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IEP Training Module: Developing IEPs from the Kentucky Curricula Documents

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Title: IEP Training Module: Developing IEPs from the Kentucky Curricula Documents


1
IEP Training Module Developing IEPs from the
Kentucky Curricula Documents
  • Developed by the Kentucky Special Education
    Cooperative Network and the Kentucky Department
    of Education

2
Housekeeping!
  • Restrooms
  • Cell phones
  • Vending
  • Lunch!

3
Agenda
  • Focus questions
  • The Process
  • Present Levels of Performance
  • Goals/Objectives
  • Progress Monitoring
  • The rest of the story

4
Focus Questions
  • How do we improve the performance of students
    with disabilities?
  • How do we connect the curricular documents and
    IEPs so they work together?
  • How will we meet the childs other educational
    needs that result from the disability?
  • How will we teach the goals/benchmarks/objectives?
  • How can we use student data to guide specially
    designed instruction?

5
Activity One
I. E. P.
6
Nothing worth learning is learned quickly, except
parachuting. David S. Brown
7
(No Transcript)
8
KY Learner Goals Schools 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
  • KRS 158.6451, 707 KAR 1290 4,
  • 34 CFR 300.305

9
Academic Expectations
  • Example Learner Goal 1
  • 1.1 Students use reference tools… to find the
    information they need to meet specific demands,
    explore interests, or solve specific problems.
  • Example Learner Goal 2
  • 2.7 Students understand number concepts and use
    numbers appropriately and accurately.

10
Program of Studies (POS) (Kentuckys Mandated
Curriculum)
  • Outlines the minimum content required for all
    students before graduating
  • Provides all students with common content and
    opportunities to learn at high levels
  • Serves as the basis for establishing and revising
    curriculum at the local level

11
Core Content for Assessment 4.1
  • Is essential for all students to know
  • Is included in state assessment
  • Addresses the following content areas
  • Reading
  • Writing
  • Social Studies
  • Science
  • Math
  • Practical Living/Vocational Studies
  • Arts and Humanities

12
Character Education
  • This document offers additional instructional
    tools for teaching…
  • altruism, citizenship, courtesy, honesty, human
    worth, justice, knowledge, respect,
    responsibility, and self-discipline.

13
(No Transcript)
14
General Education Curriculum
IEP
Learner Goals
LRE
Academic Expectations
Program of Studies
IEP Services
Core Content
Measurable Goals, Benchmarks/STO
Aligned District Curriculum
Standards-Based Instructional Units
Present Levels Affect Statement
Lesson Plan
Transition
Progress Monitoring Data
Special Considerations
Design Down-Deliver Up Model
15
Purpose of the IEP
  • To support educational performance

707 KAR 1320 5 (7)(b)1 2 34 CFR
300.347(2)(i)(ii)
16
The IEP supports educational performance by
  • Providing access to the general curriculum.
  • Ensuring the student will make progress in the
    general curriculum.
  • Addressing the students other unique educational
    needs.
  • Preparing the student for further education,
    employment, and independent living.

17

IEP Development is a PROCESS not an event!
Special Factors
Transition
Progress Monitoring Data
Remember the flow
IEP Services
Present Levels
Reporting Progress
Annual Goals Benchmarks Short Term Objectives
18
Purpose of Data
  • Evaluate progress
  • Determine the effectiveness of instructional
    services
  • Determine if the child continues to need SDI
    and/or related services
  • Revise the IEP
  • Document implementation of the IEP

19
Student Performance Data Sources
  • pre-referral intervention results
  • work samples (e.g., portfolios, daily
    assignments, etc.)
  • behavioral observations
  • results of standardized individual assessments
  • culminating products/projects
  • state and district-wide assessment results
  • progress monitoring data (including baseline
    data)
  • interviews
  • classroom tests
  • formal/informal assessment
  • journal writing
  • ILP (IGP)
  • student parent surveys

20
IEP DEVELOPMENT CONSIDERATIONS
  • The ARC shall consider in the development of an
    IEP
  • the strengths of the child
  • the concerns of the parents for enhancing the
    education of their child
  • the results of the initial or most recent
    evaluation of the child
  • the academic, developmental, and functional needs
    of the child and
  • as appropriate, the results of the childs
    performance on any general state or district-wide
    assessment programs.

707 KAR 1320 5 (1) 34 CFR 300.346 (a)(1) IDEA
04 614(d)(3)(A)
21
Transition
Present Levels Affect Statement
Special Considerations
Goals, Benchmarks/ Objectives
Progress Reporting
Student Performance Data
SDI and Related Services
Progress Monitoring
Daily Lesson Plans
Participation in General Ed
Instructional Planning
22
Student Performance Data
Strengthen Instructional Planning
Present Levels
Measurable Goals
23
(No Transcript)
24
IEP DEVELOPMENT PROCESS
  • Consideration of Special Factors
  • Post-secondary Transition
  • Present Level of Academic Achievement and
    Functional Performance
  • Annual Goals, Benchmarks Objectives
  • IEP Services
  • Participation

25

IEP Development is a PROCESS not an event!
Special Factors
Transition
Progress Monitoring Data
Remember the flow
IEP Services
Present Levels
Reporting Progress
Annual Goals Benchmarks Short Term Objectives
26
Consideration of Special Factors
  • Behavior Concerns
  • Limited English Proficiency
  • Blind or Visually Impaired
  • Communication Needs
  • Deaf or Hard of Hearing
  • Assistive Technology
  • 707 KAR 1320 5 (2)
  • 34 CFR 300.346 (a)(2)

27

IEP Development is a PROCESS not an event!
Special Factors
Transition
Progress Monitoring Data
Remember the flow
IEP Services
Present Levels
Reporting Progress
Annual Goals Benchmarks Short Term Objectives
28
Post-Secondary Transition Needs
  • Begins at age 14 (or younger if determined
    appropriate) the IEP includes a statement of
    transition service needs
  • The statement Is updated annually
  • Focuses on the childs course
  • of study

707 KAR 1320 6 (1) 34 CFR 300.347 (b)(1) 34
CFR Appendix A, Q. 11 IDEA 2004 Citation Here?
29
Post-Secondary Transition Services
  • Beginning at age 16, or younger if determined
    appropriate, the IEP includes a statement of
    needed transition services
  • Includes transition services provided by the
    school
  • Includes, if appropriate, the interagency
    responsibilities or any needed linkages

707 KAR 1320 6 (2) 34 CFR Appendix A, Q. 12
30
Postsecondary Transition Services
  • Beginning no later than the first IEP to be in
    effect when the child is 16, the IEP includes
    appropriate measurable postsecondary goals
  • Postsecondary goals are updated annually
  • Postsecondary goals are based upon age
    appropriate transition assessment related to
    training, education, employment, and, where
    appropriate, independent living skills
  • IEP also includes the transition services
    (including courses of study) needed to assist the
    child in reaching those postsecondary goals
  • IDEA 04 614(d)(1)(A)(i)(VIII)

31
Transition Tips
  • The Transition needs of the student must be
    discussed first
  • Have the Individual Learning Plan (ILP) at all
    ARC meetings
  • Update the transition surveys annually (parent
    and student)
  • Review other transition assessments
  • Lets remember those Self-Advocacy skills!!!!

32
Transfer of Rights
  • 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

707 KAR 1320 6 (4) 34 CFR 300.347 (c), 34 CFR
300.517 (a) (1) (i, ii) Appendix A Question 4
part 2
33

IEP Development is a PROCESS not an event!
Special Factors
Transition
Progress Monitoring Data
Remember the flow
IEP Services
Present Levels
Reporting Progress
Annual Goals Benchmarks Short Term Objectives
34
Let the Rabbits Run A Parable
35
Present Level of Academic Achievement and
Functional Performance
  • A statement of the childs present levels of
    academic achievement and functional performance,
    including
  • How the childs disability affects the childs
    involvement and progress in the general
    curriculum as provided in the Kentucky POS or
  • For preschool children, as appropriate, how the
    disability affects the childs participation in
    appropriate activities.
  • 707 KAR 1320 5 (7)(a)
  • 34 CFR 300.347 (a)(1)

36
Academic Achievement and Functional Performance
Areas to Consider
  • Communication
  • Academics
  • Social and Emotional
  • General Intelligence
  • Health, Vision, Hearing, and Motor
  • Transition to Post-Secondary
  • Functional Vision/Learning Media Assessment

707 KAR 1300 3 (9)
37
Progress Monitoring Data
Strengthen Instructional Planning
Present Levels
Measurable Goals
38
Activity
  • What information would help the ARC develop the
    Present Levels?
  • What are some specific sources for this
    information?

39
Sources of Information Present Levels of Academic
Achievement and Functional 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 monitoring data (including baseline
    data)
  • interviews
  • classroom tests
  • formal/informal assessment
  • journal writing
  • ILP (IGP)
  • student parent surveys

40
Initial Present Levels of Academic Achievement
and Functional Performance
Student Performance Data
State Assessment
District Assessment

Individual Assessment Report
Data from referral information
41
Annual Present Levels of Academic Achievement
and Functional Performance
Individual Assessment Report
State Assessment
District Assessment
Progress Monitoring Data toward IEP Goals
42
How do you write the Present Levels?
43
Present Levels Planning Process
  • The ARC must know
  • What skills the student has and what content the
    student knows (progress monitoring data)
  • What students in this grade are expected to know
    and do (from the curricular documents)
  • What needs the student has that are not addressed
    through the curricular documents

44
Steps to Write the Present Levels
  • Locate the students grade level in the Program
    of Studies or district curriculum
  • Review the students performance information to
    plot where the student is in the general
    curriculum
  • Determine the skills and content the student
    needs to learn from the curriculum
  • Determine what the student needs to learn that is
    not addressed through the curricular documents
    (to address the childs other needs)

45
STEP 1
  • Identify competencies the student needs to
    acquire to be successful in the general
    curriculum.
  • STEP 2
  • Identify student competencies in relation to the
    Program of Studies/Aligned District Curriculum.

46
STEP 3
  • Determine
  • …how the childs disability affects the childs
    involvement and progress in the general
    curriculum….

KAR 707 1320 Section 5(7)(a)
47
How the disability affects the childs
involvement and progress in the general
curriculum…
  • 707 KAR 1320 5 (7)(a)
  • 34 CFR 300.347 (a)(1)

48
Presenting……..
  • The So What? Factor

49
Affect on Involvement and Progress in the General
Curriculum
  • Based on the status statements in the Present
    Level
  • What are the students challenges related to the
    disability?
  • How will the challenges related to the
    disability affect day-to-day life?

50
Present Level Statement
  • Dustin (Grade 4) uses phonetic clues to pronounce
    one syllable words. He has a sight word
    vocabulary of approximately 150 words, produces
    rhyming words, and uses context clues to
    understand text. He learns best when words are
    paired with visual cues and when information is
    highlighted. He is unable to use text features
    and organizational patterns to distinguish the
    difference between reading for information and
    reading for enjoyment. He cannot interpret the
    authors intent or opinions, or use details to
    support the authors opinions.

51
Affect Statement
  • Dustins inability to read high-frequency/grade
    appropriate words affects his performance in
    language arts and content areas when given
    grade-level reading materials, written
    directions, completing homework assignments,
    reading for information, answering open response
    requests, and responding to on-demand writing
    tasks.

52
  • Dustins inability to read high-frequency/grade
    appropriate words affects his performance in
    language arts and content areas when given
    grade-level reading materials, written
    directions, completing homework assignments,
    reading for information, answering open response
    requests, and responding to on-demand writing
    tasks.

53
  • Dustins inability to read high-frequency/grade
    appropriate words affects his performance in
    language arts and content areas when given
    grade-level reading materials, written
    directions, completing homework assignments,
    reading for information, answering open response
    requests, and responding to on-demand writing
    tasks.

54
Present Level Statement
  • Tiffany demonstrates above average cognitive
    abilities and below average academic abilities.
    In timed situations, she refuses to complete the
    work and tries to leave class, curses, and will
    bite and kick at the adult, resulting in
    interruptions of learning experiences for herself
    and others. She is more successful at
    interacting with younger students. She enjoys
    working on the computer, games involving
    individual effort, and physical education class.

55
Affect Statement
  • Tiffanys loss of time in the learning
    environment and unwillingness to complete
    assignments have resulted in the students
    performing below same age peers, and affects her
    ability to progress in the general education
    curriculum by working cooperatively in groups,
    participating in class discussions, completing
    timed assignments, accepting redirection, and
    complying with adult directions.

56
  • Tiffanys loss of time in the learning
    environment and unwillingness to complete
    assignments have resulted in the students
    performing below same age peers, and affects her
    ability to progress in the general education
    curriculum by working cooperatively in groups,
    participating in class discussions, completing
    timed assignments, accepting redirection, and
    complying with adult directions.

57
  • Tiffanys loss of time in the learning
    environment and unwillingness to complete
    assignments have resulted in the students
    performing below same age peers, and affects her
    ability to progress in the general education
    curriculum by working cooperatively in groups,
    participating in class discussions, completing
    timed assignments, accepting redirection, and
    complying with adult directions.

58
Present Level Statement
  • Rob (grade 5) shows an understanding of place
    value of numbers to 1,000 but cannot read, write,
    and model whole numbers to 100,000,000 can add,
    subtract, and multiply without regrouping, but he
    cannot use the skill of regrouping in these
    operations, and cannot do simple division. He
    can use manipulatives to show ½ and ¼ but he
    cannot compare and apply the sizes of common and
    mixed fractions. He cannot collect, organize, or
    display data, or choose an appropriate way to
    collect and represent data.

59
Affect Statement
  • Robs difficulty in math affects his performance
    in his ability to organize, collect, and
    interpret information to complete content
    assignments to think, predict, and problem-solve
    in content assignments and real-life situations.

60
Tips for Writing the Present Levels
  • Use information from student performance data
  • Describe what the student can and cannot do
  • Remember to include an affect statement
  • Cite the source of information obtained from
    outside the school (e.g., parent , medical
    information)
  • Use parent-friendly language

61
Anita
62
Prioritizing Student Needs
  • Students strengths and weaknesses
  • Amount of time left in school
  • Skills needed to achieve postsecondary goals
  • Behaviors that appear most modifiable
  • Parent, teacher and student interests and
    concerns

63

IEP Development is a PROCESS not an event!
Special Factors
Transition
Student Performance Data
Remember the flow
IEP Services
Present Levels
Reporting Progress
Measurable Annual Goals, Benchmarks, Short Term
Objectives
64
Measurable Annual Goals
  • A statement of measurable annual goals, including
    academic and functional goals and benchmarks or
    short-term objectives, designed to
  • Meet the childs needs that result from the
    childs disability to enable the child to be
    involved in and make progress in the general
    curriculum and
  • Meet each of the childs other educational needs
    that result from the childs disability.

707 KAR 1320 5 (7)(b) 34 CFR 300.347
(a)(2) IDEA 04 614(d)(1)(A)(i)(II)
65
What is Measurable?
  • Measurable means it must be possible to evaluate
    and document whether the student is making
    progress toward the goal.

66
Measurable Annual Goals
  • Are written to ensure access and enable progress
    in the general curriculum
  • Relate to the needs identified in the Present
    Levels
  • Include a method of measurement
  • Describe performance anticipated within ONE year

67
Reporting to Parents
  • Parents must be informed of
  • How progress toward annual goals is measured
  • When periodic progress reports will be provided
  • Extent to which that progress is sufficient to
    enable the child to achieve the goals by the end
    of the year

707 KAR 1320 5 (13)(a-b) 34 CFR 300.347
(a)(7)(i-ii) 34 CFR Appendix A, Q. 5, 10
68
Reporting Progress
  • Has the student been provided access to the
    general curriculum?
  • Has the student made progress in the general
    curriculum?
  • Has the student made progress toward the goals
    and benchmarks/objectives in the IEP?
  • Is the student on target to meet the goal?

69
Student Performance Data
Strengthen Instructional Planning
Present Levels
Measurable Goals
70
  • Developing a System to Drive Progress
    Monitoring

71
Collecting Ongoing Progress Monitoring Data
  • The purpose of monitoring is …
  • To provide a means for collecting and analyzing
    data
  • To determine if IEP goals and objectives have
    been achieved
  • To evaluate progress
  • To determine the effectiveness of program of
    services (IEP)
  • To determine if the student continues to need SDI
    and/or related services
  • To revise the IEP
  • To determine if there is a need for Extended
    School Year (ESY) services

72
Collecting Ongoing Progress Monitoring Data
  • Is a REQUIREMENT both in federal and state
    regulations that address individual education
    programs (IEPs)

73
Data Collection System
  • At the time an IEP is developed, it must specify
    and document plans for progress monitoring,
    including what will be monitored, who will
    monitor, when and where the monitoring will be
    conducted, and how the data will be reported.
  • Etscheidt, Susan K. (2006). Progress monitoring
    Legal issues and recommendations for IEP teams,
    TEACHING Exceptional Children, Jan/Feb 2006,
    56-60.

74
Determining Baseline
  • Create a Baseline (before SDI)
  • Administer multiple probes
  • Score the probes
  • Plot the scores

75
Data Collection System
  • In order to collect data that provides evidence
    of student progress, the IEP must also include a
    specific statement of
  • What data will be collected?
  • When will progress be measured and reported?
  • Where will the data be collected?
  • Who will collect, compile data, and report
    progress?
  • How often will data be collected?
  • How will progress be measured and reported?
  • What actions should be taken if a student is not
    making progress?

Is the data aligned with the goal?
76
How to Collect
  • Data is collected by
  • Observing student perform the behavior
  • (ex. sequencing a story with pictures,
    completing a computation problem, remaining in
    assigned area, etc.)
  • Reviewing products the student has completed (ex.
    writing assignment, math probe, etc.)

77
When to collect data…
  • Data are usually collected before, during, and
    after instruction
  • Before determines the BASELINE
  • During tells the educator whether the student
    PERFORMS the behavior
  • (ex. comprehends a reading passage, uses a
    switch, follows directions, solves an algebraic
    equation, etc.) independently or with assistance
  • After CONFIRMS the learning by the student and
    effectiveness of the individualized program

78
Steps to Progress Monitoring
  • Identify the target behavior in the annual goal,
    benchmark/short term objective.
  • Select the method of measurement for monitoring
    student progress.
  • Implement the IEP.
  • Collect the data.
  • Analyze the data.
  • Report data.

79
Methods of Measurement
  • Scoring guide
  • -holistic -conventional
  • -checklist -combination
  • Curriculum-based measurement
  • - teacher made tests - error analysis
  • - running record - task analysis
  • - annotations (marker papers)
  • Teacher observations
  • -anecdotal -intentional

80
Scoring Guides
  • Used to evaluate performance tasks, events, and
    open-ended responses
  • Provide indication of students growth toward
    outcomes
  • Ensure high expectations for all students and
    establishes criteria for judging the quality of
    student performance
  • Predefines qualities for evaluating performance
    and describes the degrees of success through the
    standards

81
Developing Scoring Guides
  • What do we want students to know and be able to
    do?
  • How well do we want them to know and be able to
    do it?
  • How will we know when they know and can do it
    well?

82
Curriculum Based Measurement
  • CBM is a simple set of procedures for frequent
    and repeated measurement of student performance
    (probes), which may include
  • Teacher made tests
  • Error analysis
  • Running records
  • Annotation

83
Annotation
  • Analyzing a students work sample
  • Making notes on the actual work sample
  • The notes are based on expected criteria
  • Example from Kentucky
  • Marker Papers

84
Observations
  • Intentional
  • Specific behavior related to area of concern
  • Setting in which observation occurred
  • Time, date, and length of observation
  • Criteria against which the behavior is judged
    (i.e., comparison group)
  • Data over time (i.e., frequency, duration,
    intensity
  • Anecdotal
  • Written account of child performance
  • Milestones in the childs social, emotional,
    physical, aesthetic, cognitive development
  • Objective and factual observation of child and
    his/her work

85
To ensure the observation is providing evidence
of the students performance, document…
  • What you see , hear, or count

NOT your opinion…
86
Fact or Opinion?
TLC is a slow learner.
87
Fact or Opinion?
The majority of the class had completed the five
assigned linear equations in ten minutes. TLC had
finished two, with one being correct.
88
Fact or Opinion?
JC reads 5/30 of the vocabulary words from the
curriculum his class is participating.
89
Fact or Opinion?
JC struggles with reading.
90
Fact or Opinion?
Quentin is disruptive in the classroom.
91
Fact or Opinion?
Quentin called out during Independent Work 9
times within a three minute time period.
92
How can we write Measurable Goals that access the
General Curriculum?
Curriculum Documents!!
Measurable Goal
Access to the General Curriculum
93
Steps to Write Measurable Goals
  • Review the prioritized list from the Present
    Levels including the Affect Statements
  • Develop the goal, including methods of
    measurement

94
Remember the flow
Develop the Present Level including the Affect
Statement
Prioritize Needs related to the childs disability
Develop Annual Goals
Add methods to make measurable
95
Remember the flow
Johnny can use visual strategies to understand
words within a text. He can apply phonetic
principles by sounding out letters within a word.
Johnnys difficulty with identifying words
immediately within a passage will affect reading
grade level content...
Present Levels
Identified Need
Increase fluency through word identification.
Annual Goal
AE 1.2 Johnny will make sense of a variety of
materials he reads
Methods of Measurement
as measured by the increased number of words read
within a reading passage.
96
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.
Present Levels
To develop skills for transitional writing.
Identified Need
AE 2.38 Anita will demonstrate skills such as
interviewing, writing resumes, and completing
applications that are needed to get a job
Annual Goal
Methods of Measurement
as measured by performance based on criteria
established within rubrics to assess her job
portfolio and interviewing skills.
97
Sample Goals and Short Term Objectives for
Preschool Age Student With Significant
Disabilities (DD-likely FMD non-verbal)
  • Goal Marsha will increase her abilities to
    understand use language to communicate
    information, experiences, ideas, feelings, needs,
    questions for other varied purposes as
    assessed using a discrete trial format on data
    sheet. HSCOF
  • Objectives
  • Upon seeing and wanting a particular item, and
    with a picture of that item in reach, Marsha will
    pick up the picture, reach to person holding the
    item, and release the picture into that person's
    hand.
  • Upon seeing and wanting a particular item, and
    with a picture of that item alone on a
    communication book within reach, Marsha will
    remove the picture from the book, go to the
    communicative partner, and give picture.
  • Upon seeing and wanting a particular item, and
    with a picture of the item alone on a
    communication book, Marsha will go to the book,
    remove the picture, go to communicative partner,
    and give picture.
  • Upon seeing and wanting a particular item and
    with the communication book available with
    corresponding picture and picture of a distracter
    item on it, MARSHAX will request that item by
    giving communicative partner the correct picture.

98
Specially Designed Instruction for Marsha
  • verbal cues, hand over hand assistance, system
    of least prompts, visual cues, immediate
    reinforcement for correct responses

99
Sample Goals and Short Term Objectives for
Elementary Age Student With Significant
Disabilities (multiple-OHI, FMD)
  • Goal
  • Sherida will demonstrate skills and work habits
    that lead to success in school and work by
    increasing her on task behaviors ( attention to
    instruction, following directions and task
    completion) as assessed by scoring guide. A.E.
    2.37
  • Objectives
  • Sherida will attend to 1-1 instruction in a
    variety of structured settings and increase the
    number of instructional tasks he completes during
    given work time (i.e. 5 minutes on task,
    increasing by 1 minute intervals as her attention
    to tasks increases/ begin with 2 tasks at a time
    and increase by 1 as needed).
  • Sherida will demonstrate independent work habits
    by completing a variety of familiar, structured
    tasks throughout the day.
  • Sherida will participate in a variety of small
    group activities with increased independence by
    orienting to adult directive demonstrating joint
    attention to task upon request and completing
    pre-taught instructional activity.
  • Sherida will participate in a variety of large
    group activities with increased independence by
    orienting to an adult directive, demonstrating
    joint attention to task upon request and
    completing pre-taught instructional activity with
    assistance as needed.

100
Sheridas Specially Designed Instruction
  • Visual cues, visual work system, first___,
    then___ visual support, system of least
    prompts/cueing, modeling, guided practice, direct
    instruction, peer support, frequent reinforcement
    for appropriate attention and completion of tasks

101
Sample Goals and Short Term Objectives for Middle
School Student With Significant Disabilities
(multiple-OHI, physical, low MMD)
  • Goal Tiffany will demonstrate her ability to
    become a responsible member of a group at home or
    in the community by effectively using
    interpersonal skills to initiate various social
    interactions as assessed by interpersonal
    communication checklist. (A.E. 4, 4.1)
  • Objectives
  • Tiffany will demonstrate her ability to use
    effective interpersonal skills by initiating or
    responding to a greeting from a peer or adult.
  • Tiffany will demonstrate her ability to use
    effective interpersonal skills by initiating a
    simple conversation (2 exchanges) with a familiar
    peer or adult on a topic of her choice with
    minimal cueing.
  • Tiffany will maintain conversation with familiar
    peer or adult on preferred topic for a minimum of
    4 exchanges.
  • Tiffany will terminate a conversation
    appropriately by offering an age appropriate
    salutation (i.e. bye, goodbye, see you later, see
    ya, etc.)

102
Tiffanys Specially Designed Instruction
  • positive practice across social settings, peer
    modeling of appropriate conversational skills,
    simplified verbiage, prior teaching/preparation
    of topic with rehearsal, video self modeling as
    applicable, modeling, system of least
    prompts/cues, scripting, social stories, comic
    book conversations, direct social skills
    instruction

103
Sample Goals and Short Term Objectives for High
School Student With Significant Disabilities
(Multiple-OHI medically fragile, FMD)
  • Goal
  • Cheryl will use the verbal, reading and writing
    processes to communicate ideas and information
    for a variety of purposes as assessed using
    running record observation record.
  • Objectives
  • Cheryl will use combinations of pictures,
    symbols, letters and words to convey meaning as
    she constructs sentences with increasing
    complexity across various content areas.
  • Cheryl will interpret specialized vocabulary
    (words and terms specific to understanding the
    content) found in practical workplace passages
    including recipes, houselhold labels, newspapers,
    forms, applications, etc.)
  • Cheryl will use correct and appropriate spelling,
    punctuation grammar and capitalization, as she
    constructs sentences or sentences she is given to
    edit
  • Cheryl will write transactive pieces (writing
    produced for authentic purposes and audiences)
    that demonstrate self-sufficiency and practical
    living skills observed in the practical workplace
    (i.e. forms, applications, letters resume, etc.)
  • Given weekly vocabulary words from various
    content areas that are practicably applicable,
    Cheryl will be able to match the appropriate
    words to the correct picture and identify at
    least one practical application for each using
    words, pictures, photos etc.

104
Cheryls Specially Designed Instruction
  • One to one instruction, pictorial graphic
    organizers, pictures, objects, pictorial word
    processor (fading physical and verbal prompts,
    pictorially supported reference guides, community
    referenced activities, modeling, system of least
    prompts, keyboarding instruction including use of
    spell check, and other editing devices, guided
    practice,

105
Sample Goals and Short Term Objectives for High
School Student With Significant Disabilities (
Multiple-low FMD, physical, OHI, VI)
  • Goal
  • David will identify and apply a variety of
    appropriate reading strategies to make sense of a
    various print and non print texts as assessed by
    reading scoring guide.
  • Objectives
  • David will recognize from two, through eye gaze
    or switches, familiar vocabulary to make sense of
    texts.
  • Using eye gaze or switches, David will make
    choices from two and interpret pictures and terms
    specific to understanding various content found
    in practical settings including recipes,
    household labels, newspapers, form, applications,
    other texts, etc.

106
Davids Specially Designed Instruction
  • One to one instruction, print enlarged to 24 pt.
    font, presentation of materials at a proper
    height and distance with head positioned
    correctly, physical assist as needed, touch
    response, switches as appropriate, Yes/No
    boards(pictorial), pictorial supports for choices

107
Tips for Writing Annual Goals
  • May use vocabulary from the Curricular Documents
  • Consider adding demonstrators as demonstrated
    by or as evidenced by to make it measurable
    (seen, heard, measured, counted)
  • Thoughtfully consider which method of evaluation
    will relate to the goal
  • Consider naturally occurring opportunities for
    evaluation

108
Anita
109
Benchmarks and Short Term Objectives
  • milestones for measuring progress
  • written for each annual goal

110
Short Term Objectives
  • Audience
  • Behavior
  • Circumstances
  • Degree
  • Evaluation

111
By the end of the second grading period, Jake
will provide a written interpretation of the
authors intent for a minimum of 8 personally
chosen reading selections. He will include the
written interpretive pieces in a working
portfolio and the teacher will evaluate the
pieces using a scoring guide.
  • Audience
  • Behavior
  • Circumstances
  • How/with what
  • Where
  • When
  • Degree
  • Target Score, Percent, Length of Time
  • Number of times
  • Evaluation
  • Documentation

112
Jake will provide a written interpretation of the
authors intent for personally chosen reading
selections.
  • Audience
  • Behavior
  • Circumstances
  • How/with what
  • Where
  • When
  • Degree
  • Target Score, Percent, Length of Time
  • Number of times
  • Evaluation
  • Documentation

113
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.

114
Benchmark STO Tips
  • Refer to the Annual Goals for specific skills
  • Use curricular documents to guide the
    benchmark/STO
  • Use appropriate grade level expectations
  • Ensure the benchmark/STO matches the goal

115
Johnny
  • Present Level Johnny can use visual strategies
    to understand words within a text. He can apply
    phonetic principles by sounding out letters
    within a word. Johnnys difficulty with
    identifying words immediately within a passage
    will affect reading grade level content...
  • Annual Goal AE 1.2 Johnny will make sense of a
    variety of materials he reads as measured by the
    increased number of words read within a reading
    passage.
  • Benchmarks
  • 1. Johnny will apply word recognition strategies
    to determine pronunciation of words in a
    passage. (CCA- RD-EP-1.1)
  • Johnny will read high frequency/grade appropriate
    passage with automaticity (immediate recognition)
    (POS).
  • Short Term Objective
  • 1. Given a 100 word reading passage, Johnny will
    read 95 of the words correctly within one minute.

116
Suzie
  • Present Level Suzie can add, subtract, and
    multiply without regrouping, but she cannot use
    the skill of regrouping in these operations, and
    cannot do simple division.
  • 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 develop and apply computational
    procedures to add, subtract, multiply, and divide
    whole numbers using basic facts and technology as
    appropriate. (POS 5th grade, Number Operations)
  • 2. Suzie will analyze real-world situations to
    identify the appropriate mathematical operations,
    and will apply operations to solve real-world
    problems by adding, subtracting, multiplying, and
    dividing whole numbers less than 100,000,000.
    (CC MA-05-1.3.1)

117
Anita
  • Present Level 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 measured by performance based on criteria
    established within rubrics to assess her job
    portfolio and interviewing skills.
  • Benchmarks
  • Anita will apply skills for writing a resume to
    seek a job/career (CCA 4.1 PL-HS-4.3.3).
  • Anita will complete a job application within the
    area of her job/career interest with 90
    accuracy.
  • Anita will demonstrate effective speaking and
    listening skills used in a job interview (ex.,
    friendly greeting, maintain eye contact,
    responding positively) (CCA 4.1 PL-HS-4.3.3).

118
Anita
119
Student Performance Data
Strengthen Instructional Planning
Present Levels
Measurable Goals
120
Step 3 - Progress Monitoring Implement the IEP
  • Goals, benchmarks/objectives
  • Specially designed instruction
  • Supplementary aids and services
  • Research based instructional practices
  • Related services

121
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

122
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. 707 KAR 1320 Section 5 (8)

123
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.

707 KAR 1280 1 (51) 7 KAR 1280 1 (51) 34 CFR
300.26 (b)(3)
124
Activity
  • Brainstorm several different forms of specially
    designed instruction.

125
Examples of SDI
  • Oral presentation of printed material
  • Paraphrasing strategies
  • Use of talking calculator
  • Procedural prompts
  • Use of Visual cues
  • Multi-sensory approach to reading
  • Use of Reinforcement strategies
  • Instruction in the use of
  • Text/Screen readers
  • Advanced organizers
  • Signed instruction
  • Word identification strategies
  • Use of talking calculator
  • Manipulatives

126
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.
  • 707 KAR 1280 1 (54)
  • 34 CFR 300.28
  • 34 CFR Appendix A, Q. 1

127
Activity
  • Brainstorm several different types of
    supplementary aids and services

128
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

129
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)

707 KAR 1320 5 (8) 34 CFR 300.347 (a)(3) 34 CFR
300.346 (d)
130
Assessment Accommodations and 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)
  • 703 KAR 5070
  • 707 KAR 1320 5 (10)
  • 34 CFR 300.347 (a)(5)(i)
  • 34 CFR Appendix A, Q.1

131
Alternate Assessment
  • If the ARC determines that the child shall take
    an alternate assessment on state or district-wide
    assessment, a statement of why
  • The child cannot participate in the regular
    assessment and
  • The particular alternate assessment selected is
    appropriate for the child.

IDEA 04 614(d)(1)(A)(i)(VI)(bb)
132
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.
  • 707 KAR 1280 1 (46)
  • 34 CFR 300.24

133
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

134
Activity
  • In small groups, brainstorm a list of related
    services

135
Examples of Related Services
  • transportation
  • psychological services
  • counseling
  • parent education
  • interpreting
  • orientation and mobility
  • occupational therapy
  • physical therapy
  • recreational therapy
  • speech and language therapy
  • 707 KAR 1280 1 (46)
  • 34 CFR 300.24

136
Anita
137
Beginning Date, Frequency, Location, Duration
  • Stated for services modifications
  • Anticipated frequency how often
  • Anticipated duration anticipated amount of time
    beginning date
  • Location
  • 707 KAR 1320 5 (12)
  • 34 CFR 300.347 (a)(7)(i)
  • 34 CFR Appendix A, Q.35

138
Participation in the General Education Program
139
Physical Education
  • The district shall make available to every child
    with a disability
  • physical education services, specially designed
    if necessary or
  • the opportunity to participate in the regular
    physical education program available to children
    without disabilities unless
  • the child is enrolled full time in a separate
    facility in which case the agency responsible for
    the education of the child in that facility shall
    ensure the child receives appropriate physical
    education or
  • the child needs specially designed physical
    education as prescribed in the childs IEP.
  • 707 KAR 1290 6

140
Making a Placement Decision
  • Review the services in the IEP
  • Consider placement in general education classes
    FIRST
  • Remove the student from general education only
    when the nature and severity of the disability
    cannot be accommodated for the students success
    in general education classes, even with the use
    of supplementary aids and services

141
Implementation
34 CFR Appendix A, Q.20
142
These decisions must be made by the ARC, the
district, or the school?
  • Who will collect the data?
  • Where will data be collected?
  • How often will data be collected?
  • How will data be recorded?
  • Where will progress data be kept?
  • What actions should the teacher take if a student
    is not making progress?

143
Step 4 - Progress Monitoring Collect Data
  • Progress Monitoring Data is collected
  • In an on-going manner
  • At least as often as indicated in local
    procedures
  • According to the frequency of the services
  • With indicators of date and criteria of work
    completed

144
Prior to Instruction
  • Collect baseline data
  • Ensure the behavior (social or academic) is
    observable - See it, hear it, or count it.

145
Progress monitoring is essential to evaluating
the appropriateness of a childs program yet
there is less compliance with this required
component of the IEP than any other.
Etscheidt, S. K. (2006) Progress monitoring
Legal issues and recommendations for IEP teams.
Teaching Exceptional Children 38(3), 55-60
146

IEP Development is a PROCESS not an event!
Special Factors
Transition
Progress Monitoring Data
Remember the flow
IEP Services
Present Levels
Reporting Progress
Annual Goals Benchmarks Short Term Objectives
147
Step 5 Progress Monitoring Analyze the Data
148
Step 5 Progress Monitoring Analyze the Data
  • The ARC compares and contrasts the data with the
    baseline and goals in the IEP to…
  • -Determine progress toward the goals
  • -Assist in determining if the instruction is
    effective
  • -Drive instructional decisions and modifications
    in the classroom

149
Progressing greater than the goal Increase the
goal
trend-line
goal-line
150
Not making Progress Change instructional program
trend-line
X
X
X
goal-line
151
Using Progress Monitoring to Guide Instruction
  • Using the data points, compare the trend line
    against goal line
  • If the trend line is steeper than the goal line,
    raise the goal
  • If the trend line is below the goal line, modify
    instruction
  • If the trend line is at the goal line, the
    student is making sufficient progress to meet the
    annual goal

152
Stages of Progress
  • Inadequate progress - rate of actual progress
    falls below rate of expected progress
  • Adequate progress - student is progressing as
    expected
  • Acquisition - student achieves goals/objectives/be
    nchmarks
  • Maintenance - skill/behavior is maintained
    without instruction
  • Generalization - acquired skill/behavior is
    transferred to new environments

153
Data Collection Helpful Hints
  • No reform will be effective without good solid
    data
  • Without a focus, you may address the wrong
    problems
  • Analyze the data and look for patterns
  • From data analysis, develop a validated
    intervention
  • If data shows the problem increasing, give the
    intervention time and allow 2 weeks

154
Tips for Teachers
  • Keep data collection forms and IEPs in a
    convenient place
  • Organize the data for ease of collection and
    reporting
  • Use natural products and opportunities for data
    collection
  • Goals, Benchmarks Objectives determine the
    frequency and type of the data collection

155
Writing the IEP is the beginning not the end!
156
Progress Monitoring Process
Student Folder with IEP Goals Methods of
Ongoing Measurements of Progress
Benchmarks/STO SDI/SAS
Preparing For ARC
At Grading Periods
  • Review all Progress Monitoring Data
  • Identify student work that demonstrates
    progress, or lack of, toward the goal
  • One piece of documentation per grading period
    (minimum) to support data
  • Summarize analysis of student work in written
    form
  • Prepare recommendations
  • Analyze Progress Monitoring Data
  • Is the student making progress?
  • Document on IEP
  • Scoring Guides
  • Curriculum Based Assessment
  • Observations
  • Student Work Samples

157
Reflect on the IEP
  • Can you articulate this to staff and parents?
  • 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?

158
Focus Questions
  • How do we improve the performance of students
    with disabilities?
  • How do we connect the curricular documents and
    IEPs so they work together?
  • How will you meet the childs other educational
    needs that result from the disability?
  • How will you teach the goals/benchmarks/objectives
    ?
  • How will you know that the students have learned
    what has been taught?

159
Nothing worth learning is learned quickly, except
parachuting. David S. Brown
160
Contact us!!!!
  • West KY Educational Cooperative
  • Tiffany Sanders, Ed Consultant
  • mtsanders_at_brtc.net
  • Sherida Gentry, Ed Consultant
  • Sherida.gentry_at_wkec.org
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