IEP Training Module: Developing IEPs

1
IEP Training ModuleDeveloping IEPs

• Developed by Tai D. Doram of the Kentucky Special
  Education Cooperative Network and Ky. Council for
  Children with Behavior Disabilities

2

• Activity One

3
Nothing worth learning is learned quickly, except
parachuting. David S. Brown
4
Agenda Review
5
KY Learner GoalSchools shall develop their
students ability to
KY School Goals Schools shall

• Have high expectations for all students
• Develop students ability to apply KY Learner
  Goals
• Increase their students rate of school
  attendance
• Reduce their students dropout retention rates
• Reduce physical mental health barriers to
  learning
• Be measured on the proportion of students who
  make a successful transition to work,
  postsecondary education the military

• Use basic communication and mathematics skills
• Apply core concepts and principles from content
  areas
• Become self sufficient individuals
• Become responsible group members
• Think and solve problems in a variety of
  situations
• Connect and integrate experiences and new
  knowledge

6
Framework for Curriculum and Instruction for All
Students
Learner Goals
Academic Expectations
Program of Studies
Character Education

• Assessment
• Core Content OR
• Academic Expectations for
• Alternate Portfolio

School District Curricular Parameters For
Learning
Performance Level Descriptions
Instructional Units
Individual Student Planning Individual Education
Program 504 Plan
7
Purpose of the IEP

• To support learning.

8
The IEP supports learning by

• Providing access to the general curriculum.
• Ensuring the student will make progress in the
  general curriculum.
• Addressing the childs other unique educational
  needs.

9
The Flow
Evaluation Data
PLEP
Remember the flow
ProgressMonitoring
AnnualGoals
SDISAS
Benchmarks Short Term Objectives
10
IEP DEVELOPMENT PROCESS

• The Team shall consider in the development of an
  IEP
• the strengths of the child and the concerns of
  the parents for enhancing the education of their
  child
• the results of the initial or most recent
  evaluation of the child and
• as appropriate, the results of the childs
  performance on any general state or district-wide
  assessment programs.

11
IEP DEVELOPMENT

• Consideration of Special Factors
• Post-secondary Transition
• Present Levels of Educational Performance
• Annual Goals, Benchmarks Objectives
• IEP Services
• Participation

12
Consideration of Special Factors

• Behavior Concerns
• Limited English Proficiency
• Blind or Visually Impaired
• Communication Needs
• Deaf or Hard of Hearing
• Assistive Technology

13
Consideration of Special Factors

• Behavior Concerns
• Limited English Proficiency
• Blind or Visually Impaired
• Communication Needs
• Deaf or Hard of Hearing
• Assistive Technology

14
Post-Secondary Transition Needs

• Begins at age 14 (or younger if determined
  appropriate)
• Is updated annually
• Focuses on the course
• of study
• Addresses drop-out
• prevention

15
Post-Secondary Transition Services

• Begins at age 16, or younger if determined
  appropriate
• Includes transition services provided by the
  school
• Includes, if appropriate, the interagency
  responsibilities or any needed linkages

16
Transfer of RightsMove to another section of
training

• Beginning at least one year before the age of
  majority
• Statement that the student and their parents have
  been informed of the rights that will transfer to
  the student upon reaching the age of majority
• Upon the students age of majority, parents
  continue to receive Notice

17
Present Levels of Educational Performance

• A statement of the childs present levels of
  educational performance, including
• How the childs disability affects the childs
  involvement and progress in the general
  curriculum as provided in the Program Of Study
  or
• For preschool children, as appropriate, how the
  disability affects the childs participation in
  appropriate activities

18
Activity

• What information would be helpful for the Team in
  developing the Present Level of Educational
  Performance?
• What are some specific sources for this
  information?

19
Educational Performance Areas To Consider

• Communication
• Academics
• Health, Vision, Hearing, and Motor
• Social and Emotional
• General Intelligence
• Transition to Post-Secondary
• Functional Vision/Learning Media Assessment

20
Sources of InformationPresent Level of
Educational Performance may include information
collected about the child including

• pre-referral intervention results
• work samples (e.g., portfolios, daily assignments
  etc.)
• behavioral observations
• results of standardized individualized
  assessments
• culminating products/projects

• state and district-wide assessment results
• progress data (including baseline data)
• interviews
• classroom tests
• formal/informal assessment
• journal writing
• IGP
• student parent surveys

21
PLEP Planning Process

• What skills does the student have and what
  content does he know?
• What skills and content does the student need to
  learn?
• What does the student need to learn that is not
  addressed through the curricular documents?

22
Let the Rabbits Run A Parable
23
Let the Rabbits Run A Parable
24
PLEP Planning Process

• What skills does the student have and what
  content does the student know (baseline)?

25
PLEP Planning Process

• What skills and content does the student need to
  learn (goals, benchmarks, objectives)?

26
PLEP Planning Process

• What does the student need to learn that is not
  addressed through the curricular documents (to
  address the childs other needs)?

27
How the disability affects the childs
involvement and progress in the general
curriculum
28
Impact on Educational Performance(How problems
in various domains affect involvement and
progress in general curriculum.)

• academic areas (e.g., reading, math, vocational,
  and communication skills)
• nonacademic areas (e.g., social competence, life
  skills, sensory and motor skills)
• transition
• achievement of student capacities and life goals
  (including how these are assessed)

29
Impact on Educational Performance

• How problems in various domains affect
  involvement and progress in general curriculum.
• So what factor.
• Based on various factors, such as age of the
  child or number of years left in school.

30
Examples of Present Levels of Educational
Performance
31
Write a PLEP

• Using Anita, write the PLEP

32
Prioritizing Student Needs

• Students strengths and weaknesses
• Amount of time left in school
• Skills needed to achieve life/transition goals
• Behaviors that appear most modifiable
• Parent, teacher and student concerns

33
Annual Goals, Benchmarks/Short-Term Objectives

• A statement of measurable annual goals, including
  benchmarks or short-term objectives, related to
• Enabling the child to be involved in and progress
  in the general curriculum, and
• Meeting the childs other educational needs that
  result from the childs disability.

34
Remember the flow
PLEP
Identified Need
Annual Goal from Academic Expectations
Add methods to make measurable
35
Remember the flow
Johnny can use visual strategies to understand
words. He has a limited sight word vocabulary
and has difficulty with employing sight word
vocabulary to make sense of text.
PLEP
Identified Need
Increase sight word vocabulary and improve
comprehension skills.
Annual Goal
AE 1.2 Johnny will make sense of a variety of
materials he reads
Methods of Measurement
as measured by scoring proficient on teacher made
tests.
36
Remember the flow
Suzie can solve single digit computation problems
but has difficulty with multi-digit computation.
PLEP
To learn skills to use resources (calculator) in
order to comprehend grade level content.
Identified Need
Annual Goal
AE 2.7 Suzie will understand number concepts and
use numbers appropriately and accurately
Methods of Measurement
as measured by achieving a score of 80 on
textbook chapter tests with the use of a
calculator.
37
Remember the flow
Verbally and in writing, Anitas ideas are
expressed by completing simple sentences due to
her limited vocabulary. Anita lacks the skills
for interviewing, writing resumes, and completing
applications that will be required for post
secondary training or placement.
PLEP
Identified Need
To develop skills for transitional writing.
Annual Goal

• AE 2.38 Anita will demonstrate skills such as
  interviewing, writing resumes, and completing
  applications that are needed to get a job

Methods of Measurement

• as measured by a score of proficient on a rubric
  to assess her job portfolio and interviewing
  skills.

38
Writing Measurable Annual Goals

• Benchmarks/Short Term Objectives

39
Methods of Measurement

• An Individual Education Program (IEP) shall
  include a statement of how a childs progress
  toward the annual goals will be measured.

40
What is Measurable?

• Measurable means it must be possible to measure
  whether the student has achieved the goals.
• A Guide to the Individual Education Programs
  OSEP

41
Methods of Measurement

• Scoring guide
• -holistic -conventional
• -checklist -combination
• Curriculum-based measurement
• - teacher made test - error analysis
• - running record - task analysis
• Teacher observations
• -anecdotal -intentional

42
Benchmarks/Short Term Objectives

• One Way
• By October, when presented with appropriate
  materials, John will use a picture board to relay
  three messages daily with 80 accuracy as
  indicated in staff observations and recorded by
  the teacher.
• Another Way
• John will sequence pictures to relay a message or
  retell a story.

43
Benchmarks Steps to the Annual Goal
Annual Goal
Benchmarks
44
Johnny

• PLEP Johnny knows the beginning sounds and
  letters of words. He has a limited sight word
  vocabulary and has difficulty with employing
  sight word vocabulary to make sense of text.
• Annual Goal AE 1.2 Johnny will make sense of a
  variety of materials he reads as evidenced by
  scoring proficient on teacher made tests.
• Benchmarks
• 1. Johnny will use word identification
  strategies, including prediction, context cues,
  and phonetic awareness, to read and understand
  unknown words. (POS)
• 2. Johnny will summarize the events of a story
  in sequence through drawing and writing. (POS)
• 3. Johnny will explain the meaning of a passage
  taken from texts appropriate for elementary
  school students. (CC)

45
Suzie

• PLEP Suzie can solve single digit computation
  problems but has difficulty with multi-digit
  computation.
• Annual Goal AE 2.7 Suzie will understand number
  concepts and use numbers appropriately and
  accurately as demonstrated by achieving a score
  of 80 on textbook chapter and teacher-made
  tests.
• Benchmarks
• 1. Suzie will extend and apply addition,
  subtraction, multiplication, and division of
  integers both concretely and symbolically
  (mental, pencil and paper, calculators). (POS)
• 2. Suzie will compute (e.g., estimate, use
  pencil and paper, use calculator, round, use
  mental math) large and small quantities and check
  for reasonable and appropriate computational
  results. (CC)

46
Anita

• PLEP Verbally and in writing, Anitas ideas are
  expressed by completing simple sentences due to
  her limited vocabulary. Anita lacks the skills
  for interviewing, writing resumes, and completing
  applications that will be required for post
  secondary training or placement.
• Annual Goal AE 2.38 Anita will demonstrate
  skills such as interviewing, writing resumes, and
  completing applications that are needed to get a
  job as demonstrated by a score of proficient on a
  rubric to assess her job portfolio and
  interviewing skills.
• Benchmarks
• 1. Anita will prepare a job portfolio including
  a resume and samples of work. (POS)
• 2. Anita will demonstrate appropriate
  interviewing skills (e.g., friendly greeting,
  maintain eye contact, responding positively.)
  (POS)

47
Test your IEP

• Do you know what you just wrote?
• Do you know what it means?
• Do you know how to teach it?
• Does it clearly explain what you are going to
  work on?
• Do you know how to evaluate it?
• Can you teach this tomorrow?

48
Example Reading Goal

•  Goal Apply appropriate reading strategies to
  make sense of a variety of print and non-print
  text (literary, informational, practical/
  workplace, persuasive)
• POS

49
Reading Benchmarks/Short Term Objectives

• Primary
• Makes connections between letters and their
  corresponding sounds
• Uses word patterns to make sense of print
• Summarizes a variety of reading passages
• Retells stories
• Uses monitoring strategies to self-correct
• Uses prior experiences, pictures and
  illustrations to make sense of stories
• Uses sight word vocabulary to make sense of text
• Uses word identification strategies of
  prediction, context clues and phonetic awareness
  to understand unknown words

50
Evaluate Activity

• Goal Apply appropriate reading strategies to
  make sense of a variety of print and non-print
  text (literary, informational, practical/
  workplace, persuasive)

• Short Term Objectives/
• Benchmarks
• Uses word identification strategies
• Uses prediction
• Uses context clues
• Uses phonetic awareness

51
Methods of Evaluation

• Timed reading sample
• Error analysis
• Teacher observation
• Application of phonetic rules
• Number of self-corrections
• Cloze procedure
• Running records
• Teacher logs
• Anecdotal records
• Graphs, charts, checklists

52
Write Your Own

• Goal
• Short-Term Objective/Benchmark
• Method of Measurement

53
Progress Report to Parents

• Parents informed as often as parents are informed
  of their nondisabled childrens progress
• Progress toward annual goals
• Extent to which that progress is sufficient to
  enable the child to achieve the goals by the end
  of the year

54
Whats special about special education?

• IEP services address unique needs
• Specially-designed instruction
• Supplementary aids and services
• Related services
• Program modifications
• Supports for school personnel

55
Specially Designed Instruction, Related Services,
Supplementary Aids and Services, Program
Modifications and Supports for School Personnel

• Services are provided to the child or on behalf
  of the child
• to advance appropriately toward attaining annual
  goals
• be involved and progress in the general
  curriculum and to participate in extracurricular
  and other nonacademic activities and
• to be educated and participate with other
  children with disabilities and nondisabled
  children.

56
SDI The Definition

• 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.

57
Activity

• Brainstorm several different forms of specially
  designed instruction.

58
Examples of SDI

• Oral presentation of printed material
• Use of talking calculator
• Manipulatives
• Procedural prompts
• Visual cues
• Multi-sensory approach to reading
• Reinforcement strategies

• Text/Screen readers
• Advanced organizers
• Signed instruction
• Word identification strategies
• Paraphrasing strategies

59
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.

60
Activity

• Brainstorm several different types of
  supplementary aids and services.

61
Examples of Supplementary Aids and Services

• Manipulatives
• Calculators
• Extra time
• Preferential seating
• Adapted test format
• Behavior contracts
• Shortened assignments

• Use of computer
• Text/Screen readers
• Enlarged text
• Self-monitoring
• Augmentative communication
• Scribe

62
Assessment Modifications

• Related to verified disability (with evaluation
  data to support it)
• Documented as a part of the IEP
• Part of regular instructional routine
• Purpose of accessing general curriculum
  (demonstrating what student knows)

63
Related Services

• Transportation and such developmental,
  corrective, or supportive services as are
  required to assist a child with a disability to
  benefit from special education.

64
Related Services...

• facilitate provision of specially designed
  instruction
• facilitate participation in the regular education
  program
• need to be provided in school facilities
• facilitate access to public school
• are not needed solely for aesthetic, medical, or
  health reasons

65
Activity

• In small groups, brainstorm a list of related
  services.

66
Examples of Related Services

• transportation
• psychological services
• counseling
• parent education
• interpreting
• orientation and mobility

• occupational therapy
• physical therapy
• recreational therapy
• speech and language therapy

67
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)

68
Write Your Own

• PLEP
• Goal
• Benchmark/short-term objective
• Method of measurement
• IEP Services

69
Beginning Date, Frequency, Location, Duration

• Stated for services modifications
• Anticipated frequency how often
• Anticipated duration anticipated amount of time
  beginning date
• Location

70
Learning Goals
Participation
Academic Expectations
Program of Studies
IEP Services
Core Content
Short Term Objectives/ Benchmarks
Aligned District Curriculum
Standards-Based Instructional Units
Annual Goals
Lesson Plan
PLEP
Design Down-Deliver Up Model