what do i need to know about ieps?

What Do I Need to Know About IEPs?

June, 2009

9.17.09 1SERC

http://www.hartfordschools.org/index.php

Take a minute…

What is the purpose of an IEP?

9.17.09 SERC 2

It is About Access

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What Does Access Mean?

Access means a barrier-free opportunity to learn and use materials, resources, and events in natural settings.

“Barrier-free” means without any unnatural or arbitrary obstacles

Moll (2003)

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What Practices Lead to Effective IEPs?

Knowing the rationale behind IEPs Decision-making Documenting the decisions Implementing the IEP Measuring student progress

The Rationale

Legal BackgroundTerminologyPhilosophy

Decision-Making Values

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What is the Purpose of IDEA?

“ To ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living”

§601 (d) of IDEA ‘04

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FAPE

Free Appropriate Public Education means special education and related services that… have been provided at public expense; meet the standards of the State; include an appropriate school education; and conform with the IEP procedures

§602 (9) of IDEA ‘04

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What Is Essential to Know? Special Education Related Services Supplementary Aids & Services Least Restrictive Environment

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Special Education

“Specially designed instruction, at no cost to parents, to meet the unique needs of a child with a disability…”

§602 (29) of IDEA ‘04

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Specially Designed Instruction

“Adapting, as appropriate to the needs of an eligible child…, the content, methodology, or delivery of instruction: To address the unique needs of the child that result

from the child's disability; and

To ensure access of the child to the general curriculum, so that the child can meet the educational standards within the jurisdiction of the public agency that apply to all children.”

Regulations: Part 300 / A / 300.39 / b / 39.17.09 12SERC

http://idea.ed.gov/explore/view/p/,root,regs,300,

http://idea.ed.gov/explore/view/p/,root,regs,300,A,

http://idea.ed.gov/explore/view/p/,root,regs,300,A,300.39,

http://idea.ed.gov/explore/view/p/,root,regs,300,A,300.39,b,

Related Services“Transportation, and such developmental, corrective, and other supportive services… as may be required to assist a child with a disability to benefit from special education...” speech-language pathology and audiology services interpreting services psychological services physical and occupational therapy recreation, including therapeutic recreation social work services school nurse services (to receive FAPE) counseling services, including rehabilitation counseling orientation and mobility services medical services (except medical services for diagnostic and

evaluation purposes only)

§602 (26) of IDEA ‘04

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Supplementary Aids and Services

“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 nondisabled children to the maximum extent appropriate in accordance with [LRE].”

§602 (33) of IDEA ‘04

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LRE Provision

“ To the maximum extent appropriate, children with disabilities… are educated with children who are not disabled, and special classes, separate schooling, or other removal of children with disabilities from the regular educational 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.”

§612 (a)(5)(A) of IDEA ‘04§612 (a)(5)(A) of IDEA ‘04

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Mainstreaming

Selective placement of students in special education in one or more general education classes

Assumes a student must “earn” the opportunity by “keeping up” The student needed to adapt The general education classroom did not

change

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Inclusion

Expresses a belief system (philosophy) of educating each child, to the maximum extent appropriate, in the school and classroom(s) where he or she would otherwise attend

Involves bringing support services to the child rather than moving the child to the services

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A Necessary Paradigm Shift

MainstreamingMainstreaming

LRELREVisitor

MemberStetson and Associates, Inc.

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ALL kids are general education students

A New Era: Revitalizing Special Education for Children and Their Families. (2002).

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A Reflection on LRE How is the general education classroom

considered as the first placement option (before removal)?

How are supplementary aids and services used to support students staying in the general education classroom?

Does the discussion about placement/location occur only after goals & objectives are set?

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Based on That Purpose…

An IEP should focus on: Increasing time with non-disabled peers

(TWNDP)

Increasing participation and progress in general education curriculum

What Are Your Decision-Making Values? More-is-Better

Assumes that quantity equals quality Tends to decrease LRE

Return-on-Investment Selects service most likely to “fix” Has an underlying notion of “you’re not ok”

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Giangreco (2001)

Only-as-Special-as-Necessary

Uses natural supports that exist in general education

Determining the appropriate type & amount of service

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Giangreco (2001)

The Process

Planning and Placement Teams

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Planning & Placement Team (PPT) CT Regulations

“A group of certified or licensed professionals, who represent each of the teaching, administrative and pupil personnel staffs and who participate equally on the decision making process to determine the specific educational needs of the child and develop an IEP for the child.”

Conn. Agencies Regs. § 10-76a-1(15)

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Planning vs. Telling The purpose of the PPT is to MAKE

DECISIONS and CREATE A PLAN So when we come into the meeting with goals

already written and placement already determined… Who really made the decisions? When were they made? What were they based on?

Does this comply with the intent of the law?

IEP Team – Federal StatuteA group of individuals composed of— The parents; At least 1 regular education teacher; At least 1 special education teacher, A representative who is

Qualified to provide or supervise specially designed instruction; Is knowledgeable about general education curriculum; & Is knowledgeable about availability of resources;

An individual who can interpret the instructional implications of evaluation results (may be a member of the team);

Other individuals who have special expertise; & Whenever appropriate, the child.

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§614 (d) of IDEA ‘04

Why an Administrator?

Someone to ensure… Supervision of the special education Expertise in general education curriculum Appropriate services and resources are

provided without delay Coordination of staffing, scheduling, and

resources

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A Reflection on Membership

Do parents and students have an active roll in the PPT decisions?

Who has the expertise in the general education curriculum, including specific subject areas?

Who has specific knowledge about the student’s performance level?

Who has the ability to coordinate resources and supervise the implementation of special education services?

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Reflective Question

What is the difference between these two terms? Paperwork

Documentation

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Reflective Question What is the difference between these two

terms? Paperwork

work such as writing letters or reports, which must be done but is not very interesting

Documentation official documents, reports etc., that are used to

prove that something is true or correctLongman Dictionary of Contemporary English http://www.ldoceonline.com/

http://www.ldoceonline.com/

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Reflective Question

Does the “paperwork” drive the process or does the process get documented?

Documenting the Process

The Individualized Education Program

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What Comes First?

Write a number next to each item that represents the typical order of decisions in a PPT.

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Compare & Contrast

Compare this order to the IEP documentation.

12

3

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Key Word: ALIGNMENTNeed for Specially Designed Instruction

Goals & Objectives/ Program Accommodations & Modifications

Types of Support & Placement

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Documentation of the Process

PPT Meeting Cover Page p.1

Demographic information Record of Attendance

PPT Recommendations p.2 (Summary optional)

Prior Written Notice p.3

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Individualized Education Program (IEP)

Present levels of academic & functional performance

Measurable annual goals How & when progress will

be measured & reported Special education & related

services/supplementary aids & services/program modifications or supports for school personnel

Explanation of extent, if any, the child will NOT participate with non-disabled children in regular class

Any accommodations necessary on state & district wide assessments

Beginning date & frequency, location, & duration of services & modifications

Post secondary goals & transition services (following 15th birthday)

“A written statement for each child with a disability that is developed, reviewed, & revised in accordance with this section & that includes -”

§614 (d) of IDEA ‘04

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Documentation of the Process

IEP Present levels of Performance pp.4&5 Transition Planning p.6 Goals & Objectives p.7 Program Accommodations & Modifications p.8 State & District Testing Accommodations p.9 Special Factors, Progress Reporting, Exit Criteria p.10 Summary of Special Education, Related Services, and

Regular Education p.11

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Recording Data **Required Data Collection p.12

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Present Level of Performance Page 4 & 5 How does the student’s present level of

performance compare to general education content & performance standards? What general education

standards does the student know and can do?

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Demands/

Skills

Years in School

The Achievement Gaps

KU-CRL

Gap

Present Level

Expected Performance

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Specialized Instruction Page 4 & 5

How does the student’s disability specifically affect involvement and progress in to the general curriculum? If {concern}, then {impact}

occurs in the area of…

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Transition Planning Page 6 How was the student’s needs for transition

assessed? How are the student’s preferences and

interests determined? How does the student’s transition planning

link to goals and objectives?

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Measurable Goals & Objectives Page 7 What specific strategies, skills, and

concepts does the student need to learn? Observable (Can we see, hear, touch it?) Measurable (Can we count it?) Specific (Can we agree when we see it?)

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Which Ones Are Observable, Measurable, & Specific? Paying attention Aggressive behavior Out of seat Off task Throwing objects Homework completion

Comprehension Spelling errors Phonemic awareness Math facts known Writing narrative Correct words per

minute

How would you change vague and non-measurable terms to be observable, measurable, and specific?

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The “Stranger Test”

Can any teacher implement these goals/objectives?

The student will use appropriate vocabulary in writing assignments

Using a highlighter and a set directions for a task, the student will highlight the verbs to indicated what needs to be done

The student will improve social skills in group settings 80% of the time

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The “Dead Person” Test

Can a dead person meet these goals/objectives?

During circle time, the student will remain quiet for ten minutes

The student will keep hands and feet to self

For class discussions the student will use a ticket each time she wants to contribute

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What Needs to Be Learned?

Strategies Problem-solving and

decision-making Study skills Coping Compensation Self-awareness Self-management

Skills Able to do Specific applications

Concepts Need to know Abstract ideas

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Writing a Desired Goal Clearly define the outcome

Observable (can be seen) Measurable (can be counted) Specific (clear terms, no room for a judgment

call)

Reporting Progress Page 7 What is the expected amount of growth? How will it be known that the student has made

progress? What is the monitoring process?

Frequency, duration, accuracy Type of assessment

How will progress be reported? How often?

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The 80% Rule

The child will cross the street with 80% accuracy

The student will write a paragraph with 80% accuracy

The child will decode a reading passage with 80% accuracy

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Instructional Levels for Reading Word Identification

Independent level (science)

98%-100% Instructional level

(reading) 93%-97%

Frustration level 92% or less

Reading Comprehension Independent level

100% Instructional level

75%-100% Frustration level

74% or less

Gickling (1978)

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Le was gabadling when she entered, taking no obvious note of her Le was gabadling when she entered, taking no obvious note of her yestle at all. Danielle looked at lex curiously. She knew that yestle at all. Danielle looked at lex curiously. She knew that Edward had been on whub lately and was one of the very few Edward had been on whub lately and was one of the very few outside of House Bassets who knew the truth behind that whub. outside of House Bassets who knew the truth behind that whub. The dark plawbs had come and infiltrated Claymont's zeubs, and The dark plawbs had come and infiltrated Claymont's zeubs, and Edward was serving as a front mallec for their operations. If Edward was serving as a front mallec for their operations. If Danielle held any preconceived gezoxs of how terrible the elf truly Danielle held any preconceived gezoxs of how terrible the elf truly could be, one look at Edward surely confirmed those could be, one look at Edward surely confirmed those qualalicutions. Le had never been a nervous one-Danielle wasn’t qualalicutions. Le had never been a nervous one-Danielle wasn’t sure that le was now-and had never been a mallec Danielle would sure that le was now-and had never been a mallec Danielle would have expected to find at odds with herself.have expected to find at odds with herself.

Salvatore, R.A. Salvatore, R.A. Servant of the ShardServant of the Shard Wizards of the Coast (2000) Wizards of the Coast (2000)9.17.09 54SERC

Frustration Level

LeLe was was gabadlinggabadling when she entered, taking no obvious note of her when she entered, taking no obvious note of her yestleyestle at all. Danielle looked at at all. Danielle looked at lexlex curiously. She knew that curiously. She knew that Edward had been on Edward had been on whubwhub lately and was one of the very few lately and was one of the very few outside of House Bassets who knew the truth behind that outside of House Bassets who knew the truth behind that whubwhub. . The dark The dark plawbsplawbs had come and infiltrated Claymont's had come and infiltrated Claymont's zeubszeubs, and , and Edward was serving as a front Edward was serving as a front mallecmallec for their operations. If for their operations. If Danielle held any preconceived Danielle held any preconceived gezoxsgezoxs of how terrible the elf truly of how terrible the elf truly could be, one look at Edward surely confirmed those could be, one look at Edward surely confirmed those qualalicutionsqualalicutions. . LeLe had never been a nervous one-Danielle wasn’t had never been a nervous one-Danielle wasn’t sure that sure that lele was now-and had never been a was now-and had never been a mallecmallec Danielle would Danielle would have expected to find at odds with herself.have expected to find at odds with herself.

Salvatore, R.A. Salvatore, R.A. Servant of the ShardServant of the Shard Wizards of the Coast (2000) Wizards of the Coast (2000)9.17.09 55SERC

For Example…

… scoring a 5/6 on a rubric measuring the use of the graphic organizer

… at least 5 consecutive school days based on the check sheets and teacher observations

… as measured by the student being able to correctly state the steps with 100% accuracy

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Program Accommodations & Modifications Page 8 What is the impact of this accommodation on:

learning; access to general education curriculum; independence?

How can this accommodation be more like peers and be cool?

What assistive technology was considered?

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Accommodations vs. Modifications

Accommodation A change made to the

teaching or testing procedures in order to provide a student with access to information and to create an EQUAL OPPORTUNITY to demonstrate knowledge and skills (HOW)

Modification A change in what the

student is expected to learn and/or demonstrate (WHAT)

While a student may be working on modified course content, the subject area/context remains the same as for the rest of the class.

Nolet, V. & McLaughlin, M. J. (2000)9.17.09 58SERC

Let’s Give it a Try!

Identify each of the items as an accommodation or modification…

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Accommodation or Modification?

Color code important words or phrases

George Washington was the first president of the United States

Accommodation9.17.09 60SERC


Read mathematical word problems aloud to a student



A student retrieves 2 pictures from the Internet related to the essential elements of a World History topic. He demonstrates understanding by naming and pointing to the correct picture when cued by his peers during a presentation

Modification9.17.09 62SERC


Allow a student to complete a project as an alternative to a test

It Depends9.17.09 63SERC


A student is learning the concepts of part, whole and half; her peers are working on adding fractions



Provide audiotapes, CDs or MP3s of textbooks and have the student follow the text while listening

Accommodation, except…9.17.09 65SERC


A student is working on elapsed time through creating and using a schedule of his daily activities, while his classmates work on multi-step word problems with elapsed time

Accommodation, as long as…9.17.09 66SERC


Graphic organizers such as semantic webs or concept maps Animals

Mammals Reptiles Birds

Dog Snake Robin



Reduce the number of Math problems from 25 to 10



Provide alternative books with similar concepts, but at an easier reading level



A student is required to discriminate between animals and plants when given pictures and short descriptions, while the rest of the class is required to tell the distinguishing characteristics of animal and plant cells



Provide a designated note taker or photocopy the notes of a classmate (use carbonless paper)


How did you do?

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Examining ImpactEvidence of High Impact on Learning

High Access to General Education Curriculum

Fosters Independence

Evidence of No Impact on/Prevents Learning

No Access/Barrier to General Education

Curriculum

Fosters Dependence

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Evidence of High Impact on Learning





Curriculum

Fosters Dependence

Reducing Amount of Work

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Curriculum

Fosters Dependence

Teacher Orally Read Directions

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Curriculum

Fosters Dependence

Manipulatives

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Integration with Universal Practice

Most Like Peers

Enriches Other’s Learning

Seen as “Cool”

Easy to Put into the Routine

Least Like Peers

Deters Other’s Learning

Seen as “Uncool”

Difficult to Put into the Routine

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Peer Reads DirectionsMost Like Peers


Seen as “Cool”


Least Like Peers




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ManipulativesMost Like Peers


Seen as “Cool”


Least Like Peers




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State & District Testing & Accommodations Page 9 Which accommodations increase the student’s

opportunity to successfully demonstrate learning?

How do these accommodations impact the student’s ability to take a test?

How do these accommodations align with the accommodations used in the student’s daily instruction?

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Special Factors, Progress Reporting, Exit Criteria Page 10 What was considered for students with behavior

concerns, visual impairments, hearing impairments, or for students who do not have English as a primary language?

How often will the student’s progress be reported?

How and when will the student exit special education services?

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Special Education, Related Services, & Regular Education Page 11 How frequently does the student need

direct instruction? Who will provide the instruction? Who will be responsible to oversee

implementation & monitor student progress?

Where will the instruction occur?

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Infusing IEPs

List the typical schedule or activities, including non-academic areas/unstructured times, such as art, PE, music, recess, lunch, or hallway

List the student’s IEP goals and objectives

Determine when these goals and objectives can be taught and reinforced

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Arriv/D

ismis

SS

Math

Reading

ScienceA

rt Flex Tim

eM

usicLunch

Given a balance scale and manipulatives the student will orally demonstrate how to maintain equivalence in simple one variable equations…

X X

Given a pattern, the student will use manipulatives to determine if it is repeating or growing… X X X

When using a real world problem involving money, the student will provide the right amount of money needed or more and determine if change is needed…

X X

Schedule of ActivitiesIEP Goals

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Arriv/D

ismis

SS

Math

Reading

ScienceA

rt R

ecessM

usicLunch

Given a small group activity, Steven will record conflicting ideas as a first step to negotiating a compromise…

X X X X

In a given social or group situation, Steven will go to an adult when he needs assistance resolving a conflict….

X X X X X X X X X

In a given social or group situation, Steven will initiate conversation with a peer… X X X X

Schedule of ActivitiesIEP Goals

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Implementing the IEP

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Integrity

Did we do what we said we would do? Reasons why we tend not to follow through:

IEP was not a “working document” for all implementers IEP was not clearly defined or comprehensive The implementers need professional development The right resources (time, money, personnel) were not

supplied

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Measuring Student Progress

Evaluating ImpactReporting Progress

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Measuring the Effectiveness of Implementation Did we achieve our goals for student

outcomes?

How do we know this?

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Monitoring vs. Evaluating

Monitoring On-going and frequent Part of the

implementation process

Provide information for adjustments in plan

Evaluating A specific point in time A review of the

implementation process

Provide information for decisions on next steps

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Resources for IEP Development Bateman, B.D. & Herr, C. M. (2003). Writing Measurable

IEP Goals and Objectives. Wisconsin: IEP Resources.

Clark, S. G. (2000). The IEP process as a tool for collaboration. Teaching Exceptional Children 33(2): 56-66.

Massanari, C. B. (2002). Connecting the IEP to the general curriculum: A talking paper.

Nolet, V. & McLaughlin, M. J. (2000). Accessing the General Curriculum: Including Students with Disabilities in Standards-Based Reform. California: Corwin Press.

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Web Resources for IEP Development

Giangreco, M. F. (2001). Guidelines for making decision about IEP services. http://www.uvm.edu/~mgiangre/

Reed, P. Let’s put the planning back in Individual Educational Programs. http://www.wati.org/at_services/pdf/atintheeip.pdf

Connecticut State Department of Education (Special Education) http://www.sde.ct.gov/sde/cwp/view.asp?a=2678&Q=320730

Building the Legacy: IDEA 2004 http://idea.ed.gov/explore/view

9.17.09 92SERC

http://www.uvm.edu/~mgiangre/

http://www.wati.org/at_services/pdf/atintheeip.pdf

http://www.sde.ct.gov/sde/cwp/view.asp?a=2678&Q=320730

http://www.sde.ct.gov/sde/cwp/view.asp?a=2678&Q=320730

http://idea.ed.gov/explore/view

what do i need to know about ieps?

Documents

educationrelated settings

supportive services

regular education classes

related services thathave

purpose of idea

nondisabled children

removal of children

special classes