Transcript Writing IEPs Aligned with the General Curriculum

What Do I Need to
Know About IEPs?
June, 2009
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Take a minute…
What is the purpose of
an IEP?
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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
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The Rationale
Legal Background
Terminology
Philosophy
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 / 3
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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...”
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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
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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
Mainstreaming
LRE
Visitor
Member
Stetson 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
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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”
Giangreco (2001)
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Only-as-Special-as-Necessary
 Uses
natural supports that exist in general
education
 Determining the appropriate type & amount of
service
Giangreco (2001)
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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?
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IEP Team – Federal Statute
A 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.
§614 (d) of IDEA ‘04
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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 correct
Longman Dictionary of
Contemporary English
http://www.ldoceonline.com/
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Reflective Question
 Does the “paperwork” drive the process or
does the process get documented?
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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.
3
1
2
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Key Word: ALIGNMENT
Need 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



PPT Recommendations p.2


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Demographic information
Record of Attendance
(Summary optional)
Prior Written Notice p.3
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Individualized Education Program (IEP)
“A written statement for each child with a disability
that is developed, reviewed, & revised in accordance
with this section & that includes -”

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 nondisabled 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)
§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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The Achievement Gaps
Demands/
Expected
Skills
Performance

Gap

Present Level
Years in School
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KU-CRL
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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
 Comprehension
 Aggressive behavior
 Spelling errors
 Out of seat
 Phonemic awareness
 Off task
 Math facts known
 Throwing objects
 Writing narrative
 Homework completion
 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
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 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)
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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)


Comprehension



93%-97%
100%
Instructional level

75%-100%
Frustration level

Frustration level

Independent level

98%-100%
Instructional level
(reading)


 Reading
74% or less
92% or less
Gickling
(1978)
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Le was gabadling when she entered, taking no obvious note of
her yestle at all. Danielle looked at lex curiously. She knew that
Edward had been on whub lately and was one of the very few
outside of House Bassets who knew the truth behind that whub.
The dark plawbs had come and infiltrated Claymont's zeubs, and
Edward was serving as a front mallec for their operations. If
Danielle held any preconceived gezoxs of how terrible the elf truly
could be, one look at Edward surely confirmed those
qualalicutions. Le had never been a nervous one-Danielle wasn’t
sure that le was now-and had never been a mallec Danielle would
have expected to find at odds with herself.
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Salvatore, R.A. Servant of the Shard Wizards of the Coast (2000)
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Frustration Level
Le was gabadling when she entered, taking no obvious note of
her yestle at all. Danielle looked at lex curiously. She knew that
Edward had been on whub lately and was one of the very few
outside of House Bassets who knew the truth behind that whub.
The dark plawbs had come and infiltrated Claymont's zeubs, and
Edward was serving as a front mallec for their operations. If
Danielle held any preconceived gezoxs of how terrible the elf truly
could be, one look at Edward surely confirmed those
qualalicutions. Le had never been a nervous one-Danielle wasn’t
sure that le was now-and had never been a mallec Danielle would
have expected to find at odds with herself.
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Salvatore, R.A. Servant of the Shard Wizards of the Coast (2000)
55
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)
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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)
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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
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Accommodation
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Accommodation or Modification?
Read mathematical word
problems aloud to a student
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Accommodation
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Accommodation or Modification?
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
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Modification
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Accommodation or Modification?
Allow a student to complete
a project as an alternative to
a test
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It Depends
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Accommodation or Modification?
A student is learning the concepts of part,
whole and half; her peers are working on
adding fractions
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Modification
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Accommodation or Modification?
Provide audiotapes, CDs or
MP3s of textbooks and have
the student follow the text
while listening
Accommodation, except…
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Accommodation or Modification?
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…
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Accommodation or Modification?
Graphic organizers such as
semantic webs or concept
maps
Animals
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Mammals
Reptiles
Birds
Dog
Snake
Robin
Accommodation
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Accommodation or Modification?
Reduce the number of Math
problems from 25 to 10
Accommodation, as long as…
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Accommodation or Modification?
Provide alternative books
with similar concepts, but at
an easier reading level
Accommodation, as long as…
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Accommodation or Modification?
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
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Modification
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Accommodation or Modification?
Provide a designated note
taker or photocopy the notes
of a classmate (use
carbonless paper)
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Accommodation
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How did you do?
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Examining Impact
Evidence of High Impact
on Learning
Evidence of No Impact
on/Prevents Learning
High Access to General
Education Curriculum
No Access/Barrier to
General Education
Curriculum
Fosters Independence
Fosters Dependence
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Reducing Amount of Work
Evidence of High Impact
on Learning
Evidence of No Impact
on/Prevents Learning
High Access to General
Education Curriculum
No Access/Barrier to
General Education
Curriculum
Fosters Independence
Fosters Dependence
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Teacher Orally Read Directions
Evidence of High Impact
on Learning
Evidence of No Impact
on/Prevents Learning
High Access to General
Education Curriculum
No Access/Barrier to
General Education
Curriculum
Fosters Independence
Fosters Dependence
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Manipulatives
Evidence of High Impact
on Learning
Evidence of No Impact
on/Prevents Learning
High Access to General
Education Curriculum
No Access/Barrier to
General Education
Curriculum
Fosters Independence
Fosters Dependence
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Integration with
Universal Practice
Most Like Peers
Enriches Other’s
Learning
Deters Other’s
Learning
Seen as “Cool”
Seen as “Uncool”
Easy to Put into the
Routine
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Least Like Peers
Difficult to Put into the
Routine
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Peer Reads Directions
Most Like Peers
Least Like Peers
Enriches Other’s
Learning
Deters Other’s
Learning
Seen as “Cool”
Seen as “Uncool”
Easy to Put into the
Routine
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Difficult to Put into the
Routine
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Manipulatives
Most Like Peers
Least Like Peers
Enriches Other’s
Learning
Deters Other’s
Learning
Seen as “Cool”
Seen as “Uncool”
Easy to Put into the
Routine
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Difficult to Put into the
Routine
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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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IEP Goals
Lunch
Music
Flex Time
Art
Science
Reading
Math
SS
Arriv/Dismis
Schedule of Activities
Given a balance scale and manipulatives the
student will orally demonstrate how to maintain
equivalence in simple one variable equations…
X
Given a pattern, the student will use manipulatives
to determine if it is repeating or growing…
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
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needed…
X
X
X
X
X
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IEP Goals
Lunch
Music
Recess
Art
Science
Reading
Math
SS
Arriv/Dismis
Schedule of Activities
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
X X X X X X X X X
conflict….
In a given social or group situation, Steven will
initiate conversation with a peer…
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X
X X
X
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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 Impact
Reporting 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
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Evaluating
 A specific point in time
 A review of the
implementation
process
 Provide information
for decisions on next
steps
90
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): 5666.
 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=320
730

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