Transcript Document 7293389

The Individualized
Education Program (IEP)
PR - 07
Special Education Department
05-06 School Year
Re-energizing the IEP Process
Special Education
is not a place--
it is specially designed instruction
Training Goal

Provide information on developing IEP
documents in a sequential, systematic,
and individualized manner, based on
best practice
Vision Statement
If parent/guardians attend the meeting, ask them their vision for the
student in his/her school and community. Everyone has dreams for
the future which guide their actions, thoughts and plans. Family and
student preferences and interests are an essential part of the vision
process. What goals do they have for the future?
DO NOT LEAVE THIS SECTION BLANK!
Note: “Vision” is not an area subject to due process.
STEP 1: Discuss Vision/Future Planning
Does the vision describe
long range plans for the student?
Does the vision reflect the student/family’s
hopes for the student’s future?
Does the vision provide a focus for
prioritizing student’s needs?
This should be 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 education curriculum
.
1) Provide levels of academic achievement in the content areas with the student’s skill level and
peer grade level performance.
2) Provide the foundation (support) for identifying needs, developing goals, and determining
services.
3) Include how the disability has an impact on the progress (achievement and performance) in the
general education curriculum.
4) Provide specific levels of academic and functional performance (with multiple forms of
evidence) in areas of need within the general curriculum.
5) Provide current evaluation information that is time referenced (either by date or by time period
i.e. recent, last month)-Can include recent Terra Nova and Ohio Achievement Test results
6) Information presented should be understandable to all IEP team members, avoiding statistics and
acronyms.
7) Include strengths to encourage the team to build on identified strengths when establishing goals
and setting criteria.
If the student receives any related services, information from the related service provider(s)
must be included here!!
STEP 2: Discuss Present Levels Of Performance
FORMAL
Intellectual Assessments
Social/Adaptive Behavior Scales
Behavior Inventories
Speech-Language Assessments
Vocational Aptitude Tests
Career Interest Inventories
Health, Medical (e.g. vision, hearing)
Motor Functioning Evaluations
Outside consultative reports
State and District-wide Assessments
STEP 2: Discuss Present Levels Of Performance
INFORMAL
Parent Inventory
Samples of Student Work
Home visits
Teacher Grade Book/Records
Functional Behavior Assessment
Observations-Classroom, Community,
Home, Work
Family Interview
Learning Style/Modality
Descriptions/data from modifications,
interventions
Report Cards
Office referrals
Current IEP/Progress Report
Student-centered planning tools
Portfolios
Student Surveys/Interviews
Attendance Information
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 ed. curriculum
Step 2: Examples
T.J. is a pleasant young man.
T.J. is interested in animals and
volunteers at a local
veterinarian’s office. He assists
in exercising the dogs, cleaning
cages and feeding animals. He
also enjoys watching movies,
playing games on the computer
and skateboarding. T.J. took the
Ohio Proficiency Test in fourth
grade with allowable
accommodations. He scored
“below basic” in reading. T.J.
does not like to read and refuses
to complete reading
assignments. He has a reduced
spelling list and is able to
correctly spell three out of the
five words on his list.
T.J. has been identified as
having a disability in the area of
reading. T.J.’s word analysis
skills are limited to the
identification of words
containing one syllable. This
impacts his ability to read with
fluency and comprehension.
When give a 115-word passage
at the fifth grade level in April,
T.J. read only 29 words
compared to an average of 109
words per minute by peers. T.J.
uses context cues to gain
meaning. T.J. needs visual cues
and prompts for spelling when
writing. This has implications
for T.J.’s learning in other
content areas.
T.J. has average to above
average potential. He reads
independently from below
grade-level material. He is only
able to answer basic fact
questions after reading a
passage. He has particular
difficulties with decoding and
word analysis.
T.J. does not do well in Social
Studies and Science, because of
all of the reading required.
Step 2:
IEP Inter-rater Agreement Tool
Rationale
Example # 2 is compliant and strategically designed to improve student performance
because it:
1.
2.
3.
4.
5.
6.
Provides levels of academic achievement (the academic content area with the students
skill level and peer grade level performance).
Provides the foundation (support) for identifying needs, developing goals and
determining services.
Includes how the disability has an impact on progress (achievement and performance)
in the general education curriculum.
Provides specific levels of academic and functional performance (with multiple forms
of evidence) in areas of need within the general education curriculum.
Provides current evaluation information that is time referenced (either by date or by
time period [e.g., recent, last month]).
Is understandable to all IEP team members (avoids statistics and acronyms).
In developing each child’s IEP, the IEP Team shall consider the strengths of the
child.
Examples
Supporting Details: No strengths
were included in the present
levels of academic and functional
performance.
The following statement was
included in the present levels of
performance.
The following statement was
included in the present levels of
performance.
T. J. works well when items are
read to him.
When the teacher orally reads
grade level passages to T.J., he is
able to answer all of the questions
about the passages. T.J. is able to
complete work involving reading
when the reading material is
supported by visuals.
Supporting Details:
Consideration of the strengths of
the child is a critical element
when determining how the
student’s disability affects
involvement and progress in the
general education curriculum.
Supporting Details:
Consideration of the strengths of
the child is a critical element
when determining how the
student’s disability affects
involvement and progress in the
general education curriculum.
Step 2:
IEP Inter-rater Agreement Tool
Rationale
Example # 3 is compliant and strategically designed to
improve student performance for the following reasons.
Including strengths within present levels of performance
provides a basis for identifying needs and encourages
the team to build on identified strengths when
establishing goals and setting rigorous targets.
In developing each child’s IEP, the IEP team shall consider the results of the
initial evaluation or most recent evaluation of the child
Examples
The following statement was
included in the present levels of
performance.
During a classroom-based
assessment given in April, T.J.
was able to sound out individual
phonemes (13 of 20). Errors
included sound additions and
substitutions, reversals (b for d)
and long /u/ for short /u/.
Supporting Details:
Consideration of evaluation
results is a critical element when
determining how the child’s
disability affects the child’s
involvement and progress in the
general education curriculum.
Supporting Details: no evaluation
results were included in the
present levels of academic and
functional performance.
The following statement was
included in the present levels of
performance.
T.J. took the Ohio Proficiency
Test in fourth grade with
allowable accommodations. He
scored “below basic” in reading.
Supporting Details:
Consideration of evaluation
results is a critical element when
determining how the child’s
disability affects the child’s
involvement and progress in the
general education curriculum.
Step 2:
IEP Inter-rater Agreement Tool
Rationale
Example # 1 is compliant and strategically designed to improve
student performance for the following reasons:
1.
Including the results of the initial evaluation or most recent
evaluation of the child within present levels of performance
provides the baseline data that is critical to identifying needs,
developing goals and determining services.
2.
Baseline data from assessments provides direction for
establishing goals and setting rigorous targets.
3.
Avoiding statistics and acronyms helps all IEP team members
understand the data.
This is the “starting point” for instruction,
based upon the vision statement and present
levels of performance (Steps 1 and 2)
What will the student need to learn/do in order
to make progress in the general education
curriculum?
STEP 3: Identify Needs That Require Specially
Designed Instruction
Current functioning and individual needs in consideration of:
• the results of the initial or most recent evaluation, the student’s strengths, the concerns of the
parents, the results of the student’s performance on any State or districtwide assessment programs;
• the student’s needs related to communication, behavior, use of Braille, assistive technology,
limited English proficiency;
• how the student’s disability affects involvement and progress in the general curriculum; and
• the student’s needs as they relate to transition from school to post-school activities for students
beginning with the first IEP to be in effect when the student turns age 16 (and younger if deemed
appropriate).
Academic Achievement, Functional Performance and Learning Characteristics:
Current levels of knowledge and development in subject and skill areas, including activities of
daily living, level of intellectual functioning, adaptive behavior, expected rate of progress in
acquiring skills and information and learning style.
STEP 3: Identify Needs That Require Specially
Designed Instruction (cont.)
Social Development:
The degree and quality of the student’s relationships with peers and adults, feelings about self and
social adjustment to school and community environments.
Physical Development:
The degree or quality of the student’s motor and sensory development, health, vitality and
physical skills or limitations that pertain to the learning process.
Management Needs:
The nature of and degree to which environmental modifications and human or material
resources are required to enable the student to benefit from instruction. Management needs are
determined in accordance with the factors identified in the areas of academic achievement,
functional performance and learning characteristics, social development and physical
development.
STEP 4: Identify Measurable Annual Goals,
Benchmark or Short-Term Objectives, And
Statement of Student Progress
GOALS
Each goal must be measurable. Number each goal and include criteria (% accuracy expected, #
correct / # opportunities, times daily/per period, etc.).
CONTENT AREA ADDRESSED
Using the Academic Content Standards as a reference, select age/and or grade-appropriate annual
goals relevant to each content area, and which will be needed for making progress in the general
education curriculum.
BENCHMARKS OR SHORT-TERM OBJECTIVES
1a) List the measurable intermediate steps needed to reach the annual goal. These should be in a
logical, developmentally appropriate order and again have a relationship with both the annual goal,
identified needs, and present levels of performance.
STEP 4: Identify Measurable Annual Goals,
Benchmark or Short-Term Objectives, And
Statement of Student Progress (cont.)
STATEMENT OF STUDENT PROGRESS
Include how the child’s progress towards annual goals will be measured and how the parents will
be informed of the extent to which the child’s progress is sufficient to enable him/her to achieve
the goals by the end of the year.
How?
Will be measured through: Pre/post testing, teacher review of student work samples,
charting/documentation of behavior
Who will measure?
Teacher, instructional staff, etc.
When?
Daily/Weekly/Quarterly
Parents will be informed of progress through quarterly reports.
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 make progress in the general ed. curriculum
Step 4: Examples
Given one-minute sixth grade
reading fluency probes, T.J. will
increase his reading fluency by
two words a minute each week,
reaching a rate of 100 words per
minute by the end of the school
year.
Supporting Details: Present
levels of performance contains
baseline data related to T.J.’s
reading fluency (29 wpm).
T.J. will improve his reading
fluency.
Supporting Details: Present
levels of performance contain
baseline data related to T.J.’s
reading fluency (29 wpm).
T.J. will analyze and decode
words found in sixth grade
materials with at least 60%
accuracy.
Supporting Details: Present
levels of performance contain
baseline data related to T.J.’s
reading fluency (29 wpm).
Step 4:
IEP Inter-rater Agreement Tool
Rationale
Example # 1 is compliant and strategically designed to improve student performance because it:
1.
Addresses the student’s needs that result from the disability.
2.
Provides access to the general education curriculum.
3.
Contains a measurable and observable skill (uses an action verb).
4.
Is supported by baseline data from the present levels (the goal and present levels use the
same unit of measure – in this case ‘words per minute’).
5.
States specifically what/how the student will do the action.
6.
Sets expectations for levels of academic and functional achievement in one year. Achieving
this goal would enable the student to make progress in the general education curriculum.
7.
States how the goal will be measured.
In addition, this goal is
1.
Relevant to achieving future plans (this is likely to appear in Step 1 ‘Discuss future
planning’ on the IEP form).
2.
Understandable to all IEP team members.
Develop goals and objectives, then determine services to
support the student
Integrate services into goals and objectives
Have related service personnel provide services
in a variety of settings
Make decisions about intensity and frequency of services
based on student needs
Provide supports for school personnel when needed
A statement of the special education and related services and supplementary aids and services, based on peer
reviewed research to the extent practicable, to be provided to the child, or on behalf of the child, and a statement
of the program modifications be supports for school personnel that will be provided for the child.
Step 5: Examples
Service: Learning Disability
Accommodation:
Tests read aloud and audiotapes
provided, as needed.
Supporting Details:
The goal related to these services
is:
Given one-minute sixth-grade
reading fluency probes, T.J. will
increase his reading fluency by
two words a minute each week,
reaching a rate of 100 words per
minute by the end of the school
year.
Service: Direct instruction in basic reading
skills
The special education teacher will provide
direct instruction in basic reading skills that
includes phonics, vocabulary, and
comprehension instruction and guided
repeated oral reading practice. The general
education teacher will reinforce fluency
development by providing opportunities for
paired reading in all academic content areas.
Tests containing reading passages and
multiple choice items need to be read to T.J.
Content from large reading passages will be
presented using graphic organizers. T.J. will
have access to audiotapes of required reading.
T.J. may clarify answers to test questions with
oral or visual responses.
Supporting Details: The goal related to these
services is: Given one-minute sixth-grade
reading fluency probes, T.J. will increase his
reading fluency by two words a minute each
week, reaching a rate of 100 words per minute
by the end of the school year.
Service: Specially-designed
instruction
Accommodations in all
settings:
• Read tests
• Provide audiotapes of
textbooks
• Provide graphic organizers
Supporting Details:
The goal related to these
services is: Given oneminute sixth-grade reading
fluency probes, T.J. will
increase his reading fluency
by two words a minute each
week, reaching a rate of 100
words per minute by the end
of the school year.
Step 5:
IEP Inter-rater Agreement Tool
Rationale
Example # 2 is compliant and strategically designed to improve student
performance for the following reasons:
1.
The service is specially designed.
2.
The kind or type of service is clearly identified.
3.
Structures and practices are evident that will enable the student to
reach goals.
4.
The delivery of instruction is defined.
5.
It considers the student’s approaches to learning.
6.
It clearly specifies how general education teachers will carry out
accommodations.
Additional considerations:
1.
When a related service is included, the support clearly assists the
student to benefit from special education.
2.
The IEP may include any necessary training for staff or parents to
implement specialized services.
STEP 6: Determine Least Restrictive Environment
An explanation of the extent, if any, to which the child will not
participate with nondisabled children in the regular classroom.
Rationale:
1.
Shows evidence of need for instruction OUTSIDE of the general
education setting. If these specifics are not provided, it is
impossible to determine whether additional supports and services
may enable the student to receive instruction in the general
education setting.
2.
Establishes a framework for support needed for the student to
make progress in the general education curriculum.
3.
Establishes a link between the setting and the service the student
will receive.
An explanation of the extent, if any, to which the child will not participate with
nondisabled children in the regular class and in extracurricular activities.
Step 6: Examples
Step 6: Determine least
restrictive environment.
Step 6: Determine least
restrictive environment.
Step 6: Determine least
restrictive environment.
Resource room where a small
class size and limited
distractions provide the
opportunity for intensive, direct
instruction and guided practice.
Resource room, due to the need
for specialized instruction.
Resource room.
Supporting Details: The IEP
indicates the service is
specially designed instruction.
Frequency: 20 minutes of
direct intervention per day
during the student’s language
arts block.
Supporting Details: The IEP
indicates the service is
specially designed instruction.
Frequency: 20 minutes of
direct intervention per day
during the student’s language
arts block.
Supporting Details: The IEP
indicates the service is
specially designed instruction.
Frequency: 20 minutes direct
intervention per day during the
student’s language arts block.
Step 6:
IEP Inter-rater Agreement Tool
Rationale
Example # 1 is compliant and strategically designed to improve
student performance for the following reasons:
1.
2.
3.
There is evidence of criteria for determining the need for
instruction outside the general education setting.
The statement establishes a framework for support needed for the
student to make progress in the general education curriculum.
The statement establishes a link between the setting and the
service the student will receive.
Special Factors
When should the student’s behavior be
addressed as part of the IEP?
.Documented evidence that the student’s behavior
interferes with his/her learning or the learning of
others
.Student’s behavior is one of the primary reasons
he or she was referred for an MFE
.Previous behavioral interventions were attempted
and documented
.Student’s specialized instruction includes
techniques that have the potential for being
misused
Special Factors
When should the student’s behavior
be addressed as part of the IEP? (con’t.)
• Student demonstrates behaviors that are unsafe to him/herself or
others
•Student has been removed from general education environment as
a result of his/her behavior
•Student has knowingly been in possession or used illegal drugs or
solicited the sale of a controlled substance while at a school or at a
school sponsored activity.
•Student has carried or been in possession of a weapon while at
school or at a school sponsored activity
Consideration of special factors: The IEP Team shall, in the case of a child whose
behavior impedes the child’s learning or that of others, consider the use of positive
behavioral interventions and supports, and other strategies, to address that behavior
Special Factors: Examples
The following goal is evidence
that behavior is addressed in the
body of the IEP:
The following goal is evidence
that behavior is addressed in the
body of the IEP:
The following goal is evidence
that behavior is addressed in the
body of the IEP.
In three out of four situations,
Sam will discuss the steps that
lead to verbal conflict and
engage in problem solving
activities that reduce verbal
conflict with peers during group
activities in academic settings.
Sam will reduce verbal
outbursts to one incidence per
week.
Sam will follow all school rules
identified in the student handout
with a minimum of one
infraction per month.
Supporting Details: Behavior is
marked on the Special Factors
page and present levels of
performance contain the
baseline data related to the
behavior concerns.
Supporting Details: Behavior is
marked on the Special Factors
page and present levels of
performance contain the
baseline data related to the
behavioral concerns.
Supporting Details: Behavior is
marked on the Special Factors
page and present levels of
performance contain the
baseline data related to the
behavioral concerns.
Special Factors:
IEP Inter-rater Agreement Tool
Rationale
Example # 1 is compliant and strategically designed to improve student
performance for the following reasons:
1.
The content of the IEP demonstrates a working knowledge of
special factors and considerations identified in IDEIA.
2.
The IEP identifies opportunities for the use of positive behavioral
interventions and supports to address behavior.
3.
There is evidence of integration and coordination throughout the
student’s course of study and educational environment.
Visual Impairments
• If Braille is medium of choice, how will it be
integrated into the entire curriculum?
• Plan for meaningful participation in curricular and
extracurricular activities and environments?
Assess:
Braille
age of onset of visual impairment
effects of additional disabilities
social interactions
sensory functioning
orientation and mobility skills
Limited English Proficiency
Assess:
 Cultural background
 Prior academic experience
 If language skills allow for meaningful
access to general education curriculum
Determine:
 Disability?
 Linguistic difference?
 Both?
Provide accommodations that allow the family
to actively participate in the decision making process
of MFE and IEP
Communication
Assess:
Language and communication needs
alternative communication system
Consider effects on:
social-emotional
interactions with others
behavior
academic performance
Deaf or Hard of Hearing
Assess:
↓Hearing
↓Processing of auditory information
↓Need for supports to access instruction
Consider effects on:
↓social-emotional
↓interactions with others
↓academic performance
Assistive Technology
Assess:
 need for assistive technology
 environments (home, school, community)
 where the student will need to communicate
 needs of staff, family members to be fluent
in the communication system or device used
by the student
 opportunity for direct communication
with peers and adults in the student’s environments
 opportunity for meaningful participation in curricular
and extracurricular activities
Physical Education
Because all students get PE, this
should be checked only when:
The student’s PE program
is adapted as described in
the IEP.
Extended School Year
Means:
services provided to students beyond the regular
school year
necessary, not just beneficial, for student to
receive FAPE
designed to meet each student’s unique needs
services are the same or a portion of that
received during the past school year
Transition Age 16
Focus on linkages to the community and
post-school environments
Based on student’s needs, interests,
and preferences
Designed within an outcome-oriented process
A coordinated set of activities integrated
into IEP components
Testing and Assessment
Purpose of Participation in Local and State assessment
Higher expectations
Greater accountability
More meaningful outcomes for students
Purpose of modifications
To level the playing field
Allow students to show what they know
Increase participation in assessment and
accountability systems
Parent(s)
Child, if appropriate
General Education Teacher
Intervention Specialist or related service provider
School District Representative
Individual to interpret instructional implications
of evaluation results
Others knowledgeable or with special expertise
regarding the child