developing quality ieps part 4: iep implementation, review, and revision 1 all special education and...
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Developing Quality IEPs
Part 4: IEP Implementation, Review, and Revision
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All special education and related services (including transition services), accommodations, program modifications, and supports identified on the student’s IEP are implemented with fidelity. The IEP team regularly monitors student progress and revises the IEP based on changes in student performance data.
You Will Learn to…
Make the IEP a realityPlan and implement the IEPMonitor student progress and use results to
make decisionsReport progress to parentsReview and amend the IEP
Identify IEP resources in Florida
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Using the Problem-Solving Process
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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?
Understanding Responsibilities
Teachers and other service providers 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.
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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?
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Implementation with Fidelity
Requires advance planning Staff may require professional development
and coachingHow to implement the instructional
procedures, accommodations, etc.Assistance with data collection and progress
monitoring Involves collaborative planning
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Implementing with Fidelity
Was the intervention provided in the way it was designed or intended?Key aspects – materials, instructional approach Instructional procedures used systematicallyAccording to documented “level of intensity”
Verified through direct observations, self-reports, and student products
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Monitoring Student Progress
Identify the measurement proceduresCheck the annual goals
What conditions are required?What specific assessment methods/tools will
be used? What are the mastery criteria?
Make a planWhen will student be assessed? Who will interpret results?
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What Evidence Should Be Collected?By Whom?
Given a travel checklist, Stuart will independently use the city bus to travel to his work site, completing all of the steps in five consecutive opportunities over a week. What is the behavior?What are the conditions?What is mastery?How often to assess?What assessment tools may be used?Who is responsible?
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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.
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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.
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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.
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Reviewing the IEP
The IEP must be reviewed at least annually and revised to addressAny lack of progress toward annual goals or in
the general curriculumResults of reevaluation Information about the student provided to or
by parentsStudent’s anticipated needsOther
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It’s Important to Stay Informed!Florida Department of Educationhttp://www.fldoe.org
Bureau of Exceptional Education and Student Services http://www.fldoe.org/ese/
Project 10: Transition Education Networkhttp://project10.info
Technical Assistance and Training Systems (TATS) for prekindergarten programshttp://www.tats.ucf.edu/about/index.html
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Local Resources/Supports
FDLRS District ESE Department District Website
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Today You Learned How to…
Follow a systematic problem-solving process to develop and implement a quality IEP.
A Quality IEP
Is there any other kind?
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