guidance document for individual education program (iep) development 1
TRANSCRIPT
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Guidance Document forIndividual Education Program (IEP)
Development
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Purpose of IEP Guidance Document`
• To provide concise instructions and examples for the process of developing an Individual Education Program
• To be used in conjunction with local policy and procedures; federal and state law and regulation; and the Compliance Record Review Document; and other KDE guidance documents
• To address systemic deficits in IEP construction that exist within the state– The expectation from school year 2011-12 was that districts begin
implementation of the Guidance Document– Beginning with the 2012-2013 school year, the expectation is that
districts fully implement the IEP Guidance Document
• To provide hyperlinked documents (denoted by blue underlined references)
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Session Outcomes
•Facilitate clarity and consistency of IEP development
•Ensure statewide consistency of training •Provide an overview of the process for developing an Individual Education Program
•Align IEP Development with Kentucky Core Academic Standards (KCAS)
•Review content of the IEP Guidance Document•Provide technical support to districts•Clear up any misinterpretations
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Table of Contents
Guidance Document for
Individual Education Program (IEP) Development
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Aligning the IHE CEC Initial Level Special Educator Preparation Standards and the IEP
Process
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IEP Defined
“Individual education program (IEP)” means a written statement for a child with a disability that is developed, reviewed and revised in accordance with 707 KAR 1:320.
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Present Levels
Educational Performance relevant to disability Current Performance in General Curriculum Current Academic Performance Current Functional Performance
Description of relative strengths Description of needs or concerns including Baseline
Performance How the disability affects educational performance
Measurable Annual Goal(s)
(ABCDE)
Participation in General Education
Least Restrictive Environment
Supplementary Aids and Services
(What the student uses to access curriculum)
Accommodations
(Equal access to State and Classroom assessments)
Program Modifications and Supports for School Personnel
(Unique Programming provided on behalf of the student and support to personnel implementing services)
Extended School Year Services
Specially Designed Instruction
(Implementation of research based instructional practices)
P O
S T S
E C
O
N
D
A
R
Y GO
ALS
IEP Development is a Process
Not an Event
Considerations of Special Factors
Methods of Measurement
(CBM, Direct, Indirect, Authentic Measures)
Reporting Progress
Tran
sitio
n S
ervi
ces
for P
ost S
econ
dary
Goa
ls
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Student Performance Data
Information that demonstrates how the student is performing academically, behaviorally, socially, and functionally. This data assists the ARC in decision-making and development of the IEP for each student.
707 KAR 1:320 § 5 (1), 34 CFR 300.320 (a)(1)
707 KAR 1:300 § 4 (10), 34 CFR 300.304 (c)(4)Page 5
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Present Levels of Performance
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The IEP for each child shall include…
A statement of the child’s present levels of academic
achievement and functional performance, including how
the child’s disability affects the child’s involvement and
progress in the general curriculum as provided in the
Kentucky Program of Studies, 707KAR3:303, or for
preschool children, as appropriate, how the disability
affects the child’s participation in appropriate activities.
707 KAR 1:320 §5 (7)(a), 34 CFR 320 (a)(1)
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Key Present Level Concepts
• Adverse Effect• Baseline Performance• Commensurate with Similar Age Peers• Educational Performance• Needs or Concerns• Need Related to the Disability• Present Levels of Academic Achievement• Present Levels of Functional Performance• Relative Strengths
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Key Points of Definition
Non-examples of Baseline Data Sources
Annual Review Baseline Data Sources
Initial IEP Baseline Data Sources
Baseline Performance
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Key Points of Definition
• Describes the student’s current
• Performance of a skill or strategy
• Measurable terms • Starting point for IEP
instruction
• IEP Progress Monitoring Data• Work samples • Classroom-based assessments
Annual Review Baseline Data Sources
Initial IEP Baseline Data Sources
• Response to Intervention Data• Classroom-based
assessments • Work samples
• Classroom observations
• IQ Scores• Standard scores of
achievement • Doctor’s Diagnosis
Non-examples of Baseline Data Sources
Baseline Performance
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Preparation for IEP Development
Review prior to writing the IEP:
• definition of disability• eligibility criteria • characteristics of disability• how disability adversely affects
performance
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Steps for Writing Present Levels
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1. Identify the student's grade level standard
Using KCAS
Using Stude
nt Performance Data
3. Check "Performance commensurate with similar age peers" if performing within the peer range
4. Describe: a. relative strengths, b. needs or concerns, c. baseline performance for each need or concern
For Each Prese
nt Level Area
5. Describe how the student's performance affects involvement and progress in the general curriculum
Using the
Present
Level State
ments
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Practice Present Levels Process
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1. Identify the student’s grade level standards
Using KCAS
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2. Determine the student’s educational performance using student performance and baseline dataa. academic performanceb. functional performance
Using student Performance
Data
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3. Check “Performance commensurate with similar age peers” if performing within the peer range
4. Describe: a. relative strengths, b. needs or concerns, c. baseline performance for each need or concern
For each Present Level
Area
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5. Describe how the student's performance affects involvement and progress in the general curriculum
Using the Present Level
Statements
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Consideration of Special Factors
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Consideration of Special Factors
*Consistent with Present Levels….
1. Behavior Impedes Learning2. Limited English Proficiency3. Blind or Visually Impaired4. Communication Needs5. Deaf or Hard of Hearing6. Assistive Technology
707 KAR 1:320 § 5 (2), 34 CFR 300.324 (a)(2)
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Behavior Special Factors
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Behavior• The student’s behavior impedes his/her
learning or that of others
• This question applies to students with any category of disability
• Decisions are data-driven
• Develop strategies to address the behavior
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The ARC develops strategies, including positive behavioral interventions to address this behavior.– Functional Behavior Assessment and
Behavior Intervention Plan– behavioral contract– social skills instruction
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Behavior
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LEP Special Factors
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Limited English Proficiency• For a student with Limited English Proficiency
(according to Kentucky LEP Definition), the ARC considers – the language needs from the student’s English
Learner Program Services Plan as related to the student’s disability
• This question applies to students with any category of disability.
• This question does NOT pertain to a non-verbal student or a student using a form of sign language
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Blind or VI Special Factors
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Blind or Visually Impaired
• Is instruction in Braille needed?
• Is the use of Braille needed?
• Will Braille be the student’s primary mode of communication?
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Communication Special Factors
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Communication
For students with communication needs, the ARC addresses the student’s language and communication needs in the areas of
– stuttering– impaired articulation – language impairment– voice impairment – delayed acquisition of language, or – an absence of language
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Deaf or HI Special Factors
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Deaf or Hard of Hearing
For a student who is deaf or hard of hearing, consider:
– the student’s language and communication needs and
– opportunities for direct communication (with peers and professional personnel) in the student’s language and communication mode
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Assistive Technology
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Assistive Technology
• For students who need assistive technology the ARC must determine the type(s) of device(s) and/or amount of services needed.
• This question applies to students with any category of disability.
707 KAR 1:280 §1 (4), 34 CFR 300.5Page 30
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Statement of Devices/Services
If Yes is marked to any of the special factor questions, include a statement of services and or devices:
– Specially Designed Instruction– Supplemental Aids and Services– See Behavior Intervention Plan – Other (Specify)
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Measurable Annual Goals, Benchmarks/Short-Term
Objectives
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Annual Goals
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Measurable Annual Goals
A statement of measurable annual goals, including academic and functional goals designed to:– Meet the child’s needs that result from the child’s disability
to enable the child to be involved in and progress in the general curriculum as provided in the Kentucky Program of Studies, 704 KAR 3:303. or for preschool children, as appropriate, to participate in appropriate activities; and
– Meet each of the child’s other educational needs that result from the child’s disability.
707 KAR 1:320 § 5 (7)(b)(1-2), 34 CFR 300.320 (a)(2)(4) 707 KAR 1:320 § 5 (7)(b), 34 CFR 300.320 (a)(2)(i)(B)
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Annual goals are statements of anticipated results to be achieved in a calendar year or less as determined by the ARC. Annual goals are not written to restate the content standards, but should specify skills for the student to acquire that will promote accessing the general curriculum and aid the student in meeting achievement standards. The IEP is not intended to reflect the student’s entire curriculum. The IEP should promote learning of skills that students need to develop which will advance greater mastery and understanding of the general curriculum content and build student independence.
Annual goals are directly related to the student’s disability and pertain to needs described in the present levels. Goals are focused on bridging the gap from where the student is (baseline) to where the student needs to be (goal) and address both academic and functional skills. Copying and pasting a standard from the KCAS into a student’s IEP without including the components of the goal will not suffice as a measurable annual goal.
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Annual goals are statements of anticipated results to be achieved in a calendar year or less as determined by the ARC. Annual goals are not written to restate the content standards, but should specify skills for the student to acquire that will promote accessing the general curriculum and aid the student in meeting achievement standards. The IEP is not intended to reflect the student’s entire curriculum. The IEP should promote learning of skills that students need to develop which will advance greater mastery and understanding of the general curriculum content and build student independence.
Annual goals are directly related to the student’s disability and pertain to needs described in the present levels. Goals are focused on bridging the gap from where the student is (baseline) to where the student needs to be (goal) and address both academic and functional skills. Copying and pasting a standard from the KCAS into a student’s IEP without including the components of the goal will not suffice as a measurable annual goal.
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Annual GoalsARE ARE NOT
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Annual GoalsARE
• Anticipates results in one year
• Specifies skills • Promotes access • Promotes learning of skills • Advance mastery &
understanding of content• Relates to disability • Link to Present Levels• Bridges gap • Skills and Strategies
ARE NOT• Copied and pasted
standards• The entire curriculum
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. Annual goals
Goals focus on bridging the gap from where the student is (baseline in present levels) to where the student needs to be (goal) relative to identified KCAS academic skills and the appropriate functional skills
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Steps for Writing Measurable Goals
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1. Identify the grade level standards that all students are expected to know and be able to do
Using the
KCAS 2. Identify the student's current educational performance (baseline instructional level
Using the
Present Levels 3. Prioritize
the skill area(s) that will have the greatest impact
Prioritize
4. Write measurable annual goals to include:
Audience
Behavior
Circumstance
Degree/ Criterion
Evaluation/ Method of Measurement
Write
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Components of an Annual
Goal
Audience
Behavior
CircumstanceDegree/
Criterion
Evaluation/
Method of Measurement
Components of Measurable Annual Goals
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Components of an Annual
Goal
Audiencestudent’s name
Behavior* explicit statement of what the student will do
* observable behavior can be measured, seen, heard, counted, or timed
Circumstancethe instructional materials or circumstances used to teach and assess/measure the stated behavior
Degree/
Criterion* the expected rate of growth within 12
months * includes the
frequency of data collection
Evaluation/
Method of Measurement
how the implementer measures the
student progress toward reaching
each goal
Components of Measurable Annual Goals
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Annual Goal TemplateAudience Behavior Circumstance Degree/Criterion Evaluation/Method of
Measurement
Student’s name Observable – See, Hear, Count, Timed Description of instructional materials or circumstances used to teach and eventually assess/measure stated behavior
How well the student must perform the skill, and the frequency student will be assessed.
How the implementer measures student progress (ex. tool, resource, assessment).
A B C D E
Goal Statement:
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Example 1 - Joey
Audience Behavior Circumstance Degree/Criterion Evaluation/Method of Measurement
Student’s name
Observable – See, Hear, Count, Timed
Description of instructional materials or circumstances used to teach and eventually assess/measure stated behavior
How well the student must perform the skill, and the frequency student will be assessed.
How the implementer measures student progress (ex. tool, resource, assessment).
A B C D E
Joey will produce the /s/ and /z/ phonemes
When reading aloud a 3 to 5 word phrase, using words selected from his classroom curriculum
Correctly
In all positions of words
8 out of 10 trials for 3 consecutive weekly therapy sessions.
Direct Measure Frequency count within conversational speech sample
Direct Measure Probes – accuracy rate - pronunciation following prompt
Goal Statement:Joey will correctly produce the /s/ and /z/ phonemes in all positions of words when reading aloud a 3-5 word phrase using words selected from his classroom curriculum in 8 out of 10 trials for 3 consecutive weekly therapy sessions.
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Example 2 - SamAudience Behavior Circumstance Degree/Criterion Evaluation/Method of
Measurement
Student’s name Observable – See, Hear, Count, Timed
Description of instructional materials or circumstances used to teach and eventually assess/measure stated behavior
How well the student must perform the skill, and the frequency student will be assessed.
How the implementer measures student progress (ex. tool, resource, assessment).
A B C D ESam will construct a
sentenceWhen given a picture prompt
by touching the correct words/pictures on a touch screen computer
Relevant to a given topic
With at least 3 words
80% accuracy across 3 out of 5 sessions
Direct Measure:Checklist, Anecdotal Recording
Authentic Assessment: Compilation of work samples
Goal Statement:Given a picture prompt, Sam will construct a sentence, relevant to a given topic, with at least three words, by touching the correct words/pictures on a touch screen computer with 80% accuracy across 3 out of 5 sessions.
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Example 3- Roland
Audience Behavior Circumstance Degree/Criterion Evaluation/Method of Measurement
Student’s name Observable – See, Hear, Count, Timed
Description of instructional materials or circumstances used to teach and eventually assess/measure stated behavior
How well the student must perform the skill, and the frequency student will be assessed.
How the implementer measures student progress (ex. tool, resource, assessment).
A B C D E
Roland will write a paragraph When given a writing prompt Clear, coherent
with appropriate punctuation and verb tense
to the proficient level on 3/5 assignments
Indirect Measure -scoring rubric
Authentic - Portfolio
Goal Statement: When given a writing prompt, Roland will write a clear, coherent paragraph with appropriate punctuation and verb tense to the proficient level on 3/5 assignments as measured by the scoring rubric.
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Methods of Measurement
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Process for Selecting Methods of Measurement
Methods of Measurement is how the implementer
measures the student progress toward each goal.
• Provide date of measurement • Provide objective measurement or description of the behavior(s) or
skill(s)• Provide for regular and frequent data collection• Require a short amount of time for recording information• Promote analysis of performance over time• Provide for individual student data collection• May involve student in data collection and analysis
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Methods of Measurement
Four general methods of measurement usedfor Progress Monitoring are:
– Curriculum Based Measurement– Direct Measures– Indirect Measures– Authentic Assessment
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Benchmarks and Short Term Objectives
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Benchmarks and Short Term Objectives
• Benchmarks are increments of learning which demonstrate progress toward the annual goal.
• Short Term Objectives are intermediate steps which break annual goals into discrete skill components. Like an annual goal, a short term objective consists of five components:
– Audience– Behavior– Circumstance– Degree/Criterion– Evaluation/Method of Measurement
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Construction of Benchmarks and Short Term Objectives
• Subcomponents of the whole • Discrete skills within the whole• Gradual increase in level of mastery or
competence• Gradual increase in complexity of
circumstance • Gradual decrease in supports
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Practice Writing Annual Goals Benchmarks/Short-Term
Objectives
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1. Identify the grade level standards that all students are expected to know and be able to do
Using the KCAS
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2. Identify the student's current educational performance (baseline instructional level)
Using Present Levels
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3. Prioritize the skill area(s) that will have the greatest impact
Using Curricular Documents
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4. Write Measurable Annual Goals to include:a. Audienceb. Behaviorc. C ircumstancesd. Degree/Criterione. Evaluation/Method of Measurement
Using the prioritized sub-skill areas
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Annual Goals Related to Transition
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Annual Goals related to Transition Service Needs
For students who are 16 or older, the ARC must determine which postsecondary goal, (as written on the transition page of the IEP), the annual goal supports:
Mark “Education/Training” if the annual goal will enable the student to meet the postsecondary goal for education/training
Mark “Employment” if the annual goal will enable the student to meet the postsecondary goal for employment
Mark “Independent Living” if the annual goal will enable the student to meet the postsecondary goal for independent living
707 KAR 1:320 § 7 (2)(a)(1-2), 34 CFR 300.320 (b)
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Reporting Progress to Parents
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Progress Report to Parents
An IEP shall include a statement of: When periodic reports on the progress the child is
making toward meeting the annual goals, (which may include the use of quarterly or other periodic reports concurrent with the issuance of report cards) will be provided.
707 KAR 1:320 § 5 (13)(b), 34 CFR 300.320 (a)(3)(ii)
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Specially Designed Instruction
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Specially Designed Instruction Specially-designed
instruction (SDI) means adapting, as appropriate, the content, methodology, or delivery of instruction to address the unique needs of the child with a disability and to ensure access of the child to the general curriculum included in the Program of Studies.
707 KAR 1:002 § 1 (58), 34 CFR 300.39 (b)(3)
707 KAR 1:320 § 5 (8), 34 CFR 300.320 (a)(4)Page 44
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Supplementary Aids Services
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Supplementary Aids and Services Are…
Aids, services, and other supports that are provided in regular education classes or other education-related settings to enable children with disabilities to be educated with non-disabled children to the maximum extent appropriate
707 KAR 1:002 § 1 (61), 34 CFR 300.42
707 KAR 1:320 § 5 (8), 34 CFR 300.320 (a)(2)(4)
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IHE Linking the SDI/SAS, Annual Goal and Present Level Activity
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Assessment Accommodations
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Assessment Accommodations
Regulation Revision• Until 703: KAR 5:070 Inclusion of Special Populations in State
Required Assessment and Accountability Programs is revised and approved, districts continue to use the regulation and training materials dated February 12, 2009.
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Program ModificationsSupport for School Personnel
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Program Modifications Support for School Personnel Support to meet the unique needs of the child may
include…Specialized Training◦Use and maintenance of specialized equipment
Use of school time ◦Shared planning time
Use of school staff◦Additional adult supervision (note when &
where)
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Least Restrictive Environment
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Least Restrictive EnvironmentLeast Restrictive Environment is the maximum extent appropriate,
students with disabilities
IEP • “extent to which the student will not participate in regular
education” • the “location” of the special education and related
services
Conference Summary/Action Notice • acceptance or rejection of placement options Considered and
Reasons for Acceptance and Rejection • potential harmful effects
707 KAR 1:350 §1(2)(3) 34 CFR 300.115
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Special Education Services
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Special Education Services
An IEP shall include the projected date of the beginning of the services and modifications listed on the IEP and the anticipated frequency, location (whether regular or special education), and the duration of the services and modifications.
707 KAR 1:320 § 5 (12), 34 CFR 300.320 (a)(7)
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Related Services
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Related Services (on the IEP)
Related services are those transportation and developmental, supportive, or corrective services which are needed by a student with a disability to benefit from special education. Related services complement and supplement the Specially Designed Instruction provided to the student.
707 KAR 1:002 § 1 (51), 34 CFR 300.34707 KAR 1:320 § 5 (12), 34 CFR 300.320 (a)(7)
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Examples of Related Services TransportationPsychological
servicesCounselingParent
education InterpretingOrientation
and mobility
Occupational therapy
Physical therapyRecreational
therapySpeech and
language therapyTravel training
707 KAR 1:002 § 1 (51), 34 CFR 300.34 707 KAR 1:320 § 5 (12), 34 CFR 300.320 (a)(7)
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ESY
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Extended School Year Services
Specially designed instruction and related services that are provided to a child with a disability beyond the normal school year in accordance with the child’s IEP at no cost to the parents.
707 KAR 1:280 §1 (26) 34 CFR 300.24
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Postsecondary Transition
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Postsecondary Transition In the child’s 8th grade year or when the child has reached
the age of 14, and in alignment with the child’s Individual Learning Plan (ILP), or earlier if determined appropriate by the ARC, the IEP for a child with a disability shall include a statement of the transition service needs of the child under the applicable components of the child’s IEP that focus on the child’s course of study
The statement is updated annually
Focuses on the child’s course of study
707 KAR 1:320 §7 (1)
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Postsecondary Transition Services
By the child’s 16th birthday, the IEP includes appropriate measurable postsecondary goals
Postsecondary goals are updated annually
Postsecondary goals are based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills
IEP also includes the transition services (including course of study) needed to assist the child in reaching those postsecondary goals
Includes transition services provided by the school
Includes, if appropriate, the interagency responsibilities or any needed linkages
707 KAR 1:320 §7 (2)(4)(5)
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Age of Majority
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Age of Majority At least one year prior to the student reaching the
age of majority, the IEP includes a statement that the student and parent have been informed of the student’s rights and that the rights will transfer to the student upon reaching the age of majority.
Enter the date that the student and parent were
informed, making sure to do so at an ARC meeting at least one year prior to the student’s 18th birthday.
707 KAR 1:320 § 5(14), 34 CFR 300.320 (c)
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Progress Reporting
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Purposes of Progress Reporting
• Measure and report progress toward goals
• Guide instructional decisions and make adjustments
• Provide data on student performance
• Determine the effectiveness of instructional services
• Determine current level of learning/behavior/performance
• Provide data for the reevaluation process
• Determine if the student continues to meet eligibility for special education AND need specially designed instruction
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Progress Reporting Data Collection Cycle
• Initial Eligibility
• Development of IEP
• IEP Implementation
• Continuous Progress Monitoring
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Data Collection System Essential Elements
1. Review annual goals and benchmarks/short-term objectives
2. Transfer information from the IEP Goals to the monitoring system
3. Draw an aim line from the baseline to the criterion
4. Collect Data
5. Analyze Data
6. Make data-driven adjustments, as needed
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IEP Examples ActivityPutting It All Together
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Next Steps