with zero errors
– Progress Measurement
o Record daily one minute timings on Words Per
Minute chart

28. A Note About Progress Reports
– Provided concurrent with the issuance of
report cards, or more often as determined by
the IEP team (NC 1503-4.1)
– Which implies at least quarterly, which means
there should be 4 Progress Reports on an IEP
– There should always be a Final Progress
Report to close out the current IEP
– This Final Report should lead to the next
PLAAFP & Annual Goal….

29. Follow up Activity
Over the next two weeks
– Evaluate @ least 2 other IEPs for quality Annual
Goals & Progress Measurement
– Share your results with your Facilitator
– Share your plan to improve the next IEP
– Facilitators will keep this data in a Notebook

30. Next Session
– Bring back the IEPs you worked on today
– We will be reviewing
Determining Service Delivery
&
Explaining LRE
THANK YOU

31. Sticky Note
• Rate you level of understanding regarding development of
Quality Annual Goals & Progress Measurement:
 2-I feel confident in writing compliant annual goals and
progress measurement
 1-I would like additional training
Please click on the link below to complete the survey for this
training session.
https://docs.google.com/spreadsheet/viewform?fromEmail=tru
e&formkey=dHBFUGt0VHNKWG1VcnVwbXBGNE5DU1E6MA