Developing a Developing a Quality Individualized Quality Individualized Education ProgramEducation Program

(IEP)(IEP)

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Welcome

1. Please take 4 sticky notes.

2. On each of the 4 sticky notes, write or identify 1 thing you absolutely, positively must have to write a quality IEP.

3. In a small group, gather to compare your “must have information.”

4. Prepare to share your group’s four common “must haves.”

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Presented by:Presented by:

Rochelle Marten-WestonRochelle Marten-Westonrmartenweston@schools.nyc.gov

NYC Regional Special Education-NYC Regional Special Education-Technical Assistance Support Centers Technical Assistance Support Centers

(NYC RSE-TASC)(NYC RSE-TASC)

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•Welcome/Introductions

•Expected Outcomes (Long Term)

•IEP is a Legal Document

•Guiding Principles for IEP Development

•Sections of the IEP

•Disability Classifications

•Present Levels of Performance

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Agenda and Materials

PowerPoint Handout, Resource Documents: Guide to Quality IEP, copy of new IEP/SED form Tools: IEP graphic organizer template, quality indicators, Activities

•Transition in the IEP

•Annual Goals/Reporting to Parents

•Recommended Programs & Services, 12-Month Services

•Testing Accommodations

•Coordinated Set of Activities

•State Assessments

•Placement Recommendations

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Expected outcomes:

• Develop quality, student-centered IEPs

• Conform to consistent format and common expectations

• Involved and informed parents

• School districts meet compliance requirements

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The IEP is a Legal Document:• Federal law: IDEA - Section 614(d)(1)(A)(i)

“In general - The term ‘individualized education program’ or ‘IEP’ means a written statement for each child with a disability that is developed, reviewed, and revised in accordance with this section and that includes…”

• NYS regulations: Section 200.4(d)(2)

“If a student has been determined to be eligible for special education services, the Committee shall develop an IEP. …”

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StudentCentered

Supports Access to General Ed. Curriculum,

Standards & Assessments

Based on Individual Strengths & Needs Impact of Student's

Disability

LRE

Consideration of Special Factors: Includes Positive

Behavior Supports

Planning for Adult Outcomes

Tool to Guide Specially Designed Instruction

and Measure Progress

Special Ed. is a Service -Not a Place

Specially Designed Instruction

Shared Responsibility Parental Participation

Guiding Principles for IEP Development

(optional Student Information Form) and Student Information

101) Present Level Of Performance

9) Participation in State Assessments, and

with Students without Disabilities8) Coordinated Set of Transition Activities

2) Measurable Post Secondary Goals and Transition Needs

7) Testing Accommodations

6) 12 month Services (if needed)

5) Programs and Services - Modifications& Supports4) Reporting progress to parents

3) Annual Goals, Objectives / Benchmarks (if needed)

10) Special Transportation

11) Placement Sections of the

IEP

Let’s get started…

Student identifying information

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STUDENT NAME: Damien D.DATE OF BIRTH: LOCAL ID #: 123456

DISABILITY CLASSIFICATION: Learning disability

PROJECTED DATE IEP IS TO BE IMPLEMENTED: April 7, 2010

PROJECTED DATE OF ANNUAL REVIEW: April 1, 2011

PresentLevels of Performance (PLP)

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PLPs are the Foundation of the IEP

The PLP provides the informational basis for generating goals, supports, and services that are specifically designed to meet the student’s individual needs and prepare him or her to meet post-secondary goals.

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Present Levels of Performance and Individual Needs

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Evaluation Results

Results of initial or most recent individual

evaluation

Results of the student’s performance on any general State or

district-wide assessment programs

Instructional implications of those evaluations

Present Levels of Performance

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PLP Information Comes From:• Evaluations

– Initial or most recent individual evaluation– Classroom assessments– Progress monitoring data– State and district assessments – Age appropriate transition assessments– Work samples

• The student, parents, teachers and related services

• Factors related to the disability

• Transcripts, credits earned, exams taken (HS age)

Review the Sample Evaluation Section

Using the Sample provided;

1. Review the Damien sample evaluation

2. What do you know about Damien based on the evaluation results

3. Be prepared to voice these observations

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Sample Evaluation

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• Speech and Language Assessment - 10-5-09 - Clinical Evaluation of Language Fundamentals-Third Edition standard score in the below average range for the sentence repetition subtest and in the very low range for the listening to paragraphs subtest.

• Physical Examination – 9-1-09 – Physical development is within normal range. Seizures medically controlled. Some side effects of seizure medication noted.

• Classroom Observation - 10-15-09 - Difficulties with transition from one activity to the next. When presented with reading tasks, he ripped pages from the book. Broke pencils during math assignments. Attempted to leave the classroom 5 times during instructional periods. These behaviors did not present during the observation of the student during lunch, art and adapted physical education classes.

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Academic Achievement

Functional Performance &

Learning Characteristics Management

Needs

Physical Development

Social Development

4 Components of thePresent Levels of Performance including Strengths, Preferences, and Interests,

Needs, Parent Concerns

Academic Achievement, Functional Performance, and Learning Characteristics

Intellectual Functioning

Daily Living Skills

Rate of Progress

Adaptive Behavior

Learning Styles22

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Social Development

Feelings about Self

Relationships with Peers & Adults

Adjustment to school &

community

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Physical Development

Degree and quality of motor and sensory development

Health and Vitality

Physical skills or limitations related to

learning

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Management Needs

Nature and degree to which the following are required to enable the student to benefit from

instruction:

Environmental modifications

Human Resources

Material Resources

Note: Management needs must be developed in consideration of student needs identified in other PLP areas.

Jigsaw ActivityReview Damien’s PLP: Evaluation, Academic, Social, Physical, Management

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•What are the student’s strengths/needs in each need area?  •What are the student’s unique needs that result from his disability?

•What are the parents’ concerns for the education of their child?

IEP

Effect of Student Needs on Involvement and Progress

• summary of how student’s disability affects student’s involvement and progress in general education curriculum, or

• for preschool, participation in appropriate activities

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Effect of Student Needs…

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EFFECT OF STUDENT NEEDS ON INVOLVEMENT AND PROGRESS IN THE GENERAL EDUCATION CURRICULUM OR, FOR A PRESCHOOL STUDENT, EFFECT OF STUDENT NEEDS ON PARTICIPATION IN APPROPRIATE ACTIVITIES

Damien’s decoding skills and physical difficulties with written work affect his ability to keep pace with his peers in activities which require independent reading and manual writing. As a result, he is falling behind in learning and does not always get credit for completed work or assessed knowledge. Fine motor speed affects his ability to keep pace with writing math problems, notes, and written assignments. Short attention span and his difficulties applying organization strategies affect his ability to complete homework and class assignments in a timely manner. He forgets to take home materials and assignments and often forgets to turn in completed homework. His behavior when frustrated is distancing him from his peer group and taking time from instruction.

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Student Needs Relating to Special Factors

Assistive Technology• Does the student requires an assistive

technology device or service to benefit from instruction and do school-purchased devices have be used outside of school for the student to receive an appropriate education.

• A student’s access to alternative formats for print materials may require devices, software, or memberships that constitute a special factor in this area.

www.p12.nysed.gov/specialed/AIM

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Create a clear picture of the student.

If the student moved to Montana tomorrow,

could his new teacher read the PLP

and know his instructional

strengths & needs?

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Transition in the PLP• Transition must be addressed beginning

with the IEP in effect at age 15 or earlier, as appropriate.

• The PLP must include the student’s strengths, preferences, and interests as they relate to transition from school to post-school activities.

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Transition in the PLP• Steven’s strengths in the area of writing

and interpersonal skills match his expressed interest to pursue a career in journalism. He prefers working with words to math or hands-on activities.

• Need: develop keyboarding skills… parent concerns related to use of accommodations in college settings

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MeasurablePost-

Secondary Goals

(MPSG)

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Measurable Post-secondary Goalsand Transition Needs

Measurable Post-secondary Goals

Education/Training: Lisa will attend a two year college to take courses in animal care.

Employment: Lisa will work as a dog groomer as she participates in veterinary science course work.

Independent Living Skills Lisa will obtain her driver’s license. She will live in an apartment assisted by friends and family.

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Transition Need Statements

a) a statement of the student’s needs, taking into account the student’s strengths, preferences and interests, as they relate to transition from school to post-school activities

b) a statement of the transition service needs of the student that focuses on the student’s courses of study, such as participation in advanced-placement courses or a CTE program

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Transition NeedsCourses of Study

Transition needs statements:

Lisa needs to develop self-advocacy skills

Lisa needs to learn computer and time management skills

Courses of study statements:

Lisa should take courses of study that include animal biology and computer word processing as well as courses that include career and technical education courses in veterinary science.

In consideration of the Present Levels of Performance….

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Check-in

• Take out your “To Do” list

• Make note of those things to note, change, or reexamine in your current practice

• Share your thoughts and notes with a neighbor

• Jot down any questions you have for later.

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Annual Goals &

Reporting Progress to

Parents

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Measurable Annual Goals

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Annual Goals: Section 200.4(d)(2)(iii)(a-c)

1. are student’s goals, not program goals

– Based on identified needs

– Reasonable to achieve within one year, based on student’s present abilities and rate of progress

2. must be written in observable and measurable terms – clearly state what student will do

– Describe the skill, behavior or knowledge

– Extent to which it will be demonstrated (anticipated level)

– Conditions or givens for performance identified

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Accessing the General Education Curriculum

Develop goals that answer the question:

“What skills does the student require to master the content of the

curriculum?”

NOT

“What curriculum content does the student need to master?”

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Sample Goal Template

Annual Goal Criteria Method Schedule

Given what

Student will…

do what

to what extent/ How wellAND

Over what period of time

Tangible method to evaluate

How often you

evaluate

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Annual Goal Template

Annual Goal Criteria Method Schedule

Given 5th grade material, Mike will read orally at 90 wpm

•with less than 4 errors•for 3 consecutive trials

1 minute oral reading probe with charting of wpm

weekly

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Measuring Progress Example:Comments

• Mike’s oral reading has increased from 60 to 68 correct words per minute.

• If Mike maintains this rate of progress he will reach his goal target by June.

Date Words Per Minute

9/15/06 60

9/22/06 62

9/29/06 68

50607080

9/15

/200

6

9/22

/200

6

9/29

/200

6

Words perMinute

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Making Social Goals Measurable “will improve peer relationships” becomes…

Annual Goal Criteria Method Schedule

Given 15 minutes of free play time, Sam will engage in interactive play with peers for at least 10 minutes

With two verbal exchanges

over 2 consecutive weeks

Recorded observation of timed interactive play

weekly

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Short Term ObjectivesThe intermediate knowledge, skills and/or behaviors that must be learned in order for the student to reach the annual goal

Objectives break down the skills into discrete components or sub-skills (Task analysis)

Goal: Given 3 symbol pictures, Joe will communicate via pointing to at least 1 desired choice, criteria: 4/5 trials per week for 4 consecutive weeks, method: chart/checklist, schedule: weekly

1.Identify a minimum of 10 symbols per week in a variety of categories (feelings, common objects, people, etc).

2.Given a question, select the picture that indicates an accurate choice from a group of 3 symbols/objects.

3..Independently point to the symbol / picture using unambiguous finger signal of at least 2 sec. duration.

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BenchmarksIndicate those measurable intermediate steps between the student’s present level of performance and the measurable annual goal

1.By November, Mary will orally read 80 – 90 wpm….

2.By February, Mary will orally read 91 – 100 wpm….

3.By April, Mary will orally read 101-110 wpm….

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Key ?s for Prioritizing Goals:

• What is preventing this student from participating in a less restrictive environment and/or from progressing in the general education curriculum?

• What foundation skill needs cross multiple content areas and settings? (e.g. reading)

• How many goals are reasonable given the student’s abilities and rate of progress?

Developing Measurable Goals1) examine - the evaluative information in the PLP around

key needs identified

2) evaluate – is this sufficient to tell:

1) What can the student do? (baseline)

2) What deficits/difficulties does the student demonstrate that require specially designed instruction? (diagnostic information)

3) ask – what measurable student outcome is desired? (baseline + growth = measurable student outcome)

4) consider - what other data might need to be collected to answer any of the questions above?

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EVALUATION RESULTS (INCLUDING FOR SCHOOL-AGE STUDENTS, PERFORMANCE ON STATE AND DISTRICT-WIDE ASSESSMENTS)

• Woodcock-Johnson Tests of Achievement-Third Edition (WJ-III ACH): standard

(and percentile) scores of 85 (14) in broad math, 80 (11) in basic reading skills, 87 (9) in math calculation skills, with decoding as an area of concern affecting reading at grade level

• SRA Independent Reading Inventory – Reads independently and answers comprehension questions re: vocabulary, main idea, details, and prediction correctly at the 2.8 grade level.

• Classroom Observation - 10-15-09 - Difficulties with transition to independent reading and writing activities. When presented with independent reading tasks, he flips through pages from the book without attempting to read…. -

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• Reading: Although Damien’s listening comprehension is age- and grade appropriate, his ability to read and understand grade level materials is hampered

by decoding errors that appear comparable to those of a “typical” second grade student. Specifically, when reading material is too difficult,

Damien tends to use the initial and final letters/sounds to guess unfamiliar words, skipping over the middle of multi-syllabic words. As

the percentage of errors increases, Damien soon abandons any attempt to self-correct and make sense of what he is reading. Fluency is dependent on both automatic decoding and comprehension of the passage; when faced with

overly challenging tasks, strategy use is replaced by random guesses.

• When Damien attempts books written at the mid-to-late second grade level, his

oral reading fluency is within normal limits (for a second grade student) at 85 words per minute. In contrast, when he attempts grade level text, fluency is

greatly reduced to approximately 40 words per minute and Damien resorts to

“word calling” with little attention to accuracy or meaning.

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Use data for Developing GoalsPLP Present level data PLP needs Annual Goals

•85 wpm @ 2.5 GE what he can do

•40 wpm @ 4.0GE

• uses initial and final letter cues

•doesn’t use medial sounds

•doesn’t self correct

•Random errors

•abandons attempts to self correct

How many errors?What kinds of errors?

•develop decoding strategies…

•practice fluent reading …to build sight vocabulary

•employ self-correction strategies…esp .when miscues interrupt meaning

•What specially designed instruction is implied by these needs?

(Given specially designed instruction)

The student will achieve…

The Annual Goal

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Annual Goal Template

Annual Goal Criteria Method Schedule

Given 3rd grade passage, Damien will read orally at 90 wpm

•with 50% self-correction, in 3 consecutive trials

1 minute oral reading probe with charting of wpm, running record

bi-weekly

Developing IEP Goals based on Present Levels of Performance (PLP)

Academic, Social, Physical, Management Students: Damien/Steve

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Developing Goals

1. On the Damien/Steve example, highlight a need/skill deficit.

2. Find evaluative data from the PLP that relates to the area of need and highlight it.

3. Record this information on your template.

3. Write a measurable goal to address that need.

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Reporting Progress to ParentsQuality Indicators

1) The IEP must identify when periodic reports will be provided, at least as often as parents of non-disabled students are informed.

2) Progress is reported in a jargon free, objective manner that is easily understood.

3) Specific data is included regarding the extent to which the student is progressing towards meeting annual goals.

4) The information included is sufficient to identify progress or lack of progress to review /revise the IEP.

Check-in

• Take out your “To Do” list

• Make note of those things to note, change, or reexamine in your current practice

• Share your thoughts and notes with a neighbor

• Jot down any questions you have for later.

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Recommended Special Education Programs & Services

and 12 Month Services

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Recommended Special Education Programs and Services

Service Delivery Recommendations

Identify, if applicable:

– class size (maximum student-to-staff ratio)

– language, if other than English

– group or individual services

– direct and/or indirect consultant teacher services

– or other service delivery recommendations

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Recommended Special Education Programs & Services

Must state:

• Frequency

• Duration

• Location

• Projected Beginning/Service Date(s)

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Related Services

Special Education Itinerant Teacher (SEIT)

Related Services & SEIT

Special Classes/Integrated Setting

Special Classes

Maximum class size - 12:1:1full day/half day

12-month Special Services/Programs

§300.101 Free Appropriate Public Education

…must be available to all children residing in the State between the ages of 3 and 21, I inclusive, including children with disabilities who have been suspended or expelled from school.

§300.114 Least Restrictive Environment

… to the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled, and special classes, separate schooling, or other removal of children with disabilities from the regular education environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.

Continuum of Preschool Programs & Services

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§300.101 Free Appropriate Public Education

…must be available to all children residing in the State between the ages of 3 and 21, I inclusive, including children with disabilities who have been suspended or expelled from school.

§300.114 Least Restrictive Environment

… to the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled, and special classes, separate schooling, or other removal of children with disabilities from the regular education environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.

Related Services Section 200.6(e)

Related services for both school-age and preschool students include, but are not limited to,

• speech/language therapy • audiology services • interpreting services• psychological services • counseling services • physical therapy • occupational therapy• orientation and mobility

services

• parent counseling and training

• medical services• school health services• School nurse services • school social work • assistive technology

services • other

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Supplementary Aids, Assistive Technology, Supports for School Personnel

Supplementary Aids and Services,

Program Modifications, Accommodations • Provided to enable the student to be educated with

his/her non-disabled peers to the maximum extent appropriate in the least restrictive environment

• Such as:» A study carrel or other special seating» A note taker or provide a copy of notes» Instructional materials in alternative formats» Assistive technology devices» Behavioral Intervention Plan» 1-1 supplemental school personnel

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Assistive TechnologySection200.1(f), 200.4(d)(3)(v)

Any item, piece of equipment or product system that is used to increase, maintain or improve the functional capabilities of a student with a disability

– Low tech (pencil grips, picture exchange system)

– High tech (voice synthesizer, augmentative communication device, text to speech software)

Supports for School PersonnelNecessary supports provided to school personnel on behalf of the student to enable:

§ Attainment of annual goals § Involvement in and progress in the general curriculum § Participation in extracurricular & nonacademic activities

Examples may include:• information or training on a specific disability • behavioral consultation• training on specific intervention strategies • training on the use of assistive technology• transitional support services (section 200.6(c))

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Twelve Month Program Section 200.6(k)

(Extended School Year (ESY))

Services provided during July & August to school-age or preschool students with disabilities:

• with highly intensive management needs

• with severe multiple disabilities

• in home, hospital & residential programs

• to prevent substantial regression **As a guideline for determining eligibility for ESY, a review period of eight weeks or more would indicate that a substantial regression has occurred (NYSED ESY policy 2006).

Twelve Month Program (ESY)

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If different from ten month services, identify services and/or program.

For a preschool student, state reason student needs July/August services.

Testing Accommodations

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Testing Accommodations

Test Access & Accommodations for Students with Disabilities, May 2006

http://www.p12.nysed.gov/specialed/publications/policy/testaccess/policyguide.htm

Definition of Testing Accommodations

Are changes in the standard administration of a test including testing procedures or formats that enable students with disabilities to participate in assessment programs on an equal basis with their non-disabled peers.

Testing Accommodations do not affect the constructs being measured.

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Testing Accommodations

• Must be documented in the IEP in a clear, specific manner

• Conditions, if any, should be specified

• Accommodations apply to all assessments and settings, unless otherwise noted in IEP or prohibited by SED or district policy

Accommodation Conditions Implementation

Recommendation

Extended Time Only for tests requiring essay

responses

Double time

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Coordinated Set of Transition Activities

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Coordinated Set of Transition Activities

§Activities that prepare the student to move from school to post-school and achieve post-school goals§A statement of the responsibilities for the school district, and, when applicable, participating agencies for the provision of such services and activities section

Coordinated Set of Transition ActivitiesSophia, 17 year MR student

NEEDED ACTIVITIES TO FACILITATE THE STUDENTS

MOVEMENT FROM SCHOOL TO POST SCHOOL

SERVICE/ACTIVITY SCHOOL DISTRICT/

AGENCY RESPONSIBLE

INSTRUCTION Special Class- Time and Money management

Horticulture Class

Special class teacher, ABC School

Horticulture teacher

RELATED SERVICES Speech and Language- Articulation and communication skills –responding to questions

Speech and language teacher, XZ BOCES

COMMUNITY EXPERIENCES Use of public transportation Job Developer, ILC

DEVELOPMENT OF EMPLOMENT AND OTHER POST SCHOOL ADULT LIVING OBJECTIVES

Interview skills-job developer

Develop resume

Complete job applications

Independent Living Center

ACQUISITION OF DAILY LIVING SKILLS (IF APPLICABLE)

Laundry and Kitchen Safety Special Class Teacher, ABC School

FUNCTIONAL VOCATION ASSESSMENT (IF APPLICATION)

Situational assessment in florist shop

11.2011

ARC of XXXX

Participation in State Assessments

Participation with Students

without Disabilities

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Participation in Assessments

• All students with disabilities must participate in New York State assessments.

• The Committee determines whether a student with a disability will take the general education assessments or NYSAA.

• Only students with severe cognitive disabilities are eligible for NYSAA.

• The criteria for eligibility and other information on NYSAA can be found in your handouts and at: http://www.p12.nysed.gov/osa/nysaa/home.shtml.

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Participation in State and District-Wide Assessments

The student meets the eligibility criteria for the NYSAA because of her limited cognitive abilities combined with physical limitations. She is nonverbal and uses a picture communication device to communicate basic needs. She requires direct care for personal needs. Her chronological age is 12 but her instructional levels are at the Kindergarten level.

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Participation with Students without Disabilities

Placement Recommendation

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The identification of placement must specify where the student's IEP will be implemented and should indicate the type of setting where the student will receive special education services.

For example:

• Public school district

• BOCES class

• Approved private school or Special Act School District

• Home instruction

Placement Recommendation

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QUESTIONS AND ANSWERS

Is it clear??Is it clear??

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What’s Going on Your “To Do” List?

• “I” time – reflect on the “must haves” list from this morning and note at least one new process/fact/idea that you got in each area.

• Note any specific “to do’s”: tools to use, conversations to have, resources to gather and write a goal for yourself!.

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Celebration Celebration TimeTime !!

Please remember you can find additional resources at the

New York State Education Department Website

www.nysed.gov