A standards-based Individualized Education Program (IEP) is a document that addresses how a student’s disability impacts his or her ability to access the curriculum standards at his or her enrolled grade level. While IEPs for all students with disabilities must be written to address how the student will participate in the general curriculum, educators continue to be challenged by HOW to develop, implement and monitor an IEP that will ensure access to state standards. This session will address critical information pertaining to the components of a standards-based IEP, the importance of precision in determining students’ level of performance, and steps for writing meaningful and measurable goals and objectives. Participants will receive an overview of the process and some practical tools to aid them in future practice. For more information, visit our website: http://stetsonassociates.com/services/staff-development/writing-standards-based-ieps/

1. An Overview for
Special Education
Practitioners!

2. 5 Challenges?
Opportunities?
• Crafting PLAAFP based on
sure knowledge of enrolled
grade level standards
• Scaffolding low enough to
allow access yet high
enough to promote mastery
• Teacher expertise and use
of progress monitoring
• Adjusting instruction to
promote mastery
• Deep knowledge of
strategies for teaching
reading and math.
Source: Council for Exceptional Children

3. Session Agenda
Increasing our Understanding
of Standards-Based IEP
Development
• Standards-Based IEP:
Legal Basis
• Steps for Writing a
Standards-Based IEP
• Crafting a PLAAFP based
on CCSS
• Writing Measurable Goals
• Writing Short Term
Objectives
• Progress Monitoring
• Questions, Answers and
Next Steps

4. ● Locate a set of curriculum standards for a specific
content area that range from Kindergarten through
High School.
● With your colleagues rank the standard by
arranging them in sequential order so that each
grade level is represented.

7. • Go to your assigned Home
Group
• Read the assigned selection
based on your number.
• Move to your Expert Group
• Complete the note taking
tool concerning your
assignment.
• Return to your Home Group
• Share the information.

8. As
Designed?
With
Instruc2onal
Accommoda2ons
?
With
Curricular
Modifica2ons?
With
Personal
Support?
Different
Loca2on?
Think about how the student can
participate in the Common Core
Curriculum Standards…

9. • Review the documents
assigned to you.
• How might you use
these documents in
determining a student’s
present level of
performance?
• Area of Difficulty Student
Checklist
• Cloze Test
• Behavior Checklist
• Student Profile
• Other??

10. Area of Difficulty
Checklist
Area of Difficulty Student Checklist
Student:___________________________________
Directions: Review individual students relative to the areas of difficulty.
Mark frequency of difficulty based on observed student academic and
behavioral responses. Consider remedial strategies by referring to your “If
Student Has Difficulty, Then Try This” sheets.
Area of Difficulty
Frequent
Issue (?)
Periodic
Issue (?)
Not an
Issue
(?)
Suggestions for
Improvement:
Becoming interested
Getting started, give cue to begin
work, self-initiative
Paying attention to spoken word
Following directions
Keeping track of materials or
assignments
Turning in work or assignments
Paying attention to printed word
Reading textbooks or
supplemental materials
Completing tasks on time
Expressing self verbally
Staying on task
Staying focused in a group activity
Understanding cause/effect,
anticipating consequences
Seeing relationships
Expressing self in writing
Drawing conclusions and making
inferences
Remembering
Taking meaningful notes
Expressing self in a group or
participating
Responding to behavioral
redirections
Self-discipline, or corrects own
behavior
Learning by listening
Working independently
Understanding what is read
Write legibly
Spelling
Prepared for class (supplies)
Prepared for class (homework)

11. • “Annual goals are statements that describe what a
child with a disability can reasonably be expected
to accomplish within a 12 month period in the
child’s special education program.
• These goals are skills and/or knowledge that will
be mastered, not an activity.
• The goals should focus on enabling students to
demonstrate academic achievement related to
enrolled grade level standards”.
Texas Education Agency(2008) Texas Essential Knowledge and Skills (TEKS)-Based
Individualized Education Program (IEP) Development: Question and Answer Document

12. Component 1: Timeframe
Note: The amount of time is SPECIFIED and is described in
number of weeks or a certain date for completion
Timeframe
Conditions
Behavior
Statement
Criterion
While it seems obvious that “Annual
Goals” implies a one-year timeframe there
are many ways the timeframe can be
stated.
Examples:
● By the end of the fourth grading period…
● In thirty-six instructional weeks…
● By May 31, 20__(or other date)….
● By the end of the 20__-20__school
year…
● By the end of the sixth week grading
period…

13. Timeframe
Conditions
Behavior
Statement
Criterion
Component 2: Conditions
● Refers to the manner in which
progress toward the goal occurs.
● Describes the specific resources that
must be present for a student to reach
the goal.
● The condition relates to the behavior
being measured.
● They are the “givens” in the goal
statement.
● They can be stated or implied or
imbedded.

14. Behavior
Statement
Criterion
Timeframe
Conditions
Using your response cards indicate
your answer of Yes or No to the
following behavior statements:
Component 3: Behavior Statement
Juan will
read…

15. Writing a Goal
Timeframe Condition Behavior Criteria

16. Short-Term
Objective
Short-Term
Objective
Short-Term
Objective
Annual
Goal
Short Term Objectives or Benchmarks
● They state the steps to be
taken between the PLAAFP and
Annual Goal.
● They have the same required
components as the Annual Goal
(Timeframe, Condition,
Behavior, Criteria).
● At least two objectives for
each goal is suggested.
● They have the same
requirement for measurability
as the Annual Goal. (Action,
Universality, Quantification,
Completeness)

17. Clear and
Measurable Annual
Goals that are
Standard Based
A Progress
Monitoring Plan
Frequent
Assessment Using
Multiple Measures
Charting and
Recording Data
Use of Data to
Inform and Improve
Instruction
Quenemoen, R., Thurlow, M., Moen, R., Thompson, S. & Morse, A. B. (2003). Progress monitoring in an
inclusive standards-based assessment and accountability system (Synthesis Report 53). Minneapolis,
MN: University of Minnesota, National Center on Educational Outcomes. Retrieved [today's date], from
the World Wide Web: http://education.umn.edu/NCEO/OnlinePubs/Synthesis53.html

19. DIRECT
• A direct approach to
measuring progress
involves the use of
objective measures
that are observable,
clearly scorable, and
reference the skill
desired (curriculum-
based assessment,
benchmarks, criterion
referenced tests,
Teacher made
checklists).
INDIRECT
• An indirect approach to
measuring progress
involves the use of
measures that support
the objective
measures. (student self
monitoring, rubrics
accuracy rating etc.
AUTHENTIC
• An authentic approach
to progress monitoring
involves the use of
measures that further
support the student’s
progress (anecdotal
records, conferences,
portfolio, videotaping.

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