Writing Linguistically Appropriate IEP Goals in Dual Language

Programs

2016 Dual Language Conference: Making Connections Between Policy and Practice

March 19, 2016 Framingham, MA

Session Objectives

•  According to the CAL (2007), effective features of instruction include ‘language objectives that are integrated into the curriculum’ (p.16).

•  Participants will learn to: •  1) apply the steps to create linguistically aligned IEP goals •  2) write linguistically aligned IEP goals

What must be considered

when it comes to language integration

with content tasks?

Register

Genre (Text/Task

Type)

Topic

Type of Interaction

How formal will language need to be?

features vary according to context, speakers, and

purpose

How will students work and use language?

oral presentation written submission

What is the content related subject that students will talk or

write about?

Who are the participants?

social roles personal identities

use of language text based

experience based

Linguistically Aligned Goals

Linguistically aligned goals should: o  Align to the student’s present levels of performance in English

(taken from an ELP assessment) o  Be drafted in the student’s areas of disability that may be impacted

by being an English learner Note: This may be accomplished through

alignment of the student’s academic goals in ELA (listening, speaking, reading, or writing as relevant to the student’s English proficiency level (as per WIDA proficiency levels, performance descriptors, or other indicators of ELP aligned to the new ELD/ELP standards.

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Five Components of IEP Goals

1.  Learner & Date 2.  Behavior – clearly defined, observable behavior

(state the form or key vocabulary) 3.  Condition under which student will perform the

behavior 4.  Criterion – performance level required to achieve

mastery of the goal 5.  Evaluation Schedule – frequency of assessment

SMARTER (Linguistically Aligned) IEP Goals

•  Specific •  Measurable •  Attainable •  Realistic •  Timely •  Enhance language •  Relevant for language

acquisition

•  Learner & Date •  Behavior – clearly defined,

observable behavior •  Condition under which

student will perform the behavior

•  Criterion – performance level required to achieve mastery of the goal

•  Evaluation Schedule

Common Core State Standards

•  Reading Standards: Literature

•  3.RL •  Key Ideas and Details •  3.RL.3 Describe

characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

Content Goals •  Identify traits •  Cause & effect •  Comprehend grade level

text •  Sequence of events •  Identify characters

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Common Core State Standards

•  Reading Standards: Literature

•  3.RL •  Key Ideas and Details •  3.RL.3 Describe

characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

Language Goals •  Describe characters •  Explain cause &

effect •  Use adjectives

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Steps to Linguistically Aligned IEP Goal

•  What is the linguistic demand (taken from CCSS)?

•  What is the language function (purpose)?

•  What is the language form needed to perform the function?

•  What key vocabulary will be used?

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Steps to Linguistically Aligned IEP Goal

•  What is the linguistic demand (taken from CCSS)? •  describe characters using appropriate adjectives; explain cause and

effect •  What is the language function (purpose)?

•  describe & elaborate characters and their actions •  What is the language form needed to perform the

function? •  nouns, pronouns, adjectives •  verb forms, indicative verb, declarative sentences, complex

sentences, adverbs of manner •  Phrases such as: who (action), which causes, leads to

•  What key vocabulary will be used? •  taught vocabulary from the story

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Linguistically Aligned IEP Goals

Start by writing a model for yourself of one ideal and linguistically appropriate (for the students’ language

proficiency level) response for the story you are using. Example: One character in the story is Little Red Riding Hood. She is a young, optimistic girl who sometimes forgets what she is supposed to do, especially when she runs errands for her mother. Sometimes she talks to people that she shouldn’t, which causes the Big Bad Wolf to disguise himself as her grandmother so that he can try and eat her. Luckily, Little Red Riding Hood knows her grandmother well enough to tell the difference between her grandmother and the wolf, so she doesn’t get eaten!

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Linguistically Aligned IEP Goals

• Next, consider the proficiency

levels of your students and construct a language goal appropriate for each level.

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IEP Goals: Example for Proficiency Level 1

After hearing and seeing a story, by (date) (student) will select appropriate adjectives to describe characters in a story and match the adjective labels to the picture of the character in order to describe characters in a story with 100% accuracy as measured by student oral/written work samples.

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IEP Goals: Example for Proficiency Level 2

After hearing and seeing a story, by (date) (student) will identify and use appropriate adjectives to describe a character in a story and then use a simple complete sentence with 100% accuracy to describe the character as measured by student oral/written work samples. Sample sentence: (Character) is very (adjective) and (adjective).

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IEP Goal: Example for Proficiency Level 3

After hearing and reading a story, by (date) (student) will identify and use appropriate adjectives to describe a character in a story and explain how their actions contribute to the sequence of events, using taught cause and effect vocabulary in three complete sentences, in 4 out of 5 trials, as measured by student oral/written work sample. Sample sentences: Cinderella is joyful and sweet. She feels excited about the ball, so she cries when they ruin her dress. After her Fairy Godmother helps her, she is able to go to the ball. When Cinderella stays too late at the ball, she must rush off and leaves her shoe behind, which causes the prince to search for her. Sample sentence frames: (Character) is (adjective) and (adjective). (Character) feels (emotion) about (event), so he/she (action). After, (event), he/she (action). When (character) (action), he/she (cause), which causes (effect).

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IEP Goal: Example for Proficiency Levels 4-5

After hearing and reading a story, by (date) (student) will use appropriate adjectives to describe a character in a story and use cause and effect language to explain how their actions contribute to the sequence of events in a story, using at least two complete, complex sentences, with 100% accuracy, as measured by student oral/written work sample. 16

IEP Goal: Example for Proficiency Levels 4-5

Sample sentences: Cinderella is joyful and sweet, yet not spoiled. She feels lucky to be able to go to the ball, so she doesn’t notice the time passing quickly. Once the clock strikes midnight, she is forced to rush off and leaves her slipper behind, which causes the prince to search for her. Before she can try on the slipper, the stepmother breaks the slipper, but Cinderella has the other slipper! Sample sentence frames: (Character) is (adjective) and (adjective), yet not (adjective). She feels (emotion) about (action), so he/she (past tense verb phrase). Once (cause), he/she is forced to (effect), which causes (action). Before he/she can (action), (character 2) (action), but (character 1) (action).

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Linguistically Aligned IEP Goal Key Ideas and Details 3.RL.3 Describe characters in a story (e.g., their traits,

motivations, or feelings) and explain how their actions contribute to the sequence of events.

Write an ideal and linguistically aligned (for the students’ language proficiency level) response. •  Prompt: How does Goldilocks’ personality cause trouble in

the story? •  Example: Goldilocks was a curious girl whose curiosity

caused her to go into the bears’ house and use their things.

From the example, we can pull out the language that we want to embed in the goal (and use in instruction): •  (Character) is/feels, has (adjective) who (action) which

causes (event 1) and then (event 2). 21

Linguistically Aligned IEP Goal Integration of Knowledge and Ideas 3.RL.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series)

Write an ideal and linguistically aligned (for the students’ language proficiency level) response. •  Prompt: In what ways are Cinderella and Sleeping Beauty

based on similar themes or plot lines? •  Example: Cinderella and Sleeping Beauty are similar

because both stories are about princesses who must reveal their true selves in order to find their true love.

From the example, we can pull out the language that we want to embed in the goal (and use in instruction): •  (Text 1) and (Text 2) are similar because both stories are/

have/describe/teach about (example). 22

Thank You!