developing quality ieps update for administrators
Post on 14-Feb-2016
34 Views
Preview:
DESCRIPTION
TRANSCRIPT
LCS 1
Developing Quality IEPsUpdate for Administrators
Accommodations and Modifications for Students with Disabilities Project
Learning Systems Institute, Florida State University
LCS 2
MTSS Problem-Solving Steps
1. Problem Identification:
What’s the problem?
2. Problem Analysis:
Why is it taking place?
3. Intervention Planning and Implementation:
What are we going to do about it?
4. Response to Instruction/Intervention:
Is it working?
LCS 3
Alignment with IEP Components
Step 3. Intervention Planning and Implementation
What are we going to do about it?
• Measurable Annual Goals• Special Education Services
and Supports
Step 4. Response to Instruction/Intervention
Is it working?
• IEP Implementation, Review, and Revision
• Present Level of Academic Achievement and Functional Performance
MTSS IEPStep 1. Problem IdentificationWhat’s the problem?Step 2. Problem AnalysisWhy is it taking place?
LCS 4
IEP Team Membership and Roles
• Parent or guardian• General education teacher - • Special education teacher or service provider• LEA – administrator or his/her designee• Individual who can interpret the instructional
implications of the evaluation results • Student, as appropriate• Others, as appropriate
LCS 5
General Education teacher
Caution:• Parents may give prior consent for the gen. ed.
teacher not to attend if the teacher provides written input for the IEP meeting.
• It should not be a school wide practice to get parents to give this consent and to have only input from the general education teacher.
LCS 6
The IEP Team Process• Preparing for the IEP meeting
– Gathering relevant data to share– Drafting selected parts of the IEP– Pending Approval IEPs should be given to program specialists
two weeks prior to meetings so that they can be reviewed for QIEP and compliance before the teacher meets with the parents.
– Preparing parents and student for participation – the pending approval IEPs can/should be shared with parents prior to the meeting
• Active involvement and collaboration at the meeting– Alternatives to parent attendance
• Procedural safeguards
LCS 7
IEP Components
Special Education Services and Supports
Annual GoalsShort-Term Objectives or Benchmarks (if applicable)
Present Levels of Academic Achievement and Functional Performance
In a quality IEP, all components are clearly aligned.
LCS 8
Present Level of Academic Achievementand Functional Performance
Present level statements contain comprehensive and understandable information about the student's needs related to the disability that is based on data from a variety of sources across applicable domains/transition service areas.
9
Present Level of Academic Achievement and Functional Performance
• The student's strengths• What the student currently can do – Baseline data on specific skills
• How the disability affects the student's involvement and progress in the general curriculum or participation in appropriate activities
• The student's educational needs
LCS 10
Alignment with IEP Components
Step 3. Intervention Planning and Implementation
What are we going to do about it?
• Measurable Annual Goals• Special Education Services
and Supports
Step 4. Response to Instruction/Intervention
Is it working?
• IEP Implementation, Review, and Revision
• Present Level of Academic Achievement and Functional Performance
MTSS IEPStep 1. Problem IdentificationWhat’s the problem?Step 2. Problem AnalysisWhy is it taking place?
LCS 11
Step 1: What's the Problem?
• Determine the gap between what is expected of a student at a current age or grade level and the current performance of the student.– Review information about student progress to identify
general areas of concern and strengths.• In relation to what is expected of general education
students at the same grade level.• ESE teachers need to have an understanding of general
education requirements– Then investigate each area of concern to pinpoint
specific needs.
LCS 12
Step 2: Why Is It Taking Place?Determine the effects of the disability and identify educational needs resulting from the disability. Example:
Unable to hear and use
conversational speech
Needs to learn how to effectively
communicate with peers and
adults using total communication
Effect of Disability Educational Need
Takes 50% more time than peers to complete written assignments with word prediction
software
Needs extended time (50% more than peers) to
complete assignments and
assessments
13
Quality Indicator: Annual Goals
Measurable annual goals describe the behaviors and skills that will enable the student to achieve in the general education curriculum or participate in age-appropriate activities, based on the student's need(s) reflected in the present level statement.
LCS 14
Measurable Annual Goals: Three Parts
1. Observable behavior: An explicit, observable statement of what the student will do
2. Conditions: The tools, situation, or assistance to be provided
3. Mastery criteria: Acceptable performance (how well the student must perform) includes frequency and schedule for data collection
15
Developing Quality IEPs
Part 3: Services and Supports
The services and supports included in the IEP are what the individual student needs to attain annual goals and be involved and make progress in the general curriculum in the least restrictive environment.
LCS 16
Tier 3 vs. ESE
• Tier 3 is not synonymous with ESE services • ESE services are those specialized
instructional services the student requires to access and make progress in the general education curriculum.
• ESE services should never be less intensive than the Tier 3 interventions the student receives in general education.
LCS 17
Understanding Responsibilities
• All teachers and other service providers involved with the student must be informed of specific responsibilities related to the student’s IEP.
– Each general education teacher, ESE teacher, and other service provider who works with the student must have access to the student’s IEP.
LCS 18
Who Will be Responsible for…
• Planning the intervention for the annual goals?
• Implementing the intervention with integrity?• Monitoring student performance and
reporting progress to parents?• Interpreting student performance data and
making decisions concerning effectiveness of the intervention?
LCS 19
Implementation with Fidelity
• Requires advance planning• Staff may require professional development
and coaching– How to implement the instructional procedures,
accommodations, etc.– Assistance with data collection and progress
monitoring• Involves collaborative planning
LCS 20
Implementing with Fidelity
• Was the intervention provided in the way it was designed or intended?– Key aspects – materials, instructional approach– Instructional procedures used systematically– According to documented “level of intensity”
• Verified through direct observations, self-reports, and student products
LCS 21
Monitoring Student Progress
Identify the measurement procedures• Check the annual goals– What conditions are required?– What specific assessment methods/tools will be
used? – What are the mastery criteria and schedule?
• Make a plan– When will student be assessed? – Who will interpret results?
LCS 22
Reporting Progress to Parents
• Indicate what data were collected, with a description of the student’s progress.
Goal met Excellent, anticipate goal will be met Satisfactory, anticipate goal will be met Insufficient, at risk of not meeting goal
LCS 23
If the Response Has Been Positive…
Possible Actions: Continue services and supports with current annual goal. Continue services and supports and increase annual goal. Gradually fade services or supports to determine if the student can
perform independently.
LCS 24
If the Response Is Questionable…
Possible Actions:Determine if the services and supports were implemented as intended. If not, improve implementation of services and supports. If yes, increase intensity of current services and supports and assess
impact. If rate doesn’t improve, return to problem solving.
LCS 25
If the Response Has Been Poor…
Possible Actions:Determine if the services and supports were implemented as intended. If not, improve implementation of services and supports. If yes, return to problem solving.
LCS 26
Alignment with IEP Components
Step 3. Intervention Planning and Implementation
What are we going to do about it?
• Measurable Annual Goals• Special Education Services
and Supports
Step 4. Response to Instruction/Intervention
Is it working?
• IEP Implementation, Review, and Revision
• Present Level of Academic Achievement and Functional Performance
MTSS IEPStep 1. Problem IdentificationWhat’s the problem?Step 2. Problem AnalysisWhy is it taking place?
top related