Learn About Instructionally Appropriate IEPS

IAIEP Overview A model for matching

skill deficits to skill acquisition

through effective planning

This Power Point is a supplemental document to a video produced by STEP, Inc. TN’s Parent Training and Information Center with funds from the TN Department of Education Visit STEP’s YouTube Channel at https://www.youtube.com/user/TNStep to watch a video on this topic.

Presenter: Dr. Karen Davis Special Education Child Find and Compliance Coordinator Sullivan Co., TN School System karen.davis@sullilvank12.net

Why an IAEP? There must be a link between a Student’s Needs and the

Interventions and Supports they Receive

Disability Associated

Deficits Interventions and Supports

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IAIEP

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Core Instruction

Transition

Progress Monitoring (Data)

Narratives: Strengths, Concerns, Adverse

Impact

Present Levels of Performance

(PLEP)

Measurable Annual Goal

(MAG)

Special Education Intervention

Accommodation

IAIEP Overview Component 1: General Special Education Information

Component 2: Evaluations and Eligibility

Component 3: Narratives Component 4: Present Levels of Educational Performance

(PLEP) Component 5: Measurable Annual Goals (MAGs) Component 6: Special Education Interventions

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IAIEP Overview

Component 7: Progress Monitoring

Component 8: Accommodations and Modifications

Component 9: Delivery of Special Education Intervention, Services, and Related Services.

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Developing A Strong Narrative

A quick snapshot describing the student’s strengths and concerns

Must include:

• Student’s strengths

• Parent concerns in their own words, to the greatest extent possible

• Impact on Mastery of Standards/Core Instruction

• Medical information, even if no concerns (don’t leave blank)

• Must pass the “stranger test”

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Narratives Include:

Medical Information:

Describe the student’s strengths:

Describe the concerns of the parents regarding their student’s education:

Impact Statement: Describe how the student’s disability affects involvement and progress in the general curriculum:

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Developing A Strong Present Level of Educational Performance (PLEP)

A summary of assessments aligned to area(s) of need

Must include:

• Student’s current assessment data

• Narrative description about skills assessed

• Impact on Mastery of standards

• Exceptional: yes or no

• Positive terms and language

• Must pass the “stranger test”

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Present Levels of Educational Performance (PLEP)

Describes the unique needs of the student that the IEP will address

• Identifies the student’s level of performance using current data

• Identifies the students area(s) of strength

• Identifies area of exceptionality (deficit)

• Written in positive terms

Describes current academic and functional performance

Without proper PLEPs, the IEP team cannot develop appropriate goals, accommodations, or select an appropriate program for the

student.

The foundation of the IEP

Developing A Strong Measurable Annual Goal (MAG)

A clear description of an observable behavior a student will be able to do within one year

Must Include:

• Condition

• Behavior

• Performance criteria (How well? How consistently? How often? How measured?)

• Must pass the “stranger test”

Look at the template provided

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www.pattan.net http://www.ksde.org

Goal Statement

Given__________________

(condition/materials/setting/accommodation), ________________ (student

name) will __________________ (do what measurable/ observable

skill/behavior in functional terms), _______________________ (to what

extent/how well to determine mastery), _________________ (# of

times/frequency/how consistently), by _______________________ (how

often) evaluated/determined by _________________(measure).

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Policy Changes & Practices that will Impact the IEP

Elimination of short term objectives

• As of March 31, 2014, TN will no longer have the requirement of benchmarks or short term objectives in IEPs, except for the students who participate in the 1% alternate assessment.

However, this a team decision. Objectives can still be a part of any student’s IEP - if members feel that objectives will clarify and/or guide the educational plan.

Characteristics of the Most Intensive Intervention

Potential intervention components:

• specifically target student’s skill deficit

• are research based, explicit, and systematic

• are more intensive than general education interventions

• for academics, must be more intensive than Tier III

• provides support to students in addition to intervention

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Specially Designed Instruction Universal Design for Learning

Does not mean working at a lower level; nor does it weaken the curriculum or change the standard

Is not the same as an accommodation

Is specific to skills deficits, not a particular subject or content area

Focus on the importance of: • Multiple means of representation

• Multiple means of action and expression

• Multiple means of engagement

www.cast.org

www.udlcenter.org

https://www.montgomeryschoolsmd.org/departments/hiat/udl/UDL_intro.pdf

http://www.gpb.org/education/common-core/udl-part-1

http://www.gpb.org/education/common-core/udl-part-2

Accommodations

Accommodations change the “how”

Must address:

• Core instruction participation and access

• Assessment participation and access

• Student’s entire school day; not limited to ELA & Math

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Modifications

Modifications change the “what.” This is a very significant decision that should only be considered as a last resort.

Scaffolding, accommodations, support, interventions, and additional adult assistance should all be tried first with data collected to determine effectiveness and fidelity of each accommodation.

Modifications are restrictive by nature. They are only the Least Restrictive Environment (LRE) once all other options have been implemented with fidelity and data has been collected. Only then can we determine that modifications are required.

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Considerations of Service Delivery

• Least Restrictive Environment

– All students are general education students first

– All students receive high quality core instruction— for students with the most significant needs, the “how” and “where” is the “I” in IEP

• Areas of deficit

• Intervention required to meet student’s need

– Directly linked to the MAG

– A person is not an intervention

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Considerations of Service Delivery Cont.

• Student independence

– The MAGs should be increasing the student’s skills so he or she requires increasingly less accommodation/modifications the following year.

• Collaboration between general and special education teachers

• Training support for staff/peers

– May be noted in the MAGs under “details—supplementary supports for school personnel”

Ex: A child has a visual schedule. A special education professional would provide a fifteen minute training to all staff on that particular schedule.

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Progress Monitoring

How will you know if the intervention is working?

Monitor progress at least as often as non-disabled peers

• Once a week

• Once every other week

Monitor progress in student’s identified area of need

If the intervention is working, keep going!

If the intervention is not working, the team may need to consider changing the intervention

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Resources

TN Department of Education

http://www.tn.gov/education/student_support/resources.shtml

TN’s Parent Training & Information Center

www.tnstep.org

1.800.280.7837

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