writing iep goals and objectives aligned with general education curriculum
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25 Industrial Park Road, Middletown, CT 06457-1520 · (860) 632-1485. ctserc.org. Writing IEP Goals and Objectives Aligned with General Education Curriculum. Dialogue About This…. All students are general education students. p. 2. Outcomes. - PowerPoint PPT PresentationTRANSCRIPT
Writing IEP Goals and Writing IEP Goals and Objectives Aligned with Objectives Aligned with
General Education General Education CurriculumCurriculum
25 Industrial Park Road, Middletown, CT 06457-1520 · (860) 632-1485
ctserc.org
Dialogue About This…Dialogue About This…
All students are general education
students
OutcomesOutcomes
Develop high quality IEP goals and objectives aligned with general education curriculum
p. 2
Essential Questions for Essential Questions for LearningLearning
What is the distinction between specially designed instruction and general education curriculum?
How do goals and objectives provide instructional guidance for daily lesson planning?
How do goals and objectives provide specially designed instruction to support student progress in general education standards?
p. 2
Analyzing Gap
Determining Themes in Bridges & Gaps
Determining Level of Support
Analyzing Impact
Examining Integration within Universal System
Infusing IEP Goals and Objectives
Writing Goals & Objectives
Determining Type of Support
Examining specific learning needs
Sequence of ContentSequence of Content“Unwrapping” curriculum
& setting demands
p. 3
Select for Your TeamSelect for Your Team
A Facilitator – someone to keep group focused
A Recorder – someone to document the work of the group
The rest will serve as reporters
Which Ones Are Observable, Which Ones Are Observable, Measurable, & Specific?Measurable, & Specific?
Paying attention Aggressive
behavior Out of seat Off task Throwing objects Homework
completion
Comprehension Spelling errors Phonemic
awareness Math facts known Writing narrative Correct words per
minute
How would you change vague and non-measurable terms to be observable, measurable, and specific?
The 80% RuleThe 80% Rule
The child will cross the street with 80% accuracy
The student will write a paragraph with 80% accuracy
The child will state her address with 80% accuracy
Monitoring ProgressMonitoring Progress Can definitely measure growth
– Using a 100 word passage, went from 75 CWPM to 100 CWPM
Is objective– Stays in seat for 10 minutes
Has documentation– graph, student products
Uses a specific assessment tool – Rubric, reading probe, frequency count
Can have frequent data collection– Daily, weekly, monthly
Generating Goals and Generating Goals and Objectives Objectives
Making Ends All Meet…Making Ends All Meet…
General General education education standardsstandards
Specially Specially designed designed
instructioninstruction
IEP
For Example…For Example…
Given scenarios or problems with real-word connections, the student will use a graphic organizer to display the relevant data needed to solve the problem …
For Example…For Example…
Given scenarios or problems with real-word connections,
the student will use a graphic organizer
to display the relevant data needed to solve the problem …
Gen
e Ed
Cur
ricu
lum
Typical A
ctivity
Accommodation
The “Stranger Test”The “Stranger Test”
The student will use appropriate vocabulary in writing assignments
Using a highlighter and a set directions for a task, the student will highlight the verbs to indicated what needs to be done
The student will improve social skill in group settings 80% of the time
The “Dead Person” TestThe “Dead Person” Test
During circle time, the student will remain quiet for ten minutes
The student will keep hands and feet to self
For class discussions the student will use a ticket each time she wants to contribute
Time to ReflectTime to Reflect
Use one IEP
Develop team consensus
Determine the level of use on each characteristic
Reflect on the last two questions
p. 4
What did we learn?What did we learn?
Writing Goals and Writing Goals and ObjectivesObjectives
Using a Word BankUsing a Word Bankp. 6-8
General Education Specially Designed Instruction
Curriculum
(Concepts and Skills)
Benchmarks/
Performance
Expectations
Setting Deman
ds
Accom-modatio
ns
Modif-ications
Supple-menta
l Instruc
tion
Unwrapped from curriculum
StandardsStandardsMath Analyze data sets to form hypotheses and make
predictions. Analyze real-world problems using statistical techniques.
Science Scientific inquiry progresses through a continuous process
of questioning, data collection, analysis and interpretation. Scientific numeracy includes the ability to use
mathematical operations and procedures to calculate, analyze and present scientific data and ideas.
Literacy Make and justify inferences from explicit and or implicit
information.
Using a Word BankUsing a Word Bankp. 6-8
General Education Specially Designed Instruction
Curriculum
(Concepts and
Skills) Concepts: data, hypotheses, predictions, scientific inquiry, inferences, explicit, implicit Skills: Analyze, form, make, use
Benchmarks/
Performance
Expectations
Setting Demands
Accom-modations
Modif-ications
Supple-mental
Instruction
Curriculum benchmarks, district goals, CMT/CAPT benchmarks, Common assessments
Using a Word BankUsing a Word Bankp. 6-8
General Education Specially Designed Instruction
Curriculum
(Concepts and
Skills)
Concepts: data, hypotheses, predictions, scientific inquiry, inferencesSkills: Analyze, form, make, use
Benchmarks/
Performance
Expectations
Performance assessment used in a portfolio;
Scientific experiments
Written work
Setting Demands
Accom-modations
Modif-ications
Supple-mental
Instruction
Instruction, Environment, Social interactions, Materials, Assessment procedures
Using a Word BankUsing a Word Bankp. 6-8
General Education Specially Designed Instruction
Curriculum
(Concepts and
Skills)
Concepts: data, hypotheses, predictions, scientific inquiry, inferencesSkills: Analyze, form, make, use
Benchmarks/
Performance
Expectations
Performance assessment used in a portfolio;
Scientific experiments
Written work
Setting Demands
Use small groups;
following written directions;
complete homework & lab reports
Accom-modations
Modif-ications
Supple-mental
Instruction
GapsGaps
Sequencing Making inferences from text Connecting vocabulary or concepts,
especially abstract terms Organizing information
Using a Word BankUsing a Word Bankp. 6-8
General Education Specially Designed Instruction
Curriculum
(Concepts and
Skills)
Concepts: data, hypotheses, predictions, scientific inquiry, inferencesSkills: Analyze, form, make, use
Benchmarks/
Performance
Expectations
Performance assessment used in a portfolio;
Scientific experiments
Written work
Setting Demands
Use small groups;
following written directions;
complete homework & lab reports
Accom-modations
Modif-ications
Supple-mental
Instruction
Changes in setting demands
Using a Word BankUsing a Word Bankp. 6-8
General Education Specially Designed Instruction
Curriculum
(Concepts and
Skills)
Concepts: data, hypotheses, predictions, scientific inquiry, inferencesSkills: Analyze, form, make, use
Benchmarks/
Performance
Expectations
Performance assessment used in a portfolio;
Scientific experiments
Written work
Setting Demands
Use small groups;
following written directions;
complete homework & lab reports
Accom-modations
Graphic organizer for sequencing
Concept map/diagram Highlighter
Modif-ications
Supple-mental
Instruction
Changes in curriculum or benchmarks
Using a Word BankUsing a Word Bankp. 6-8
General Education Specially Designed Instruction
Curriculum
(Concepts and
Skills)
Concepts: data, hypotheses, predictions, scientific inquiry, inferencesSkills: Analyze, form, make, use
Benchmarks/
Performance
Expectations
Performance assessment used in a portfolio;
Scientific experiments
Written work
Setting Demands
Use small groups;
following written directions;
complete homework & lab reports
Accom-modations
Graphic organizer for sequencing
Concept map/diagram Highlighter
Modif-ications
Adjust written explanations to 3 or four paragraphs
Supple-mental
Instruction
Instruction to support missing skills, or build strategies
Using a Word BankUsing a Word Bankp. 6-8
General Education Specially Designed Instruction
Curriculum
(Concepts and
Skills)
Concepts: data, hypotheses, predictions, scientific inquiry, inferencesSkills: Analyze, form, make, use
Benchmarks/
Performance
Expectations
Performance assessment used in a portfolio;
Scientific experiments
Written work
Setting Demands
Use small groups;
following written directions;
complete homework & lab reports
Accom-modations
Graphic organizer for sequencing
Concept map/diagram Highlighter
Modif-ications
Adjust written explanations to 3 or four paragraphs
Supple-mental
Instruction
Strategies forMaking inferences Sequencing & organizing information (concepts & vocabulary)
Instruction to support missing skills, or build strategies
You Try…You Try…
Target the specific areas in the curriculum that will require specially designed instruction
Determine the benchmarks that correlate
Use what you have developed already:– Unwrapped– Setting demands– Accommodations– Modifications
p. 8
Conditions for LearningConditions for Learning
Sets context - Curriculum & Setting demands– Tasks– Materials– Instructional methods– Environmental structures – Curriculum standards
p. 9
For Example…For Example…
Given a word problem with key words underlined…
When in group settings…
Using a slant board…
Demonstration of LearningDemonstration of Learning
How the student will show understanding of concepts or applications of skills– Observable– Measurable
p. 10
For Example…For Example…
…will use a topic map to record the main idea and three supporting details from a lecture…
…will sort objects by one similar attribute…
…will use the relaxation technique of taking a deep breath and counting to five…
Performance Criteria for Performance Criteria for MasteryMastery
To what degree will the concept or skill be demonstrated– Accuracy– Frequency/length of time
How will we know it was performed to that degree?
p. 11
For Example…For Example…
… scoring a 5/6 on a rubric measuring the use of the graphic organizer
… 100% of the time based on the check sheets and teacher observations
… as measured by the student being able to correctly state the steps with 100% accuracy
You Try…You Try…
Use your IEP
Highlight each area you find– Condition for learning – yellow– Demonstration of learning – green – Performance criteria for mastery – pink
What did you notice?What did you notice?
You Try…You Try…
Write one goal and a set of objectives using the word bank– Condition for learning– Demonstration of learning– Performance criteria for mastery
p. 12